THE ROAD TO

GRADUATION:
Academic Success
High School Freshman: First Generation
Students
Alana Hernandez, Farrah Martin, Neema Pandey, Jocelyn Zamorano-Velazquez
EDS 531: Theory and Practice of Groups in Schools
School of Education, Concordia University Irvine
 Goals and Rationale of Group
We chose this group because first generation students are commonly at a
disadvantage. Research shows that barriers lie within parental/family
support, preparation and awareness (College Board, n.d).

The goal we have is for all students to feel comfortable and educated while
navigating high school and post-graduation plans. In addition, have all
students graduate high school and move on to completing their post grad
plans.
Literature Review
What can negatively impact their academic
preparation? Challenges such as, “lower
academic and career related goals and
standards for themselves, possessing
decreased critical thinking skills and
receiving less social and intellectual
support.” (Schuyler et al., 2021)
“ Given that first-generation students lack
sufficient information and resources for their
academic development and career preparation
(Dockery & McKelvey, 2013), school counselors,
who work as institutional agents
(Stanton-Salazar, 2011), are expected to
provide environmental support for prospective
first-generation college students’ educational
and career-related decision making.” Um, B.
(2021
 Pre/Post Test for Group Evaluation
This Pre/Post Test for group evaluation will be given out and the start and end of each lesson. As
time goes on, students should have increased knowledge on one of the academic topics. This will
allow us to see which students are benefiting from normal instructions and which students need
additional support.

On a scale of 1-5, with 1 being clueless and 5 being an expert, rate your
knowledge on the following academic topics:
1. Academic transcripts: 1 2 3 4 5
2. Class Offerings: 1 2 3 4 5
Example of Pre/Post Test:
3. A-G Requirements: 1 2 3 4 5
4. Graduation Requirements: 1 2 3 4 5
5. FAFSA: 1 2 3 4 5
6. College Application Process: 1 2 3 4 5
7. Graduation and Senior Awards: 1 2 3 4 5
8. Trade School and Other 1 2 3 4 5
Post Grad Plans:
Alignment with ASCA
M 6. Understanding that postsecondary education and lifelong learning
are necessary for long-term success.

B-SS 3. Positive relationships with adults to support success.

B-SMS 4. Delayed Gratification for long-term goals.

B-LS 7. Long and short term academic, career and social/emotional

goals.

B-LS 10. Participation in enrichment and extracurricular activities.

Identification of Participation,
Mindset and Behavior Data
○ To evaluate the effectiveness of the group, pre/post test
will be conducted that includes questions about the
discussion topics.
○ Group leaders will observe participant engagement and
progress.
○ Students will sign in to keep record of student
participation.
○ Parents will be able to give feedback on additional
information .
Leader Training and Goals
● School Counselors were trained district-wide for UC and CSU
admission training.
● There was a data collection from the school district from first
generation college students requesting more information on the
process and options they have after highschool
● Our High School Counselors decided to make an 8-week session to
enhance the students knowledge on the “Road to Graduation”
● The goal of this session is to guide students about the requirements
and options they have throughout high school.
Group Format and Techniques
Topics of Discussion: ● Students will meet once every other
- Reading and Using week for 45 minute sessions during
Transcripts their homeroom.
- Class offerings
- A-G Requirements ● We provide students with a notebook
specifically for taking notes during
- Graduation Requirements
these meetings. Handouts will be
- FAFSA
provided.
- College Application
Process ● Parents will also be emailed any
- Graduation and Senior slides and materials presented to
Awards their students.
- Trade School
Expectations of Group Members
● Present on Topics
○ Know what you are presenting to make sure you are giving
clear and accurate information.
● Provide Guidance
○ Each of these student are here for extra academic support as
they navigate high school and beyond.
● Create a Safe and Welcoming Environment
○ Be respectful of all students knowledge and situations.
● Ensure all group members are engaged and taking notes.
○ This group is tailored to benefit student success. Please do not
tolerate any talking, horseplay, ect. That can be distracting to
all students.
Rule and Roles of Participants
● Attend all group sessions.
○ It is important to attend all sessions so you are upto date will
all of the information being provided and not falling behind.
○ If you have to miss for an excused reason adjust will be made
for you to catch up.
● Actively listen and TAKE NOTES!
○ You have been given a notebook specifically for this small
group. Use this to take notes and prepare yourself for success.
● Share your questions, comments or concerns.
○ Raise your hand or write down your question to make sure you
are fully understanding the content.
● Respect your peers and group leaders.
○ Everyone is here to help you succeed!
 How Confidentiality
Will be Archived
Before each meeting the counselor will remind
the students that what is talked about is keep
confidential unless it is a risk to themselves or
others. After each meeting, the counselor will
write in the student’s school portal account
about the meeting.

EX: 8/24/23 Meet with student to discuss

about applying to college. Recommended a
program to help with the application progress.
How we will Determine who to
Include and Exclude
- Students will be included based off of school data in regards to parents
educational background.
- The students whose parents highest education is a high school
diploma/GED or lower will be included in the group.
- Counselors can refer students who they believe need the support
provided in this group.
- Special cases may include foster care and homeless students.
- Students will be excluded if both parents have a bachelor's degree or
higher.
Lesson 1: Reading Transcripts
ASCA Student Standards:
M 5. Belief in using abilities to their fullest to achieve high
quality results and outcomes.
B-LS 1. Critical thinkings skills to make informed decisions.
B-LS 9. Decision-making informed by gathering evidence,
getting other’s perspectives and recognizing personal bias.

