Lesson Plans
*(Scroll down to bottom for Guid. Curr. Data Chart)*
(Adapted From: ASCA Lesson Website)
ASCA Lesson Grade 10 Lesson 16: Improving Organizational Skills
This lesson plan is connected to the achievement gap at YABC because many students there have difficulty balancing school and other demands. Many have to work to help out at home, and between the demand of school and work, find they have little time to study.
Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community. A: C 1.1 (indicator 1) Demonstrates the ability to balance school, studies, extracurricular activities, leisure time and family life. And Standard B: A: B 1.5 (indicator 5) Organize and apply academic information from a variety of sources.
ASCA Lesson Grade 10 Lesson 24: Goals ProgressThis lesson planwill help inspire students failing classes/regents exams (due to academic/achievement gap). Students will benefit from information regarding postsecondary options, setting achievable goals and reviewing their progress toward achieving them.
Standard A: Competency B 2 indicator 1(A: B 2.1) Plan to Achieve Goals-Establishing Challenging Academic Goals in Elementary, Middle and High School. And A: B 2.7 (indicator 7): Identify postsecondary options consistent with interests, achievement, aptitude and abilities. Discussion consists of the importance of setting goals, where goals take you, changing goals/career interests and identifying where one is on a timeline leading toward and preparing one for a career.
ASCA Lesson Grade 10 Lesson 29 : Ethical Behavior
This lesson plan is connected to the achievement/attainment gap at YABC in that the students often have problems handling conflict peacefully and effectively and it affects their academic record/performance as well (warnings, suspensions, expulsions etc.).
ASCA Lesson Grade 10 Lesson 29: Self-Esteem/Self Control
This lesson plan will assist students at YABC who are having difficulty communicating and handling conflict effectively(addresses academic/achievement gaps).
ASCA Lesson Grade 10 Lesson 31: Ethical Behavior
Again, this type of lesson is beneficial to students at YABC and addresses achievement/attainment gaps by teaching students handle conflict effectively thereby affecting their overall performance.
ASCA Lesson Grade 11 Lesson 13: Communicating Feelings
The lesson asks students to discuss the kind of communicator they are (effective, ineffective) and how they communicate. Students at my school site need to learn how to identify and express feelings effectively, therefore Standard APS:
ASCA Lesson Grade 11 Lesson 20, 21, 22: Creating Winning Essays
This lesson plan will address the college/access/ attainment gap at YABC, helping many college bound students learn how to write a good college essay.
Standard A: B 2 .5 (indicator 5): Use problem-solving and decision-making skills to assess progress toward educational goals. Students will learn how the essay relates to the college application, understanding the importance of writing to the prompt etc. ASCA Lesson Grade 11 Lesson 26: Relating School to Career
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Guidance Curriculum Results Data
Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Learn to balance school with other demands
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Improving Organizational Skills (ASCA Lesson Grade 10 Lesson 16)
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15 students
X 3 lessons delivered = 45 |
Pre: What can you do to better handle school and other demands?
Post: Same question. |
99% could identify adaptable strategies to be better organized.
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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12
3
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Learning organizational skills to help balance demands
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Standard A, Comp B2 Indicator 1 (A:B:2:1) and Standard A B 2.7
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Student grade averages increasing from 71.6 to 78.3 compared to previous term report card grades. There was a 6.7% improvement in GPA.
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Guidance curriculum is effective in teaching students how they can benefit from using specific organizational skills.
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Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Learn to set achievable goals, review progress toward achieving them, includes post-secondary options
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Goals Progress (ASCA Lesson Grade 10 Lesson 24)
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12 students X 4 lessons delivered = 48
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Pre: What can you do now to achieve your long-term goals?
Post: Same question. |
99% of students could state achievable goals to help them perform better/achieve larger goals.
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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11 & 12
4
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Learning how to set achievable goals
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Standard A Comp B2, Ind 1 (establishes challenging academic goals) and A:B2.7 (identify post-secondary options, setting goals, changing goals, and preparing for career interests)
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There were no changes in performance compared to the prior term.
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Students need more education on setting goals, achieving them, and the impact it has on their performance. Identify students who need additional support through small group.
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Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Learn to distinguish between ethical and unethical behaviors, as well as learn to recognize, respect, and appreciate differences.
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Ethical Behavior (ASCA Lesson Grade 10 Lesson 29)
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13 students X 4 lessons delivered = 72
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Pre: What are some problems you face in school and how do you normally solve them?
Post: What are better ways (yielding better results) to handle these problems? |
99% of students were able to come up with ethical behavior (peaceful, respectful methods) of handling conflict.
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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11 & 12
4
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Ethical and unethical behavior/
respecting differences |
PS:A2 Ind 2 (respect alternative points of view)
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Total discipline reports decreased by 33% when compared to the previous school year.
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Students have acquired good awareness in non-violent conflict resolution skills. Identify students who require additional support through small group.
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Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.
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Self-Esteem/Self Control (ASCA Lesson Grade 10 Lesson 29)
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13 students X 4 lessons delivered = 72
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Pre: What would you do in this situation (scenario stated)?
Post: What would/should you do it this situation? |
Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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11 & 12
4
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Develop appropriate interpersonal skills/respecting others
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Standard A: PS:A2 Ind 6 (using effective communication skills) and PS:B1.6 (know how to apply conflict resolution skills)
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There were 0 discipline reports during the first quarter for aggressive behaviors. Total discipline reports decreased by 27% when compared to previous school year.
