UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12

Transcription

1 UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12 1

2 FORWARD This Comprehensive School Counseling Program acts as a manual for counselors, administrators and school board electives in clarifying the role of the school counselor. We hope that this plan will help in the continued success of our students. Counselors Laura Butcher Peter Tolson Kim Johannesen Amanda Kane Last updated: December

3 TABLE OF CONTENTS Foundation District Mission Statement 5 School Counseling Mission Statement 5 Philosophy/Belief Statement 5 Benefits of a Comprehensive School Counseling Program 6 Role of the School Counselor 9 NYSED Part 100 Regulations 10 American School Counselor Association Standards 11 Delivery System Guidance 13 Individual Student Planning 13 Responsive Services 13 System Support 13 Management System District Wide Counseling Review 15 Annual Counseling Program Calendar 15 Use of Community Resources 15 Student Competencies and Activities Elementary K-5 17 Middle School High School Accountability District Wide Counseling Review 45 Assessment Tools 45 3

4 FOUNDATION District Mission Statement School Counseling Mission Statement Philosophy/Belief Statement Benefits of a Comprehensive School Counseling Program Role of the School Counselor NYSED Part 100 Regulations American School Counselor Association Standards 4

5 FOUNDATION DISTRICT MISSION STATEMENT The purpose of the Unatego Central School District is to provide a positive and caring environment which gives all students an opportunity to achieve to their maximum potential and to prepare for a meaningful life in a changing world. SCHOOL COUNSELING MISSION STATEMENT In support of our district s mission and goals, the Unatego School Counseling Program promotes and enhances student learning through three broad and interrelated areas of student development; academic, career, and personal/social. We support all students through a comprehensive developmental school counseling program as well as through a collaborative effort through home, school, and community. Our goal is for Unatego students to become responsible and productive citizens that can effectively manage future challenges and who can progress confidently into an ever-changing society. PHILOSOPHY/BELIEF STATEMENT The following principles are the foundation for the Unatego School Counseling Program: As counselors of UCS, we believe: all students are valued as individuals. all students are capable of learning, achieving and acquiring knowledge in different ways and at different rates. all students have a right to a comprehensive school counseling program that is culturally and developmentally appropriate. diversity is to be respected and appreciated as we foster unity among our students, faculty, staff and community. 5

6 learning requires the active participation, mutual respect and individual accountability of students,, staff, parents and community members. students, with their parents/guardians, are responsible for monitoring their educational progress, assisted by the school counselor. And that counselors help students recognize their learning strengths, weaknesses and potential. coordinate activities and programs that support the academic mission of the school. utilize the strengths of parents and the community and serve as liaisons between parents, the community and the school. participate in on-going programs and professional development that enhance their skills and knowledge. consider all students ethnic, cultural, racial, sexual orientation and special needs when planning and implementing the school counseling program. be data-driven. The data will be used in assessing the needs and effectiveness of the school counseling programs, driving future program development and evaluations. will hold state certification and have a Master s Degree in School Counseling. will deliver the school counseling program as outlined in the New York State Counseling Standards of academic, career and personal/social domains. will abide by the professional school counseling ethics as advocated by the American School Counselor Association. BENEFITS OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS Comprehensive developmental school counseling programs positively impact students, parents,, administrators, boards of education, and other student services personnel, school counselors, business, and industry. The benefits to each of these groups include the following: Benefits for students 1. Prepares students for the challenges of the 21st century by acquiring knowledge and skills in academic, career, and personal/social development. 2. Connects the educational program to future success. 3. Facilitates career exploration and development. 4. Develops decision-making and problem solving skills. 5. Assists in acquiring knowledge of self and others. 6. Enhances personal-social development. 7. Assists in developing effective interpersonal relationship skills. 8. Broadens knowledge of our changing world. 6

