Student Post-Secondary Goal(s) Discussion Record
Student Name:
Topic
Post-Secondary
Goal(s)
Meeting Date:
Student Decisions
Discussion Notes
Course Choices
and/or
Adjustments
Co-Curricular
Choices and/or
Adjustments
Data Gathered, or
To Gather, to
Support Decision
Making
Next Steps to
Ensure Progress
toward Goals
SEEM Collaborative – DDM – Student Decision Making, Grade 9
18
Student Decision Making Assessment:
Developing General- and Self-Knowledge
Grade 9
Name:
Date:
Part 1: General Knowledge
The following 10 questions are about your general-knowledge, meaning your knowledge about
objective information pertaining to promotion, graduation requirements, and the purposes of your high
school record for post-graduate work or study.
Directions: Please read each question carefully, and then circle the correct answer.
1.
2.
3.
How many credits are required to graduate?
A.
18 credits
B.
20 credits
C.
24 credits
D.
27 credits
How many credits do you need to be promoted to tenth grade?
A.
4 credits
B.
5 credits
C.
6 credits
D.
7 credits
How many years of Math do you need to graduate?
A.
At least 1 year
B.
At least 3 years
C.
4 years
D.
4 years, but only if you plan to be an engineer or scientist
4. How many years of World Language do you need to graduate?
A.
At least 1 year
B.
At least 2 years
C.
At least 3 years
D.
4 years
5. How many years of Science and Technology do you need to graduate?
A.
Science is recommended, but not required, so you don’t have to have any years of
Science and Technology to graduate
6.
B.
At least 2 years
C.
At least 3 years
D.
4 years
Do you have to pass MCAS to graduate?
A.
Yes
B.
No, because it is not required
C.
No, because it is being changed to the PARCC test
D.
You only have to pass MCAS to graduate if you plan to go to college after high school
7. What is a Grade Point Average (GPA)?
A.
A numeric average, using a point system, of all the grades you received in all the
classes you have taken
B.
A numeric average, using a point system, of the final grades you received in all the
classes you have taken
C.
A numeric average, using a point system, of the final grades you received in only the
hardest classes you have taken
D.
A numeric average, using a point system, of the final grades you received in only the
highest scoring classes you have taken, such as those in which you earned an A and B
8. Why is your GPA important?
A.
Colleges use it as an indication of how well you are doing in school when making
admissions decisions
B.
Teachers use it to recommend you for next year’s classes
C.
It determines how much money you will earn in your future career
D.
It determines what you will do for your future career
9. What is a high school transcript?
A.
A list of the teachers you have had in high school
B.
A list of all the classes you have taken in high school
C.
A list of all the classes you have taken in high school and the grades you have earned
in each class
D.
A list of careers that you might be interested in based on the classes you have taken
10. Why is your high school transcript important?
A.
You just need to graduate. The high school transcript is not important.
B.
The high school transcript is sent to anyone who asks for it
C.
The high school transcript is sent to colleges where you apply, and is used in the
admissions process
D.
The high school transcript shows colleges how you did on standardized tests like
MCAS, PARCC, and SAT
Part 2: Self-Knowledge
The next 10 questions are about your self-knowledge, which means your knowledge about your own
interests and preferences and your ability to self-assess, manage, reflect on, and strategize about
your progress toward your post-high school goals.
Directions: Please read and think about each question carefully, and then write your answer in the
space below each question. You may also use diagrams, lists, and drawings to explain your answers.
11. What is your favorite subject and why? Be as specific as possible.
12. What is your best subject and why? Be as specific as possible.
13. Are you planning to be involved in any co-curricular activities? If yes, which one(s) and why?
14. Which electives would you like to take during high school? Please list the electives and explain
why:
15. On average, how much time will your co-curricular activities require each day outside of school
time? Please explain.
16. On average, how much time will your homework and studies require each day outside of school
time? Please explain.
17. What is the biggest goal you want to pursue after you leave high school? Please be specific.
18. Why do you want to pursue this goal? Please explain clearly.
19. Do your school grades and co-curricular activities support your ability to achieve your biggest
goal? Why or why not?
20. What other information do you have that indicates you are on track toward achieving your biggest
goal? Please describe the information and what it suggests about your progress toward your
goal.
