The CVHS core curriculum directly supports the CVHS counseling mission, vision and goals, and is aligned with the ASCA Mindsets & Behaviors. The three lessons chosen for a thorough review were: 9th grade Stress Reduction, 10th grade SOS, and 12th grade Financial Aid. The review was used to determine effective delivery of lessons, accurate collection of data, targeted ASCA Mindsets & Behaviors, effectiveness of core curriculum lessons and implications for improvement. Perception and outcome data was analyzed and implications were shared with the CVHS Leadership Team and the SCAC. The school counselors led the delivery of lessons to approximately 18 classroom periods per grade, averaging around 500 students per grade level.

(REVISED) The 9th grade lesson focused on teaching students healthy ways to cope with stress, thus directly or indirectly having a positive effect on both GPA and school attendance rates. Outcome data revealed an increase in 9th grade collective GPA, from a 3.44 (first semester), to a 3.5(second semester). In addition, 9th grade students maintained a 96.6% attendance rate. While perception data revealed 22% of students felt more confident in their ability to manage stress following the lesson and 92% of students understood that managing stress is important for their overall health, supporting our targeted mindset and behaviors (see implications section), we noticed inconsistencies in the pre-post survey design that limited our ability to fully measure the effectiveness of the lesson. For example, we were surprised to see a 7% increase in students who identified avoidance of schoolwork and feelings (9.2) as a positive coping strategy. This led us to wonder whether the students didn’t understand the question or if the school counselor did not properly teach the concepts. We also realized that the survey failed to measure the degree to which students acquired effective coping skills for stress. To modify the lesson, we plan to provide students with a worksheet where they can identify at least 3 positive coping skills to use when dealing with stress. We will also review the surveys and lessons to ensure that they better measure the degree to which students are acquiring the mindset and behaviors selected for the lesson.

(REVISED) The 10th grade lesson focused on teaching students the signs of suicide and depression and ways to seek help to prevent low academic achievement and absence from school. Outcome data indicated that students collectively raised their GPA from a 3.44 (first semester) to a 3.53 (second semester) and attendance rates of 10th grade students maintained at 96.1%. There was a significant change in student help-seeking behavior as a direct result of the lesson, as 42 of 510 (8%) of sophomore students requested to speak to a school counselor about depression and suicide, allowing for immediate assistance and parent involvement. Perception data indicated students gained knowledge and had a change of perception (9.5) in all but one area surveyed (See implications). The SOS lesson is a district mandate for 10th grade students. It has proven to be an effective screening tool for at-risk students and it supports our chosen Mindset, M 1. Student feedback indicated the lesson video is outdated and needs to be replaced. Updates to the lesson materials, which reflect current high school students’ life experiences need to be added for next year, as do current information and statistics on teen depression and suicide.

(REVISED) The goal of the 12th grade lesson was to increase student FAFSA submission rates by 10%, thus reducing the financial barrier to attend college. The initial FAFSA lesson was given in September 2017 with another follow up lesson in February 2018. After the first lesson, students indicated greater knowledge and a change of perception in all areas relating to college financial aid. (9.8) The California Student Aid Commission Race to Submit data indicated that CVHS surpassed the goal of increasing the FAFSA submission rate by 10% and were the highest in CUSD, as well as higher than all schools in the two neighboring districts. However, there is still a gap between the students who reported they wanted to attend college (86.9%) and students who submitted a FAFSA application (63%). We also saw a gap between the percentage of students submitting a FAFSA and the percentage of students completing the FAFSA. Next year our goal will focus on completion rates instead of submission rates. Additionally, next year CUSD will implement the new California Assembly bill No. 2015 requiring all California high schools to instruct students, through classroom lessons, how to properly complete a FAFSA.

Grade Level: 9

Lesson Topic: Stress Reduction Lesson

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 1: Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being B-SMS 10: Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities B-SMS 7: Demonstrate effective coping skills when faced with a problem

Start/End: 9/25/17 & 2/12/18

Process Data (Number of students affected): (REVISED) All 9th grade students (486 students/ 17 class periods) will receive a 60-minute long stress management lesson

Perception Data (Surveys or assessments used): 9th grade went from 59.4% to 82.8% of students saying they feel more confident in their abilities to handle stress. In the pre-test 88.3 said it is important to learn to manage their stress. In the post-test 92.8% said it is important to learn to handle their stress. In the pre-test 72.1% of students said that stress can impact their emotional, physical and mental health. In the post-test 85.6% said that stress can impact their emotional, physical and mental health. In the pre-test 27% of students said that avoiding schoolwork and personal feelings is a way to positively deal with stress. In the post test 34.2% said that avoiding schoolwork and personal feelings is a way to positively deal with stress. In the pre-test 78.4% of students said they know where to access help when they are feeling stressed. In the post-test 91% of students said they know where to seek help when feeling stressed.

