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Running head: SCHOOL COUNSELING CORE CURRICULUM

School Counseling Core Curriculum: High School Seniors Transition to a Four-Year College

Kristine Bushong, Jonathan Feria, Lauren Fowler, Lauren Hudon, Johanna Lutz

Montclair State University

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Table of Contents

Introduction.....4

Group Specifics

Targeted Grade Level......6

Group Size...6

Length of Sessions...6

Additional Considerations

Developmental Considerations....6

Special Needs Considerations .7

Lesson 1: Graduation Requirements........8

Lesson 2: College Application Process .....13

Lesson 3: Financial Aid.....17

Lesson 4: Time Management.20

References..25

Appendices

Appendix A: Consent to Participate..26

Appendix B Graduation Requirements & Checklist..27

Appendix C: Steps for College Application Process Handout..31

Appendix D: Financial Aid Myths Diagram......33

Appendix E: Financial Aid Process Diagram....34

Appendix F: Understanding FAFSA.35

Appendix G: FAFSA Review Quiz...36

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Appendix H: FAFSA Review Quiz Answer Key......37

Appendix I: Daily Time and Tasks....38

Appendix J: Weekly Planner.....39

Appendix K: Monthly Planner...40

Appendix L: Student College Readiness Survey...........................................41

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Introduction

Advising students on the transition from high school to college is a central part of school

counselors professional responsibility. Counselors play a critical role as high school students

begin to develop their education plans for after graduation, specifically in encouraging them to

consider college and providing them with information on higher education (Woods & Domina,

2014). It is unfortunate that much of the research suggests that students often enter college

without the basic knowledge, skills, or habits that are needed to perform college-level work

successfully (Venezia & Jaeger, 2013).

Research has shown that school counselors are a highly effective group of professionals

who positively impact students' aspirations, achievements, and financial aid knowledge

(McDonough, 2005). They also help to shape both the students and parents perceptions and

expectations of potential college options (Perna et al., 2008).

The literature suggests that there are several programs in place that have been successful

in promoting a healthy transition to college. The current interventions use a wide range of

strategies that range from academic preparation to psychosocial and behavioral supports and the

development of skills such as: organization, persistence, and resiliency (Venezia & Jaeger, 2013).

These strategies can be utilized by school counselors to create a program that will give the

students what they need to succeed in college.

Due to the fact that the counselor to student ratio is often far greater than the American

School Counselor Association (ASCA) recommendation of 250 to 1, a group would be a

beneficial modality for this population. A study by Woods and Domina (2014) focused on the

relationship between access to school counselors and student transition between high school and

college. They found that there was a very clear negative association between counselor caseload
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and 12th graders odds of meeting with their individually assigned counselor. This is significant,

because it brings us to the conclusion that the best and most efficient way to target as many high

school seniors as possible, is to create a group that focuses on the transition to college.

Other than the obvious challenge of meeting the needs of so many students, school

counselors often face challenges directly affecting their efforts to provide college related

counseling to students one-on-one. For example, college counseling is just one of the roles of the

school counselor along with crisis intervention counseling, developmental counseling,

scheduling, test administration, and discipline (Perna et al., 2008).

Another challenge is that counselor training in college counseling is often not part of a

formal school counseling program because college counseling has been viewed as being

inconsistent with the traditional focus on students mental health (Perna et al., 2008).

Another reason why a group lesson is necessary for this particular topic is because there

have been several descriptive studies that document the widespread frustration with the

availability of college counseling in high schools. The studies show that students, parents, and

teachers collectively agree that counselors should be devoting more time to providing more

direct college related counseling services (Perna et al., 2008). An article by Carey and Martin

(2015) discussed a study which looked at the roles of school counselors in the student's

transition to college. They concluded that when it comes to facilitating students transition from

high school to college or work, the current system is seriously under-serving those it is intended

to help. For the profession itself, the intense criticism young adults have for their guidance

counselors may be hard to absorb, especially given the absurdly high studentcounselor ratios in

many public schools and the nerve-racking juggling act that counselors often have to perform

(Carey & Martin, 2015).

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Group Specifics

Targeted Grade Level

Our proposed curriculum unit would include students in the 12th grade (high school

seniors) who are planning to attend a four-year college or university. The reason we are limiting

the demographic to include only seniors who are planning to attend a four year college or

university is our lessons are targeted specifically towards that population and students in a lower

grade may not be developmentally equipped or interested in the tasks that will be completed.

Group Size and Session Length

The group size depends on how many students display interest in attending the group, as

it is voluntary. However, we could accommodate up to 25 students (the size of a typical academic

class). The reason we are able to accommodate such a large group is because many of the lessons

are informational and the activities can be done either individually or in pairs.

The lessons will run for about 25 to 30 minutes during study hall periods or senior

english class periods so that students do not have to miss core classes. The length of a study hall

period is typically 40 minutes, so this leaves time for the students to get some work done after

the session. If students do not have study hall within their current schedule, the lessons will also

be given during senior english class periods due to some activities in english courses are related

to the college application process (i.e., completing and revising college essays that are used as

essay prompts in college applications).

