Comprehensive School Counseling Plan:

John F. Kennedy High School

Anaheim Union High School District

La Palma, CA
 Part 1
ACSA School Data Summary

School: John F. Kennedy High School (Anaheim Union High School District) School Year:
2018-2019

Understand your school’s data story by reviewing the school improvement plan, school data
reports and other data resources

1. Identify who in the building can help you obtain the data. Who is your data expert;
who can help you interpret the data?

● Principal/ school administrator

● Records clerk

2. Review your school improvement plan (SIP) and identify your school’s goals. List
SIP goals relevant to the school counseling program (achievement, attendance,
discipline).

N/A

3. Review available school data reports (achievement, attendance and discipline) for
previous years to identify trends. Describe any trends below:

● Achievement: 2021
○ Asian and Socioeconomic disadvantaged students appeared to have higher
test scores by graduation rate
○ English learners, hispanics, and disabilities etc have appeared to be lower.

● 2018-2019
● Attendance: “Chronic absenteeism was rising between 2018-2019, but then
dropped for the
2020-2021 school
year"
● Discipline:
○ Disciplinary suspensions is low for each school year, beginning from
2018- 2021
○ Hispanic and white individuals are receiving disciplinary actions
● 504 data
○ More male than female disabled students are receiving out of
school suspensions
● IDEA: white and hispanic males are receiving out of state school suspension
4. Review data from other resources (e.g., student behavior surveys, climate surveys,
school engagement surveys, etc.) from the previous 2–3 years, and identify areas of
strength and concern. Healthy Kids Survey (If available)

● N/A - Survey data for JFKHS was unavailable for the 2018-2019 school year.

5. How does your school’s data compare with data from other schools, including:
a) District averages
There are 29,183 students enrolled in Anaheim Union High School District
 ● Achievement: For 2018-2019, 97% of all JFKHS students graduated,
which was higher than the district’s 88.7% average graduation rate.
● Attendance: For the 2018-2019 school year, JFKHS’s chronic absenteeism
rate was 8%, which was comparable to the AUHSD’s average chronic
absenteeism rate for that year, 9.6%.
● Discipline: At JFKHS, 2.7% of the student population was suspended at
least one time during the 2018-2019 school year, which was comparable to
AUHSD’s 3.1% average suspension rate.

b) State averages
There are 6,002,523 students enrolled in California schools.
● Achievement: Overall, students at JFKHS performed higher on the
College/Career Indicator (59% “Prepared”) than the California average
(41.1% “Prepared”) during the 2018-2019 school year. JFKHS students
scored higher (78.5 points above average) than the CA average (2.5 points
below average) on English and Language Arts assessments (including the
Smarter Balanced Summative Assessment or
● Attendance: JFKHS’s chronic absenteeism rate for was 8%, while CA
average chronic absenteeism rate was 10.1% for the 2018-2019 school
year. These were relatively comparable rates.
● Discipline: To compare discipline data, we looked at suspension rates.
Overall, 2.7% of JFKHS students were suspended at least once during the
2018-2019 school year. The CA average was 3.4%, which was a similar
rate.

6. Identify and prioritize data points you will address through your school counseling
program. Tip - use student numbers not percentages – if available, collect data on
(achievement, attendance, discipline)

Specific Data Priorities

1. 269 graduates scored “not prepared” or “approaching prepared” on the
College/Career Indicator.
2. 26 students with disabilities were suspended at least once during the
2018-2019 school year.
3. 194 students were chronically absent during the 2018-2019 school year.

Data Sources:

We used CA Dashboard, SARC online or/and DataQuest to review our school's data on student
population, demographics, achievement, attendance, and discipline.
 Part 2
Student Needs Assessment Survey:
https://docs.google.com/forms/d/e/1FAIpQLSdjlPBTiQCUM0KSlVXj1BsMy5DWOOxiV8qAd
UIXeYkp6imfHA/viewform
 Part 3
Mission & Vision Statements
Annual Student Outcome Goal Plans

Our Mission
The mission of John F. Kennedy High School School Counseling Program is to promote
equitable experiences in terms of academic, college/career, and social-emotional
success of all students. The school counseling program will educate our students to
embrace the many diverse cultural identities utilizing a diverse curriculum that fosters
critical thinking, creativity, collaboration, and communication. The program will empower
the students to be inquisitors who work in unconventional and innovative ways to be
successful agents in society. School counselors will advocate for equitable access to
resources, utilize the most updated data-driven interventions, and collaborate with
families and communities to create a climate where all students feel safe, respected,
and valued.

