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Needs Assessment and Results

A needs assessment was administered to all students at Northwood High School and

throughout the Irvine Unified School District. This needs assessment was developed by the

school district and was administered to all the high schools in the district. A total of 1,299

responses were collected from Northwood High School students. Because this core curriculum

portfolio will focus on the needs of Freshmen students, only relevant responses from Freshmen

students will be used. The data for Freshmen will be extracted from the overall data for all

students. A total of 339 Freshmen at Northwood High School completed the needs assessment.

The purpose of the needs assessment was to determine the types of support the counseling

department could provide for students in the 3 domains of academic, college/career, and

social/emotional support.

Based on the results, the counseling team at Northwood High School focused on items

where 50% or more of student selected either “Agree” or “Strongly Agree”. Below is a

breakdown of the data collected on Freshmen students. Though there are several items that had

over 50% of students answering “Agree” or “Strongly Agree,” the Northwood High School

counseling team advised that the most relevant need at the time was career and interest

exploration. Therefore, the topic selected for the classroom lesson in this core curriculum

portfolio is career and interest exploration.

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1.

25.9% Agree or Strong Agree

2.

27.4 % Agree or Strong Agree

3.

43.3% Agree or Strong Agree

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4.

45.7% Agree or Strong Agree

5.

67.3% Agree or Strong Agree

6.

74.6% Agree or Strong Agree

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7.

78.3% Agree or Strong Agree

8.

77.2% Agree or Strong Agree

9.

8.6% Agree or Strong Agree

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10.

20.9% Agree or Strong Agree

11.

36.8% Agree or Strong Agree

12.

29.2% Agree or Strong Agree

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SCHOOL COUNSELING CORE CURRICULUM ACTION PLAN

Northwood High School 2020-20201
Irvine Unified School District
ASCA Process Data Outcome Data
Domain and (Projected (Achievement,
Mindsets & number of Perception Data attendance and/or
Grade Lesson Behaviors Curriculum and Projected students (Type of surveys/ assessments behavior data to Contact
Level Topic Standard(s) Materials Start/End affected) to be used) be collected) Person
9th Exploring M5 Google Slide Nov 23- 20 9th grade Pre/post survey to determine Student credit School
Career B-LS 1 Lesson 24, students students’ attitudes, skills, and deficiency Counseling
Options B-LS 9 Presentation 2020 enrolled in a knowledge related to career status and Intern:
and Study Skills exploration earned credit Boon
Interests Computer class status toward Khang
with camera % of students who can graduation.
and identify 3 career interests
microphone Percentage of
% of students who have a students who
ZOOM app for general idea of their interests are on track for
virtual/online graduation
lesson % of students who are based on credits
delivery confident in making good earned per
career choices semester.
Pre/Post
assessment on % of students who believe it
Google Form is important to learn about
career options early
Digital Wheel
of Names % of students who recognize
(Random 5 major factors to consider
mane when exploring careers
generator)
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Lesson Plan
Lesson Plan Exploring Career Options and Interests (lesson title)
for

School Counselor: Boon Khang

Target Audience: 9th grade students in Study Skills class
Mindsets & M 5: Belief in using abilities to their fullest to achieve high-quality
Behaviors: results and outcomes
(limit of three) B-LS 1: Demonstrate critical-thinking skills to make informed decisions
B-LS 9: Gather evidence and consider multiple perspectives to make
informed decisions
Lesson 1 Of 1