Additional Considerations

Developmental Considerations

According to Arnett (2000) the years from the late teens through the twenties are years of

profound change and importance. At this developmental stage, many emerging adults obtain
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the level of education that will provide them with the foundation for their entire working life

(Arnett, 2000). Therefore, it is important that this foundation is solid, and a counseling program

could potentially aid in the building of that solid foundation.

In the mid to late teenage years, students also meet certain cognitive milestones that are

pertinent in their transition from high school to college. Teens at this developmental stage will

start thinking more abstractly, begin to set their own goals for the future, understand the

consequences of actions, and develop a strong sense of what is right and wrong. This is

significant to mention as it directly impacts how successful a lesson of this type would be for

individuals at this life stage.

Special Needs Considerations

We will be able to accommodate the learning needs of all students planning to attend a

four-year college due to the fact that this curriculums objectives are relatively general. We will

assess prior knowledge by examining the students current position in the college

application/planning process. We also plan to measure students knowledge on what they believe

college will be like and the skills/assets they need in order to succeed. From there we will be able

to apply this curriculum effectively and specifically to address all students personal needs. For

example, if a student has been heavily dependent on his or her parents, we will use our lessons to

provide the particular skills and techniques they will need in order to succeed independently in

college. Another example, if a student is having a difficult time organizing his or her priorities in

terms of applying to a four year school (i.e. collecting necessary materials, completing

applications, or determining schools they will be a good fit for him or her). Regardless of the

needs of the students, students will gain the appropriate skills they need in order to move forward

on their transition from high school to college from our lessons in this curriculum.
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Lesson 1: Graduation Requirements

Standards addressed in lesson from ASCA Mindsets and Behaviors for Student Success NJ

21st Century Life and Careers Standards

The specific standards that Lesson 1 will highlight as a goal for students to achieve from the

ASCA K-12 Mindsets and Behaviors for Student Success include helping students develop self-

confidence in their ability to succeed at their four year college, guide them to understand the

postsecondary education and lifelong learning that is necessary for long term career success, and

establish a positive attitude toward work and learning. Students will also obtain behavior

standards from this lesson in learning strategies, self-management skills, and social skills. Some

behaviors under learning strategies include but are not limited to:

ASCA Mindsets and Behaviors for Student Success

Learning Strategies
o Use time-management, organizational and study skills that they
will need to be successful in college
o Set high standards of quality
o Identify long-and short-term academic, career, and
social/emotional goals
Self management
o Demonstrate ability to assume responsibility
o Demonstrate ability to work independently
o Demonstrate perseverance to achieve long- and short- term goals
o Demonstrate effective coping skills when faced with a problem
o Demonstrate ability to manage transitions and ability to adapt to
changing situations and responsibilities
Social Skills
o Create positive and supportive relationships with other students.
o Create relationships with adults that support success (parents,
guardians, professors, advisors, coaches, etc.)
o Use effective collaboration and cooperation skills with other
students and professors.
o Demonstrate social maturity and behaviors appropriate to the
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situation and environment

st
NJ 21 Century Life and Career Standards
CRP1. Act as a responsible and contributing citizen, employee, and student.
CRP2. Apply to appropriate academic and technical skills
CRP4. Communicate clearly and effectively and with reason.
CRP8. Utilize critical thinking to make sense of problems and persevere in
solving them.
CRP10. Plan education and career paths aligned to personal goals.

Learning Objectives
To prepare senior high school students for their post-graduation transitions and successful

completion of all course requirements for graduation. Students will review and evaluate their

progression towards graduation utilizing and cross-referencing their unofficial transcripts,

graduation checklists, class schedules and graduation requirements document.

Materials needed
Participant Consent Form (Appendix A)
Graduation checklist document (Appendix B)
Requirements for graduation document (Appendix B)
Unofficial transcript
Blank sheet of paper
Pen/Pencil
Red highlighter, yellow highlighter
Current class schedule

Thorough and Comprehensive Description of Activity and Content

Counselors will provide assigned seniors with a participant consent form (Appendix A)

and a thorough explanation of the purpose of the group, confidentiality and the limits of

confidentiality. After all consent forms are signed and collected, each individual student will

receive their personal unofficial transcripts, current class schedule, graduation requirements

document(Appendix B), and graduation checklists(Appendix B).Counselors will instruct students

to take out the graduation checklist and their unofficial transcripts. Students will be required to

highlight all of the courses theyve completed with a passing grade with the yellow highlighters
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provided. Students will use the red highlighters only for courses that theyve taken but failed

and need to re-take. After the completion of highlighting all courses that appear on the unofficial

transcripts, counselors will begin to explain the requirements listed on the graduation checklist.

