REVISED SECTION:

Hidden Hills Elementary school has one School Counselor that serves 366 students from TK through 5th grade. The core curriculum action plan supports our school wide focus of The Energy Bus initiative, the ASCA mindsets and behaviors, state mandates, and the counseling competencies and standards set forth by the district. At the end of the 2017-2018 school year, the School Counselor spent approximately 56 hours in core curriculum lessons, reaching all students over the course of 85 classroom lessons. These lessons covered a variety of topics aimed at increasing student competencies in social-emotional and behavior including: managing strong emotions, dealing with conflicts, test taking strategies, solving problems and more. There has not been a widely used standard for behavioral referrals at Hidden Hills, making it difficult to ascertain outcome data that is directly linked to the effectiveness of the Second Step Lessons. However, the undeniable links between social-emotional health and both academic and social success makes academic results a viable source of outcome data.
The lessons included are examples from the Second Step curriculum, an evidenced based program and are linked to the School Counseling program vision and mission. Students are acquiring skills for scholarly, emotional and relational success that will help them become lifelong learners and caring citizens in their future academic and career pursuits.

#1: Respecting Differences

The 2nd grade lesson, taught to 56 students during classroom instruction time, addressed the overarching theme of empathy and respect specifically when it comes to differences. This lesson taught students that having empathy helps you notice when others have different preferences than you do, and that respecting different preferences helps you get along better with others. As students develop their ability to have empathy, its important they learn to interpret others’ feelings accurately. Perspective taking is critical for working in academic groups, making friends, and successfully resolving interpersonal conflicts.

#2: Problem Solving

The 2nd and 3rd grade lessons was taught to 112 students over two weeks. Lessons were geared on teaching students the skills to calm down, problem solving steps, and saying the problem without blame. Students who are more skilled problem solvers get along better with peers and have fewer conflicts and problems with aggression.

#3: Empathy and Respect

The 4th and 5th grade lessons, taught to 120 students during classroom instruction time, laid the foundation for the Second Step curriculum by teaching respect and empathy. Empathy and communication skills have been shown to increase social and academic success and decrease youth involvement in problem behaviors. Empathy is a crucial component of healthy communication and interpersonal relationships. Empathy and respect are taught throughout the entire curriculum.
Results from pre and post surveys illustrated an increase in student positive attitude, skills, and knowledge in regards to social and emotional issues. Furthermore, students showed a great improvement in outcome data:. The California Assessment of Student Performance and Progress (CASPP) results indicate a significant improvement in academic test scores, in English Language Arts and Math. In 2017 48.34% of 3rd graders met or exceeded standard level, while in 2018 59.02% of those same students, who are now 4th graders met or exceeded standard level. In the future we plan to keep track of and use outcome data more closely related to student behavior, such as school-wide disciplinary numbers that detail more than school wide suspensions. School wide suspension rates decreased by 40%, from 5 suspensions in 2016-2017 school year, to 3 suspensions in the 2017-2018 school year.

REVISED:

All core curriculum lessons are pre-determined by the school district. As a district, we use the Second Step evidenced based curriculum. Student perception data from our pre/post survey illustrates a greater understanding of the social/emotional topics covered. For example, 58% of second grade students were able to identify all three examples of respect before lessons were delivered, while 64% of students were able to identify all three examples of respect after. Due to the success of the program, we will continue to use and add additional Second Step lessons.
Additionally, rather than focusing on grade level blocks for a six-week period, we want to ensure our classroom presence year round. Therefore, we will present a classroom lesson per grade each month of the year. Active classroom support will encourage students to build their social skills throughout the year and serve as a constant reminder to all students of the support by their school counselor. Lastly, it will identify long-term impact on student knowledge, skills, and attitude changes through our pre-post

Grade Level: 2nd Grade

Lesson Topic: Respecting Differences

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B-SMS: 2; B-SS: 9

Start/End: December 1, 2017

Process Data (Number of students affected): Lesson was taught to two second grade classes, a total of 56 students.

Perception Data (Surveys or assessments used): Pre/Post data revealed that second grade students improved their ability to recognize acts of respect and the importance of it in their problem solving steps. Two specific questions directly correspond to respect in the pre and post test (3, 5).

Outcome Data (Achievement, attendance, and/or behavior data): Behavior: School wide suspension rates decreased by 40%, from 5 suspensions in 2016-2017 school year, to 3 suspensions in the 2017-2018 school year. Additionally, the number of offenses decreased from 5 in the 2016-17 school year, to 3 in the 2017-18 school year. Academic: Although not on our original action plan; we pulled academic improvement based on test results. Lessons were social/emotional and behavioral focused--however, higher social and emotional regulation allows for greater academic success. As a school, test scores rose from the 2016-17 to the 2017-18 school year.

Implications: Since Pre/Post tests are districted created, it would be beneficial to create lesson specific pre/post tests to administer to students to gain a better idea of their improvements in attitude, skills, and knowledge. Furthermore, we would want to find a better way to collect outcome data. Behaviorally, there is limited disciplinary information recorded for the year. Only persistent data was suspension data, which was minimal. Academic grades are difficult to use as outcome data at the elementary level. Due to teachers ability to only grade students on certain curriculum standards every trimester, it makes direct comparisons difficult. The CASPP Test results indicates a big improvement on test scores in language and math. For instance, in 2017 48.34% of 3rd graders met or exceeded standard level, while in 2018 59.02% of those same students, who are now 4th graders met or exceeded standard level. REVISED It is difficult to speak to the effectiveness of each lesson in terms of behavior because there is limited data collection. Our school’s current disciplinary records only include suspension rates, illustrating a high need for a better data collection system that include the number of student referrals to the counselor, principal, or calls home. REVISED: Additionally, this lesson focuses heavily on the differences between people’s likes and dislikes in a very general way. In the future, it would be helpful to gear some of the examples to respecting differences within the classroom. How can students use empathy and respect to maneuver their way through classroom problems and respecting differences on the playground and with peers during instructional time. This can be done through implementing more role play.

