Intro to College and Career

Readiness

School Counselor: _ _Mrs. Falco________ Date: September 1st 30th 2016_

Activity: Introduction to College and Career
Readiness_______________________________________________
Grade(s): 11th
Grade____________________________________________________________________________
_____
Mind Sets and Behaviors:
M.4
M.5
Learning Objective(s): Students will be responsible for identifying two or three
ways that he/she can improve their self-
concept._________________________________________________________________________

Materials: Self-concept handout________________________________________________

Procedure: To introduce students to the changes they are about to be seeing in

their lives over the next 2-3 years, during this session, students will be
responsible to reflect on their self-concept. Coming from a low-income area,
students may not aspire to go to college because they feel they are not college
material. During the first part of this lesson, students will be introduced to what
college and career readiness is. Questions such as, do you plan to go to
college? What grades or exams do you need to go to college? Here is where
students are going to have an opportunity to talk about their plans for after high
school and different stressors or anxiety that is provoked when talking about
college/career aspirations after high school. Next, students will fill out a self-
concept evaluation, this where students are going to be able to look at
themselves and see that they are college material with a little
preparation._________________________

Plan for Evaluation: How will each of the following be collected?

Process Data: Record ongoing classroom attendance each week for guidance
lesson._____________
Perception Data: 1) Evaluate and document personal reflections from students
in regards to their college or career aspirations and the stressors associated with
these future endeavors.
2) Evaluate and document the responses of the students self-concept
evaluations; this will be utilized for future activities in order to help students
overcome similar responses.
Outcome Data: We will increase our post-secondary 4 year enrollment rate by
20%.______________
Follow Up: Students will write 1-2 sentences on what they found to be
interesting in their self-concept
evaluation._______________________________________________________________________
_________________
 ACT and SAT Preparation and Information Session

School Counselor: _ _Mrs. Falco__________ Date: October 3rd 31st 2016_

Activity: ACT and SAT Preparation and Information
Session__________________________________________

Grade(s): 11th grade

students_________________________________________________________________________
__
Mind Sets and Behaviors:
M.4
M.5
Learning Objective(s): Students will understand the differences between the
SAT/ACT and the importance of taking these college entrance
exams.____________________________________________________

Materials: SAT/ACT Power Point, Brochure to bring home to parents about

SAT/ACT____________

Procedure: During this time, students will be talked to about the SAT and ACT,
which are both college boards exams that need to be taken to apply to
college/universities. The lesson will start with a brief power point on the
differences between the two exams. Next, students will receive a sheet of paper
that gives them an exact breakdown of the differences for them to keep for their
records. Next, students will be given the dates, cost and information about free
wavier forms, which is talked about in the last handout. Lastly, students will be
given a brochure to bring home to their parents which explains the differences
between the SAT/ACT, along with dates and resources their child can use to
prepare for the SAT/ACT._____________________________________________

Plan for Evaluation: How will each of the following be collected?

Process Data: Record ongoing classroom attendance each week for guidance
lesson._____________
Perception Data: Measure how many students registered by our next classroom
guidance lesson for a Post-Secondary
Exam.____________________________________________________________________________
___
Outcome Data: We will increase our post-secondary 4 year enrollment rate by
20%._____________
Follow Up: Have students register by our next classroom guidance lesson for a
College Board
Exam.____________________________________________________________________________
____________________________
 Different Ways to Pay for College

School Counselor: _ _Mrs. Falco_________ Date: November 1st 30th 2016

Activity: Different Ways to Pay for
College______________________________________________________________
Grade(s): 11th grade
students_________________________________________________________________________
___
Mind Sets and Behaviors:
M.4
M.5
Learning Objective: Students will be able to identify the implications of the
different kinds of financial
aid.______________________________________________________________________________
__________________

Materials: Power Point and Student Worksheet and Financial Aid

cards____________________________

Procedure: First, complete a short assessment of student knowledge by asking

them to share what they have heard about the cost of college and the different
ways you can pay for college. Then class will review a Power Point that will define
financial aid, explore true and false popular myths about the cost of college and
financial aid, and label 5 different ways to pay for college. Once the Power Point
review and discussions are complete the students will then complete the related
worksheet. Have students follow directions on handout to successfully complete
the worksheet. After the students have completed the worksheet show the final
slide that shows there is actually an order of preference and have students write
in the correct order. This will help students know where to start researching ways
to pay for their own college.

Plan for Evaluation: How will each of the following be collected?