Outcome Data (Achievement, attendance, and/or behavior data): Achievement: The GPA of 9th grade students as a whole maintained at a B average, and slightly increased from 1st Semester (3.44) to Second Semester (3.5). Attendance: 9th grade students as a whole maintained a strong attendance rate of 96.6%.

Implications: (REVISED) Pre- and post-test data for the 9th grade stress reduction lessons indicated an increased alignment with mindset M-1 (Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being) as 92.8% of students who received the lesson rated the importance of learning to manage stress a “4” or “5” on a 1 to 5 scale. Additionally, the percentage of students who recognized that stress is related to emotional, mental, and physical health increased from 72.1% in the pre-test to 85.6% in the post-test. Students’ also indicated a positive change in the behaviors (B-SMS-10 and B-SMS-7) as 82.8% of students rated confidence in their ability to manage stress as a “4” or “5” on a 1 to 5 scale in the post-test, in comparison to 59.4% of students in the pre-test. While the survey captured the degree in which students attained the mindsets and behaviors chosen for the lesson, it also had limitations. The survey questions, which were developed by a district committee, did not capture the skills taught in the lesson. In addition, one of the questions (#4) appeared to confuse the students, as students identified “avoidance of schoolwork and feelings” as a positive way to manage stress. In the future we plan to form a CVHS focus group of ninth grade students to provide feedback and assist with the survey design. We also want to include questions that measure acquisition of skills, such as “name 3 new ways you have learned to manage stress based on the lesson”. Revising the data collection tools (surveys) will allow us to more accurately collect data and capture to what degree students gained the knowledge, change in perceptions and skills as a result of our lesson. We believe this is a valuable lesson for the 9th grade class and will continue to update, review and revise the lesson and survey.

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Grade Level: 10

Lesson Topic: Signs of Suicide and Depression

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 1: Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being B-SS 2: Create positive and supportive relationships with other students B-SS 4: Demonstrate empathy.

Start/End: 10/17/17 - 10/27/17

Process Data (Number of students affected): (REVISED) All 10th grade students (540 students/18 class periods) will receive a 95 – minute long (SOS) lesson

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

10th grade went from 56.3% to 96% of students responding that depression is an illness that doctors can treat. In pre-test, 77.5% of students believed that the statement “pull yourself together and things will get better” was not the best thing someone could tell a suicidal friend. 90.8% of students believed this in the post-test. 10th graders went from 77.2% to 90.9% agreeing that most suicidal attempts occur with at least some warning signs or clues. Pre-test showed that 93.7% of students believed that people who kill themselves are usually suffering from depression or another mental illness. In post-test, this was 98.4% of students. Students who believed that those who talk about suicide may go on to kill themselves went from 81.8% to 91.3%. Students who knew that talking to someone about suicide does not give them the idea the kill themselves went from 68.4% in pre-test to 90% in post-test. Pre-test showed that 91.7% of students believed drug or alcohol abuse is a sign that a person might be depressed or suicidal. 98.4% of students believed this is post-test. 10th graders went from 94.8% to 96.4% of students responding that there is something that can be done to prevent someone from killing themselves. In pre-test 96% of students believed it was their business if a friend says they want to kill themselves, whereas 98% of students believed that it was their business in post-test. In pre-test 96% of 10th graders were able to identify withdrawal from friends and family as a warning sign of depression. In post-test 98.8% of 10th graders were able to identify withdrawal from friends and family as a warning sign of depression. 10th graders went from 94.9% to 89.3% of students responding that a person who is grouchy or irritable cannot (REVISED/typo) be depressed. Pre-test showed 98% of students responding that if a friend told them they were thinking about killing themselves, they should tell a trusted adult, whereas post-test showed this to be 98.8% of students.

Outcome Data (Achievement, attendance, and/or behavior data): Academic: The GPA of 10th grade students as a whole maintained at a B average, and a slight increase from 1st semester (3.44) to 2nd semester (3.53). Attendance: 10th grade students as a whole maintained a strong attendance rate of 96.1%. Behavior: 42 of 510 (8%) sophomore students asked to speak to a school counselor, and received counseling support and referrals to outside professional help as a direct result of the lesson.

