The School Counseling Core Curriculum has been aligned to impact both the program and school goals. Specifically looking at the overarching behavior goal, to decrease the number of office referrals, the core curriculum has implemented six Conflict Resolution lessons in hopes to directly impact student behavior. Through this unit, all students K-5 had the opportunity to learn about self-regulation, empathy, de-escalation, and problem-solving. A pre and post assessment were given to all students to test attitude, knowledge, and skills on conflict resolution.
The number of second graders who received the curriculum was 71 (process data). The assessment given during the Conflict Resolution unit was designed with 9 questions. There are three questions pertaining to attitude, three questions pertaining to skills, and three questions pertaining to knowledge. The perception results from the pre/post assessment reflect growth in all areas: attitude, skills, and knowledge with skills being the highest result.
The questions asked related to attitude included: belief in control over emotions, belief in win-lose solutions, and belief in needing adult help for solving conflicts. Overall, there was growth in attitude but it was minimal. The questions asked related to skills included: ability to problem-solve, ability to identification of peer feelings, and ability to be assertive. This perception data showed the largest growth among second graders. This data is important because having conflict resolution skills is vital to impacting behavior; it is the students’ actions that result in office referrals and peer-to-peer conflict. The questions asked related to knowledge included: naming the second Stop & Think step, stating de-escalation techniques, and knowing great listening skills. Overall, there was growth in knowledge.
Although this curriculum was delivered to all students it is tied to the program goal of decreasing the number of offender office referrals for the identified students in 2nd and 3rd grade by 18%. Through the disaggregation of data, the number of office referrals for the identified students increased by 12.6% in 2015-2016. In 2014-2015, the identified students had 174 office referrals and in 2015-2016 they had 196 (2nd grade increased by 84.5% and 3rd grade decreased by 54%). There are many implications attributing to the results including outliers (one student had 42 office referrals), new office referral protocol, and a change in data entry.
Moving forward, I will make revisions to curriculum and interventions to support program and school goals regarding behavior. With the core curriculum I will enhance content to provide more breadth on conflict resolution resulting on a higher impact on attitude and knowledge. I will also make enhancements to allow students the opportunity to demonstrate and practice more conflict resolution skills.