Student Decision Making:
Applying General- and Self-Knowledge
Interview Questions
Grade 9
Teacher scribes student’s responses to each of the questions below, then evaluates using the
Student Decision Making Scoring Rubric. Teacher may ask relevant follow-up questions to
understand student thinking and decision making, but may not suggest any possible responses.
21. Have you made any course or co-curricular adjustments recently, or are you anticipating
making any in the next few weeks?
Have you made any adjustments to your post-high school goal, or are you anticipating
making any in the next few weeks? (NOTE: Do not evaluate this first student response.)
22. What information and/or strategies did you use, or will you use, to inform these decisions?
23. Would you explain how your course and co-curricular decisions are (or are not) consistent
with your working post-high school goal?
24. What will you do next to make progress toward your goal? Explain several steps you will take,
or draw a graphic organizer to illustrate the steps you will take, to make progress toward your
goal.
25. What information can you gather during these next steps to tell you whether you are still on track
to achieve your post-high school goal?
Student Decision Making
Scoring Chart
Student Name ________________________________________ Date______________________
Developing General-Knowledge
_______ /10 points
Developing Self-Knowledge
_______/12 points
Applying General- and Self-Knowledge
_______/22 points
TOTAL SCORE
_______/44 points
Accommodations Provided & Rationale:
Developing General-Knowledge
In each row, the teacher notes 0 or 1 point in the column to the right. (Correct answer choices are
noted in grey in the far right column.)
Question
Incorrect
Knowledge
0 Points
Correct
Knowledge
1 Point
1. How many credits are required to graduate?
C
2. How many credits do you need to be promoted to tenth grade?
C
3. How many credits of Math do you need to graduate?
C
4. How many credits of World Language do you need to graduate?
B
5. How many years of Science & Technology do you need to graduate?
D
6. Do you have to pass MCAS to graduate?
A
7. What is a Grade Point Average (GPA)?
B
8. Why is your GPA important to know?
A
9. What is a high school transcript?
C
10. Why is your high school transcript important?
C
Student Decision Making
Scoring Rubric
Developing Self-Knowledge
For each row, the teacher reviews the student’s written responses and, for any response that is under-developed, asks, “Can you tell
me more?” The teacher scribes any additional verbal response provided by the student into the response space. Based on a
composite understanding of the student’s responses, the teacher then highlights relevant rubric descriptors that reflect the student’s
responses and circles the point value that most represents the student’s overall response for that row.
Cognitive
Complexity
Preliminary
Self-Knowledge
Emerging
Self- Knowledge
Developing
Self-Knowledge
Proficient
Self-Knowledge
Identifying and
understanding
information about selfinterests, strengths,
and preferences
1 point
2 points
3 points
4 points
Student shows limited or
no ability to identify and
understand his/her
academic and co-curricular
self-interests, strengths,
and preferences.
Student shows a beginning
ability to identify and
understand his/her
academic and co-curricular
self-interests, strengths, and
preferences.
Student shows an
occasional ability to identify
and understand his/her
academic and co-curricular
interests, strengths, and
preferences.
Student shows a solid and
consistent ability to identify
and understand his/her
academic and co-curricular
interests, strengths, and
preferences.
Student provides no or
limited explanation of some
of his/her skills, interests,
and preferences.
Student provides basic
explanation for some of
his/her skills, interests, and
preferences
Student provides a basic
explanation for most of
his/her skills, interests, and
preferences.
Student provides a sound
and thorough explanation
for all of his/her skills,
interests, and preferences.
Student does not mention
relationship between
his/her interests and
abilities.
Student sometimes
mentions the relationship
between his/her interests
and abilities.
Student sometimes explains
the relationship between
his/her interests and
abilities.
Student clearly and
consistently explains the
relationship between his/her
interests and abilities.
