REVISED SECTION:

The three core curriculum lessons I chose to analyze aligns with my school counseling program’s vision and mission statements. These lessons are beneficial to target my 2017-2018 school counseling program’s goals, as they serve as catalysts to incorporate discussion regarding both my attendance and achievement goals. Since our school only had 9th and 10th Grade during the 2017-2018 school year, I chose lessons from both grade levels to show a comprehensive scope.

The 9th Grade Lesson, How to Calculate My GPA, provided basic skills and knowledge about a GPA, how it can be manually calculated, and the relevance of why it matters, and how attendance can affect one’s GPA, which is developmentally appropriate for all 9th Graders. Because we are an Early College, they must maintain above a 2.0 at the college level to remain at our school. Perception data revealed this lesson shows an increase in overall knowledge, skills, and attitude. Therefore, it’s critical to target M4 (understanding that postsecondary education is necessary for long-term success) is critical to mapping out steps for one’s future (B-SMS 1 & 2). Students must assume responsibility, self-control, and discipline in order to plan for their future. By learning how to calculate their GPA and college entrance requirements, I am targeting M&B to help them plan for post-secondary success. Our 9th Grade retention rate was a 98%, which is phenomenal. To deliver this lesson more effectively next year, I will allow for this lesson to be delivered over two class periods. After the Great Grade Caper activity, I wish I would have more time to process the activity with students. The teacher is comfortable with me extending this lesson to allow more time to process the activity and perception data questions with students at the end of the lesson.

The 9th Grade Lesson, Self-Directed Search Career Exploration, used a research-based career inventory and assessment that matches students’ interests and talents with possible occupations with a lesson extension focusing on career research. This specifically targets MF, B-LS 7, and B-SMS 4, as we spend time discussing delaying immediate gratification for long-term rewards as it relates to one’s career. We also identify short and long term goes as it relates to post-secondary planning. This directly relates to my school counseling program’s vision statement. This lesson is developmentally appropriate to be taught in the 9th Grade because by the end of the 10th Grade, our students choose between an Associate’s of Arts, Science, or Applied Science. 62 9th grade students participated in this lesson. Perception data displayed in the perception graphs and the results report shows tremendous growth in skills, knowledge, and mindset. The outcome data discussed above applies to this lesson, as well. To deliver this lesson more effectively next year, I am going to allow for more time for students to complete the gallery walk for their career presentation. We have flexibility with this unit, and I do not want students to feel rushed in their presentations.

The 10th Grade Lesson, How to Interpret My PreACT Report, provided 10th Grade students with the basic knowledge and skills to be able to interpret their PreACT Report. Students take their ACT during their 11th Grade year, so this lesson is developmentally appropriate and will target M4, B-LS 7, and B-SMS 4 because students must identify long and short term academic/career goals and apply self-motivation to learning in order to understand that post-secondary education is necessary for long-term career success. By analyzing their PreACT reports and investigating college entrance requirements, students will be able to create realistic goals and apply self-motivation to achieve their post-secondary goals in life, making these M&B critical for this lesson. All 10th Grade students participated in this lesson. Perception data showed an increase across all mindset and behavior standards for the 10th Grade cohort. The 10th Grade retention rate for 2017-2018 was 96.7%. To effectively deliver this lesson better next year, I am going to change one of my survey questions on my pre-test to ask the students to enter their names (if they are comfortable). This way, I will be able to follow-up with students individually regarding PreACT planning if they need extra support. Additionally, I am going to print off my presentation as hand-outs so students can take home materials with average college ACT scores. This way, students will have follow-up materials to review.

