running head: goal setting middle school 1 …...ocs prep i: 4.01 develop a work ethic based on...

Running Head: GOAL SETTING MIDDLE SCHOOL 1

Small Group Counseling: Goal Setting for Middle School Students

Jeannine O’Brian

University Of North Carolina at Chapel Hill

GOAL SETTING MIDDLE SCHOOL 2

Selection Procedures The group members will be selected based on teacher recommendations. The counselor will solicit recommendations for participation in the group from each seventh grade team. In addition, the counselor will consider student she’s met with previously for group participation. This group is aimed at students who aren’t working to their full academic potential. These students may lack motivation, fail to turn in assignments, or be receiving poor grades. The group is not to provide extra help in any particular subject, but to help students set and work towards goals in an organized fashion that will lead to improved academic achievement. Rationale for Population Served Goal setting can positively affect student performance and achievement (Moeller, Theiler, & Wu, 2012). It’s a skill applicable to social, personal, academic and career domains, regardless of a student’s current achievement in any of those areas.

Goal setting involves establishing a target to serve as the purpose of an individual’s actions. A student who sets a goal to attend a university will commit to study hard to learn and to receive good grades, which helps the student achieve the goal. That is, the goal directs behavior and helps the individual monitor his or her learning progress, and tends to increase learning and achievement. When their progress is evaluated as positive, their competence increases, thus helping to sustain motivation. (Rowell & Hong, 2013, p. 161)

A particularly successful group was conducted with middle school boys, specifically, in light of the fact that male students across several cultures are increasingly falling behind females in academic achievement. The group covered a variety of skills, but putting middle school in the context of the students’ entire lives was a big part of the group activities. The activities challenged students to envision the future with positive outcomes for themselves. Following the group, students’ behavior and academic increased across the board. (Clark, Flower, Walton, & Oakley, 2008)“When students can attach personal value to tasks that are assigned to them, tasks become purposeful and students are more willing to meet the costs of achievement” (Moeller et al., 2012). Despite substantial evidence illustrating the importance of goal-setting, this skill is not often taught in classrooms. When goals are addressed, students are rarely given the opportunity to tailor goals to their own interests and needs. Being involved in goal-setting helps students connect to learning. (Moeller et al., 2012). Furthermore, goal-setting is a strategy to encourage autonomy among students (Moeller et al., 2012). Seventh graders are soon going to be high school students, at which point being independent learners is even more important than in middle school. At the college level, goal-setting continues to be a valuable skill and practice linked to higher academic achievement and completion rates (Morisano, Hirsh, Peterson, Pihl, & Shore, 2010) Rationale for sequence of sessions/activities A personal goal-setting intervention should:

a. Clarify the desired outcome, thereby making the value of the goal more salient


b. Specify the path to goal completion, thus increasing the perceived attainability of success and establishing the benchmarks by which goal progress can be evaluated (Morisano et al., 2010)

The unit starts out with simply understanding what goals are. Students are asked to define an academic goal and outline steps that they can begin work on immediately. Ideally this shows students how goal-setting is relevant in their academic lives from day one. Students are not expected to apply the SMART framework this first time around. It’s more of a test-run to be learned from in the following sessions. The subsequent lesson addresses predicting and working with obstacles, and forming SMART goals.

Although difficult goals tend to enhance performance level, especially when the task was chosen by the student, setting realistic goals based on the student’s competence is more effective than setting goals that are easy or too difficult to accomplish. (Rowell & Hong, 2013, p. 160)

