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Rosa Parks Elementary School

Rosa Parks Elementary School. School Counseling Program: Classroom Guidance Results Pedro Caro In collaboration with Ian Aman. Guidance Curriculum Topic. Conflict Resolution S.T.A.R. Decision-Making Process (Used at Monroe Clark Middle School). Stop, Think, Act and Review.

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Rosa Parks Elementary School

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  1. Rosa Parks Elementary School School Counseling Program: Classroom Guidance Results Pedro Caro In collaboration with Ian Aman

  2. Guidance Curriculum Topic Conflict Resolution • S.T.A.R. Decision-Making Process (Used at Monroe Clark Middle School). • Stop, Think, Act and Review. • Students identify good decision-making strategies in solving their own conflicts. • Students identify consequences of their choices • Students develop positive attitudes about solving conflicts

  3. 89 behavior related referrals in 2007-08 school year. 15 teachers reported “students getting along with each other” as highest concern on needs assessment survey in October 2008. Why are we teaching this?

  4. What was done? Classroom guidance 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 In-class role-play scenarios to see lesson in action Student-created video outlining steps Lesson was completed between November and December of 2008

  5. 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)

  6. ASCA National StandardsAddressed Personal/Social Domains Standard A—Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect themselves and others Standard B—Students will make decisions, set goals, and take necessary action to achieve goals

  7. Student Competencies PS.A1 – Acquire self-knowledge. PS.A2.6-Use effective communication skills. PS.B1.6-Know how to apply conflict-resolution skills.

  8. What do they BELIEVE? Pre 41% Disagreed or Strongly Disagreed with the statement Post 77% Disagreed or Strongly Disagreed with the statement “I believe I can make good decisions when I’m upset.”

  9. Belief Question:“I believe that I can make good decisions when I’m upset”

  10. What do they Know? Pre 42% of students chose “learning to solve problems” Post 93% of students chose “learning to solve problems” “ What is the S.T.A.R. process about?”

  11. 37% of students identified one of the S.T.A.R. steps 85% of students identified one of the S.T.A.R. steps What skills did they learn? Pre Post “One important step to take in solving a conflict at school and at home.”

  12. Students who can identify a step in solving a conflict at home This is a 77% increase!

  13. Tracking Progress: Behavior Referral Rates This is a decrease of 88% ! We conducted our lesson in November and December

  14. Effects on achievement Achievement Related Data: • Increase in satisfactory marks on report cards. • 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 students more time for learning.

  15. Implications /Limitations • Some teachers reported that students were not proficient in English language (affects comprehension of lesson). • Students had not met counselor prior to lessons. • Pre-post tests were modified and language was inconsistent. • Some classes used a video scenario presentation while others had a counselor-led scenario, which may impact results.

  16. Recommendations • Fully address the questions from pre/post test within the classroom lesson. • Be consistent with lesson and pre/post test questions with ALL classes. • Consider introducing counselor to class prior to conducting lesson. • Consider delivering lessons to classes more than once.

  17. Next Steps • Determine which students and/or classes need additional lessons and resources. • Compare conflict-related referrals to those from same time last year and month.

  18. The school counseling program is contributing in a meaningful way to the personal development and academic achievement of all students. Thank you for your support

  19. Rosa Parks Elementary School “We have many faces, we come from different places”

  20. References Malecki, C., & Elliot, S. (2002, March). Children's social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly, 17(1), 1-23. Retrieved December 6, 2008, doi:10.1521/scpq.17.1.1.19902 Gibson, Daniel (2006) The association of students' academic efficacy, achievement goal orientation, and teacher rapport with disruptive behavior in the classroom. Psy.D. dissertation, St. John's University (New York), United States -- New York. Retrieved December 7, 2008, from Dissertations & Theses: A&I database. (Publication No. AAT 3229029).

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