![[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Rosa Parks Elementary *Based on 07-08 SARC](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Semelhante a Guidance And Intentional Update
Semelhante a Guidance And Intentional Update (20)
Guidance And Intentional Update
- 1. Rosa Parks Elementary School School Counseling Program: Classroom Guidance Results Mrs. Brunton & Ms. Freeburg School Counselors Mr. Aman and Mr. Caro School Counseling Trainees
- 13. Tracking Progress: Behavior Referral Rates We conducted our lesson in January and February .
- 17. Rosa Parks Elementary School Counseling Program Bullying Prevention 5 th grade Intentional Guidance
- 21. Academic Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Personal/Social Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. National Standards
- 22. 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
- 27. Tracking Progress: 5 th grade bullying-related referral rates
- 29. Tracking Report Card Marks Citizenship Category: Respects people and property
Notas do Editor
- Slide #1 Title Slide: List your school name and indicate that this is a results “sample” (because it is only one sample of the many that occur in the school counseling department.) What you say: Staff, thank you for coming and being here on time. Let’s get started. First we’d like to thank Dr. Riley for having us here today and for supporting the work of the school counseling program. We will share with you an example of one of the many guidance curriculum activities in the school counseling department. This year, we measured the impact of the guidance curriculum we created to address behavior referral rates in the 5 th grade and to asses the Spring 2007 CHKS results about body image and teasing.
- Slide #4 . Process Data: What did the counselors do and for whom? This data is located in the Action Plan and Results Report. Include what you did, when you did it, for whom you did it, for how long (number of times and how long each time). You would also want to include the title of any curriculum used. What you say: So what did we do? We scheduled to come into every 5 th grade classroom and delivered a school counselor generated lesson during the month of November on creating a positive body image; techniques on how to recognize positive and negative messages that influence body image; the effects of verbal bullying, as well as strategies to deal with verbal bullying in school.
- In 2007, the CHKS data showed that 47 % of the students were teased because of the way they look and 49% did not feel comfortable with their bodies. Of course none of us want our students to feel uncomfortable with who they are, yet alone be teased for who they are. This information alone would be reason to intervene, but the CHKS also tells us that…. Put numbers into a bar graph
- (Read powerpoint).
- Slide #6 Perception data continued: add a couple more pre-post data pieces that you believe will have the most impact and be most beneficial to your presentation. While you may have collected results on several different ASK (Attitudes, Knowledge and Skills) items, it is best not to share every pre-post item as it will make the presentation too long. Instead, select the most appropriate ones that will support your message – and share the others in a hand-out. What you say: Before the guidance lesson, 36% of the students thought that images of models depicted on media were the real measure of beauty.; Afterwards it dropped to 16% giving us a good indicator of how students internalized the lesson and how media influences them .This shows a decrease of more than 50 %
- Slide #5 Perception data (Attitude, Knowledge or Skill): List here the results of your pre-post tests. What you say: Pre-post test were given to students. As you can see, before the lesson, on average, only 15 % of student demonstrated knowledge of promotion/retention criteria; after the guidance lesson, 100% of students’ demonstrated knowledge of retention criteria. This is because we worked with the students (and thank you to the teachers who assisted us when we needed it) until every student knew the promotion requirements policy – after all, which student deserves not to know? In addition, we actually presented two lessons in each rather than the one we originally planned, as we realized it would take longer than expected to get these results. So thank you for your flexibility. Write % of increase
- Slide #6 Perception data continued: add a couple more pre-post data pieces that you believe will have the most impact and be most beneficial to your presentation. While you may have collected results on several different ASK (Attitudes, Knowledge and Skills) items, it is best not to share every pre-post item as it will make the presentation too long. Instead, select the most appropriate ones that will support your message – and share the others in a hand-out. What you say: Before the guidance lesson, only 22% of the students could calculate ( Skill ) their GPA; Afterwards 92% could. Before the lessons, 32% believed ( Attitude ) that using study strategies would help them do better in school, afterwards 85% did. Bold This is a significant increase!
- Read powerpoint
- Slide #11 Implications ~ Next Steps or Areas for Improvement. Put in data
- Slide #1 Title Slide: List your school name and indicate that this is a results “sample” (because it is only one sample of the many that occur in the school counseling department.) What you say: Staff, thank you for coming and being here on time. Let’s get started. First we’d like to thank Mr./Mrs./Dr. Principal for having us here today and for supporting the work of the school counseling program. We will share with you an example of one of the many guidance curriculum activities in the school counseling department. This year, we measured the impact of the guidance curriculum we created to address the high failure and retention rates .
