LESSONS FOR GRADE 9
CAREER GUIDANCE WASHINGTON INTRODUCT
The purpose of the 2014 version of Career Guidance Washington is to:
► Provide an easy-to-use readily accessible curriculum map and set of lessons for each grade level
► Select the best-of-the-best from prior college and career planning curricula and consolidate into a
20 lesson per grade level sequence
► Customize the curriculum for the state of Washington, reflecting changing graduation requirements
and course admission requirements
► Modernize activities and terminology to reflect current research
► Serve as a go-to source for ease of use, recognizing that schools may choose to draw from the
original curricula from which these lessons came:
o Sparking the Future
o Career Ready Washington
o My Dreams My Story My Voice
o Career Ready Washington
► Make an impact in the lives of students!
USING THIS CURRICULUM
The design was intended to create a plug-and-play option, yet, as always, educators are encouraged to
adapt the curriculum map for local needs however they see fit.
► Adapting for calendar
► Adapting for student-led conferences
► Adapting to meet the needs of local student demographics
CAREER GUIDANCE WASHINGTON THEMES
CAREER GUIDANCE WASHINGTON ▲ WWW.K12.WA.US ▲ OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
Rev 043/14
Page 1
What makes a student college and career ready? Career Guidance Washington addresses 7 themes
important to a college and career ready student:
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Career and College Development
Ownership of Learning
Transition Skills
Learning Techniques
Metacognitive Skills
Academic Eligibility
High School and Beyond Plan
PREPARING STUDENTS FOR COLLEGE AND CAREER
The Career Guidance Washington lessons work to teach college and career readiness knowledge and
skills through topic areas such as goal setting, college and career planning, and financial aid. Career
guidance can be critical in increasing overall literacy and numeracy levels, as well, because it helps to
develop discipline – based on personal desire – that is necessary to succeed in virtually every area. The
Career Guidance Washington lessons help students develop their High School & Beyond Plan to acquire a
range of skills that directly prepare them to plan for and then succeed at the next stage in their lives. The
foundation of the lessons’ outcomes and are woven throughout the lessons, so that teachers, counselors
and advisors have clear indications of what their students should be accomplishing.
ALIGNED WITH ACADEMIC AND GUIDANCE STANDARDS
Because the development of the High School & Beyond Plan over time prepares students to be ready for
college and career, the Career Guidance Washington curriculum is carefully aligned with academic and
guidance standards. In particular, the lessons have been aligned with:
 Common Core State Standards: The Common Core State Standards provide a consistent, clear
understanding of what students are expected to learn, so teachers and families know what they
need to do to help them. The standards, which have been adopted by 45 of the 50 states, are
designed to be robust and relevant to the real world, reflecting the knowledge and skills that
students need for success in college and careers. Learn more about the Common Core State
Standards at www.corestandards.org.
 ASCA National Standards for Students: The American School Counselor Association’s (ASCA’s)
National Standards outline competencies in academic, career, and personal/social skills that
students should obtain as a result of participating in a school counseling program. As an integral
part of a school counseling program, Career Guidance Washington is fully aligned with the
standards in all three domains. Learn more about the ASCA National Model and National
Standards for Students at http://ascamodel.timberlakepublishing.com/files/NationalStandards.pdf
CAREER GUIDANCE WASHINGTON ▲ WWW.K12.WA.US ▲ OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
Rev 04/2014
GRADE 9 ▲ CURRICULUM MAP
CURRICULUM MAP
GRADE 9
Lesson Title
#
Theme
Where Am I Going in 9th Grade?
1
Ownership of Learning ►Review the key elements of their Portfolio
Study Like Your Hair’s on Fire
2
Learning Techniques
Options with Common Core –
Becoming Work Ready
3
Career and College
Development
School and Community Activities
4
Transition Skills
Developing a Growth Mindset
5
Metacognitive Skills
Learning Goals
►Define the components of college and career readiness.
►Identify high school goals for each aspect of college and
career readiness.
►Set academic and activity goals for 9th grade.
►Identify important study skills that transfer from high school to
college
►Describe ways to improve their present study skills so they
are ready for college
►Definition of “work ready”
►Basic understanding of Common Core Standards
►Connection between the Common Core Standards, becoming
work ready and apprenticeships, internships, certification
programs, military programs and college admittance
programs
►Relate recreation, leisure, and volunteerism to the
achievement of post-secondary goals
►Identify three different recreation or leisure activities in the
school or local community that relate to personal interests,
target skills, and/or post-secondary goals
►Identify an interesting new local recreation, leisure, or
volunteer activity
►Learn and understand the characteristics of a “growth
mindset.”
