CSCP 1

Comprehensive School Counseling Plan: Rancho Alamitos High School

Bette Amir-Brownstein, Hassena Gul, Mandi Amigh, Micaela Daley

Donna Ford Attalah School of Education, Chapman University

CSP 511: Introduction to the Ethical Practice of Professional School Counseling

December 7, 2022
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ACSA School Data Summary

Part 1
School Name: Rancho Alamitos High School Year: 2022-23

Understand your school’s data story by reviewing the school improvement plan, school data
reports and other data resources

1. Identify who in the building can help you obtain the data. Who is your data expert; who
can help you interpret the data?

- Principal/ school administrator: Mary-Jane Hibbard (Principal)

- Assistant principals: Julie Garcia, Eric Hansen, Orsi Justice
- Records clerk: Ayeumi Hatsield

2. Review your school improvement plan (SIP) and identify your school’s goals. List SIP
goals relevant to the school counseling program (achievement, attendance, discipline).

There is no SIP available for Rancho Alamitos, however there is a strategic plan that Garden
Grove Unified uses, which outlines goals in the following areas:
1. Academic Skills- All learners will develop academic skills necessary for continual
individual growth toward mastery of standards
2. Personal Skills- All learners will develop the personal skills necessary to achieve
academic and social goals.
3. Lifelong Success- All learners will be prepared for lifelong success in their intended
career paths.

In addition to the district strategic plan, Ranchos Alamitos outlines goals on their website. Their
overall mission is to ensure student success by providing a rigorous and supportive academic
experience that motivates all learners to meet high standards. They hope to foster independent
learning, academic success, healthy lifestyles, and social responsibility.
Student outcomes:
- Proficient in the standards
- Skilled in communication, technology, scholarly habit, and critical thinking.
- Experienced in civic responsibility, ethical behavior, and cultural diversity.

3. Review available school data reports (achievement, attendance and discipline) for
previous years to identify trends. Describe any trends below:

- Achievement:
- Graduation rate versus Meeting CSU/UC requirements
- 2020-2021: 422/459 versus 214/459
- 2019-2020: 386/421 versus 218/421
- 2018-2019: 372/413 versus 191/413
- 2017-2018: 368/422 versus 201/422
- This data shows that students at around half of the graduating class is not
meeting CSU/UC requirements, consistently every year.
- Attendance:
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- Average days absent:

- 2020-2021: 8.7 days
- NO DATA DUE TO COVID
- 2018-2019: 9.1 days
- 2017-2018: 8.8 days
- The attendance data has remained consistent over the past couple years, with
seemingly no effect from COVID-19.
- Discipline:
- Suspension Total and Rate:
- 2020-2021: 13 and 0.7%
- 2019-2020: 92 and 4.1%
- 2018-2019: 125 and 5.3%
- 2017-2018: 58 and 2.7%
- Based on the suspension data, it seems as though the school has altered or
started a new discipline program because there has been a significant decline
starting in the 2019-2020 school year.

- 2020-21 CAASPP Math Results for 11th-grade students

- 378 Students Tested
- 44 Exceeded Standard
- 68 Met Standard
- 102 Nearly Met Standard
- 164 Did Not Meet Standard

https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReportSB?ps=true&lstTestYear=2021&lstTest
Type=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=30&lstDistrict=
66522-000&lstSchool=3035706
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4. Review data from other resources (e.g., student behavior surveys, climate surveys,
school engagement surveys, etc.) from the previous 2–3 years, and identify areas of
strength and concern.

From the California Healthy Kids Survey, Garden Grove District reported the following
data:

Percentage of students (2021) indicating that they had:

Caring adults in school

● Grade 9: 54%
● Grade 11: 59%
High expectations - adults in school
● Grade 9: 68%
● Grade 11: 71%
Meaningful participation in school
● Grade 9: 19%
● Grade 11: 24%
School connectedness:
● Grade 9: 58%
● Grade 11: 57%
Academic motivation:
● Grade 9: 58%
● Grade 11: 58%

Percentage of students (2021) indicating that they had:

Chronic, sad, or helpless feelings - past 12 months

● Grade 9: 43%
● Grade 11: 48%
Seriously considered attemping suicide - past 12 months
● Grade 9: 11%
● Grade 11: 11%
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5. How does your school’s data compare with data from other schools, including:

a) District averages
- Attendance:
- average days absent 2020-2021= 8 days absent
- Average days absent 2018-2019= 7.8 days
- Suspension:
- Rate 2020-2021= 0.2%
- Rate 2019-2020= 1.8%
- Rate 2018-2019= 2.8%

b) State averages
- Attendance:
- average days absent 2020-2021= 13.3 days absent
- Average days absent 2018-2019= 9.8 days absent
- Suspension:
- Rate 2020-2021= 0.2%
- Rate 2019-2020= 2.5%
- Rate 2018-2019= 3.5%
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6. Identify and prioritize data points you will address through your school counseling
program.