The graduation checklist provides students with a visual guide for all of the courses required for

graduation. After a thorough explanation of the MSU HS graduation checklist, counselors will

ask students whether or not they need any further clarification. Students will be instructed to

cross-reference between the highlighted courses on their transcripts and the graduation checklist.

Each highlighted course will be written on the appropriate line under the matching course

requirement. Some of the courses students take at MSU HS are AP classes, honors courses, or

have the potential to fit whats listed as the other category. Lines and spaces are provided on

the graduation checklist (Appendix B) where students will be able to write down courses that fit

special criteria.

While students are writing down, and checking off the present classes theyve completed

under the appropriate course requirement, counselors will continue to walk around the

room, making sure that students are filling out the appropriate lines and answering necessary

questions. After students have completed this task, counselors will ask the seniors to take a

moment and review from the graduation checklist what requirements remain, and how many

credits they have left to be eligible to graduate. Counselors want to ensure that seniors

understand the graduation requirements, after the completion of the aforementioned activity

students will be advised to take out the graduation requirements form which lists in more detail

required courses, duration of time the student must take the course ranging from half a year, to

four years, and the credits. The graduation requirement form also highlights the total number of

credits a student needs to complete to graduate, and additional state mandated requirements;
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competency requirements and community service. Counselors intend to reinforce the students

learning, and will advise students to use the graduation requirements form and write down next

to each subject area the classes that theyve taken under that requirement.

The very last task for this lesson will provide seniors with further clarity on their

successful academic progression towards graduation. Counselors will inform students to review

their class schedules while simultaneously using the graduation checklist as a cross-reference.

Counselors will aide students in making sure that they are presently enrolled in the appropriate

classes. The courses on the students schedule should reflect classes that the seniors have not

already taken, and/or courses that need to be re-taken. If any classes need to be added to a

seniors schedule or removed, students will highlight the class and collaborate with their

respective counselor.

Evaluation procedures

Counselors will utilize a visual questionnaire using a projector their form of evaluative

procedures for this lesson plan. Counselors will hand students a blank piece of paper, and ask

students to write down their name and their counselors name at the top of the paper. At the end

of the evaluative procedure each counselor will collect the papers from their specific caseload of

students. The purpose of the visual questionnaire is to ensure that students understand their class

schedules and graduation requirements. More importantly according to the graduation

requirements, counselors will ask questions to confirm whether or not students understand the

remaining classes they need to take in order to graduate in a timely manner. Students will be

required to write down their responses to each question on the piece of paper. The questions are

as follows:

1. Are you on track to graduate? yes/no?

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2. How many credits have you passed?

3. How many credits do you have remaining to graduate?
4. What is the total number of credits needed to graduate?
5. How many classes do you still need to take to be able to graduate?
6. Do you need to re-take any courses?
7. How many years of English and Math do you need?
8. What are the additional graduation requirements?
9. What are the total number of electives required?
10. What subject does Culinary Arts fall under in the list of graduation requirements?
11. Have you met with your school counselor?
12. Do you feel more knowledgeable about your graduation requirements after
completing this lesson? Yes/No Please explain your response.
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Lesson 2: College Application Process

Standards addressed in lesson from ASCA Mindsets and Behaviors for Student Success NJ

21st Century Life and Careers Standards

From participating in this school core curriculum; Lesson # 2, students will acquire and

meet the following standards from the ASCA Mindsets and Behaviors for Student Success and

New Jersey 21st Century Life and Career Standards;

ASCA Mindsets and Behaviors For Student Success

A:B2 Plan to Achieve Goals (Academic)

o A:B2.1 Establish challenging academic goals in elementary,
middle/ jr. high and high school
o A:B2.2 Use assessment results in educational planning
o A:B2.3 Develop and implement annual plan of study to maximize
academic ability and achievement
o A:B2.4 Apply knowledge of aptitudes and interests to goal setting
o A:B2.5 Use problem-solving and decision-making skills to assess
progress toward educational goals
o A:B2.6 Understand the relationship between classroom
performance and success in school
o A:B2.7 Identify post-secondary options consistent with interests,
achievement, aptitude and abilities
C:A1 Develop Career Awareness (Career)
o C:A1.1 Develop skills to locate, evaluate and interpret career
information
o C:A1.2 Learn about the variety of traditional and nontraditional
occupations
o C:A1.3 Develop an awareness of personal abilities, skills,
interests and motivation
C:B2 Identify Career Goals (Career)
o C:B2.1 Demonstrate awareness of the education and training
needed to achieve career goals
o C:B2.2 Assess and modify their educational plan to support career
PS:A1 Acquire Self-knowledge
o PS:A1.1 Develop positive attitudes toward self as a unique and
worthy person
o PS:A1.2 Identify values, attitudes and beliefs
o PS:A1.3 Learn the goal-setting process
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New Jersey 21st Century Life and Career Standards

CRP2. Apply appropriate academic and technical skills
CRP10. Plan education and career paths aligned to personal goals.
CRP11. Use technology to enhance productivity.

