Running head: CLASSROOM GUIDANCE PROPOSAL
Classroom Guidance Proposal
Emily Martin
The University of North Carolina at Chapel Hill
1
Classroom Guidance Proposal
2
Classroom Guidance Proposal
Rationale/Literature Review
Researchers have found that each year of education beyond the high school level, or
higher education, can result in a 6-15% increase in lifetime earnings. Higher education can also
improve one’s overall standard of living and promote civic engagement (Klasik, 2012). It is no
wonder, then, why high schools constantly promote college-going throughout the four years.
School counselors serve as instrumental in ensuring students understand the countless variables
involved in college admissions, as well as what it takes to be a successful student while in high
school. Most high school counselors begin talking about college even before students enter the
high school as they are setting up schedules and creating paths for students to follow.
Providing information about the college admissions process early in students’ high school
careers is beneficial because it allows students to address any possible deficits they may have
before it is time to graduate (Schultz & Stern, 2013). School counselors can also provide both
internal and external resources, such as college level courses (or AP courses) and work-based
learning, to help boost a student’s resume/transcript (Schultz & Stern, 2013). While grade-pointaverage (GPA) seems to be a reliable and predictable measure for how a student will do in
college, there are a number of other ways students can improve their image to potential colleges
(Conley, 2014).
GPA is not the sole indicator of student abilities. For example, it does not display a
student’s study skills or persistence (Conley, 2014). Furthermore, GPAs are constantly
increasing making it even more difficult to understand how a student relates to her/his peers
(Conley, 2014). There are ways that students can present their abilities to colleges that go
beyond a GPA or class rank.
Classroom Guidance Proposal
3
Because post-secondary education can highly affect the future of a student’s well-being
and economic outcomes, school counselors are in a prime position to be agents of social change.
Students of lower socioeconomic status and those of races other than white tend to have fewer
college-going aspirations (Klasik, 2012). For example, in one study, researchers found that early
in their high school career, 68% of black students declared that they would want to enroll in a
four year university; but by the time they were ready to apply and complete the admissions
process, only nine in 20 actually completed the process (Klasik, 2012).
School counselors have an opportunity to promote a college-going culture even early in
the high school setting that promotes awareness of both the steps to graduation and the steps to
applying for college. This should include the benefits of post-secondary education as well as a
comprehensive understanding of what the admissions process actually looks like so that students
can begin preparing and thinking about college from the beginning of high school. A classroom
guidance lesson that aims at providing a general understanding of the complexity of the
admissions process does just that—promotes college awareness while also prompting students to
begin thinking about what they should be doing to become competitive candidates.
Composition and Techniques
This classroom guidance plan is ninth grade oriented and psychoeducational in nature.
However, students from grades 9-11 can benefit from this lesson. Using the cognitive behavioral
approach as the basic foundation, this lesson will allow students to learn the multifaceted ways
that college admissions looks at a student, other than solely concentrating on GPA. This lesson
is useful across socioeconomic classes and racial/ethnic backgrounds as it explores ways that
even what some may consider deficits (such as working part-time instead of taking part in afterschool clubs) can actually be used as assets in the college admissions process.
Classroom Guidance Proposal
4
The lesson will be 30-45 minutes. Although it was initially created for AVID
(Advancement via Individual Determination) students, the information provided will benefit all
students. The counselor will first serve as leader, providing the directions for students and an
introduction to the Student Services department; and once the students begin discussing the
outcomes of the activity, the counselor will become more of a facilitator.
Goal and Objectives
The primary goal of this lesson is to help students understand that a high GPA is not the
only thing that colleges are looking for. Rather, this lesson will promote a comprehensive
understanding of various ways that success is calculated—such as through letters of
recommendation, the college essay, and extracurricular activities. Students will be asked
questions to promote understanding of each of these variables so that they can begin to consider
how they stand-out in the admissions process. This will allow for the attainment of the following
goals:
ASCA Essential Standards
A:C1.6 Understand how school success and academic achievement enhance future career
and vocational opportunities
A:A3.3 Develop a broad range of interests and abilities
NCEGS Essential Standards
RED.CR.3.3 Summarize how interests, abilities, and achievement are related to achieving
personal, social, educational, and career goals
P.CR.4.1 Compare the effects of personal and academic decisions upon career goals and
life expectations.
