The School Counseling Core Curriculum is the largest component of the counseling program that reaches the most students and has the greatest impact on student success. The evaluation of this component is instrumental in determining the effectiveness of the lessons delivered and provide the opportunity to make decision about which lessons to continue, adjust or discontinue. Combing through the results will provide opportunity to reflect on the data collected and its validity as well as determining if the mindsets & behaviors were accurately selected.
The lesson done on bullying and cyber-bullying was delivered to bring awareness of the difference between the two types of bullying. The goal of this lesson was to provide students with more than just information about what bullies do but also to provide insight on the victim’s emotion when they are being bullied. I wanted students to feel empathy for the victim. Finally, it was important to make students aware of the ramifications bullies face. During the pre-test 38% of the students knew what a bully was, 36% of the students knew what cyberbullying was and 22% of the students knew the consequences of bullying or cyberbullying. The outcome data showed that there was a positive change for our 1st grade population. At the end of 2017-2018 discipline referral decreased by 22%. Although the decrease percentage was small, the data collected provided me the information needed to make adjustments for the following school year.
The lesson done on House Bill 5 Loss of Credit was delivered to address the importance of school attendance. Data for 2016-2017 revealed that every grade level had attendance concerns but the grade level with the highest was Kindergarten students. Therefore, the concern was that these student’s mindsets and behaviors were mistakenly set that they had an option to come to school. Our challenge was to change the mindsets and behaviors of these students to accurately change the school’s attendance expectations and to explain ramifications for not coming to school every day. During the pre-test 8% of the students knew what loss of credit meant. After the post-test 90% of these students knew what it meant. The data for 2016-201 showed that students in Kindergarten had an 95.28% rate in attendance. These students had a total of 96.06% in 2017-2018. This is a 10.78% increase in attendance. This information provided me with valuable data. After a great deal of reflection on the data we decided that more lessons on this topic would need to be done in order to achieve higher results.
The lesson done on Anxiety Strategies was delivered to address academic achievement. The data gathered for 2016-2017 indicated that students were experiencing anxiety everyday due to the work demands. This was occurring in all grade levels. The need to provide students with tools to bring awareness and relief was critical. To begin this lesson, it was important that students understood the definition of anxiety and possible causes. They needed to be aware that the pain in their stomach was not always due to illness but anxiety. This would provide students with the knowledge needed to try some preventative measures such as relaxation techniques. The pre-test showed that only 4% or 34 students could recognize sigs of anxiety. After the post-test 94% or 799 students were able to recognize some signs of anxiety. The data for 2016-2017 showed that a group of ten 4th grades students struggled to pass the STAAR reading assessment for two consecutive years. Armed with that knowledge, a small group was created to assist that group. Of the 10 students in the group none passed the STAAR reading assessment in 2016-2017. By 2017-2018 6 of the students passed the reading STAAR test after the first administration. Three of those students took the 2nd administration online but due to technology difficulties that day, students in the State of Texas stopped the test after the second hour and later were exempted from having to take the 3rd administration, had they not passed. Finally, 1 of the students in this group did not pass the STAAR test but this student qualified for Special Education. Although the data was skewed due to the technical difficulties experienced during the STAAR test, students gain valuable information on recognizing anxiety symptoms and relaxation techniques. More data will need to be gathered to make this lesson more effective.

Grade Level: K - 5

Lesson Topic: Bullying and Cyber-bullying

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): SOCIAL/EMOTIONAL Social Skills, M3, B-SS2, B-SS4, B-SS8, B-SS5, B-SS6, B-SS9

Start/End: November 15-30, 2017

Process Data (Number of students affected): 850 K-5th grade students, 41 lessons, 30 minutes

Perception Data (Surveys or assessments used): Pre-test: 38% of the students knew what a bully was.
36% of the students knew what a cyberbullying was and 22% of the students knew the consequences of bullying or cyberbullying.
Post: 88% of the students knew what a bully was.
84% of the students knew what a cyberbullying was and 90% of the students knew the consequences of bullying or cyberbullying.

Outcome Data (Achievement, attendance, and/or behavior data): Behavior data – Students in Kindergarten had a total of 18 discipline referrals in 2016-2017 for code of conduct violation in the area of engaging in physical contact inappropriate to school environment. These students had a total of 14 discipline referral in 2017-2018. This was a 22% decrease.

Implications: REVISED SECTION: The outcome data indicates that the lesson made a positive impact on this group of students. Although the gains were small it provided me with data to build upon. Next year, I will provide additional lessons that targets positive behavior and saying no to bullies. TO MAKE GAINS ON THE POSITIVE IMPACT, I PLAN ON MAKING THE FOLLOWING ADJUSTMENTS: IN ADDITION TO DELIVERING MY LESSON MORE EFFECTIVELY WITH INTERACTIVE LESSONS, I WILL BE BRINING IN THE SOCORRO INDEPENDENT SCHOOL DISTRICT (SISD) POLICE DEPARTMENT TO DELIVER LESSONS ON BULLYING AND CYBERBULLING AND ON DAVID'S LAW FOR ALL GRADES. I WILL COLLECT DATA MORE ACCURATELY BY ASING STUDENTS QUALITY QUESTIONS TO GAIN INSIGHT AS TO WHAT THEY KNOW ABOUT BULLYING AND CYBERBULLYING, WHAT THEY WANT TO LEARN AND WAYS TO NOT BECOME A VICTIM. I WILL TARGET ASCA MINDSETS AND BEHAVIORS, SOCIAL/EMOTIONAL B-SS2, B-SS4, B-SS8. THE MINSETS THAT I WILL DISCONTINUE WILL BE M3, B-SS5, B-SS6, B-SS9.