For goal-setting to make an impact on performance and achievement, goals need to be specific, measurable, challenging, and chosen by the student (Moeller et al., 2012). In the third session, the group will take a look at long-term career goals, to illustrate the relationship between small academic goals and larger goals. The students will hopefully start to think about how seventh grade fits into the bigger picture of their lives, and trigger some thinking about what they might want to become as adults. The purpose of the session is not for them to decide what job is right for them, but rather to get the wheels turning in terms of possibilities for the future, and thinking about the fact that doing well in seventh grade is valuable. When students understand the value of what they’re doing, they put more effort into it (Moeller et al., 2012, & Rowell & Hong, 2013). Students will report the progress they’ve made each week, if any, on their goal progress worksheet. The leader will provide individual feedback for students. Feedback will help students get and stay on the right track, making adjustments as needed (Rowell & Hong, 2013). When students can see and understand that they’re progressing, they will begin to gain self-efficacy and develop goal orientation, which leads to increased academic achievement (Morisano et al., 2010; & Moeller et al., 2012) In the fourth session students will identify their support network, which is one way of coping with obstacles. In the fifth and sixth sessions, students are challenged to think more deeply about their goal-setting process, and representing their experience in creative ways. Students have a certain amount of autonomy in the group as compared with what they experience in a typical classroom. The aim of this is to help students learn to self-regulate and take responsibility for their own learning. These are key factors in academic achievement (Moeller et al., 2012). Theoretical Foundation Goal setting is the process of establishing clear and usable targets, or objectives, for learning. Goal theory lays out two general types of goal orientation: mastery and performance. Each goal-orientation tends to foster a different type of motivation, but goal orientation of any kind is associated with increased self-efficacy and achievement (Locke & Latham, 2002; & Moeller et al., 2012). “As a student experiences successful goal attainment, self-efficacy increases; this in turn enhances goal commitment


and mobilizes the self-regulation of cognitive and motivational resources to facilitate subsequent achievement” (Morisano et al., 2010). Group Composition Strategies and Size Each of two or three groups will consist of eight participants. The number of groups will depend on the need identified by initial teacher surveys. An important part objective of the group is for the students to engage fully in their own goal-setting, the group needs to be small enough to allow for everyone to participate and receive individual feedback from the leader. The leader will be mindful of the gender composition of the group. Groups should have at least three members of one gender. All male or all female groups are fine (Clark et al., 2008)

Multicultural considerations Goal setting is a widely relevant and universally applicable skill (Clark et al., 2008; & Murayama & Elliot, 2009). One consideration may be that some cultures may not value planning ahead as much as other cultures, being oriented in the present more so than the future. The unit spends a lot of time on academic and career goals, which may be valued differently among participants due to their family or community culture. Differentiation Strategies Students choose their own goals, and choose how many to take on. The idea is to not overwhelm a student who’s struggling to get through the first step of the first academic goal, but provide additional challenges for students who fly through the first few steps of achieving their first goal. Activities are varied, including speaking, writing, and drawing. Lesson four is specifically designed to respond to a group’s needs, i.e. obstacles faced in that group. Students will produce a product that reflects their goal-setting experience, which can be written, illustrated, or both, according to students’ wishes. Overall Outcome Goals The overall goal of this group is for underachieving students to learn and apply the goal-setting process. Through this process, students will ideally develop goal orientation and find motivation to increase their efforts in school. Students will become aware of their efforts and actions by tracking their steps towards goal achievement. Teachers (ideally) will report increased focus and motivation in the classroom, increased instances of assignment completion, and improved grades. Improved grades will lead to increased middle school and high school graduation rates. Overall Standards

1. ASCA

A:A1.3 Take pride in work and achievement A:A1.4 Accept mistakes as essential to the learning process A:A1.5 Identify attitudes and behaviors that lead to successful learning A:A2.2 Demonstrate how effort and persistence positively affect learning

A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students

A:A3.4 Demonstrate dependability, productivity and initiative


A:B1.1 Demonstrate the motivation to achieve individual potential A:B1.2 Learn and apply critical-thinking skills A:B1.4 Seek information and support from faculty, staff, family and peers

A:B1.7 Become a self-directed and independent learner

A:B2.1 Establish challenging academic goals in elementary, middle/ jr. high and high school

A:B2.5 Use problem-solving and decision-making skills to assess progress toward educational goals

A:B2.6 Understand the relationship between classroom performance

and success in school

A:B2.7 Identify post-secondary options consistent with interests,

achievement, aptitude and abilities

A:C1.5 Understand that school success is the preparation to make the transition from student to community member

A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities

C:A1.4 Learn how to interact and work cooperatively in teams

C:A1.5 Learn to make decisions

C:A1.6 Learn how to set goals

C:A1.7 Understand the importance of planning

C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals

C:C1.1 Understand the relationship between educational achievement and career success

