Student Post-Secondary Goal(s) Discussion Record

Student Name: Meeting Date:

Topic / Student Decisions / Discussion Notes
Post-Secondary Goal(s)
Course Choices and/or Adjustments
Co-Curricular Choices and/or Adjustments
Data Gathered, or To Gather, to Support Decision Making
Next Steps to Ensure Progress toward Goals

Student Decision Making Assessment:

Developing General- and Self-Knowledge

Grade 9

Name: Date:

Part 1: General Knowledge

The following 10 questions are about your general-knowledge, meaning your knowledge about objective information pertaining to promotion, graduation requirements, and the purposes of your high school record for post-graduate work or study.

Directions: Please read each question carefully, and then circle the correct answer.

1.  How many credits are required to graduate?

A.  18 credits

B.  20 credits

C.  24 credits

D.  27 credits

2. How many credits do you need to be promoted to tenth grade?

A.  4 credits

B.  5 credits

C.  6 credits

D.  7 credits

3. How many years of Math do you need to graduate?

A.  At least 1 year

B.  At least 3 years

C.  4 years

D.  4 years, but only if you plan to be an engineer or scientist

4. How many years of World Language do you need to graduate?

A.  At least 1 year

B.  At least 2 years

C.  At least 3 years

D.  4 years

5. How many years of Science and Technology do you need to graduate?

A.  Science is recommended, but not required, so you don’t have to have any years of Science and Technology to graduate

B.  At least 2 years

C.  At least 3 years

D.  4 years

6.  Do you have to pass MCAS to graduate?

A.  Yes

B.  No, because it is not required

C.  No, because it is being changed to the PARCC test

D.  You only have to pass MCAS to graduate if you plan to go to college after high school

7. What is a Grade Point Average (GPA)?

A.  A numeric average, using a point system, of all the grades you received in all the classes you have taken

B.  A numeric average, using a point system, of the final grades you received in all the classes you have taken

C.  A numeric average, using a point system, of the final grades you received in only the hardest classes you have taken

D.  A numeric average, using a point system, of the final grades you received in only the highest scoring classes you have taken, such as those in which you earned an A and B

8. Why is your GPA important?

A.  Colleges use it as an indication of how well you are doing in school when making admissions decisions

B.  Teachers use it to recommend you for next year’s classes

C.  It determines how much money you will earn in your future career

D.  It determines what you will do for your future career

9. What is a high school transcript?

A.  A list of the teachers you have had in high school

B.  A list of all the classes you have taken in high school

C.  A list of all the classes you have taken in high school and the grades you have earned in each class

D.  A list of careers that you might be interested in based on the classes you have taken

10. Why is your high school transcript important?

A.  You just need to graduate. The high school transcript is not important.

B.  The high school transcript is sent to anyone who asks for it

C.  The high school transcript is sent to colleges where you apply, and is used in the admissions process

D.  The high school transcript shows colleges how you did on standardized tests like MCAS, PARCC, and SAT

Part 2: Self-Knowledge

The next 10 questions are about your self-knowledge, which means your knowledge about your own interests and preferences and your ability to self-assess, manage, reflect on, and strategize about your progress toward your post-high school goals.

Directions: Please read and think about each question carefully, and then write your answer in the space below each question. You may also use diagrams, lists, and drawings to explain your answers.

11. What is your favorite subject and why? Be as specific as possible.

12. What is your best subject and why? Be as specific as possible.

13. Are you planning to be involved in any co-curricular activities? If yes, which one(s) and why?

14. Which electives would you like to take during high school? Please list the electives and explain why:

15. On average, how much time will your co-curricular activities require each day outside of school time? Please explain.

16. On average, how much time will your homework and studies require each day outside of school time? Please explain.

17. What is the biggest goal you want to pursue after you leave high school? Please be specific.

18. Why do you want to pursue this goal? Please explain clearly.

19. Do your school grades and co-curricular activities support your ability to achieve your biggest goal? Why or why not?