Our Vision
We envision all John F. Kennedy High School students will have graduated ready for
college and entered into their careers as well-rounded, productive, and conscientious
members of society who are ready to advocate for themselves and the betterment of
their communities. They are critical thinkers who are ingrained with core values of
compassion, perseverance, and integrity and seek challenging experiences that
promote meaning and growth.

Annual Student Outcome Goal Plan (#1)

(Must be related to Opportunity Gap: Tier 2)

School John F. Kennedy High School School Year 2018-2019

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal:From school data summary
In John F Kennedy High School, there is a total of 246 students with disabilities. In 2018- 2019,
a total of 17.5% of students with disabilities (43 students) were chronically absent during the
school year.

Create a goal statement that focuses on a specific subset of students for whom intentional
strategies/interventions will be delivered and assessed.
By May 2023 , Students with Disabilities

End Date Describe Targeted Students

(Criteria for inclusion in interventions with multiple descriptors)

Will decrease Chronic Absenteeism

Decrease/Increase Describe specific outcome to be changed (achievement, attendance or
discipline)

by 20% from 43 to 34
Percent change Baseline data (Numbers only) Target data (Numbers only)

Supplemental Data: (Complete if data is available - Healthy Kids Survey Ect)

Analyze data related to the goal from supplemental data surveys such as school climate surveys.
Talk with stakeholders (parents, teachers, students, administrators, etc.), to gain insight about
possible factors contributing to identified problems or issues. Summarize insights/comments
from the groups below.
Supplimental data for JFKHS not available.

Systemic Focus
Identify school or system policies, procedures or practices that create or maintain
inequities relevant to this goal.
N/A
List 1–2 strategies that could influence systemic change related to this goal.
N/A

ASCA Student Standards Targeted Student Learning Objectives

Identify 1 Mindset and 1 Behavior standard from For the selected mindsets or behavior
the ASCA Student Standards most relevant for standards, write or select 1–2 learning
this targeted group and goal: objectives students will learn.

M&B Mindsets & Behaviors Standards Learning Objective(s)

#
 Student(s) will: pair up with a mentor to help
M3 Positive attitude toward work and with learning and tracking attendance
learning Student(s) will: reward themselves when
accomplishing a task

Student(s) will: Communicate with teachers

B-SM Balance of school, home and community and administration for extra support
S 8. activities Student(s) will: Create a tracking log to monitor
school attendance, activities, and assignments.

Pre-/Post-Assessment:
Convert the student learning objectives to a Likert-scale measure and/or brief answer
assessment.
1 2 3 4
Rarely Sometimes Most of the time Almost all the time

Statement Scale
I check in with my mentor regularly 1 2 3 4

1 2 3 4
I rewarded myself after an accomplishment
1 2 3 4
I communicated with my teachers and admin when I need extra support
I monitor my attendance with the tracking log I created 1 2 3 4

Brief answer question (optional):

Are there some classes that you miss more than others? why?

Activities/Strategies/Interventions by School Counselors

Describe Direct Student Services (minimum of Describe Indirect Student Services (minimum of
two) two)

1. Check-in and Check-Out 1. A phone call to home to collaborate with

2. Solution-focused counseling parents/caregivers
 2. Create: “Full Attendance Month”
certificate

Annual Student Outcome Goal Plan (#2)

School John F Kennedy High School School Year 2018-2019

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal: From school data summary
According to the College/Career Indicator, 386 JFKHS graduates scored “prepared” following
the 2018-2019, meaning that 454 of JFKHS graduates scored “not prepared” or “approaching
prepared” following the 2018-2019 school year.

Create a goal statement that focuses on a specific subset of students for whom intentional
strategies/interventions will be delivered and assessed.