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Guidance curriculum is effective in teaching nonaggressive conflict resolution skills.
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Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Learn how to identify and express feelings effectively
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Communicating Feelings (ASCA Lesson Grade 11 Lesson 13)
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14 students X 3 lessons delivered = 42
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Pre: How would you react to (scenario stated)?
Post: How would/should you react to (same scenario)? |
99% of students could identify both positive and negative communication styles. 99% could define the differences between them.
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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11 & 12
3
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Distinguish appropriate and inappropriate behavior. Brainstorm solutions for communicating feelings in upsetting situations.
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A1.5 (identify and express feelings) PS:A1.6 (distinguish appropriate/inappropriate behavior and communicate feelings in upsetting situations)
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There were 0 discipline reports including teacher write-up/referrals during the first semester. Total teacher referrals/discipline reports decreased by 31% in comparison to previous school year.
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Guidance curriculum is effective in teaching students how to communicate better/effectively.
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Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Learn how to write a good college essay.
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Creating Winning Essays (ASCA Lesson Grade 11 Lesson 20, 21, 22)
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15 students X 5 lessons delivered = 75
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Pre: What steps should you take to write a good college essay?
Post: Same question. |
99% of students could identify the purpose of an essay (share information that may not be evident), and what colleges expect from them.
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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11 & 12
5
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Learning what a good college essay consists of.
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Standard A:B2.5 Ind 5
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Number of students writing college essays increasing from 60.9% first quarter to 68.7% second quarter. That is a 7.8% increase compared to the 2010/2011 school year.
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As a result of the guidance curriculum, students became more confident in their writing ability and, therefore more college essays were competed.
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Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Understand the relationship between learning and work.
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Relating School to Career (ASCA Lesson Grade 11 Lesson 26)
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13 students X 5 lessons delivered = 65
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Pre: In what ways do you think that school and your futures/careers are connected?
Post: Same question. |
99% of the students could identify career interests in relation to school decisions/choices/performance.
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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11 & 12
5
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Linking school work with careers.
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Standard C:A:C1:3 (understanding the relationship between learning and work) C:B1.2 (identify personal skills, interests, and abilities relating them to a career choice)
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Student grades improved 28% compared to the previous term report card.
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Guidance curriculum is effective in teaching students how their schoolwork is linked to their future careers/experiences.
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Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Learn basic interview skills.
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Job Readiness Skills (ASCA Lesson Grade 11 Lesson 35)
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17 students X 4 lessons delivered = 68
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Pre: What should you do/say on an interview?
Post: Same question. |
99% of students were aware of effective interview strategies (do’s and don’ts.)
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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12
4
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Acquiring good interview skills.
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Standard AC:A2.1 (acquire employability skills) and C:A2.2 (apply job readiness skills to seek employment opportunities)
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20% increase in interview responses in comparison to the previous year.
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Guidance curriculum
is effective in teaching interview skills. Can use more follow-up lessons for further improvement. |
Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Learn how to complete a post-secondary application.
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Post-Secondary Applications (ASCA Lesson Grade 12 Lesson 7)
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14 students X 4 lessons delivered = 56
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Pre: Who feels confident that they know how to complete a college application?
Post: Same question. |
99% of students were able to complete an application correctly.
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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12
4
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Completing post-secondary applications correctly.
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Standard A:B2.47
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Average of students completing applications increasing from 94.9% to 95.7%, indicating a 0.7% increase compared to the 2010/2011 school year.
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Guidance curriculum is effective in teaching skills necessary to complete post-secondary applications correctly.
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Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Learn to put together a good resume.
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Making Your Resume Shine (ASCA Lesson Grade 11 Lesson 14)
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14 students X 4 lessons delivered = 56
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Pre: What do you put into a resume to make it a good one (one that stands out, is noticed/remembered)?
Post: Same question. |
99% of students could identify what a good resume consists of.
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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12
4
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Writing a good resume.
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Standard A:C:A.2.6 (learn how to write a resume)
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Of the 56 students who received guidance curriculum instruction, 48 completed their resumes successfully, demonstrating a 30%
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Guidance curriculum is effective in teaching resume writing skills.
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Students Will
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Lesson Title
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Process Data
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Perception Data
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Perception Data (Pre and Post test Competency Attainment or Student Data)
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Learn to identify ethical and unethical behavior/take steps to resolve ethical issues.
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Ethical Behavior (ASCA Lesson Grade 10 Lesson 31)
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12 students X 4 lessons delivered = 48
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Pre: What are some ethical/unethical behaviors you can identify in your school/how are they handled or resolved?
Post: What are better ways/more effective ways to handle ethical issues? |
99% of students were able to identify ethical and unethical behaviors, and distinguish the differences between them.
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Grade Level /
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Lesson Content
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ASCA Standards, Competencies and Indicators
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Results Data
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Implications
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11 & 12
4
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Teaching students to identify ethical and unethical behavior/learn steps to resolve ethical issues.
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PS:A2 Ind 2 (respect alternative points of view) and Ind 3 (recognize, accept, respect alternative points of view)
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Discipline reports decreased by 25% in comparison to the previous year.
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Guidance curriculum was effective; however, follow-up guidance curriculum lessons will be helpful in continuing to address unethical behavior.
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