Westview High School

Core Curriculum Lesson:

Exploring Family Connection
(Results Sample)

Presented by:
Christine Connolly, Rebecca Katowitz, Katherine Ramirez
Graduate Students, San Diego State University

ASCA National Standards

Academic Standard A:B2 Plan to Achieve Goals
Use assessment results in educational training
Identify post-secondary options consistent with
interests, achievement, aptitude, and abilities
Career Development C:B1 Acquire Career
Information
Identify personal skills, interests, and abilities and relate
them to current career choices
Personal/Social PS:A1 Acquire Self Knowledge
Identify personal strengths and assets

What Did the Students Receive?

Who: All 9th grade students in Term 1 Health classes (50% of 9th grader)
Where: Language Computer Lab Room A20
When: November (beginning of Quarter 2) Presentation
What: One 90-minute lesson per class on exploring Family Connection
Evaluated for effectiveness by pre/post assessment

What Did the Lesson Entail?

Lesson Objectives:

Learning how to log in to Family

Connection

Taking the Do What You Are

Assessment to identify personality type

Reviewing several areas of

study/career fields that fit students
personality type and interests

Most Freshmen Students Dont Know These

College/Career Readiness Resources Exist!
9th Grade Family Connection Student Registration
Registered

Not Registered

10%

90%

Why is Family Connection Important?

Research found that a sample high school who used Family Connection
college/career exploration tools increased student college
applications from from 52% to 94% in one year (Naviance, 2014).

Current Westview juniors report they wished they knew about the
features to explore personality and career options earlier in high
school (W. Johnson, personal communication, October 20, 2014).

Personality assessments such as the ones available in Family Connection have been
described as effective in increasing self-awareness, enhancing
understanding of decision-making processes and preferences, and
improving interpersonal communication (Pulver & Kelly, 2008, p. 442).

What Do The Students KNOW?

Pre-Test: Before the lesson, 54% of students knew that
post-graduation planning begins in 9th grade.
Post-Test: After the lesson, 97% of students kn0w that
post-graduation planning begins in 9th grade.

What Do The Students KNOW?

In what grade does post-graduation planning begin?
97% of Freshman
now KNOW that
post-graduation
planning begins in
9th Grade

0.97

54%

24%
4%

18%
0.01

0 Pre-Test

Post-Test

0.02

What SKILL Did the Students Learn?

Pre-Test: Before the lesson, 35% of students
could list a career, area of study, and college of
interest for their future.
Post-Test: After the lesson, 93% of students
listed a career, area of study, and college of
interest for their future using career/college
search tools on Family Connection.

What SKILL Did the Students Learn?

Percent of students who have the SKILL to list a career, area of study, and a college of interest for their future
100%

93%

80%

HUGE%
Increase!

60%
40%

35%

20%
0%

Pre-Test

Post-Test

What Do the Students BELIEVE?

Pre-Test: Before the lesson, 54% of students believed Family
Connection would help them be better prepared for post-graduation
plans.
Post-Test: After the lesson, 96% of students believe Family
Connection will help them be better prepared for post-graduation
plans.

What Do The Students BELIEVE?

I believe using Family Connection will help
prepare me for post-graduation plans.
250

226

Nice
Shift!

200
150
100

Pre Test
Post Test

110

91

50
8
0

Don't Know

Agree

Freshman Registration & Total Registered

(Reminder only 50% of 9th Graders have received lesson)
AFTER LESSON

BEFORE LESSON

59
HUGE
Increase!

266

268

475

Never Registered

Registered

Never Registered

Registered

Freshman Registration & Total Registered

AFTER LESSON

BEFORE LESSON
Freshmen

Freshmen

59

354% Increase!
266

268

475

Never Registered

Registered

*Have only given lesson to first half of Freshman Class

Results: Achievement-Related Data

This information

will be available at the close of Term 1

(January 2015).
WHAT DATA DO YOU PLAN TO COLLECT HERE?
I have an idea what Id like to see please indicate the
data you plan to utilize here

Results: Achievement Data

This information

will be available at the close of Term 1

(January 2015).
WHAT DATA DO YOU PLAN TO COLLECT HERE?
Same question..

Our Goals were met

Students

gained knowledge of how to log into Family

Connection
Students gained the skills they need to effectively navigate
the Family Connection resources
More students believe using Family Connection will help
them in their post-secondary planning
Next Steps: Future goals include improvement in the
number of students using Family Connection to build their
college and career plans.

In Summary
100%

of the students who received the lesson in Term 1

ENS classes are registered for Family Connection
Students are more familiar with the resources available
More 9th grade students know to start planning for their
future now!
More students know how to search for colleges and
careers using the Family Connection tools.
More students believe that Family Connection is a useful
tool for planning for their future.

Limitations and Lessons Learned

Limitations
Lesson has only been presented to half of the 9 th grade students (2nd

half will be done in Term 2)

Career and college options were heavily focused on a 4-year degree,
which may not be the best option for everyone
Lessons

Learned

Coordination and collaboration with all faculty is key to success!

Most useful assessments were those relating to discovering

personality type and learning styles.

Thank You!
The school counseling department is working to make a
difference in the achievement of all Westview students!
Thank you for all your support and continued
collaboration!

References

American School Counselor Association. (2012). ASCA national model: A

framework for school counseling programs (3rd.). Alexandria, VA: ASCA.

Naviance. (2014). The first year impact of Naviance. Retrieved from

http://www.naviance.com/resources/success-stories/first-year-impact
-of-naviance

Pulver, C. & Kelly, K. (2008). Incremental validity of the meyers-briggs type

indicator in predicting academic major selection of undecided university students.
Journal of Career Assessment, 16(4), 441-455.

Hatch? (see notes)