Chula Vista High School

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Chula Vista High School

• School Counseling and
• Guidance Program
• Organization Goal Setting
• 9th 10th Grade Classroom Guidance

Tiffany Young Cheryl Diaz Landin
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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

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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.

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Student Competency

• AA2.1 apply time management and task management
  skills
• AC1.1 demonstrate the ability to balance
  school, studies, extracurricular activities,
  leisure time, and family life

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Guidance Curriculum

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

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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

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Pre-Post Test Results
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What SKILL did they learn?

• Post
• 100 of students demonstrated they could properly
  organize a three-ring binder

• Pre
• 57 of students reported they could properly
  organize a three-ring binder

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Pre-Post Test Results
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What do they BELIEVE?

• Post
• 53 strongly agreed that being organized is
  important and will help them do better in school

• Pre
• 24 strongly agreed that being organized is
  important and will help them do better in school

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Pre-Post Test ResultsBelieve that being
organized is important and will help them to do
better in school.
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What do they BELIEVE?

• Pre
• 28 of students strongly agreed setting goals is
  important

• Post
• 50 of students strongly agreed setting goals is
  important

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Pre-Post Test ResultsBelieve that setting goals
is important.
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The Reason

• We are trying to
• Increase organizational skills
• Increase time spent on homework
• Increase homework completion rates for all 9th
  grade students

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Homework Completion Rates
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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)

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

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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.

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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.

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• 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!

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The End
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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.