Learning Objective:
By the end of Lesson 1 students will be able to request, identify
and read their own high school transcript. Students will have a
copy of their own transcript throughout the lesson.

Content/Procedure:
Through a classroom presentation answering questions such as:
What is a transcript? How do I read my transcript? What to all
of the symbols and letters mean? Where can I see my
transcript? How does knowing all of this information help me
succeed academically?
Lesson 2: Class Offerings
*Period 0, are classes that happen before the school day starts.
Electives are just as important as the mandatory classes, it
teaches students new skills and in some cases can help when
applying for scholarships.

Electives offered:
● Drama
● Choir
● Orchestra
● Ceramics
● Psychology
● Art
● Robotics
● Student Government
● Spanish
● Graphic design
● American Sign Language
● Marching Band*
Lesson 3: A-G Requirements
ASCA Mindset and Behaviors
M 6. Understanding that postsecondary education and lifelong learning are
necessary for long-term success
B-LS 7. Long- and short-term academic, career and social/emotional goals
Procedure
★ I will give a detailed powerpoint to a small group (specific to first generation
students) about the A-G Requirements
★ Students will receive a worksheet to create their own high school course
schedule for the next four years with the A-G requirements on the board.
★ They will plan their A-G courses from freshman- senior year with the all of
the courses our high school offers.
Learning Objective
● After the powerpoint and activity, students will be able to identify the A-G
Course Requirements
● Students will also be prepared on what courses they have to
take throughout their high school career and if they are on track
to apply to universities
Lesson 4: Graduation Requirements
Procedure
★ I will explain to the students that in order for a student to graduate there needs to be basic requirements
fulfilled through a detailed presentation.
★ At our district, tuition for community college is free for two years
★ In order for them to receive free college education, they need to meet the MINIMUM requirements of a D
or above
★ There will be handouts that show the community colleges and their specific career options/ transfer
process to universities.
★ There will also be all tuition in comparison to 4-year universities

Learning Objectives
● Students will understand the course and credits requirements in order to graduate
● They will also be able to recognize other options like a community college or trade schools
● Students will be educated on the pricing and financial obligation it is for college and what our district
offers for community college.
Lesson 5: FAFSA
I will give out lesson on how to apply for FAFSA
1. Student will create their account and getting their application during class
2. Fill out the FAFSA form https://studentaid.gov/h/understand-aid/how-aid-works
3. Students will gather financial information on their schools during class
4. Students will have chance explore other aids

Types of Financial Aid student will look at:

● Grants
● Scholarships
● Work-study Jobs
● Loans
● Aid for international study
● Aid for Military Families
●
Learning Objective: creating and explore FAFSA, look for Grants
Lesson 6: College Application
Process
1. During class students will explore schools and requirement they need for the college
Ex.Why do I want to go to College, What do I like doing, or what do I want to do after
College?
2. Choose their top 3 schools and explore the requirements for the school
3. What test are needed for the school Ex. SAT, ACT
Students will create Commonapp.com
4. Student will check for deadline for college applications
5. Students will check for ESSAY prompts
6. Application Fees they will need for college
7. Making sure to include all transcripts, standardized testing scores, college essay, fees

Learning Objective: Exploring the College they want to go to and creating commonapp.com
account
Lesson 7: Graduation and
Senior Awards
ASCA Student Standards:
M 4. Self-confidence in ability to succeed.
B-LS 7. Long and Short term academic,career and social/emotional
goals.
B-LS 10. Participation in enrichment and extracurricular activities.

Learning Objective:
By the end of Lesson 7 students will know of all possible awards
and how to revive them. Students should have an idea of what
awards they will strive for throughout their 4 years.

Content/Procedure:
Through a classroom presentation informing students on all
graduation and senior awards available for them to showcase their
accomplishments over their 4 years.
Lesson 8: Trade School

● Flyers of some trade school will be

provided at the beginning of the
lesson

● This lesson will be the start for

students to further research on
trade school.
○ What is trade school
○ Application Process
○ A list of trade schools
in CA
What is trade school?
Trade School is training to prepare
students for a specific field that requires
specialized training.
● Electrician
● Plumber
● Mechanic
● HVAC technician
● Carpenter
● Pharmacy Technicians

Trade schools in California can cost as

much as $30,000 or more. Four-year
colleges can cost $100,000 or more. If you
qualify for FAFSA, then you are covered
Trade schools in CA
● Cerritos College
● Southwestern College
● Long Beach City College
● Palomar College
● Allan Hancock College
● Los Angeles Trade-Technical College
Thank you for your time!
References
CollegeBoard. (n.d.). First-generation students. Counselors.
https://counselors.collegeboard.org/counseling/prepare/first-generation

Schuyler, S. W., Childs, J. R., & Poynton, T. A. (2021). Promoting Success for First-Generation
Students of Color: The Importance of Academic, Transitional Adjustment and Mental Health
Supports . Journal of College Access, 6(1). https://files.eric.ed.gov/fulltext/EJ1313619.pdf

Um, B. (2021). Characteristics and Counseling Needs of Prospective First-Generation College

Students: Implications for School Counseling. Professional School Counseling, 25(1).
https://doi.org/10.1177/2156759X211050411