Chula Vista High School
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Chula Vista High School School Counseling and Guidance Program Organization & Goal Setting 9 th & 10 th Grade Classroom Guidance Tiffany Young & Cheryl Diaz Landin
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Chula Vista High School. School Counseling and Guidance Program Organization & Goal Setting 9 th & 10 th Grade Classroom Guidance. Tiffany Young & Cheryl Diaz Landin. Why Organization & Goal Setting?. - PowerPoint PPT Presentation
Transcript of Chula Vista High School
Chula Vista High School
School Counseling and Guidance Program
Organization & Goal Setting9th & 10th Grade Classroom
GuidanceTiffany Young & Cheryl Diaz Landin
Why Organization & Goal Setting?
Research shows that 9th grade is a critical year because students need skills early to graduate (Cooper & Liou, 2007)
We conducted a needs assessment by surveying the counseling team and a a variety of teachers in order to determine the guidance curriculum topic that would best meet the students’ needs
National Standard
Academic Standard AStudents will acquire the attitudes, knowledge, and
skills that contribute to effective learning in school
and across the life span.
Student Competency
A:A2.1 apply time management and task management skills
A:C1.1 demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life
Guidance Curriculum
Ninth and tenth grade students Presentation in English classes Addressed:
How to use a daily planner How to organize a three-ring binderHow to set short and long-term goals Organization and time management skills that lead to success Importance of being organized and setting goals
What do they KNOW?
Pre 77% of
students reported
knowledge of how to set short and long-term goals
Post 100% of
students reported and/or demonstrated knowledge of how to set short and long-term goals
Pre-Post Test Results
0
20
40
60
80
100
Know How to Set Goals
PreTestPost Test
What SKILL did they learn?
Pre 57% of
students reported they could properly organize a three-ring binder
Post 100% of
students demonstrated they could properly organize a three-ring binder
Pre-Post Test Results
0102030405060708090
100
Can Organize aBinder
Identify MissingItems in a Planner
PreTestPost Test
What do they BELIEVE?
Pre 24% strongly
agreed that being organized is important and will help them do better in school
Post 53% strongly
agreed that being organized is important and will help them do better in school
Pre-Post Test ResultsBelieve that being organized is
important and will help them to do better in school.
0
20
40
60
80
100
Strongly Agreed
PreTestPost Test
What do they BELIEVE?
Pre 28% of
students strongly agreed setting goals is important
Post 50% of
students strongly agreed setting goals is important
Pre-Post Test ResultsBelieve that setting goals is
important.
0102030405060708090
100
Strongly Agreed
PreTestPost Test
The Reason… We are trying to:
Increase organizational skills
Increase time spent on homework
Increase homework completion rates for all 9th grade students
Homework Completion Rates
66.12
85.71
0
20
40
60
80
100
Mr. W's Class
OctoberNovember
Research Shows Use of a planner contributes to
systemic improvements in school-wide homework completion (Bryan & Sullivan-Bustein, 1998)
Educators can increase homework completion rates by teaching organizational skills (Gajria & Salend, 1995)
There is a relationship between completion of homework and academic achievement (Tramell, Schloss, & Alper, 1994)
GPA – All 9th Graders
2.73 2.55
0.00
1.00
2.00
3.00
4.00
All 9th Graders
Oct '07 Progress Report
Jan '08 Report Card
Effecting GPA patterns takes time, but if students continue on the path of completing homework they will have higher GPAs.
Lessons learned Hands-on activities worked well;
according to the data these activities helped students build the skills/objectives of the guidance lesson
Do not use double-sided pre and post-tests
Make sure to set aside enough time
for pre and post-test when planning curriculum
Implications and Limitations
Organizational skills have a positive impact on students turning in homework.
Decrease in GPA shows other factors may be adversely academics and further interventions are required.
More of a connection can be made on how being organized/turning in homework helps students achieve goals.
Next Steps Lessons appear to be contributing to
students success
Spend more time and include hands-on activities that focus on how to correctly use a daily planner
We have queried the data and are
currently working with the students who are in danger of failing
We will report to you the impact of that intervention.
The school counseling program is contributing in a meaningful
way to the academic achievement of all students.
Thank you for your support of the school counseling program!
The End
ReferencesCooper, R. & Liou, D.D. (2007). The structure and culture of
information pathyways: Rethinking opportunity to learn in urban high schools during the ninth grade transition. Urban Education, 38(4), 380-97 .
Gajria, M., & Salend, S. J. (1995). Homework practices of students with and without learning disabilities: A comparison. Journal of Learning Disabilities, 28, 291-296.
Tanis B. & Sullivan-Bustein, K. (1998). Teacher-selected strategies for improving homework completion. Remedial and Special Education, 19(5), 263. Retrieved February 7, 2008, from Education Module database. (Document ID: 34959896).
Trammel, D.L., Schloss, P.J., & Alpter, S.A. (1994). Using self-recording, evaluation, and graphing to increase completion of homework assignments. Journal of Learning Disabilities, 27, 75-81.