By May 2023 , 12th grade students

End Date Describe Targeted Students
(Criteria for inclusion in interventions with multiple descriptors)

Will increase college/career readiness

Decrease/Increase Describe specific outcome to be changed (achievement, attendance or
discipline)

by 20% from 386 to 465

Percent change Baseline data (Numbers only) Target data (Numbers only)

Supplemental Data: (Complete If data is available - Healthy Kids Survey Ect)

Analyze data related to the goal from supplemental data surveys such as school climate surveys.
Talk with stakeholders (parents, teachers, students, administrators, etc.), to gain insight about
possible factors contributing to identified problems or issues. Summarize insights/comments
from the groups below.
Supplemental data for JFKHS not available.
Systemic Focus
Identify school or system policies, procedures or practices that create or maintain
inequities relevant to this goal.
N/A
List 1–2 strategies that could influence systemic change related to this goal.
N/A

ASCA Student Standards Targeted Student Learning Objectives

Identify 1 Mindset and 1 Behavior standard from For the selected mindsets or behavior
the ASCA Student Standards most relevant for standards, write or select 1–2 learning
this targeted group and goal: objectives students will learn.

M&B Mindsets & Behaviors Standards Learning Objective(s)

#
M 6 Understanding that postsecondary Student(s) will: Understand the connection
education and lifelong learning are between current education and future
necessary for long-term success opportunities
Student(s) will: Demonstrate knowledge of
how to apply to college and/or career options
of choice
B-LS 7 Long- and short-term academic, career Student(s) will: Create long-term college
and social/emotional goals and/or career goals
Student(s) will: Create short-term college/and
or career goals to start working toward
long-term goals

Pre-/Post-Assessment:
Convert the student learning objectives to a Likert-scale measure and/or brief answer
assessment.
1 2 3 4
Rarely Sometimes Most of the time Almost all the time

Statement Scale
I understand the connection between my current education experience 1 2 3 4
and future college and career options available to me.
I know how to apply to my college and/or career option of choice. 1 2 3 4
I can identify steps I’ll need to take to reach my post-high school plans 1 2 3 4

I can identify a short-term academic goals and steps to achieve it. 1 2 3 4

Brief answer question (optional): Who can you talk to if you have a college and/or career
question?

Activities/Strategies/Interventions by School Counselors

Describe Direct Student Services (minimum of Describe Indirect Student Services (minimum of
two) two)

1. Classroom Lesson 1. Gather college and career community

2. College application day members for job/college fair
2. Create college/career
application/resume handouts for
students and families
 Part 4

Classroom and Group Mindsets & Behaviors Action Plan

(Modified for class assignment)
The ASCA Student Standards: Mindsets & Behaviors for Student Success guide the planning and delivery of all student activities
and interventions. The classroom and group Mindsets & Behaviors action plan provides an overview of the delivery of direct
services in large group (LG), classroom (Class) and small-group (SG) settings. This plan presents the topics addressed, while the
annual calendar presents the schedule of all classroom and groups activities.

Use the classroom and group Mindsets & Behaviors action plan to identify all ASCA Student Standards addressed through
classroom and group activities. Although some activities address multiple standards, list the activity with the primary mindset or
behavior addressed by the activity. It is not necessary to repeat activities with all standards addressed through that activity.

School Name Date Created Most Recent Revision Date

John F. Kennedy High School 11/2/2022 11/8/2022

List activities below, with their primary corresponding ASCA Mindset or Behavior

Based on your school’s data: List potential classroom lessons by grade level and primary corresponding
mindset or behavior
● 9th - A through G, link between grades & future opportunities, extracurriculars & relevant
work/volunteer experience (M6)
● 10th - extracurriculars & relevant work/volunteer experience (M6)
● 11th - college & career application process, resumes, extracurriculars & relevant work/volunteer
experience (M6)
● 12th - FAFSA, trade school, apprenticeships, resumes, etc. (M6)

Based on school data: List small groups that the counseling team can run to address student need
(closing the gap etc) include primary corresponding mindset or behavior

● Students with disabilities who are chronically absent (M3)

● 11th grade - College & Career Vision Board, Career Assessment, and CTE Pathways (M3)
● Hispanic/Latino students suspended at higher rate - Emotional regulation/coping skills small
group (B-SMS 7)

Based on school data: List school wide activities the counseling team can provide (Mental Health
Awareness week, Career week et.) include primary corresponding mindset or behavior

● Career Fair - College/Career readiness (M6)

● All grades - Assemblies throughout the year on attendance/engagement, positive school climate,
increase student buy-in (M3)
 ● Parent/family/community engagement night - To increase student engagement (M2)

Mindset Standards

Mindset Activity/Focus or Purpose Participants (grade Class/LG SG

level ect)

