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Benefield Elementary (2018)

Lawrenceville, GA

School Counseling Core Curriculum Results Report

The three core curriculum lessons that were submitted were based on behavior. The mission of our counseling program is to help our students to develop into productive citizens by fostering behaviors that promote life long learning. These lessons were also aligned with our Crosswalk Tool and ASCA Mindsets and Behaviors that addressed responsibility, consequences conflict resolution, and self- control. These lessons helped support our mission statement in that we helped foster positive relationships and communication skills among peers. This helped students make the connection that between their actions and their consequences.
The personal space lesson introduced the concepts of boundaries and self-control to Kindergarten and first grade. During this lesson students read a developmentally appropriate book and participated in various activities to ensure lesson engagement. Prior to this lesson, no students were able to explain what personal space is. Less than 10% had heard or knew what self-control was. After the lesson, 100% of students understood that personal boundaries are different depending on our surroundings and the people around us. During the lesson 87% of students were able to exhibit self-control. This was a good indicator of which students would possibly need reminders throughout the school year or even participate in a small group. The lesson will continue to be implemented as it helps the teacher and counselor reinforce positive behavior during instruction.
The second grade consequences lesson focused on appropriate decision making skills and students understanding the relationship between behaviors and consequences. The procedures included a discussion about decision making and good and bad consequences. Students were asked by a show of hands whether they made decisions that may have gotten them in trouble or have gotten them rewards.
They were also asked to provide examples of good consequences and examples of bad consequences. Data shows that 75-80% of the students could identify the difference between good and bad consequences. The students were taught the "Stop and Think" song with movements and action. Of the 186 students in second grade, four students (2.2% of 2nd grade population) had discipline incidents in the fall. After receiving the lesson, by May 2017, 6 or 5.4% of second grade students had discipline referrals. While students were reminded to "stop and think" it was not enough to prevent the increase in discipline referrals. In the future this lesson will be presented again. However, it will be helpful to include additional reminders as well as additional lessons to "stop and think" about how your actions effect your behavior.

The DEBUG lesson given to the third grade as part of our school-wide behavior intervention program. This lesson is given every school year to reinforce the steps that students can take when they are being "bugged" by other students. The students are asked at the beginning of the lesson if they know what DEBUG is. About 25% of students can identify some of the steps. However, no students could identify all steps. Students participate in the lesson by answering questions as the counselor reviews the steps one by one. After the powerpoint presentation students were given various scenarios that they must role-play in class. The purpose is to check for understanding and proper use of each DEBUG step. At the end of the lesson 100% of the students could repeat what each letter of DEBUG stands for and provide an example. This lesson will continue to be implemented as it is a easy process in which students can resolve conflict on their own.

Grade Level: K&1

Lesson Topic: Self-Control

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M5, B-SMS2

Start/End: September 2016

Process Data (Number of students affected): 213 students received this lesson

Perception Data (Surveys or assessments used): 0 students were able to explain what personal space is prior to the lesson; less than 10% knew what self-control was prior to the lesson,
88% were able to identify the correct amount of personal space when sitting on the rug, 67% when working at the table, 100% when on the playground, 71% when at home; 91% of Kindergartners and 87% of first-graders were able to show what self-control looks like when sitting on the carpet during instruction

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION: As a result, students in Kindergarten and first grade received 0 discipline referrals for violating or destroying private property (GCPS Rule 2) or physically hitting or hurting a peer (GCPS Rule 5) in the 2016-2017 school year..

Implications: REVISED SECTION: The lesson continues to be beneficial to students in Kindergarten and first grade as it reinforces appropriate behavior during instruction and peer interaction. 2) The lesson increases knowledge and awareness of personal space in both grades. 3) A larger percentage of Kindergarteners were able to define and demonstrate self-control than first graders. 4) The lesson is well received by students and teachers. Students are more aware and respectful of classmates' personal space. Teachers also use and reinforce the language learned during the lesson.

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Grade Level: 2

Lesson Topic: Consequences

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1; B-LS(1); B-SMS(1,2,7,10); B-SS(2,3,8,9)

Start/End: March

Process Data (Number of students affected): 186

Perception Data (Surveys or assessments used): Prior to the lesson, 4 students had discipline incidents occur

Outcome Data (Achievement, attendance, and/or behavior data): By May 2017, an additional 6 2nd graders had discipline incidents. This increase the total 2nd grade students to have discipline incidents to 5.4% from the fall semester's 2.2%

Implications: REVISED IMPLICATIONS: Children begin second grade with the perceptions, ideas and behaviors of first grade students. As they begin to mature, the concept of decision-making should be addressed to encourage them to learn right from wrong. In an effort to teach them appropriate behavior, learning the concept of "consequences" is the most advantageous way to help them learn about making good choices. As a result of the lesson, students have been given the opportunity to learn that all behavior results in either good or bad consequences. This lesson will help them make the connection between good choices and showing good character, as opposed to making bad choices and how others perceive them. Children are impressionable and at the second grade level, still care what others think. This lesson helped reinforce the concept of stopping to think before making a decision. The skills learned should leave an impression that can be carried on to many grades beyond second grade, as decision-making becomes more difficult. Peer pressure and other factors that young people face definitely have an impact and can lead to positive societal changes,if reinforced each year as a reminder, when teaching about character and behavior.

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Grade Level: 3

Lesson Topic: DeBUG

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1, B-LS1,4, B-SS2,8

Start/End: 10-12-2016

Process Data (Number of students affected): 238

Perception Data (Surveys or assessments used): Q&A, role-playing for understanding

Outcome Data (Achievement, attendance, and/or behavior data): N/A

Implications: Students are better equipped to advocate for themselves than they were before the lesson. They are also more aware of the difference between bugging and bullying behavior and when to get adult help

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