PS:A1.3 Learn the goal-setting process

PS:A1.8 Understand the need for self-control and how to practice it

PS:A2.3 Recognize, accept, respect and appreciate individual differences

PS:A2.6 Use effective communications skills

PS:B1.1 Use a decision-making and problem-solving model

PS:B1.2 Understand consequences of decisions and choices

PS:B1.3 Identify alternative solutions to a problem

PS:B1.9 Identify long- and short-term goals

PS:B1.10 Identify alternative ways of achieving goals

PS:B1.12 Develop an action plan to set and achieve realistic goals

2. NC Essential Standards

OCS Prep I: 1.04 States the major concepts and strategies in career planning o Strategic planning for goal achievement o Decision making o Dreams and visions

OCS Prep I: 4.01 Develop a work ethic based on understanding the importance of work

OCS Prep II: 5.01 States the reasons for maintaining high standards for quality and quantity of work and recognizes strategies for obtaining these standards.


Overall Evaluation Plan (include follow-up) Process data from group attendance and session log will be compiled. Information from the processing activities within the lesson plan will be compiled as well. Initial teacher recommendations will be compared with teacher follow-up reports to observe any changes in student motivation, behavior, performance, grades. Students will turn in their goal progress worksheets at the end of the semester. Graduation from seventh and eighth grades will be tracked and recorded. If possible high school graduation rates of group participants will be recorded as well. In addition, another group unit may be developed based on needs that arise from the current group. For example, the need for an organizational skills group may become apparent from looking at the obstacles getting in the way of students achieving their academic goals.


Lesson Plan Template School Counselor: Jeannine O’Brian Date: July 2013 Activity: Goal setting lesson 1: What are goals? Grade: 7th grade ASCA Student Standards:

A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students

A:B1.2 Learn and apply critical-thinking skills A:B1.7 Become a self-directed and independent learner






PS:B1.12 Develop an action plan to set and achieve realistic goals NC Essential Standards:

OCS Prep I: 1.04 States the major concepts and strategies in career planning o especially strategic planning for goal achievement

Learning Objective(s):

1. Informed consent 2. Create group rules 3. Establish rapport among group members 4. Students will be able to distinguish between goals and wishes 5. Each student will define one academic goal for him/herself to accomplish within the semester 6. Each student will identify steps required to achieve that goal

Materials:

chalkboard or chart paper

stopwatch/timer with seconds

lightweight ball

scrap paper

pens

Steps to Goal Success worksheet

goal and wish cards

Procedure (Introduction/Review, Main Content/Experiential Activities, Processing, Closing):


1. Introduction (18 minutes)

a. Getting to know each other: Students stand in a circle. The leader introduces herself and

then throws a ball to a group member, who says his/her name and favorite food, and then throws the ball to another student ... continue until every group member gets a turn. Check time. Leader asks group if they think they can do it faster. How fast? Okay, so our goal is to complete the activity in ______ seconds. Leader writes the goal on the board.

b. Informed consent and group rules: The leader tells the group that it’s time to make

some group rules so that the group runs smoothly. Everyone returns to their seats. The leader asks students what they think the rules should be. The leader adds confidentiality to the list, and anything else the group may have missed. The leader asks what the consequences for breaking rules should be.

2. Main Content / Activities (20 minutes) a. The leader makes two columns on the board: “goals” and “wishes.” The leader

randomly distributes cards with a variety of goals and wishes on them (one per card). The leader asks students tape each card to the board under the appropriate category. “What is the difference between a wish and a goal? … A goal is something within your power to reach. It’s clearly defined. A person needs to clearly define their goal and have an active plan to reach that goal.”1

b. There are short- and long-term goals. The leader asks two students to go up to the

board to be writers. The other students help them sort out the short and long term goals, labeling each with “S” or “L.” Students return to their seats.

c. “There are different kinds of goals. Goals can be short- or long-term, personal,

academic, career-related.” The leader asks students to identify any academic goals on the board. Circle these goals.

d. There are four basic steps in goal setting. Today we’re going to work on the first two.

i. define the goal

ii. outline the steps needed to achieve it

e. Each student gets a piece of scrap paper and a pen. Each student writes down one class that they’d like to improve in. Each student writes down two possible goals, such as “Get a B on the next test” or “Take better notes in _____ class” or “Turn in homework on time.” These goals should be accomplishable by the end of the semester. Have students share their goals with a partner and make changes if they wish.

f. Each student gets a copy of Steps to Goal Success worksheet. “What can you start doing

today to reach your goal?” Students take 5 minutes to think about what they can do to reach their goal. These are things the students can start doing immediately. The leader

1 From counselorsroom.com, Copyright 2013 Taintor Tools for School, Inc.


can help students who get stuck or show the whole group an example if everyone’s having trouble getting started.