Implications: (REVISED) This lesson provides for small group activities in the delivery and has several handouts and documents that can be used to supplement the lesson. While most of the documents and handouts are relative, the video component of the lesson is not. We will take this concern to the district lead counselor with the request to find one that is more relatable for our students. A component of the program includes training for the teachers and the parents. So far we have provided the training for the teachers (who are referred to as gatekeepers) each year, however, the training to the parents has been hit and miss, due to lack of attendance. We will involve the PTSA to assist us in advertising the SOS Parent Evening next year. In reviewing the pre and post perception data, there was one question that did not reflect a positive change. This question (A person who is grouchy or irritable cannot be depressed, T or F) appeared to confuse some students. In the lesson the school counselors went into great detail regarding the signs of depression, including irritability and mood changes. After the counselors reviewed this negative change in student responses, we believe it was attributed to the way the question was worded, and we will change the wording of this question for next year to read (A person who is grouchy or irritable CAN be depressed, T or F). While the survey had minor limitations, it helped capture the degree in which students attained the ASCA Mindsets and Behaviors chosen for the lesson. Behavior B-SS 2 (Create positive/supportive relationships with other students) was addressed as 90% of students in the post-test disagreed with the idea that speaking with someone about suicidal feelings may give them the idea to kill themselves. This is in comparison to 68.4% in the pre-test. Behavior B-SS 4 (Demonstrate empathy) also was addressed, as 90.8% of students in post-test identified the phrase “pull yourself together and things will get better” as not being a helpful thing to tell a friend experiencing suicidal ideation. This is in comparison to 77.5% prior to the lesson. Additionally, after the lesson, 96% of students were able to identify depression as a serious illness that can be treated, compared to only 56.3% of students in the pre-test, indicating an increase in mindset M 1 (Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being).

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Grade Level: 12

Lesson Topic: Financial Aid

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 4:Understanding that postsecondary education and lifelong learning are necessary B-LS 5: Apply media and technology skills

Start/End: 9/13/17, 9/14/17 and 2/15/18

Process Data (Number of students affected): (REVISED) All 12th grade students (536 students/ 18 class periods) will receive a 30-minute financial aid lesson regarding FAFSA

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

12th grade went from 39.3% to 89.8% of students responding they knew what FAFSA was.

(REVISED) After receiving the Financial Aid lesson students’ perception about submitting the FAFSA changed from 42.2% to 72.3% of seniors who planned to submit the FAFSA.

(REVISED) After receiving the Financial Aid lesson students’ knowledge about where to seek help with their FAFSA application increased from 26.7% to 91.7%.

86.9% of 12th graders in both pre and post-test responded that they were planning on attending a two or four-year college.

Outcome Data (Achievement, attendance, and/or behavior data): Program Goal #3. By September, 2018, the percentage of 12th grade students who plan to a attend a 2 or 4 year college will increase the FAFSA submission rate by 10% from 56% to 61.6%. Outcome: FAFSA submission rates increased by 12.5%, from 56% in 2017 to 63% in 2018 - Goal was met. NATIONAL STUDENT CLEARINGHOUSE College Enrollment data not yet available.

Implications: (REVISED) Although FAFSA is not a traditional form of outcome data (achievement, attendance, and or behavior) based on recent California law (Assembly Bill No. 2015 Chapter 533) “to ensure that all pupils receives information on how to complete and submit the FAFSA”, we used FAFSA submission percentages to measure our student’s change in behavior regarding the importance of applying for financial aid. Next year we plan to incorporate FAFSA completion to college enrollment rates to more effectively measure the outcome of our financial aids initiatives, by helping to lessen the financial barrier to applying and enrolling in college. Pre- and post-test data for the 12th grade financial aid lessons demonstrates student growth in the ASCA Mindset and Behaviors addressed by the lesson. Mindset M-4 (Understanding that postsecondary education and life-long learning are necessary) was addressed, with 72.3% of students planning on completing the FAFSA after the lesson, compared to 42.2% prior to it. The increase in FAFSA submission at CVHS, compared to the previous school year, addressed the ASCA Behavior B-LS 5 (Apply media and technology skills) as many students learned to successfully complete a FAFSA electronically, a skill that will be invaluable through their post-secondary careers. While we were very happy with the lesson and data results, there is still a significant gap between the percentage of 12th grade students applying to college and the percentage of those same students submitting a FAFSA, and there was a gap between the percentage of students submitting a FAFSA and the percentage of students completing the FAFSA. Next year we plan to make the goal focus on completion rates instead of submission rates. We believe there are several things we can do differently next year to increase completion rates: First, we will ask the district college and career school counselors to join us more fully next year. They were unable to participate at the level they wanted this year because they operate most of the time off campus. We will meet at the beginning of next year and partner with them to provide more student and parent workshops, more one-on-one assistance, as well as hold regular office hours on our campus, targeting groups of students at risk of not completing the FAFSA (foster students, DACA students, first generation college students, and students whose home language is other than English). Lastly, we will provide more student and parent follow up to increase completion rates of the FAFSA.

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