Three core curriculum lessons were selected based on the relation to our program goals, the three ASCA domains (academic, career, and social/emotional) and the Mindsets and Behaviors tool. Each year, our counseling department analyzes our curriculum results report to determine the effectiveness of the activities implemented in our classrooms. We also recognized that additional counseling interventions were necessary for the students at each grade level who did not learn and implement the skills taught during our lessons. Appropriate counseling interventions implemented of each grade level's target population are described below.
1. The sixth grade lesson "Academic Success and Goal Setting," introduced the key concepts and the definition of a SMART GOAL (Specific, Measurable, Realistic and Time Based). The counselor gave a three question survey prior to the counseling lesson to students on what they thought a SMART Goal was. This survey gave her an indication of what needed to be addressed in her counseling lesson. Students were given a pre-test on the day of the lesson which consisted of five questions. After the lesson was presented students completed a post-test of the same five questions given on the pre-test. Based on the post-test results the data did reveal a positive outcome on achievement. Perception data shows when comparing pre and post results there was 12% increase (or 69%) of students who understood what the concept of a SMART Goal was. The outcome data revealed a positive result of which 90% or 340 sixth grade students passed all core classes (i.e. Language Arts, Math, and Science). In addition, majority of students grasped the mindsets and behavior standards addressed during the lesson. Only 10% or 38 students did not pass all of their core classes. In reflection, the counselor would re-evaluate the content of her pre and post test questions because it failed to directly link the key concepts (SMART Goals) addressed in her counseling lesson.
2. The seventh grade lesson entitled "Effectively Communicating During A Conflict," introduced main concepts of conflict, roadblocks to communication, and conflict resolution. The counselor gave a three question survey prior to the counseling lesson on what conflict was. This gave her an idea of how to plan for her lesson. Students were given a pre-test on the day of the lesson which consisted of five questions. After the lesson was presented students completed a post-test of the same five questions given on the pre-test. Perception data shows when comparing pre and post test results there a 35% increase (or 72%) of students who comprehended how to resolve a conflict by using effective communication skills. The outcome data through EASI (Electronic Access To Student Information) revealed a positive result in behavior because 93% or 359 seventh grade students effectively implemented the skills and techniques from the counseling lesson. In addition the students understood the mindsets and behavior standards that were addressed in the lesson. Only 7% or 28 students received additional referrals for infractions after the lesson was taught. The data revealed to the counselor how effective her lesson was based on the post-test questions and the results therefore she would not make any changes to her lesson.
3. The eighth grade lesson "College Foundation of North Carolina (CFNC)," is an interactive website which helps with career and college planning for all age groups. Prior to the counseling lesson, the counselor gave a three question survey to students on what they thought The 6 Hollands Code of Interest were. This survey helped the counselor plan her counseling lesson. Students were given a pre-test on the day of the lesson which consisted of six questions. After the lesson was taught, students completed a post-test of the same six questions. Based on the post-test results the data revealed that there was a 37% increase (or 81%) of students who gained knowledge of careers that aligned with high school course selections. The outcome data showed a positive effect on student achievement based on 94% or 355 students registered for advanced level high school courses (i.e. Honors English, Honors Biology, Honor World History and Honors Math II). Majority of the students understood the mindsets and behavior standards addressed. Only 6% or 23 students did not register for advanced or higher level courses. The counselor felt that her lesson was effective based on the number of students registered for advanced or higher level courses, as well as the post-test results for this reason, saw no need to make any changes to her counseling