Bullying Lesson:
The outcome data for this lesson indicated a 63% decrease in bullying behaviors from 2016-2017 through 2017-2018. Using surveys, Ms. Sledge was able to get a better understanding about the students’ beliefs regarding their understanding of what “bullying” is.

Given that only 75% of students could properly apply a skill taught in the lesson, Ms. Sledge wants to separate the lesson into two. One lesson can cover the definition of bullying and emphasizing communication skills for how to report by teaching standard B-SS 1. The next lesson can teach strategies for bullying and how to be an up-stander by using standard B-SS. By splitting the lesson, Ms. Sledge will have more time for students to practice these standards and feel more confident applying them to real life situations.

To collect data more accurately Ms. Sledge will have students complete the surveys in the computer labs with her present. This plan will help to have consistent number of responses for each question and give an accurate reading of students’ attitude, knowledge, and skills relating to bullying.

Attendance Lesson:
For future planning, Ms. Sherer may use various types of data to determine the success of the lesson. For example, the Georgia Health Survey (GHS) has several questions relating to school climate, bullying, and drug use. Research tells use these factors influence school attendance. In conjunction with the GHS, Ms. Sherer could also produce a needs assessment prior to writing the lesson.

This lesson could be spilt into two may include components related to a needs assessment and the GHS. For example, if a high percentage of students felt disconnected to school then a needs assessment could ask further questions like relationships with peers and adults in the building. The first lesson could cover ways to build relationships at school and the importance this plays in chronic absenteeism (B-SS: 3 and B-SS: 2.). The second lesson could cover B-SMS 6, which can cover results from the needs assessment that addressed reasons why students want to miss school. For example, not being prepared for school like missing the bus or staying home to finish an overdue project. The lesson could include various scenarios and activities for students to brainstorm solutions

While many students responded “Strongly Agree” or answered correctly, the survey may not have been challenging enough. For future surveys, the questions can be written at a higher level to encourage varying responses. Ms. Sherer plans to consult with a teacher at McClure to further develop these questions. The lesson was taught in 8th grade because they have the highest absences in the building. However, nearly all students agreed or strongly agreed that absences affect grades.

Career Exploration and IGP:
The outcome data for this lesson clearly demonstrates that students are finishing the lesson with the required knowledge about graduation requirements. We saw an increase of 228% in correct answers to the question, “How many credits does it take to graduate high school?” The perception data indicated the students felt more comfortable about their understanding of what is required of them in high school with a combined increase of 50.3%. Once students complete the CC section and have researched and selected a minimum of three careers that are of interest to them, they are one step closer to being able to narrow down the pathways to their future.

As such, the indications are that the lesson is ultimately fulfilling the bare minimum requirements. What did not work well was the amount of time used to teach the lesson. It was too short causing a lack of depth of understanding. There was only a general and basic connection from school to career. To improve this lesson, we would like to split the lesson into two or three separate lessons to provide this depth of knowledge and understanding. We have an 8th grade career day in November where we have 24-32 different careers and occupations represented by speakers from the field.
By separating this lesson into two, we can spend more time with the IGP connecting the high school graduation requirements to the courses offered at each high school. We can then help the students make the correlations between high school experiences and life after high school. We would have the opportunity to teach them more about the CTAE/Fine Arts courses at the schools to better prepare them for their high school articulation and course requests.

Grade Level: 6

Lesson Topic: Bullying Prevention

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1, M3, B-LS1, B-LS5, B-LS9, B-SMS1, B-SMS2, B-SMS7, B-SMS9, B-SS2, B-SS4, B-SS5, B-SS6, B-SS8, B-SS9

Start/End: Oct-Nov

Process Data (Number of students affected): 394

Perception Data (Surveys or assessments used): Perception data was collected through pre and post surveys:


Pre Survey Results:

30.9 % Reported seeing bullying behaviors in the first 4
months of school

Post Survey Results:

After learning the appropriate definition of bullying, students reported seeing an increase (4.74%) in bullying behaviors.

