School Counseling Core Curriculum: Results Report:
As a team, we selected three core curriculum lessons to analyze. To determine the effectiveness of the classroom activities provided through the core curriculum. We chose these lessons based on their relation to our program goals, their connection to the three ASCA domains (academic, career, and personal/social), and their developmental appropriateness. Our vision statement aspires to prepare scholars to be college and career ready world-class citizens; it was important that all domains be covered in the lessons selected. Selecting one lesson per grade level allowed for a comprehensive view of the core curriculum lessons provided to all scholars in our school.
The Sixth-Grade lesson included levels of Performance and Learning Styles. The four levels of performance used to score the GA Milestone assessment are Beginning Learner, Developing Learner, Proficient Learner, and Distinguished Learner. The GA College 411 and Career Cruising Researched Based Website that assist with learning styles were used to identify scholars learning styles. Disaggregation of the Perception data taken from the pre-and post-assessments indicated that 5% of the scholars that took the pre-test were able to answer 1 out of 3 questions correctly. There a significant increase with 100% of the scholars answering all three questions correctly. This was an increase of 95% percentage point.

The Ga Milestone and semester grades were used to generate outcome data. This data indicated that two scholars were not aware of their level of performance nor were they on track to meet promotion criteria. The counseling team determined that scholars gained a basic understanding of their level of performance on the GA Milestone and were able to identify their learning style

The Sixth-Grade lesson included levels of Performance and Learning Styles. The four levels of performance used to score the GA Milestone assessment are Beginning Learner, Developing Learner, Proficient Learner, and Distinguished Learner. The GA College 411 and Career Cruising Researched Based Website that assists with learning styles were used to identify scholars learning styles. Disaggregation of the Perception data taken from the pre-and post-assessments indicated that 5% of the scholars that took the pre-test were able to answer 1 out of 3 questions correctly. There a significant increase of 100% of the scholars answering all three questions correctly. This was an increase of 95% percentage point.
The Ga Milestone and semester grades were used to generate outcome data. This data indicated that two scholars were not aware of their level of performance nor were they on track to meet promotion criteria. The counseling team determined that scholars gained a basic understanding of their level of performance on the GA Milestone and were able to identify their learning style.


The Seventh-Grade lesson, " No Scholar Left Behind: Project Success," covered a wide variety of academic and personal/social skills, including responsibility, time management, organization, communication, conflict resolution, and seeking help from adults when needed. A combination of group work, hands-on learning, and open discussion were used throughout the lesson. The perception data based on the pre- and post-tests indicated the lesson that was given to all seventh-grade social studies classes yielded that the three true and false question revealed the pre-evaluation average score was 51% and the post-evaluation average score was 86% (an increase of 35 percentage points).

Outcome data (progress reports) indicated that 96% of scholars were on track for promotion, as shown by passing grades in all their classes. When analyzing this information, the counseling team determined that scholars gained a basic understanding of their level of performance, communication skills, study skills, and test-taking skills. Based on the perception data, the seventh-grade counselor will narrow the focus of the lesson when it is delivered next year so that scholars are not required to remember such a wide range of strategies all at once.

The Eighth-Grade lesson, " Individual Graduation Plan” High School Transition," provided scholars with the information necessary to make appropriate selections for ninth grade classes as well as to understand the implications of those decisions as they relate to high school graduation requirements Perception data based on the pre-and post-tests indicated that, at the conclusion of the lesson, 85% of scholars understood the high school graduation requirements, 100% of scholars created an Individual Graduation Plan ( four-year graduation plan), 93% of scholars were aware of the ninth grade classes available to them and felt competent making course selections, and 100% of scholars were successfully registered for the appropriate and necessary ninth grade courses. Outcome data indicated that 94% of scholars met the criteria

Grade Level: Sixth

Lesson Topic: Level of Performance and Learning Styles

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B-SMS-3, M1, B-LS-7 B-SMS 5, B-SS-5

Start/End: October- December

Process Data (Number of students affected): 100% of sixth grade scholars (234)

Perception Data (Surveys or assessments used): Pre and Post Evaluations were used consisting of three true or false questions.On the pre evaluation only _5__% were able to answer one question correctly, on the post evaluation average score was 100% of scholars were able to answer one question correctly (an increase of 95 percentage points).

Outcome Data (Achievement, attendance, and/or behavior data): Outcome Data: The number of scholars able to identify their level of performance will be used to indicate outcome data. Sixth grade level of performance allows scholars to see their growth which is one of the measurement used when assessing scholars academic performance. After reviewing last years level of performance on GA Milestone 51%__ were beginning learners _33%__were developing learners , 14%___ were proficient learners and _2%___were distinguish learners. At the end of the year after taking GA Milestones _52%___ scholars were at the beginning level, __33%__scholars were at the developing level, _14%__ scholars were at the proficient level and __1%__ scholars were at the distinguish level. In comparison by end of year scholars performance levels increased slightly.

Implications: Scholars have gained a basic understanding of the level of performance and learning styles. The lesson was advantageous because Scholars post-test scores improved significantly allowing counselors to know that both level of learning and learning styles have to become a daily routine in order for scholars to know levels and learning before going through this lesson. Counselor will share data with principal to make level of performance and learning be a part of school Improvement plan. Additionally scholars that need more help will get it via small group counseling after this core curriculum lesson. Their grades will be monitored closely and they will be reminded of the strategies that were taught during this lesson. Next school year I plan to deliver this lesson earlier in the school year, as well as share the level of performance and learning styles with teachers. Additionally, I plan to adjust the format of the pre and post evaluation to be a multiple choice format as opposed to true and false to get a more specific look at each scholars answers to customize learning plans.

