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Batavia High School (2017)

Batavia , IL

Academic Achievement
Attendance
Behavioral Issues
Dropout Prevention

School Counseling Core Curriculum Results Report

The core curriculum lessons were developed after careful analysis of our overall program goals, as well as the Mindsets and Behaviors that were selected to support our goals. Our vision and mission statements have a strong focus on students achieving their fullest potential, both academically and personally, and ensuring they are college and career ready. Our program goals were established with our vision and mission statements in mind, and our core curriculum lessons certainly support our mantra of students “always learning, always growing.” From our core curriculum lessons, we selected three to analyze and determine their effectiveness.

All three lessons chosen supported our goal of increasing the total number of enrollments in AP, honors, and dual-credit courses. These lessons delivered to the Freshmen, Sophomore and Junior classes each had their own area of focus that were developmentally appropriate for each grade level. The three lessons were designed to help support students’ college and career goals by having them conduct a four-year plan of study based on their post-secondary plans (Freshmen workshop), exploring various careers (Sophomore workshop), and researching colleges and majors (Junior workshop). Through each of these lessons we incorporated a segment on the importance of taking rigorous courses.

Between the 2013-14 and 2015-16 school years, the enrollment numbers for AP, honors and dual-credit courses had remained stagnant. Our mission is for students to be always learning and always growing, and one way to accomplish this objective is for our students to continuously challenge themselves academically. Advanced courses not only improve graduation rates, but they also jump start students’ college and career readiness. Furthermore, advanced courses require students to step outside of their comfort zone by further developing their critical thinking, time management, and concept analysis skills – all areas required for success in any post-secondary route.

The perception data for all three lessons revealed a growth in the students’ understanding of the importance of academic rigor. The outcome data showed the effectiveness of all three lessons as the number of AP, honors and dual-credit enrollments increased for each grade level. The Freshmen class had a 10.3% increase, the Sophomore class had a 15.2% increase, and the Junior class had a 9.1% increase. School wide, there was an 8.4% increase between the 2014-15 school year and the 2015-16 school year. We will continue to deliver these lessons to each grade level due to the effectiveness of the programs. Students will have an opportunity to go through our series of workshops, completing one per year, to help support their college and career goals. We also plan to partner with the middle school counselors in our district to help promote academic rigor as the 8th grades are registering for their Freshmen year courses.

Our Junior college and career workshop also supports our goal of decreasing the number of school days missed due to suspensions. Between the 2013-14 and the 2014-15 school year, there was a spike in the number of suspensions with a 46.6% increase. We have found through conversations with students that most do not understand the connection that discipline can have on college admittance, entrance into vocational/trade programs and employment opportunities, so we wanted to spend time in this lesson educating students on the impact that discipline referrals can have. The perception data revealed a growth in the students’ understanding of how discipline referrals can impact their post-secondary plans, increasing from 23% to 92%. As a result of our efforts, the total number of days missed due to discipline referrals, including both in-school and out-of-school suspensions, decreased by 38.3% between the 2014-15 school year and the 2015-16 school year. We will be continuing our efforts to help decrease the number of suspensions each and every year. We know that missing school is detrimental to a student’s academic success and we are committed to keeping students in school. Through our data analysis of this lesson we discovered that the percentage of minority students suspended is the highest, so we will be focusing next on this select group of students.

Finally, all three lessons support our goal of increasing the number of Seniors committing to post-secondary educational programs, although in an indirect way. This goal can only be directly assessed by our Senior programming outcome data; however, our students need to be prepared to meet this goal from Freshmen through Senior year. As our students go through our series of college and career readiness programs, we will be able to evaluate the effectiveness with each class’s Senior exit surveys given at graduation.

Grade Level: 9

Lesson Topic: Freshmen Naviance Course Planning Workshop

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:4 M:5 B:LS 5 B:LS 7 B:LS 8

Start/End: 11/12/15

Process Data (Number of students affected): 442 Freshmen students affected (34 students absent).

Perception Data (Surveys or assessments used): Pre/Post Test Results:
1) I have planned out my courses for the next three years of high school. (Increased from 7% to 95%)
2) I know how to access the BHS course catalog online. (Increased from 33% to 74%)
3) I know the high school course requirements needed if I plan on going to a 2-year or 4-year college. (Increased from 32% to 65%)
4) I know how to write a SMART goal.
(Increased from 30% to 70%)
5) I understand how AP, honors and/or dual-credit classes can impact my post-secondary plans.
(Increased from 35% to 85%)

Outcome Data (Achievement, attendance, and/or behavior data): The total number of AP, honors and dual-credit enrollments for the Freshmen class increased from 585 to 645 between the 2015-16 school year and the 2016-17 school year. This is a 10.3% increase. The total number of AP, honors, and dual-credit enrollments for ALL BHS students increased from 3,137 to 3,402 between the 2015-16 school year and the 2016-17 school year. This is an 8.4% increase.

