2. School Counselors & Assignments

3. \ Elementary Schools Demographic Information

4. Middle & High School Demographic Information

5. Total Student Demographic Information Graduation Rate 75%

6. Academic Career Plan Implemented in 2015-2016 as part of Chapter 339 plan. Lebanon CTC Data

7. Elementary Schools – Career Awareness Specific Elementary students have a limited awareness of post-secondary educational and career opportunities. Early awareness and exposure to a wide range of post-secondary educational and career options can lead students to set high academic goals that connect to their career goals. Measurable The effectiveness of the intervention will be measured by the student’s ability to identify three personal career interests. Attainable 90% of 5th grade students will be able to identify three personal career interests after a series of career awareness lessons that focus on interests, values, and education. Results Orientated Process - All fifth grade students will participate in career awareness lessons. Perception – Post test surveying students’ knowledge of personal career interests Outcome – Based on the survey data, 90% of the fifth grade students who participate in career awareness lessons will be able to identify three personal career interests. Time Bound The goal will be accomplished by the end of the fifth grade career awareness unit. 90% of 5 th grade students will demonstrate an awareness of educational and career opportunities after a series of career awareness lessons by being able to identify three personal career interests.

8. Middle School – Career Awareness Specific Based on our counseling needs assessment, there are students who lack career goals and career awareness. Measurable The students will complete the tasks in Naviance, which assists students in identifying their strengths and aligning their interests to long-term college and career goals. The measurable outcome is: 95% of the 8 th grade student population will create a career portfolio, on which they will continue to refine as they matriculate through the eighth grade and into high school. Based on this information, we will continue to develop our School Counseling curriculum for future years. Attainable Students will be able to identify their strengths and career interests and career goals. Results Orientated Process – Naviance program interest surveys during computer class lessons and counselor career lessons Perception – Review of career portfolio Outcome – Generate report to monitor the student participation in completing career portfolios Time Bound Start date = 8/26 End date = 2/16. 95% of the 8 th grade students have completed the MI assessment and have begun their career portfolio. 95% of the 8 th grade student population will create a career portfolio, on which they will continue to refine as they matriculate through the eighth grade and into high school.

9. High School – Naviance Orientation Specific As per PA Code Chapter 339, all students must develop a transition portfolio. Ninth graders will be unfamiliar with the Naviance resources as it is their first experience with the program. Measurable During the 2015-2016 school year, all ninth grade students will have the opportunity to participate in a Naviance orientation lesson. We will measure the effectiveness of this program by comparing the pre-post career and post-secondary attitudes survey. We will also compare the number of students that completed the career cluster assignment in 2015-2016 to the number of 9 th graders that complete the assignment in 2014-2015. Attainable During the 2015-2016 school year our interventions will be designed to increase the number of students who complete the career cluster survey activity. The students that complete the career cluster survey will increase by 10%. Results Orientated Process – All ninth grade students in all English 9 classes will have the opportunity to participate in a Naviance Orientation lesson. Perception – All 9 th grade students will take a pre-post survey that measures their beliefs and attitudes toward career and post-secondary planning. Outcome – 2014-2015 (9 th graders) Career Cluster Completion assignment percentage will be compared to the 2015-2016 (9 th grade) students career cluster assignment completion. Time Bound Measurement of the perception data will occur in September and April of the 2015-2016 school year. As of March 29 we have increased task completion by 20% During the 2015-2016 school year our interventions will be designed to increase the number of students who complete the career cluster survey activity. The students that complete the career cluster survey will increase by 10%.

11. Group 1 7:45 AMBus departs LHS for the Career Technology Center 8:00 AM – 10: 00 AMCareer Technology Center Tour 10:05 AMBus departs CTC for LHS 10:15 AM – 11:00 AMDepartment Meetings 11:00 AM – 12:00 PMLunch 12:00 PM – 3:00 PM Data Review 3:00 PM – 3:15 PM Reflections / Survey Group 2 7:45 AM – 10:45 AMData Review 10:45 AM – 11: 45 AM Lunch 11:50 AM Bus departs LHS for the Career Technology Center 12:00 PM – 2:00 PM Career Technology Center Tour 2:05 PMBus departs CTC for LHS 2:15 PM – 3:00 PMDepartment Meetings 3:00 PM – 3:15 PMReflections / Survey

22. The Lebanon School District - School Counseling Department Advisory Council is comprised of parents, teachers, school counselors, administrators and community members to review and make recommendations regarding the school counseling programming activities. The Advisory Council is designed to provide input and direction for school counseling programs at the district and building level. The council shall meet bi-annually and assists in monitoring and setting school counseling program goals. The Advisory Council: Serves in a leadership role to support the mission and goals of the school counseling program. Acts as a resource for the counseling program and provides a link between the school district and the five stakeholder groups. Reviews data and provides feedback on the effectiveness of the school counseling program. Offers direction and assistance to the counseling staff in the implementing of appropriate professional development. Advocates for school counseling programs by informing various populations about comprehensive school counseling programs and the role of school counselors. School Counselors Roles and Responsibilities: Present yearly goals and objectives of the school counseling program to the advisory council. Inform council members regarding programming activities and report to council members on outcomes and effectiveness. Educate council members regarding the challenges faced by the student population and the school counseling program in addressing the students' needs.