7 9. Guarantees school counseling services to every student. 10. Increases the opportunity for counselor-student interaction. 11. Encourages facilitative, co-operative peer interactions. 12. Fosters resiliency factors for students. Benefits for parents 1. Prepares their children for the challenges of the 21st century through academic, career, and personal/social development. 2. Provides support for parents in advocating for their child's academic, career, and personal/social development. 3. Develops a systematic approach for their child's long-range planning and learning. 4. Increases opportunities for parent/school interaction. 5. Enables parents to access school and community resources. Benefits for 1. Provides an interdisciplinary team effort to address student needs and educational goals. 2. Provides skill development for in classroom management, teaching effectiveness, and affective education. 3. Provides consultation to assist in their guidance and advisement role. 4. Positively impacts school climate and the learning community. 5. Supports classroom instruction. 6. Encourages positive, calendared activities and supportive working relationships. 7. Promotes a team effort to address developmental skills and core competencies. 8. Increases teacher accessibility to the counselor as a classroom presenter and resource person. Benefits for administrators 1. Integrates school counseling with the academic mission of the school. 2. Provides a program structure with specific content. 3. Assists administration to use school counselors effectively to enhance learning and development for all students. 4. Provides a means of evaluating the effectiveness of the school counseling program. 5. Demonstrates school counseling accountability. 6. Enhances community image of the school counseling program. Benefits for local Boards of Education 1. Provides rationale for implementing a comprehensive developmental counseling program in the school system. 2. Provides assurance that a quality school counseling program is available to every student. 3. Demonstrates the necessity of appropriate levels of funding for implementation. 4. Supports appropriate credentialing and staffing. 7

8 5. Provides a basis for determining funding allocations for school counseling programs. 6. Furnishes program information to the community. 7. Gives ongoing information about student acquisition of competencies and standards through school counseling program efforts. Benefits for school counselors 1. Provides a clearly defined role and function in the educational system. 2. Eliminates non-counseling functions. 3. Provides direct service to every student. 4. Provides a tool for program management and accountability. 5. Enhances the role of the school counselor as a student advocate. 6. Ensures involvement in the academic mission of the school. 7. Places school counselors in a leadership role to close the gap. Benefits for student services personnel 1. Provides school psychologists, social workers, and other professional student services personnel with a clearly defined role of the school counselor. 2. Clarifies areas of overlapping responsibilities. 3. Fosters a positive team approach, which enhances cooperative working relationships. Benefits for business and industry 1. Increases opportunities for business and industry to participate actively in the total school program. 2. Provides increased opportunity for collaboration among counselors, business, industry, and communities. 3. Provides a potential work force with decision-making skills, pre-employment skills, and increased worker maturity. Benefits for the community 1. Provides an increased opportunity for collaboration and participation of community members with the school program. 2. Creates community awareness and visibility of the school counseling program. 3. Connects the community to the needs of the school and the school to the needs of the community. 4. Enhances economic development through quality preparation of students for the world of work. (Adapted from the American School Counselor Association) 8

9 ROLE OF THE SCHOOL COUNSELOR Skill Counseling Description School counselors spend time on individual and group counseling, crisis intervention, prevention and responsive services. Consultation School counselors acting as consultants can help parents,, and students work together effectively. They seek solutions to improve the educational/social/emotional experience for all students. Coordination of Services School Counselors coordinate resources and services for students and families through community outreach. School counselors collaborate with agencies to provide a variety of services and opportunities to students and their families. Leadership School Counselors seek to make school a welcome learning community where all students can achieve academic, career, and personal/social success. Advocacy School counselors are advocates for all students. Teaming and Collaboration School counselors collaborate with all school community members. Counselors collaborate most closely with to deliver the counseling program. In addition, they use professional development opportunities to promote the counseling programs to members of the educational community and develop collaborative projects. Use of Data Data provides a method to determine the impact of a school counseling program on student success and school climate. Use of Technology School counselors are technologically literate and proficient in processing data electronically to better assess student progress. Counselors also use technology to increase the overall quality of their program. 9

