1. Chula Vista High School School Counseling and Guidance Program Organization & Goal Setting 9 th & 10 th Grade Classroom Guidance Tiffany Young & Cheryl Diaz Landin

2. Why Organization & Goal Setting? Research shows that 9 th grade is a critical year because students need skills early to graduate Research shows that 9 th 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 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

3. National Standard Academic Standard A Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

4. 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

5. Guidance Curriculum Ninth and tenth grade students Ninth and tenth grade students Presentation in English classes Presentation in English classes Addressed: Addressed: How to use a daily planner How to use a daily planner How to organize a three-ring binder How to organize a three-ring binder How to set short and long-term goals How to set short and long-term goals Organization and time management skills that lead to success Organization and time management skills that lead to success Importance of being organized and setting goals Importance of being organized and setting goals

6. What do they KNOW? Pre 77% of students 77% of students reported knowledge of how to set short and long-term goals reported knowledge of how to set short and long-term goalsPost 100% of students reported and/or demonstrated knowledge of how to set short and long-term goals 100% of students reported and/or demonstrated knowledge of how to set short and long-term goals

7. Pre-Post Test Results

8. What SKILL did they learn? Pre 57% of students reported they could properly organize a three-ring binder 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 100% of students demonstrated they could properly organize a three- ring binder

9. Pre-Post Test Results

10. What do they BELIEVE? Pre 24% strongly agreed that being organized is important and will help them do better in school 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 53% strongly agreed that being organized is important and will help them do better in school

11. Pre-Post Test Results Believe that being organized is important and will help them to do better in school.

12. What do they BELIEVE? Pre 28% of students strongly agreed setting goals is important 28% of students strongly agreed setting goals is importantPost 50% of students strongly agreed setting goals is important 50% of students strongly agreed setting goals is important

13. Pre-Post Test Results Believe that setting goals is important.

14. The Reason… We are trying to: We are trying to: Increase organizational skills Increase organizational skills Increase time spent on homework Increase time spent on homework Increase homework completion rates for all 9 th grade students Increase homework completion rates for all 9 th grade students

15. Homework Completion Rates

16. Research Shows Use of a planner contributes to systemic improvements in school-wide homework completion (Bryan & Sullivan-Bustein, 1998) 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 Educators can increase homework completion rates by teaching organizational skills (Gajria & Salend, 1995) There is a relationship between completion of homework and academic achievement There is a relationship between completion of homework and academic achievement (Tramell, Schloss, & Alper, 1994)

17. GPA – All 9 th Graders Effecting GPA patterns takes time, but if students continue on the path of completing homework they will have higher GPAs.

18. 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

19. Implications and Limitations Organizational skills have a positive impact on students turning in homework. 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. 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. More of a connection can be made on how being organized/turning in homework helps students achieve goals.

20. Next Steps Lessons appear to be contributing to students success 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 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 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. We will report to you the impact of that intervention.

21. 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!

22. The End

23. References Cooper, 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.