3. Processing (2 minutes)

a. In a round, ask students to share if it was easy or difficult to choose a goal, on a scale of 1-10, 10 being most difficult

4. Closing (5 minutes) a. Ask students to read the first step they wrote down towards accomplishing their goal.

Encourage students to act on that step during the week. Plan for Evaluation: How will each of the following be collected?

1. Process Data a. Session log (date, time, duration) b. Attendance

2. Perception Data

a. Record student responses from processing activity


Lesson Plan Template School Counselor: Jeannine O’Brian Date: July 2013 Activity: Goal setting lesson 2: When stuff gets in the way Grade: 7th grade ASCA Student Standards

A:A1.3 Take pride in work and achievement

A:A1.4 Accept mistakes as essential to the learning process

A:A1.5 Identify attitudes and behaviors that lead to successful learning

A:A2.2 Demonstrate how effort and persistence positively affect learning A:B1.1 Demonstrate the motivation to achieve individual potential A:B1.2 Learn and apply critical-thinking skills A:B1.7 Become a self-directed and independent learner

A:B2.5 Use problem-solving and decision-making skills to assess progress toward educational goals

A:B2.6 Understand the relationship between classroom performance and success in school

C:A1.5 Learn to make decisions




PS:B1.2 Understand consequences of decisions and choices

PS:B1.3 Identify alternative solutions to a problem Common Core Student Standards

OCS Prep I: 1.04 States the major concepts and strategies in career planning o Strategic planning for goal achievement o Decision making

OCS Prep I: 4.01 Develop a work ethic based on understanding the importance of work Learning Objective(s)

1. Students will be able to identify obstacles 2. Students will be able to identify solution(s) to obstacles

Materials


scrap paper

pens

Steps to Goal Success worksheet

note cards

Goal Progress worksheet

small stickers


Procedure (Introduction/Review, Main Content/Experiential Activities, Processing, Closing):

1. Introduction / review (10 minutes) a. Who remembers the first two steps of the goal-setting process? Give a small prize to the

student who can answer. b. “Do you know what an obstacle is? Can someone share with everyone else?“ c. “Take your piece of scrap paper and a pen. Draw an obstacle. Everyone’s obstacle will

look different. There’s no right way to do this.” (3 minutes) d. Ask students to hold up their drawings. (Ideally the students are in a circle) Have each

student say a few words about his/her drawing.

2. Main Content / Activities (23 minutes)

a. Today we’re going to talk about the third step in the goal setting process. Leader adds to the list … “Whenever we’re trying to accomplish a goal, we’ll run into obstacles. It’s important not to let obstacles stop ups for reaching our goals.”

i. Define the goal ii. Outline steps needed to achieve that goal.

iii. Consider possible obstacles and ways of dealing with them

b. “Please take out your worksheet from last class.” The leader breaks the group up into pairs. “Talk to your partner about some of the obstacles, things that have either gotten in your way or might get in your way as you work through your steps.”

c. “Could someone please share one of their obstacles with the class.” The leader writes down the obstacle. “What are some ways Student A could handle this obstacle?” The leader writes down at least two courses of action.

d. “Sometimes when we hit obstacles we need to adjust our goals, but it’s important not

to give up on our goals completely… Please work with your partner again. This time I’d like you to discuss possible ways to work through your obstacles.”

e. “Now look back at your goal from last week. Is there anything you need to change? Are

your steps realistic?” … Students can share with the whole class.

f. “Let’s challenge ourselves to make a second goal for a different academic subject. Everyone works at a different speed, so don’t worry if you haven’t finished your first goal yet. You can continue to focus on your first goal this week. Some weeks you may make more progress than others” Leader passes out another copy of Steps to Goal Success worksheet

g. This time when we set a goal, let’s think about a few things:

i. Specific (Get all As vs. Get a better grade on my next math test)

ii. Measurable (How will you know you’ve succeeded?) iii. Attainable (Do you have the resources to attain your goal?) iv. Realistic (Goals should be challenging but realistic)


v. Timely (this semester! … this is also the fourth step we’ll talk about in goal setting. add this to the list that should still be visible on the board somewhere)


a. “We’re going to track our progress towards our goals using this next worksheet.” The leader passes out the Goal Progress worksheet and shows an example. Students take a few minutes to fill them in, and check off any completed steps. The leader collects these at the end of class so the students don’t lose them.

b. Pass out note cards. “Write down an example of an obstacle”

4. Closing (2 minutes)

a. Encourage students to continue working on their academic goals.

