REVISED SECTION-SC Core Curriculum Results Report
At Edison High School we continuously seek to enhance the academic, career, and personal/social development of all students. Our mission to maximize student achievement is what guides us in creating and delivering comprehensive school counseling curriculum. Maximizing student achievement is not solely defined as success within the walls of Edison High School. We strive to ensure each student will continue to experience success in their post-secondary endeavors. All three of our units outlined in the Core Curriculum Results Report were designed with this in mind.
Of the three lessons outlined in our results report, two were developed for our 9th grade students to provide them with the support and resources that they need. The other lesson was developed for our 12th grade students to provide assistance with post-secondary planning.
In our freshman orientation lesson, we provided the students with information such as who’s who in the building, graduation requirements, and the importance of getting involved in their school community via a Jeopardy game. The counselors plan to discuss graduation requirements on a more consistent basis in an effort to ensure that students retain this information from year to year. Perception data showed there was a 19.8% increase in students who felt they knew what they needed to do in order to meet graduation requirements. This implies our lesson was effective but still has room for improvement. While the majority of our students advanced to sophomore status by the end of August 2016, 11% failed to do so indicating the need for academic interventions and reminders on how to promote from grade to grade. As a department we believe through collaboration with advisory teachers, we can plan lessons that are synchronous in meeting their objectives and ours, too.
Going forward we feel that it would be advantageous to utilize the time given for this guidance lesson to discuss technological supports available, as well. This will allow for the counselors to deliver more content throughout the school year. Student Vue and Family Connection are two resources that can be extremely beneficial in helping students find success.
In our Freshman Learning Styles lesson, we defined the various learning styles and then had the students complete a learning styles worksheet so that they would be able to identify their own learning style. Students were provided a handout on how to study better based on their learning style. During group discussion emphasis was placed on the fact that the teacher’s teaching style and their learning style would not always match up. At the end of the lesson we found a 16.2% increase in the number of students who felt knowledgeable about how to study effectively based on learning styles after this lesson was delivered. The numbers increased from 77.6% to 93.8%.
In our senior post-secondary planning lesson, we presented the various post-secondary options, Edison’s college application process, and we provided them with a credit tracking sheet. Moving forward, we plan to spend more time discussing other options as much of our time is spent focusing exclusively on college. In addition, we will be providing students with the credit tracking sheet prior to senior year. This will allow students to independently track their graduation requirements from year to year.
Many students meet with their counselors one on one if they have questions regarding the college application process after our post-secondary planning lesson. In conjunction with College Application Week students had the opportunity to meet with the Career Center Specialist and the local community college representative. In addition counselors returned to their advisory classes to answer follow up questions. However, there are still some students who needed additional support. Therefore, in the future, we hope to meet with the seniors in at least 2 follow-up group sessions that are geared specifically towards the college application process. We have found that this information becomes more relevant to students as their deadlines start to approach.
Our department would like to see the advisory classrooms become more inclusive. Currently, our advisory classrooms are set up by grade level and alpha. However, our students with disabilities remain with their special education case managers. When counselors are delivering guidance lessons through advisory classes, students with disabilities travel to the general education advisory class for their alpha. We believe this creates division and possibly a level of embarrassment for these students. Conversations have already begun with the administration team regarding this structure to be more inclusive of special education students.