Professional Documents
Culture Documents
Results Reports
Results Reports
To display the effectiveness of Franklin Township Middle School West’s CSCP, data will
be collected and analyzed for all curriculum, small group, and Closing the Gap activities. The
most efficient manner to track and analyze this data is Excel templates for each section that
match ASCA domains and standards to each activity. Process, perception, and outcome data
can then be organized for each activity as well to show how many students are being reached
by the activities, the changes in student knowledge and skills about the topics being taught, and
how students are using the knowledge and skills after the activities. In analyzing this data, we
can either prove that what we are doing in the CSCP is effective and worth our time and
resources or we can identify what areas need improvement. This would come through the
implications section of the templates in which the data is considered in relation to program
standards and goals.
The identification of areas of improvement is especially critical because while one lesson may
be shown to be effective for some groups of students or work for other school counselors, the
needs of FTMS West and its population may not necessarily match up as well with the activities
being given. With this information in hand, we can quickly move to find the most efficient use of
our time and greater effectiveness of resources to help all students to our greatest potential. By
laying the activities of this program out with these templates, we can also easily identify any
ASCA domains and standards that are not being utilized within the CSCP.
Some of the process, perception and outcome goals for each activity will be listed as follows:
Perception Data: Students will have a better understanding of how to demonstrate respect
verbally, visually, and will understand what it feels like to be respected.
A pretest will be administered with the students during the first 2 weeks of school via Google
forms. A post test will be administered to students directly after the lesson via Google forms.
Outcome Data:
Disciplinary infractions related to disrespectful behavior will decrease for the 2018-2019 school
year.
90% of middle school students can name 3 ways that they can show respect to others and 3
ways they receive respect.
PRE/POST TEST:
RESPECT
1. I have someone in my life that I respect.
4. One new way you learned to demonstrate respect to someone else is by:
Calculating Control/Self-Control
Process Data: Measured by amount of students that engage with the group. Tier 2 intervention:
These students are identified for group participation by finding those with 5+ behavior logs or 1
suspension (first group, from Q4 of last school year, second group from Q1, 3rd group from Q2,
4th Group from Q4)
Perception Data: Group Effectiveness Survey (PostTest), Pre/Post Google Form (Behavior Change
and Self Control) Survey could be on a 5 point likert scale with the following questions:
1) I can usually identify appropriate behavior for a situation
2) I can name 2 strategies to help me utilize self-control
3) I can identify 2 coping skills to help with a problem
4) I can name someone to ask for help with problem-solving skills
Outcome Data: Outcome data can be measured through number of suspensions and expulsions
as well as number of Behavior Logs/Discipline Referrals