Plan for Evaluation: How will each of the following be collected?


2. Perception Data a. Student progress worksheet b. Note cards with examples of obstacles


Lesson Plan Template School Counselor: Jeannine O’Brian Date: July 2013 Activity: Goal setting lesson 3: Where will my goals take me? Grade: 7th grade ASCA Student Standards (Domain/Standard/Competencies):


A:A2.2 Demonstrate how effort and persistence positively affect learning

A:B1.1 Demonstrate the motivation to achieve individual potential A:B1.2 Learn and apply critical-thinking skills A:B1.7 Become a self-directed and independent learner




A:B2.7 Identify post-secondary options consistent with interests,

achievement, aptitude and abilities

A:C1.5 Understand that school success is the preparation to make the transition from student to community member

A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities



C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals

C:C1.1 Understand the relationship between educational achievement and career success

Common Core Student Standards (Domain/Standard/Competencies):

OCS Prep I: 1.04 States the major concepts and strategies in career planning o Strategic planning for goal achievement o Dreams and visions

OCS Prep I: 4.01 Develop a work ethic based on understanding the importance of work

OCS Prep II: 5.01 States the reasons for maintaining high standards for quality and quantity of work and recognizes strategies for obtaining these standards.


1. Students will be able to identify a possible job or career that they might want to have when they grow up.

2. Students will be able to identify the broad goals they’ll have to achieve from middle school onward if they want to become a ____.

3. Students will be able to connect their academic goals from the previous sessions to long-term career goals.


Materials:


blank paper

index cards

pens

markers Procedure (Introduction/Review, Main Content/Experiential Activities, Processing, Closing):

5. Introduction/Review (10 minutes) a. Review rules b. Pass out Goal Progress worksheets and have students update them.


a. “For the last two weeks we’ve been talking about academic goals that you can achieve within the semester. Now let’s think about long-term goals.”

b. “What do you think you might want to do when you grow up? It’s okay if you’re not sure, you can say any job that interests you.” The leader goes around the group and records the responses on the board, along with the name of each student.

c. The leader adds an example that’s not already on the board.2

Max, age 12 --------- school counselor “To achieve long term goals, we have to break the big goal down into smaller goals. This is similar to last week, when you chose a goal and then identified individual steps. With a long term goal like a career goal, we need to think about smaller goals that we need to accomplish along the path towards the big goal.” Ask the group what Max would have to do from seventh grade onward to become a school counselor. Write the goals on the board (finish middle school -> graduate from high school -> get into college -> complete college -> counselor training and certification -> get a job as a school counselor)

d. “Use the paper and markers to map out your path. You don’t have to write down every

small step. Just focus on the bigger things, like in the example.” Feel free to add pictures. Each student maps out the broad steps he/she would need to take to get to his/her career goal.

e. Ask the class what the first goal on their path towards the job of their choice is. The first goal on the way to any career will be along the lines of passing 7th grade or finishing middle school. “Now from here, we need to break this first goal down even further so that we can move towards it every day. So let’s take another look at our worksheets from last week.” … “Will achieving the goal on your sheet help do well in a class? Will doing well in that class help you finish middle school?” “Will finishing middle school

2 From http://www.sdcda.org/office/girlsonlytoolkit/, Copyright 2010 San Diego County District Attorney

http://www.sdcda.org/office/girlsonlytoolkit/


help you get to high school?” “Will getting good grades in high school help you get into college?”

f. “Now let’s get back to our academic goal sheets. How did it go this week?

g. Give students a chance to revise goals or start a third goal.

7. Processing (5 minutes) a. Pass out note cards and ask students to write 2 things they learned during the group.


a. In a round, ask each student to share what he/she is going to take action on this week. Plan for Evaluation: How will each of the following be collected?