Grade Level: 9th Grade

Lesson Topic: How to Calculate My GPA

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M4; B-LS 7; B-SMS 1, 2

Start/End: January 16, 2018

Process Data (Number of students affected): REVISED SECTION: Targeted # of students: 63 # of students attending lesson: 62

Perception Data (Surveys or assessments used): REVISED SECTION:

Pre and Post Test:
•20.4% of 9th Graders either “strongly agreed” or “agreed” that they knew the minimum GPA requirement to enter college on their Pre-Test, compared to 96.7% of 9th Graders either “strongly agreed or “agreed” that they knew the minimum GPA requirement on their Post-Test.
•1.7% of 9th Graders reported “Strongly Agree” or “Agree” that they knew how to calculate their GPA on their own on their Pre-Test, compared to 98.3% of 9th Graders reported “Strongly Agree” or “Agree” that they knew how to calculate their GPA on their own on their Post-Test.
•Only 13.6% of 9th Grade students reported “Strongly Agree” and “Agree” that they could read, understand, and interpret a high school transcript on their Pre-Test, compared to 98.4% of 9th Graders reported “Strongly Agree” o Agree that they could read, understand, and interpret a high school transcript on their Post-Test.
•93.2% of all 9th Grader students reported “Strongly Agree” or “Agree” that they believe their GPA will affect their future on their Pre-Test, compared to 98.4% of 9th Grade students reported “Strongly Agree or “Agree” that they believe their GPA will affect their future on their Post-Test.
•86.4% of 9th Graders reported “Strongly Agree” or “Agree” that they believe they can improve their GPA on their Pre-Test, compared to 98.4% reported “Strongly Agree” or “Agree” that they can improve their GPA on their Post-Test.

There was growth for M4, B-LS 7, B-SMS 2 & 6, but particularly for B-SMS 1 ("ability to assume responsibility". In perception data, I saw a shift for students' overall belief that they had the power to improve their GPA; these scores increased between pre and post test.

Outcome Data (Achievement, attendance, and/or behavior data): The following outcome data was analyzed: •% of identified 9th Graders earning Ds/Fs during Fall 2017 compared to % of same identified 9th Graders earning Ds/Fs Spring 2018 (Relates to Program Goal # 3) •Total 9th Grade Ds/Fs compared from Fall 2017 to Spring 2018 •9th Grade Retention Rate •Attendance Results for Identified 9th Grade Students from Fall 2017: •# of identified 9th Grade students earning a D/F Fall 2017: 7 students •# of same identified students earning a D/F Spring 2018: 5 students Total 9th Grade Results: •Total # of 9th Grade students earning a D/F during Fall 2017: 7 •Total # of 9th Grade students earning a D/F during Spring 2018: 7 Retention Rate: Our 9th Grade class had a 98% retention rate for the 2017-2018 school year •Attendance Rate: 13% of incoming 9th Graders missed more than 12 days of school in Spring 2017. By May 2018, this number decreased to 8% missing more than 6 days of school (with an overall decrease of 5%).

Implications: REVISED SECTION: The perception data revealed incredible growth from this lesson, and I will definitely continue this lesson yearly. The Mindsets and Behaviors addressed in this lesson are critical for 9th Graders, especially at our school. There was growth for M4, B-LS 7, B-SMS 2 & 6, but particularly for B-SMS 1 ("ability to assume responsibility". In perception data, I saw a shift for students' overall belief that they had the power to improve their GPA; these scores increased between pre and post test! As Early College students who will be full-time college students by the time that they are juniors, it’s imperative that they understand GPA calculations and how their GPA affects their future dreams. I will revisit GPA calculations and importance during students’ individual planning meetings during their sophomore, junior, and senior year to make sure this knowledge remains with them. Outcome data showed small growth among 7 identified 9th Graders who earned a D or F in Fall 2017. These students also participated in small groups and/or had a teacher advisor. 2 out of 7 of these students made Cs and above during Spring 2018. 5 made a D or F again in Spring 2018. Out of all 62 9th Grade students, 7 students made a D or F during Fall 2017 and 7 students made a D or F during Spring 2018. While there was small growth among my narrow-focused group, there was at least some improvement. All 7 students will have an intervention beginning Fall 2018 consisting of either a: teacher advisory, small group support, mentoring, and a required parent conference. Even though outcome data was not what I hoped for, perception data proved this lesson was worthwhile. Our 9th Grade retention rates were excellent. 9th Grade year is challenging for our 9th Grade students, as they are in full-time high school classes and take their first 2 college courses. It is crucial that we prepare them with academic skills and support them socially/emotionally during this year. I can say with confidence that teaching the mindsets and behaviors taught in this lesson and assisting students learning about their GPAs and how it affects their future contributes to our school’s retention rate as well as our students’ grades. By teaching our students about their GPAs, they can create academic goals that align with their future college and career goals. Additionally, I also used this lesson to discuss the impact of attendance on students' GPAs. I believe, without a doubt, that this lesson had a positive outcome on our 9th Grade retention rate and achievement data.

