Core Curriculum Results Report

Goal

 By May 2016, the number of discipline referrals involving “teasing, name calling or the use of profanity” toward another student will decrease by 40% from 11 in the 2014-2015 school year to 7 or less during the 2015-2016 school year.

Lessons and Activities Related to Goal:

Grade

LevelLesson Topic

Lesson Presented In Which

Class/ Subject

ASCA Domain and

Standard (Mindsets & Behaviors)

Curriculum and Materials

Start/End

Process Data (Number of

students affected)

Perception Data

(Data from surveys/

assessments used )

Outcome Data (Achievement,

attendance and/or behavior)

Implications

 6 Digital Citizenship

How to Create a Positive Online Community

Social Studies

DomainSocial/

Emotional

MindsetM 1

BehaviorB- SS 9

Curriculum

Common Sense Media

Materials

Copy of “We the Digital Citizenship “

Handout

Poster- “Citizenship Pledge

Markers, pens

September 2015

477 students

19 classes

Perception Data:

Perception data was gathered from entrance and exit ticket questions based on a Likert Scale.

The results were analyzed and displayed on a graph (attached).

As depicted in the

Outcome Data:

It is difficult to say how this lesson alone will impact discipline referral data however, data pertaining to discipline and bullying referrals was collected through the counselor or administration student information system.

Data was compared from the 1st, 2nd, 3rd,

 By monitoring student understanding (perception data) and tracking outcome data we were confident that our students fully understood what the lesson objectives meant for their learning and how the knowledg

graph, there was an increase in understanding for all students on all three likert scale questions.

Pre/post test results:

PerceptionQuestions:

1. I know the difference between an online and offline community? Pre: 2.6 avgPost: 3.7 avgincrease of 1.1 in understanding

2. I can think of at least three online and offline communities that I am a part of?Pre: 2 avgPost: 3.3 avgincrease of

and 4th nine weeks of referrals due to “bullying” to see if there was a reduction of behavior referrals due to bullying.

A final analysis of the data collected through June, showed a decrease of bullying (teasing, name-calling etc.) behavior.

During the first nine weeks, there were 20 allegations of bullying. After they were investigated, five were founded and documented as “bullying” in the Dade County Public Schools reporting system.

During the second nine weeks, there were ten allegations of bullying but two

e and skills they learned supported student success.

The Common Sense, evidenced-based curriculum we utilized supported our selected Mindset and Behavior and the lessons targeted the three domains: academic, career, social/emotional. Addressing these domains helped promote student independence, self-control (social/emotional), and taught students how to solve

1.3 in knowledge

3. I understand the definition of “Digital Citizenship”?Pre: 1.2 avgPost: 3.8 avgincrease of 2.6 in understanding

were founded and documented.

During the third and fourth nine weeks, there were allegations of bullying but none were founded after investigation.

problems, ask questions and think critically (academic/career).

These lessons were developmentally appropriate in that they were specifically designed for middle school students.

Our process, perception and outcome data confirmed that we achieved our desired results and met our program goals. By providing well- planned and well-

executed anti-bullying classroom guidance lessons to all students in our school showed us that a comprehensive approach to combat and prevent bullying can change student behavior and attitudes.

By introducing the concept of digital and traditional etiquette at the beginning of the school year we brought potential issues to the forefront to prevent them

before they arise.

When planning and improving our school counseling program, we will continue to decrease bullying incidents next year by delivering anti-bullying lessons to all grade levels during the first month of school.

The outcome data results will drive the counselors to deliver an expanded etiquette/citizenship program next year.

Our program will address the individual, familial and community risk factors as well as teach parents and teachers to identify possible victims and bullies.

 8th

Bullying-Crossing the Line

Students learn to distinguish good-natured teasing from bullying, how to

Social Studies

DomainSocial/

Emotional

MindsetM 1

BehaviorB- SS 9

CurriculumCommon Sense

Media

Materials

Laptop

Smart Board

“Stacey Story- When Rumors

Escalate” video

Copy of the “Bullying-Crossing the Line” Student Discussion Guide

November 2015

503 students

20 classes

Pre- and post-test questions were administered before and after the lesson.

Counselor tallied student yes/no responses from three pre-post activity questions.

There was significant growth in

Outcome Data:

It is difficult to say how this lesson alone will impact discipline referral data however, data pertaining to discipline and bullying referrals was collected through the counselor or administration student information system. Data was compared

By monitoring student understanding (perception data) and tracking outcome data we were confident that our students fully understood what the lesson objectives meant for their

prevent and report incidents

Kahoot Questions student understanding of good-natured teasing from bullying, as evidenced on the perception data graph attached.

Baseline data indicated that 10% or less students believed or felt they knew the answers to the pre-lesson questions but 100% of students felt they understood and knew the answers to the questions after the lesson was delivered.

Pre-post test results:

Perception Questions:

1. Do you

from the 1st, 2nd, 3rd, and 4th nine weeks of referrals due to “bullying” to see if there was a reduction of behavior referrals due to bullying.

A final analysis of the data collected through June, showed a decrease of bullying (teasing, name-calling etc.) behavior. During the first nine weeks, there were 20 allegations of bullying. After they were investigated, five were founded and documented as “bullying” in the Dade County Public Schools reporting system.

During the second nine weeks, there were ten allegations of bullying but two

learning and how the knowledge and skills they learned supported student success.