We think this increase may be due to students being exposed to the lesson and the definition of bullying because there is not an increase in discipline referrals relating to bullying behaviors.

Before the lesson, 67% of students reported bullying occurring on the internet. After the lesson, 48% of students reported bullying on the internet. This results in a 28% decrease of reported cyber bullying.

After the lesson, 89% of students could identify a bullying strategy (knowledge), however only 75% of students were able to apply this strategy to a bullying scenario (skill).

Outcome Data (Achievement, attendance, and/or behavior data): Outcome data was collected from 2016-2017 and 2017-2018 discipline referrals for the L1, L2, and L3 referrals that are based on “bullying behavior” May, 2017 had 7 reports of bullying behavior May 2018 had 3 reports of bullying behavior. This is a 57% decrease in bullying behavior.

Implications: For this lesson, we wanted to determine through our surveys that students knew the definition of bullying, could identify a strategy to stop bullying and finally be able to apply the strategy to a bullying situation. We wanted to see a decrease in the overall number of bullying behaviors. The post survey shows only 75% could apply a skill taught in the lesson to a bullying situation. In the future, we will focus more time on teaching and practicing these skills. Because students reported hallways as a concern for bullying, we plan to enhance the hallway scenario in the lesson to give students more skills to be an up-stander to a bully. We also plan to share this data with teachers so that there may be more supervision during class changes and locker breaks so students feel safer. To collect data more accurately Ms. Sledge plans to have students complete the surveys in the computer labs with her present. This plan will help to have consistent number of responses for each question and give an accurate reading of students’ attitude, knowledge, and skills relating to bullying. We also think this lesson might work best being split into two lessons. One lesson can cover the definition on bullying and how to report by teaching standard B-SS 1. Use effective oral and written communication skills and listening skills. The next lesson can teach strategies for bullying and how to be an up-stander by using standard B-SS 5. Demonstrate ethical decision making and social responsibility.

Attachments

Grade Level: 8th Grade

Lesson Topic: Attendance Lesson: Everyday Counts

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Academic and Personal/Social M4 – Belief in whole self, including healthy balance of mental, social/emotional and physical well-being B:LS 3 - Use time-management, organizational, and study skills B:S-MS - Demonstrate ability to overcome barriers to learning

Start/End: Lesson delivered in 8th grade Science classes on March 1, 2, 9 2018

Process Data (Number of students affected): 435 8th grade students through one lesson delivered fifteen times. The lesson was 50 minutes long.

Perception Data (Surveys or assessments used): Perception data was collected through pre and post surveys:

1. I understand too many absences can impact my grades. (Attitude)
a. Strongly Agree (Pre: 72%, Post: 84%)
b. Agree (Pre: 26%, Post: 13%)
c. Disagree (Pre: 2%, Post: 2%
d. Strongly Disagree (Pre: 0%, Post: 0%)

Prior to the intervention, 72% of students strongly agreed that too many absences can impact their grades. This increased to 84% following the intervention.

2. You are absent from school because you were sick, what do you do to catch up in your classes? (Skill)
a. Check your teachers’ blogs while you are out to see what you missed
b. When you return, ask your teachers what you missed in class
c. Wait until someone tells you what you need to make up
d. a and b only – correct answer (Pre: 85%, Post: 88%)

Before the lesson, 85% of students knew what to do when they were absent to catch up; this grew to 88% after the lesson.



3. Chronic absenteeism is…. (Knowledge)
a. When you miss 18 days of the school year
b. When you miss 1-2 days a month
c. When you miss 10% or more of the school year
d. All of the above – correct answer (Pre: 89%, Post: 97%)

Before the lesson, 89% of students knew what chronic absenteeism was. After the intervention, 97% knew the definition of chronic absenteeism.

Outcome Data (Achievement, attendance, and/or behavior data): For this lesson, we measured 8th grade attendance during the month of February (before my lesson) and the month after the lesson was taught (April). The numbers of absences in 8th grade in February was 371. In April, the number of absences was 221. That equals to a 40% decrease in number of absences.