Attachments

Grade Level: 9th Grade

Lesson Topic: Self-Directed Search Career Exploration

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 4; B-LS 7; B-SMS 4

Start/End: March 13, 2018

Process Data (Number of students affected): REVISED: # of Students Targeted: 63 # Attended: 62

Perception Data (Surveys or assessments used): REVISED:

Pre and Post Test

•31.7% of all 9th Grade students reported “yes” to Question 1: I know the difference and requirements of a Bachelors, Masters, and Doctoral degree on their Pre-Test, compared to 94.6% reporting “yes” to this question on the Post-Test after the lesson.
•41.7% of all 9th Grade students reported “yes” to Question 2: I know which career path would best suited for my personality type on their Pre-Test, compared to 71.4% reporting “yes” to this question on the Post-Test after the lesson.
•70% of all 9th Grade students reported “yes” to Question 3: I can identify personal skills, interests, and abilities and relate them to my future career choice on their Pre-Test, compared to 91.1% reporting “yes” to this question on the Post-Test after the lesson.
•4.5% of all 9th Grade students reported “yes” to Question 4: I know how to research and determine education and training to achieve my career goals on their Pre-Test, compared to 87.5% reporting “yes” to this question on the Post-Test after the lesson.

Perception data showed a strong connection between the M&B. For example, for this particular lesson, perception data showed an increase for M4 (understanding that post-secondary education and lifelong learning are necessary for long-term career success). M4 was particularly addressed and students showed an increase in knowledge and needs for post-secondary education.

Outcome Data (Achievement, attendance, and/or behavior data): •# of identified 9th Graders earning Ds/Fs during Fall 2017 compared to # of same identified 9th Graders earning Ds/Fs Spring 2018 (Relates to Program Goal # 3) •Total 9th Grade Ds/Fs compared from Fall 2017 to Spring 2018 •9th Grade Retention Rate •Attendance Results for Identified 9th Grade Students from Fall 2017: •# of identified 9th Grade students earning a D/F Fall 2017: 7 students •# of same identified students earning a D/F Spring 2018: 5 students Total 9th Grade Results: •Total # of 9th Grade students earning a D/F during Fall 2017: 7 •Total # of 9th Grade students earning a D/F during Spring 2018: 7 Retention Rate: Our 9th Grade class had a 98% retention rate for the 2017-2018 school year

Implications: REVISED SECTION: Through this lesson, perception data results demonstrate that students have gained increased awareness of future careers and how to research education and training need for future careers. As I continue working with these students, I will use their results from the Self-Directed Search Assessment during our individual planning meetings during Junior and Senior year. Next year, when I facilitate this lesson, I am going to request (if the student is comfortable; I won’t make this required) that the student fill out their name of each survey, so that I can provide appropriate follow-up during these meetings. Outcome data showed small growth among 7 identified 9th Graders who earned a D or F in Fall 2017. These students also participated in small groups and/or had a teacher advisor. 2 out of 7 of these students made Cs and above during Spring 2018. 5 made a D or F again in Spring 2018. Out of all 62 9th Grade students, 7 students made a D or F during Fall 2017 and 7 students made a D or F during Spring 2018. While there was small growth among my narrow-focused group, there was at least some improvement. As mentioned above, we will continue to provide supports for these students. Additionally, our 98% retention rate demonstrates that our students are able to pass majority of their classes and still remain at our school.