The Common Sense, evidenced-based curriculum we utilized supported our selected Mindset and Behavior and the lessons targeted the three domains: academic, career, social/emotional. Addressing these domains helped promote student independence, self-control (social/emotional), and

understand when teasing “crosses the line” from harmless to harmful?Pre: 10%Post: 100%90% increase in understanding

2. Can you name at least five different forms of bullying/cyberbullying?Pre: 5%Post: 100%95% increase in knowledge

3. Do you know the difference between teasing and bullying?Pre: 2%Post: 100%98% increase in knowledge

were founded and documented.

During the third and fourth nine weeks, there were allegations of bullying but none were founded after investigation.

taught students how to solve problems, ask questions and think critically (academic/career).

The lessons were developmentally appropriate in that they were specifically designed for middle school students.

Our process, perception and outcome data confirmed that we achieved our desired results and met our program goals. By providing well-

planned and well- executed anti-bullying classroom guidance lessons to all students in our school showed us that a comprehensive approach to combat and prevent bullying can change student behavior and attitudes.

By introducing the concept of digital and traditional etiquette at the beginning of the school year we brought potential issues to the forefront

to prevent them before they arise.

When planning and improving our school counseling program, we will continue to decrease bullying incidents next year by delivering anti-bullying lessons to all grade levels during the first month of school.

The outcome data results will drive the counselors to deliver an expanded etiquette/citizenshi

p program next year. Our program will address the individual, familial and community risk factors as well as teach parents and teachers to identify possible victims and bullies.

7th Be Upstanding

Students learn about the difference between being a passive bystander

Social Studies

DomainSocial/

Emotional

MindsetM 1

BehaviorB- SS 9

Curriculum

Common Sense Media

Materials

Drawing paper

Markers

Copy of “Why Care” Student Handout

February 2016

7th Grade

498students

20 classes

Verbal pre- and post- lesson poll will be conducted before and after the lesson. The number of hands raised will be tallied during lesson warm-up (pre-lesson poll) and during the lesson closing (post-lesson poll)

Outcome Data:

It is difficult to say how this lesson alone will impact discipline referral data however, data pertaining to discipline and bullying referrals was collected through the counselor or administration student information system. Data

By monitoring student understanding (perception data) and tracking outcome data we were confident that our students fully understood what the lesson objectives meant for their

versus an upstander inbullying situations

There was an increase in student “yes” responses for all three-perception questions.

1. Do you know what it means to be brave?Pre: 30%Post: 100% 70% increase in knowledge

2. Do you know what it means to be a bystander to bullying? Pre: 40%Post 100%60% increase in knowledge

3. Do you know what a bystander can do to become an upstander?Pre: 10%Post: 100%90% increase in knowledge

was compared from the 1st, 2nd, 3rd, and 4th nine weeks of referrals due to “bullying” to see if there was a reduction of behavior referrals due to bullying.

A final analysis of the data collected through June, showed a decrease of bullying (teasing, name-calling etc.) behavior.

During the first nine weeks, there were 20 allegations of bullying. After they were investigated, five were founded and documented as “bullying” in the Dade County Public Schools reporting system.

During the second nine weeks, there were ten

learning and how the knowledge and skills they learned supported student success.

The Common Sense, evidenced-based curriculum we utilized supported our selected Mindset and Behavior and the lessons targeted the three domains: academic, career, social/emotional. Addressing these domains helped promote student independence, self-control (social/emotional), and

allegations of bullying but two were founded and documented.

During the third and fourth nine weeks, there were allegations of bullying but none were founded after investigation.

taught students how to solve problems, ask questions and think critically (academic/career).

The lessons were developmentally appropriate in that they were specifically designed for middle school students.

Our process, perception and outcome data confirmed that we achieved our desired results and me our program goals. By providing well-

planned and well- executed anti-bullying classroom guidance lessons to all students in our school showed us that a comprehensive approach to combat and prevent bullying can change student behavior and attitudes.

By introducing the concept of digital and traditional etiquette at the beginning of the school year we brought potential issues to the forefront

to prevent them before they arise.

When planning and improving our school counseling program, we will continue to decrease bullying incidents next year by delivering anti-bullying lessons to ALL grade levels during the first month of school.

The outcome data results will drive the counselors to deliver an expanded etiquette/citizenshi

p program next year. Our program will address the individual, familial and community risk factors as well as teach parents and teachers to identify possible victims and bullies.

Curriculum Action Plan Lesson Plan: Digital Citizenship: How to Create a Positive Online Community – 6th grade

Perception Data:

Average response from the likert scale for all students that participated in the pre- and post- test (approximately 477 students)1. I know the difference between an online community and an offline community. 2. I can think of at least three online and offline communities that I am a part of. 3. I understand the definition of “Digital Citizenship”

Not at all1

Just Barely2

Maybe3

Absolutely4

Curriculum Action Plan Lesson: Bullying – Crossing the Line - 8th Grade

Perception Data:Pre-and post- verbal questions

Percentage of students who answered ‘Yes”:1. Do you understand when teasing “crosses the line” from harmless to harmful? (Yes/No)2. Can you name at least five different forms of bullying and/or cyberbullying? (Yes/No)3. Do you know the difference between teasing and bullying? (Yes/No):

Curriculum Action Plan Lesson Plan: Anti-Bullying: Be Upstanding – 7th Grade

Perception Data:

Percentage of students who raised their hand:1. Do you know what it means to be brave?2. Do you know what it means to be a bystander to bullying?3. Do you know what a bystander can do to become an upstander?

Outcome Data –

Reports of Bullying (unfounded) versus Referrals due to Bullying (founded) – ALL Grades