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Grade Level: Seventh

Lesson Topic: Seventh Grade “No Scholar Left Behind: Project Success

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1,B-LS-1, B-LS-7 B-SMS 5, B-SS-5

Start/End: August-September

Process Data (Number of students affected): The lesson was given to all seventh grade math classes (2 teachers, 8 total classes). 237 seventh graders were present on the days this lesson was given (100% of seventh grade). Any scholars absent the day of the lesson will be able to access the lesson via the Google Classroom.

Perception Data (Surveys or assessments used): Pre and Post Evaluations were used consisting of three true or false questions. The average pre-evaluation score was a 51% and the average post-evaluation score was an 86% (an increase of 35 percentage points).

Outcome Data (Achievement, attendance, and/or behavior data): For outcome data, we analyzed Progress Reports and identified any scholars in danger of not meeting promotion criteria based on progress reports. We used Progress Reports as early indicator highlighting scholars who are currently in jeopardy of receiving a poor grade on their report card and putting them in jeopardy of failing. Because the lesson was given so early in the school year. 96% of seventh grade scholars were on track for promotion (as indicated by passing grades in all of their classes). Of the 23 scholars who were not on track for promotion, 17 were only failing one class and 3 were special education scholars whose IEP's indicated that they were not responsible for meeting seventh grade promotion criteria. Many of these students who were not on track will be eligible to participate in credit recovery later in the year to help them stay on track for promotion.

Implications: Scholars have gained a basic understanding of level of performance, communication skills, study skills and test-taking skills. It seems that the lesson was helpful because scholars pre and post test averages increased significantly and only a small percentage of scholars (4%) were not on track for promotion after the first grading period. Scholars identified as beginning learners on GA Milestone in reading and/or math and scholars targeted due to failing an academic class on progress report (23) will receive follow-up individual and small group counseling after this core curriculum lesson is given. Their grades will be monitored closely and they will be reminded of the strategies that were taught during this lesson. Next school year I plan to focus more in depth on certain skills in this lesson instead of trying to present such a wide range of strategies all at once. Additionally, because post evaluation scores were not as high as I would have liked, it might be beneficial to have more than 3 questions on the evaluation next school year (so that making one error would not bring their score down too drastically).

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Grade Level: 8TH

Lesson Topic: “Individual Graduation Plan” High School Transition 101

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B -LS- 7, M1, B-LS-7 B-SMS 5, B-SS-5

Start/End: September-May

Process Data (Number of students affected): Process Data: The number of pre- and post-evaluations taken in google classroom that will upload in a google spreadsheet will indicate how many scholars were present in class for the lesson. Any scholars absent the day of the lesson will be able to access the information from via their EBACKPACKS in the google classroom. The lesson was given to all eighth-grade social studies classes (2 teachers, 8 total classes). _172__ scholars eighth graders were present on the days this lesson was given (_83__% of eighth grade). The remaining _36__scholars received the information in an individual session. The number of scholars successfully registering for classes that meet the ninth-grade promotion criteria and are aware of their level of performance (beginning learner, developing learner, proficient learner and distinguish learner) will also be used for process data. One hundred percent of eighth grade scholars (208) were successfully completed and IGP for registering for ninth grade classes.

Perception Data (Surveys or assessments used): A three question true or false pre- evaluation will be given at the beginning of the class period. Scholars will read and answer the questions on the google form that will be recorded on a google spread sheet with all of the other scholars. On the pre evaluation o% of of Scholars were able to answer one question correctly, on the post evaluation average score was 100% of scholars were able to answer one question correctly (an increase of 100 percentage points).

Outcome Data (Achievement, attendance, and/or behavior data): The number of scholars successfully meeting the promotion criteria and know their current level of performance (beginning learner, developing learner, proficient learner, and distinguish learner) for eighth grade will be used for outcome data. Eighth grade academic promotion criteria require scholars to pass four out of five of their classes (two of the four subjects passed must be Language Arts and Math) both semesters. A passing grade is a 70% or higher along with performance level growth (beginning learner, developing learner, proficient learner and distinguish learner.) Of the 208 scholars in eighth grade, _2___ were retained in the eighth grade based on promotion criteria and performance level on GA Milestone (beginning learner, developing learner, proficient learner and distinguish learner). The scholars that did not meet criteria went to summer school and Appeal Meetings were held to look at scholar’s growth to see if scholar was eligible to be administratively placed in ninth grade.

Implications: Based on the data, eighth grade scholars gained a basic understanding of graduation requirements and were able to demonstrate that knowledge by successfully completing Individual Graduation Plan and course selection forms that aligned with promotion criteria and level of performance criteria to help scholars to choose course based on their level of performance. The pre and post evaluation data was extremely helpful in indicating which scholars were in need of individual support to understand and complete the IGP and course selection form based on level of performance. Using this data, I was able to schedule individual appointments with scholars to ensure the information was understood and successfully completed. In the future,I will invite our feeder school 9th grade counselor to be a part of this process to ensure the information scholars are receiving is accurate. It is also my intent to do some High School focus groups to address needs in a more small and intimate setting. Additionally I host a High School Fair like a traditional College Fair where scholars can visit tables to get more information related to transitioning to 9th grade. Finally we will host a school town hall meeting where scholars can either ask or write questions they may have associated with 9th grade transition, Academic performance level, GA Milestone performance level,and promotion criteria.

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