REVISED SECTION

The Core Curriculum lessons chosen for the Results Report are examples of how our Core Curriculum aligns with our Mindsets & Behaviors as well as our program goals. The work that our students do as part of their Individual Career and Academic Plan (ICAP) helps them better understand and prepare to be successful with the counseling goals (being on-track to graduate, graduating on time, and increasing their attendance rate).

We took a great deal of time to consider our process, perception, and outcome data. Specifically, in our process data for all three lessons, we looked at student attendance. We learned that in future years we need to build out a plan to do make up lessons with students who are absent. This is something that we already do but never in a formalized way. Adding this component to our lesson will strengthen our ability to ensure that all students receive the material for each lesson.

As a team, we struggled with some of our perception data collection. We relied heavily on the district mandated MyICAP survey for many lessons. While the MyICAP survey has some pre/post built in (seen in our sample lesson 3: 11th grade Quarter 4 ICAP lesson perception data) and is very helpful in learning about our students and their attitudes, knowledge, and skills, it is not a consistent reflection of the effectiveness of our lessons. From an analysis of our perception data in this results report, we found that in some situations true baseline data was missing and we had to compare different grade levels of students. This can be seen in our sample lesson 2: 11th grade Quarter 2 ICAP lesson perception data in which we compared Class of 2018 data to Class of 2019 data. This is not the correct way to utilize data and we will collect true baseline data moving forward.

We had relied on the MyICAP survey as a perception data tool because of time constraints in the classroom for counseling lessons. The MyICAP survey is how students in Denver Public Schools demonstrate that they have a career and academic plan (which is both a state expectation and a graduation requirement). We had hoped to used this required survey to serve two purposes (record the plan and collect perception data). We now see the flaws in this approach. In the future we will request block periods to implement our lessons (as the block period is 50% longer than a normal class period). Having the additional time will allow us to use separate pre/post assessments to truly evaluate our perception data. We were successful in implementing pre/post surveys for some lessons (for example sample lesson 1: 10th grade Quarter 1 ICAP) and will be expanding this practice in future years.

Our outcome data moved in the direction that we were hoping for two of the lessons in our Results Report. However, in our 11th grade Quarter 2 ICAP lesson, achievement did not improve as measured by grades and attendance dropped slightly from fall to spring. In considering the implications of all three lessons, we thought strategically about how to best support our students. We determined that we need to leverage our partnerships to strengthen some of our lessons. For example, in the 11th grade Quarter 2 ICAP lesson our outcome data indicated that it might be helpful to bring recent alumni to speak with juniors about resumes and the implications of grades and attendance on academic achievement and post-secondary planning. In addition, the 11th grade Quarter 4 ICAP lesson indicated that we could strengthen our concurrent enrollment programming through continued partnership with district personnel.

As a counseling team, our core curriculum lessons are a vital part of the work we do with our students. Moving forward, we will be more explicit about communicating the links between post-secondary planning and students’ current performance (as seen in our perception and outcome data). We will also build upon the work we have started with our pre/post surveys to ask perception data questions that better assess student learning.

Grade Level: 10

Lesson Topic: Quarter 1 ICAP – Individual Career and Academic Plan: Academic Planning

Lesson was Presented in Which Class/Subject:

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

Start/End: 9/21/2017-9/21/2017

Process Data (Number of students affected): 234/250 students present (93.6% of the Class of 2020 present for lesson)

Perception Data (Surveys or assessments used): REVISED
On the pre-test 44% of students correctly identified how many credits they should have by the end of their sophomore year. At the end of the lesson, 64% of respondents were able to correctly identify how many credits they should have. All students who attended this lesson had an opportunity to respond.

On the GEAR UP Fall Needs Assessment when asked, “What is the highest level of school that you think you will finish?” 100% of respondents replied high school degree or beyond with 68% indicating 4 year degree or more.

On the My ICAP Survey 83% of respondents identified themselves as being on track to graduate.

Outcome Data (Achievement, attendance, and/or behavior data): Attendance Data: In the 2016-2017 school year, the class of 2020 had an average attendance rate of 85.8%. This rate increased in the the 2017-2018 school year to 86.6%.

Implications: REVISED Process Data: The majority of the 10th grade class was present for a lesson to learn about credits and academic planning. Process Data Implications: Follow up work will be completed with the 16 students who were absent. Next year, we will identify days near the date of initial implementation to complete make up work with students who are absent. Perception Data: At the end of the lesson students were able to correctly identify how many credits they need in order to be on track during their sophomore year of high school. However there is still a decent portion (36%) of the class who has struggled with this, and who need additional intervention. Perception Data Implications: This work happens on an individual basis following this lesson with students in order to better explain their credits. Next year, we will more explicitly review this portion of the ICAP in the quarter 2 and quarter 3 lessons to reinforce this piece of knowledge. Outcome Data: The attendance rate for the Class of 2020 9th to 10th grade year did improve. The link between attendance and credit acquisition seems clear. Students are better able to earn credit when they are in school and attending their classes. Outcome Data Implications: Our objectives were met by our attendance measure. We will continue our programming in the same manner next year and will not make any major adjustments the lesson. We will make minor changes (as listed above in order to hopefully positively impact our perception and process data).

