Since this is the largest component of the school counseling program, in many ways it has the most impact on making a difference and helping students reach their maximum potential. The three lessons highlighted in this application are a reflection of second grade lessons in the Second Step Curriculum. All three lessons are directly linked to our vision, mission, goals and the ASCA Mindsets and Behavior Standards.

Effectiveness of each lesson based on the data and how the data will inform future activities:

The first lesson focuses on being respectful. Perception data results show that 91% of the students could identify 2 examples of respectful behaviors, which was a 26% increase from the pre survey; 86% of the students know a strategy to help determine respectful responses, which was a 76% increase from the pre survey; 93% of the students can give an example of respectful and disrespectful talk, which was a 50% increase from the pre survey. The data reveals that with direct and intentional instruction students were able to increase their knowledge about how to be respectful students. I feel this lesson was effective because an average of 90% of the students demonstrated mastery of the content as evidenced in the perception data.

The second lesson focused on problem solving strategies. Perception data results show that 95% of the students could take responsibility of their actions, which was a 8% increase from the pre survey; 88% of the students can state a problem without blaming anyone, which was a 40% increase from the pre survey; 92% of students believe that they can think of safe and respectful solutions to a problem, which is a 8% increase from the pre survey; 70% of the students can name the problem solving steps, which was a 180% increase from the pre survey; 78% of students can identify the positive and negative consequences to a possible solution, which was a 333% increase from the pre survey; 66% of students can demonstrate how to use the problem solving strategies, which is an increase of 288% from the pre survey. On the pre/post tests 85%-95% of the second grade students believe they are responsible for their own actions, and believe they can think of safe and respectful solutions to a problem. Before any instruction our second graders had a positive outlook and want to do the right thing. Again our data is showing that we are making gains in the areas of respect, defiance and disruption. However, I realized there are some students that seem to need more instruction and practice and would benefit from tier 2 interventions.

The third lesson focused on problem solving. Perception data results show that 86% of the students could list the problem solving strategies, which was a 43% increase from the pre survey; 79% of the students could identify and demonstrate the belly breathing strategy, which was a 163% increase from the pre survey; 76% of the students could use the stop signal as a way to halt the escalation of my strong emotions, which was a 204% increase from the pre survey; 93% of the students believe that hurting others’ bodies and feelings are not okay, which was a 3% increase from the pre survey. The data reveals that with intentional instruction on this topic, the students were able to increase their knowledge about problem solving strategies and learned the knowledge and skills of how to apply it. There does seem to be some students who need more instruction and practice and could benefit from a tier 2 small group.

There was a discrepancy in the number of students who took the pre and post test. I also realized that some of the students who took the post test were not the same students who took the pre test due to students transferring in and out of the school. For future data collection, I will consider using data from students who were here for both the pre and post surveys/assessments.

Intentional instruction paired with positive attitudes does make a difference. Perception and outcome data, along with learning theory, support continuing lessons on these topics. Our data is definitely linked to our program goals, and lessons like these contribute to the overall decrease of physical aggression and disrespectful behavior in our school.

Grade Level: 2

Lesson Topic: Being Respectful

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): (Social- Emotional & Academic Domain) M1, M2, M3, B-SLS 4, B-SS 2, B-SS 9

Start/End: 8/17/17

Process Data (Number of students affected): 100% of grade 2 students (122), 1x every 7 days for 40 minute block

Perception Data (Surveys or assessments used): Perception Data
(Data from surveys/ assessments)
(107) Grade 2 students completed a pre 3 point response survey and (102) students completed a post survey:

Knowledge:
I can Identify 2 examples of respectful behavior.
Pre: 72%
Post: 91 %
26% increase in knowledge

I know a strategy to help determine respectful responses.
Pre: 49%
Post: 86%
76% increase in knowledge

I can give an example of respectful and disrespectful talk.
Pre: 62%
Post: 93%
50% increase in knowledge

Outcome Data (Achievement, attendance, and/or behavior data): In SY 2016-17 there were 619 verified offenses school-wide. In SY 2017-18 these reports decreased to 551 demonstrating a 11% decrease in discipline incidents overall. Physical contact offenses decreased by 5% from 187 in SY 2016-17 to 177 in SY 2017-18.

Implications: The data suggests that with intentional instruction on this topic, the students were able to increase their knowledge about how to be respectful students. I feel this lesson was effective because an average of 90% of the students demonstrated mastery of the content as evidenced in the perception data and should be taught yearly. There was a discrepancy in the number of students who took the pre and post test. There were 5 less students who took the post test. Also we realized that some of the students who took the post test were not the same students who took the pre test due to students transferring in and out of the school. For future data collection, I will consider using data from students who were here for both the pre and post assessment. When analyzing the perception data from the survey, I realized that I may have gotten a little better data if I had used a 3 or 4 point response scale instead of yes/no. I also realized that I only included knowledge questions and that maybe I should have included an attitude or belief question as well.