►Recognize how to develop and nurture your own “growth
mindset”
CAREER GUIDANCE WASHINGTON ▲ WWW.K12.WA.US ▲ OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
Rev 04/2014
Student Products
PPT
►9th Grade Goals Worksheet
►Time Capsule Letter
►Journal Page
►Becoming Work Ready Student
Worksheet
►My 9th Grade Activities
Worksheet
►Journal Page
►Two completed t-charts
►Journal Page
Page 3
GRADE 9 ▲ CURRICULUM MAP
Map Your Future
6
Career and College
Development
►Understanding of steps to completing personal goals
►Ability to identify ways to monitor progress on educational
(college) goals
►Index cards with goals and steps
to completing goals
►Journal Page
Test Attack Skills
7
Learning Techniques
►Sample Test
►Test-taking and studying tips
High School Graduation
Requirements
8
Academic Eligibility
High School and Beyond Plan
9
High School and
Beyond Plan
Course Registration
10
Academic Eligibility
Work Samples and Reflection
11
Academic Eligibility
Academic Progress Review
12
Ownership of Learning
►Demonstrate how to evaluate a test in order to discern time
requirements and order of response.
►Outline how to use classroom notes to prepare for a test.
►Outline how to use textbooks and assigned reading to
prepare for a test.
►Students will describe the minimum course requirements to
graduate from high school
►Students will identify their progress toward meeting high
school graduation requirements
►Students will make the connection between high school
credits, graduation requirements and entry requirements for
postsecondary options
►Students will develop a preliminary High School and Beyond
Plan
►Develop an effective High School and Beyond plan that
considers all options including CTE
►Review academic progress toward graduation and postsecondary admission.
►Plan for coursework and activities for next year.
►Register for next year’s courses.
►Reflect upon learning experiences.
►Self-evaluate core academic progress to date.
►Select work samples to be used in student-led conferences
►Compare personal academic and activity progress to defined
9th grade goals
►Identify tactics for improving performance in 9th grade
►Update 9th grade academic and activity goals to reflect
progress
►Write a one-page summary of mid-year progress towards
defined 9th grade goals
CAREER GUIDANCE WASHINGTON ▲ WWW.K12.WA.US ▲ OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
Rev 04/2014
►Credit Check Worksheet
►High School and Beyond Plan
►Journal Page
►Next Year Course and Activity
Plan
►Journal Page
►Work Sample Summary and
Reflection
►Folder of work samples
►9th Grade Academic Progress
Review
Page 4
GRADE 9 ▲ CURRICULUM MAP
Role Models from My Culture
13
Metacognitive Skills
Career Clusters
14
Career and College
Development
Stick With It
15
Ownership of Learning
Career Focus
16
Career and College
Development
Hear Us Out
17
Metacognitive Skills
Analyzing Earning Power
18
Transition Skills
►Understand what makes a person a role model
►Understand how can students become role models
►Identify people who are role models from their culture
►Identify the 16 career clusters
►Match career titles to the appropriate career cluster
►Rank the 16 clusters in order of personal preference
►Outline a structure for researching a career interest from their
top ranked cluster
►Increase understanding of goal setting
►Differentiate between long- and short-term goals
►Define perseverance
►Develop action plans to achieve goals
►Recognize perseverance in peers
►Complete the career interest inventory
►Introduce multiple online career exploration tools
►Summarize their own career interest inventory
►Relate the career interest summary to career and technical
pathways
►Identify motivators for high school students wanting to go to
college
►Identify what “weighs students down” (barriers)
►Identify what would help
►List specific programs that might provide support
►List the advice these high school students have for other
students
►Assess the motivators and barriers that often exist for first
generation college-going high school students
►Self-assess the questions they have about their own
motivators and barriers
►Conduct a cost benefit comparison of education versus
earning power
►Be able to explain the cost benefits of going beyond high
school to achieve a certificate, diploma, or degree
CAREER GUIDANCE WASHINGTON ▲ WWW.K12.WA.US ▲ OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
Rev 04/2014
►Journal Page
►9th Grade Career Research
Worksheet
►Journal Page
►Survey Summary Worksheet
►Journal Page
►Cost Benefit Comparison
Worksheet
Page 5
GRADE 9 ▲ CURRICULUM MAP
Preparing for Student-Led
Conferences I
19
Preparing for Student-Led
Conferences II
20
Ownership of Learning ►Understand the student-led conference structure
Ownership of Learning
►Schedule conference and invite parents/significant adult to
conference
►Organize High School and Beyond Plan and portfolio
materials to use as artifacts in the conference
►Review the student-led conference structure
►Finalize outline and organization of High School and Beyond
Plan and portfolio materials to use as artifacts in the
conference
►Finalize invitation of parents/significant adult to conference
►Conduct a practice student-led conference
CAREER GUIDANCE WASHINGTON ▲ WWW.K12.WA.US ▲ OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
Rev 04/2014
►My Student-Led Conference
Outline
►Invitation to Student-Led
Conference
►Student-Led Conference Outline
►Supporting Materials for
Conference
►Journal Page
Page 6