10 NYSED PART 100 REGULATIONS The New York State Education Department; Part 100 Regulations specify the following requirements for school counseling programs: j. Guidance programs 1. Public schools. Each school district shall have a guidance program for all students. i. In grades K-6, the program shall be designed in coordination with the teaching staff to prepare students to participate effectively in their current and future educational programs, to help students who exhibit any attendance, academic, behavioral or adjustment problems, to educate students concerning avoidance of child sexual abuse, and to encourage parental involvement. ii. In grades 7-12, the guidance program shall include the following activities or services: a. an annual review of each student's educational progress and career plans, with such reviews to be conducted with each student individually or with small groups by personnel certified or licensed as school counselors; b. instruction at each grade level to help students learn about various careers and about career planning skills conducted by personnel certified or licensed as school counselors, or by classroom in cooperation with school counselors; c. other advisory and individual or group counseling assistance to enable students to benefit from the curriculum, to help students develop and implement postsecondary education and career plans, to help students who exhibit any attendance, academic, behavioral or adjustment problems and to encourage parental involvement, provided that advisory assistance shall be provided by or counselors, or by certified teaching assistants under the supervision of counselors or, and that such individual or group counseling assistance shall be provided by certified or licensed school counselors or by certified or licensed school psychologists or certified or licensed school social workers in cooperation with school counselors; and d. the services of personnel certified or licensed as school counselors. iii. Each school district shall develop a district plan which sets forth the manner in which the district shall comply with the requirements of this 10

11 subdivision. The City School District of the City of New York shall submit a separate plan for each community school district, for the High School Division and for the Special Education Division. Such plan shall be filed in the district offices and shall be available for review by any individual. The plan shall present program objectives, which describe expectations of what students will learn from the program; activities to accomplish the objectives; specification of staff members and other resources assigned to accomplish the objectives; and provisions for the annual assessment of program results. The plan shall be reviewed annually by the school districts, and revisions shall be made as necessary. 2. Nonpublic schools. Each nonpublic secondary school shall provide a guidance and counseling program for students in grades AMERICAN SCHOOL COUNSELOR ASSOCIATION- NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS The following standards were developed by the American School Counselor Association and serve as the foundation of the Unatego School District s Comprehensive School Counseling Program. These student competencies define the knowledge, attitudes or skills students should obtain or demonstrate as a result of participating in a school counseling program. Academic Development Standard A. Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. Standard B. Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Standard C. Students will understand the relationship of academics to the world of work and to life at home and in the community. Career Development Standard A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Standard B. Students will employ strategies to achieve future career goals with success and satisfaction. Standard C. Students will understand the relationship between personal qualities, education, training and the world of work. Personal Social Development Standard A. Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. Standard B. Students will make decisions, set goals and take necessary action to achieve goals. Standard C. Students will understand safety and survival skills. 11

12 DELIVERY Guidance Individual Student Planning Responsive Services System Support 12

13 DELIVERY SYSTEM School counselors deliver services in four areas: guidance curriculum, individual student planning, responsive services and system support. GUIDANCE CURRICULUM Representative Activities: - Classroom instruction - Interdisciplinary activities - Group activities - Parent workshops and information sessions INDIVIDUAL STUDENT PLANNING Representative Activities: - Individual or small group evaluation of students abilities, interests, skills and achievement. - Individual or small group advisement involving students and parents/guardians in planning students academic programs that meet their needs. - Individual or small group review of students personal goals and future plans. RESPONSIVE SERVICES Representative Activities: - Consultation - Individual and small group counseling - Crisis counseling/response - Peer mediation SYSTEM SUPPORT Representative Activities: - Professional development - Consultation/Collaboration/Teaming - Program management and operation 13

