REVISED SECTION
The Albemarle High School counseling curriculum represents what our department, our school, and our county’s vision is for each and every student. Our vision for our students to achieve academic, social, and career success is seen throughout our core curriculum and is the basis for the lessons that we plan and present to our students. We use the American School Counseling Association Mindsets and Behaviors to help guide our curriculum to make sure that we are focusing on the needs of all students and that our programming is comprehensive and equitable. We use the data that we collect from our core curriculum lessons to help guide future lessons and help us to see what lessons worked well and what lessons need to be tweaked. As our school needs change, we continue to look at and adjust our programming. The chosen lesson plans show how our comprehensive programming affects the achievements of all of our students.
Lesson one focused on our graduation rate and post-secondary planning. We had each senior fill out a needs assessment and followed that up with a 30 minute presentation on understanding graduation requirements and post-secondary planning. We also went back into Government classes in the spring to have seniors fill out an exit survey to gauge where the seniors stood at that point in regards to graduation and having a post-secondary plan. For the 2016-17 school year our graduation rate increased to 95.5%, which was a .5% increase from the previous school year. We had 11 seniors not graduate. As a department, we will continue to strive for a 100% graduation rate. We realized that our ESOL population continues to be a high risk population and will use the data to look at implementing more support programs for that cohort next school year.
Lesson 2 related to our second goal. It focused on our students that indicated that they wanted to attend Piedmont Virginia Community College in the fall of 2017. We created a PVCC enrollment event with the help of Andrew Renshaw, the Dual Enrollment Coordinator at PVCC. In our senior exit survey for the 2015-16 school year, we had 22% of our seniors indicate that they were going to attend PVCC in the fall of 2016, but only 15% of those students actually attended. We wanted to eliminate some of the obstacles that students face when trying to navigate the ins and outs of applying to community college. We held our registration event at AHS and brought in PVCC employees to work with our identified seniors to complete placement testing, paperwork, and class registration. For the 2016-17 school year, we had a 5% increase of students attending PVCC in the fall of 2017. The data was promising, but there is still a disconnect for some of our students that we will continue to try to address. We would like to continue to grow this event by adding student tours of the PVCC campus and providing FAFSA completion help for students. Due to our work, we were also given a part-time PVCC liaison position to continue to help provide access and remove barriers for our students.
Lesson three focused on our 10th grade career unit and our attendance policy. It works to address our school’s vision of creating lifelong learners and productive members of society. The students participated in a pre and post-survey, a presentation, and a follow up career activity in Naviance. Based on our pre and post-survey data there was an overall 18% increase in the understanding of our attendance policy. We had a 1% decrease in unexcused absences for the 2016-17 school year. The activity the 10th grade class did through Naviance was a Career Interest profiler and to add three career matches to their Naviance account. Our goal was to have 100% of sophomores complete this task. We had 82% of our students complete the career interest inventory and 77% save three of their favorite career matches. Based on our data, we realized that some students did not complete the entire process, so some of our data may be skewed. Also, there were students absent on the days that we presented and did not complete any of the activities. Some ideas that we came up with to implement next year are small group meetings during our long lunch time for students that were not able to finish, and working with our career counselor, to meet with the students that were absent and have them complete the activity.

Grade Level: 12

Lesson Topic: Senior Unit

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M4 M5 B-LS7

Start/End: 9/19-9/23/16

Process Data (Number of students affected): 496 seniors participated in the Senior Unit lesson which includes a needs assessment at the end of the lesson. Students were scheduled to come down to the cafeteria during their Government class. Students sat at designated tables based on their assigned counselor. The lesson lasted the full 90 minute class period.

Perception Data (Surveys or assessments used): Each student completed a needs assessment. Based on the data 84.1% of students reported that they were on track to graduate.

Outcome Data (Achievement, attendance, and/or behavior data): For the 2015-16 school year, we had a 95% graduation rate. For the 2016-17 school year, we saw a .5% increase in our graduation rate to a 95.5%.

Implications: We had 11 students that did not graduate. Of those 11 students 6 of those students were ESOL students who can attend High School until they are 22. One student moved to Kenya and is back enrolled with us for the current school year. The other four students had a variety of other outside factors negatively influenced their ability to succeed at school. We are happy with our outcome data, but want to make sure that all of our students are receiving the support they need to be successful in school. We will continue to work with our at risk groups and focus more specifically with our ESOL students next school year.

