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Clinton High School (2018)

Clinton , IA

School Counseling Core Curriculum Results Report

The effectiveness of our core curriculum lessons for seniors is evident in our data. The counselors at Clinton High School believe that collecting data and obtaining results are crucial to maintaining an effective school counseling program. Our first lesson reviewed student transcripts, reviewed using the career decision making model, and information about the FAFSA. Using a pre/post test and a survey using a Google form we were able to gather data showing growth in all three areas assessed. For outcome data we used the state of Iowa’s FAFSA completion site to track our senior’s progress in completing the FAFSA. At the end of the year we had 53% of our seniors file the FAFSA. The second lesson was on writing SMART goals and updating their four year plans. For this lesson we were able to discern that are students improved their knowledge of what is a SMART goal and the majority of them finished updating their four year plan on our college and career computer program, I Have A Plan Iowa. We graded every senior’s SMART goal which they wrote in their career and educational portfolio. 94% of these students wrote a SMART that was deemed proficient. The last lesson of this unit focused on career and college exploration. After this lesson 82% of our seniors could identify two or more careers that they were interested in. We also had these students fill out a google form in which they indicated their current career goal. Thirty-six percent of the seniors stated that they had a career goal by the end of our core curriculum lessons.

The results of our core curriculum lessons will have a direct impact on our core curriculum lessons as a whole as well as other activities within our program. In regards to our 12th grade lessons, the data collected indicated that there are some things that need to be changed. On our pre/post test for the third lesson we asked the seniors if they had two or more careers they were interested in. After discussing these results it was decided that a better question would be if they had at least one career they were interested in. Also, on the google form that we had our seniors complete only 36% of them had a specific career goal. This was disappointing to us as we have been working with them for the last four year to develop their post-secondary plans. We need to explore further if this number was due to the students not knowing what they want to do or if it was because they do not know specifically what they want to do. For example, a student may know they want to go to college for business but they may not know yet what specific career they want to do within the business field. We are going to find a way to word this question so that students give us their post-secondary plans in addition to their career goal. We also have changed, for the 2018-2019 school year, the delivery of this same content. We now focus this lesson more on all post-secondary options available to our students and not have such a major focus on two and four year colleges. We also have changed our unit to include a summative activity where students have to make a choice on their post-secondary option so that they may listen to a guest speaker from their chosen path (on the job training, apprenticeships, military, trade/technical schools, two year colleges, and four year colleges/universities).

One of the most important aspects of being an ASCA model program is that the school counseling program must be data driven. The school counseling program must use data that indicates a change in student academic success and ensures that every student receives the benefits of the school counseling program. Without this data, the school counseling program cannot validate its importance to the overall district and school mission. Through the use of our core curriculum results reports, the Clinton High School Counseling Program has been able to show our stakeholders that we are making a positive impact on our student body.

Grade Level: 12th

Lesson Topic: 3 Step Process-Apply, File, Decide

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Career, M6, LS9, SMS10

Start/End: 9/2017-2/2018

Process Data (Number of students affected): 212 12th grade students

Perception Data (Surveys or assessments used): Perception data for this lesson was gathered using a pre/post test and a survey using a google form. The results were analyzed and displayed on a graph (see graph attached). As depicted on the graph, Q1 increased from 84% to 95% correct pre-post, Q2 increased from 90% to 94% pre-post, and Q3 increased from 83% to 94% pre-post.

Outcome Data (Achievement, attendance, and/or behavior data): Data was collected that 96% of seniors were on track for graduation at the end of 2nd trimester, 53% of seniors completed the FAFSA & 57% of students completed a college application. See attached Data set.

Implications: By the end of the lesson, at least 94% of the seniors understood what was on their transcript, the career decision making model and the importance of the FAFSA. All percentages were increased from pretest scores. Seniors who were not on track to graduate met with the at-risk counselor as part of our CHARGE group (Clinton High's Active Response to Graduating Everyone). Students who indicated they were attending a post secondary institution met individually with their counselor to complete needed applications and the FAFSA.

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Grade Level: 12th

Lesson Topic: Goal Setting: This year and Beyond (Growth Mindset and 4 year plan

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Academic; M6, LS7

Start/End: 9/2017-2/2018

Process Data (Number of students affected): 212 12th grade students

Perception Data (Surveys or assessments used): Perception data for this lesson was gathered using a pre/post test
and data collected from I Have A Plan Iowa in regards to their 4 year plans. The results were analyzed and displayed on a graph (see graph attached). As depicted on the graph, the question from the pre/post test regarding SMART goals increased from 92% to 93% correct. 79% of students finished updating their 4 year plan.

Outcome Data (Achievement, attendance, and/or behavior data): Data was collected by grading of students' SMART goals written in their Career and Educational portfolio. 94% of the students achieved a 5 out of 5 on their written SMART goal.

Implications: By the end of the lesson, at least 93% of the seniors understood how to write an academic SMART goal. Any student that received less than a 5 out of 5 on their written academic SMART goal, met individually with their counselor to rewrite the SMART goal in the correct format. Students not completing their 4 year plan were given extra time during lesson #3.

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Grade Level: 12th

Lesson Topic: Getting to Know Yourself & Career Exploration

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Domain: Career; M6, LS7, LS9, SMS10

Start/End: 9/2017-2/2018

Process Data (Number of students affected): 212 12 grade students

Perception Data (Surveys or assessments used): Perception data for this lesson was gathered using a pre/post test. The results were analyzed and displayed on a graph (see graph attached). As depicted on the graph, the question from the pre/post test regarding career goals increased from 81% to 82% correct pre-post,

Outcome Data (Achievement, attendance, and/or behavior data): A survey using a google form was used to gather information regarding student career goals. 36% of the students indicated that they had a career goal at the end of the lesson.

Implications: By the end of the lesson, 82% of the students indicated that they could identify at least 2 careers they were interested in. After reviewing the data, we chose to rewrite the question so that it stated "at least 1" career. We felt that the wording of the questions may have students with one career in mind to respond "false" to the statement. With only 36% of our students indicating that they had a career goal on the survey, has led us to making changes to our lesson plans. We will have an exit slip for students in lesson 1 which asks them their career goal and we will be adding a planning discussion after students set goals. This will help us identify students who need more individual discussions regarding their career goal and help students make the correlation to having a career goal and developing a post secondary plan.

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