Running head: SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
Senior Classroom Guidance Proposal and Results
Jennifer Harrell
The University of North Carolina at Chapel Hill
1
SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
2
Literature Review
Classroom guidance is an essential part of the school counselor role. By meeting with all
students in a classroom setting, counselors are able to effectively inform students of important
topics and distribute information (Akos, Cockman, & Strickland, 2007). Presenting classroom
guidance lessons also increases counselor visibility (Gerler & Anderson, 1986), allowing
counselors to establish contact with all students and lay the foundation for a future relationship.
When counselors need to share information that will affect all students, classroom
guidance is an effective setting (Geltner & Clark, 2005). Counselors are able to impact all
students by gathering them together for a lesson that is developmentally appropriate. For
seniors, understanding the requirements for graduation is crucial, and it is imperative that all
students have a chance to review their transcript so that they may detect any issues that might
prevent them from successfully graduating. Classroom guidance allows counselors to facilitate
this process in an efficient manner and in an environment where all students receive equal
attention.
Research demonstrates that the systematic delivery of structured, developmental lessons
can help students achieve academic success (Akon, Cockman, & Strickland, 2007).
Furthermore, classroom guidance lessons provide counselors with an opportunity to have a
positive influence on how students feel about school and their ability to succeed (Gerler &
Anderson, 1986). High school counselors are concerned with encouraging students to stay in
school and reach the requirements for graduation. Classroom guidance targeted at discussing the
importance of academic achievement can create a school environment that promotes student
success (Talbert, 2012). Therefore, this classroom guidance curriculum was designed to
communicate student requirements for graduation and post-secondary planning strategies.
SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
3
Multicultural Considerations
The classroom guidance will be presented to all seniors, so counselors should be prepared
to meet the needs of all students. During one period, seniors in the Deaf and Hard of Hearing
program will attend the presentation. A sign-language interpreter will be present during this
period to provide accommodations. Similarly, an interpreter will go with a counselor to the ESL
English classes to work with ESL and LEP students to ensure that they understand the graduation
requirements as well. Unfortunately, the auditorium is not accessible to wheelchair-bound
students. Counselors will provide one-to-one guidance through the credit analysis activity with
students who are physically unable to join their classmates for the classroom guidance. It is also
important for counselors to keep in mind multicultural influences on post-secondary plans and
respect what students value as they make future decisions. Furthermore, counselors should be
aware of systemic effects on the progression of minority students and low-income students.
Counselors should work with these students to develop a plan of action to strive towards
graduation and post-secondary success.
ASCA Mindsets and Behaviors for Student Success and NCGES
ASCA Student Standards

A:B2.3 Develop and implement annual plan of study to maximize academic ability and
achievement

C:A1.7 Understand the importance of planning
North Carolina Guidance Essential Standards

CR.4 Understand the connection among attendance, collaboration, course selection,
grades, grade point average, undergraduate admissions, career expectations, and life goals
SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
4
Logistics
Counselors must find a room that can accommodate up to 90 students because multiple
classes will attend the presentation at the same time. Therefore, the lecture wings of the school
auditorium will be used. Counselors must reserve the auditorium with approval from
administration after checking schedules with the school drama program. Counselors must also
check-out a projector from the media center to display the PowerPoint presentation. The
auditorium works well because the presentation can be displayed and chair-arm desks allow
students space to complete their credit analysis worksheets.
The presentation will occur during English IV classes because all seniors are required to
take this course. Teachers will contacted via e-mail early in the year to explain the importance of
the classroom guidance. Many senior English teachers begin the year working on college
application essays, so they understand the importance of communicating important information
to all seniors and are supportive of the classroom guidance plan. Teachers will be contacted a
week before the presentation with the schedule of presentations. Teachers will be asked to bring
their students to the auditorium at the beginning of the course period and plan on staying a full
hour and 15 minutes due to the large volume of information being presented.
