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.