Specific Data Priorities

1. Career: 459 students 422 graduated, but only 214 met the UC & CSU
requirements. Out of 148 ELL Students, only 33 of them met the A-G
requirements (2020-21 graduating class).

2. Social-Emotional 43-48% of high schoolers in the district felt chronic,

sad, or helpless feelings

3. Academic: Out of 513 total ELL students, 38 were suspended at least

once (7.4%). Out of 118 white students, 4 were suspended at least once
(3.4%) (2019-20 graduating class).

https://data.calschls.org/resources/Garden_Grove_Unified_2021_Sec_CH
KS.pdf

https://ggusd.us/assets/files/district/sarc/rancho-alamitos-english.pdf
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Part 2
Needs Assessment Instrument

Part 2: Needs Assessment Instruments (5 pts.) Based on the criteria: Achievement, Attendance, and
Discipline, students will as a group develop a needs assessment instrument to measure the needs of students,
teachers, and/or parents. Suggested revisions will be given back to each student. Students are expected to
revise instruments and submit them as part of the final project. Instruments should be written in language
appropriate to the reader and should address appropriate developmental and/or school concerns. Use Google
Forms. Submit a link for the Google Forms and also print a PDF version submission.

This assignment will be peer-reviewed.

Instructions:
● Keep the questionnaire short and simple and statement items brief
● Use confidentiality statement (Do not collect student names for school wide surveys)
● Use quantitative survey: Statements and measure with Likert scale.

Steps:
● Review: ASCA Mindsets and Behaviors:
● Organize needs assessment questions by the 3 broad domains: Academic, Career and
Social/Emotional development and also as questions related to the data areas:
Behavior, Discipline, and Attendance.

Academic Development – Standards guiding school counseling programs to implement strategies

and activities to support and maximize each student’s ability to learn.

Career Development – Standards guiding school counseling programs to help students 1)

understand the connection between school and the world of work and 2) plan for and make a
successful transition from school to postsecondary education and/or the world of work and from job
to job across the life span.

Social/Emotional Development – Standards guiding school counseling programs to help students

manage emotions and learn and apply interpersonal skills.

Review:

https://www.counseling.org/resources/library/VISTAS/2011-V-Online/Article_41.pdf

https://www.thehelpfulcounselor.com/school-counseling-needs-assessment/

https://www.wa-schoolcounselor.org/Files/RankineGettingDownwithNeedsAssessments.pdf
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Part 3
Annual Student Outcome Goal Plan (#1)
(Must be related to Opportunity Gap: Tier 2)

School Rancho Alamitos High School School Year 2022/2023

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal:From school data summary
In the 2019-2020 school year, 7.4% of ELL students (38 students) were suspended at least
once while only 3.4% of white students (4 students) were suspended.

Suspension rates among ELL students by 3.9% from the 2018-2019 school year.

Suspension rates among all students increased by 2.6% from the 2018-2019 school year.

Create a goal statement that focuses on a specific subset of students for whom intentional
strategies/interventions will be delivered and assessed.

By 6/2023 , English Language Learning students who had one or more

suspensions
End Date Describe Targeted Students
(Criteria for inclusion in interventions with multiple descriptors)

Will decrease Their suspension

Decrease/Increase Describe specific outcome to be changed (achievement, attendance or
discipline)

by 20% from 38 students (2019-2020) to 30 students

Percent change Baseline data (Numbers only) Target data (Numbers only)

Supplemental Data: (Complete if data is available - Healthy Kids Survey Ect)

Analyze data related to the goal from supplemental data surveys such as school climate surveys.
Talk with stakeholders (parents, teachers, students, administrators, etc.), to gain insight about
possible factors contributing to identified problems or issues. Summarize insights/comments
from the groups below.

