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Cesar Chavez Elementary San Diego Unified School District

Cesar Chavez Elementary San Diego Unified School District. School Counseling & Guidance Program Classroom Guidance DRAFT Template Results Sample Ann Pierce 2006. ASCA National Standard. Academic Standard A

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Cesar Chavez Elementary San Diego Unified School District

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  1. Cesar Chavez Elementary San Diego Unified School District School Counseling & Guidance Program Classroom Guidance DRAFT Template Results Sample Ann Pierce 2006

  2. ASCA 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.

  3. Student Competency A1: Improve academic self-concept A2: Acquire skills for Improving Learning A:A2.2Demonstrate how effort &persistence positively effect learning A:A2.3 Use communication skills to know when and how to ask for help A3: Achieve School Success

  4. ASCA National Standard Personal/Social Standard A Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others Personal/Social Standard B Students will make decisions, set goals and take necessary action to achieve goals Personal/Social Standard C Students will understand safety and survival skills

  5. Student Competency PS:A1 Acquire self knowledge PS:A2 Acquire interpersonal skills PS:B1 Self knowledge application PS:C1 Students will understand safety and survival skills

  6. Guidance Curriculum January-February 2007 5th and 6th grade students=100 Social Science/Language Arts rotation Identity-exploration via the ARTS Sharing Stories Fieldtrips Guest Speakers

  7. The Guidance Curriculum Covers: Motivation, The Reality Ride, Tearing Off Labels, Defense Mechanisms, Climbing Out, Jumping Hurdles, Lift The Weight, Get Plugged In and You Can See Over The Wall.

  8. Pre-test 28% state they know skills to avoid negative peer pressure 48% state they know how to keep motivated 22% state they know three people they can go to for support Post Test 82% state they know skills to avoid negative peer pressure 90% state they know how to keep motivated 75% state they know three people they can go to for support What do they KNOW?(ALL data results are hypothetical, project not completed)

  9. Pre-test 38% state they are able to control feelings of anger 38% are able to ask for help when they need it 36% are able to refuse peer pressure Post Test 90% state they are able to control feelings of anger 90%% are able to ask for help when they need it 85% are able to refuse peer pressure What SKILL did they learn?

  10. Pre-test 32% believe school is important 48% believed they would graduate High School Post test 90% believe school is important 86% believed they would graduate High School What do they BELIEVE?

  11. Pre-Post Test Results

  12. Pre-Post Test Results

  13. Qualitative Data Prior to the Curriculum Students in 6th Grade Identified Their Most Common Negative Labels as: Angry 18 out of 28 Bad Example 17 out of 28 Lazy 16 out of 28 Dumb 16 out of 28 Liar 15 out of 28

  14. Homework Completion Rates

  15. Referral Rates

  16. Next Steps: • Lessons appear to be contributing to student success • We have queried the data and are currently small group guidance for students who are in need of additional support • We are incorporating standards based, visual, cultural identity exploration into the classroom curriculum • We are broadening their experience with guest speakers and standards related field trips

  17. The school counseling program is contributing in a meaningful way to the academic achievement, and the personal/social well-being of all students. Thank you for your support of the school counseling program.

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