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 Level / Lesson 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 / Domain
Social/
Emotional
Mindset
M 1
Behavior
B- 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 graph, there was an increase in understanding for all students on all three likert scale questions.
Pre/post test results:
Perception
Questions:
1. I know the difference between an online and offline community?
Pre: 2.6 avg
Post: 3.7 avg
increase 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 avg
Post: 3.3 avg
increase of 1.3 in knowledge
3. I understand the definition of “Digital Citizenship”?
Pre: 1.2 avg
Post: 3.8 avg
increase of 2.6 in understanding / 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, 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 were founded and documented.
During the third and fourth nine weeks, there were allegations of bullying but none were founded after investigation. / 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 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 taught students how to solve 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 prevent and report incidents / Social
Studies / Domain
Social/
Emotional
Mindset
M 1
Behavior
B- SS 9 / Curriculum
Common Sense Media
Materials
Laptop
Smart Board
“Stacey Story- When Rumors Escalate” video
Copy of the “Bullying-Crossing the Line” Student Discussion Guide
Kahoot Questions / 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 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 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 / 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, 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 were founded and documented.
During the third and fourth nine weeks, there were allegations of bullying but none were founded after investigation. / 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 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 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 allgrade 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.
7th / Be Upstanding
Students learn about the difference between being a passive bystander versus an upstander in
bullying situations / Social
Studies / Domain
Social/
Emotional
Mindset
M 1
Behavior
B- SS 9 / Curriculum
Common Sense Media
Materials
Drawing paper
Markers
Copy of “Why Care” Student Handout / February
2016 / 7th Grade
498
students
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)
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 / 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, 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 were founded and documented.
During the third and fourth nine weeks, there were allegations of bullying but none were founded after investigation. / 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 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 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/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.
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)
- I know the difference between an online community and an offline community.
- I can think of at least three online and offline communities that I am a part of.
- I understand the definition of “Digital Citizenship”
Not at all
1 / Just Barely
2 / Maybe
3 / Absolutely
4
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