Systemic Focus
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Identify school or system policies, procedures or practices that create or maintain

inequities relevant to this goal.
1. Continuing with suspensions and punitive practices
2. Underrepresentation and nonSpanish speaking staff
3. Staff that are uneducated on their personal biases or the impact of
suspensions on underrepresented students
List 1–2 strategies that could influence systemic change related to this goal.
1. The first strategy would be to hire more staff on campus who are bilingual and/or
representative of our ELL population.
2. Our second strategy is to reduce our punitive strategies and instead replace them with
more restorative practices.
3. Finally, initiated Professional Development about personal biases, school to prison
pipeline, microaggressions, etc.

ASCA Student Standards Targeted Student Learning Objectives

Identify 1 Mindset and 1 Behavior standard from For the selected mindsets or behavior
the ASCA Student Standards most relevant for standards, write or select 1–2 learning
this targeted group and goal: objectives students will learn.

M&B Mindsets & Behaviors Standards Learning Objective(s)

#
M.2 Sense of acceptance, respect, support and Student(s) will: understand the behaviors that
inclusion for self and others in the school lead to suspensions
environment Student(s) will: have the opportunity to
participate in restorative circles before being
suspended
B SMS Responsibility for self and actions Student(s) will: be able to communicate with a
1 same speaking adult in order to fully
understand the issue that led to suspension

Pre-/Post-Assessment:
Convert the student learning objectives to a Likert-scale measure and/or brief answer
assessment.
1 2 3 4
Rarely Sometimes Most of the time Almost all the time

Statement Scale
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1 2 3 4
I understand the behaviors that can lead to suspensions
1 2 3 4
I have the opportunity to speak to an adult who speaks the same language
as me about my problems
1 2 3 4
I can participate in a restorative circle before being suspended
Brief answer question (optional):

Activities/Strategies/Interventions by School Counselors

Describe Direct Student Services (minimum of Describe Indirect Student Services (minimum of
two) two)

1. Restorative Circles Staff personal development on the benefits of

2. Group Counseling restorative practices, provide resources for
teachers and staff, promote consultation before
suspension

Annual Student Outcome Goal Plan (#2)

School Rancho Alamitos High School School Year 2022-2023

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal: From school data summary
In the 2020-2021 school year, out of 459 students, 422 graduated, but only 214 met the UC &
CSU requirements.

Create a goal statement that focuses on a specific subset of students for whom intentional
strategies/interventions will be delivered and assessed.

By 6/2023 , The number of 9th grade students

End Date Describe Targeted Students
(Criteria for inclusion in interventions with multiple descriptors)

Will increase their A-G requirement completion

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Decrease/Increase Describe specific outcome to be changed (achievement, attendance or

discipline)

by 10% from 214 students that met to 275 students that met the
the A-G requirements A-G requirements
Percent change Baseline data (Numbers only) Target data (Numbers only)

Supplemental Data: (Complete If data is available - Healthy Kids Survey Ect)

Analyze data related to the goal from supplemental data surveys such as school climate surveys.
Talk with stakeholders (parents, teachers, students, administrators, etc.), to gain insight about
possible factors contributing to identified problems or issues. Summarize insights/comments
from the groups below.

Systemic Focus
Identify school or system policies, procedures or practices that create or maintain
inequities relevant to this goal.
- Not having a plan that successfully teaches why A-G requirements to
students starting in 9th grades
- There is no system for ongoing support to check-in on students' progress
toward A-G requirements.
List 1–2 strategies that could influence systemic change related to this goal.
- Intervention starting in 9th grade and lasting through senior year centered around the
A-G requirements, learning why they are important, and supporting students in
achieving them.
- Identifying barriers that students in the school might face, for example ELL students,
and creating strategies targeted at helping eliminate some of those barriers.

ASCA Student Standards Targeted Student Learning Objectives

Identify 1 Mindset and 1 Behavior standard from For the selected mindsets or behavior
the ASCA Student Standards most relevant for standards, write or select 1–2 learning
this targeted group and goal: objectives students will learn.

M&B Mindsets & Behaviors Standards Learning Objective(s)

#
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M6 Understanding that postsecondary Student(s) will learn the ways post-secondary

education and lifelong learning are education leads to success and the options
necessary for long-term success available to them.
Student(s) will understand the elements to
meeting the A-G requirements and learn the
areas where they have options within the
requirements.
B-LS 7 Long- and short-term academic, career Student(s) will learn the process of creating
and social/emotional goals long and short term goals by participating in
goal setting processes.
Student(s) will learn the process of revisiting
and refining their academic goals.