Learning Objective(s)/Competency
Students will: Be able to identify various career options associated with their interests
Students will: Gain a better understanding of things to considerations when pursuing a
career path
Students will: Feel more confident about their ability to determine possible career paths
Materials:
Computer with camera and microphone.
ZOOM Video Conferencing App. (lesson is fully virtual)
Evidence Base:
 Best Practice
Action Research
Research-Informed
Evidence-Based
Procedure: Describe how you will:
Introduce: • I will welcome the class to our virtual lesson. I will introduce myself and
(5 min) the topic of the lesson: exploring career options and interests. This
lesson follows a series of freshmen presentations given by the
counselors where students have already completed a career interest
assessment and explored the career clusters they matched with. I will
begin the lesson by briefly referencing the career cluster activities that
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students completed, then I will transition from there to the lesson

topic.
• I will provide a brief overview of the agenda for the lesson and go over
the classroom expectations for the lesson. We will review how to
participate in the virtual setting. This virtual lesson will require students
to participate by unmuting their microphones to speaking one at a time
and by typing written responses in the ZOOM chat box.
• I will administer a pre-survey to students before beginning the core
lesson.
Communicate • I will go over the three learning objectives with the class. I will use a
Lesson digital wheel of names that is prefilled with all the student names to
Objective: select 3 students at random to read the lesson objective to the class.
(3 minutes) 1. Students will be able to identify various career options associated with
their interests
2. Students will gain a better understanding of things to considerations
when pursuing a career path
3. Students will feel more confident about their ability to determine
possible career paths
Teach Content: • I will start by offering a definition of the work “career” then ask
(12 minutes) students to provide their own definition or to reword the definition.
We will discuss what defines a career. Afterward, we will discuss what
the difference are between a career and a job. I will provide the
opportunity for students to volunteer to participate, then I will select
students at random using the wheal of names to share one difference
or similarity between a jobs and careers.
• I will review five major factors to consider when exploring careers and
interests: level of education, salary, location, skills/talents, and
resources/connections. This is not an exhaustive list, so students will be
asked to suggest and share other factors they believe may also be
important.
Practice • Students will complete an individual task: Identify a career that
Content: someone they know currently have. In addition, students will identify
(12 minutes) one key fact they know about the career. I will provide an example and
model how I expect students to participate. I will allow for volunteer
and will use the wheel of names to encourage at least 3 students to
share out.
• Students will complete a small group task (if possible by breakout
rooms in the virtual setting) or another individual task: Identify a career
interest that they currently have and a brief reason why. If students are
able to complete this task in a small group, they will discuss and share
their career interest in the small group. If students are completing this
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task individually, three students will be selected at random to share

out.
Summarize: • I will summarize by reviewing the learning objectives and linking them
(5 minutes) to content in the lesson and the practice students completed.
• I will pose two hypothetical questions to spark students to reflect on
the lesson: What if I don’t know exactly what career I want right now?
What if my career interests change? Following these questions, I will
play a 4-minute video summarizing the lesson about career options and
interests and reviewing keys factors impacting career selection.
• To conclude I will present 3 key takeaways from the lesson. Three
Students will be selected at random to read each of the takeaways to
the class.
Close: • I will thank the class and teacher for allowing me the time and space to
(3 minute) deliver this lesson. I will administer a post-survey. As students
complete the post survey, I will play a closing video called “We Can Be
ABC’s”
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated 20 9th grade students
number of
students:
Planned length 40 minutes
of lesson(s):
Mindsets & Behaviors Data:
▪ Pre-survey administered before the start of the lesson
▪ Post-survey administered after the end of the lesson
▪ Pre-/post-survey attached
Outcome Data: (choose one)
 Achievement (describe):
This lesson emphasizes the importance of career and interest exploration. Completing high
school in crucial in order to have greater opportunities for career options. Transcripts will be
reviewed to examine for credits deficiency and determine whether these 9th graders are earning
the minimum required credits each semester to be on track toward graduation. Transcript will be
reviewed again at the end of year to determine whether there is an increased rate in students who
are on track for graduation.
Attendance (describe):
Discipline (describe):
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Lesson Plan Presentation Slides

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Pre/post Evaluation

To evaluate whether the lesson had any impact on students’ mindsets and behaviors about

career exploration, a survey was administered both before and after the lesson. The following

five questions were asked on the pre- and post-survey administered to students.

1) Name up to 3 careers you are currently interested in.