20. What other information do you have that indicates you are on track toward achieving your biggest goal? Please describe the information and what it suggests about your progress toward your goal.


Student Decision Making:

Applying General- and Self-Knowledge

Interview Questions

Grade 9

Teacher scribes student’s responses to each of the questions below, then evaluates using the Student Decision Making Scoring Rubric. Teacher may ask relevant follow-up questions to understand student thinking and decision making, but may not suggest any possible responses.

21. Have you made any course or co-curricular adjustments recently, or are you anticipating making any in the next few weeks?

Have you made any adjustments to your post-high school goal, or are you anticipating making any in the next few weeks? (NOTE: Do not evaluate this first student response.)

22. What information and/or strategies did you use, or will you use, to inform these decisions?

23. Would you explain how your course and co-curricular decisions are (or are not) consistent with your working post-high school goal?

24. What will you do next to make progress toward your goal? Explain several steps you will take, or draw a graphic organizer to illustrate the steps you will take, to make progress toward your goal.

25. What information can you gather during these next steps to tell you whether you are still on track

to achieve your post-high school goal?

Student Decision Making

Scoring Chart

Student Name ______Date______

Developing General-Knowledge ______/10 points

Developing Self-Knowledge ______/12 points

Applying General- and Self-Knowledge ______/22 points

TOTAL SCORE ______/44 points

Accommodations Provided & Rationale:

Developing General-Knowledge

In each row, the teacher notes 0 or 1 point in the column to the right. (Correct answer choices are noted in grey in the far right column.)

Question / Incorrect
Knowledge
0 Points / Correct
Knowledge
1 Point
1. How many credits are required to graduate? / C
2. How many credits do you need to be promoted to tenth grade? / C
3. How many credits of Math do you need to graduate? / C
4. How many credits of World Language do you need to graduate? / B
5. How many years of Science & Technology do you need to graduate? / D
6. Do you have to pass MCAS to graduate? / A
7. What is a Grade Point Average (GPA)? / B
8. Why is your GPA important to know? / A
9. What is a high school transcript? / C
10. Why is your high school transcript important? / C


Student Decision Making

Scoring Rubric

Developing Self-Knowledge

For each row, the teacher reviews the student’s written responses and, for any response that is under-developed, asks, “Can you tell me more?” The teacher scribes any additional verbal response provided by the student into the response space. Based on a composite understanding of the student’s responses, the teacher then highlights relevant rubric descriptors that reflect the student’s responses and circles the point value that most represents the student’s overall response for that row.

