10th, Q2, Goal Setting - Denver Public Schools Counseling

Grade PEP
Goal Setting
1. Review Personal Education Plan (PEP) goals
2. Use college and career readiness definition
and indicators to discuss pathways to these
3. Use rubric to evaluate strengths and areas of
improvement related to college and career
4. Review service learning and extracurricular
5. Build resume in Naviance to document
progress toward goals
What are your
PEP goals?
Goal + Path
• What is the path to reach these college/career goals?
Goal + Path
• College and Career Readiness is defined as possessing
the academic knowledge, 21st century learning skills,
and non-cognitive abilities that enable students to
successfully contribute to the global community and
pursue postsecondary education without remediation.
• What are the 3 major components you see?
1. Academic knowledge
2. 21st Century Skills
3. Non-cognitive abilities
GOAL: College, Career,
and Academic Goal(s)__
- Academic
Behaviors (e.g.
“I attend class
and complete
my homework”
- Academic
Beliefs (e.g.
3) Non-cognitive Abilities, which include…
“I can improve
with effort”)
2) 21st Century and Workforce Readiness
Skills (e.g. communication, collaboration,
creativity, and critical thinking
1) Academic Knowledge (e.g.
Academic Performance (grades,
TCAP) and 4-Year Plan
Path to college and Career Readiness
Goal + Path + Motivation
Click link to view video:
People who are motivated to set goals and create paths toward
goals tend to…
o http://www.youtube.com/watch?v=zpgS4jgvzQU&feature=youtu.be
o Set learning-based goals within their reach (NOT performance-based
goals that may be outside their control)
o Have internal desire to learn new skills and master new tasks
o Track progress and increase effort with failure or setback
o Create new paths to goals when face obstacles or barriers
o Use positive self-talk (e.g. “Keep going!” “You can get this done.”)
o Receive higher scores on achievement tests, higher overall grade
point averages, and higher graduation rates, even when controlling
for intelligence
o Have self-esteem, confidence, and perceived problem-solving
abilities and sense of control
o Have less anxiety
Snyder, C.R., Shorey, H.S., Cheavens, J., Pulvers, K.M., Adams, V.H., and Wiklund, C. (2002).
Hope and Academic Success in College, Journal of Educational Psychology, 94, 820-826.
Readiness Rubric
Academic Knowledge
• Academic knowledge includes core academic subject
mastery in reading, writing, math, and science as
measured by student grades and standardized
assessments (e.g. TCAP and college entrance exams)
• Get out your College & Career Readiness Rubric and
complete the first section entitled, “Academic
(Example responses)
3.2 GPA
Is this student developing or meeting, according to his/her GPA? TCAP?
21st Century Skills
The knowledge, skills, and behaviors to be
successful in post-secondary and career.
Readiness Rubric
21 Century Skills
• Use the College & Career Readiness Rubric to
assess your development of “21st Century and
Workforce Readiness Skills”
(Example responses)
Non-Cognitive Abilities
• Non-cognitive abilities refer to the behaviors, skills,
attitudes, and strategies that are not reflected in test
scores, but are crucial to both academic, college, and
lifelong career performance.
• Non-cognitive abilities include the following:
• Beliefs (e.g. belief that one can improve with effort
and hard work as well as the belief that one is
responsible for his/her successes and failures)
• Behaviors (e.g. attendance, homework completion,
study skills, learning strategies, and persistence)
Readiness Rubric
Non-cognitive Beliefs
Use the readiness rubric to assess your Academic Beliefs (Example responses)
Research on Noncognitive Beliefs
• Students who responded positively to Academic
Mindset questions (questions 1 – 3 from previous
slide), display what is called a growth mindset.
• Students with a growth mindset…
o Believe that their abilities and intelligence can grow and
change through effort and learning.
o View mistakes as learning opportunities.
o Are more likely to choose challenging tasks and less likely
to give up when things get difficult
o Are more likely to improve their test scores and GPA over
Readiness Rubric
Non-cognitive Behaviors
Use the
rubric to
assess your
Research on Noncognitive Behaviors
• Attendance:
o Researchers followed Chicago 8th grade students
with the lowest standardized test scores as they
entered high school. The lowest scoring students who
had less than a week of absences in a semester
passed more of the 9th grade courses than students
who entered HS with the highest test scores but who
missed just one more week of class (Allensworth and
Easton, 2007).