Pre-/Post-Assessment:
Convert the student learning objectives to a Likert-scale measure and/or brief answer
assessment.
1 2 3 4
Rarely Sometimes Most of the time Almost all the time

Statement Scale
1 2 3 4
I understand the elements needed to meet the A-G requirements
1 2 3 4
I understand the importance of meeting the A-G requirements
1 2 3 4
I believe that I should strive to meet the A-G requirements
1 2 3 4
I believe I am capable of meeting the A-G requirements
What are you still unsure of when it comes to the subject of A-G requirements?

Activities/Strategies/Interventions by School Counselors

Describe Direct Student Services (minimum of Describe Indirect Student Services (minimum of
two) two)
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1. Classrooms/all-grade lessons where 1. Create resources available for families

students are taught the options around explaining the A-G requirements. It
post-secondary education, learn the would be a good idea to have these
A-G requirements, and the connection resources available in Spanish and other
between the two. languages spoken at school, since we
2. Events geared toward parents so they have so many ELL students.
understand the A-G requirements and 2. Reviewing data each year to assess
the resources available to assist with whether interventions are working to
their children and post-secondary increase students who meet A-G
education. requirements.
3. Counseling Meetings with individual
students to review goals and progress.

VISION AND MISSION STATEMENTS

Vision Statement: All students, regardless of environmental factors, have received the highest
level of academic preparation to ensure that they are equal and unique contributors of a diverse
community.

Mission Statement: Rancho Alamitos’ School Counseling Program’s mission is to provide

educational equity for all students with the goal of supporting students in reaching their highest
potential in a positive and safe environment. Each student will receive the educational support
they need to create and achieve goals for college and career success upon graduation. Students
will develop social-emotional skills, through a restorative justice lens to gain the tools necessary
to build healthy relationships and create positive social change in the future. The School
Counseling Program recognizes and promotes the well-being of the whole student by remaining
visible and accessible to students, keeping their identities and cultural values in mind, and
collaborating with families and community members. Our program uses a multi-tiered system of
support to ensure students get the support they need for success.
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Part 4

Classroom and Group Action Plan

Classroom and Group Mindsets & Behaviors Action
Plan
(Modified for class assignment)
The ASCA Student Standards: Mindsets & Behaviors for Student Success guide the planning and delivery of all
student activities and interventions. The classroom and group Mindsets & Behaviors action plan provides an overview
of the delivery of direct services in large group (LG), classroom (Class) and small-group (SG) settings. This plan
presents the topics addressed, while the annual calendar presents the schedule of all classroom and groups
activities.

Use the classroom and group Mindsets & Behaviors action plan to identify all ASCA Student Standards addressed
through classroom and group activities. Although some activities address multiple standards, list the activity with the
primary mindset or behavior addressed by the activity. It is not necessary to repeat activities with all standards
addressed through that activity.

School Name Date Created Most Recent Revision Date

Rancho Alamitos High 11/2/22

Mindset Standards

Mindset Activity/Focus or Purpose Participants (grade Class/L SG

level ect) G

M 2. Sense of acceptance, respect, support Talking/Restorative Justice 9th/10th SG

and inclusion for self and others in the Circle with questions focusing
school environment on unity and support

M 3. Positive attitude toward work and Visualization activity- work on All students Class
learning visualizing positive outcomes
for the work they put into
school and/or implementing a
reward system in classrooms
M 6. Understanding that postsecondary College and Career Week with All Students LG
education and life-long learning are activities for students and
necessary for long-term success parents

Behavior Standards

Learning Strategies Activity/Focus or Purpose Participants Class/L SG

G

B-LS 1. Critical-thinking skills to make Discussions about real 11th or 12th grade Class
informed decisions world/complex issues and
how students would go about
solving them

B-LS 4. Self-motivation and self-direction to Priority Mapping: Students All grades (annual) Class
learning will write personal goals for 3
domains: autonomy,
competence, and
relatedness. They will rank in
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priority the goals within each

domain. This promotes
self-determination theory

B-LS 7. Long- and short-term academic, 9th Grade- Initial Goal setting 9th Grade SG
career and social/emotional goals lessons

B-LS 8. Engagement in challenging Study Hall period with the All Students Class
coursework goal for students to gain
additional support with
challenging coursework