Learning objectives

Prepare, assist, and guide students through the use of Naviance and The Common

Application necessary to the college application process. Students will learn how to navigate and

utilize both web-services efficiently in order to begin and complete the application process.

Students will also be advised on where they should be in the college application process as well

as other steps they should be completing necessary to the application process.

Materials needed

Senior Naviance Presentation PowerPoint

College Application Steps Worksheet (Appendix C)
College Readiness Survey (Appendix L)
Naviance account
Common Application account
Signed Transcript Release Form
List of colleges on both Naviance and Common App
Some form of Standardized Testing Score
iPad/computer if needed by student

Thorough and comprehensive description of activity and content

School counselors from the counseling department will come to either Senior study hall

period or Senior English class periods throughout the month of September to provide students

with the Senior College Readiness presentation. Students must have handed in and signed

consent forms in order to participate in this school counseling core curriculum. Students will be

given the chance to follow along on their computers and/or iPad if needed. This presentation will

cover the college application process from start to finish, giving students the opportunity to listen

and reflect on own status with college readiness and the overall application process. The

PowerPoint will be sent to students and parents/guardians through Naviance and will also be
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available on the MSUHS website.

This presentation includes an overview of where and what students should be doing in

regards to the college application process. It covers college visits, materials that are necessary for

applying to schools, and an explanation of Naviance, the most essential tool used for applying to

colleges. Students will learn how to match their Naviance accounts to Common Application

account in order to send application materials, add schools to their college lists, and waive

FERPA agreement. This presentation will also go over each step to the application process,

which includes the application, transcript, test scores, and letters of recommendation. Students

will know how to send standardized testing scores to desired schools as well as the opportunity

to apply to test optional schools. Scholarship opportunities and resources will also be available

for students at the end of the presentation.

After students sit through this portion of the college readiness lesson plan, they will be

given a survey to complete to evaluate their position in the college process as well as the

effectiveness of the presentation. We expect to see a rise in students activity on both Naviance

and Common Application and an increase in progress within the college application process.

Through the survey and counselors measures of student involvement with college readiness,

evaluation of lesson plan effectiveness will be obtained. Any student who may have been absent

for this presentation will be called down during another study hall or english class period in order

to make up what was missed. Students who may have further questions or concerns relating to

this presentation or the college process in general, are encouraged to come to the counseling

department and see his or her assigned counselor.

Evaluation procedures

Effectiveness of lesson plan will be evaluated through examining data showing the
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amount of times students are active on both Naviance and The Common Application before the

lesson plan and student activity after lesson plan. Counselors will also keep record of student

progress and status in the college application process, especially those who may have been

struggling with the application prior to attending the lesson.

Lesson plan will also be evaluated on the students behalf based off data collected from

the College Application Lesson Survey (Appendix L)

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Lesson 3: Financial Aid

Standards addressed in lesson from ASCA Mindsets and Behaviors for Student Success NJ

21st Century Life and Careers Standards

The following standards are addressed in Lesson 3, Financial Aid:

ASCA National Standards for Students

A:A1 Improve Academic Self-concept
o A:A1.4 Accept mistakes as essential to the learning process
A:A2 Acquire Skills for Improving Learning
o A:A2.3 Use communications skills to know when and how to ask
for help when needed
A:A3 Achieve School Success
o A:A3.4 Demonstrate dependability, productivity and initiative
o A:A3.5 Share knowledge
A:B1 Improve Learning
o A:B1.4 Seek information and support from faculty, staff, family
and peers
o A:B1.5 Organize and apply academic information from a variety
of sources
C:A1 Develop Career Awareness
o C:A1.7 Understand the importance of planning
C:A2 Develop Employment Readiness
o C:A2.9 Utilize time- and task-management skills
C:B1 Acquire Career Information
o C:B1.6 Learn to use the Internet to access career-planning
information
PS:B1 Self-knowledge Application
o PS:B1.11 Use persistence and perseverance in acquiring
knowledge and skills

NJ 21st Century Life and Career Standards

CRP2. Apply appropriate academic and technical skills.
CRP3. Attend to personal health and financial well-being.
CRP5. Consider the environmental, social and economic impacts of decisions.
CRP11. Use technology to enhance productivity.
9.1.12.B.1 Prioritize financial decisions by systematically considering
alternatives and possible consequences.

Learning Objectives

Students will begin the financial aid process by being introduced to the Free Application
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for Federal Student Aid (FAFSA). By the end of the lesson, students will know what the FAFSA

is and how to fill it out.

