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9 TH GRADE GENERAL GUIDANCE RESULTS. Michelle Ferrer Kathy Granite SDSU School Counseling Trainees. Classroom General Guidance Curriculum. Who : 679 Ninth Graders What : 9 th Grade Guidance Lesson School Counselors Earning Credits High School Graduation Requirements A-G Requirements - PowerPoint PPT Presentation
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9TH GRADE GENERAL GUIDANCE RESULTS
Michelle Ferrer
Kathy Granite
SDSU School Counseling Trainees
Ferrer and Granite (2013)
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Classroom General Guidance Curriculum
Who: 679 Ninth Graders
What: 9th Grade Guidance Lesson School Counselors Earning Credits High School Graduation Requirements A-G Requirements P.A.C.E. Promise GEAR UP Tips For Success
When: October 22nd
Where: Theater (Redwood Hall)
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ASCA Standards
ACADEMIC
Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.
Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial range of post-secondary options, including college.
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Student Competencies
Ferrer and Granite (2013)
Career Domain C:A1.2 Learn about the variety of traditional and nontraditional
occupations C:A1.5 Learn to make decisions C:A1.7 Understand the importance of planning
Academic Domain A:A2.3 Use communications skills to know when and how to ask for
help when needed A:B1.3 Apply the study skills necessary for academic success at
each level A:C1.6 Understand how school success and academic achievement
enhance future career and vocational opportunities
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Why Did we Teach This Lesson?
To create more awareness of the P.A.C.E. Promise
To improve grades in academic classes
To increase A-G enrollments
To increase high school graduation rates
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Graduation Rates Comparison
Ferrer and Granite (2013)
2010 2011 20120
10
20
30
40
50
60
70
80
90
100 9599 9796
99 9993
97 97
75 77 79
MHHSSMHSDistrictState
MHHS’s graduation rate remains consistent with SMHS & District. MHHS’s graduation rate remains up to 26% higher than the CA average each year.
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CA Department of Ed-Data Quest
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But How Many Students Completed A-Gs?
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Male Female0
10
20
30
40
50
60
70
80
90
100
49
63
50
62
43
55
34
43
MHHS
SMHS
District
State
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CA Department of Ed-Data Quest
A-G Completion Rate by GenderMHHS vs. SMHS, District, & State
2011-2012
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We Surveyed Students’ Attitudes, Knowledge, and Skills
And we found… 39% of students strongly believed that taking A-G
courses will help prepare them for college 18% of students strongly believed that taking A-G
courses will help prepare them for career 33% of students could identify MHHS’s graduation
requirements 29% of students could read a sample transcript and
identify what classes the student would need to take to be A-G eligible
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Research Says…
“Students who have information about graduation requirements…are more likely to have higher aspirations and are less likely to fail” (Dimmitt, 2003).
“Ninth grade is a critical year because students need skills early to graduate” (Cooper & Liou, 2007).
School counselors provide important information about “courses required for college admission (McDonough, 2004). A college-going culture should be instilled for incoming ninth-grade students (The Education Trust, 2005)” (as cited by Banger,
2008).
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What Were the Results?
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Attitudes
College Career0
10
20
30
40
50
60
70
80
90
100
39
18
55
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Pre-TestPost-Test
16% increase in students strongly
agree!
20% increase in students strongly
agree!
I believe that taking A-G courses will help me prepare for…
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Knowledge
Students that knew how many credits they need to graduate from MHHS
Series10
10
20
30
40
50
60
70
80
90
100
44
91
Pre-TestPost-Test
BIG Increase!
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Knowledge
Students that could identify MHHS’s graduation requirements
Series10
10
20
30
40
50
60
70
80
90
100
3342
Pre-TestPost-Test
Knowledge increased by 9%
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KnowledgeStudents that knew that the Pace Promise offers admission
to Cal State San Marcos.
Series10
10
20
30
40
50
60
70
80
90
100
54
74
Pre-TestPost-Test
NOTABLE Increase!
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Skills
Series10
10
20
30
40
50
60
70
80
90
100
52
43Pre-TestPost-Test
9% decrease
Students that could calculate the GPA from a sample transcript
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Skills
Series10
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20
30
40
50
60
70
80
90
100
2933
100
Pre-TestPost-TestGoal
More work is needed.
Students that could read a sample transcript and identify what classes the student would need to take to be A-G eligible
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Academic Correlation
When students increase their attitudes, knowledge, and skills in A-G and graduation requirements, the following will improve….
Student Behavior
Achievement-Related Data Increase in homework completion Increase enrollment in A-G courses
Achievement Data Improvement in grades Increase GPA Increase in graduation Increase in A-G completion Attitudes Knowledge Skills
Behavior Achievement-Related
Achievement
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Vision Data: Achievement Data
2010-2011 2011-2012 2012-2013 2015-20XX92
93
94
95
96
97
98
99
100
95
99
97
100
We are aiming to increase graduation rates
Ferrer and Granite (2013)
CA Department of Ed-Data Quest
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studen
ts
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Vision Data: Achievement Data
2011-2012 20XX-20XX0
10
20
30
40
50
60
70
80
90
100
66
100
We are aiming to increase A-G completion rates
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Summary
Students were able to make the connection between rigorous course work to college and career readiness.
Students were able to identify graduation requirements.
Students received valuable information about how A-G courses align with high school graduation requirements.
Students learned that their achievement affects their access to post-secondary opportunities (e.g. guaranteed admission to Cal State San Marcos through the PACE Promise).
33% of students were able to analyze a sample transcript, calculate GPA, and identify needed A-G coursework.
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Implications and Limitations
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What Worked… Across the board students increased
their attitudes, knowledge, and skills in understanding graduation requirements, A-G requirements, Pace Promise requirements, and GPA calculation
Limitations Including “Essentials of Algebra” In Skill
question (#12) confused students We did not address how going to college
relates to advanced career options Presentations were done in a theater with
over 100 students at a time, limit the presentation to in class.
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What We Learned
Follow up guidance lesson that shows how going to college leads to advanced career opportunities
Improve question #12 on the Pre/Post Test We could have had students
identify which course is an A-G course
And determine if the grade in that course satisfies A-G requirements
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Next Steps
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Review with students how to analyze transcripts
Collect Achievement and Achievement/Related Data
Use Pre/Post Test data to make adjustments to our lesson plan
Create new guidance lesson on College and Career options
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Ferrer and Granite (2013)