Evaluation
At the beginning of each classroom guidance session, the counselor will distribute a three
question assessment (found in the appendix) to each student. This brief assessment will be used
in conjunction with the post-test to determine how effective the lesson is. At the end of the
Classroom Guidance Proposal
5
classroom guidance session, the counselor will call on every student to state a single reaction
they had to the activity to demonstrate individual bits of knowledge learned. Students will also
be asked the questions that were originally on the pre-test. Both the individual reactions and the
classroom’s ability to correctly answer the initial three questions will be used to evaluate how
effective the lesson was in allowing students to engage in a deeper understanding of the
application/admissions process.
School counselors should follow up with any students who are unable to answer any of
the questions or who demonstrate persistent questions even after most students are done asking
questions. Follow-up will be a brief individual counseling session with the student to answer any
questions and ensure the student comprehends the material provided in the class.
Classroom Guidance Proposal
6
Lesson Plan Template
School Counselor: Emily Martin
Date: Sept. 22, 2014
Activity: The College Admission Game (adapted from the AVID teacher guide)
Grade(s): 9th
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
ASCA Essential Standards
A:C1.6 Understand how school success and academic achievement enhance future career
and vocational opportunities
A:A3.3 Develop a broad range of interests and abilities
NCEGS Essential Standards
RED.CR.3.3 Summarize how interests, abilities, and achievement are related to achieving
personal, social, educational, and career goals
P.CR.4.1 Compare the effects of personal and academic decisions upon career goals and
life expectations.
Learning Objective(s):
1. Students will demonstrate knowledge of the many things colleges look for in potential
students
2. Students will understand that GPA is not the only factor on a college application
Materials:
-Counselor handouts, 5.1a Student Profile Sheet and 5.1b College Admission Game Directions
(both found in the appendix)
-8 pieces of paper with the GPA on one side and corresponding profile on the other (see Student
Profile Sheet)
Procedure:
1. Counselor will introduce herself to the students and describe her role within the high school
setting.
Classroom Guidance Proposal
7
2. Counselor will distribute the 3-question assessments to test the knowledge of the students on
college admissions. The counselor will tell students that it is not a test and encourage students
not to write their names on the assessments.
3. Counselor will collect the assessment and ask for 8 volunteers. Each volunteer will be given a
page with a GPA/profile. The students will line up in front of the class in chronological order
based on the GPAs.
4. Students will move up or down according to the game directions which the counselor will
read.
5. After the game, the counselor will ask questions and students will be encouraged to
discuss/ask further questions. The following questions may be asked in conjunction with the
original pre-test questions, to ensure the class gained the information:
-What are some initial reactions to the activity?
-Why did you think that the person with the highest GPA would be at the front of the line?
-What is a legacy?
-Why do you think the college essay is important?
-Why do you think students were asked to move back if their intended majors were psychology
or pre-med?
Plan for Evaluation: How will each of the following be collected?
Process Data:
- post-tests will be counted to determine how many students participated in the activity
Perception Data:
-The class will be able to state one thing they learned about the activity
-The class will be able to correctly answer the pre-test questions
Outcome Data:
- The counselor will measure any differences in pre-test and post-test results
Follow Up:
- Students will be encouraged to visit the school counselor for any follow-up questions or career
research needs.
Classroom Guidance Proposal
8
References
AVID. (2012). Preparing for college teacher guide. AVID press: San Diego, CA.
Conley, D. (2014). New conceptions of college and career ready: A profile approach to
admission. Journal of College Admission, (223), 12-23.
Klasik, D. (2012). The college application gauntlet: A systematic analysis of the steps to
four-year college enrollment. Research in Higher Education, 53(5), 506-549.
Schultz, D., & Stern, S. (2013). College and career ready? Perceptions of high school students
related to WorkKeys assessments. Career & Technical Education Research, 38(2), 157169.
Classroom Guidance Proposal
9
Appendix A
Classroom Guidance Pre-Test
Answer the following questions to the best of your ability. Remember you will not be
graded and all answers are anonymous.
1. True or False: The number one thing that matters on your college application is your
GPA.
2. True or False: If you have a bad grade on your transcript due to unfortunate
circumstances in your life, the college essay is a great way to explain what was going
on in your life at that time.
3. What are three other things that colleges/employers might be looking for?