Core Curriculum Results Report Narrative:
Soldotna High School’s Counselor Core Curriculum lessons were carefully developed with counselors across the district. Counselors have chosen to align the core curriculum with district and school vision and mission statements to address specific mindsets and behaviors counselors are addressing in our school. The core curriculum directly and indirectly supports department goals, which are also aligned with district and school goals. The three lessons counselors chose to examine directly and indirectly support department goals. Counselors chose one lesson from each grade level to ensure thorough reflection on the core curriculum across the school. In the analysis of the effectiveness of the lessons, counselors first reflected on pre-test and post-test perception data. Next, they looked at outcome data and discussed implications with the administrator while planning ahead for the 2017-2018 school year. Counselors shared outcome data with the school counseling advisory council at the 2017 spring meeting.
The 10th grade lesson focused on career exploration and while students did report a significant increase in their awareness of post-secondary training and an increase in their understanding of the Personal Learning and Career Plan (PLCP), there was not a dramatic increase in the number of students with clear post-secondary plans (see 9.2 perception data). Counselors believe that if they can better address this component, more students would have a connection to school and a greater sense of self-confidence in their ability to succeed. For the 2017-2018 school year, counselors plan to use an interest profile assessment (different than the one already conducted in 9th grade) to help students reflect on appropriate future career goals. Outcome data showed that counselors did not have a significant impact of the class of 2019 in terms of credits behind (see 9.3 outcome data).
The 11th grade lesson directly supports the district and department goals of increasing college and career literacy and readiness. When this group was in their sophomore year, counselors did not include the PLCP completion as part of the core curriculum and there was a very low percentage of students who had reflected on and documented their current post-secondary plans in the Alaska Career Information System (AKCIS). Including this activity as part of the spring unit for juniors had a dramatic effect on this percentage (see 9.5 perception data). As counselors created lessons for 2016-2017, they made sure to include this activity at each grade level. The outcome data for 11th grade (goal 3) showed that 87% of the students updated their PLCP, exceeding the goal by 17% (see 9.6 outcome data). Additional outcome data showed that the class of 2018 had a reduction of 35 behavior interactions in the office (see 9.6 outcome data).
Counselors believe that the 12th grade lesson indirectly supports the #1 goal of increasing the number of seniors on track and graduating by May of 2017. When students have hope for their future by identifying long-term and short-term goals, their academics and social/emotional well-being increases. The counselor’s desire was that all students would have a portfolio that may be used when seeking scholarships, applying for colleges/training programs, or entering the workforce. Perception data revealed that 92% of the seniors completed that portfolio (see 9.8 perception data chart). Counselors are certain that they need more time in individual follow up meetings with students after this lesson and unit. Outcome data showed that only 2 students were behind in credits at the close of the school year and that the class of 2017 had a significant reduction in the number of interactions in the office (see 9.9 outcome data). Counselors believe that this behavior outcome data was a direct result of counseling services.