Self-Management Skills Activity/Focus or Purpose Participants Class/L SG

G

B-SMS 1. Responsibility for self and actions Ripple effect- show students 9th/10th Class
how one action can impact
multiple different people or
situations

B-SMS 2. Self-discipline and self-control How to create goals for 11th/12th Class
yourself and how to stay on
task with those goals- give
students planners and teach
goal setting

B-SMS 5. Perseverance to achieve long- (10th-12th Grade) Revisiting, 10th-12th Grade SG

and short-term goals reforming, and follow up on
goals

B-SMS 7. Effective coping skills Create self-care plans and 11th Class
offer opportunity to explore
SC options (including how to
make an appointment and
SC roles)

Social Skills Activity/Focus or Purpose Participants Class/L SG

G

B-SS 3. Positive relationships with adults A panel of admin, coaches & 11th/12th Class
that support success club sponsors, and mental
health staff will visit
classrooms and a talking
circle will be held to
re-establish roles and
supports
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Part 5
Closing The Gap Action Plan

School Name Rancho Alamitos High School

Annual Student By June, 2023, English Language Learning students who had one or more
Outcome Goal suspension will decrease their suspension rate by 20% from 38 students to
30 students.
ASCA Student Standards (1 mindset 1 behavior)
1. M.2 Sense of acceptance, respect, support and inclusion for self and others in the
school environment
2. B SMS 1 Responsibility for self and actions
Mindsets & Behaviors Pre-/Post-Assessment Statements
1. I understand the behaviors that can lead to suspensions
2. I have the opportunity to speak to an adult who speaks the same language as me about
my problems
3. I can participate in a restorative circle before being suspended

Interventions That Support Achieving the Annual Student Outcome Goal

Describe Indirect Student Services (minimum of
Describe Direct Student Services (minimum of two)
two)
1. Restorative Circles 1. Staff personal development on the
2. Group Counseling benefits of restorative practices,
3. Check in/out 2. Provide resources for teachers and
staff,
3. Promote consultation before
suspension
Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.

1. Continuing with suspensions and punitive practices

2. Underrepresentation and nonSpanish speaking staff
3. Staff that are uneducated on their personal biases or the impact of suspensions on
underrepresented students

List 1–2 strategies that could influence systemic change related to this goal.
1. The first strategy would be to hire more staff on campus who are bilingual and/or
representative of our ELL population.
2. Our second strategy is to reduce our punitive strategies and instead replace them with
more restorative practices.
3. Finally, initiated Professional Development about personal biases, school to prison
pipeline, microaggressions, etc.
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TG Small Group Proposal Form CSP 511

School: Rancho Alamitos

School Counselor Names: Bette, Mandi, Micaela, Hassena
Small Group Title/Topic: Restorative Practices
Student Population: (5-12) students identified as ELL students who have high suspension
rates

CTG Student Mindsets and Behaviors

1 ASCA Mindset Standard:
● M 2. Sense of acceptance, respect, support and inclusion for self and others in the
school environment
2 ASCA Behavior Standards:
● B.SMS 1. Responsibility for Self and Actions
● B-SS 3. Positive relationships with adults that support success

Group Restorative Circles: All weeks, the goal would be to have 3-4 teachers consistently
present at the group meetings to help work building positive, collaborative, and trusting
relationships with adults.

Topics Covered by Week Group Objectives addressed by Week

(must connect to identified Mindsets
and Behaviors)

Week 1 Topic: Building community Students will discuss topics about what
makes them feel part of their
community and understand the
important role they can play in their
school community.

Week 2 Topic: Self- Determination & Students will discuss what autonomy,
Motivation competence, and relatedness means
from their own perspective.

Week 3 Topic: Coping Skills & Students will be presented with

Mechanisms multiple mechanisms and/or skills to
combat common mental health
problems like stress and anxiety. They
will have an opportunity to discuss
what works for them and if they like
any of the new methods presented.

Week 4 Topic: Taking responsibility Students will engage in discussion

about taking responsibility and in turn
think about taking responsibility for
their own actions in school.
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Week 5 Topic Critical thinking skills to Students will discuss and debate
make informed decisions multiple real life issues, using critical
thinking skills to come up with a
solution (identify the problem, analyze,
research, inference, application).
Students will evaluate the solutions
they come up with and tie them in to
similar issues of their own.