As a behavioral management plan, counselors will adopt the same expectations as the
teacher normally has in the classroom. Students will be asked to remain quiet during the
presentation, raise their hand when they have questions, and keep their cell phones out of sight
during the classroom guidance. Teachers will be instrumental in enforcing the behavior
expectations as the counselor goes throughout the presentation. The counselor will answer
student questions as they arise throughout the presentation to limit side conversations and
address student needs.
SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
5
Theoretical Orientation and Techniques
Due to the lecture style of this presentation, techniques used will include mainly didactic
instruction. Students will also be invited to learn experientially by working through their own
credit analysis and transcript verification. Counselors will incorporate strengths-based approach
into the presentation by asserting that every student has the ability to succeed post-graduation.
Furthermore, counselors will demonstrate the value and worth of each student and their postsecondary plans by acknowledging the merit of a variety of options including 4-year universities,
community colleges, technical education, military enlistment, and employment opportunities.
Evaluation Plan
Running head: SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
6
School Counseling Core Curriculum Action Plan /NC Guidance Essential Standards
Students will understand their progress towards graduation and the steps they need to take to plan for reaching
Goal post-secondary goals
Lessons and Activities Related to Goal: Senior Presentation PowerPoint; Credit Analysis Worksheet
Grade
Level
12
Lesson Topic
Senior Information:
Graduation
requirements, credit
analysis, testing,
post-secondary
plans
Lesson
Will Be
Presented
In Which
Class/
Subject
English
IV
ASCA
Mindsets
and
Behaviors
for Student
Success
and
NCGES
Curriculum and
Materials
A:B2.3;
C:A1.7;
CR.4
Projector,
slideshow
presentation,
student transcripts,
worksheets,
pens/pencils
Projected
Start/End
9/8-9/11
Process Data
(Projected
number of
students
affected)
Perception
Data (Type of
surveys/
assessments to
be used)
375
students
enrolled in
English IV
Transcript
verification
forms
Outcome Data
(Achievement,
attendance and/or
behavior data to be
collected)
N/A
Contact
Person
Jennifer
Harrell
SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
7
School Counselor Curriculum Results Report
Students will understand their progress towards graduation and the steps they need to take to plan for reaching postGoal secondary goals
Lessons and Activities Related to Goal: Senior Presentation PowerPoint; Credit Analysis Worksheet
Grade
Level
12
Lesson Topic
Senior
Information:
Graduation
requirements,
credit
analysis,
testing, postsecondary
plans
Lesson
Will Be
Presented
In Which
Class/
Subject
English
IV
ASCA
Mindsets
and
Behaviors
for Student
Success
and
NCGES
A:B2.3;
C:A1.7;
CR.4
Curriculum and
Materials
Projector,
slideshow
presentation,
student
transcripts,
worksheets,
pens/pencils
Start
/End
9/89/11
Process Data
(Number of
students
affected)
Perception Data
(Surveys or
assessments
used)
321 students
were
present for
the
presentation
120
students
indicated in
post-test data
(transcript
verification
forms) that
they needed
further
explanation or
a review of
their credit
history. 201
students feel
they
understand the
graduation
requirements,
their progress,
and the
necessary next
steps.
Outcome Data
(Achievement,
attendance
and/or
behavior data)
N/A
Implications
Counselors
must meet
with the 120
students who
need more
information
to understand
graduation
requirements
and their
personal
progress
towards
graduation.
Running head: SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
Lesson Plan
Lesson Plan Template
School Counselor: Jennifer Harrell Date: September 8th, 2014
Activity: Classroom Guidance: Transcript/Credit Analysis and College Information
Grade(s): 12th
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
A:B2.3 Develop and implement annual plan of study to maximize academic ability and achievement
C:A1.7 Understand the importance of planning
CR.4 Understand the connection among attendance, collaboration, course selection, grades, grade point
average, undergraduate admissions, career expectations, and life goals
Learning Objective(s):
1. Students will complete a Future-Ready Core Graduation Plan Credit Analysis worksheet to
a.