14 MANAGEMENT SYSTEM District Wide Counseling Review Annual Counseling Program Calendar Use of Community Resources 14

15 MANAGEMENT SYSTEM DISTRICT WIDE COUNSELING REVIEW The comprehensive school counseling program will be reviewed by the school counseling department on an annual basis. During the review, results from the previous year and goals for the upcoming year will be evaluated. Additionally, changes will be made to this plan as necessary. This review will be documented and made available to the superintendent. ANNUAL COUNSELING PROGRAM CALENDAR A yearly calendar written by counselors in each school indicates overall counseling activities in that building. The yearly calendar indicates major activities, dates, and themes for the year. The yearly calendar will be made available to staff, students, and parents. USE OF COMMUNITY RESOURCES Counselors will work with a variety of resources to implement the Comprehensive School Counseling Program. Parents/guardians, students, community agencies/businesses and school staff are utilized to provide counseling related services to students. 15

16 STUDENT COMPETENCIES AND ACTIVITIES Elementary K-5 Middle School 6-8 High School

17 Elementary K-5 ACADEMIC ASCA Standard 1: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan. Student Competencies Grade K Grade 1 Grade 2 Articulate feeling of competence and confidence as learners Display a positive interest in learning Take pride in work and achievement Accept mistakes as essential to the learning process Identify attitudes and behaviors that lead to successful learning Apply time-management and task-management skills Demonstrate how effort and persistence positively affect learning Use communication skills to know when and how to Rainbow Room Rainbow Room Grade 3 Grade 4 Grade 5 17

18 ask for help when needed Apply knowledge and learning styles to positively influence school performance Take responsibility for their actions Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students Demonstrate a broad range of interests and abilities Demonstrate dependability, productivity and initiative Share knowledge Middle school transition meetings ACADEMIC ASCA Standard 2: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Student Competencies Grade K Grade 1 Grade 2 Demonstrate the motivation to achieve individual potential Learn and apply critical thinking skills Apply the study skills necessary for academic success at each level Seek information and support from faculty, staff, family and peers Organize and apply academic information from a variety of sources Use knowledge of learning styles to positively influence school performance Become a self-directed and independent learner Establish challenging academic goals in elementary, middle/junior high and high school Use assessment results in Rainbow Room Rainbow Room Grade 3 Grade 4 Grade 5 18

19 educational planning Develop and implement annual plan of study to maximize academic ability and achievement Apply knowledge of aptitudes and interests to goal setting Use problem-solving and decision-making skills to assess progress toward educational goals Understand the relationship between classroom performance and success in school Identify post-secondary options consistent with interests, achievement, aptitude and abilities Middle school transition meetings ACADEMIC ASCA Standard 3: Students will understand the relationship of academics to the world of work and to life at home and in the community. Student Competencies Grade K Grade 1 Grade 2 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life Seek co-curricular and community experiences to enhance the school experience Understand the relationship between learning and work Demonstrate an understanding of the value of life-long learning as essential to seeking, obtaining and maintaining life goals Understand that school success is the preparation to make the transition from student to community member Understand how school success and academic Rainbow Room Rainbow Room Grade 3 Grade 4 Grade 5 19

20 achievement enhance future career and vocational opportunities Middle school transition meetings CAREER ASCA Standard 4: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Student Competencies Grade K Grade 1 Grade 2 Develop skills to locate, evaluate and interpret career information Learn about the variety of traditional and nontraditional occupations Develop an awareness of personal abilities, skills, interests and motivations Learn how to interact and work cooperatively in teams Learn to make decisions Learn how to set goals Understand the importance of planning Pursue and develop competency in areas of interest Develop hobbies and vocational interests Balance between work and leisure time Rainbow Room Rainbow Room 20

21 Acquire employability skills such as working on a team, Problem-solving and organizational skills Apply job readiness skills to seek employment opportunities Demonstrate knowledge about the changing workplace Learn about the rights and responsibilities of employers and employees Learn to respect individual uniqueness in the workplace Learn how to write a resume Develop a positive attitude toward work and learning Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace Utilize time- and taskmanagement skills Grade 3 Grade 4 Grade 5 Middle school transition meetings CAREER ASCA Standard 5: Students will employ strategies to achieve future career goals with success and satisfaction. Student Competencies Grade K Grade 1 Grade 2 21

