To address our third goal, lessons were developed to decrease negative behaviors and increase positive relationships. A lesson focused on diversity was delivered to all K-2 students (360) in January 2018 that aimed for students to develop a sense of belonging at school (M:3), create positive and supportive relationships with other students (BSS:2), and demonstrate decision making and responsibility (BSS:5). Perception data was gathered through a pre/post survey with 1st grade. We chose to focus data collection in this grade level as 1st grade teachers rated (BSS:2) as an area of highest concern for their students through the needs assessment. Pre/post data was collected with 100% response rate. We measured student attitudes regarding the treatment of others and knowledge of diversity and discrimination. According to results, the content of the lesson positively impacted student perceptions related to diversity and should be continued in the. A 3% decrease in office discipline referrals (ODRs) pointed to students applying what they learned in their relationships. Given the slight reduction in ODRs, the school counselors considered reviewing data related to how many ODRs were related to discrimination and core-curriculum targeting BSMS:1 in assuming responsibility for discriminatory behavior will be developed.
Additionally, the counselors determined that the high percentage of ODRs was related to a lack of appropriate problem-solving skills resulting in impulsive behavior, specifically in grades 3-5. To further address goal three, lessons were developed for students to use their abilities (M:5) to increase effective problem solving (BLS:1, BLS:9, BSMS:7) and decrease impulsive behavior (BSMS:2). This was the second problem-solving lesson delivered to all students in grades 3-5. This lesson was designed to assist students in applying problem-solving skills (BSMS:7) and making decisions (BLS:1, BLS:9). 3rd grade students (111) were assessed with pre/post questions to collect perception data. We chose to collect data in this grade level as 3rd grade teachers rated (BSMS: 7) as a specific concern for their students. We requested that teachers collect post responses and had a 90% return rate. When reviewing data, student responses showed an increase in knowledge of problem-solving steps and confidence in their problem-solving abilities. The content of the lesson positively impacted students in the area of problem solving and should be continued in the future. The 3% decrease in ODRs told us that students were applying what they learned. In reviewing the minimal reduction in discipline referrals, the counselors will consider including research-based interventions in future plans. The counselors will also review data collection processes to ensure all student participants’ responses are recorded such as including technology such as “Plickers.com.”
To address goals #1 and #2, aimed to increase achievement, lessons were developed on targeted Mindsets and Behaviors based on the students’ needs assessments revealing that test anxiety and lack of test-taking skills were concerns for grades 3-5. A lesson was delivered to all 3rd through 5th grade students in March 2018 that targeted students’ self-confidence in ability to succeed (M:2), develop a positive attitude toward work and learning (M:6), and increase use of time management and test-taking strategies (BLS:3). Perception data on attitudes related to testing were gathered by surveying students on how they felt about upcoming Georgia Milestones End of Grade (EOG) assessment before and after the lesson. We assessed 5th graders, with a 100% return rate. We focused on 5th grade students because they face high stakes testing with a requirement to show proficiency on the EOG to be promoted to 6th grade. Additionally, 5th grade students rated test anxiety as the greatest academic concern on the student needs assessment. In review of student pre/post responses, 5th graders showed a decrease in negative feelings associated with the EOG, an increase in positive feelings toward testing, and growth in knowledge of test-taking strategies. In comparing EOG scores from the previous school year, students showed a reduction in the percentage of students scoring below basic on the reading sections, however minimal reduction was seen in the math section. The content of the lesson positively impacted student knowledge, attitudes, and skills related to test-taking and should be continued in the future to address goals related to reading achievement. Given the minimal decrease in level 1 (below basic) scores in math, the counselors discussed providing additional whole group lessons on building math confidence targeting BSMS:6.