The three lessons in the peer relations unit for 7th grade were analyzed for the core curriculum (CC) results report. Lesson one, Upstander Strategies, supported the creation and maintenance of a culture of kindness and inclusion. Lesson two, Managing Peer Pressure, encouraged awareness of student’s social interactions and taught critical thinking skills. Lesson three, Celebrating Diversity, was a cultural awareness lesson which emphasized empathy.

What was effective? Upon review of the process and perception data, both indicated favorable results. Process data was evaluated by informal conversation with teachers and with a teacher perception survey, given in the fall. The procedures used for scheduling and delivery of CC lessons worked very well. Several specific procedures stood out as being highly effective. First, the strategic selection of class enabled us to align some of the CC lesson with the content students were already learning in their core classes. Second, the creation of a CC calendar for the entire year allowed teachers some flexibility with the selection of the day counselors taught in their room. Overall, the process worked very well for teachers, counselors, and students. Perception data was measured using pre and posttest for each of the three lessons. The perception data indicated that the Upstander Strategies lesson had a positive impact on 7th grade students. An average of the first six knowledge questions showed pretest score of 47% and a post test score of 87%. This data indicated that students knew the upstander strategies. This is further reflected in question eight, where 88% of students reported they believed they were capable of assisting a classmate who was being mistreated. For the Peer Pressure lesson, data reflected that students had a solid understanding of the various forms of peer pressure, with a pre test score of 29% and post test score of 77%. Questions five through seven were multiple choice questions where a specific form of peer pressure was presented and students were asked to identify which refusal strategy would be the most effective. Overall, the students showed growth, with an average gain (pre to post) of 36 percentage points. With the Cultural Diversity lesson, we saw 20 percentage points gained for question one, which asked if “learning from culturally diverse peers can improve their character, how they relate to peers and the work they create”. Question two states that “students will learn from others who are from different cultures” and we saw 19 percentage points gained with this question. Understanding, accepting and valuing diverse backgrounds helps our students thrive at school and in society. The ability to relate well to all types of people is a skill we wanted our students to possess and the CC unit provided the support to master these skills.

What will be different? Discipline data was used to measure the outcome of our peer relations unit. Analysis reflected, 26 Rule 5 referrals in 2016-2017 and 63 Rule 5 referrals in 2017-2018 for 7th grade. Rule 5 is the discipline code for peer to peer aggression. The referrals increased despite the perception data indicating students learned the Mindsets and Behaviors being taught. This forced us to critically think about additional interventions our school needed to improve peer interactions and decrease Rule 5 infractions. We outlined several new interventions to be implemented for the 2018-2019 school year. First, we knew that a large percentage of students never received a Rule 5 infraction. However, there were students who struggle with peer relationships and repeatedly receive multiple Rule 5 referrals. These students need additional support. This could be through a counseling group, individual sessions, referral to outside community resources, and/or increased contact with parent/guardians. Second, we will increase the communication with all parents/guardians regarding the counseling lesson content being delivered, by using the school’s social medial page. Parents/guardians will be encouraged to discuss with their child the content, strategies, and techniques being taught through the core curriculum lessons. Third, we will begin discussion with our administrators about implementing restorative justice practices school wide. Fourth, we will offer a book study for staff to learn and discuss new ideas on how to connect with diverse learners. We will be using the book, Culturally Responsive Teaching and the Brain by Zaretta Hammond. In addition to these four changes listed above, there are additional improvements that will be made to the delivery and measurement tool for these three lessons. These enhancements are outlined in detail in the results report.

Grade Level: 7th

Lesson Topic: Upstander Strategies

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional M3,B-SS 3, B-SS 9

Start/End: Sept. 14, 2017- Sept. 29, 2017

Process Data (Number of students affected): 14 Science classrooms 325 7th grade students

Perception Data (Surveys or assessments used): Pre and Post Test, all students

Questions 1-6 are multiple choice. Percentages reported below represent the percentage of students who mastered the content and selected the correct answer.