24. Agenda October 8, 2015 Introduction of advisory council members Purpose of the council Background information Brief history of school counseling Review of Chapter 339 requirements Success in the New Economy - video Interconnection of Career, Economic & Workforce Development Five Stakeholders Review of Program goals Elementary School Level Middle School Level High School Level Breakout Sessions – High School, Middle School, Elementary Schools Career, Academic, & Personal/Social Curriculum Council members questions/comments Date of next meeting Agenda for May meeting Advisory Council

25. Increase in the cohesion of the Lebanon School District counselors – One Team working toward common goals. More awareness among the staff especially in regards to programs offered at the CTC and more staff buy-in for career development and exposure to CTC. Counselor/student conversations focus more on career information and post-secondary planning, strengths, goal setting, skills, values, interests, etc. Less focus on mental health and more of forging a future. Expansion of counselor role - Students view counselors not simply as mental health counselors. More career lessons focused on career development/awareness (elementary). More consistency among all the elementary programs at the different schools (goals, lessons). Enhanced continuum of career curriculum from elementary division thru high school division. Substantial administration and teacher interest and buy-in into career curriculum mandates Increased focus by counselors in the career domain – shift in thinking has promoted more thoughtful dialog with student population and counselor about career exploration. Additional programming has been added as a result of Chapter 339 implementation. Impact of Chapter 339

27. 9 th Grade What do they know – What did they learn? QuestionHighest Pre Mean QuestionGreatest % Increase I believe it is important to continue my education after high school. (Q5) 4.3I know what factors college admissions counselors review when they decide to accept or reject a student. (Q9) 2.3 % I believe college is an option for me. (Q19) 4.3I know what factors to consider when choosing a college. (Q8) 1.5 % I believe that a college is an option for everyone. ( Q7) 4.0

28. 10 th Grade What do they know – What did they learn? QuestionHighest Pre Mean QuestionGreatest % Increase I believe it is important to continue my education after high school. (Q5) 4.4I know what factors to consider when choosing a college. (Q8) 8.4 % I believe college is an option for me. (Q19) 4.2I know what factors college admissions counselors review when they decide to accept or reject a student. (Q9) 7.8 % I believe that a college is an option for everyone. ( Q7) 4.0 Post-Secondary Education

29. 11 th Grade What do they know – What did they learn? QuestionHighest Pre Mean QuestionGreatest % Increase I believe it is important to continue my education after high school. (Q5) 4.4I know where to locate information to help pay for college-financial aid. 7.2 % I believe college is an option for me. (Q19) 4.2I know what factors college admissions counselors review when they decide to accept or reject a student. (Q9) 6.9 % I believe that a college is an option for everyone. ( Q7) 4.1 Post-Secondary Education

30. 12 th Grade What do they know – What did they learn? QuestionHighest Pre Mean QuestionGreatest % Increase I believe it is important to continue my education after high school. (Q5) 4.5I know where to locate information to help pay for college-financial aid. 30.3 % I believe college is an option for me. (Q19) 4.2I understand the college application process. 18.7 % I know what factors college admissions counselors review when they decide to accept or reject a student. (Q9) 10.7 % Post-Secondary Education

31. 9 th Grade What do they know – What did they learn? QuestionHighest Pre Mean QuestionGreatest % Increase I know the difference between a career and a job (Q20) 4.1I know the difference between a career and a job. (Q20) 4.7 % I have thought about the careers I want to pursue after high school. (Q11) 4.0I know where to locate information about careers. (Q10) 3.8 % I have thought about the careers I want to pursue after high school. (Q11) 3.7 % Careers

32. 10 th Grade What do they know – What did they learn? QuestionHighest Pre Mean QuestionGreatest % Increase I know the difference between a career and a job (Q20) 4.1I know where to locate information about careers and post-secondary education. (Q13) 11..4 % I have thought about the careers I want to pursue after high school. (Q11) 4.0I know where to locate information about careers. (Q10) 10.9 % I know how to begin the career search process. (Q18) 9 %9 % Careers

33. 11 th Grade What do they know – What did they learn? QuestionHighest Pre Mean QuestionGreatest % Increase I know the difference between a career and a job (Q20) 4.2I know how to begin the career search process. (Q18) 8.1 % I have thought about the careers I want to pursue after high school. (Q11) 4.2I know where to locate information about careers and post-secondary education. (Q13) 6.5 % I know where to locate information about careers. (Q10) 6.3 % Careers

34. 12 th Grade What do they know – What did they learn? QuestionHighest Pre Mean QuestionGreatest % Increase I know the difference between a career and a job (Q20) 4.4I know where to locate information about careers and post-secondary education. (Q13) 18.4 % I have thought about the careers I want to pursue after high school. (Q11) 4.2I know how to begin the career search process. (Q18) 12 % I know where to locate information about careers. (Q10) 10.3 % I know how to use the internet to locate career and post-secondary education information 10.3 % Careers

35. http://www.pacareerstandards.com/counselingplan.php

36. High School – Written Career Plan Specific Students need to have an identified post-secondary career and educational plan. Measurable During the 2014-2015 school year, X percentage of students indicated that they had developed a post-secondary plan. This was determined by their committing to a post-secondary institution, the military or by listing their employment. This data will be compared with the 2015-2016 graduating class and completion of the written post-secondary plan. Attainable During the 2015-2016 school year our interventions will be designed to increase the number of graduating students that will have a written plan that explains their career and post-secondary educational plans by 5%. Results Orientated Process – All students (1,162) at Lebanon High School will have the opportunity to participate in our career curriculum and programs. Perception – All students (1,162) will participate in a pre-post survey that measures their beliefs and attitudes toward career and post-secondary planning. Outcome – Comparison between the 2014-2015 12 th grade students graduation plan completion to the 2015-2016 12 th grade students graduation plan completion. Time Bound Measurement of the perception data will occur in September and April of the 2015-2016 school year. The outcome data will be collected in May of the 2015-2016. During the 2015-2016 school year our interventions will be designed to increase the number of graduating students that will have a written plan that explains their career and post-secondary educational plans by 5%.