Core Curriculum Action Plans & Pre/Post Tests Self-Paced Online Course

SELF-PACED CCAP.png
SELF-PACED CCAP.png

Core Curriculum Action Plans & Pre/Post Tests Self-Paced Online Course

49.00

Core Curriculum Action Plans & Pre/Post Tests explores the rationale for school counselors to provide tier 1 supports for all students, how to determine curriculum, and how to develop high-quality action plans.

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This course is designed to be taken in collaboration with The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession (Hatch, 2014). It explores the rationale for school counselors to provide tier 1 supports for all students, how to determine curriculum, and how to develop high-quality action plans.

This course is entirely online, meaning that there are no physical face-to-face classroom meetings. As a self-paced course, students will not receive feedback on their work or participate in group discussions.

Required Textbook
This course is designed to align with chapters 1, 5, 6, and 7 of The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession (Hatch, 2014), which is available for purchase via Amazon or Corwin Press. 

Learning Outcomes
Students who take this course will gain the following attitudes, knowledge, and skills: 

Attitudes:

  • Believe all students deserve to receive school counseling curriculum (Ch. 1)
  • Believe in the importance of school counselors taking an active role in core implementation (Ch. 1)
  • Believe that surveying students, parents, and staff will provide for better-targeted core curriculum (Ch. 6)
  • Believe efforts should be made to align lesson delivery with subject areas (Ch. 5)
  • Believe that school counseling curriculum should be competency-driven (Ch. 5)
  • Believe in the importance of administrator collaboration and approval of action plans (Ch. 5)
  • Believe school counselors are teachers too (Ch. 7)
  • Believe school counselors must assess the impact of their lessons (Ch. 7)
  • Believe creating pre/post tests is a well-developed skill that requires practice (Ch. 7)

Knowledge:

  • Explain the purpose behind standards-based education (Ch. 1)
  • Understand why guidance curriculum is now called school counseling core curriculum (Ch. 1)
  • Identify the Common Core action steps for school counselors as recommended by Achieve (Ch. 1)
  • Describe ways to garner faculty input on school counseling core curriculum (Ch. 6)
  • Explore core curriculum that is evidence-based (Ch. 6)
  • Discuss priorities and considerations when developing curriculum action plans (Ch. 5)
  • Explain the guidelines for using curriculum action plans (Ch. 5)
  • Differentiate between three types of questions used on pre/post tests and when to use each one (Ch. 7)
  • Identify the difference between surveys and pre/post tests (Ch. 7)

Skills:

  • Create and analyze your own current school-wide core curriculum action plan and make suggestions for improvement (Ch. 1)
  • Conduct a gap analysis of your own school-wide core curriculum implementation (Ch. 1)
  • Conduct a staff needs assessment to inform your core curriculum needs (Ch. 6)
  • Locate free online curriculum resources (Ch. 6)
  • Create a curriculum action plan for your school (Ch. 5)
  • Present your curriculum action plan to your school administrator (Ch. 5)
  • Critique and improve a pre/post test (Ch. 7)
  • Create a pre/post test assessing students’ attitudes, knowledge, and skills (Ch. 7)