Research on Noncognitive Behaviors
• Homework:
o Students with the lowest standardized test scores (i.e.
bottom third) who spent over 10 hours per week on
homework were able to raise their grades to mostly
B’s, the same grade as students with the highest
standardized test scores who did not do their
homework (Keith, 1982).
o Time spent on homework has a positive effect on
both grades and standardized test scores.
Research on Noncognitive Behaviors
• Attendance and study habits strongly predict
student’s grades, even more than standardized test
scores or any other student background
• Grades predict high school and college
performance and graduation
• Grades even predict people’s future
o For each point increase in GPA, men and women earned
20% more money in their jobs 9 years after high school,
even after controlling for educational attainment (Miller,
o Why might this be? Because students who attend class and
complete their work are likely to practice work habits
needed in college as well as in the workforce.
Self-Assessment &
Goal Setting
• For those who finish early,
o Complete discussion questions and evaluate
your areas of strength and areas for
o Select one of the categories where you most
need to improve (e.g. academic performance,
21st century skills, non-cognitive attitudes, or noncognitive behaviors)
o Write a goal statement. Include what steps you
will take, by when, to see improvement in this
Service Learning
& Extracurricular
Service Learning &
Extracurricular Activities
• College and career readiness goals include both
academic as well as other non-cognitive indicators.
• As a result, it makes sense that many of these beliefs,
behaviors, and skills are learned outside the classroom,
through activities that support but are not directly a part
of your academic program.
• Examples:
1. Service Learning activities (e.g. Community
Builders, Youth in Service to America, etc.)
2. Extracurricular activities (e.g. sports teams,
clubs, explorers programs, pre-collegiate
programs, etc.)
• Service learning and extracurricular activities can help
you discover your talents, explore your interests, reach
your goals and even build your resume.
Service Learning
• Service-learning is combining work on a community
project with classroom studies. It is volunteering
your time with the end goal of using skills you have
learned in the classroom.
• Benefits:
Hands-on experiences assist in your learning.
Looks great on your college applications or resumes.
Your community is a better place because of your efforts.
Encourages growth in your problem-solving, leadership, and decisionmaking skills.
o Could lead to possible career options in your future.
o Provides you with the opportunity to meet and work with leaders in your
• See handout for Service Learning Opportunities
• List or discuss extracurricular opportunities available
at your school.
• Discuss where students can go to find out more
information and how to sign up.
• Discuss relevant eligibility requirements.
Extra-curricular Career
Exploration Opportunities
• www.denverexploring.org has a listing of all the
career clubs in the Denver Metro area. Kathy Turner
is the contact person if you have questions
regarding Exploring 720-266-2242.
• www.exploringyourcareer.org is the new online
survey (not assessment) where students can pick
two careers and we can directly mail them an
invite to these open houses they might be
interested in based on their responses.
• Resume
o Document that highlights your academic and co-curricular
strengths; your relevant skills, including 21st century and
workforce skills; and your work habits, experiences, and
o Used as a tool to market or sell yourself when applying for a
job, scholarship, college program, or another related
• According to Job Outlook 2012 National Association of
Colleges and Employers, employers look for evidence of the
following on a resume…
Ability to work in a team
2. Leadership skills
Written communication skills
4. Problem-solving skills
5. Strong work ethic
Resume Builder
• Open a new tab and log-in to Naviance using the
following Username and Password
Student ID #
Click, “Log In”
Naviance Resume
• Click on the drop down
menu to complete the
highlighted sections.
Volunteer Service
Extracurricular Activities
• If you have extra time,
please complete other
relevant sections related
to other specific
achievements, etc.
Work Experience
Volunteer Service
Extracurricular Activities
Skills/Academic Achievement
Music/Artistic Achievement
Athletic Achievement