Identify errors on their transcript
b. Understand their progress towards graduation requirements and adjust schedule as necessary
c.
Understand how their credit history impacts post-graduation plans
Materials: Lecture space for up to 90 students(school auditorium), projector, laptop, pens and pencils,
PowerPoint presentation, student transcripts, senior information sheets, credit analysis worksheets, needs
assessment worksheets, transcript verification forms
Procedure: Each period, students who are in senior level English IV report to the auditorium at the beginning
of class. Teachers assist counselors with distributing an official transcript to each student. Students also
receive a Senior Information Sheet to fill out as transcripts are being distributed; the information sheet gives
seniors a chance to share their post-secondary plans, including college, career, and military goals. After all
students have received their transcript, the information sheets are collected and the PowerPoint presentation
begins. The first slides introduce school counselors and share the procedure for setting up an appointment.
Then, counselors review the Future Ready Core Graduation Requirements. Students then receive a transcript
verification form and a credit analysis worksheet. Counselors then walk students through a transcript analysis
worksheet. Students are charged with evaluating their transcript and matching up their past courses with
8
SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
9
requirements, noting which classes they are currently taking and if they need any additional courses to
graduate. Counselors explain the credit requirements in the following areas: English, mathematics, science,
social studies, health & P.E., world language (if interested in attending a 4-year university), concentration, and
electives. After the credit review activity is completed, the presentation continues and students receive
information including: post-graduation options, testing for college admission, applying to college, NCAA
clearinghouse, researching and selecting colleges, the UNC school system, and community college.
Counselors also share information about the application process and how student services is involved, helpful
websites, scholarship information, joining the armed forces, and entry into the workforce. At the end of the
presentation, students complete a confidential needs assessment.
Plan for Evaluation: How will each of the following be collected?
Process Data: Classroom attendance records will be evaluated to determine how many students attended the
presentation and completed their transcript analysis.
Perception Data: Because students do not receive their transcript until the beginning of the classroom
presentation, they do not have prior knowledge of their credit history in relation to graduation requirements,
rendering a pre-test unnecessary. Students complete the credit analysis worksheet throughout the presentation,
and the transcript verification forms serve as a post-test because they ask students to acknowledge that they
either (a.) understand the graduation requirements and see no errors in their past history or current schedule or
(b.) are confused about the graduation requirements OR believe there is an error in their transcript that affects
their graduation status or current schedule. Counselors will evaluate the number of transcript verification
forms that need attention.
Outcome Data: n/a
Follow Up: Counselors will schedule follow-up appointments with students who are confused about the
graduation requirements or believe their transcript needs correction to ensure that these students are receiving
the correct credit and are on track to graduate. Counselors will work with students who are behind to develop
a catch-up plan and check in with students periodically to monitor their progress towards graduation, as well as
their understanding of what is required.
SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
10
References
Akos, P., Cockman, C. R., & Strickland, C. A. (2007). Differentiating Classroom Guidance.
Professional School Counseling, 10(5), 455-463.
Geltner, J. A., & Clark, M. A. (2005). Engaging Students in Classroom Guidance: Management
Strategies for Middle School Counselors. Professional School Counseling, 9(2), 164-166.
Gerler, E. R., & Anderson, R. F. (1986). The Effects of Classroom Guidance on Children's
Success in School. Journal of Counseling & Development, 78-81.
Talbert, P. Y. (2012). Strategies to Increase Enrollment, Retention, and Graduation Rates.
Journal of Developmental Education, 22-36.
SENIOR CLASSROOM GUIDANCE PROPOSAL AND RESULTS
Appendices
Appendix A: PowerPoint Presentation: Senior Presentation Class of 2015
Appendix B: Class of 2015- Senior Information Sheet
Appendix C: Future-Ready Core Graduation Plan Credit Analysis Worksheet
Appendix D: 2014-2015 School Counseling Student Needs Assessment
11