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Steele Canyon High School: Results of Family Connections Guidance Lesson

Steele Canyon High School: Results of Family Connections Guidance Lesson. Andrew Springsteen and Bryant Strause. What Did We Do?. Who: 60 freshmen students that had a 1 st and 2 nd block study hall What: (1) A two day counselor generated Family Connections PowerPoint

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Steele Canyon High School: Results of Family Connections Guidance Lesson

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  1. Steele Canyon High School:Results of Family Connections Guidance Lesson Andrew Springsteen and Bryant Strause

  2. What Did We Do? • Who: 60 freshmen students that had a 1st and 2nd block study hall • What: (1) A two day counselor generated Family Connections PowerPoint (2) Completed the personality assessment and conducted a career search • When: November 14th-15th • Where: In the computer lab at SCHS

  3. Family Connections: Day 1 • 1) Students took the pre test • 2) PowerPoint • I. Overview of Family Connections • II. Why Family Connections (graduation requirement, discover strengths, search careers, explore colleges, etc.) • III. Overview of what letters mean on personality assessment • 3) Students began personality assessment

  4. Family Connections: Day 2 • 1) Reviewed PowerPoint • 2) Students finished personality assessment • 3) Students conducted a career search • I. Wrote down personality type • II. Wrote down strengths • III. Wrote down 3 careers of interest • IV. Wrote down 3 areas of study based upon their careers of interest • V. Wrote down the salaries for each career of interest

  5. National Standards • Career Development Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. • Career Development Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.

  6. Student Competencies • C:A1.1 Develop skills to locate, evaluate and interpret career information • C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations • C:B1.6 Learn to use the Internet to access career-planning information • C:C2.1 Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals

  7. Why Family Connections?Current Percentage of Student’s Registered TOO MANY are waiting until senior year.

  8. What happens when a student is registered to Family Connections • Students will be able to receive emails from the school counselor • Students will be able to complete the personality assessment (Graduation Requirement!!) • Students will be able to search careers • Students will be able to search colleges • Students will be able to request transcripts

  9. Why Family Connections?Is it being used? Students are NOT using family connections very often.

  10. Why Family Connections?Supporting Research • Research Shows That… • “8th grade students who participated in a classroom career search guidance lesson were more likely to create more rigorous high school 4 year plans” (Peterson, Long, & Billups, 1999). • “If students know that their careers of interest need a college diploma, they are more motivated to succeed in high school and continue onto post-secondary education” (Matthay, 1995).

  11. Perception Data • If we want behavior to change we must first change perception data. • What are the student’s beliefs, knowledge, and skills?

  12. What They Already Know… Percentage of students who knew that Family Connections can be used to explore careers, research colleges, create a four year plan, and to create a job resume. Pre: 87% Post: 90%

  13. Increase In Attitudes! There was a HUGE increase in students who agree or strongly agree.

  14. Increase in Attitudes!

  15. Increase in Knowledge Which of the following Family Connections tool is a graduation requirement? A HUGE Increase in the percentage of students who can identify the graduation requirement!

  16. Knowledge: Improvement Needed I can Access Family Connections…

  17. 100% of Students Completed These Skills… • Completed a personality type • Identified three potential careers based upon the results of the personality type • Identified three strengths associated with their personality type • Identified three areas o study for each career choice

  18. What We Believe Will Happen • We aim to affect student behavior so students will… • Become motivated to plan for their future • Believe that Family Connections is an effective planning tool • Which will influence achievement related data… • By having students use Family Connections more frequently • Which will impact achievement data… • By increasing the college going rate • By increasing A-G completion

  19. Results Data • What happened after our guidance lesson?

  20. Results data: What happened?

  21. LIMITATIONS: Only 10% received this lesson

  22. Vision Data What we believe will happen I can predict your future…

  23. Vision Data- What We Are Aiming For

  24. Vision Data- What We Are Aiming For

  25. Summary • Students now believe that Family Connections is beneficial for planning their future. • Students now know that completing the Personality Type is a graduation requirement • Students used Family Connections to identify their personality type, discover potential careers of interest, and how to obtain these careers.

  26. Limitations • Were only able to meet with 60 students • How to access Family Connections was not covered in the PowerPoint. • Because the lesson was two days, we lost four students due to absences

  27. Recommendations • Present the data to staff to encourage use of Family Connections • Perform a different Family Connections lesson with each grade level that builds off previous lessons. • Continue to monitor freshman use of Family Connections

  28. Thank you SCHS guidance team and campus supervisors for your support in making this guidance lesson successful!

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