Career Guidance Washington - Career and College Readiness - Grade 9
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Career Guidance Washington

Career Guidance Washington - Career and College Readiness

Grade 9

Curriculum Map

# Lesson Theme
1 Where Am I Going in 9th Grade?
  • Define the components of college and career readiness.
  • Identify high school goals for each aspect of college and career readiness.
  • Set academic and activity goals for 9th grade.
Ownership of Learning
2 Study Like Your Hair’s on Fire
  • Identify important study skills that transfer from high school to college
  • Describe ways to improve their present study skills so they are ready for college
Learning Techniques
3 Becoming Work Ready
  • Definition of “work ready”
  • Basic understanding of Washington state’s Learning Standards.
  • Connection between the Learning Standards, becoming work ready and apprenticeships, internships, certification programs, military programs, and college admittance programs.
Career and College Development
4 School and Community Activities
  • Relate recreation, leisure, and volunteerism to the achievement of post-secondary goals
  • Identify three different recreation or leisure activities in the school or local community that relate to personal interests, target skills, and/or postsecondary goals.
  • Identify an interesting new local recreation, leisure or volunteer activity.
Transition Skills
5 Developing a Growth Mindset
  • Learn and understand the characteristics of a “growth mindset.”
  • Recognize how to develop and nurture your own “growth mindset”
Metacognitive Skills
6 Map Your Future
  • Understanding of steps to completing personal goals
  • Ability to identify ways to monitor progress on educational (college) goals
Career and College Development
7 Test Attack Skills
  • Demonstrate how to evaluate a test in order to discern time requirements and order of response.
  • Outline how to use classroom notes to prepare for a test.
  • Outline how to use textbooks and assigned reading to prepare for a test.
Learning Techniques
8 Voices of Doubt
  • Increase the strategies students have to deal with the voices of doubt in their family, peer group and community.
  • Apply personal action strategies to situations where others voice doubts about going on to higher education after high school.
Metacognitive Skills
9 High School & Beyond Plan | Rewritable Digital HSBP
  • Students will develop a High School & Beyond Plan each year.
  • Students will complete a career interest inventory.
  • Students will review their high school course plan.
  • Students will work on their postsecondary plans.
  • Students will write a resume or activity log.
High School and Beyond Plan
10 Course Registration I: Credit Check
  • Review academic progress toward graduation and post-secondary admission.
  • Plan for coursework and activities for next year.
  • Register for next year’s courses.
Academic Eligibility
11 Course Registration II: Finalizing Next Year
  • Reflect upon learning experiences.
  • Self-evaluate core academic progress to date.
  • Select work samples to be used in student-led conferences.
Ownership of Learning
12 Academic Progress Review
  • Compare personal academic and activity progress to defined 9th grade goals
  • Identify tactics for improving performance in 9th grade
  • Update 9th grade academic and activity goals to reflect progress
  • Write a one-page summary of mid-year progress towards defined 9th grade goals
Ownership of Learning
13 Role Models from My Culture
  • Understand what makes a person a role model.
  • Understand how can students become role models.
  • Identify people who are role models from their culture.
Metacognitive Skills
14 Career Clusters
  • Identify the 16 career clusters.
  • Match career titles to the appropriate career cluster.
  • Rank the 16 clusters in order of personal preference.
  • Outline a structure for researching a career interest from their top ranked cluster.
Career and College Development
15 Stick With It
  • Increase understanding of goal setting.
  • Differentiate between long- and short-term goals.
  • Define perseverance.
  • Develop action plans to achieve goals.
  • Recognize perseverance in peers.
Ownership of Learning
16 Career Focus
  • Complete the career interest inventory.
  • Introduce multiple online career exploration tools.
  • Summarize their own career interest inventory.
  • Relate the career interest summary to career and technical pathways.
Career and College Development
17 Hear Us Out
  • Identify motivators for high school students wanting to go to college.
  • Identify what “weighs students down” (barriers).
  • Identify what would help.
  • List specific programs that might provide support.
  • List the advice these high school students have for other students.
  • Assess the motivators and barriers that often exist for first generation college-going high school students.
  • Self-assess the questions they have about their own motivators and barriers.
Metacognitive Skills
18 Analyzing Earning Power
  • Conduct a cost benefit comparison of education versus earning power.
  • Be able to explain the cost benefits of going beyond high school to achieve a certificate, diploma, or degree.
Transition Skills
19 Preparing for Student-Led Conferences I
  • Understand the student-led conference structure.
  • Schedule conference and invite parents/significant adult to conference.
  • Organize High School and Beyond Plan and portfolio materials to use as artifacts in the conference.
Ownership of Learning
20 Preparing for Student-Led Conferences II
  • Review the student-led conference structure.
  • Finalize outline and organization of High School and Beyond Plan and portfolio materials to use as artifacts in the conference.
  • Finalize invitation of parents/significant adult to conference.
  • Conduct a practice student-led conference.
Ownership of Learning
21 Fulfilling Requirements in 9th Grade: High School Graduation Requirements
  • Students will describe the minimum course requirements to graduate from high school.
  • Students will describe how course requirements can differ between graduation, college entrance, and selective college entrance.
  • Students will identify their progress toward meeting high school graduation requirements.
Academic Eligibility
22 Building a Strong Transcript in 9th Grade
  • Definition of dual credit.
  • Options for dual credit equivalency.
  • Identify or list opportunities for dual credit equivalency within their own school system.
Academic Eligibility
23 Conducting the College Search in 9th Grade: Benefits to Family
  • Identify the impact on the family when someone goes to college.
  • Identify the challenges a student faces when they are the first in their family to go to college.
  • Describe what it will mean to their family if they are the first generation to go to college.
Transition Skills
24 Learning to Use Money in 9th Grade: Money Management
  • Relate deferred gratification to effective money management.
  • Explain how goals can be achieved through the management of money.
  • Differentiate between personal needs and personal wants.
  • Identify family, social, and media influences on personal needs and wants.
Financial Literacy
25 Budgeting
  • Identify various sources of income.
  • Identify common types of expenses.
  • Create a hypothetical one-year budget to manage personal income and expenses.
Financial Literacy
26 Creating a Safe Space
  • Introduce the concept of creating a safe space in the classroom/community.
  • Strengthen the concept of self-advocacy.
  • Initiate a safe space for themselves and others as a classroom community.
Metacognitive Skills
27 School Involvement
  • Understand the extracurricular activities that are available at high school.
  • Identify how a student can get involved.
  • Describe how being involved in school activities will help them now and looking towards college.
  • List skills that define student leadership.
Ownership of Learning
28 Entry Exams
  • Outline state-specific testing requirements for each grade in high school.
  • Outline the testing requirements for the four-year college, two-year college, CTE, and military paths.
  • List common obstacles to test-taking success.
Transition Skills
29 My Target Skills
  • Compare skills for success in high school to personal present-day skills.
  • Identify five personal “target skills” for development in 9th grade.
  • List courses, types of support, activities, and part-time work that would develop a defined target skill.
  • List reasons why people should develop personal skills.
Ownership of Learning
30 Summertime: An Opportunity
  • Define potential summer activities as work, education, recreation, leisure, volunteerism, or family activities.
  • Identify 10 different potential summer activities for themselves.
  • Expand awareness of summer options by interacting with other people.
  • Write a set of summer goals that support personal interests, target skills, and/or post-secondary/career goals.
  • Summarize their top ten achievements of 9th grade.
Ownership of Learning

   Updated 8/23/2017

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