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.