School Counseling Core Curriculum Results Report 2015-2016 Narrative
The three lesson plans highlighted for the core curriculum lesson plan component represent the academic and personal/social domains. These lessons also demonstrate the way in which our department imparts core competencies to the majority of Wakefield’s students. The lessons specifically relate to our school counseling program goals and were adapted to ensure that students receive age-appropriate materials that set them up for success at Wakefield High School and beyond.
9th Grade Orientation
The first lesson, “9th Grade Orientation,” is presented at the beginning of the school year. This is our initial opportunity to meet with our entire 9th grade caseload and introduce ourselves to the students we will be working with throughout their four years at Wakefield. This classroom lesson is extremely important, because we give students a framework with which to evaluate their progress in high school, a comprehensive overview of the graduation requirements they will need to meet, and an introduction to post-secondary options, emphasizing the importance of academic achievement and performance in high school. This lesson gives us the opportunity to provide academic information to all students before meeting with them individually later in the year to complete scheduling and develop their 4-year plans. This lesson is assessed using a pre/post-test to determine if students grasped the main competencies associated with the lesson. As a result of this lesson, among other counseling initiatives, 57% of students enrolled in one or more intensified or Advanced Placement (AP) courses for the following school year. This was an increase of approximately 9.7% of students enrolled in intensified and AP courses; however, the net increase was 1.7% when adjusting for the increase in the Wakefield population for the 2016-2017 school year.
“Not in Our School”
“Not in Our School” is the second featured classroom lesson. This is primarily an anti-bullying classroom lesson that involves our Project UPSTANDERS students in conveying to 9th graders our expectation of all Wakefield students to create a positive and safe high school environment. This lesson gives us the opportunity to tackle very sensitive subjects with upperclassmen who have been trained as UPSTANDERS educating their peers about appropriate and inappropriate behaviors. This lesson addresses behaviors at Wakefield, consequences associated with negative or inappropriate behaviors, things students can do if they witness or are involved in bullying, how to identify and help if students are worried for their safety or the safety of a peer, how to resolve conflicts appropriately, and what students can expect from their counselor in response to different sensitive situations. This lesson also gives us the opportunity to address overall behavioral expectations of students while both in and out of school. “Not in Our School” appears to be very beneficial for our students who took a pre/post-test to evaluate the lesson. An overwhelming majority of students retained the information presented during this lesson and came up with excellent strategies for managing a bullying situation if it were to occur at Wakefield. As a result of this lesson, among other counseling and school-wide initiatives, we worked to take down the stigma of mental illness and increase awareness of available resources. Unfortunately, our risk assessment rate still increased throughout the 2015-2016 school year from the previous year by 23%, but this result may have a silver lining in that more students are recognizing a need for mental health assistance.
Post-Secondary Planning: Graduation and Beyond
The “Graduation and Beyond” classroom lesson is our final highlighted lesson. When presenting “Graduation and Beyond,” we meet with all 12th grade students during their Government class to discuss future planning. This lesson emphasizes the college search and application process, NAVIANCE, individual evaluation of student values, interests and personal goals, and review of traditional and non-traditional education and career paths. This classroom lesson is given at the beginning of the school year to help guide students through the intimidating future planning process and gives us an opportunity to touch base with our seniors to answer questions prior to meeting with them individually to complete intent to graduate forms and determine where they are in their planning process. As a result of this lesson and other activities, we saw an increase in college applications by 25.6% from the previous year. Our 2-year and community college application rate increased significantly, reducing the number of students with no plan at graduation by 45%; we went from 19% of students without a plan in 2015 to 9% for the class of 2016.

Grade Level: 9

Lesson Topic: Orientation to H.S.

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B-LS 4; B-LS 8

Start/End: Sept. 28-30, 2015

Process Data (Number of students affected): 510 Freshmen Students

Perception Data (Surveys or assessments used): 9th Grade Orientation to High School Presentation
Pre/Post Test Results:
• 98% of students understand the role of school counselors

• 94% of students understand the importance of “strength of schedule,” the importance of taking intensified and AP courses, and how these selections will impact their future academic and career decisions.

• 90% of students know how to identify a rigorous course sequence.

• 89% of students are able to identify course selection recommendations to get into the college of their choice.

• 82% of students understand the Virginia Standard Diploma SOL and course graduation requirements.

Outcome Data (Achievement, attendance, and/or behavior data): # of students enrolled in one or more intensified or AP classes for the 2016-2017 school year: 1097 out of 1920 students We had a 9.7% increase in the number of students enrolled in one or more intensified or AP courses between the 2015-2016 and 2016-2017 school years when adjusted for the student population increase. (With the enrollment adjustment, there was a 1.7% increase.)

Implications: 1. While a high percentage of students understood graduation requirements, will they retain the information beyond the presentation? Perhaps an end-of-the-year check in, reviewing key information, to assess retention would be beneficial. 2. Students will make informed choices based on their own understanding of the information during scheduling and when developing their academic plans for their high school experience. 3. It is hoped that by giving students tools to calculate grade point average, the GPA and its importance will become more concrete and accessible. 4. When given accurate information, students understood the link between the rigor and quality of courses and post-secondary planning as evidenced by an increase in enrollment in intensified and AP courses. 5. With an increase in enrollment in intensified and AP courses, support may be needed to ensure that the students are successful in higher level courses. In the future, the goal should include retaining the students in the courses, not just increased enrollment. 6. It may be beneficial to have students who have not yet stretched themselves “try out” an AP or intensified class for a period or two prior to course selection to better understand the course requirements and expectations of the course. This would also help reduce scheduling changes in the fall.

