Heritage High School

Counseling Program
2021 - 2022

Presented by Paige Reinstein, Debora

Vicente, and Markela Yang

CSP-511 | Professor Vega | 12/9/2021

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Table of Contents
Page 4: Mission Statement
Page 5: Vission Statement
Page 6: Data Report Summary
Page 7: Needs Assessment
Pages 12-14: Annual Student Outcome Goals
Page 15: Annual Student Outcome Goals Summary
Page 16: Classroom and Group Mindsets and Behavior Plan
Page 17: Classroom and Group Mindsets and Behavior Plan
Summary
Page 18: Closing the Gap Action Plan
Page 19: Small Group Proposal - Chronic Absenteeism (African
American Students)
Page 20: Closing the Gap and Small Group Proposal Summary
Page 21: Classroom Lesson Plan - Financial Wellness
Page 22: Classroom Lesson Plan Summary
Page 23: Pre/Post Survey
Page 24: Pre/Post Survey Summary
Page 25: Presentation To The Board

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 Heritage High School
Counseling Team
2021 - 2022

Paige Reinstein Debora Vicente Markela Yang

School Counselor School Counselor School Counselor
Chapman University Chapman University Chapman University

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Mission Statement
The mission of Heritage High School's school
counseling program is to encourage all students to
meet their academic, personal, social/ emotional, and
college/career goals in a safe and healthy school
environment. We foster the importance of collaboration
between students, parents, and staff regardless of race,
ethnicity, sexual and gender orientation, disability,
homelessness, or socioeconomic status. Our program
is comprehensive and data-driven. We also follow a
multi-tiered system of support to target all students in
need of services. Our school counseling program
advocates for equity, access, and success for all of our
students. We appreciate all of our students' cultural
strengths and backgrounds that they bring to the school
and encourage our students to do the same.

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Vision Statement

Heritage High School Counseling program

fosters a safe and inviting environment for all
students in our school. All of our students have
the necessary social, emotional, and career tools
to foster high achievement in school and beyond.
Our students walk out of our school as competent
citizens ready for a diverse global society.

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Data report summary

For this assignment, our group decided to take a closer look at Heritage High School data. We decided to focus
on mathematics, chronic absenteeism, and college/career readiness. We collected our data from a combination
of the CA dashboard, DataQuest, and the School Accountability report card. We compared data from 2016-
2017, 2017-2018, and 2018-2019.

For standardized math test scores, the data fluctuated minorly from 2016-2019. In 2018-2019, math test scores
were 103.5 points below standard on average. This was a 19.9 point average increase in average math score
between the 2017-2018 and 2018-2019 school year. Math performance at Heritage High school is lower than the
average school in California as well as in the District during the 2017-2018 and 2018-2019 school years.

For chronic absenteeism, the rate has fluctuated across the district. In 2017 and 2018, there was no difference
in chronic absenteeism. The district reported a total of 218 students as chronically absent and maintained their
absenteeism rate of 17.4% for both years. However, in 2019 chronic absenteeism increased significantly to
21.2%. The number of students that were chronically absent during the 2018-2019 school year was 274.
According to the California Department of Education, chronic absenteeism across the state has been
increasing since 2017. In 2016-17, it was reported that 616,427 students were chronically absent, with a rate of
10.8%. However, in -2017-18, 629,719 students were chronically absent, with a rate of 12.8%, but in 2018-19 the
number of students chronically absent was 676, 060 with a chronic rate of 12.0%.

For College/ Career, a unique strength of Heritage High School is their high engagement in Career Technical
Education Programs during the school day. 39.8 percent of students are engaged with these technical
programs. However, students that have completed A-G requirements for college entrance have decreased by
43.74 percent between fall 2017-2018 and 2018-2019 school year. In 2018-2019, the percent of students with A-g
requirements met for college readiness was 48.5 percent. All-in-All, according to the school accountability
dashboard in California, 31.7 percent of students were prepared to leave Heritage High school for either
college or a career. This was a 10.5 percent decrease between Fall 2016 and Spring 2019. This was low
compared to similar schools in the state of California and local to the area.

From our data research on Heritage High School, we have been able to identify strengths and weaknesses
within this school. Specifically, we have identified standardized mathematics scores, chronic absenteeism, and
college and career readiness as achievement gaps within Heritage High School. As a result, it enables us to
examine what our students’ needs are within the community and how we may best help them.

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Parent Needs assessment

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Parent Needs assessment

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Parent Needs assessment

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Parent Needs assessment

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Student Needs Assessment

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Annual Student Outcome Goal Plan

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Annual Student Outcome Goal Plan

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Annual Student Outcome Goal Plan

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Annual Student Outcome Goal Plan

summary

Our mission statement highlights the importance of all students feeling comfortable and safe to
become the best version of themselves possible. Currently, this is not the case amongst black
students who are chronically absent in more significant amounts than their peers, access to
college/career readiness for all students, and mental and emotional tools to do their best on the
state standardized math tests.

To address the low rates of college/career readiness, we will have a classroom lesson both on A-
G requirements and highlighting the fantastic CTE program at our school. We would hope to
challenge the students to push themselves by taking a CTE class if they do not think sitting in the
classroom is the best way to learn and take the A-G requirements seriously if they are even the
slightest bit interested in going to college.