M 1. Belief in development of whole self,

including a healthy balance of mental, social/
emotional and physical well-being

M 2. Sense of acceptance, respect, support

and inclusion for self and others in the school
environment

M 3. Positive attitude toward work and School Engagement SWD with chronic SG
learning absenteeism

M 4. Self-confidence in ability to succeed Student Success Study Group 9th, 10th, 11th, 12th SG

M 5. Belief in using abilities to their fullest to

achieve high-quality results and outcomes

M 6. Understanding that postsecondary College & Career Week 9th, 10th, 11th, 12th LG
education and life-long learning are necessary
for long-term success

Behavior Standards

Learning Strategies Activity/Focus or Purpose Participants Class/LG SG

B-LS 1. Critical-thinking skills to make informed College & Career Week 9th, 10th, 11th, 12th LG
decisions

B-LS 2. Creative approach to learning, tasks and

problem solving

B-LS 3. Time-management, organizational and

study skills

B-LS 4. Self-motivation and self-direction to College & Career Week 9th, 10th, 11th, 12th LG
learning

B-LS 5. Media and technology skills to enhance

learning

B-LS 6. High-quality standards for tasks and

activities

B-LS 7. Long- and short-term academic, career 11th grade: College & Career 11th grade Class
and social/emotional goals Vision Board, Career
Assessment, and CTE Pathways
B-LS 8. Engagement in challenging coursework

B-LS 9. Decision-making informed by gathering

evidence, getting others’ perspectives and
recognizing personal bias
B-LS 10. Participation in enrichment and School Engagement SWD with chronic SG
extracurricular activities absenteeism

Self-Management Skills Activity/Focus or Purpose Participants Class/LG SG

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self-discipline and self-control

B-SMS 3. Independent work

B-SMS 4. Delayed gratification for long-term

rewards

B-SMS 5. Perseverance to achieve long- and

short-term goals

B-SMS 6. Ability to identify and overcome

barriers

B-SMS 7. Effective coping skills

B-SMS 8. Balance of school, home and School Engagement SWD with chronic SG
community activities absenteeism

B-SMS 9. Personal safety skills

B-SMS 10. Ability to manage transitions and School Engagement SWD with chronic SG
adapt to change absenteeism

Social Skills Activity/Focus or Purpose Participants Class/LG SG

B-SS 1. Effective oral and written communication

skills and listening skills

B-SS 2. Positive, respectful and supportive

relationships with other students who are similar
to and different from them

B-SS 3. Positive relationships with adults that School Engagement SWD with chronic SG
support success absenteeism

B-SS 4. Empathy

B-SS 5. Ethical decision-making and social

responsibility

B-SS 6. Effective collaboration and cooperation

skills

B-SS 7. Leadership and teamwork skills to work

effectively in diverse groups

B-SS 8. Advocacy skills for self and others and

ability to assert self, when necessary

B-SS 9. Social maturity and behaviors appropriate

to the situation and environment

B-SS 10. Cultural awareness, sensitivity and

responsiveness
 Part 5
Closing-the-Gap Action Plan/Results Report

School Name John F Kennedy High School

Annual Student By May 2023, students with disabilities will decrease the number of students who
Outcome Goal are chronically absent by 20% from 43 to 34 students.
ASCA Student Standards (1 mindset 1 behavior)
1. M-3: Positive attitude toward work and learning
2. B-SMS-8: Balance of school, home and community activities
Mindsets & Behaviors Pre-/Post-Assessment Statements
1. I check in with my mentor regularly
2. I rewarded myself after an accomplishment
3. I communicated with my teachers and admin when I need extra support
4. I monitor my attendance with the tracking log I created
Interventions That Support Achieving the Annual Student Outcome Goal
Describe Direct Student Services (minimum of two) Describe Indirect Student Services (minimum of two)

1. Check-In and Check-Out 1. A phone call to home to collaborate with

2. Solution Focused Brief Counseling parents/caregivers
3. Group counseling 2. Create: “Full Attendance Month” certificate
3. Referral to outside agencies for
support/resources as needed
Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.

Think - is this an issue occurring nationally, state wide or only at your school?
This issue is nation-wide, and it’s important to consider that students with disabilities may have
a number of reasons contributing to higher absence rates: coexisting chronic mental or physical
health needs, disproportionately higher suspension rates, potential increase in strain on family
system/resources affecting attendance.

