The three core curriculum lessons we selected related to our vision, mission, goals and ASCA Mindsets and Behaviors in that students will be able to identify a career of their choosing and be ready for the next step of post-secondary education. Students also will gain understanding of the necessity of academic achievement, developing goals, and applying critical thinking skills to achieve their goals. The lesson activities allowed for information gathering to make informed decisions toward their academic, college, and career planning. Through these lessons students also had the ability to use academic enablers such as communication, collaboration, and cooperation skills.

The 4-Year High School Plan was delivered to students in grades 9-12. It began with a classroom lesson in 9th grade designed for students to map out a 4-year academic plan to meet their high school graduation requirements and admission to a 4-year college, to include academically rigorous courses (dual enrollment, honors or AP) when appropriate. In grades 10-12, similar discussions were integrated into existing classroom lessons, and counselors worked individually with students to ensure that they were on track for on-time graduation. Course selection was adjusted as needed to meet students' college and career plans. The perception data from the pre- and post-tests was based on four yes/no questions related to academic planning. All 165 9th grade students were surveyed. Prior to the lesson just 2% of students knew what a 4-year high school plan was, or knew what an Honors or AP class was. 0% had completed a 4-year plan or knew how to evaluate their high school transcript. At the completion of this lesson 100% of students indicated "yes" to all four survey questions! The outcome was all students completed a 4-year high school plan which was reviewed and signed by their parent/guardian and their high school counselor. Results indicated this lesson is a must have for students and a key part of the beginning steps of academic planning for on-time high school graduation and pre-college planning. We did not conduct surveys for 10th-12th grade students, but counselors agreed this should be a next step action plan.

The 10th grade Exploring Career Options lesson was a sequenced lesson to our 9th grade Career Pathway Power Steps, which gave students the opportunity to connect their interests and personal skills to career choice(s). In this lesson, students associated their career choice(s) with a college major(s). Of our 194 10th grade students, 192 students were surveyed. The perception data indicated at the conclusion of the lesson, 100% of students surveyed 1) could match 3 college majors with 3 careers, 2) knew there was a difference between a job and career, 3) and related more education to more career options. The outcome data is to review these students’ 11th grade, first semester high school transcript to see if they enrolled in at least one course which matched a career choice. We are still waiting for their 1st semester transcript and will evaluate once collected. It was determined the lesson activities helped students to make the connection between a career and educational requirement and know the difference between a job and career. The counseling team also concluded the activities in this lesson required collaboration and cooperation skills by students and this should be surveyed in future lessons.

In the 12th grade lesson, titled "College Applications," students explored the University of Hawaiʻi (UH) community colleges. This lesson was in accordance with College Board’s recommendation of having students apply for at least 1 safety school. It is also a sequenced lesson from 11th grade called “College Admissions 101” in which students selected three colleges related to their college major and personal criteria. Our 2015 briefing report indicated 66% of our 2015 graduates enrolled in a UH school so in this lesson, students were recommended to use a UH community college as a safety school, while taking into account that a UH community college may also be a student’s target or reach school. We took into account, that UH colleges offered a wide array of majors to match student’s career options. 146 of our 154 seniors were surveyed. Perception data indicated at the end of the lesson an 50% increase of knowledge and attitude about community colleges. Outcome data was the completion of a UH college application by 4/30/16. 142 students completed the college application by 4/30/16. The results implied a significant gain in knowledge and attitude about community colleges, particularly about the quality of education. we will investigate opportunities to increase positive perceptions

Grade Level: 9-12

Lesson Topic: 4 Year High School Plan

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic Behavior: Self-Management Mindset Standard 5. Demonstrate perseverance to achieve long- and short-term goals.

Start/End: 8/1/15-10/15/15

Process Data (Number of students affected): The lesson was deliver to all 165 9th graders and all students were surveyed.

Perception Data (Surveys or assessments used): The pre- and post-tests were given to 165 students who were asked the following 4 questions with a basic response of yes or no. Do you know what a 4 year high school plan is? 98% responded no. Have you completed a 4 year high school plan? 100% responded no. Do you know how to evaluate your high school transcript? 100% responded no. Do you know what an Honors or AP class is? 98% responded no. After the lesson, 100% responded yes to all 4 questions.

Outcome Data (Achievement, attendance, and/or behavior data): For outcome we required all 9th grade student to complete a 4 year high school academic plan by 12/15/15. By 12/15/15, all students completed a 4 year high school plan that was reviewed and signed by their parent/guardian and their high school counselor. Counselors recommended to 9-11 grade students who received a A or B in their core classes to take a college level course, if available at their school. We will examine the 2016 first semester report cards to determine how many actually enrolled.

Implications: Results implied this lesson is a must have for students and a key part of the beginning steps of academic planning for high school graduation (on time) and pre-college planning. We did not conduct surveys for 10th-12th graders, but counselors agreed this should be a next step action plan.

Attachments

Grade Level: 10

Lesson Topic: Exploring Career Options

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic Behavior: Self-Management Mindset Standard 5. Demonstrate perseverance to achieve long- and short-term goals.

Start/End: 8/1/15-10/1/15

Process Data (Number of students affected): The lesson was delivered to 192 of 194 10th graders. 192 students were surveyed.

Perception Data (Surveys or assessments used): The results of the perception data indicated at the conclusion of the lesson, 100% of students surveyed could 1) match 3 college majors with 3 careers, 2) they knew there was a difference between a job and career, 3) and they related more education to more career options.

Outcome Data (Achievement, attendance, and/or behavior data): The outcome data is to review these students 11th grade, first semester high school transcript to see if they enrolled in at least 1 course which matched a career choice. We are still awaiting their 1st semester transcript and will evaluate once collected.

Implications: It was determined that exploring career pathways activity helped students to make the connection between a career and the needed educational requirement and understood that there is a difference between a job and career. The counseling team also concluded that because the activities in this lesson required collaboration and cooperation skills by students that this should be surveyed in future lessons.

Attachments

Grade Level: 12

Lesson Topic: College Application

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Behavior: Learning Strategies Career Standard 1: Demonstrate critical-thinking skills to make informed decisions. Behavior: Self-Management Skills Standard 1: Demonstrate ability to assume responsibility

Start/End: 1/1/16-4/30/16

Process Data (Number of students affected): Of our 154 seniors, 146 participated in the class and were surveyed.

Perception Data (Surveys or assessments used): The pre- and post tests were 4 "true" and "false" questions about students knowledge and attitude about community college. The questions were about 1) the percentage of undergraduates who attend community colleges, 2) the cost of tuition in comparison to 4 year universities, 3) class size, and 4) the comparison of quality education between 4 year universities and community colleges. The results of the perception data indicated a 50% increase in knowledge and attitude about community colleges.

Outcome Data (Achievement, attendance, and/or behavior data): The outcome data collected was for all seniors to complete a UH community college application by 4/30/16. 142 out of 154 seniors completed their community college application by 4/30/16.

Implications: We determined the results implied there was a significant gain in knowledge and attitude about community colleges, particularly about the quality of education. We would like to provide more information to our students in this area and will investigate some collaborative opportunities to work with our community colleges to help our students to have a more positive perception about community colleges.

Attachments