Materials Needed

Paper
Pens
Computer
Projector
PowerPoint Presentation slides
Financial Aid 101 Booklet
5 Financial Aid Myths (Appendix D)
The Financial Aid Process (Appendix E)
Understanding the FAFSA (Appendix F)
FAFSA Review Quiz (Appendix G)
FAFSA Review Quiz Answer Sheet (Appendix H)

Thorough and Comprehensive Description of Activity and Content

The lesson will be opened up by passing around a sheet of paper and a pen to each

student. Students will then be asked to write down the answer to this question: Prior to today,

what have you heard about the financial aid process? While the students are writing down their

answers, the counselor should be setting up the computer and projector to show the PowerPoint

presentation slides. The PowerPoint presentation slides are based on the information provided in

the Financial Aid 101 Booklet (Gear Up Washington State, 2013a). After setting up the slides,

the counselor is encouraged to have students share what they have written down. After the

students share some of the things they have heard about financial aid, the counselor should open

the PowerPoint presentation to the 5 Financial Aid Myths slide and pass copies of Appendix D

(Gear Up Washington State, 2013b) to the class. The counselor then discusses the five myths in

the presentation, as well as any myths that students pose.

When the discussion on myths is finished the counselor moves on to explaining the
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financial aid process. Here, the counselor will use the slides based on the Financial Aid 101

booklet and make sure to pass out copies of Appendix E, The Financial Aid Process (Gear Up

Washington State, 2013c), so that students may follow along. During this period, the counselor

will touch on the FAFSA, the financial aid award letter, response documentation, loan process

documentation, and accepting financial aid money.

The counselor will then begin to explain the FAFSA in depth. The counselor will hand

out copies of Appendix F, Understanding the FAFSA (Young Invicibles, 2012), for the students

to take home with them. On this document, there is a checklist for what students need when

filling out the FAFSA, as well as some other important information. The counselor will make

sure to show them where to access the FAFSA, and explain other necessary steps. After going

through the evaluation procedures listed below, the students are dismissed.

Evaluation Procedures

Students will be evaluated through a short quiz to be given after the lesson. Appendix G,

The FAFSA Review Quiz (College In Colorado, 2016), will be handed out to the students. The

students will take the quiz. The counselor will then share the answers to the quiz, found in

Appendix H, FAFSA Review Quiz Answer Sheet (College In Colorado, 2016), after its

administration and allow the students to fix their answers and take them home with them.
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Lesson 4: Time Management

Standards addressed in lesson from ASCA Mindsets and Behaviors for Student Success NJ

21st Century Life and Careers Standards

The following standards are addressed in Lesson 4: Time Management.

ASCA National Standards for Students

A:A3 Achieve School Success
o A:A3.4 Demonstrate dependability, productivity and initiative
A:B1 Improve Learning
o A:B1.3 Apply the study skills necessary for academic success at
each level
o A:B1.5 Organize and apply academic information from a variety
of sources
A:B2 Plan to Achieve Goals
o A:B2.3 Develop and implement annual plan of study to maximize
academic ability and achievement
A:C1 Relate School to Life Experiences
o A:C1.1 Demonstrate the ability to balance school, studies,
extracurricular activities, leisure time and family life
C:A1 Develop Career Awareness
o C:A1.5 Learn to make decisions
o C:A1.7 Understand the importance of planning
o C:A1.10 Balance between work and leisure time
C:A2 Develop Employment Readiness
o C:A2.1 Acquire employability skills such as working on a team,
problem-solving and organizational skills
o C:A2.8 Understand the importance of responsibility,
dependability, punctuality, integrity and effort in the workplace
o C:A2.9 Utilize time- and task-management skills
PS:A1 Acquire Self-knowledge
o PS:A1.1 Develop positive attitudes toward self as a unique and
worthy person
PS:B1 Self-knowledge Application
o PS:B1.2 Understand consequences of decisions and choices
o PS:B1.10 Identify alternative ways of achieving goals
o PS:B1.12 Develop an action plan to set and achieve realistic goals
PS:C1 Acquire Personal Safety Skills
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o PS:C1.11 Learn coping skills for managing life events

ASCA Mindsets and Behaviors Standards

Learning Strategies
o Use time-management, organizational and study skills
o Apply self-motivation and self-direction to learning
Self-Management Skills
o Demonstrate ability to assume responsibility
o Demonstrate self-discipline and self-control
o Demonstrate the ability to balance school, home, and community
activities
o Demonstrate ability to manage transitions and ability to adapt to
changing situations and responsibilities

NJ 21st Century Life and Career Standards

CRP1. Act as a responsible and contributing citizen and employee.
CRP6. Demonstrate creativity and innovation.
CRP8. Utilize critical thinking to make sense of problems and persevere in
solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP10. Plan education and career paths aligned to personal goals.
9.2.12.C.1 Review career goals and determine steps necessary for attainment.
9.2.12.C.2 Modify Personalized Student Learning Plans to support declared
career goals.

Learning Objectives

Make students aware of the importance of managing time effectively by prioritizing tasks

and understanding how much time each tasks takes. Students will understand how to organize

all of their life activities, assignments, tasks, and due dates by utilizing weekly and monthly

planner sheets.

Materials needed

Two 24-inch long pieces of string

Scissors
Yard stick
Colored pencils
Daily Time and Tasks sheet (Appendix I)
Weekly Planner sheets (Appendix J)
Monthly Planner sheets (Appendix K)

Description of activity and content

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Students will be challenged to understand their sense of time with various activities.