2. Perception Data a. Student progress worksheet b. Note cards from students


Lesson Plan Template School Counselor: Jeannine O’Brian Date: July 2013 Activity: Goal setting lesson 4: Where can I find help? (+ topic to address needs) Grade: 7th grade ASCA Student Standards (Domain/Standard/Competencies):



A:B1.1 Demonstrate the motivation to achieve individual potential A:B1.2 Learn and apply critical-thinking skills A:B1.4 Seek information and support from faculty, staff, family and peers

A:B1.7 Become a self-directed and independent learner







OCS Prep I: 1.04 States the major concepts and strategies in career planning o Strategic planning for goal achievement o Decision making


1. Students will be able to identify people they can share their goals with 2. Students will be able to ____ insert objective created based student obstacles, e.g. study skills,

organizational skills, time management ____ Materials:


support network worksheet3

pens

note cards Procedure (Introduction/Review, Main Content/Experiential Activities, Processing, Closing):

1. Introduction/Review (10 minutes) a. Pass out Goal Progress worksheets and have students update them. b. In a round, ask students to share something that they did that was related to their

academic goals since the last session.


3 From http://www.heatherhendrickx.com/internship-portfolio.html


a. “What does it mean to be supported?” b. “Who can we share our goals with?” “Who can we ask for help when we hit an obstacle

and don’t know what to do?” Pass out support worksheet. Have students work on it individually, then share in pairs, and then share one thing they wrote with the whole class.

c. individualized content….

3. Processing (8 minutes) a. Pass out note cards and ask students

i. What have you liked about group so far? ii. What haven’t you liked about group?


a. “Sometime this week I’d like you to share your academic goals with someone on your sheet. “



2. Perception Data a. Student progress worksheet b. Note cards with like/dislike


Lesson Plan Template School Counselor: Jeannine O’Brian Date: July 2013 Activity: Goal setting lesson 5: Vision board/Essay Grade: 7th grade ASCA Student Standards (Domain/Standard/Competencies):












OCS Prep I: 1.04 States the major concepts and strategies in career planning o Strategic planning for goal achievement o Dreams and Vision


1. Students will be able to reflect on their experiences throughout the 4 weeks and represent the experience in one of two ways:

a. written essay b. vision board (See Footnote 1)

Materials:

examples

magazines, advertisements, printed images

enough computers for each student to have access to one

printer

markers/drawing utensils

glue

scissors Procedure (Introduction/Review, Main Content/Experiential Activities, Processing, Closing):

5. Introduction/Review (10 minutes) a. “Can anyone remember what one of their class mates said he/she wanted to be when

he/she grows up?” Have students write what they remember on the board


b. Pass out Goal Progress worksheets and have students update them. c. Give students an opportunity to start a new goal sheet


a. “Today we’re going to think back on the past four weeks. Here are some questions to think about…

i. What are my academic goals? ii. How did I start working toward them?

iii. What obstacles did I face? iv. What obstacles might I face in the future? v. What support do I have?

vi. What were some successes? vii. What do I want to do when I’m older?

b. “Each of you will create a project that explains your experience throughout the four

weeks… you can make a vision board (show example) or, if you’d rather write about the experience, you can write two pages about it. Either way you’ll want to address these questions. Next week you’ll be sharing what you make with your classmates.”

c. The vision board can be a combination of images and words, drawn or printed, etc. Anything relating to the goal-setting process or being in the group. If students want to continue for homework, they certainly may.

d. The essay can be handwritten or typed, according to the student’s preference.


a. Was this activity easy or difficult, why? (Spoken)

8. Closing (3 minutes) a. “Please finish up your essays and vision boards and think about what you’ll share with

the class next week. Everyone will have 3 minutes to talk about their project” Plan for Evaluation: How will each of the following be collected?


4. Perception Data a. Student progress worksheet b. Student-reported ease/difficulty


Lesson Plan Template School Counselor: Jeannine O’Brian Date: July 2013 Activity: Goal setting lesson 6: Presentation/Termination Grade: 7th grade ASCA Student Standards (Domain/Standard/Competencies):










PS:B1.12 Develop an action plan to set and achieve realistic goals


OCS Prep I: 1.04 States the major concepts and strategies in career planning o Strategic planning for goal achievement o Dreams and Vision


1. Students will share their projects with their peers, providing a 3-minute explanation 2. Students will provide feedback about the group

Materials:

Completed projects

Surveys Procedure (Introduction/Review, Main Content/Experiential Activities, Processing, Closing):

1. Presentations: Draw names to see who presents first (20 minutes)


a. Address questions in rounds: i. Do you remember the four steps to goal-setting?

ii. Is there anything you wish we could have done in this group that we didn’t do? iii. What did you learn about yourself during this group?

b. Surveys


c. “Hold on to you worksheets. Continue to update them throughout the semester. I will check in on you from time to time, and at the end of the semester we will meet one more time to talk about progress.”