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Grade Level: 12

Lesson Topic: PVCC Registration Event

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M2 M4 M6

Start/End: 4/18-4/20/17

Process Data (Number of students affected): 75 students were identified as attending PVCC as their post-secondary plan. 75 students participated in the pre-survey and small group sessions. Students met in small groups to fill out a pre-test, register for PVCC, and obtain their PVCC student ID#'s. Seniors also filled out an exit survey. 53 of the 75 seniors attended the PVCC event. Number of responses: 7 responses.Students that indicated that they were attending PVCC in their senior assessment were called down in small groups to take a pre-test to gather more information about where they were in the PVCC application process. 24% of students had not yet applied to PVCC, 61% did not know their PVCC student ID#, 81.3% had not completed the fafsa, and 97.3% had not registered for classes at PVCC, 37% needed to take the math placement test, and 33% needed to take the English placement test.

Perception Data (Surveys or assessments used): REVISED According to the 75 students that filled out the pre-test 84% of the students participating applied to PVCC and received their student ID#'s. 21% of students completed the FAFSA at the event. 18 out of 28 students that needed to take the math placement test completed it at the event which was a 64% increase in completion. 20 out of 25 students that needed the English placement test completed it at the event which was an 80% increase (note: some students needed both so count in both math and English) at attended the PVCC event. Of the 53 students that attended the PVCC event, 86.2% found it helped prepare them to attend PVCC in the fall. Of the 92 students attending PVCC, 50 of the 53 students that participated in the PVCC event are actually Of the 92 students attending PVCC, 50 of the 53 students that participated in the PVCC event are actually attending.

Outcome Data (Achievement, attendance, and/or behavior data): REVISED-We had 92 seniors attend PVCC in the fall of 2017. This is an overall 5% increase from the previous year.

Implications: REVISED-While we were pleased to see an increase in enrollment at PVCC for the 2017-18 school year, we recognize that we had 22% of the senior class report that they would be attending PVCC but only 20% that actually enrolled in the fall. While this is less of a gap than see in the past five years, we know that we still have work to do. Due to our work on this goal, we received an extra part time position staffed by PVCC to work with our students. This will allow us to work with more students on their transition to PVCC as well as expand our services and events. As a department, we plan on continuing our partnership with PVCC and utilizing the additional staff position(that we received based on our work with this goal) to remove as many obstacles as we can to help support students in achieving their post-secondary goals. We would like to continue to grow this event by offering to take interested students to tour the PVCC campus, as well as offer a FAFSA completion work session.

Attachments

Grade Level: 10th

Lesson Topic: 10th Grade Unit

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M4 M5 B-LS7 B-LS9

Start/End: 1/18-1/19/2017

Process Data (Number of students affected): 478 students participated in the 10th grade unit.

Perception Data (Surveys or assessments used): REVISED-The students completed a pre/post test and an activity through their Naviance accounts.75.9% of students reported that they were familiar with our school's attendance policy in the pre-test, while in the post-test 94% of students reported that they had a better understanding of the attendance policy. After the presentation 82% of students had completed the career interest profiler while 77% added three careers to their favorite.

Outcome Data (Achievement, attendance, and/or behavior data): REVISED- We saw a 1% decrease in unexcused absences for 10th grade students from the 2015-16 school year to 2016-17 school year.

Implications: REVISED-While we saw an increase in the amount of students that had a better understanding of the attendance policy and a slight increase in the overall attendance rate for that class, We know that attendance continues to be an issue impacting our school. We will look at expanding our attendance related activities in order to stress the importance of regular school attendance in academic success. We did note that the number of students that completed the posttest was less, so our data is skewed. We will continue to brainstorm ways to make sure that all students are completing all areas of the lesson, so that we can get accurate data. We had 82% of our students complete the career interest inventory and 77% save three of their favorite career matches. Based on our data, we realized that some students did not complete the entire process, so some of our data may be skewed. Also, there were students absent on the days that we presented and did not complete any of the activities. Some ideas that we came up with to implement next year are small group meetings during our long lunch time for students that were not able to finish, and working with our career counselor, to meet with the students that were absent and have them complete the activity.

Attachments