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Olympian High School

Olympian High School. School Counseling Program Classroom Guidance Lesson Results Lessons Conducted by Matthew Udvarhelyi; SDSU school counseling fieldwork student. Classroom Guidance Lesson. Who: All 9th grade students (approx. 350) Goals

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Olympian High School

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  1. Olympian High School School Counseling Program Classroom Guidance Lesson Results Lessons Conducted by Matthew Udvarhelyi; SDSU school counseling fieldwork student

  2. Classroom Guidance Lesson • Who: All 9th grade students (approx. 350) • Goals • Increase awareness of the impact a student’s actions will have on their future • Reduce the amount of students who will enter a car with a driver who has been drinking • Why: Selection based on counselor recommendation and California Health Kids Survey (CHKS) data

  3. CHKS data / Counselor recommendation • The CHKS data shows that 1 in 5 (19%) ninth grade students at Olympian have been in a car with a driver who is intoxicated (2006). • The counseling team at Olympian wanted a lesson focused on prevention to be given to the entire ninth grade student body. • Goal: Teaching students about decision making should give them tools to help them academically as well as personally.

  4. ASCA National Standards • Personal Social Standard B Students will make decisions, set goals, and take necessary action to achieve goals

  5. Student Competencies • PS:B1.1 Use a decision-making and problem- solving model • PS:B1.2 Understand consequences of decisions and choices • PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions • PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences

  6. Classroom Guidance Lessons • All 9th grade students • November 2008 – December 2008 • English Class Decision Making In Six Steps (HealthTeacher.com)

  7. Six Step Decision Making Process 1. Analyze the situation. 2. Define the problem. 3. Consider options / Develop solution alternatives. 4. Evaluate the solution alternatives. 5. Make a choice / decision. 6. Implement the plan and evaluate the decision.

  8. Classroom Guidance Lesson • Overview of six step process • Identify decisions students make on a daily basis • Review examples from lesson • My friend wants to give me the answers to the math test and I didn’t study. Should I Cheat? • I’m having fun at this party and I don’t want to leave. Should I stay out past my curfew? • My ride has been drinking all night and is my only way home. What should I do? • My friend is being abused at home. Should I tell someone or mind my own business?

  9. What do they BELIEVE? I think getting into a car when the driver has been drinking is ok.

  10. I think getting into a car when the driver has been drinking is ok. What do they BELIEVE? cont. There was a 17% jump in students who strongly disagree that getting into a car with a driver who has been drinking is ok.

  11. What do they KNOW? • I know a person I can go to when I am faced with a situation I want help with. Less then 1% of students answered strongly disagreed

  12. What SKILL did they learn? • Students who could place the decision making steps in the correct order Pre: 5% Post: 51%

  13. The 9th grade classroom guidance lesson is designed to: Decrease the number of 9th grade students who get into fights Decrease the number of 9th grade students who receive discipline referrals Decrease the % of 9th grade students who will get into the car with a driver who has been drinking alcohol (CHKS data) Achievement Related Data

  14. Achievement Data • Students who make healthy choices will perform better academically (Credits earned, GPA, etc.) • Advanced critical thinking skills lead to an ability to answer higher level questions and perform well on complex tasks (Bracy, 1992)

  15. Lessons LearnedLimitations & Implications Funding issues did not allow for scantrons to be used for pre-post testing • This resulted in a tediously long grading process • Due to time restraints, some classes did not receive the lesson until after the winter break • Some students may have heard the presentation twice due to moving classes at the semester • Having the lessons earlier in the year would ensure this did not happen and give the students more opportunity to use the skills learned

  16. Next Steps • Use 08-09 CHKS data to determine if this lesson would benefit other classes at Olympian • Look at the number of referrals before the lesson and compare to the number at the end of the year • Present results data to faculty and staff

  17. What office is there which involves more responsibility, which requires more qualifications, and which ought, therefore, to be more honorable than teaching?-Harriet Martineau Thank you for supporting your school counseling program!

  18. References Bracy, G.W. (1992). The second Bracy report on the condition of public education. Phi Delta Kappan vol 33 pg 104

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