They will be asked to identify how much time they have in a day to complete their tasks and

activities to use as a reference to see how much they learned by the end of the lesson. The first

activity, described in detail below, allows students to see how much time they spend doing

certain things and how much time is left (Energize Learning!, 2011).

After the activity, students will learn the importance of prioritizing tasks and understand

the importance of being aware of how much time certain tasks and activities take. Counselor

will stress that more hours cannot be added to a day, but students can learn to manage the time

they do have effectively. They will do this by identifying the tasks they need to complete the rest

of the day and how much time each will take. They will also have the chance to do a replication

of the first activity to assess their personal time management. They will figure out how much

time they have in a day and identify daily tasks and how long the tasks take on the Daily Time

and Tasks handout (Appendix I). Students should be allowed about ten minutes to complete this

handout.

After ten minutes, counselor will ask students how they feel about the rest of their day

and what they can do to use their time more effectively today. Counselor will be sure to relate

importance of identifying daily tasks to doing so in college and how this will help students.

Counselor will also explain that planning weekly and monthly can help with daily tasks, leading

students into the next activity.

Students will be given about fifteen minutes to complete the Weekly Planner sheet

(Appendix J). Counselor will explain different ways they can design their planners to make them

useful. Counselor will explain important things to write down such as due dates for assignments,

due dates for applications, after school activities, social events, etc. After fifteen minutes,
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students will be handed another Weekly Planner sheet, as well as a Monthly Planner sheet

(Appendix K).

The lesson will conclude by the counselor asking the same question form the beginning

of the lesson. Counselor will ask students how much time they believe they have in a day to get

their tasks and activities done. Counselor will stress the importance of prioritizing tasks and

activities and understanding how much time certain tasks and activities take. Homework will be

assigned; students will bring completed Weekly Planner and Monthly Planner to next session.

Evaluation Procedures

Students will be evaluated by assessing if their perception of how much time they have in

a day to complete tasks and activities changes by the end of the lesson. The question asking how

much time in a day students feel they have to get what you need to done will be asked to open

the lesson and then again at the end of the lesson after the Time Management Activities.

Students will also be evaluated by going over their Weekly Planner sheet and Monthly

Planner sheet to begin the next session. Counselor will ask students how the week was different

for them after creating and following their Planner sheets as opposed to previous weeks without

them. Counselor will assess how much it helped with a number scale and keep track of who

continues to utilize the Planner sheets.

Introduction Time Management Activity (Energize Learning!, 2011).

1) Begin with one of the pieces of string, scissors, and yard stick.
2) Tell students 24 inch ribbon represents 24 hours in the day (1 inch per hour)
3) Ask students how many hours a night they sleep and cut that number off of the ribbon.
(Example: 24 hours 7 sleeping = 17 hours left).
4) Ask, So what is left? After students do the math, tell them that they are wrong.
5) Ask them how much time they spend getting ready in the morning (i.e. showering, getting
dressed, eating breakfast, etc.) and cut it off of the remaining ribbon. (17 1 = 16)
6) Figure about a half hour is spent in the car travelling to and from school so cut .5 inches from
the remaining ribbon (16 - .5 = 15.5).
7) The school day is about 6.5 hours so cut that off of the remaining ribbon (15.5 6.5 = 9).
8) Cut another 2 inches off the remaining ribbon for after school activities (9 2 = 7).
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9) Cut .5 hours for eating a snack after school (7 - .5 = 6.5).

10) Take another hour for dinner and cleaning up from dinner (6.5 1 = 5.5).
11) Ask them how much time they spend getting ready for bed and the next day (i.e. getting
changed, brushing teeth, picking out tomorrows outfit, etc.) and cut it off remaining ribbon
(5.5 - .5 = 5).
12) Cut off another 1.5 hours for time spent doing miscellaneous chores and/or activities such as
using phone/computer, going to the bathroom etc. (5 1.5 = 3)

References

American School Counselor Association (2004). ASCA national standards for students.

Alexandria, VA: Author.

American School Counselor Association (2014). Mindsets and behaviors for student success:

K-12 college- and career-readiness standards for every student. Alexandria, VA: Author

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through

the twenties. American Psychologist, 55(5), 469-480.

Carey, J.C., & Martin, I. (2015). A review of the major school counseling policy studies in the

United States: 2000-2014. Amherst, MA: Center for School Counseling Outcome

Research and Evaluation.

