REVISED SECTION
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.

Grade Level: 10

Lesson Topic: Career Unit

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 4, B: LS 9

Start/End: April 2017

Process Data (Number of students affected): 571 (95% attended)

Perception Data (Surveys or assessments used): * Student survey-
1. I know how to research different careers increased from 37% to 93%.
2. In know that career clusters are a way to find careers that match my interests increased from 66% to 96%.
3. I know how to research college admissions information for specific colleges increased from 44% to 91%.

Outcome Data (Achievement, attendance, and/or behavior data): 100% of Sophomores were promoted.

Implications: REVISED SECTION 1.Students reported an increase in their ability to research colleges and careers as a result of this lesson. Through anecdotal feedback students indicated they used this information to select their courses in preparation for future careers. 2. This lesson will continue to be a part of programming. 3. Course selection directly relates to promotion to the next grade level. When students take courses which align with their interests, they are more likely to pass. 3. The lesson also allows students to see the types of academic expectations of the schools which encourages them to pass the courses and meet their goals. 4. It is atypical to have 100% of sophomores promoted to grade 11.

Attachments

Grade Level: 10

Lesson Topic: Mental Wellness (Courageous Conversations)

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 1, B: SMS 7

Start/End: October 2016

Process Data (Number of students affected): 571 (80% attended)

Perception Data (Surveys or assessments used): 1. Surveys revealed that 94% of sophomores reported they can identify at least 1 adult in the building they can talk to.
2. 18% of sophomores reported they have met with a school counselor in the last year to discuss feeling of sadness/depression.
3. Twenty three Columbia Risk Assessments resulted in parent contact.
4. Counselors met with ninety one sophomores who reported feeling sadness/ depression (18%)

Outcome Data (Achievement, attendance, and/or behavior data): REVISED SECTION 1. Six students were taken for immediate medical evaluation. 2. The number of days missed from school increased for these students as a result of treatment (see chart attendance on last column). 3. Grades declined in the 2nd and 3rd quarters, then rose in the 4th (see graph for g.p.a. by quarter). 5. One student transferred to another school.

Implications: REVISED SECTION 1. Students are encouraged to seek out an adult when they have feelings of sadness/depression. 2. Each year, the students attend an assembly on Mental Wellness. 3. In the future this can be done in a smaller group format to make it more intimate. 4. Students who were treated for mental health conditions had decreased attendance initially. 5. A decline in grades was noted for the students who were referred for treatment. Return-to-learn plans include clinical personnel and allow us to consider appropriate accommodations for each student to include possible schedule adjustments, reduction in workload, and access to clinical support. 6.The return-to-learn process provided needed structure for all stakeholders to ensure collaboration in the best interest of the student and will continue to be our protocol

Attachments

Grade Level: 12

Lesson Topic: Mental Wellness Assembly

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 1, B: SMS 9

Start/End: October 2016

Process Data (Number of students affected): 548 (73% attended)

Perception Data (Surveys or assessments used): 1. Senior survey revealed 78% said they found the assembly useful.
2. 85% said they would recommend the assembly next year.
3. Five Columbia Assessments resulted in a call to a parent.

Outcome Data (Achievement, attendance, and/or behavior data): REVISED 1. Three students were seen immediately after the assembly (October 1) based on screening results which indicated possible self harm. 2. Two schedule changes were made to decrease academic rigor. 3. Three students were taken for mental health evaluations. 4. The outcome data shows G.P.A. by quarter. G.P.A. decreased second and third quarter and improved fourth quarter (see graph). The attendance for the year is tracked on the last column on the chart (attached). Students missed school when they sought treatment.

Implications: REVISED SECTION 1. This assembly is intentionally planned in the fall as students report the increase in stress during this critical time of their senior year. Perception data indicated that 85% of students recommend we continue this assembly so it will remain a part of our core curriculum. 2. Attendance dropped for students as they were out of the building for mental health treatment. Thus, a return-to-learn plan was implemented to support students reentry into the high school environment. 3. Return-to-learn plans include clinical personnel and allow us to consider appropriate accommodations for each student to include possible schedule adjustments, reduction in workload, and access to clinical support. 4.The return-to-learn process provided needed structure for all stakeholders to ensure collaboration in the best interest of the student and will continue to be our protocol.

Attachments