Attachments

Grade Level: 10th Grade

Lesson Topic: How to Interpret My PreAct Report

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 4; B-LS 3; B-LS 7

Start/End: January 24, 2018

Process Data (Number of students affected): REVISED: # of Targeted Students:59 #Who Attended Session: 59

Perception Data (Surveys or assessments used): REVISED SECTION:

Pre and Post Test:
•33.3% of 10th Grade students reported (“yes”) they knew the minimum ACT score needed to enter a four-year university on their Pre-Test, compared to 100% reporting “yes” after the lesson on their Post-Test.
•27.8% of 10th Grade students reported (“yes”) they knew how to read and interpret their PreACT Score Report on their Pre-Test, compared to 97.9% reporting “yes” after the lesson on their Post-Test.
•88.9% of 10th Grade students reported (“yes”) that they believe that their PreACT scores are important for planning purposes in their future on the Pre-Test, compared to 97.9% reporting “yes” after the lesson their Post-Test.
•24.1% of 10th Grade students reported (“yes”) that they can improve from their PreACT scores and know what they need to work on moving forward on their Pre-Test, compared to 93.6% reporting “yes” after the lesson on their Post-Test. This last question showed a powerful increase of mindsets and beliefs for students, particularly related to B-LS3. Students felt like they knew and believed that they could improve their PreACT scores after learning necessary information after the lesson. They understand how to properly plan and use time management skills to study for the PreACT.

Outcome Data (Achievement, attendance, and/or behavior data): The following outcome data was analyzed: •# of identified 10th Graders earning Ds/Fs during Fall 2017 compared # of same identified 10th Graders earning Ds/Fs during Spring 2018 (Relates to Program Goal # 3) •Total 10th Grade Ds/Fs compared from Fall 2017 to Spring 2018 •10th Grade Retention Rate •Eventually future ACT scores (Spring 2019) Results for Identified 10th Grade Students from Fall 2017: •# of identified 10th Grade students earning a D/F Fall 2017: 7 students •# of same identified students earning a D/F Spring 2018: 2 students Total 10th Grade Results: •Total # of 10th Grade students earning a D/F during Fall 2017: 7 •Total # of 10th Grade students earning a D/F during Spring 2018: 10 Retention Rate: •The 10th Grade had a 96.7% retention rate for the 2017-2018 school year, which was also a huge success.

Implications: I was very pleased with the perception data from this lesson plan. Students gained a basic, yet crucial, understanding of how to interpret their PreACT Report. Most reported that they also understand the skills that they need to work on improving their score on the ACT. Next year, when I facilitate this lesson, I am going to request (if the student is comfortable; I won’t make this required) that the student fill out their name on each survey, so that I can provide appropriate follow-up during these meetings. Also, during the 2018-2019 school year, I plan to compare this cohort’s results from the PreACT with the ACT when we receive those in April 2019. Outcome data showed great growth among 7 identified 10th Graders who earned a D or F in Fall 2017. These students also participated in small groups and/or had a teacher advisor. 5 out of 7 of these students made Cs and above during Spring 2018. 2 made a D or F again in Spring 2018. Out of all 59 10th Grade students, 7 students made a D or F during Fall 2017 and 10 students made a D or F during Spring 2018. While there was excellent growth among my narrow-focused group, our total 10th grade cohort declined in overall grades. However, our school did notice a trend from this data. 7 out of 10 of these students who earned a D or F during Spring 2017 were enrolled in the same advanced college Precalculus class. This has caused our teachers, administration, and me to brainstorm how to better support these students in advanced college classes in the future. We have changed the criteria for students to enroll into this class early. All 7 of these students will re-take the course and be monitored in Fall 2018. Additionally, our retention rate was incredibly successful, and we are pleased to have all our 10th Graders meet promotion criteria. By teaching our students about PreACT score reports and reviewing how the ACT impacts their future, they can create academic goals that align with their future college and career goals. I believe, without a doubt, that this lesson had a positive outcome on our 10th Grade retention rate and achievement data.

Attachments