College In Colorado. (2016). Lesson Plan 5: FAFSA is the Key. Retrieved from:

https://secure.collegeincolorado.org/Images/CiC/pdfs/pro/fafsa_is_the_key.pdf

Energize Learning! (2011). Time Management. [Blog Post]. Retrieved from:

http://blog.trainerswarehouse.com/time-management-activities/

Gear Up Washington State. (2013a). Financial Aid 101 2016-17. Retrieved from:

http://www.gearup.wa.gov/sites/default/files/resources/financial_aid_101.pdf

Gear Up Washington State. (2013b). 5 Financial Aid Myths. Retrieved from:

http://www.gearup.wa.gov/sites/default/files/resources/wsac-fa_myths.pdf
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Gear Up Washington State. (2013c). The Financial Aid Process. Retrieved from:

http://www.gearup.wa.gov/sites/default/files/resources/financial_aid_process.pdf

Perna, L. W., Rowan-Kenyon, H. T., Thomas, S. L., Bell, A., Anderson, R., & Li, C. (2008). The

role of college counseling in shaping college opportunity: Variations across high schools.

The Review of Higher Education, 31(2), 131-159.

Venezia, A., & Jaeger, L. (2013). Transitions from high school to college. The Future of

Children, 23(1), 117-136.

Woods, C. S., & Domina, T. (2014). The school counselor caseload and the high

school-to-college pipeline. Teachers College Record, 116(10), 1-30.

Young Invincibles. (2012). Understanding the FAFSA. Retrieved from:

http://younginvincibles.org/wp-content/uploads/2012/10/FAFSA-handout.jpg
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Appendix A

Consent Form to Participate in Curriculum

Montclair State University High School Counseling Department

STUDENT CONSENT FORM FOR CORE CURRICULUM PARTICIPATING

My signature below indicates that I understand guidance services are being

rendered to me by Montclair State University High School School Counselors.
Participation in this curriculum is for college readiness purposes, and that all relationships
with counselors and students will be kept confidential within the limits allowed by ethical
guidelines for counselors. I understand that failure to grant permission to participate will
not affect my eligibility for further guidance services. I also understand that I may
withdraw this consent at any time.

Signature: ____________________________ Date:_________________________________

PARENT OR GUARDIAN PERMISSION FORM (If student is under 18 years old)

My signature below indicates that I understand that the guidance services of this
curriculum are designed to help my son/daughter as he/she makes vocational plans,
education plans, and various other adjustments. I further understand that the guidance
services will be rendered by Montclair State University High School School Counselors.
That participation is are for college readiness purposes, and that all relationships with the
counselors and the students will be kept confidential within the limits allowed by ethical
guidelines for counselors. I understand that failure to grant permission to participate will
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not affect my childs eligibility for further guidance services. I also understand that I may
withdraw this consent at any time.

Signature:_____________________________ Date:_________________________________

Appendix B

MSU High School Graduation Checklist

Student Name: _______________________ Class of: _______________Date:

____________________

A. History (3 yrs) Complete 15 cr ( )

___/___ World History / World History Honors

___/___ US History / US History Honors

___ AP US History

___ Economics

___ Other ______________________________

B. English (4 yrs) Complete 20cr ( )

___/___ English 9th grade or English 9 Honors

___/___ American Literature 10th grade or American Lit Honors 10

___/___ American Literature 11th grade or American Lit Honors 11

___ Modern American Literature 11

___ AP Language and Composition 11

___ World Literature 12th grade________

___ AP Literature and Composition 12

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___World Literature Honors 12

___ Other (ESL) _______________________________

C. Fine Arts (1 yr) Complete 5cr ( )

___ Dance _________________

___ Visual Arts_________________

___ Theatre Arts _________________

___ Music_________________

D. Mathematics (4 yrs) Complete 20cr ( )

___/___ Algebra 1/ Algebra 1 honors

___/___ Geometry/ Geometry honors

___/___ Trigonometry/Math Analysis

___ AP Calculus

___/___ Calculus

___ Other ___________________________

E. Science (3 yr) Complete 15cr ( )

___/___ Biology/ Biology Honors

___/___ Advanced Physical Science 1/2

___/___ Chemistry/ Chemistry Honors

___/___ Physics/ Physics Honors

___ AP Biology

___ AP Chemistry

___/___ Other ___________________________

F. World Languages (1 yr) Complete 5cr( )

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___/ Spanish : _______________________

___/ French: _______________________

___/ Latin: _______________________

G. Physical Education (4 yrs) Complete 20cr ( )

___ Health _________________

___ Physical Education_________________

___ Drivers ED _______________________

H. Career Education (1yr) Complete 5cr ( )

___ Business and Technology _________________

___ Culinary Arts_________________

I. Financial literacy Complete 5cr ( )

___ Financial Literacy (2.5 cr) _________________

___ Business(2.5cr)_________________

J. Electives Complete 30cr ( )

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________
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Requirements for Graduation from MSUHS

Required Courses Designation Credits

4 years of Math 1 course must be Algebra and Geometry. 20

3 years of History 1 year of American History 15

4 years of English 9th-12th grade 20

1 year of Fine Arts Theatre, Dance, Visual 5

1 year of Career Business /Comp Tech, Culinary Arts 5

3 years of Science 15

4 years of Physical Education Phys Ed., Health, Drivers Ed. 20

1 year of Language 5

1 half year of Financial Literacy 5 (2.5 each)

Electives Min. of 6 electives 30

Total 140
Additional Requirements, mandated by the New Jersey State Department of Education:

1. Meet the competency requirements through the PARCC exam in the areas of Math, English

and Biology.

