The three core curriculum lessons I chose to analyze aligns with my school counseling program’s vision and mission statements. These lessons are beneficial to target my 2017-2018 school counseling program’s goals, as they serve as catalysts to incorporate discussion regarding both my attendance and achievement goals. Since our school only had 9th and 10th Grade during the 2017-2018 school year, I chose lessons from both grade levels to show a comprehensive scope.
The 9th Grade Lesson, How to Calculate My GPA, provided basic skills and knowledge about a GPA, how it can be manually calculated, and the relevance of why it matters, and how attendance can affect one’s GPA, which is developmentally appropriate for all 9th Graders. Because we are an Early College, they must maintain above a 2.0 at the college level to remain at our school. Perception data revealed this lesson shows an increase in overall knowledge, skills, and attitude. Therefore, it’s critical to target M4 (understanding that postsecondary education is necessary for long-term success) is critical to mapping out steps for one’s future (B-SMS 1 & 2). Students must assume responsibility, self-control, and discipline in order to plan for their future. By learning how to calculate their GPA and college entrance requirements, I am targeting M&B to help them plan for post-secondary success. Our 9th Grade retention rate was a 98%, which is phenomenal. To deliver this lesson more effectively next year, I will allow for this lesson to be delivered over two class periods. After the Great Grade Caper activity, I wish I would have more time to process the activity with students. The teacher is comfortable with me extending this lesson to allow more time to process the activity and perception data questions with students at the end of the lesson.
The 9th Grade Lesson, Self-Directed Search Career Exploration, used a research-based career inventory and assessment that matches students’ interests and talents with possible occupations with a lesson extension focusing on career research. This specifically targets MF, B-LS 7, and B-SMS 4, as we spend time discussing delaying immediate gratification for long-term rewards as it relates to one’s career. We also identify short and long term goes as it relates to post-secondary planning. This directly relates to my school counseling program’s vision statement. This lesson is developmentally appropriate to be taught in the 9th Grade because by the end of the 10th Grade, our students choose between an Associate’s of Arts, Science, or Applied Science. 62 9th grade students participated in this lesson. Perception data displayed in the perception graphs and the results report shows tremendous growth in skills, knowledge, and mindset. The outcome data discussed above applies to this lesson, as well. To deliver this lesson more effectively next year, I am going to allow for more time for students to complete the gallery walk for their career presentation. We have flexibility with this unit, and I do not want students to feel rushed in their presentations.
The 10th Grade Lesson, How to Interpret My PreACT Report, provided 10th Grade students with the basic knowledge and skills to be able to interpret their PreACT Report. Students take their ACT during their 11th Grade year, so this lesson is developmentally appropriate and will target M4, B-LS 7, and B-SMS 4 because students must identify long and short term academic/career goals and apply self-motivation to learning in order to understand that post-secondary education is necessary for long-term career success. By analyzing their PreACT reports and investigating college entrance requirements, students will be able to create realistic goals and apply self-motivation to achieve their post-secondary goals in life, making these M&B critical for this lesson. All 10th Grade students participated in this lesson. Perception data showed an increase across all mindset and behavior standards for the 10th Grade cohort. The 10th Grade retention rate for 2017-2018 was 96.7%. To effectively deliver this lesson better next year, I am going to change one of my survey questions on my pre-test to ask the students to enter their names (if they are comfortable). This way, I will be able to follow-up with students individually regarding PreACT planning if they need extra support. Additionally, I am going to print off my presentation as hand-outs so students can take home materials with average college ACT scores. This way, students will have follow-up materials to review.