REVISED SECTION
In order to provide equal access and equitable program to all students, the counseling department relies on lessons to ensure all students are receiving information that will aid in their academic and social/emotional success. While Loudoun County Public Schools tasks each specific grade level to teach a specific lesson each year, the TMS counseling department expanded on this to ensure we addressed all academic, behavior, and attendance concerns within our school.

Discipline data and perception data provided by students drove the counseling department to implement school wide lessons that addressed conflict management and bullying. Data from the previous school year indicated that referrals were high, specifically in bullying. In the 2016-17 year, our school saw 11 referrals related to bullying.

Collaborating with grade level teachers, lessons on conflict management and bullying (ASCA Mindset M1, and ASCA Behaviors B-SMS7, B-SMS9, B-SS2, B-SS3, and B-SS5) were presented school wide, with 6th grade getting additional lessons on bullying. While we did see a significant drop in bullying referrals (1 bullying referral for the 2017-18 year), our overall referral data remained consistent. Our referrals from Q1 to Q4 for 7th (42->39) and 8th (43->39) dropped slightly, our 6th grade (27->56) referrals increased from Q1 to Q4. In order to further lower discipline referrals next year, the counseling department will do more individual work with students who are receive multiple referrals, as well as continue with whole school lessons.

Our school uses MAP data, as well as SOL data to help our teachers recognize gaps in student learning and tailor lessons to meet all students needs. The school counseling team sought to pinpoint what barriers might affect students academic achievement regarding English and Math. Data from our post assessment given to student at the end of the 2016-17 year indicated that students struggled with confidence in their academic ability, thinking positively when faced with difficulties, advocating for themselves, as well as managing stress. This data, coupled with MAP and SOL scores, drove the counseling department to address these needs through whole school lessons. Tying this in with our school improvement plan, counselors looked at outcome data specific to our English Language Learner (6th: 34 students, 7th: 23 student, 8th: 20 students) and Special Education (6th: 53 students, 7th: 55 students, 8th: 34 students) population across grade levels.

Data showed that not only did students indicate that they felt more confident in their abilities academically and were able to better bounce back when things go wrong, students also increased their skills and understanding regarding English and Math. Both perception and outcome data support the counseling departments continuation of these lessons.

To further increase student academic achievement, counselors collaborated with FACS teachers to present career lessons (ASCA Mindset M1,4 and Behaviors B-LS1, 4, 5, 7, B-SMS3, B -SS1, 5, 8, 9) to all 7th grade students. They were presented over two days with two career development units. Students learned about Holland’s Typology and how his/her own skills and interests can assist the student in identifying a job where their interests and talents can be most found. The goal was to expose students to career options and post-secondary/training that would be needed to achieve their identified career. Outcome data indicated that students academic achievement increased after receiving lessons that addressed their future. Of the 78 students tracked, 44.6% (35) of students increased grade between ½ a letter grade up to 2 letter grades, 27.7% (21) of students earned the same grade in both classes (no change in grade), 22.9% (17) of students lowered grades from ½ a letter grade up to 3 letter grades difference, and less than 5% (5) of students didn’t take both classes.

Based on the data for the graduating class of 2022, this cohort had twenty sexual harassment referrals during the 2016-17 school year. During the 2017-18 school year, this cohort received the sexual harassment lessons (ASCA Mindset and Behaviors; M-1, B-SMS 1/2/7/9/10 and B-SS 2/4/5/8/9). As a result of the lessons, data shows there were three referrals, post training, which is a 64% reduction from the previous school year.

Based on this significant drop in behaviors we can have determined that we will provide this presentation to 7th grade rather than waiting until 8th grade. We will revisit aspects of the presentation in our transition to high school presentation completed in May of 8th grade to serve as a reminder.

Grade Level: 8

Lesson Topic: Sexual Harrassment

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1, B-SMS 1,2,7,9,10. B-SS2,4,5,8,9

Start/End: November 2017

Process Data (Number of students affected): 425 students

Perception Data (Surveys or assessments used): REVISED SECTION
Students after six  months showed that  the learning had stuck  in the following areas: 
-- 92% of students  remembered that  sexual harassment is  illegal. 
--73% of students  remembered that it  can occur through  verbal, physical,  emotional and cyber. 
--94% of students  remembered that  survivors would feel a  lost of trust, sad,  lonely, angry and  usafe. 
--99% of students  correctly identified  who should report it 
--96% of students  remembered that it  should be reported to  a trusted adult.  

