Post High School Planning: College and Career Naviance Family Connection Guidance Lesson Results...
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![Page 1: Post High School Planning: College and Career Naviance Family Connection Guidance Lesson Results Sample Deniece Chideme Ruben Escobar Fall 2010 Chideme.](https://reader031.fdocuments.in/reader031/viewer/2022032708/56649e875503460f94b8b152/html5/thumbnails/1.jpg)
Post High School Planning: College and Career
Naviance Family Connection Guidance Lesson Results
SampleDeniece Chideme Ruben Escobar
Fall 2010Chideme & Escobar
![Page 2: Post High School Planning: College and Career Naviance Family Connection Guidance Lesson Results Sample Deniece Chideme Ruben Escobar Fall 2010 Chideme.](https://reader031.fdocuments.in/reader031/viewer/2022032708/56649e875503460f94b8b152/html5/thumbnails/2.jpg)
Classroom Guidance Curriculum
• 12th Grade Students• Post-High School Career & College
Planning on Naviance• November 2010• Government Class• Lesson Content
– Career planning– College exploration– Matching interests to career choices– Navigating the Naviance website
Chideme & Escobar
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Reasons for our lesson
Hoover’s A-G completion rates are rising, but they are still below the district rates.Goal: Increase A-G graduation rate, raise awareness of post-high school options
Two-thirds of Hoover seniors are graduating ineligible for
UC/CSU admission
Two-thirds of Hoover seniors are graduating ineligible for
UC/CSU admission
(08-09 most recent year data was available)
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12th grade students who took the SAT
Hoover students are consistently below
district levels in taking the SAT
Hoover students are consistently below
district levels in taking the SAT
Chideme & Escobar
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ASCA National Standards
Academic
Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
• A:B2: Plan to Achieve Goals
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ASCA National Standards (cont’d)
Career
Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.• C:A1.1 Develop skills to locate, evaluate and interpret career
information
Standard B: Students will employ strategies to achieve future career goals with success and satisfaction• C:B1.5 Use research and information sources to obtain
career information
• C.B2.1 Demonstrate awareness of the education and training needed to achieve career goals
Standard C: Students will understand the relationship between personal qualities, education, training and the world of work• C:C1.3 Identify personal preferences and interests
influencing career choice and successChideme & Escobar
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Research
• Components of Computer Assisted Career Guidance Systems (CACGS) often lead to a decrease in high school dropout rates (Kuder, 2009).
• Noonan (2005) concludes that assisting students in effective academic planning contributes to more successful completion of coursework and results in greater retention and graduation rates.
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City Heights Educational Collaborative
Goals for Hoover HS• 10% increase in the percentage of
students who are eligible for and who apply for college
• 10% increase in the percentage of students who apply for FAFSA
• 70% reduction in the number of seniors who are not on target to graduate from start of year to 2nd term progress reportChideme & Escobar
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Can name at least 3 people who can write them a letter of
recommendation
80% of students agreed or strongly agreed that they could think of someone who could write them a letter of recommendation after the lesson.
26% increase in number of students who strongly agree
26% increase in number of students who strongly agree
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I know the difference between a job and a career
41% increase in students who strongly agreed they
knew the difference between a job and
career!
41% increase in students who strongly agreed they
knew the difference between a job and
career!
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Students who believe it is important to research
qualifications for a career
Students who believe their interests can lead them to a career
Pre: 86% Agree/Strongly Agree Post: 89% Agree/Strongly Agree
• Pre: 87% Agree/Strongly Agree• Post: 89% Agree/Strongly Agree
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I can choose my future career based on
16% increase in students who could properly identify ALL aspects that they could use to base future career decision.
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Goals after high school
Approx 60% of students surveyed plan to attend a 4-year university while only 35% graduate A-G eligible
79-82% have goals involving
education after HS
79-82% have goals involving
education after HS
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Results of the Lesson
100% of the students using Naviance during our lesson were able to:• Successfully log in and navigate the system!• Research relevant career and college information
(credentials, related careers & majors, recommended courses / activities) and list the information on the Career Cluster form
• The roll out of this new system was determined successful based on the monitoring of student usage
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Usage• Since lesson delivery, there have
been over 1,900 senior student log-ins in Naviance Family Connection (between Nov 2010 and March 2011)
• 4.3 Average number of log ins per senior (between Nov 2010 and March 2011)
• 86% of seniors have logged onto Naviance 3 or more times (between Nov 2010 and April 2011)
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Post High School “Game Plan”
• Since guidance lesson delivery, 291 seniors have started their game plan (goals after high school)
• 62% (228) of seniors completed their “game plans”
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Collaborative Outcome Goals
Students that applied to a four year university
Students that completed FAFSA
Not all CSU/UC eligible
students are eligible to apply
for FAFSA
Not all CSU/UC eligible
students are eligible to apply
for FAFSA
41%41%
Goal: 10% increase in students eligible for and applying to college, 10% increase in students completing FAFSA.This is baseline data, the numbers from last year were not collected systematically.
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Seniors Not On Target to Graduate
Goal: 70% reduction in number of seniors not on target to graduate from 1st term to 2nd term progress reports
Data Unavailable
Data Unavailable
Chideme & Escobar
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Summary• Naviance has been unveiled to the
entire 12th grade• Students were able to research college
and career info and save their “game plans”
• Students are excited to use the personalized features of Naviance
• The direct link to Naviance Family Connection is now located on the Hoover Counseling Department website
Chideme & Escobar
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Limitations• Not all students have the same computer
skills; some are faster than others. Be prepared with activities for students who work quickly.
• It takes a long time for students to log in to the computer; many do not remember their usernames and passwords. Distribute log in info prior to lesson.
• Pre- & post-tests could not be administered to all classes due to time limitations
• Inform teachers well in advance that presentations will be occurring and provide remindersChideme & Escobar
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Lessons Learned:Students Need More
Support!• Based on our survey, approximately
60% of students indicated they had plans to attend a four year university
• However, only 35% of students are graduating UC/CSU eligible
• There is a disconnect between student goals and actual outcomes
Chideme & Escobar
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Next Steps
• Continue to use Naviance Family Connection with students.
• Train staff and faculty to use and promote the system.
• Find creative ways to engage the students• Conduct Naviance guidance lessons across
all grade levels (9-12) in conjunction with A-G College Planning lessons
• Follow-up / monitor student use of Naviance
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Next Steps (Cont’d)
• Use Naviance to track the number of students that applied to UC and CSUs.
• Compare this data with the number of students who applied last year to determine if the use of Naviance has produced the desired result of increasing college applications by 10%.
Chideme & Escobar
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Thank You!
The school counseling program is contributing in a meaningful way to
the academic achievement of all students
Thank you for your continued support of the
school counseling program
Chideme & Escobar
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References
• Kuder. (2009). The value of career education: a brief research summary. Retrieved from http://www.kuder.com/downloads/News/2009_08-14_WP-CareerEducation.pdf.
• Noonan, B. M., Sedlacek, W. E., & Veerasamy, S. (2005). Employing noncognitive variables in admitting and advising community college students. Community College Journal of Research and Practice, 29, 463-469.
Chideme & Escobar