Implications: Overall, we are very pleased with the outcome data. The total number of AP, honors and dual-credit enrollments did increase by 60 enrollments. The AP enrollments increased by 83; however, the honors enrollments decreased by 23. We believe this decrease was due to the fact that we removed an honors class from our course offerings during the 2016-2017 school year and we had a large push for students to take AP courses for the benefit of receiving potential college credit. We are planning to give this workshop to Freshmen each year as we have seen such a positive outcome from our efforts. We would like to work with our middle school counselors to offer a similar workshop to the 8th grade students with the hopes that our Freshmen AP and honors enrollments increase as students transition to high school. As this workshop was given to the Freshmen class only and it does not directly impact the Senior class’s post-secondary educational plans, we do not have outcome data to support goal #4 at this point in time. We plan to have our Freshmen class continue our series of college and career workshops given each year and we will collect data at the end of this class’s Senior year.

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Grade Level: 10

Lesson Topic: Sophomore Naviance Career Exploration Workshop

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:4 M:5 B:LS 4 B:LS 5 B:LS 7 B:LS 8 B:SM 3 B:SM 5

Start/End: 11/12/15

Process Data (Number of students affected): 456 Sophomore students affected (42 students absent).

Perception Data (Surveys or assessments used): Pre/Post Test Results:
1) I can identify two careers by title that match my interest.
(Increased from 70% to 89%)
2) I know what level of education is needed to pursue at least two of my careers of interest.
(Increased from 51% to 91%)
3) I can identify at least one career cluster that matches my interests, activities, personal qualities and favorite school subject.
(Increased from 66% to 94%)
4) I understand the importance of selecting the most challenging classes I can be successful in when I select my Junior year courses. (Increased from 86% to 95%)
5) I have created a course plan for my Junior year. (Increased from 18% to 73%)

Outcome Data (Achievement, attendance, and/or behavior data): The total number of AP, honors and dual-credit enrollments for the Sophomore class increased from 632 to 728 between the 2015-16 school year and the 2016-17 school year. This is a 15.2% increase. The total number of AP, honors, and dual-credit enrollments for ALL BHS students increased from 3,137 to 3,402 between the 2015-16 school year and the 2016-17 school year. This is an 8.4% increase.

Implications: Overall, we are very pleased with the outcome data. The total number of AP, honors and dual-credit enrollments did increase by 96 enrollments. The AP enrollments increased by 92 and the dual-credit enrollments increased by 33; however, the honors enrollments decreased by 29. Similar to the Freshmen outcome data, we believe this decrease was due to the fact that we removed an honors class from our course offerings during the 2016-2017 school year and we had a large push for students to take AP courses and dual-credit courses for the benefit of receiving potential college credit. We are planning to give this workshop to Sophomores each year as we have seen such a positive outcome from our efforts. As this workshop was given to the Sophomore class only and it does not directly impact the Senior class’s post-secondary educational plans, we do not have outcome data to support goal #4 at this point in time. We plan to have our Sophomore class continue our series of college and career workshops given each year and we will collect data at the end of this class’s Senior year.

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Grade Level: 11

Lesson Topic: Junior College and Career Workshop

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:1 M:4 B:LS 1 B:LS 5 B:LS 7 B:LS 8 B:SM 1 B:SM 3 B:SS 1 B:SS 3 B:SS 5

Start/End: 10/19/15-10/23/15

Process Data (Number of students affected): 457 Juniors students affected (32 students absent).

Perception Data (Surveys or assessments used): Pre/Post Test Results:
1) I know the name of the online program that I will use for the majority of the college application process.
(Increased from 49% to 96%)
2) I can identify two career pathways based on my anticipated college major.
(Increased from 31% to 91%)
3) I can identify three things that I should be doing now and over the summer to help me prepare for the submission of my college applications.
(Increased from 36% to 95%)
4) I understand the importance of selecting the most challenging classes I can be successful in when I select my Senior year courses.
(Increased from 65% to 92%)
5) I understand how discipline referrals both in and out of school can impact my admittance into college, vocational/trade programs and employment opportunities. (Increased from 23% to 92%)

Outcome Data (Achievement, attendance, and/or behavior data): The total number of days missed due to discipline referrals, including in-school suspensions and out-of-school suspensions, decreased from 1501.25 to 926.2 between the 2014-15 school year and the 2015-16. This is a 38.3% decrease. The total number of AP, honors and dual-credit enrollments for the Junior class increased from 1,161 to 1,267 between the 2015-16 school year and the 2016-17 school year. This is a 9.1% increase. The total number of AP, honors, and dual-credit enrollments for ALL BHS students increased from 3,137 to 3,402 between the 2015-16 school year and the 2016-17 school year. This is an 8.4% increase.

Implications: Based on the perception data, it is evident that students increased their knowledge about discipline referrals and how referrals can impact student’s admittance into college, vocational/trade programs and employment opportunities. Outcome data indicates that students being educated on this information can lead to a significant decrease in referrals. The total number of AP, honors and dual-credit enrollments for the Junior class did increase by 106 enrollments. We were very pleased to see this number increase. The AP enrollments increased by 74 and the dual-credit enrollments increased by 94; however, the honors enrollments decreased by 62. We believe that this decrease in honors enrollments was due to the fact that we eliminated our Physics Honors course and added AP Physics into our course offerings instead. We also believe that the honors enrollments dropped because we had a large push for students to take AP and dual-credit courses for the benefit of receiving potential college credit. As this workshop was given to the Junior class only and it does not directly impact the Senior class’s post-secondary educational plans, we do not have outcome data to support goal #4 at this point in time. We plan to have our Junior class continue our college and career planning workshops given during their Senior year and we will collect data at the end of this class’s high school career to measure the impact.

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