2. Community service, completion of 40 hours.

Appendix C
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Steps for College Application Process Handout

Step 1- Create common app account

Step 2- Waive FERPA

Step 3- Match common app and Naviance account

Step 4- Finish brag sheets *if not already completed*

*Decide who you will be asking for letters of Rec and request teacher/counselor in Naviance

Step 5- Determine 4 to 5 Good Fitting Colleges

The first step is to determine 4 to 5 colleges that are a good fit for your

educational goals. This may sound like too many schools, but educational consultants

agree that having two colleges that will easily accept you, as well as two schools that are

at reach for you.

Search Criteria: Get organized with your search the criteria for the search. This includes

the location, size of the school, intended interest for a major and price range for your

family. Your list can start off long, but narrowing it down to 5 schools makes the

application process easier. Post this list where you can see it and review it.

Step 6- Organize the Application Process

Get organized with the application process laying it out on a chart or form that

works for you (Naviance). The form should include all the requirements and deadlines

for each college, including:

o which application to use (Common, Universal, State Common, or

the school itself)

o SAT or ACT requirements
o deadlines for sending the high school transcript
o required essays, and
o required recommendations
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o form of mailing: by mail or online

o contact information for the college
address
email address
phone number

Step 7- Plan on a Calendar

Use a month calendar and plot out the deadlines to sequence the requirements.

Break the requirements into segments that are manageable chunks.

Remember to allow ample time for tasks, such as the essays, that require extra

time and attention. Establish deadlines that are a week in advance of stated deadlines,

whether these are sent by mail or online.

Appendix D:
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Appendix E:
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Appendix F:
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Appendix G

The FAFSA Review Quiz

Answer the following questions:

1. What is the FAFSA?

2. What does it cost to submit the FAFSA?

3. Should you fill out a FAFSA if you arent sure whether you are eligible for or will need
Financial Aid?

4. When should you submit your FAFSA?

5. What is the quickest and most accurate way to file a FAFSA?

6. What is your Federal Student Aid PIN?

7. At what website can you apply for or request a duplicate PIN?

8. What is your Student Aid Report?

9. When will you receive your Student Aid Report?

10. Should you wait until you are admitted to a school to complete your FAFSA?

Appendix H
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The FAFSA Review Quiz Answer Sheet

Answers to the questions:

1. What is the FAFSA? It serves as the application for most of the financial aid from federal and
state programs and from colleges and universities.

2. What does it cost to submit the FAFSA? Its Free

3. Should you fill out a FAFSA if you arent sure whether you are eligible for or will need
Financial Aid? Yes

4. When should you submit your FAFSA? As soon after January 1 as possible

5. What is the quickest and most accurate way to file a FAFSA? Online

6. What is your Federal Student Aid PIN? Your Electronic Signature

7. At what website can you apply for or request a duplicate PIN? www.pin.ed.gov

8. What is your Student Aid Report? The results of your FAFSA

9. When will you receive your Student Aid Report? Within a few days if you submitted your
FAFSA online and within three weeks if you filed a paper FAFSA

10. Should you wait until you are admitted to a school to complete your FAFSA? No. You
should submit your FAFSA as early as possible.

Appendix I
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Daily Time and Task

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Appendix J
Weekly Planner
Week of _______________________________________
http://www.wordtemplatesonline.net/weekly-planner-template/

Time / period Monday ____ Tuesday ____ Wednesday ___ Thursda

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Appendix K
Monthly
 Appendix L

College Readiness Survey

*Please circle all that apply most appropriately to your status with college readiness after
participating in the College Readiness Lesson Plan*

I have clear college goals:

Very true for me
Somewhat true for me
Not sure (neutral)
Not true for me
I am self-motivated and quick to get things done:
Very true for me
Somewhat true for me
Not sure (neutral)
Not true for me
I have done some serious thinking about career options:
Very true for me
Somewhat true for me
Not sure (neutral)
Not true for me
I have the skills to read and comprehend difficult material: *
Very true for me
Somewhat true for me
Not sure (neutral)
Not true for me
College sounds challenging, but I am very eager to begin:
Very true for me
Somewhat true for me
Not sure (neutral)
Not true for me
I have a strong desire to be successful in college:
Very true for me
Somewhat true for me
Not sure (neutral)
Not true for me
I understand Naviance/Common App and have used it throughout my college application
process:
Very true for me
Somewhat true for me
Not sure (neutral)
Not true for me
I am optimistic about my future:
Very true for me
Somewhat true for me
Not sure (neutral)
Not true for me
I set clear achievement goals for myself:
Very true for me
Somewhat true for me
Not sure (neutral)
Not true for me

http://www.collegegrazing.com/readiness-survey