Lesson 1 Sophomore Career Unit (Career Domain)
A career exploration unit exposed 10th graders (571) to Family Connections and the tools available for post-secondary opportunities. Students took an interest inventory, which helped identify strengths and possible careers (B:LS 7). They then viewed videos of professionals in specific careers and learned about the associated educational and skill requirements for that career. Many students finished the inventory and the college search assignment, then spent time researching the colleges and careers that appealed to them (M 4).
Students were given a pre- and post- survey to assess prior knowledge regarding post-secondary planning and Family Connections. When asked if they knew how to research careers in Family Connections, results showed an increase from 37% to 93% from the pre- to post- survey. When responding to the question about using career clusters as a way to find a match to their interests and post-survey results increased from 63% to 96%. To gain qualitative feedback, an open-ended question will be added next year to allow students to share specific needs and gaps in their understanding. We may also add additional time to allow all students to complete the inventory and have time to use their results to explore colleges and careers. All sophomores were promoted.
Lesson 2 Sophomore Mental Wellness Lesson 2 (Social/Emotional Domain)
The Mental Wellness Assembly for students in 10th grade (558 students)focused on the attitudes and skills on how to behave safely (B:SM 9). Our team stressed the importance of students feeling safe and identifying trusted adults when facing mental health concerns. After the assembly, the sophomores were randomly surveyed and 80% indicated they had attended the presentation. Of those, 94% reported they could identify at least one trusted adult in the school. In the survey, 18% of sophomores reported they had met with a school counselor in the last year to talk about feelings of sadness or depression. This post-survey reflects the importance of continued programming in this critical area as 35% of students reported these feelings on the FCPS Youth Survey. In the future, it would be helpful for students to identify why they were unable to attend the presentation as well as if they found this presentation to be helpful.
Following the presentation, the Signs Of Suicide (SOS) screening was administered during English classes to current 10th grade students and were evaluated directly afterwards by the student services staff. The counselors met with 17 students immediately due to their responses. Of those students, 3 were referred for immediate treatment and released to their parent/guardian. The counselors contacted parents for the 14 other students who were identified as at-risk based on their survey responses. The data shows that attendance and grades decreased second and third quarters as a result of appointments and treatment.
Lesson 3 Senior Mental Wellness Program (Social/Emotional Domain)
Our team focused on mental wellness due to an increase in suicidal ideation, attempts and completions as reported in the FCPS Youth Survey. A mental wellness unit was developed for the 12th grade class and was delivered in the fall due to the increased level of stress and anxiety our seniors experience as they begin the post-secondary planning process and aligns with M1. A post-survey was given through senior homeroom classes the following week and the results indicated many of our seniors did not attend the assembly. We do not know the specific reason for this as it occurred during the school day. We asked our principal to make an announcement for the remaining mental wellness assemblies, with an emphasis on the fact that they are mandatory.
Survey results revealed the seniors would recommend this assembly for future students. In the future, the survey could ask for specific reasons for absence from the assembly. It would also be helpful to gain more specific qualitative feedback regarding the helpful aspects of the presentation.
After reviewing the data from the post-survey and with input from the advisory council work session, we decided to keep this assembly content but present it to the junior class instead. The outcome data showed that g.p.a. decreased and students missed school when they entered treatment programs (see graph). Once students returned from treatment, the grades and attendance improved. We held a meeting to create a plan for academic and social/emotional support when they return after treatment. Schedule changes were made for 3 seniors to reduce their level of academic rigor. In the future, we can ask teachers to grade on mastery.