22 Apply decision-making skills to career planning, course selection and career transition Identify personal skills, interests and abilities and relate them to current career choice Demonstrate knowledge of the career-planning process Know the various ways in which occupations can be classified Use research and information resources to obtain career information Learn to use the Internet to access career-planning information Describe traditional and nontraditional career choices and how they relate to career choice Understand how changing economic and societal needs influence employment trends and future training Demonstrate awareness of the education and training needed to achieve career goals Asses and modify their educational plan to support career Use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience Select course work that is related to career interests Maintain a career-planning portfolio Rainbow Room Rainbow Room Grade 3 Grade 4 Grade 5 Middle school transition meetings CAREER ASCA Standard 6: Students will understand the relationship between personal qualities, education, training and the world of work. 22

23 Student Competencies Grade K Grade 1 Grade 2 Understand the relationship between educational achievement and career success Explain how work can help to achieve personal success and satisfaction Identify personal preferences and interests influencing career choice and success Understand that the changing workplace requires lifelong learning and acquiring new skills Describe the effect of work on lifestyle Understand the importance of equity and access in career choice Understand that work is an important and satisfying means of personal expression Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals Learn how to use conflict management skills with peers and adults Learn to work cooperatively with others as a team member Apply academic and employment readiness skills in work-based learning situations such as internships, shadowing and/or mentoring experiences Rainbow Room Rainbow Room Grade 3 Grade 4 Grade 5 Middle school transition meetings PERSONAL/SOCIAL ASCA Standard 7: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. 23

24 Student Competencies Grade K Grade 1 Grade 2 Develop positive attitudes toward self as a unique and worthy person Identify values, attitudes and beliefs Learn the goal-setting process Understand change is a part of growth Identify and express feelings Distinguish between appropriate and inappropriate behavior Recognize personal boundaries, rights and privacy needs Understand the need for self-control and how to practice it Demonstrate cooperative behavior in groups Identify personal strengths and assets Identify and discuss changing personal and social roles Identify and recognize changing family roles Recognize that everyone has rights and responsibilities Respect alternative points of view Recognize, accept, respect and appreciate individual differences Recognize, accept, respect and appreciate ethnic and cultural diversity Recognize and respect differences in various family configurations Use effective communication skills Know that communication involves speaking, listening and non-verbal behavior Learn how to make and keep friends Rainbow Room Personal Safety Presentations Internet safety curriculum Rainbow Room Personal Safety Presentations Internet safety curriculum Banana Splits group Personal Safety Presentations Internet safety curriculum Banana Splits group Grade 3 Grade 4 Grade 5 Personal Safety Presentations Internet safety curriculum Banana Splits group Personal Safety Presentations Internet safety curriculum Maturation presentation PERSONAL/SOCIAL ASCA Standard 8: Students will make decisions, set goals and take necessary action to achieve goals. Personal Safety Presentations Internet safety curriculum Middle school transition meetings 24

25 Student Competencies Grade K Grade 1 Grade 2 Use a decision-making and problem-solving model Understand consequences of decisions and choices Identify alternative solutions to a problem Develop effective coping skills for dealing with problems Demonstrate when, where and how to seek help for solving problems and making decisions Know how to apply conflict resolution skills Demonstrate a respect and appreciation for individual and cultural differences Know when peer pressure is influencing a decision Identify long- and shortterm goals Identify alternative ways of achieving goals Use persistence and perseverance in acquiring knowledge and skills Develop an action plan to set and achieve realistic goals Rainbow Room Personal Safety Presentations Internet safety curriculum Rainbow Room Personal Safety Presentations Internet safety curriculum Banana Splits group Personal Safety Presentations Internet safety curriculum Banana Splits group Grade 3 Grade 4 Grade 5 Personal Safety Presentations Internet safety curriculum Banana Splits group Personal Safety Presentations Internet safety curriculum Maturation presentation Personal Safety Presentations Internet safety curriculum Middle school transition meetings PERSONAL/SOCIAL ASCA Standard 9: Students will understand safety and survival skills. 25

