Back

Parkview High School (2016)

Lilburn, GA

Academic Achievement
Attendance

School Counseling Core Curriculum Results Report

Core Curriculum Results Report Narrative

All of the Core Curriculum Lesson were developed and delivered as a way to support the Parkview High School Counseling Department’s Vision and Mission and to address the chosen ACSA Mindsets and Behaviors. The core curriculum lessons were done either to directly support the program goals, to address school data, or due to state mandates and to address the Gwinnett County Crosswalk Tool’s standards. Out of all of the lessons delivered in the Action Plan the counselors chose the following three lessons to closely examine and analyze: “4 Year Plan: Your Journey to the Top!,” “Best Strategies to Use to Help with Attendance,” and “Preparation for the Senior Year and Beyond.”

In the “4 Year Plan: Your Journey to the Top!” lesson, all 9th grade students were given a pre/post-test to determine knowledge gained from the lesson. The results were very promising. On every question, the students as a whole demonstrated an increase in knowledge gained after the lesson was delivered. One of the main goals from the lesson is to keep students on track for graduation. In order to be on track at the end of 9th grade, students have to earn at least 5 units. At the end of the 2015-2016 school year, out of the 772 students who received the lesson, 714 students did earn enough units to be promoted to 10th grade while 58 students did not earn enough units to be promoted to 10th grade. Counselors plan to meet with all off track students to establish a graduation plan. As students needed more time to complete the four year plan activity the counselors decided that in future lessons they will deliver the 4 year plan and the SOS in two separate lessons thus allowing for more discussion. As most of students were able to identify their counselor and the number of credits needed to graduate and to be promoted, the majority of the 10th grade lesson will remain the same.

The “Best Strategies to Use to Help with Attendance” was delivered to all 10th grade students. The school data profile revealed that 10th grade students had the highest absences in the 6 to 10 days missed category and high marks in the missed more than 10 days category. The counselors aimed to address this through a class lesson which also supports goal one. A verbal attendance survey was given to students during the lesson, and attendance was tracked for semester one and semester two for students with 10 or more absences. The data revealed 242 students had 10 or more absences first semester and 155 students had 10 or more absences second semester, a 36% decrease. An implication is the strategies shared did work as there was an improvement with student attendance. Although as this lesson was delivered at the end of the school year the counselors could have a greater impact if the lesson was delivered earlier.

The “Preparation for the Senior Year and Beyond” was delivered to all 12th grade students. Since a majority of Parkview students go to college, a large part of the lesson is devoted to the college application and financial aid process. As a way to help students decide where to apply the Freshman Profile information is included for the most common colleges that Parkview students typically attend. This lesson supports program goals two and three. Seniors were also reminded to make appointments with their counselors to discuss their graduation status and to see Mrs. Curry (College and Career Specialist) for any college, career or financial aid questions.

After the lesson was delivered the data revealed that 88% of students applied to college, 8% entered the workforce, and 4% had other plans. Out of the 650 potential graduates 612 graduated from Parkview. Based on the results of the data, a majority of Parkview students plan to go to college, so the lesson will maintain college as a focus. A main barrier for students being able to graduate on time is often the students that need outside classes often struggle with their Parkview courses, so adding on more and paying for the class can be challenging for the student. Future plans for the 12th grade lesson include: the lesson can contain options to make-up credits and listing academic resources available at Parkview in effort to help more students stay on track for graduation and add an emphasis on scheduling appointments with counselors to discuss graduation status.

Grade Level: 9th

Lesson Topic: “4 Year Plan: Your Journey to the Top!” (Includes SOS) Supports Goal 2 & 3

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Mindset:2,4; Behaviors: LS:3,7; SS 5

Start/End: 9/15/15-9/17/15; one class period

Process Data (Number of students affected): 772 (9th Grade students)

Perception Data (Surveys or assessments used): Pretest/ Posttest

Outcome Data (Achievement, attendance, and/or behavior data): Achievement- percentage of students on track for graduation

Implications: Results from the pre and post test revealed that majority of students knew who their counselor was, knew the credits required to graduate and to be promoted to 10th grade. There was also a gain in the students being able to identify the signs of depression and who to contact if they had a friend/peer experiencing signs. In order to be on track at the end of 9th grade students have to earn at least 5 units. At the end of the 2015-2016 school year out of the 772 students who received the lesson 714 students did earn enough units to be promoted to 10th grade. This does mean that 58 students did not earn enough units to be promoted. Counselors plan to meet with all off track students to establish a graduation plan.

Attachments


Word
Download

Grade Level: 10th

Lesson Topic: Best Strategies to Use to Help with Attendance; (Supports Goal 1)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Mindset: 4; Behaviors: LS:3; SMS:1; SS: 5

Start/End: April 14- April 22, 2016; one class period

Process Data (Number of students affected): 776 (10th graders)

Perception Data (Surveys or assessments used): Attendance survey-verbal and Pre/Post test

Outcome Data (Achievement, attendance, and/or behavior data): Attendance-compare before/after lesson

Implications: The data reveal 242 students had 10 or more absences first semester and 155 students had 10 or more absences second semester, a 36% decrease. An implication from the lesson is the strategies shared did work as there was an improvement with student attendance. Although as this lesson was delivered towards the end of the school year the counselors could have a greater impact if the lesson was delivered earlier. In the future the counselors hope to be able to do this as a stand-alone lesson as more emphasis can be placed on attendance. Counselors plan to continue to work with teachers on the importance of the lessons we provide.

Attachments


PDF
Download

Grade Level: 12th

Lesson Topic: Preparation for the Senior Year and Beyond; (Supports Goal 2 & 3)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Mindset: 4; Behaviors: LS: 3, 7; SS: 5

Start/End: August 31-September 8, 2015; One Class Period

Process Data (Number of students affected): 552 (12th graders)

Perception Data (Surveys or assessments used): Pretest and Posttest

Outcome Data (Achievement, attendance, and/or behavior data): Achievement -Percent of students graduating on time - Percent of student applying to college

Implications: Results from the pre and post test revealed that majority of students knew who their counselor was, knew the credits required to graduate, and knew who to see for College and Career options. After the core curriculum was delivered the data revealed that 88% of students applied to college, 8% entered the workforce and 4% had other plans. Out of 650 potential graduates 612 graduated from Parkview. Based on the results of the data, majority of Parkview students plan to go to college so the lesson will maintain college as a focus. Future plans, the lesson can include options to make-up credits in effort to help more students stay on track for graduation and add an emphasis on scheduling appointments with counselors to discuss graduation status.

Attachments


Word
Download