Implications: We found this lesson to make an impact on attendance as evidenced by the 40% decreased in absences. We saw trends in the pre and post survey that indicate that students changed their attitudes, skills, and knowledge. We wonder if the questions might have been too easy as the vast majority of students responded “Strongly Agree” or answered the question correctly. Looking at the results there are few changes to make in future lessons. The majority of students got most questions correct and very few students said that they disagreed that absences can impact grades. This is interesting because 8th grade has the highest absences in our school – so there is a disconnect in what they answered and number of times they miss school. It may be beneficial to do a needs assessment on absences prior to the lesson. This can be used to ask students why they miss school and their thoughts on absences and grades. This would give me more information to adjust my lesson and feel more confident about addressing the issues around absences. This information could be used to develop a series of lessons so the counselors can spend more time teaching skills that promote better attendance. One lesson could review attendance data and issues revolving around absences. Then one or more lessons following can cover skills students reported on in the needs assessment. It would also be helpful to include the parents into this discussion. The counselors could create a parent letter to give to students or have teachers post it to their blog.

Attachments

Grade Level: 8

Lesson Topic: Graduation Plan and Career

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Academic and Career Mindset: 2 & 4 Behaviors: B-LS 1 B-LS 5 B-LS 7 B-LS 9 B-SMS 10

Start/End: February, 2018 through March, 2018

Process Data (Number of students affected): 435 8th grade students in 17 55-minute lessons

Perception Data (Surveys or assessments used): Survey Question #1
How comfortable do you feel about your knowledge of what it takes to graduate high school?

Pre-Survey
Pre-Survey %
A Not comfortable at all 5.4
B Not sure 7.4
C A little Comfortable 31.1
D Comfortable 39.3
E Very Comfortable 16.7


Post:
Post-Survey
A Not comfortable at all 0.09
B Not sure 2.4
C A little Comfortable 11.3
D Comfortable 39.2
E Very Comfortable 46.2

% Change
Post-Survey Change
A Not comfortable at all 0.09 5.31
B Not sure 2.4 5
C A little Comfortable 11.3 19.8
D Comfortable 39.2 0.1
E Very Comfortable 46.2 29.5


Question #2
Survey Question:
How many credits are required to graduate from high school?

Prior to Lesson
Correct Answer: 30%
Incorrect Answer: 70%

Post Lesson:
Correct Answer: 70%
Incorrect Answer: 30%

Outcome Data (Achievement, attendance, and/or behavior data): 100% of 8th grade students were promoted or placed into 9th grade for the 2018-2019 school year.

Implications: This lesson includes some of the Georgia mandated curriculum for 8th grade students. Students entering into 9th grade need a firm understanding of the requirements to graduate high school. The section of the lesson that covers the Individualized Graduation Plan allows students the opportunity to create a “schedule” of the needed and desired classes to take for the 4 years in high school. The second part of the lesson gives the students time to continuing exploring career interests or take a new inventory. At the end of the lesson the students have selected a minimum of 3 careers they are interested in used the Career Cruising Program to research the education or training requirements for those 3 careers. This is a great deal of information for 14 year old students to grasp. We moved through the lesson quickly, maybe too quickly. We would like to separate the lesson into 2 or 3 different sessions and spend more time on the following: • Connecting the required courses for high school graduation to the training and education related to the career of their interest. Each high school that our students matriculate into has 5 or more educational opportunities in their CTAE/Fine Arts departments. Georgia now requires students to take a minimum of 3 classes in the same CTAE/Fine Arts pathway in order to graduate. This elective requirement allows students to experience aspects of the career or job that interests them. We would like to spend more time reviewing the different CTA/Fine Arts course choices from each high school. • Another adjustment is to teach the now, multiple lessons, earlier in the school year. We have a large and exciting Career Day the last day before Thanksgiving break and we would like the students to have several careers and information about those careers to help them select the speakers they will visit. Career Cruising allows us to pull data about the careers that are top-rated from the 8th grade population so that we can invite speakers about those popular careers.

Attachments