Week 6 Topic: positive relationships Students will engage in honest and

with staff restorative conversations with staff.
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Part 6
Classroom Lesson Plan

Lesson Plan

School Bette, Hassena, Mandi, Micaela

Counselors:
Lesson Plan Title: What are A-G Requirements? Why are they Important?

Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson __2___ of ___6__
□ Small-Group Session Lessons: Lesson _____ of _____
Target Audience:
Freshman Students
Evidence Base:
Best Practice (commonly used and believed to be of high quality)
Action Research (individual investigates own practice to improve content/delivery)
Research-Informed (a review of research provides foundation for content/delivery)
Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives

M.6 Understanding that postsecondary Student(s) will:

education and lifelong learning are Understand the importance of meeting A-G
necessary for long-term success requirements to get into select universities.

B-LS 7. Long- and short-term academic, Understand the importance of planning for their
career and social/emotional goals future.

B-LS 4. Self-motivation and self- direction for Be able to select appropriate and sufficient
learning courses to meet A-G requirements.
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Materials:

- Copies of A-G Doorways list OR if students are using chromebooks, you can provide the
link where they can find it.
- Giant sticky pad/white board
- Markers/whiteboard markers

Describe how you will:

Introduce Lesson What are A-G requirements?
Topic/Focus:
Communicate the Students will understand A-G course requirements to get into UC/CSU
Lesson Objective:
Teach Content: - Teach students what each A-G requirement entails and what
courses apply for each requirement
- Guide students understand the strengths they have that will lead
them to meeting A-G requirements

Practice Content:
- Have students brainstorm and come up with the names of classes
that they can take through the four years for each of the 7 subjects.
Write the answers down on the big sticky pad or whiteboard.
- Find specific courses for each a-g that applies towards their
requirements
- Have students write down two strengths they have that will help
them in completing their A-G requirements, have them share in
small groups

Summarize/Close: Students should be able to have a clear understanding of what A-G

requirements are, the courses needed to get into a UC/CSU, and feel
supported in achieving the requirements.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 400
of students:
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Planned length of 50 minutes

lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
1. I understand the elements needed to meet the A-G requirements
2. I understand the importance of meeting the A-G requirements
3. I believe that I should strive to meet the A-G requirements
4. I believe I am capable of meeting the A-G requirements
5. I feel like I have the resources to make a plan to take classes that will meet the A-G
requirements
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter
with second quarter
■ Achievement (describe): School Counselors will compare students' understanding and
confidence around completing A-G requirements.

⬜ Attendance (describe):
⬜ Discipline (describe):
Follow-Up Plans
Explain your plan for students who missed the lesson.
Students who missed the lesson will still receive all the materials that were given during the
lesson and an opportunity to schedule a check-in with a counselor to go over what was missed.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
If students are still struggling to demonstrate mastery in our assessments, we will schedule 1:1
check-ins with the students to go over the material. These students may be struggling to
understand the material or they may not be interested because it is not their planned career
path. We will collaborate with the students to figure out how best to support them.
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Part 6: Classroom Lesson Plan

The lesson plan we designed involves classroom instruction for 9th grade students on

how to achieve A-G requirements. This connects to our goal because educating the students on

what A-G requirements are, what specific classes satisfy A-G requirements, and who to come to

for help will directly help raise our percentage of freshman students who complete their A-G

requirements. Our lesson plan will also include asking the students to outline their own

strengths that will help them achieve the A-G requirements to build the students’ confidence.

To evaluate the students’ understanding and confidence we will administer a pre and post

assessment. This pre and post assessment includes items such as, “I believe I am capable of

meeting the A-G requirements” and “I understand the elements needed to complete the A-G

requirements.” After reviewing the results of the post-assessment, we will follow up with

students who did not demonstrate mastery and set up a check-in so that we can figure out how

best to support these students.

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Part 7
Introduction
This pre and post survey is intended for students who are participating in the 6 week

restorative justice circles because they were identified as high risk for being suspended in this

school year. The survey would be given in Spanish or in English, depending on the students

preference. The questions are geared toward the two behavior standards that were chosen

which were, responsibility for self and actions and positive relationships with adults that

support success. The survey will measure how safe, accepted, respected and supported the

student feels in their school community. Through the questions we hope to gauge how students

view their own role within the school community. In addition to how the students feel about

their own roles and actions, the survey also measures how supported they feel from adults in

the school and how comfortable they are reaching out for support from school staff.
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Part 7: Pre/Post Survey

Google Form