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Grade Level: 9th

Lesson Topic: Not in Our School

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B-SMS 9; B-SS 5

Start/End: Nov. 16-20, 2015

Process Data (Number of students affected): 506 Freshmen Students

Perception Data (Surveys or assessments used): “Not in Our School” Presentation
Pre/Post Test Results:
• 89% of students are able to identify the 4 types of bullying—cyber, physical, emotional/relational, and verbal.
• 92% of students know about the community project at Wakefield to decrease and prevent bullying within the school.
• 96% of students are able to identify two things they can do if they are being bullied.
• 94% of students know who to approach if they feel unsafe or are concerned about the safety of a peer.
• 89% of students understand the school responsibility to act in bullying situations.
• 98% of students know what to expect from their counselor if a bullying situation occurs.

Results of 9th grade class survey related to Smart Goal from the school Management Plan:
During the 2015-16 school year, Wakefield High School will increase the sense of positive identification with Wakefield among 9th Grade students.
• 92.31% of students agree or strongly agree Wakefield helps me take responsibility for my own learning.
• 90.93% of students agree or strongly agree that “The adults at Wakefield set high expectations for me.”
• 90.11% agree or strongly agree that “Wakefield promotes understanding among students from different backgrounds.”
• 89.01% of students agree or strongly agree that “I feel safe at Wakefield.”
• 88.74% agree or strongly agree that “The adults at Wakefield help me understand what I need to do to succeed in school.”
• 87.64% agree or strongly agree that “Wakefield is an accepting, tolerant school where I feel welcome.”
• 87.73% of students agree or strongly agree that “Wakefield provides opportunities for students to serve as leaders and decision makers.”
• 83.51% agree or strongly agree that “The staff at Wakefield treats me with respect.”
• 83.24% agree or strongly agree “The atmosphere at Wakefield encourages respect among students and adults in the building.”
• 79.95% of students agree or strongly agree that “There is at least one adult at Wakefield whom I could go to for help on anything.”

Outcome Data (Achievement, attendance, and/or behavior data): # of risk assessments for the 2015-2016 school year: 32 There was a 23% increase in the number of students who reported suicidal ideation as measured by the number of risk assessments across all grade levels between the 2014-2015 and 2015-2016 school years. All proportional with population, except free and reduced numbers…F/R enrollment is 44%, percent of risk assessments is 69%, which is disproportional and statistically significant.

Implications: 1. Results indicate that students are aware of bullying, consequences of bullying, know how to respond appropriately when bullying occurs and what to expect when a student reports bullying. 2. Students care about the harmful effects of bullying, harassment, stereotyping, and prejudicial behavior. 3. Not in our School presentations may be useful to all our new students, not just limited to 9th grade. While the UPSTANDERS have a significant presence, we have a sizable number of new students added to our community every year. 4. It may be helpful to analyze the acts of bullying within the school and evaluate our procedures for punishment to determine the effectiveness of the consequences provided. 5. We may want to consider running a group during In-School Alternative (ISA) to provide other outlets for students who are identified as bullies to prevent relapse of bullying behavior.

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Grade Level: 12th

Lesson Topic: Post-Secondary Planning: Graduation and Beyond

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 5; B-LS 5; B-LS 9

Start/End: Oct. 7-8, 2015

Process Data (Number of students affected): 343 senior, class of 2016, students who participated in this presentation

Perception Data (Surveys or assessments used): “Post-Secondary: Graduation and Beyond” Presentation
Post-Evaluation Results:
• 66% of students agree that they know how to log into NAVIANCE.

• 73% of students agree that they know how to use the tools available in NAVIANCE to search for careers and colleges, to add colleges to which they plan to apply via the NAVIANCE website, request recommenders, and request transcripts.

• 81% of students felt that they understand the criteria that the colleges, the military, and workforce use to evaluate their application for acceptance.

• 90% of students understood the importance of their cumulative GPA and how colleges interpret this information.

• 84% of students agreed that they understand the differences between a 2-year and 4-year college.

• 83% of students felt they understand the tiered approach to applying to schools: safety, on par, and reach schools.

• 91% of students have a general idea of the number of colleges they should apply to in order to increase their chances of getting into a college that matches their interest and abilities: 4-10; 4 or more.

Outcome Data (Achievement, attendance, and/or behavior data): # of 2-year, 4-year, and trade school applications completed by graduating 12th grade students during the 2015-2016 school year: 1720 applications There was a 45.6% increase in the number of college applications—2 years, 4-year, and trade schools between the 2014-2015 and 2015-2016. (With the enrollment adjustment, there was a 25.6% increase.)

Implications: 1. We may need to ensure that counselors continue to meet with our students to increase their comfort level with the application process both in one-on-one meetings and tech-driven approaches. Consider adding times to our master calendar for students to work with counselors during lunch, Warriors’ Period, or after school to work on their NAVIANCE accounts, common applications, other applications, College Board accounts, or FAFSA. 2. We may want to check in with seniors after several months, prior to winter break, to see if they have retained their understanding of the critical factors required for applying to schools and assist where necessary. 3. Consider accumulating more data regarding student use of NAVAINCE and better understand their resistance to or difficulty with using the software.

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