Attachments

Grade Level: 2

Lesson Topic: Solving Problems

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1, M2, M3, B-SMS 2, B-SMS 7, B-SS 2, B-LS 9, (Social- Emotional Domain)

Start/End: 3/13/18

Process Data (Number of students affected): 100% of grade 2 students (122), 1x every 7 days for 40 minute block

Perception Data (Surveys or assessments used): (105) Grade 2 students completed a pre survey and (103) students completed a post survey:

Attitude/Beliefs:
I believe I am responsible for my own actions.
Pre: 88%
Post:95%
8% increase in attitude/belief

I think I can state a problem without blaming anyone.
Pre: 63%
Post: 88%
40% Increase in attitude/belief

I believe I can think of safe and respectful solutions to a problem.
Pre: 85%
Post: 92%
8% Increase in attitude/belief

Knowledge:
I can name the problem solving steps.
Pre: 25%
Post: 70%
180% Increase in knowledge

I can identify the positive and negative consequences to a possible solution.
Pre: 18%
Post: 78%
333% Increase in knowledge

I can demonstrate how to use the problem solving strategies.
Pre: 17%
Post: 66%
288% Increase in knowledge

Outcome Data (Achievement, attendance, and/or behavior data): In SY 2016-17 there were 619 verified offenses school-wide. In SY 2017-18 these reports decreased to 551 demonstrating a 11% decrease in discipline incidents overall. Physical contact offenses decreased by 5% from 187 in SY 2016-17 to 177 in SY 2017-18.

Implications: On the pre/post tests 85%-95% of the second grade students believe they are responsible for their own actions, and believe they can think of safe and respectful solutions to a problem. Before any instruction our second graders had a positive outlook and want to do the right thing. Again our data is showing that we are making gains. However, I realized there are some students that seem to need more instruction and practice and would benefit from tier 2 interventions. Intentional instruction paired with positive attitudes does make a difference. Longitudinal data, along with learning theory, support continuing lessons on these topics. Our data is definitely linked to our program goals, and lessons like this one that teach problem solving skills will help students be able to control their actions and contribute to the overall decrease of physical aggression and disrespectful behavior in our school. Also we realized that some of the students who took the post test were not the same students who took the pre test due to students transferring in and out of the school. For future data collection, I will only use data from students who were here for both the pre and post assessment.

Attachments

Grade Level: 2

Lesson Topic: Solving Problems

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1, M2, M3, B-SMS 7, B-LS 9 (Social-Emotional Domain)

Start/End: 4/5/18

Process Data (Number of students affected): 100% of grade 2 students (122), 1x every 7 days for 40 minute block

Perception Data (Surveys or assessments used): (105) Grade 2 students completed a pre survey and (103) students completed a post survey:

Knowledge:
I can list the steps of the Problem Solving Strategy
Pre: 60%
Post: 86%
43% Increase in knowledge

I can identify what is involved in belly breathing.
Pre: 30%
Post: 79%
163% Increase in knowledge

Skill:
I can use the stop signal as a way to halt the escalation of my strong emotions.
Pre: 25%
Post: 76%
204% Increase in skill

Attitude:
I believe that hurting others’ bodies and feelings are not okay.
Pre: 90%
Post: 93%
3% Increase in attitude

Outcome Data (Achievement, attendance, and/or behavior data): In SY 2016-17 there were 619 verified offenses school-wide. In SY 2017-18 these reports decreased to 551 demonstrating a 11% decrease in discipline incidents overall. Physical contact offenses decreased by 5% from 187 in SY 2016-17 to 177 in SY 2017-18.

Implications: The data suggests that with intentional instruction on this topic, the students were able to increase their knowledge about problem solving strategies and learned the knowledge and skills of how to apply it. There does seem to be some students who need more instruction and practice and could benefit from a tier 2 small group. Also we realized that some of the students who took the post test were not the same students who took the pre test due to students transferring in and out of the school. For future data collection, I will only use data from students who were here for both the pre and post assessment. When analyzing the perception data from the survey, I realized that I may have gotten a little better data if I had used a 3 or 4 point response scale instead of yes/no. I also realized that I only included knowledge questions and that maybe I should have included an attitude or belief question as well. Similar lessons were presented to all of the other grade levels, and we believe this has impacted the decrease of physical aggression, disrespect, defiance and disruption in our school. We will continue to teach these lessons to our students.

Attachments