Attachments

Grade Level: K-5

Lesson Topic: House Bill 5 Loss of Credit

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): ACADEMIC Learning Strategies M5, B-LS4, B-LS6, B-LS7, B-LS8, B-LS10

Start/End: April 12 - 26, 2018

Process Data (Number of students affected): 850 K-5 students, 41 lesson, 30 minutes

Perception Data (Surveys or assessments used): Pre-test: 8% of the students knew what loss of credit meant.
Post-Test: 90% of the students knew what loss of credit meant

Outcome Data (Achievement, attendance, and/or behavior data): Attendance data - Students in Kindergarten had an 95.28% rate in attendance for the 2016-2017 school year. These students had a total of 96.06% attendance in the 2017-2018 school year. This was a 3% increase.

Implications: REVISED SECTION: The outcome data indicates that the lesson made some impact on this population. Next year I will do this lesson earlier in the year so that students are aware that there are implications for not coming to school every day. NEXT YEAR, I WILL DELIVER LESSONS MORE EFFECTIVELY BY USING INTERACTIVE LESSONS SUCH AS NEARPOD. I WILL COLLECT DATA MORE ACCURATELY BY ASKING BETTER PRE & POST QUESTIONS THAT ARE MORE DIRECTED TO THE BENEFITS OF HAVING GOOD ATTENDANCE. IN ADDITION, I WILL BE ELICITING MORE RESPONSES FROM STUDENTS BY INCLUDING ENTRY AND EXIT QUESTIONS REGARDING ATTENDANCE AND THEIR VIEWS ON THE IMPORTANCE OF BEING AT SCHOOL EVERYDAY. NEXT YEAR, THE MINDSETS & BEHAVIORS AND LESSONS THAT I WILL TARGET INCLUDE ACADEMIC MINDSET AND BEHAVIORS: B-LS:4, B-LS:7 & B-SMS6 AND DROP M5, B-LS6, B-LS8 & B-LS10 BECAUSE I WANT TO BE MORE PRESCRIPTIVE WITH MY LESSONS AND TARGET 3 MINDSETS & BEHAVIORS INSTEAD OF TOO MANY AT ONCE.

Attachments

Grade Level: K - 5

Lesson Topic: Anxiety Strategies

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): ACADEMIC Self-Management Skills M6, B-SMS2, B-SMS6, B-SMS7,

Start/End: January 29 - February 1, 2018

Process Data (Number of students affected): 850 K-5 students, 41 lesson, 30 minutes

Perception Data (Surveys or assessments used): Pre-test: 4% of the students could recognize signs of anxiety.
Post-Test: 94% of the could recognize signs of anxiety

Outcome Data (Achievement, attendance, and/or behavior data): Achievement data – Students in 5th grade had a 0% pass rate in 2016-2017 STAAR reading assessment. In 2017-2018 the data showed that 30% of the students were exempted from taking the STAAR due to technology difficulties. 10% of the students did not pass, one qualified for Special Education and 60% of the students passed the Reading STAAR assessment.

Implications: REVISED SECTION: The outcome data indicates that the lesson made some impact on this population. Next year I will do this lesson earlier in the year so that students are aware that there are implications for not coming to school every day. NEXT YEAR, TO DELIVER THE LESSONS MORE EFFECTIVELY, I WILL HAVE STUDENTS LEARN ABOUT THE SIGNS OF ANXIETY AND WILL PRACTICE VARIOUS WAYS OF REDUCING ANXIETY. I WILL MODIFY THE ENVIRONMENT SUCH AS TURNING THE LIGHTS DOWN AND PROVIDING MUSIC FOR RELAXATION SO THAT STUDENTS CAN PRACTICE VARIOUS TECHNIQUES TO RELAX TO INCLUDE YOGA. I WILL COLLECT DATA MORE ACCURATELY BY ASKING BETTER QUESTIONS TO INCLUDE PRE AND POST QUESTIONS THAT ALLOW ME TO KNOW HOW STUDENTS ARE FEELING BEFORE THE LESSON AND HOW THEY FELT AFTER THE LESSON. IN ADDITION, I WILL HAVE STUDENTS TELL ME WHICH TECHNIQUE HELPED THEM THE MOST TO REDUCE ANXIETY AND WHEN THEY CAN USE THEM IN THE CLASSROOM. I WILL USE THE FOLLOWING MINDSETS AND BEHAVIORS, CAREER, B-SMS6 AND B-SMS7 WHICH FOCUS ON OVERCOMING BARRIERS AND DEALING WITH COPING SKILLS, WHICH IS APPLY TO ANXIETY STRATEGIES.

Attachments