2) I have a general idea of my interests and what I like to do.

a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree

3) I believe I am capable of selecting good career choices.

a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree

4) I believe it is important to learn about career options early.

a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree

5) What is important to consider when exploring different career options?

a. How much education/training is needed
b. How much money you can make
c. The location of the job (where it is offered)
d. What you are passionate about and what you are good at doing
e. Identifying people and resource that can help you.
f. All the above
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Classroom Results Report

This section provides a breakdown of the results from the pre- and post-surveys

administered before and after the lesson. A total of 16 9th grade students were present during the

lesson, and all 16 students completed the pre- and post-survey. The graphs below depict the

perception data and show some changes in student mindsets and behaviors as a result of the

lesson. The five questions are displayed with pre- and post-data side by side. A results report is

also included to discuss how the data was analyze and to provide suggestions moving forward.

Question 1:
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Question 2:

Question 3:
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Question 4:

Question 5:
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Classroom and Group

Mindsets & Behaviors Results Report
School Name Northwood High School
Results Report for: Unit
 Lesson
Small Group
Grade Level 9th
Topic Exploring Career Options and Interests
Mindsets & M 5: Belief in using abilities to their fullest to achieve high-quality results and
Behaviors outcomes
B-LS 1: Demonstrate critical-thinking skills to make informed decisions
B-LS 9: Gather evidence and consider multiple perspectives to make informed
decisions.
Participation Data 16 # of students participating
45 minutes Length of lessons/sessions
1 lesson # of lessons/sessions
Pre-Intervention Data: Post-Intervention Data:
44% of students named up to 3 44% pf students named up to 3
different career interests different career interests
(percent change: 0%)

88% of students have a general idea 100% of students have a general idea
of their interests and what they like to of their interests and what they like to
do do
(percent change: 14% increase)

81% of students believe they are 100% of students believe they are
Mindsets & capable of selecting good career capable of selecting good career
Behaviors Data choices choices
(percent change: 23% increase)

100% of students believe it is 100 % of students believe it is

important to learn about career important to learn about career
options early options early
(percent change: 0%)

56% of students determined 5 56% of students determined 5

important factors to consider when important factors to consider when
exploring career interests exploring career interests
(percent change: 0%)
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Outcome Data Baseline Data:

(Achievement, Attendance
Percentage of students who are earning enough credit to be on track for
and/or Discipline Data)
graduation. This lesson was delivered to 9th grade students during their first
semester, so students have not earned any formal grades or credits on their
transcripts yet. Thus, baseline data will consist of the most current progress
reports grades and projected credits to be earned by the end of first semester.
Final Data:
Transcripts will be examined at the end of first semester and at the end of the
academic year to determine whether there is a change in the percentage of
students who are on track to graduate.

Percent Change: To be determined when transcripts can be examined at the

end of first semester and at the end of the academic year.
Implications The pre- and post-survey data indicated a change of perception in 2 of the 5
Analyze your data. How areas. There was a growth in the percentage of students who felt they have a
will data inform future general idea of their interests and who believed they could select good career
practice?
choices. Meanwhile there was no change in perception in the other 3 areas.

To deliver this lesson more effectively in the future, there could be more
emphasis on practicing identifying careers interests and important factors
impacting career choices. In addition, specifically reviewing the benefits of
early career exploration could impact how student perceive future classroom
lesson on career exploration.

Also, to collect data more accurately, the first and last questions could be
revised to explicitly ask about knowledge. The way these 2 questions are
currently written could lead students to view them as opinion questions rather
than knowledge questions.

The timing of this lesson should also be taken into consideration in the future
as it may be best delivered during the second semester and after students have
already had a strong introduction to career exploration. This lesson followed
an activity on career clusters during the Counseling department’s Freshmen
presentations, and it was unclear the depth of the activity there could have
been some gaps in what the students were expected to know coming into the
lesson. A suggestion would be to include a career interest assessment and
career clusters activity in this lesson or to develop a completely separate lesson
that will precede this lesson and turn this into a short two-lesson unit.