Process Data: Record ongoing classroom attendance each week for guidance
lesson._____________
Perception Data: Measure how many students successfully completed a FAFSA
application by the end of the school
year._____________________________________________________________________________
___
Outcome Data: The comprehensive school counseling program will advocate for
expanded access to scholarships and financial aid money to establish a baseline
that 75% of students will complete a Free Application for Federal Student Aid
(FAFSA) application prior to graduation.____
Follow Up: Have students successfully complete a FAFSA application by the end
of the school
year._____________________________________________________________________________
____________________________
 Strong Interest Inventory
Assessment

School Counselor: _ _Mrs. Falco__________ Date: January 2nd 31st 2017____

Activity: Strong Interest Inventory Assessment
_______________________________________________________
Grade(s): 11th
Grade____________________________________________________________________________
______
Mind Sets and Behaviors:
M.4
M.5
Learning Objective(s): Students will learn how to complete an inventory
assessment related to careers and interests._____________________________________

Materials: Strong Interest Inventory Assessment________________________________

Procedure: Students will be responsible for completing the Strong Interest

Inventory Assessment during our lesson time. The assessment takes about 35
minutes to fill out and will be collected at the end of the lesson. Students will
receive scores back the next time we meet.________

Plan for Evaluation: How will each of the following be collected?

Process Data: Record ongoing classroom attendance each week for guidance
lesson._____________
Perception Data: Students will complete the
SII.______________________________________________________
Outcome Data: We will increase our post-secondary 4 year enrollment rate by
20%._____________
Follow Up: Next lesson, students and counselor will review the students results
of the SII._______
 Strong Interest Inventory Review

School Counselor: _ _Mrs. Falco__________ Date: February 1st -28th 2017______

Activity: Strong Interest Inventory
Review_____________________________________________________________
Grade(s): 11th
Grade____________________________________________________________________________
_______
Mind Sets and Behaviors:
M.4
M.5
Learning Objective(s): Students will explore their career interests and identify
which areas of study are suitable or required for a particular career based off
their results on the SII._____________

Materials: Strong Interest Inventory Assessment and Strong Interest Inventory

Result booklet___________________________________________________________________

Procedure: During the 3rd session, students will receive their results from the
SII that they took the week before. First students will be administered their
results to review for 5-10 minutes. We will than go over the results as a group
and compare different interest that classmates have. With the last 20 minutes,
we will break up into small groups, based on similar interest and brainstorm
different career
options.__________________________________________________________________________
_________

Plan for Evaluation: How will each of the following be collected?

Process Data: Record ongoing classroom attendance each week for guidance
lesson._____________
Perception Data: Students will identify and highlight 10 careers that interest
them from their
results.__________________________________________________________________________
____________________________
Outcome Data: We will increase our post-secondary 4 year enrollment rate by
20%._____________
Follow Up: Students will research 2-3 college majors that correspond with their
interested
careers.__________________________________________________________________________
___________________________
 Professionalism

School Counselor: __ Mrs. Falco__________ Date: March 1st 31st 2017_____

Activity:
Professionalism__________________________________________________________________
_______________
Grade(s): 11th Grade
Students_________________________________________________________________________
__
Mindsets and Behaviors:
M.2
M.5
BSS.9
Learning Objective: Upon completion of this lesson, the student will
demonstrate an understanding of professional standards in the
workplace.___________________________________________

Materials: Power Point and Terms

worksheet_________________________________________________________

Procedure: Begin by asking the students what they think the word
Professionalism means. Allow for a small discussion about related terms and
meanings. Then, proceed in showing the Professionalism Power Point which
discusses the following topics: Characteristics of Professional, Description of
Professionalism, How is it judged, Unprofessionalism, What is expected from a
Professional, and How to become a Professional. Once the Power Point
Presentation and discussion is completed have the students complete the related
Terms worksheet. Give the students about 10 minutes to complete; then review
the answers. If there is time remaining, have the students give situational
examples of each term.____________________________________________________

Plan for Evaluation: How will each of the following be collected?

Process Data: Record ongoing classroom attendance each week for guidance
lesson._____________
Perception Data: Have students participate in a written posttest that focuses
on professional dress and
speech.__________________________________________________________________________
________________

Outcome Data: We will increase our post-secondary 4 year enrollment rate by

20%._____________

Follow Up: Next year, school counselors will receive outcome data to see how
many FAFSA applications were completed and will follow up with guidance
lessons the following school year.