Although we don’t have control over math achievement in our office, we can offer groups to help
with various lagging skills getting in the way for our students. We can offer a time management
group for students with the 33 percent lowest rates of homework completion, a time management
group for students with an executive functioning related disability (both to make sure they get in
the paperwork for accommodations in time as well as to work on vital learning skills). Lastly, we
can have a test anxiety group and invite people in after taking a screener. We hope to support as
many students as possible in gaining the necessary tools to succeed in attendance, college/
career readiness, and time management/ test anxiety through this approach.

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Classroom and Group Mindset and

Behavior action plan

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Classroom and Group Mindset and

Behavior summary

In order to address the school-wide need for career/ college readiness, we plan on administering
tier-one programs for our students. This starts in 9th grade with an introduction to CTE pathways
and A-G requirements. In 10th and 11th grade, we plan on reviewing these options in-depth in
preparation for college and career paths. During 12th grade, we will run a workshop on financial
aid and Calfresh to support students financially through their decisions. We believe that this would
be helpful in 12th grade because, by 12th grade, most of our students are thinking more
concretely about whether they want to live away from home, what they want to do post-graduation,
and have conversations with family about financial support. By explaining these financial
resources, we can help ensure students are knowledgeable about all of the available support
when deciding on life post-graduation.

Also connected to college preparedness is Heritage High school’s performance on standardized

math tests (with tests performed in the 11th grade.) Due to our needs assessment, we learned that
many students struggle to manage to study for school/ standardized tests, work a job, and other
personal commitments. This group will work on time management skills and prioritization to help
provide students with the support they need to succeed. In addition, this group will help connect
students who struggle with executive functioning or an emotional or educational disability to
connection within the classroom and possible test accommodations. We will invite 10th-grade
students with the 35 percent lowest level of homework completion to this group. Although the test
run of this group will be available mainly for 10th graders, we hope to make this group available to
students of all grade levels, pending a successful first year.

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Closing-the-Gap Action Plan/Results Report

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Small group proposal - Chronic Absenteeism

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closing the gap and Small group proposal

summary

Heritage High School’s closing the gap action plan ensures that by the end of June 2020,
African American students (grades 9-12) with seven or more absences will decrease by 25%
from 33 students to 24 students for 2019-2020. The school counseling team will provide direct
and indirect services for our African American students to see this percent drop. Our
counseling team will work with students one-on-one by delivering small group counseling, an
attendance tracker, and one-to-one meetings to discuss students’ challenges that impede their
school attendance. Furthermore, the counseling team will invite parents to an attendance
workshop to discuss the importance of being present at school, engage in student service team
(SST) meetings, and partner with a local non-profit organization such as “Big Brother and Big
Sister.” By providing these services to our students, we hope to encourage them to be present
at school and participate in different activities, whether a sport or club.

Our closing the gap small group is a chronic absenteeism group for black students with the
highest amount of school absences. The group starts by taking a more direct approach to this
topic and provides some basic “hard skills” that might be helpful to students while leaving room
for them to discuss their own unique needs. During the second half, this group will focus on
ways the school can better support our students and how students can get linked up to the
resources available to them. In between these two sections, our students will have a session
on developing a SMART goal that will focus on their attendance, making them accountable for
their actions. We will also encourage our students to make a personal SMART goal. We hope
that by encouraging students to create a personal SMART goal, we can dive into what they
care about and further develop their school attendance habits.

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Lesson plan - financial wellness

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Lesson plan - financial wellness

summary

For our lesson, we chose to focus on financial wellness for 12th graders. We chose
this topic because Heritage High School reported low college/ career readiness levels
across formal data and surveys. We want this to be evidence-based and plan to
administer pre-and post-surveys.

We hope to progress through the following lesson: share the agenda, teach about
budgeting and what someone needs to live on their own, what financial supports are
available to students seeking further education, what financial supports are available
to students seeking independent living, and applying these supports to example
scenarios of adolescents looking to follow their dreams. We hope that even if
students do not plan on living independently or attending school fresh out of high
school, they still know the process if they decide to go back later.

This lesson will last 45 minutes, leaving 5-10 minutes at the end of class to share any
updates with their students regarding their next class period. Success will be
measured through our lesson pre/post surveys and a survey administered to all
seniors the week of graduation asking about their post-high school plans. Lastly, we
will provide a list of resources for students to look through after the presentation!

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Pre/Post Survey

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Pre/Post Survey
summary

The pre and post-survey will measure students’ knowledge and

understanding of college and career paths and life after high school.
Our goals for our students are to have self-motivation, self-direction,
long- and short-term academic, career and social/emotional goals, and
understand postsecondary education and life-long learning; quantifiable
questions will help school counselors make data-informed decisions in
the program, specific to the students’ needs. With this data, school
counselors will have the resources to quantify this information that
reflects on the students’ self-surveys through the Likert scale. If certain
variables need to be changed to increase students’ mindsets and
behaviors, it would be data-based.

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School board presentation

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