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Pebblebrook High School (2018)

Mableton, GA

School Counseling Core Curriculum Results Report

Approximately 517 first time ninth grade students participated in lessons on study skills. Ninth grade students completed a pre and post-test so that we would be able to assess their attitudes, knowledge, and skills as a result of the study skills lessons. In general, students showed an increase in all areas, but we noticed that many students still did not know the total number of elective credits needed to graduate. Since school outcome data indicate that first time 9th grade students’ retention rates continue to be significantly higher than for other grade levels, the school counseling department suggested that more interventions need to be in place for students to be successful. Pre and post-test perception data along with outcome data (a 10.9 % decrease in the number of first time 9th grade students who were retained from 2015-2016 to 2016-2017) suggest that lessons on study skills are needed for 9th grade students and that linking learning styles to specific study skills may be beneficial for students. We determined future lessons should provide more information on elective courses and the required number of elective credits needed to obtain a high school diploma as this at times students may not think that elective courses are important when they are taking classes and as such students at times to do not their elective courses. The school counseling department determined based on school data that 9th grade students who are struggling during the first nine weeks of school need intensive interventions to be successful in school. In the future, 9th grade students need more opportunities to be linked to school supports (tutoring, credit recovery, etc.). Additional lessons need to be implemented with extended time during lessons to address these concerns. Small groups and mentors may be needed to provide additional support for students who are struggling during the first nine weeks of 9th grade.

All 10th grade students (100%) were informed about Georgia’s dual enrollment, Move on When Ready (MOWR) program, which enables students to receive high school and college credit for courses at no cost. When we initially planned this lesson we decided that we would focus on dual enrollment, academic enrichment, and study skills, but due to time constraints were only able to primarily focus our attention on dual enrollment. Students were given a pretest which provided some insight on how much familiarity students already had on the dual enrollment program. The pretest revealed some common misconceptions and provided some clues as to why students might have trouble enrolling or participating in the programs. Upon completion of the pretest, students were shown a video presentation on the MOWR program. Post-test results indicate that students had a better understanding of the MOWR program, but they showed a decrease in being able to identify at least one college that participates in the dual enrollment program. We thought it may be possible that students may have decided that they would not answer this question when they were completing the post-test. Students showed a 373.3% increase from 23 students who participated in the dual enrollment program in 2015-2016 to 109 students who participated in 2016-2017. Based on data we decided to continue to conduct dual enrollment lessons, but provide additional information on college options for the enrollment program.

The lessons for twelfth grade students addressed topics related to college and career planning. Data in the school profile indicated that there was a 2.2% increase in the percentage of students who anticipated enrolment in 2 or 4 year post-secondary institutions.
A pre-test was administered to help determine their prior knowledge about various concepts and resources such as the college application process, financial aid options, and career exploration. The results indicate that students had a general understanding about financial aid options, career exploration, and the college application process, prior to the lesson. Following the pre-test, students completed a related online activity and participated in a discussion where some of the steps for college and career planning were outlined. Upon completion of these activities, a post-test was administered and based on the results, students showed the most significant increase in awareness of how to utilize college application fee waivers and the process for requesting transcripts and test scores. However, students showed less of an increase in the percentage of students who were aware of how to find a career path that is right for them. We determined that future lessons should devote more time on helping students to identify a career path.

Grade Level: 9

Lesson Topic: Study Skills

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 2: Self-confidence in ability to succeed (Domains: Academic, Social/emotional, Career) B:LS3.Use time management, organizational, and study skills (Domains: Academic) B-LS 7: Identify long- and short-term academic, career and social/emotional goals (Domains: Academic, career, social/emotional) B-SS 3: Create relationships with adults that support success (Domains: Academic, social/emotional)

Start/End: August 2016-March 2017

Process Data (Number of students affected): 517 9th grade students (1st time ninth grade students who were not previously retained) participated in study skills lessons during homeroom classes from August of 2016 to March of 2017.

Perception Data (Surveys or assessments used): Pre-test and post-test assessments

The percentage of students with knowledge of the required graduation credits increased from 54% to 99%.

The percentage of students with knowledge of the number of elective credits increased from
23% to 24%.

The percentage of students who believe that knowing about their learning style can help school success increased from 95% to
99%.

The percentage of students who believe 9th grade course success is important for future success increased from
97% to 98%.
The percentage of students who gained skills in identifying their learning style increased from 81% to 95 %.

The percentage of students who gained skills in their ability to determine what to do when not passing a course increased from
90% to 92%,

Outcome Data (Achievement, attendance, and/or behavior data): Achievement: The percentage of 9th grade students who were retained decreased by 10.9% from 71 students (28%) in 2015-2016 to 70 students (25%) in 2016-2017.

