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9 TH GRADE GENERAL GUIDANCE RESULTS

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

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9 TH GRADE GENERAL GUIDANCE RESULTS

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  1. 9TH GRADE GENERAL GUIDANCE RESULTS Michelle Ferrer Kathy Granite SDSU School Counseling Trainees

  2. Ferrer and Granite (2013) Classroom General Guidance Curriculum • Who: 679 Ninth Graders • What: 9thGrade 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)

  3. Ferrer and Granite (2013) ASCA Standards ACADEMIC • Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learninginschool and across the life span. • Standard B: Students will complete school with the academic preparationessential to choose from a wide range of substantial range of post-secondary options,includingcollege.

  4. Ferrer and Granite (2013) Student Competencies • 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

  5. Ferrer and Granite (2013) 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 • Toincrease high school graduation rates

  6. Ferrer and Granite (2013) Graduation Rates Comparison MHHS’s graduation rate remains consistent with SMHS & District. MHHS’s graduation rate remains up to 26% higher than the CA average each year. Percentage of Students CA Department of Ed-Data Quest

  7. Ferrer and Granite (2013) But How Many Students Completed A-Gs? A-G Completion Rate by Gender MHHS vs. SMHS, District, & State2011-2012 Percentage of Students CA Department of Ed-Data Quest

  8. Ferrer and Granite (2013) 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-Gcourses will help prepare them for career • 33% of students could identify MHHS’s graduation requirements • 29% of students could read a sample transcript andidentify what classes the student would need to take to be A-Geligible

  9. “Students who have information about graduation requirements…are more likely to have higher aspirations and areless likely to fail”(Dimmitt, 2003). “Ninth grade is a criticalyear because students need skills early to graduate”(Cooper & Liou, 2007). School counselors provide important information about “courses required for college admission (McDonough, 2004). Acollege-going culture should be instilled for incoming ninth-grade students (The Education Trust, 2005)” (as cited by Banger, 2008). Ferrer and Granite (2013) Research Says…

  10. Ferrer and Granite (2013) What Were the Results?

  11. Ferrer and Granite (2013) Attitudes I believe that taking A-G courses will help me prepare for… 16% increase in students strongly agree! 20% increase in students strongly agree! Percent of students

  12. Ferrer and Granite (2013) Knowledge BIG Increase! Students that knew how many credits they need to graduate from MHHS Percent of students

  13. Ferrer and Granite (2013) Knowledge Students that could identify MHHS’s graduation requirements Knowledge increased by 9% Percent of students

  14. Ferrer and Granite (2013) Knowledge Students that knew that the Pace Promise offers admission to Cal State San Marcos. NOTABLE Increase! Percent of students

  15. Ferrer and Granite (2013) Skills Students that could calculate the GPA from a sample transcript Percent of students

  16. Ferrer and Granite (2013) Skills Students that could read a sample transcript and identify what classes the student would need to take to be A-G eligible Percent of students

  17. Ferrer and Granite (2013) 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 Achievement Behavior Achievement-Related Attitudes Knowledge Skills

  18. Ferrer and Granite (2013) Vision Data: Achievement Data Percent of students CA Department of Ed-Data Quest

  19. Ferrer and Granite (2013) Vision Data: Achievement Data Percent of students CA Department of Ed-Data Quest

  20. Ferrer and Granite (2013) Summary • Students were able to make the connectionbetween rigorous course work to college and career readiness. • Students were able to identify graduation requirements. • Students received valuable informationabout how A-G courses align with high school graduation requirements. • Students learned that their achievement affects their access topost-secondary opportunities (e.g. guaranteed admission to Cal State San Marcos through the PACE Promise). • 33% of students were able to analyzea sample transcript, calculate GPA, and identify needed A-G coursework.

  21. Ferrer and Granite (2013) Implications and Limitations • What Worked… • Across the board studentsincreasedtheir attitudes, knowledge, and skillsin 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.

  22. Ferrer and Granite (2013) What We Learned • Follow up guidance lesson that shows how going to college leads to advanced career opportunities • Improve question #12on 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

  23. Ferrer and Granite (2013) Next Steps • Review with students how to analyze transcripts • CollectAchievementand Achievement/Related Data • Use Pre/Post Test data to makeadjustmentsto our lesson plan • Createnew guidance lesson on CollegeandCareeroptions

  24. Ferrer and Granite (2013)

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