1) Describe how to use the Safe School Ambassador strategy: BALANCING.
Pretest:41.6%
Posttest: 93.9%

2) Describe how to use the Safe School Ambassador strategy: DISTRACTING.
Pretest: 54.0%
Posttest: 88.3%

3) Describe how to use the Safe School Ambassador strategy: SUPPORTING.
Pretest: 23.5%
Posttest: 80.7%

4) Describe how to use the Safe School Ambassador strategy: REASONING.
Pretest: 55.5%
Posttest: 87.3%

5) Describe how to use the Safe School Ambassador strategy: GETTING HELP.
Pretest: 69.1%
Posttest: 89.8%

6) Describe how to use the Safe School Ambassador strategy: ALLYING.
Pretest: 37.3%
Posttest: 84.3%


Question 7-9 are multiple choice. Student choices for each question were “always”, “sometimes” or “never”. The correct answer for each questions is “always.”


7) I believe I SHOULD help a classmate who is being mistreated.
Pretest: 52.6%
Posttest: 65.0%

8) I believe I am CAPABLE (meaning you know how) of assisting a classmate who is being mistreated.
Pretest: 60.0%
Posttest: 87.7%

9) If a student is being mistreated, I WILL help them out.
Pretest: 59.3%
Posttest: 68.0%

Question 10 list all the positive strategies discussed in the lesson. This gives us an idea of which strategies the students would be the most likely to use.

10) Choose the Safe School Ambassador strategy you are the most likely to use (you can select more than one).

Balancing 19%
Distracting 21%
Supporting 17%
Reasoning 11%
Getting Help 16%
Allying 16%
None of the above, I don’t know what these are. 0%
11) Open ended questions, see narrative
(SEE CHART #1, Upstander Strategies)

Outcome Data (Achievement, attendance, and/or behavior data): Discipline Data Enrolment 16/17 - 1109 students 17/18 - 1194 students Number of referrals, whole school 16/17 - 340 referrals 17/18 - 558 referrals Rule 5 referrals, 7th grade 16/17 - 26 referrals 17/18 - 63 referrals Referrals for African-American males in special education 16/17 – 67 17-18 - 81

Implications: Process Data: The Upstander Strategies lesson was delivered through science classrooms. Teachers were able to select a day from a few dates that were offered to them. All twelve regular education classrooms received the lesson and a modified version of the lesson was delivered to two resource special education classrooms. This process worked very well for teachers, counselors and students. No major changes are needed. Implications: ~ We will consider conducting a make-up core curriculum lesson for students who are absent the day the lesson was delivered. Perception Data: The perception data indicates that the Upstander Strategies lesson had a positive impact on 7th grade students. It empowered them with the knowledge of the six strategies for combating meanness and promoting positive peer relationships. An average of the first six knowledge questions shows pretest score of 47% and a post test score of 87%. This data indicates that students know the Upstander Strategies. This is further reflected in question 8, where 87.7% of our students indicated that they believed they were capable of assisting a classmate who is being mistreated. Implications: ~ We can use video clips or quotes from various student leaders to promote and normalize the strategies being taught. ~ In question 9, we had minimal growth, only 9 percentage points. We believe that we can put more of an emphasis on courage and help students work through some of the reasons they choose not to help a peer in need. In 2018, we started teaching Positive Self Talk, Mental Rehearsal, Chunking and Deep Breathing. We plan to review and practice these techniques in the other two peer relations core curriculum lessons. ~ The scores for question 7 were a surprise. Students were asked if they believe they SHOULD help a classmate who is being mistreated. Pres test score was a 53% and post test score was a 65%. Both are significantly lower than we expected. We plan to explore this further using conversations with our students to better understand what factors are contributing to the low scores and how to change that mindset and promote more empathy and connection between peers. Outcome Data: (The outcome data summary and implications is the same for all three lessons) This Upstander Strategies lesson was one of three in a peer relations unit. The last few years we have seen an increase in the number of Rule 5 infractions. Rule 5, captures peer on peer aggression and is the discipline thread that is most closely linked to the skills being taught in the peer relations unit. We compared the number of Rule 5 infractions for 2016-2017 (26) to the number of infractions for 2017-2018 (63). Implications: ~ Students who have received multiple rule 5 infractions should receive additional support. This could be through a counseling group, individual sessions, referral to outside community resources, and/or increased contact with parent/guardians. ~ We will increase the communication with parents/guardians regarding the counseling lessons being delivered. This can be done using the schools social medial page. Parents/guardians can be encouraged to discuss content, strategies, and techniques being taught through the core curriculum lessons. ~ We will begin discussion with our administrators about implementing restorative justice practices school wide. ~ We will offer a book study for staff to learn and discuss new ideas on how to connect with diverse learners. We will be using the book, "Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students" by Zaretta Hammond

