Guidance And Intentional Update

Rosa Parks Elementary School

School Counseling Program:

Classroom Guidance Results

Mrs. Brunton &Ms. FreeburgSchool Counselors

Mr. Aman and Mr. CaroSchool Counseling Trainees

K-5 school, schedule track: year-round

Total Enrollment—959 (Highest: Hispanic at 84%)

74% English Learners (64% Spanish-speaking)

Total teachers—58 (53 fully credentialed)

Rosa Parks Elementary

*Based on 07-08 SARC

Students identify good decision-making strategies in solving their own conflicts.(PS:C1:7)

Students differentiate between situations that require peer support and adult support.(PS:C1:5)

Students develop positive attitudes about solving conflicts.(PS:A1:1)

ASCA National Standards

What was done? Bullying Lesson was presented in all 5th

grade classes (120 students)

The 35 minute lesson consisted of:

Pre and Post tests

PowerPoint explaining types of bullying, effects of bullying and strategies to stop bullying

Role-play scenarios to engage students

Video demonstrating bullying with discussion

Why are we teaching this?

89 behavior related referrals in 2007-08 school year.

12 teachers out of 20 reported “students bullying” as highest concern on needs assessment survey in October 2008.

STAR lesson was presented in all 3rd grade classes (120 students)

The 40 minute lesson consisted of: Pre and Post tests

PowerPoint explaining S.T.A.R. process

Role-play scenarios to see lesson in action

Lesson was completed between November and December of 2008

What was done?

What research says

“There is a strong relationship between social behavior and academic success. Social skills (getting along with peers, teamwork) positively predict academic achievement.” (Malecki & Elliott, 2002)

Disruptive behavior (including hitting others) can affect academic achievement. (Daniel, 2006)

School Counselors were effective in reducing victimization by assisting victimized children, reducing bullying behavior and modifying the school climate and structure (ASCA, 2002-03)

Pre and Post Test Highlights

Students were asked questions based on the following:

Attitudes—What they believed

Knowledge—What information they learned

Skills—How they could apply this information

What do they BELIEVE?

Pre

40% Strongly agreed with the statement

Post

51% Strongly agreed with the statement

“I believe it’s important to stop bullying in school.”

What do they Know?

Pre34% of students

identified “standing up to a

bully”

“What does assertiveness mean?”

Post66% of students

identified “standing up to a bully”

34

66

0102030405060708090

100

% of students who identified whatassertiveness means

PrePost

What skills did they learn?

85% of students identified

reporting to an adult

Pre

Post

Demonstrated one strategy in stopping in a bully.

37% of students identified

reporting to an adult

37

85

0102030405060708090

100

PrePost

Our Goals…

Achievement Related Data: Increase in satisfactory marks on citizenship grades.

Decrease in number of behavior-related referrals and suspensions.

Achievement Data: The decrease in referrals will have positive impact on students’ academic progress by allowing teachers more time for instruction and more time for student’s learning.

Tracking Progress: Behavior Referral Rates

10

1210

4 56

5

10

5

10

15

20

25

30

5th Grade Behavioral Referrals

SeptOctNovDecJanFebMarchMay

We conducted our lesson in January and February.

Limitations

Scheduling conflicts made it challenging to conduct guidance lessons consistently.

In bi-literacy classes, teachers reported that some students were not proficient in English language.

Students had not met counselors prior to lesson.

Share initial data and results with teachers and administration to create buy-in for future lessons.

Examine pre and post test data in order to revise future questions.

Communicate with teachers to ensure efficient guidance lesson schedule.

Recommendations

Next Steps

Use referrals and teacher comments to conduct intentional guidance groups with students needing more assistance.

Continually track 5th grade behavioral referrals.

Compare conflict-related referrals to those from same time last year and month.

Rosa Parks Elementary

School Counseling Program

Bullying Prevention

5th grade Intentional Guidance

Our Target Group

Selection Criteria: 5th graders with:

2 or more bullying-related referrals from start of school year 2008-09

At least one unsatisfactory mark (“R”) citizenship on last report card

Teachers also assisted in creating final list of students who demonstrated need based on the selection criteria.

Implementation Methods

2 separate groups run on Mondays and Tuesdays

Met for 30 minutes during lunch inside a classroom

Number of students: 14 (8 M, 6 F)

Six week sessions (March-May 2009) Adapted from Sunburst Media and

counselor-developed Addressed themes including:

Assertiveness Consequences of Bullying Making Friends Improving Social Skills Communication Styles with friends and adults

Lesson Content and Curriculum

AcademicStudents will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

Personal/SocialStudents will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

National Standards

Academic

Students will use communications skills to know when and how to ask for help when needed. (A:A2:3)

Personal/Social

Students will recognize that everyone has rights and responsibilities. (PS:A2:1)

Students will learn about the relationship between rules, laws, safety and the protection of the rights of the individual (PS:C1:2)

Student Competency

What do they BELIEVE?

Pre

25% strongly believe getting along with

others is important

Post

75% strongly believe getting along with

others is important

25

75

0

10

20

30

40

50

60

70

80

90

100

Strongly believe getting along with others isimportant

PreTestPost Test

What do they KNOW?

Pre

25% know a teacher, counselor to go to for help when being bullied

Post100% know a teacher, counselor to go to for help when being bullied

25

100

0102030405060708090

100

Know a teacher and counselor togo to for help

Pre Post

What SKILL did they learn?

Pre

10% identified one bullying strategy: they would talk to the victim about his or her feelings

Pre

60% identified one bullying strategy: they would talk to the victim about his or her feelings

10

60

0102030405060708090

100

Know a teacher and counselor togo to for help

Pre Post

Our intentional guidance groups were designed to:

decrease number of bully-related referrals in 5th grade students

decrease the number of unsatisfactory marks in 5th grade students on the next report card

Tracking Progress: 5th grade bullying-related referral rates

810

5

1

0

20

Target Group Referral Rates

JanFeb.MarchMay

Achievement Goals

The decrease in referrals will have positive impact on students’ academic progress by allowing teachers more time for instruction and students more time for learning.

It is hoped that the positive school climate will lead, in part, to an increase in homework completion rates and improved achievement benchmarks.

Tracking Report Card Marks

5

10

5

2

4

2

1

3

5

7

9

11

13

15

Consistently Sometimes Rarely

PrePost

Citizenship Category: Respects people and property

Implications and Limitations

Female students did not seem as open as males. Consider running a female group at different time to encourage participation.

Because students had intercession during groups, the consistency of lessons may have been impacted.

Due to School-in-the-Park schedule, some students did not attend all group sessions. This may have impacted post-test results.

Lessons learned

Hands-on activities worked well with our groups as opposed to worksheets and handouts

Account for student absences due to school functions

Make sure to set aside enough time for processing when planning curriculum

Next Steps

Continue to track 5th grade target bullying referral rates and report card marks

Evaluate effectiveness of intervention and make adjustments accordingly

Share this data with administration and teachers to explore other possible student resources

The school counseling program is contributing in a meaningful way to the

academic achievement of all students.

Thank you for your support of the school counseling program!

References

American School Counselor Association. (2005). The ASCA National Model: A Framework for School Counseling Programs, Second Edition.

Alexandria, VA. Author.