This year, Broad Run school counselors focused on building relationships with students and strengthening their resiliency to reduce stress and increase attendance and promotion rates. Counselors felt it was important for students to “identify long- and short-term academic, career, and social/emotional goals” (B-LS 7). We offered a College Application Boot Camp as a pilot program for rising seniors before school started in August. A pre-survey given to students who registered to attend indicated that seniors wanted to learn more about writing the essay, completing the application, completing required forms, and narrowing their college list. The counseling team partnered with community stakeholders and presented on these topics during a half day workshop. 85% of seniors felt more knowledgeable and less stressed about the application process after attending (see DATA Report #1). Timing likely had a negative impact on our low attendance, as only 14% of the senior class participated.

We met with seniors two more times during the first semester to ensure they understood how to request a transcript and letter of recommendation and could link to the Common Application. Data indicated that these lessons were a success. 87% of the senior class applied to college by the end of the first semester and 100% of the seniors who attended boot camp were accepted to college. Broad Run had a 99% graduation rate and 96% of seniors indicated on the end-of-year senior survey that they planned to pursue higher education. We plan to continue offering these lessons, but per student feedback, will allot more time for completion of application components during boot camp. We will also offer additional workshops during the first semester of the school year to increase participation.

We met with freshmen in October to start building relationships, assist with transition, and begin the college and career planning process (M 4). 96% of the freshmen class participated. Counselors reviewed components of a high school transcript. Student knowledge about the difference between a credit and verified credit increased by 61% (see DATA Report #2). Freshmen were introduced to Family Connection, an online college and career planning tool and students showed a 70% increase in their understanding of a career cluster. Freshmen were shown various tools in the online program which allowed counselors to, “apply media and technology skills (B-LS 5) during the lesson.

Post-survey results indicated an 86% increase in students knowing how to log on to Family Connection and 91% planned to revisit the site. However, student usage data showed that only 23% logged back in this year. The counseling team is unsure why students report a high level of interest when using Family Connection, but most do not take time to revisit the online tool. This data aligns with other grade levels, so we are exploring ways to incentivize program use for students and plan to introduce more parents to the program.

Counselors delivered the evidence-based suicide prevention lessons to 10th-12th graders. 98% of those who participated indicated that they knew the signs of depression (14% increase from pre-survey) and 87% understood the signs of suicide (see DATA Report #3). The team felt the need to change the wording of the survey questions to gain a better understanding of knowledge learned. Multiple-choice or fill in the blank questions would be more useful than yes or no answers. We were pleased to see that 98% reported having a trusted adult in the building because positive adult relationships are key protective factors against suicide.

We assessed use of healthy coping and stress management skills for all students through PEER activities during advisory, but discussed the option of including this information more formally in the survey questions for these lessons. The 14% increase in students’ ability to identify signs of depression indicates the lessons are helpful in providing depression awareness, as well as education about the signs of suicide. However, anecdotal data from students indicated that the lessons are ineffective and unhelpful. We will continue to provide the county-mandated lessons to all students, but will share data and student feedback with our administration.

End of the year data showed a 1.23% increase in the overall attendance rate from last year and the promotion rate for Hispanic students improved by 2.97%. We believe there is a correlation between our lessons and our students’ success this year because resilient students are more likely to attend school when they can cope with stress and navigate challenges as they arise.

Grade Level: 12

Lesson Topic: College Planning

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M4, B-LS 5, B-LS 7, and VA Standard HA2

Start/End: August 2017

Process Data (Number of students affected): 52 12th Graders

Perception Data (Surveys or assessments used): 84% of seniors in attendance felt less stressed and better prepared about the college application process.

Outcome Data (Achievement, attendance, and/or behavior data): 99% graduation rate, 96% seniors pursuing higher education, 87% seniors applied to college by first semester.

Implications: Boot Camp was a pilot program, so the intent was to start small and manageable. Students felt it was a success, but wanted more time to complete application components during sessions. Only 14% of senior class attended, likely due to timing, many were busy with work/vacation. More seniors could benefit from the program if offered more than once over the summer and during the school year.

Attachments

Grade Level: 9th Grade

Lesson Topic: Career Planning

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M4, B-LS 5, B-LS 7, and VA Standard HC11

Start/End: October 2017

Process Data (Number of students affected): 359 9th Graders

Perception Data (Surveys or assessments used): 82% indicated that they understood the difference between credit and verified credit (61% increase), 86% indicated an understanding of a career cluster (70% increase), 98% indicated knowing how to log on to Family Connection (86% increase), 91% indicated that they would log on again, 99% could identify at least one career cluster of interest

Outcome Data (Achievement, attendance, and/or behavior data): Overall attendance rate increased by 1.23%. All, but two 9th graders promoted to 10th grade.

Implications: Anecdotal data indicated that students enjoyed the lesson and found it interesting. Survey data indicated that the lesson was successful in increasing their knowledge of a high school transcript and the difference between a credit and verified credit. Better wording of survey questions would help us gain a better understanding of baseline data regarding knowledge students truly have vs. what they have learned from the lesson, i.e., multiple choice answers to choose from rather than yes/no. 91% of freshmen indicated that they would log back on to the college and career search tool. Yet, only 29% did in the months following this lesson. Students seem to enjoy the program, but getting them to use it more frequently has been challenging. We will try creating incentives and introducing the program to parents more often to increase student use.

Attachments

Grade Level: 10th-12th

Lesson Topic: Suicide Prevention

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M1, B-SMS 9, B-SMS 7, and VA Standard HP2

Start/End: October & November 2017, January 2018

Process Data (Number of students affected): 1156 10th-12th Graders

Perception Data (Surveys or assessments used): 98% reported knowing signs of depression (14% increase), 87% reported knowing signs of suicide (9% increase), 98% reported having at least one trusted adult in the building (12% increase)

Outcome Data (Achievement, attendance, and/or behavior data): Overall attendance rate increased by 1.23%, Counseling office sign in log showed 26% of student visits to the counseling office were for emotional reasons this year (17% decrease from the previous year), 39 suicide screenings completed (2 more than last year)

Implications: Counselors identified students already receiving mental health services who might be negatively impacted by these lessons and gave them the choice to opt out. Survey data showed that the county-mandated lessons are helpful in providing depression awareness, as well as education about the signs of suicide. However, anecdotal data from students indicated that lessons are ineffective, feel scripted, and are not helpful. To ensure consistency with the evidence-based program, the administration has given school counselors a presentation, along with specific instructions not to veer from the script. We have shared concerns with administration, along with suggestions to create a more current video highlighting high school students rather than graduates and asked for more flexibility regarding activities to incorporate during the presentation rather than just lecturing students. Better wording of survey questions would help us gain a better understanding of baseline data regarding knowledge students truly have vs. what they have learned from the lesson, i.e., multiple choice answers to choose from rather than yes/no.

Attachments