Attachments

Grade Level: 7th

Lesson Topic: Peer Pressure

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional B-LS 1, B-SS 5, B-SS 9

Start/End: Nov. 23, 2017 - Nov. 30, 2017

Process Data (Number of students affected): 14 Social Studies classrooms 325 7th grade students

Perception Data (Surveys or assessments used): Pre and Post Test, all students

Question 1 is multiple choice. Percentages reported below represent the percentage of students who mastered the content and selected the correct answer.

1) Which description of peer pressure discussed in the peer pressure counseling lesson is incorrect?
Pretest: 28.5%
Posttest: 76.6%

Question 2 is multiple choice. Student choices for each question are “always”, “sometimes” or “never”. The correct answer for each questions is “always.”

2) Peer pressure is a part of my environment.
Pretest: 9.9%
Posttest: 26.9%
Questions 3-4, open ended questions (see narrative).
Question 5-7 are multiple choice. Student choices for each question are “always”, “sometimes” or “never”. The correct answer for each questions is “always.”

5) When someone tries to pressure you into something negative by, calling you a chicken or saying you are scared to do something…… what’s the most effective way to respond?
Pretest:21.2%
Posttest: 67.0%

6) When someone tries to pressure you into something negative by, saying they will take all the blame if you get caught …… what’s the most effective way to respond?
Pretest: 30.6%
Posttest: 66.5%

7) When someone tries to pressure you into something negative by, arguing against every reason you give…… what’s the most effective way to respond?
Pretest: 49.5%
Posttest: 69.5%

(SEE CHART #2, Peer Pressure)

Outcome Data (Achievement, attendance, and/or behavior data): Discipline Data Enrolment 16/17 - 1109 students 17/18 - 1194 students Number of referrals, whole school 16/17 - 340 referrals 17/18 - 558 referrals Rule 5 referrals, 7th grade 16/17 - 26 referrals 17/18 - 63 referrals Referrals for African-American males in special education 16/17 – 67 17-18 - 81

Implications: REVISED SECTION Process Data: The Peer Pressure lesson was delivered through social studies classrooms. Teachers were able to select a day from a few dates that were offered to them. All twelve regular education classrooms received the lesson and a modified version of the lesson was delivered to two resource special education classrooms. This process worked very well for teachers, counselors and students. No major changes are needed. Implications: ~ We will consider conducting a make-up core curriculum lesson for students who are absent the day the lesson was delivered. Perception Data: The pre and posttest contained 7 questions. Question 1 was a knowledge questions. Students showed tremendous growth which reflects they have a solid understanding of the various forms of peer pressure. The pretest score was 28.5% and post test score was 76.6%. Questions 5-7 were multiple choice questions where a specific form of peer pressure was being used and students were asked to identify which refusal strategy would be the most effective. Overall, the students showed growth, with an average gain of 36 percentage points. Implications: ~ Our students would benefit from more review and practice of the refusal strategies. We believe this would increase students understanding of the refusal strategies and allow them to feel more comfortable using the strategies in real life. ~ We will continue to update the Super Bowl commercials that are used in the lesson to ensure that they are the most relevant for the students. Outcome Data: (The outcome data summary and implications is the same for all three lessons) This Peer Pressure lesson was one of three in a peer relations unit. The last few years we have seen an increase in the number of Rule 5 infractions. Rule 5, captures peer on peer aggression and is the discipline thread that is most closely linked to the skills being taught in the peer relations unit. We compared the number of Rule 5 infractions for 2016-2017 (26) to the number of infractions for 2017-2018 (63). Implications: ~ Students who have received multiple rule 5 infractions should receive additional support. This could be through a counseling group, individual sessions, referral to outside community resources, and/or increased contact with parent/guardians. ~ We will increase the communication with parents/guardians regarding the counseling lessons being delivered. This can be done using the schools social medial page. Parents/guardians can be encouraged to discuss content, strategies, and techniques being taught through the core curriculum lessons. ~ We will begin discussion with our administrators about implementing restorative justice practices school wide. ~ We will offer a book study for staff to learn and discuss new ideas on how to connect with diverse learners. We will be using the book, "Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students" by Zaretta Hammond