Attachments

Grade Level: 2nd & 3rd

Lesson Topic: Solving Problems

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B-LS:1; B-LS:9; B-SS:6

Start/End: December 22, 2017

Process Data (Number of students affected): This lesson was taught to four second and third grade classes, a total of 112 students.

Perception Data (Surveys or assessments used): Pre/Post data revealed that 2nd and 3rd grade students improved their ability to identify skills necessary for solving problems . Two specific questions directly correspond to respect in the pre and post test and are represented in the attachment.

Outcome Data (Achievement, attendance, and/or behavior data): Behavior: School wide suspension rates decreased by 40%, from 5 suspensions in 2016-2017 school year, to 3 suspensions in the 2017-2018 school year. Additionally, the number of offenses decreased from 5 in the 2016-17 school year, to 3 in the 2017-18 school year. Academic: Although not on our original action plan; we pulled academic improvement based on test results. Lessons were social/emotional and behavioral focused--however, higher social and emotional regulation allows for greater academic success. As a school, test scores rose from the 2016-17 to the 2017-18 school year.

Implications: Since Pre/Post tests are districted created, it would be beneficial to create lesson specific pre/post tests to administer to students to gain a better idea of their improvements in attitude, skills, and knowledge. Furthermore, we would want to find a better way to collect outcome data. Behaviorally, there is limited disciplinary information recorded for the year. Only persistent data was suspension data, which was minimal. Academic grades are difficult to use as outcome data at the elementary level. Due to teachers ability to only grade students on certain curriculum standards every trimester, it makes direct comparisons difficult. The CASPP Test results indicates a big improvement on test scores in language and math. For instance, in 2017 48.34% of 3rd graders met or exceeded standard level, while in 2018 59.02% of those same students, who are now 4th graders met or exceeded standard level. REVISED It is difficult to speak to the effectiveness of each lesson in terms of behavior because there is limited data collection. Our school’s current disciplinary records only include suspension rates, illustrating a high need for a better data collection system that include the number of student referrals to the counselor, principal, or calls home. REVISED: Additionally, this lesson focuses heavily on the differences between people’s likes and dislikes in a very general way. In the future, it would be helpful to gear some of the examples to respecting differences within the classroom. How can students use empathy and respect to maneuver their way through classroom problems and respecting differences on the playground and with peers during instructional time. This can be done through implementing more role play.

Attachments

Grade Level: 4th & 5th Grade

Lesson Topic: Empathy & Respect

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): MS:2; B-SS:4: B-SS:9

Start/End: September 18, 2017

Process Data (Number of students affected): This lesson was taught to four fourth and fifth grade classes, a total of 120 students.

Perception Data (Surveys or assessments used): Pre/Post data revealed that 4th and 5th grade students improved their ability to identify skills necessary for solving problems . Two specific questions directly correspond to respect in the pre and post test and are represented in the attachment.

Outcome Data (Achievement, attendance, and/or behavior data): Behavior: School wide suspension rates decreased by 40%, from 5 suspensions in 2016-2017 school year, to 3 suspensions in the 2017-2018 school year. Additionally, the number of offenses decreased from 5 in the 2016-17 school year, to 3 in the 2017-18 school year. Academic: Although not on our original action plan; we pulled academic improvement based on test results. Lessons were social/emotional and behavioral focused--however, higher social and emotional regulation allows for greater academic success. As a school, test scores rose from the 2016-17 to the 2017-18 school year. For example, the CASPP Test results indicate a big improvement on test scores in language and math. For instance, in 2017 48.34% of 3rd graders met or exceeded standard level, while in 2018 59.02% of those same students, who are now 4th graders met or exceeded standard level

Implications: Since Pre/Post tests are districted created, it would be beneficial to create lesson specific pre/post tests to administer to students to gain a better idea of their improvements in attitude, skills, and knowledge. Furthermore, we would want to find a better way to collect outcome data. Behaviorally, there is limited disciplinary information recorded for the year. Only persistent data was suspension data, which was minimal. Academic grades are difficult to use as outcome data at the elementary level. Due to teachers ability to only grade students on certain curriculum standards every trimester, it makes direct comparisons difficult. The CASPP Test results indicates a big improvement on test scores in language and math. For instance, in 2017 48.34% of 3rd graders met or exceeded standard level, while in 2018 59.02% of those same students, who are now 4th graders met or exceeded standard level. REVISED It is difficult to speak to the effectiveness of each lesson in terms of behavior because there is limited data collection. Our school’s current disciplinary records only include suspension rates, illustrating a high need for a better data collection system that include the number of student referrals to the counselor, principal, or calls home. REVISED: Additionally, this lesson focuses heavily on the differences between people’s likes and dislikes in a very general way. In the future, it would be helpful to gear some of the examples to respecting differences within the classroom. How can students use empathy and respect to maneuver their way through classroom problems and respecting differences on the playground and with peers during instructional time. This can be done through implementing more role play.

Attachments