3. Closing (30 seconds) a. Thank students and ask If they have anything else to say.



6. Perception Data a. Oral processing b. Surveys


Questions for Teachers (Pre- and Post- group)

Student: ___________________________________ Team: ______________ Date:________________ On a scale of 1-10, with 1 being poor and 10 being excellent, please rate this student in each area. Feel free to provide details or comments in the space provided under each item.

1. Student’s attendance ______

2. Student’s behavior in class _____

3. Student’s motivation ______

4. Student’s ability to work with peers _____

5. Student’s assignment completion _____

6. Consistency of effort _____

7. Please provide recent grades in each core class:

8. Additional comments on student performance:


Lesson 1: Goals vs. wishes cards

winning $1 billion getting a B in

math

meeting George Washington

fighting less with my brother

living on Mars turning in my

homework every day

never having problems

learning to play the clarinet

never having to go to school

organizing my binder

being perfect in every subject

eating healthier foods


Steps to Goal Success

a) What subject would you like to improve in? ________________________________________ b) Choose one specific goal related to that subject.

_____________________________________________________________________________________

_____________________________________________________________________________________

c) Goals aren’t accomplished with the wave of a wand or the snap of your fingers. What are some

steps you can take to reach your goal?

Step 1: What can I do today to work towards my goal?

1. ____________________________________________________________________

____________________________________________________________________

Step 2: When I finish Step 1, what will I do next to continue working towards my goal?

2. ____________________________________________________________________

____________________________________________________________________

Steps 3, 4, and 5: What else do I need to do? (Each person may have a different number of steps)

3. ____________________________________________________________________

____________________________________________________________________

4. ____________________________________________________________________

____________________________________________________________________

5. ____________________________________________________________________

____________________________________________________________________


______________________________’s Academic Goal Progress

Subject Goal Step Done!!

1 2 3 4 5

math turn in homework daily


Session 6 Survey for Students

1. Did you learn something from participating in this group? yes maybe no

2. Are you comfortable setting academic goals for yourself? yes maybe no

3. Would you use the Steps to Goal Success worksheet in the future? yes maybe no

4. Can you achieve goals you set for yourself? yes maybe no

5. What did you like about participating in group?

6. What did you dislike about participating in this group?

7. What topic(s) would be good for a future group of this size?

8. How do you feel about the overall group experience? (circle one)

great! good. ok. eh. I didn’t like it. I hated it.

9. Other comments:


References

Clark, M., Flower, K., Walton, J., & Oakley, E. (2008). Tackling Male Underachievement:

Enhancing a Strengths-Based Learning Environment for Middle School

Boys. Professional School Counseling, 12(2), 127-132.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and

task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.

doi:10.1037/0003-066X.57.9.705

Moeller, A. J., Theiler, J. M. and Wu, C. (2012), Goal Setting and Student Achievement: A

Longitudinal Study. The Modern Language Journal, 96: 153–169. doi: 10.1111/j.1540-

4781.2011.01231.x

Morisano, D., Hirsh, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting,

elaborating, and reflecting on personal goals improves academic performance. Journal Of

Applied Psychology, 95(2), 255-264. doi:10.1037/a0018478

Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and

classroom goal structures on achievement-relevant outcomes. Journal Of Educational

Psychology, 101(2), 432-447. doi:10.1037/a0014221

Rowell, L., & Hong, E. (2013). Academic motivation: concepts, strategies, and counseling

approaches. Professional School Counseling, 16(3), 158+. Retrieved from

http://go.galegroup.com/ps/i.do?id=GALE%7CA332378092&v=2.1&u=unc_main&it=r

&p=AONE&sw=w

http://go.galegroup.com/ps/i.do?id=GALE%7CA332378092&v=2.1&u=unc_main&it=r

running head: goal setting middle school 1 …...ocs prep i: 4.01 develop a work ethic based on...

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