- Slide #4 . Process Data: What did the counselors do and for whom? This data is located in the Action Plan and Results Report. Include what you did, when you did it, for whom you did it, for how long (number of times and how long each time). You would also want to include the title of any curriculum used. What you say: So what did we do? Well, as you know if you are a Language Arts teacher, we scheduled to come into your classroom and delivered a school counselor generated lesson on promotion/retention criteria; techniques for avoiding retention; how to calculate your GPA; presented study skills and discussed the importance of a positive attitude and how it could lead to school success.
- Slide #3 Student Competency: Select the appropriate student competencies you are addressing in this guidance lesson activity. What you say: The competency we were addressing was Improving Self Concept and Achieving School Success.
- Slide #2: ASCA National Standard Addressed: Indicate the ASCA National Standard you will be addressing in this activity. It might be more than one. You may also want to include your respective state’s content standards you are addressing. What you say: Just as teachers have standards for what students should know and be able to do, so too do school counselors. School counseling standards are in three domain areas: Academic, Career and Personal/Social Development. Today’s curriculum results presentation addresses National Standards A (read).
- Slide #6 Perception data continued: add a couple more pre-post data pieces that you believe will have the most impact and be most beneficial to your presentation. While you may have collected results on several different ASK (Attitudes, Knowledge and Skills) items, it is best not to share every pre-post item as it will make the presentation too long. Instead, select the most appropriate ones that will support your message – and share the others in a hand-out. What you say: Before the guidance lesson, only 22% of the students could calculate ( Skill ) their GPA; Afterwards 92% could. Before the lessons, 32% believed ( Attitude ) that using study strategies would help them do better in school, afterwards 85% did.
- Slide #5 Perception data (Attitude, Knowledge or Skill): List here the results of your pre-post tests. What you say: Pre-post test were given to students. As you can see, before the lesson, on average, only 15 % of student demonstrated knowledge of promotion/retention criteria; after the guidance lesson, 100% of students’ demonstrated knowledge of retention criteria. This is because we worked with the students (and thank you to the teachers who assisted us when we needed it) until every student knew the promotion requirements policy – after all, which student deserves not to know? In addition, we actually presented two lessons in each rather than the one we originally planned, as we realized it would take longer than expected to get these results. So thank you for your flexibility.
- Slide #6 Perception data continued: add a couple more pre-post data pieces that you believe will have the most impact and be most beneficial to your presentation. While you may have collected results on several different ASK (Attitudes, Knowledge and Skills) items, it is best not to share every pre-post item as it will make the presentation too long. Instead, select the most appropriate ones that will support your message – and share the others in a hand-out. What you say: Before the guidance lesson, only 22% of the students could calculate ( Skill ) their GPA; Afterwards 92% could. Before the lessons, 32% believed ( Attitude ) that using study strategies would help them do better in school, afterwards 85% did.
- THE END.
- Slide 7: Graphic Representation of Perception Data: Presenting the data in a graph form can really make the difference visualizing student gains. ADD DAVID EFFECT What you say: As you can see in the graph, student learned a great deal in the lesson – they had immediate impact.
- Slide 7: Graphic Representation of Perception Data: Presenting the data in a graph form can really make the difference visualizing student gains. ADD DAVID EFFECT What you say: As you can see in the graph, student learned a great deal in the lesson – they had immediate impact.
- Hands-on activities worked well and according to the data these activities helped students build the skills/objectives of the guidance lesson Do not use double-sided pre and post-tests to reduce confusion and amount of data unable to use, some students didn’t indicate which side was pre and which was post Make sure to set aside enough time for pre and post-test when planning curriculum
- Slide #11 Implications ~ Next Steps or Areas for Improvement. Tell what you learned from this. Indicate what you might do differently next time. In this situation it was successful – so graciously share the following: The program was (or was not) effective and remember not to take all credit. What you say: We are pleased to report that these lessons appear to be contributing to student success. We are now working with those students who have been identified as “in danger of failing” and look forward to reporting those results to you at the end of the year!
- Slide #12 Thank you. Thank the staff for their support. And thank the administrator for the time – offer to take questions t the end and check to se that you stayed (hopefully under 5 minutes). What you say: We wish to thank the school principal for her/his support and thank all the Language Arts teachers for their support and collaboration.