RESULTS REPORT

SCHOOL COUNSELING CORE CURRICULUM

ASCA
Domain Process Outcome Data
and Data (Achievement,
Mindsets & (Number of attendance
Grade Behaviors Projected students Perception Data and/or behavior
Level Lesson Topic Standard(s) Start/End affected) (Data from surveys/ assessments) data) Implications
10th Skills for Academic 11/13/23 29 students Pre-Test N=27 Based on the pre- and post-
grade Success: in Post-Test N=22 test data, students showed
Time B-LS 3 2nd Period attendance improvement in attitudes,
Management 9:32 am – on the day Attitude skills, and knowledge
and Study B-LS 4 10:29 am of the 95.5% of students now believe they presented throughout the
Skills lesson have the tools to prioritize their time. lesson. This suggests that the
(57 (previously 92.6%) lesson was effective for most
minutes) 27.3% of students now strongly agree students, with varying
that they have the tools to prioritize degrees of effectiveness
their time. (previously 3.7%) (attitude, knowledge, and
skill acquisition).
81.8% of students now believe they
know the best way to study for Not all students in
quizzes, tests, and exams. (previously attendance completed a pre-
70.4%) and/or post-test. Two
22.7% of students now strongly agree students did not complete a
that they know the best way to study pre-test and five students did
for quizzes, tests, and exams. not complete a post-test. For
(previously 11.1%) future lessons, an exit ticket
could be given to each
86.4% of students now believe that student after proof of post-
study skills and time management are test submission is presented
important to their success. (previously to the teacher and/or
88.9%) presenter.
36.4% of students now strongly agree
that they believe that study skills and To determine long-term
time management are important to outcomes, a modified post-
their success. (previously 29.6%) test may be administered at a
later date and/or student
Skill grades could be examined
40.9% of students now can identify the for pre- and post-lesson
skill of prioritization from a scenario. results (though it is
(previously 29.6%)
54.5% of students now can identify
time management skills that can be
used to prevent feeling overwhelmed
from a scenario. (previously 48.1)
Knowledge
72.7% of students now know at least
one time management strategy they
can use. (previously 37%)
40.9% of students now know at least
two time management strategies they
can use. (previously 25.9%)
72.7% of students now know what the
Pomodoro Technique is. (previously
40.7%)
63.6% of students now know the best
way to start an assigned reading.
(previously 33.3%)
27.3% of students now know what
physiological needs are. (previously
11.1%)
important to note that any
changes may not be
attributed to the lesson
delivery).
In the future, I suggest
delivering this lesson in the
beginning of the semester as
a preventative measure. I
would also suggest
modifying or excluding the
physiological needs portion
of the lesson. Since it was
used as a base for
understanding prioritization,
or what needs must be taken
care of before others and
how that relates to time
management, students do not
need to know what
physiological needs are to
understand prioritization
and/or time management.
Based on the results, it may
also be beneficial for
students to receive a follow-
up lesson where they can
further expand on
knowledge and practice
concepts to strengthen skills.