Attachments

Grade Level: 7th

Lesson Topic: Diversity

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Social/Emotional B-SS 4, B-SS 7

Start/End: Dec. 1, 2017 - Dec. 14, 2017

Process Data (Number of students affected): 14 Language Arts classrooms 325 7th grade students

Perception Data (Surveys or assessments used): Pre and Post Test, all students

Question 1-2 are multiple choice. Student choices for each question are “always”, “sometimes” or “never”. The correct answer for each questions is “always.”

1) I believe working with and learning from culturally diverse peers can improve my character, how I relate to my peers, and the work I create.
Pretest: 47.9%
Posttest: 68.0%

2) I WILL include and learn from others who are from different cultures than I am from.
Pretest: 52.2%
Posttest: 71.1%

(SEE CHART #3, Celebrating Diversity)

Outcome Data (Achievement, attendance, and/or behavior data): Discipline Data Enrolment 16/17 - 1109 students 17/18 - 1194 students Number of referrals, whole school 16/17 - 340 referrals 17/18 - 558 referrals Rule 5 referrals, 7th grade 16/17 - 26 referrals 17/18 - 63 referrals Referrals for African-American males in special education 16/17 – 67 17-18 - 81

Implications: REVISED SECTION Process Data: The Celebrating Diversity lesson was delivered through language arts classrooms. Teachers were able to select a day from a few dates that were offered to them. All twelve regular education classrooms received the lesson and a modified version of the lesson was delivered to two resource special education classrooms. This process worked very well for teachers, counselors and students. No major changes are needed. Implications: ~ We will consider conducting a make-up core curriculum lesson for students who are absent the day the lesson was delivered. Perception Data: The pre and posttest contained two questions. Unlike the previous two lessons (Upstander and Peer Pressure), these 7th grade students did not receive a cultural diversity lesson their 6th grade year. Due to this content being new, we selected two mindsets and behaviors to teach and only asked two questions on the pretest. Overall, the perception data shows growth. We see 20 percentage point gain for question one, which asks if learning from culturally diverse peers can improve their character, how they relate to peers and the work they create. Question two states that students will learn from others who are from different cultures. We see a 19 percentage point gain with this question. Implications: ~ In the 2017-2018 school year, we have added a diversity lesson to the 6th grade core curriculum lesson. This means the 7th grade lesson will be modified and this will allow us to expand on the mindsets and behaviors being taught. We will add a few more questions to the pre and posttest to better measure the effectiveness of the content and delivery methods. ~ A few of the pre and post test questions will be rewritten to be more precise. For example, not asking multiple things in one questions. Also, we will carefully consider the use of the multiple choice options “always”, “sometimes”, “never” and consider replacing these with Likert scales. ~ We will create opportunities for students to celebrate their cultural diversity. We could collaborate with our foreign language teacher and/or the student council sponsor and encourage a Cultural Diversity Night. Outcome Data: (The outcome data summary and implications is the same for all three lessons) This Celebrating Diversity lesson was one of three in a peer relations unit. The last few years we have seen an increase in the number of Rule 5 infractions. Rule 5, captures peer on peer aggression and is the discipline thread that is most closely linked to the skills being taught in the peer relations unit. We compared the number of Rule 5 infractions for 2016-2017 (26) to the number of infractions for 2017-2018 (63). Implications: ~ Students who have received multiple rule 5 infractions should receive additional support. This could be through a counseling group, individual sessions, referral to outside community resources, and/or increased contact with parent/guardians. ~ We will increase the communication with parents/guardians regarding the counseling lessons being delivered. This can be done using the schools social medial page. Parents/guardians can be encouraged to discuss content, strategies, and techniques being taught through the core curriculum lessons. ~ We will begin discussion with our administrators about implementing restorative justice practices school wide. ~ We will offer a book study for staff to learn and discuss new ideas on how to connect with diverse learners. We will be using the book, "Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students" by Zaretta Hammond

Attachments