REVISED
In response to retained 9th grade students failing 57% of their classes and meeting at-risk criteria, counselors developed a goal-setting, study skills, and time management lesson. Students learned about effective study habits, setting short and long-term goals, and participated in a goal-setting activity. Counselors presented the lesson to 603 9th graders, including the retained 9th grade students. Perception data reflects the lesson was beneficial with a 21.7% increase of students reporting they will study at home three or more times a week based on pre and post surveys. There was also a 21.1% increase of students reporting setting short and long-term goals are important. Outcome data indicates the lesson helped accomplish one of the counseling program goals for retained 9th grade students to pass 50% more of their classes. Additionally, when comparing retained 9th graders from 2015 – 2016 to 2016 – 2017, retention decreased from 1.9% to 1.6%. Counselors used interactive activities, and students appeared engaged; therefore, counselors recommend using interactive lessons. The lesson was held at the beginning of the year; however, counselors believe a follow-up lesson in the spring to evaluate goals set in the fall and check perceptions of study skills would enhance results. Because of the success of the lesson based on perception and outcome data and the observed level of engagement from the students, the lesson will be used in the future.

Counselors created an attendance lesson for all 10th graders and those denied credit for attendance to help improve campus attendance and to help achieve the counseling program goal. A new attendance law in Texas began in 2016 – 2017, so counselors aimed to educate students on the new law and emphasize the importance of coming to school. The results reflect the lesson was effective based on perception and outcome data. Perception data from pre and post surveys showed 95% of students have a moderate understanding or higher of the new attendance law compared to 34.4% on the pre survey. In addition, on the post survey, over 90% of students reported it is moderately important or higher to attend school to be successful. Outcome data revealed the number of 10th graders denied credit due to attendance decreased 50% compared to their 2015 – 2016 school year. Finally, outcome data relative to the counseling program goal revealed the students denied credit for attendance increased their attendance by an average of 90.5%. Consequently, counselors came very close to meeting this goal. The activities in the lesson were varied and hands-on, so counselors, again, recommend using hands-on activities to make an impact. Counselors recommend teaching this lesson to every grade level but were limited by how often classroom instruction can be interrupted. Counselors are considering using technology like Zoom and the advisory period to deliver this lesson to all grade levels. Improving campus attendance remains a district and campus goal, so counselors will continue to use this lesson with slight variations to the activities each year.

All 11th graders learned about the importance of preparing for the SAT and received resources on test preparation. Overall, the lesson was found to be productive based on perception and outcome data. The post survey disclosed 94% of students reported it is important to prepare for the SAT compared to 90.4% on the pre survey. In addition, there was a 26.7% increase of students reporting they would likely prepare for the March 1, 2017 school-wide SAT. Another noteworthy result is almost 86% of students reported they learned about new SAT preparation resources. Outcome data exhibited the lesson was successful with .84% increase in overall SAT scores. The lesson was developed to help meet district, campus and counseling program goals. Unfortunately, counselors cannot boast the goal was fully achieved. While there was an overall increase compared to 2016 scores, the increase was not high enough to achieve the goal. Math scores decreased affecting the results. Consequently, counselors will be meeting with the math department to discuss strategies counselors and math teachers can use to help students. Counselors recommend implementing the lesson earlier in the school year with a follow up lesson closer to the test. Another action needed for a more efficient delivery is counselors need to ensure students know their College Board login prior to the lesson. Many students struggled with this problem, slowing down the lesson. Counselors can work with teachers in advance for students to know their login information. Counselors plan to use the lesson in the future with updated information on resources and math strategies.

Grade Level: 9

Lesson Topic: Goal Setting and Time Management

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M2, B-LS 3, B-SMS 5

Start/End: 11/1/16

Process Data (Number of students affected): REVISED - 568 (9th grade students) completed the pre survey. One day guidance through English 1 classes @ 45 minutes each. 447 students completed the post survey.

Perception Data (Surveys or assessments used): Students report a 15.9% increase that they will use primetime or attend tutorials when needed. Students report a 21.7% increase that they will study and work on homework at home three or more times a week.

Outcome Data (Achievement, attendance, and/or behavior data): Achievement - The 2016-2017 9th graders retention rate of students decreased by 50% compared to 2015-2016 9th grade students. 1.6% of 9th grade students were retained in 2016-2017, a decrease in retention compared to 1.9% retained in 2015-2016.

Implications: REVISED - This lesson was beneficial and counselors believe the content and timing were effective. However, a follow-up lesson needs to take place in the late spring to evaluate goals that were set and check on their perceptions of study skills. A final grade check based on their goals would be beneficial as well. Discussing graduation requirements and benefits of earning the best possible grades relative to achieving goals could yield stronger results. There were fewer students who completed the post survey compared to the pre survey. Counselors are planning to implement a check-out system at the end of the lesson to insure all students complete the post survey.

Attachments

Grade Level: 10

Lesson Topic: Attendance

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M6, B-LS 4, B-SMS 1

Start/End: 11/7/16

Process Data (Number of students affected): REVISED - 613 (10th grade students) completed the pre survey. One day guidance through English 2 classes @ 45 minutes each. 486 completed the post survey.

Perception Data (Surveys or assessments used): 95% of students report having a moderate understanding or higher of new Texas attendance laws. 90.3% of students reported it is moderately important or higher to attend school to be successful.

Outcome Data (Achievement, attendance, and/or behavior data): Attendance - The number of 2016-2017 10th grade students denied credit due to attendance decreased 50% compared to their 2015-2016 9th grade school year.

Implications: REVISED - This lesson was successful based on the perception and outcome data. Due to the restriction with class time, counselors were not able to deliver this lesson to all grade levels. Counselors believe this would be beneficial to impact more students and have all students understand the new Texas attendance laws that were implemented in the 2016-2017 school year. Tenth graders showed better attendance compared to that of 9th, 11th and 12th graders. The activity was hands-on and students were engaged. All grade levels would benefit and the lesson would not need to differ. Counselors are considering using ZOOM technology to reach all students through advisory classes. There were fewer students who completed the post survey compared to the pre survey. Counselors are planning to implement a check-out system at the end of the lesson to insure all students complete the post survey.

Attachments

Grade Level: 11

Lesson Topic: SAT/ACT Prep

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M2, M5, B-LS 5

Start/End: 1/10/17 - 3/1/17

Process Data (Number of students affected): REVISED - 575 (11th grade students) completed the pre survey. One day guidance through US History class @ 45 minutes each as well as scheduled study sessions throughout February 2017. 388 students completed the post survey.

Perception Data (Surveys or assessments used): 94.6% of students report it is important to prepare for the SAT. 87.9% of students report that they are likely to prepare for the March 1st SAT, which is a 26.7% increase after the lesson. 85.8% of students report they learned about new resources to prepare for the SAT.

Outcome Data (Achievement, attendance, and/or behavior data): Achievement - The 11th grade students had an .84% increase in overall SAT scores, with reading and writing increasing by eleven points and math decreasing by three points.

Implications: REVISED - Although the lesson was beneficial with overall test scores improving, the goal was not achieved. The overall math scores decreased, hindering success of the goal. However, counselors can meet with the math department and determine small groups based on need. Tutorials and study sessions with juniors based on fall PSAT scores could be held to help students earn higher scores. The lesson can be taught again each year but will utilize an earlier delivery. Although this was a goal driven by the superintendent, counselors do not directly impact students' knowledge of content tested on the SAT. Therefore, counselors will look to create more counselor-specific goals. There were fewer students who completed the post survey compared to the pre survey. Counselors are planning to implement a check-out system at the end of the lesson to insure all students complete the post survey.

Attachments