Attachments

Grade Level: 11

Lesson Topic: Quarter 2 ICAP – Individual Career and Academic Plan: Resume

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Career; M 4; B-LS 5

Start/End: 11/30/2017-11/30/2017

Process Data (Number of students affected): 189/200 student present (94.5% of the Class of 2019 present for lesson)

Perception Data (Surveys or assessments used): REVISED
In the Class of 2018 (used as baseline data because of missing pre test data) 65% of students indicated that they needed to improve their academic performance in order to achieve their post-secondary goals.

Following the creation of their resumes during the lesson, when asked what they need to do “in order to make my resume more competitive, I am going to:” 60% of respondents in the Class of 2019 said “improve my grades.”

Outcome Data (Achievement, attendance, and/or behavior data): Attendance data: In the 2016-2017 school year, the Class of 2019 had an average attendance rate of 87.1%. This rate decreased in the 2017-2018 school year to 86.4%. Achievement Data: Grades: In the fall of 2017, 73 students were failing multiple classes in an average week. In the spring of 2018 approximately 78 students were failing multiple classes on average.

Implications: REVISED Process Data: The majority of 11th graders were present for a lesson about creating a resume, where they learned about the importance of their grades and extracurricular activities for future preparation. Process Data Implications: Follow up work will be completed with 11 students who were absent. Next year, we will identify days near the date of initial implementation to complete make up work with students who are absent. Perception Data: At the end of the lesson, the majority of students (60%) knew that they needed to improve their grades in order to make their resumes more competitive. Perception Data Implications: In the future (starting in the 2018-2019 school year). We will prioritize times for students to make up missing work and improve their grades. This will occur during our professional development days, during our advisement time weekly, and after school with support by teachers. We will advertise using the perception data from this lesson as a way for younger students to proactively strengthen their resumes. Outcome Data: This lesson did not positively impact our outcome data (attendance and achievement). The attendance rate fell and a similar number of students were failing classes. Outcome Data Implications: In this lesson, next year, future we will make the connection between resumes and positive school habits (attendance, homework, etc.) more clear in the body of the lesson by adding examples from current students data (for example, on average a student with X% attendance will pass X% of their classes). We will also leverage our strong relationships with our recent graduates who struggled in high school so they can provide recent and relevant examples of the implications of struggling academically and with attendance in high school.

Attachments

Grade Level: 11

Lesson Topic: Quarter 4 ICAP – Individual Career and Academic Plan: Post-Secondary and Financial Planning

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Career; M 4

Start/End: 4/26/2018-4/26/2018

Process Data (Number of students affected): 184/200 student present (92% of the Class of 2019 present for lesson)

Perception Data (Surveys or assessments used): REVISED
In their MyICAP Survey (pre-test) as 10th graders 31% of the Class of 2019 indicated that their post-secondary goal included a bachelor’s degree.

Following this lesson (post-test), 40% of students in the Class of 2019 responded that their post-secondary goal includes earning a bachelor’s degree.

Outcome Data (Achievement, attendance, and/or behavior data): Achievement Data: 83 CCD applications completed and 142 college credits have been earned so far.

Implications: REVISED Process Data: The majority of 11th graders were present for a lesson about post-secondary and financial planning. Process Data Implications: Follow up work will be completed with 16 students who were absent. Next year, we will identify days near the date of initial implementation to complete make up work with students who are absent. Perception Data:After this lesson about post-secondary planning 40% of 11th grade students expressed an interest in pursuing a bachelor’s degree. Perception Data Implication: This percentage of interest in pursuing a bachelor’s degree means that we need to connect resources about post-secondary degrees to this lesson. We want to build on the attitudes of our students by giving them action steps that they can take. We will achieve this by working with our college advising team to provide a short list of things that students can do to start their college search and adding this list to the lesson for next year. Outcome Data: As a result of this lesson 83 students applied to the Community College of Denver in order to enroll in concurrent enrollment credits. During the 2016-2017 school year, students in the 11th grade earned 142 credits, and are now in the process of earning 424 credits (fall 2018). This is triple the number of college credits from the year before for the Class of 2019. Outcome Data Implications: This lesson seemed to be successful in supporting students with their college admissions, college interest, and concurrent enrollment credit attainment. We will work strategically with our concurrent enrollment liaison to ensure that our concurrent enrollment offerings continue to expand and meet the interests and needs of our students. We have determined that business classes are an interest that is not currently being met (as determined by course registration numbers and requests) and will add it to the 2018-2019 course offerings.

Attachments