Cognitive
Complexity / Preliminary
Self-Knowledge / Emerging
Self- Knowledge / Developing
Self-Knowledge / Proficient
Self-Knowledge
Identifying and understanding information about self-interests, strengths, and preferences
Developing Self-Knowledge Questions 11-14 / 1 point
Student shows limited or no ability to identify and understand his/her academic and co-curricular self-interests, strengths, and preferences.
Student provides no or limited explanation of some of his/her skills, interests, and preferences.
Student does not mention relationship between his/her interests and abilities. / 2 points
Student shows a beginning ability to identify and understand his/her academic and co-curricular self-interests, strengths, and preferences.
Student provides basic explanation for some of his/her skills, interests, and preferences
Student sometimes mentions the relationship between his/her interests and abilities. / 3 points
Student shows an occasional ability to identify and understand his/her academic and co-curricular interests, strengths, and preferences.
Student provides a basic explanation for most of his/her skills, interests, and preferences.
Student sometimes explains the relationship between his/her interests and abilities.
/ 4 points
Student shows a solid and consistent ability to identify and understand his/her academic and co-curricular interests, strengths, and preferences.
Student provides a sound and thorough explanation for all of his/her skills, interests, and preferences.
Student clearly and consistently explains the relationship between his/her interests and abilities.
Cognitive
Complexity / Preliminary
Self-Knowledge / Emerging
Self- Knowledge / Developing
Self-Knowledge / Proficient
Self-Knowledge
Analyzing time demands of school commitments
Developing Self-Knowledge Questions 15-16 / 1 point
Student shows little or no ability to analyze the real time demands of current academic and co-curricular commitments / 2 points
Student shows a beginning ability to analyze some of the real time demands of some current academic and co-curricular commitments / 3 points
Student shows a basic ability to analyze most of the real time demands of most current academic and co-curricular commitments / 4 points
Student shows a solid and consistent ability to analyze the real time demands of all current academic and co-curricular commitments
Creating, critically examining, and evaluating post-secondary goal(s)
Developing Self-Knowledge Questions
17-20 / 1 point
Student shows little or no ability to formulate a clear, well-articulated, achievable post-secondary goal.
Student shows limited or no ability to explain how his/her course and co-curricular abilities, grades, interests relate to a post-secondary goal or future plans.
Student shows limited or no ability to bring other data or information to bear on determining or adjusting post-secondary goals or future plans. / 2 points
Student shows a beginning ability to formulate a clear, well-articulated, achievable post-secondary goal.
Student shows a beginning ability to explain how some of his/her course and co-curricular abilities, grades, interests relate to a post-secondary goal or future plans.
Student shows a beginning ability to bring some other data or information to bear on determining or adjusting post-secondary goals or future plans. / 3 points
Student shows a basic ability to formulate a clear, well-articulated, achievable post-secondary goal.
Student shows a basic ability to explain how most of his/her course and co-curricular abilities, grades, interests relate to a post-secondary goal or future plans.
Student shows a basic ability to bring some varied kinds of data or information to bear on determining or adjusting post-secondary goals or future plans. / 4 points
Student shows a solid ability to formulate a clear, well articulated, and achievable post-secondary goal.
Student shows a solid ability to explain how all of his/her course and co-curricular abilities, grades, interests relate to a post-secondary goal or future plans.
Student shows a solid ability to bring varied, relevant data or information to bear on determining or adjusting post-secondary goals or future plans; student demonstrates tracking of such data to monitor progress.
Student Decision Making
Scoring Rubric
Applying General- and Self-Knowledge
For each row, the teacher records student’s oral responses and, for any response that is under-developed, asks, “Can you tell me more?” The teacher scribes any additional verbal response provided by the student into the response space. Based on a composite understanding of the student’s responses, the teacher then highlights relevant rubric descriptors that reflect the student’s responses and also circles the point value that best represents the student’s overall response for that row.
Cognitive
Complexity / Preliminary
Self-Knowledge / Emerging
Self- Knowledge / Developing
Self-Knowledge / Proficient
Self-Knowledge
Applying general- and self-knowledge to decision making; evaluating alignment
Applying Knowledge Interview Questions
22-23 / 1 point
Student shows little or no ability to apply general- and self-knowledge or additional data to explain the alignment between school decisions and goals. / 2 points
Student shows a beginning ability to apply general- and self-knowledge or additional data to explain the alignment between school decisions and goals / 3 points
Student shows a basic ability to apply general- and self-knowledge or additional data to explain the alignment between school decisions and goals / 5 points
Student shows a strong ability to apply general- and self-knowledge or additional data to explain the alignment between school decisions and goals
Planning next steps and data gathering to ensure progress
Applying Knowledge Interview Questions
24-25 / 1 point
Student shows little or no ability to plan next steps to move toward the identified goal.
Student shows little or no ability to identify relevant data to gather in order to gauge progress toward the goal. / 2 points
Student shows a beginning ability to plan 1-2 steps to move toward the identified goal.
Student shows a beginning ability to identify 1 type of relevant data to gather in order to gauge progress toward the goal. / 4 points
Student shows a basic ability to plan 3-4 steps to move toward identified goal.
Student shows a basic ability to identify 2 types of relevant data to gather in order to gauge progress toward the goal. / 6 points
Student shows a strong ability to create a comprehensive plan to move toward the identified goal.
Student shows a strong ability to identify several types of relevant data to gather in order to gauge progress toward the goal.