Developing SelfKnowledge Questions
11-14
SEEM Collaborative – DDM – Student Decision Making, Grade 9
26
Cognitive
Complexity
Analyzing time
demands of school
commitments
Developing SelfKnowledge Questions
15-16
Creating, critically
examining, and
evaluating postsecondary goal(s)
Developing SelfKnowledge Questions
17-20
Preliminary
Self-Knowledge
Emerging
Self- Knowledge
Developing
Self-Knowledge
Proficient
Self-Knowledge
1 point
2 points
3 points
4 points
Student shows little or no
ability to analyze the real
time demands of current
academic and co-curricular
commitments
Student shows a beginning
ability to analyze some of
the real time demands of
some current academic and
co-curricular commitments
Student shows a basic
ability to analyze most of the
real time demands of most
current academic and cocurricular commitments
Student shows a solid and
consistent ability to analyze
the real time demands of all
current academic and cocurricular commitments
1 point
2 points
3 points
4 points
Student shows little or no
ability to formulate a clear,
well-articulated, achievable
post-secondary goal.
Student shows a beginning
ability to formulate a clear,
well-articulated, achievable
post-secondary goal.
Student shows a basic
ability to formulate a clear,
well-articulated, achievable
post-secondary goal.
Student shows limited or
no ability to explain how
his/her course and cocurricular abilities, grades,
interests relate to a postsecondary goal or future
plans.
Student shows a beginning
ability to explain how some
of his/her course and cocurricular abilities, grades,
interests relate to a postsecondary goal or future
plans.
Student shows a basic
ability to explain how most
of his/her course and cocurricular abilities, grades,
interests relate to a postsecondary goal or future
plans.
Student shows limited or
no ability to bring other
data or information to bear
on determining or adjusting
post-secondary goals or
future plans.
Student shows a beginning
ability to bring some other
data or information to bear
on determining or adjusting
post-secondary goals or
future plans.
Student shows a basic
ability to bring some varied
kinds of data or information
to bear on determining or
adjusting post-secondary
goals or future plans.
Student shows a solid
ability to formulate a clear,
well articulated, and
achievable post-secondary
goal.
Student shows a solid
ability to explain how all of
his/her course and cocurricular abilities, grades,
interests relate to a postsecondary goal or future
plans.
Student shows a solid
ability to bring varied,
relevant data or information
to bear on determining or
adjusting post-secondary
goals or future plans;
student demonstrates
tracking of such data to
monitor progress.
Student Decision Making
Scoring Rubric
Applying General- and Self-Knowledge
For each row, the teacher records student’s oral responses and, for any response that is under-developed, asks, “Can you tell me
more?” The teacher scribes any additional verbal response provided by the student into the response space. Based on a composite
understanding of the student’s responses, the teacher then highlights relevant rubric descriptors that reflect the student’s responses
and also circles the point value that best represents the student’s overall response for that row.
Cognitive
Complexity
Preliminary
Self-Knowledge
Emerging
Self- Knowledge
Developing
Self-Knowledge
Proficient
Self-Knowledge
Applying generaland self-knowledge to
decision making;
evaluating alignment
1 point
2 points
3 points
5 points
Student shows little or no
ability to apply general- and
self-knowledge or
additional data to explain
the alignment between
school decisions and goals.
Student shows a beginning
ability to apply general- and
self-knowledge or additional
data to explain the
alignment between school
decisions and goals
Student shows a basic
ability to apply general- and
self-knowledge or additional
data to explain the
alignment between school
decisions and goals
Student shows a strong
ability to apply general- and
self-knowledge or additional
data to explain the
alignment between school
decisions and goals
1 point
2 points
4 points
6 points
Applying Knowledge
Interview Questions
22-23
Planning next steps
and data gathering to
ensure progress
Applying Knowledge
Interview Questions
24-25
Student shows little or no
ability to plan next steps to
move toward the identified
goal.
Student shows a beginning
ability to plan 1-2 steps to
move toward the identified
goal.
Student shows little or no
ability to identify relevant
data to gather in order to
gauge progress toward the
goal.
Student shows a beginning
ability to identify 1 type of
relevant data to gather in
order to gauge progress
toward the goal.
Student shows a basic
ability to plan 3-4 steps to
move toward identified goal.
Student shows a basic
ability to identify 2 types of
relevant data to gather in
order to gauge progress
toward the goal.
Student shows a strong
ability to create a
comprehensive plan to
move toward the identified
goal.
Student shows a strong
ability to identify several
types of relevant data to
gather in order to gauge
progress toward the goal.