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.

Grade Level: 2

Lesson Topic: Conflict Resolution: Lesson 1 Empathy

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): MS:1; BS:SS:1;BS:SS:4

Start/End: 11/30/15 -1/12/16

Process Data (Number of students affected): 71 second grade students

Perception Data (Surveys or assessments used): Pre-Assessment was given using Plickers.
Attitude:
No control over emotions 1%; Always need adult help 32%; Win-Lose solution 18%
Skills:
Identify feelings %33; Problem-solving 53%; Assertiveness 21%
Knowledge:
Stop & Think steps 49%; De-escalate 11%; Listening skills 61%

Outcome Data (Achievement, attendance, and/or behavior data): Behavior Data: Accessed through Infinite Campus portal. Data indicated in 2014-2015 that 1st graders had the second highest amount of office referrals (total 171). In 2015-2016, as 2nd graders, conflict resolution was implemented into the core curriculum to positively influence the number of office referrals.

Implications: In using technology for assessments there is potential cause for error. For example, in using Plickers, students hold their answer card up with their answer on top while the counselor scans the room using a phone or tablet. This is a great and fast way to assess and collect data. However, a student could accidently hold up a different answer than they originally intended. In the future, I will commit one week to help all students practice and understand assessments that use technology to ensure accurate data collection.

Attachments

Grade Level: 2

Lesson Topic: Conflict Resolution: Lesson 2 Point of View

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): MS:1; BS:LS:9; BS:SS:4

Start/End: 11/30/15 - 1/12/16

Process Data (Number of students affected): 71 second grade students

Perception Data (Surveys or assessments used): Pre Assessment was delivered at the beginning of the unit and a post assessment will be delivered at the end of the unit. There are six lessons total.

Outcome Data (Achievement, attendance, and/or behavior data): Behavior Data: Accessed through Infinite Campus portal. Data indicated in 2014-2015 that 1st graders had the second highest amount of office referrals (total 171). In 2015-2016, as 2nd graders, conflict resolution was implemented into the core curriculum to positively influence the number of office referrals.

Implications: In using technology for assessments there is potential cause for error. For example, in using Plickers, students hold their answer card up with their answer on top while the counselor scans the room using a phone or tablet. This is a great and fast way to assess and collect data. However, a student could accidently hold up a different answer than they originally intended. In the future, I will commit one week to help all students practice and understand assessments that use technology to ensure accurate data collection.

Attachments

Grade Level: 2

Lesson Topic: Conflict Resolution: Lesson 6 Win-Win Problem Solving

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): BS:LS:5; BS:SS:2; BS:SS3

Start/End: 11/30/15 - 1/12/16

Process Data (Number of students affected): 71 second grade students

Perception Data (Surveys or assessments used): Pre-Assessment was given using Plickers.
Attitude:
No control over emotions 20%; Need adult help 18%; Win-lose solution 8%
Skills:
Identify feelings 65%; Problem-solving 70%; Assertiveness 37%
Knowledge:
Stop & Think steps 59%; De-escalate 31%; Listening skills 65%

Outcome Data (Achievement, attendance, and/or behavior data): Behavior Data: Accessed through Infinite Campus portal. Data indicated in 2014-2015 that 1st graders had the second highest amount of office referrals (total 171). In 2015-2016, as 2nd graders, conflict resolution was implemented into the core curriculum to positively influence the number of office referrals. Second grade total number of office referrals in 2015-2016 increased (288 total).

Implications: The number of office referrals for second grade did not decrease from the year prior. There are several potential reasons for this including: new behavior data protocol, new data entry, and outliers. In 2015-2016, there were five second graders with more than 20 referrals for the school year (one of which had 42). Outliers such as these five students easily have skewed the data for these rest of the grade. In the future, I will make sure I am providing opportunities for students to demonstrate and practice the conflict resolution skills they are learning. In return this will impact their perception data across the board especially their skills In using technology for assessments there is potential cause for error. In the future, I will commit one week to help all students practice and understand assessments that use technology to ensure accurate data collection.

Attachments