List 1–2 strategies that could influence systemic change related to this goal.

What needs to change to help address this opportunity gap at your school?
Positive school climate, social-emotional learning, equitable/alternatives to traditional
discipline, not counting excused medical absences toward chronic absenteeism rates, not
punishing students/families for chronic absenteeism, provide family support around
transportation, supplies, any other difficulties impeding attendance.

Leave the results section below blank

●
 Closing-the-Gap Small Group Proposal Form
School: John F. Kennedy High School
School Counselor Names: Taryn, Lahee, Berlin, Lucy
Small Group Title/Topic: Show Up to Glow Up
Student Population: (5-12) Students with Disabilities identified as chronically absent

CTG Student Mindsets and Behaviors

1 ASCA Mindset Standard:
● M 3. Positive attitude toward work and learning
2 ASCA Behavior Standards:
● B-LS 10. Participation in enrichment and extracurricular activities
● B-SMS 8. Balance of school, home, and community activities

Topics Covered by Week Group Objectives addressed by

Week (must connect to identified
Mindsets and Behaviors)

Week 1 Topic: Identify Needs & Barriers Students will identify weak areas
that require more support.

Week 2 Topic: Identify Goals Students will go over short-term

& long-term goals and formulate
tasks to accomplish goals.

Week 3 Topic: Communicate Needs Students will learn to

communicate when they need
help and who to talk to.

Week 4 Topic: Engage in Meaningful Students will find opportunities

Activities to engage in meaningful
activities that will increase their
participation (e.g.,
extracurricular activities).

Week 5 Topic: Track Students will learn to effectively

and efficiently track their
attendance and engagement.

Week 6 Topic: Celebrate Your Successes Students will recognize when

they’re reaching their goals and
reward themselves for their
efforts.
 Part 6
Large Group Lesson Plan

Lesson Plan
School Berlin Tolentino, Lahee An, Lucy Tran, Taryn Hastie
Counselors:
Lesson Plan Title: College and Career

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson __1___ of __2___
□ Small-Group Session Lessons: Lesson _____ of _____
Target Audience: 9th graders

Evidence Base:
⬜ Best Practice
⬜
⬜ Action Research
(commonly used and believed to be of high quality)
(individual investigates own practice to improve content/delivery)

⬜ Evidence-Based
Research-Informed (a review of research provides foundation for content/delivery)
(highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives

M-6 Understanding that postsecondary Student(s) will: Understand the connection

education and lifelong learning are between current education and future
necessary for long-term success opportunities

B-LS-7 Long- and short-term academic, Student(s) will: Create long-term college and/or
career and social/emotional goals career goals
Materials:

Accessible Laptop, Chromebook, iPad

Powerpoint presentation
Different Career Option examples
A-G information
Different types of classes that need to be taken to graduate
Interest and Aptitude test link
Snacks and Drinks
Flyers/ Handouts

Describe how you will:

Introduce Lesson A-G Requirements VS High School Graduation Requirements
Topic/Focus:
Communicate the Objective:
Lesson Objective: -students will be able to identify the difference between A-G
requirements vs. high school graduation requirement
-students will be able to understand the importance of grades

Teach Content: What is A-G?

Why is it important?
Why are grades important?
What is the difference between A-G and high school
requirements?

Practice Content: Students will take the Interest and Aptitude Career Quiz
Practice selecting classes for the career they selected
Summarize/Close: Students will learn about college and career options and connect
what they want to do after high school and what they need to do
during high school.
Pre/Post test Survey
Snacks and Drinks
Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number ALL 9th graders
of students:
Planned length of 30-45 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
1. Pre-test administered before first lesson- What do you guys already know
2. Post- test administered after last lesson (if standalone) or after last lesson of unit/ group
session
3. Pre/Post test linked here

Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter

⬜ Achievement
with second quarter
(describe):
-College Readiness
-Graduation Rates

⬜ Attendance (describe):
⬜ Discipline (describe):
Follow-Up Plans
Explain your plan for students who missed the lesson.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
 Part 7
Small Group Pre-/Post-Test Survey
https://docs.google.com/forms/d/e/1FAIpQLSdaSrU60YpdpNQ2mTZebjBLrKT9PubJrjqEDMBYoKlJ2ei
pRA/viewfor