develop a middle school classroom career intervention lesson plan for 6th 7th or 8th graders educated by chapter 127 part 1 only

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•Part 1: Develop a middle school classroom career intervention/lesson plan (for 6th, 7th, or 8th graders) educated by Chapter 127. Texas Essential Knowledge and Skills (TEKS) for Career Development Subchapter A. Middle, the American School Counselor Association (ASCA) Mindsets and Behaviors, and American School Counselor Association (ASCA) National Standards for Students.

Note: This paper does not have to be written in APA. Format and organize your paper in a method that is clear and easy to follow for readers. Although full APA formatting is not required, the paper should still include a cover page, reference page, and use proper formatting to cite sources (2 professional sources are required in Part 1, section 3 & 2 professional sources are required in Part 2, section 3).

Part 1: Middle School Classroom Intervention/Lesson Plan

Student will be challenged with developing a career classroom intervention at the middle school level (for 6th, 7th, or 8th graders) that addresses at least one TEKS middle school standard, one ASCA national standard for students within the career domain, and one ASCA mindset and one behavior (hint: all these standards and guidelines in listed in the required readings on Blackboard. Our textbook also specifically identifies ASCA mindsets and behaviors for this population of students (p. 218, Table 10.2) .

As a school counselor, you will often find that you are in a situation in which your programming is required to meet certain state standards, and are also required/or aspire to meet additional national standards.

For example, if you are a school counselor in Texas, your career programming and interventions must meet House Bill 5 requirements (the TEKS in part help to meet these requirements) within the context of the Texas National Model. Additionally, if you decide to apply for RAMP recognition through ASCA, now you also have to concurrently implement the ASCA national model. address all ASCA National Standards for Students, and address ASCA mindsets and behaviors. All this sounds like a lot, doesn’t it?

Well, luckily many of the above guidelines and standards are aligned and overlap in terms of requirements. Part of being successful at meeting numerous different standards from multiple sources is being strategic in how you align your interventions and programming with the associated standards and guidelines (e.g., hitting two birds with one stone) under the umbrella of your comprehensive school counseling program.

For example:

In this assignment, you might select a TEKS standard, an ASCA student standards, and an ASCA mindset and behavior that are all closely aligned with one and another. This way, with a single career intervention, you can address standards from multiple sources.

For example, for Part 1, I might use the following TEKS, ASCA student standard, and ASCA mindset and domain to guide my career intervention because they are all closely aligned/complimentary of one and another.


TEKS §127.2. Investigating Careers.

(c) Knowledge and skills

(2) The student investigates career pathways in one or more of the 16 career clusters. The student is expected to:

  • (A) research the academic requirements for one or more of the careers in an identified cluster;

ASCA Student Standard in the Career Domain

C:A1.1 Develop skills to locate, evaluate and interpret career information

ASCA mindset and behavior

Mindset: Understanding that postsecondary education and lifelong learning are necessary for long-term career success.

Behavior: Identify long- and short-term academic, career, and socioemotional goals

As can be gleaned from examining the above standards, they all share similar patterns and can be addressed within a single classroom career lesson.

*Note: in the event you are an out of state student and your state has similar standards for middle school students to that of the TEKS, you may use the standards from your state. The rubric was specifically built to allow for this possibility.

Next, you will use the selected standards to guide your development of a career classroom intervention/lesson plan.

For part one, students will develop a classroom career intervention. Use the below criteria to organize your paper.

  • Standards. First, specify the middle school grade level for the intervention. Identify at least one TEKS (or comparable state standard from another state), one ASCA student standard in the career domain, one ASCA mindset, and one ASCA behavior that will be addressed in your career intervention.
  • Curriculum Objective. Develop 1-3 student learning outcomes for the career intervention. These outcomes should share a strong connection to your selected TEKS/ASCA standard/ASCA mindset and behavior and should articulate what skills or knowledge students should acquire at the completion of the lesson/intervention. (see p. 128, table 6.4 in the textbook for an example of objectives).
  • Rationale for Intervention/Lesson. Use one career development theory (e.g., Bourdieu, 1977; Gottfredson, 1981; Holland, 1997; Bandura, 1977, Super, 1980 to name a few) to support an argument for why the selected standards and intervention/lesson is developmentally appropriate for use with this grade level. Please list the grade level. (two professional sources are required in this section).
  • Materials. The materials section includes any supplies necessary for delivering the lesson plan, including items like markers, paper, worksheets, puppets, and so forth.
  • Detailed Instructions. In the detailed instructions section, provide step-by-step directions for delivering the lesson to students with a full description of any and all activities as well as estimated lime lengths of each aspect of the lesson/intervention. (see p. 131, Exhibit 6.1 for an example).
  • Summary. The summary section denotes how you will wrap up the lesson and provide closure instructions such as reflection questions, follow-up activities for the teacher to implement, and/or suggestions for practicing newly acquired skills or knowledge (in other words, students should walk away from this intervention with resources/materials/methods to continue developing their knowledge and/or skills.
  • Evaluation. How will you measure whether or not the objectives were met? How will you collect that data? Develop a method of assessment that includes the use of process, perception, and outcome data. Additionally, be sure to utilize both quantitative and qualitative types of data. Briefly describe how you would analyze the data. Last, describe how you could use the results foster a supportive school environment.


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