Implications: School data indicates that first time 9th grade students’ retention rates are significantly higher than other grade levels. Although there was a 10.9% decrease in the number of 1st time 9th grade students who were retained from 2015-2016 to 2016-2017 the retention rate continues to be high. Students need to be more linked to school supports (tutoring, credit recovery, etc.). Additional lessons need to be implemented with extended time during lessons to address these concerns. More information on elective credits needed to graduate needs to be disseminated to students. Small groups and mentors may be needed to provide additional support for students who are struggling during the first nine weeks of ninth grade

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Grade Level: 10

Lesson Topic: Learning about dual enrollment

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): B:LS8.Actively engage in challenging coursework (Domains: Academic), B:LS7.Identify long- and short-term academic, career, and social/emotional goals (Domains: Academic, career, social/emotional), M:2.Self-confidence in ability to succeed (Domains: Academic, career, social/emotional), M:5.Belief in using abilities to their fullest to achieve high-quality results and outcomes (Domains: Academic, career, social/emotional)

Start/End: August 2016-March 2017

Process Data (Number of students affected): 673 10th grade students participated in 45 minute lessons during their English/Language Arts classes.

Perception Data (Surveys or assessments used): Pre- and post-tests data indicate the following:

The number of students who gained knowledge of what MOWR means increased from 253 to 319.

The number of students who gained knowledge of the website used to create an account and sign in to MOWR increased from 22 to 278.

The number of students who gained knowledge about whether or not college credits transfer from the MOWR program increased from 211 to 327.

The number of students who gained had the ability to identify at least one college that participates in the MOWR program decreased from 209 to 131.

The number of students who had the ability to identify where MOWR classes are held and when they can take them increased from 160 to 181.

Outcome Data (Achievement, attendance, and/or behavior data): The number of students participating in the Move on When Ready (MOWR) dual enrollment program which enables them to potentially earn high school and college credit at no cost while enrolled in high school increased from 23 in 2015-2016 to 109 in 2016-2017 (a 373.9% increase.

Implications: There was a significant increase from 2015-2016 to 2016-2017 (a 373.9% increase) in the number of students participating in the MOWR dual enrollment program which enables student to potentially receive high school and college credit. The school counseling department determined that dual enrollment lessons should continue and that more information on the MOWR program and process needs to be made available to students and implemented into their individual and group, academic advisement sessions. Additionally, more efforts should be made to ensure that more ESOL students and students with disabilities, and student populations are participating in the MOWR program as the majority of students who are participating in MOWR courses are in the performing arts magnet program.

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Grade Level: 12

Lesson Topic: Post-secondary planning

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M:4.Understanding that postsecondary education and life-long learning are necessary for long-term career success (Domains: Academic, career), M:6.Positive attitude toward work and learning (Domains: Academic, career), B:LS5.Apply media and technology skills (Domains: Academic, career), B:SMS3.Demonstrate ability to work independently (Domain,s: Academic, career, social/emotional), B:SMS5.Demonstrate perseverance to achieve long- and short-term goals (Domains: Academic, career, social/emotional)

Start/End: August 2016-March 2017

Process Data (Number of students affected): 515 12th grade students participated in post-secondary planning lessons during social studies (Government/ Economics) and language classes.

Perception Data (Surveys or assessments used): Pre- and post-test assessments were used to determine students’ knowledge of post-secondary options and information gained after the lesson was completed.

The percentage of students with knowledge of how to find and complete a college application increased from 84% to 94%.

The percentage of students who were aware of how to find a career path that is right for them increased from 77% to 86%.

The percentage of students who knew how to obtain and use a college application fee waiver increased from 47% to 64%.

The percentage of students who were aware of how to send transcripts and test scores increased from 64% to 78%.

The percentage of students who had the skills in identifying ways of paying for college increased from 69% to 83%.

Outcome Data (Achievement, attendance, and/or behavior data): School profile data indicates that the anticipated percentage of students to enroll in 2 or 4 year postsecondary institutions increased from 90% in 2015-2016 (85% for 4 year institutions and 5% for tech institutions) to 92% (87% for 4 year institutions and 5 % for tech institutions) during the 2016-2017 school year. This is a 2.2% increase in the percentage of students who anticipated enrollment in 2 or 4 year post-secondary institutions.

Implications: Data indicates that there was a 2.2% increase in the percentage of students who anticipated enrollment in 2 year or 4 year post-secondary institutions. Based on this information we should continue lessons, but will need to provide more specific interventions to target students’ needs. The results of the pre-test suggested that students had a general understanding of the college application process and methods for identifying potential careers, but were able to gain additional knowledge and skills from the lesson. Based on the findings from the post-test, students were able to identify specific tools that can be used for career exploration, college financial planning, and applying to college, after participating in the lesson. This suggests that we will want to continue our current lessons, but we will want to provide additional opportunities for students to gain knowledge and skills in how to send college transcripts and test scores as well as how to obtain a fee waiver if needed. The perception and outcome data as well as student interactions during the lesson suggest that students would benefit from follow-up opportunities to use the tools and processes they learned during the lesson. In groups that are facilitated by a teacher or counselor, students may benefit by utilizing computers and other applicable materials to work on their individual post-secondary plans. This would help them to become more comfortable and efficient in following the steps to identify post-secondary options, apply to college, and secure funding.

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