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION These students in  7th grade saw 20  referrals for sexual  harassment  behavior in  2016-2017, with one  suspension from  school for a total of  three days. From  the beginning of the  school year to the  month of the  training there was 1  referral of sexual  harassment.  From November  2017 to June 2018  the 8th grade class  saw two referrals of  sexual harassment.  After the training  was completed the  reporting of  incidents three  incidents saw a drop  year on year of  64%.This is a  significant result.  

Implications: REVISED SECTION Through a combination of the 90 min presentation with circle activity to all students, as well as individual work, we saw a decrease in sexual harassment referrals. Behaviors were reduced by 64% as a result of the training. Students self awareness and understanding of their behaviors and responses assist in their development. Timing of this presentation is important based on their transition to high school Adjustments made to next year would be to add the SRO at the legal presentation and to have the students circle up in to gender groups to ensure that there is an even more of a safe place to share feelings.

Attachments

Grade Level: 6

Lesson Topic: Bulllying

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 1, 2, 3 B-SMS 7, 9 B-SS 1, 2, 3, 5, 9

Start/End: October 2017

Process Data (Number of students affected): 411 6th Grade Students

Perception Data (Surveys or assessments used): REVISED SECTION
395 students  participated in the  pre/post survey. Pre  survey data indicated  that students were  unsure if emotion and  relational were forms  of bullying. Post  survey data showed  students knowledge  increase in types of  bullying by 53%.  Students  understanding of what  a bystander is  increase by 21%.  Students overall  confidence in stopping  someone bullying  increase from 89.8%  to 97.7%. 

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION Outcome data  showed a significant  drop in bullying  referrals school  wide. There were  only 2 bullying  referrals for the  entire 2017-18  school year, an  improvement from  12 bullying referrals  the previous  2016-17 school year.

Implications: REVISED SECTION Lessons on bullying helped  to educate our students, and  in turn helped us lower  bullying referrals. Students  in 6th grade specifically,  reached out to teachers and  staff when they believed  someone was being unkind  to another. This helped to  cut down on bullying and  allowed staff to intervene  earlier.   The targets ASCA Mindsets &  Behaviours (M 1, 2, 3  B-SMS 7, 9; B-SS 1, 2, 3, 5, 9)  were met through lessons.  Data from surveys indicated  that even in large setting  students were able to take  away from the lesson. Data  collection was beneficial,  though in the future the  counselor may reconsider  some of the wording/answer  options of questions. This  lesson is one we will  continue, however if  becomes possible do in a  small group setting to  facilitate more in depth  conversation and  opportunity for questions. 

Attachments

Grade Level: 7

Lesson Topic: Career Development

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1,3,4, B-LS1,4,5,7,9

Start/End: Nov & April 2017

Process Data (Number of students affected): 397 7th Grade Students

Perception Data (Surveys or assessments used): REVISED SECTION
Data indicated that students took information away from the career lesson presented in FACS. After the lesson students had a better understanding about their own skills and interest through the self assessment, they obtained his/her own Holland Code, and used this information to research jobs liked to the code.

Students will learn personal Holland Code. Students will also complete career research using Holland Code and choose career path/Career Cluster. Lastly, students Will be able to identify possible barriers to goal achievement.

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION Comparing the grades received after the career lessons in Keyboarding (6th grade) compared the grade the student received after the lesson in FACS (7th grade): -44.6% of students increased grade between ½ a letter grade up to 2 letter grades. -27.7% of students earned the same grade in both classes (no change in grade) -22.9% of students lowered grades from ½ a letter grade up to 3 letter grades difference. -less than 5% of students didn’t take both classes.

Implications: REVISED SECTION Both perception and outcome data indicated that students no only increased their career awareness, but there was also an increase in grades for students. The school counseling program believes that this increase in grades was affected by career lessons, as further educational paths to reach desired careers were also discussed. The lesson was able to meet targeted ASCA Mindset M1, 4, and ASCA Behaviors B-LS1, 4, 5, 7, B-SMS3, B-SS1, 5, 8, 9. A post survey was completed by students via Google Forms; the survey inquired about each student’s Holland Code and Career Cluster. The form assisted in data collection but upon analysis additional questions would be beneficial in the collection process to better information the data analysis. It could also be beneficial if the counselor could potentially carve out time to do an individual meeting with each student in class. This lesson will occur again next year, with further collaboration with our CTE teachers.

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