26 Student Competencies Grade K Grade 1 Grade 2 Demonstrate knowledge of personal information (i.e., telephone number, home address, emergency contact) Learn about the relationship between rules, laws, safety and the protection of rights of the individual Learn about the differences between appropriate and inappropriate physical contact Demonstrate the ability to set boundaries, rights and personal privacy Differentiate between situations requiring peer support and situations requiring adult professional help Identify resource people in the school and community, and know how to seek their help Apply effective problemsolving and decisionmaking skills to make safe and healthy choices Learn about the emotional and physical dangers of substance use and abuse Learn how to cope with peer pressure Learn techniques for managing stress and conflict Learn coping skills for managing life events Rainbow Room Personal Safety Presentations Internet safety curriculum Rainbow Room Personal Safety Presentations Internet safety curriculum Banana Splits group Personal Safety Presentations Internet safety curriculum Banana Splits group Grade 3 Grade 4 Grade 5 Personal Safety Presentations Internet safety curriculum Banana Splits group Personal Safety Presentations Internet safety curriculum Maturation presentation Personal Safety Presentations Internet safety curriculum Middle school transition meetings Middle School 6-8 ACADEMIC 26

27 ASCA Standard 1: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan. Student Competencies Grade 6 Grade 7 Articulate feeling of competence and confidence as learners Display a positive interest in learning Take pride in work and achievement Accept mistakes as essential to the learning process Identify attitudes and behaviors that lead to successful learning Apply time-management and task-management skills Demonstrate how effort and persistence positively affect learning Use communication skills to know when and how to ask for help when needed Apply knowledge and learning styles to positively influence school performance Take responsibility for their actions Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students Demonstrate a broad range of interests and abilities Demonstrate dependability, productivity and initiative Share knowledge Parent Teacher Conferences Team Meetings Middle School Transition SECOND STEP Classroom 6 th Grade Orientation Grade 8 Parent Teacher Conferences Team Meetings 8 th Grade Parent Night 8 th Grade Planning Day Individual academic/career plan meeting: CDOS Career Plan Parent Teacher Conferences Team Meetings Individual academic/career plan meeting : CDOS Career Plan ACADEMIC 27

28 ASCA Standard 2: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Student Competencies Grade 6 Grade 7 Demonstrate the motivation to achieve individual potential Learn and apply critical thinking skills Apply the study skills necessary for academic success at each level Seek information and support from faculty, staff, family and peers Organize and apply academic information from a variety of sources Use knowledge of learning styles to positively influence school performance Become a self-directed and independent learner Establish challenging academic goals in elementary, middle/junior high and high school Use assessment results in educational planning Develop and implement annual plan of study to maximize academic ability and achievement Apply knowledge of aptitudes and interests to goal setting Use problem-solving and decision-making skills to assess progress toward educational goals Understand the relationship between classroom performance and success in school Identify post-secondary options consistent with interests, achievement, aptitude and abilities Parent Teacher Conferences Team Meetings 6 th Grade Orientation SECOND STEP Classroom Grade 8 Parent Teacher Conferences Team Meetings 8 th Grade Parent Night 8 th Grade Planning Day BOCES Road Show and Visit Individual academic/career plan meeting: CDOS Career Plan Parent Teacher Conferences Team Meetings Individual academic/career plan meeting: CDOS Career Plan ACADEMIC 28

29 ASCA Standard 3: Students will understand the relationship of academics to the world of work and to life at home and in the community. Student Competencies Grade 6 Grade 7 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life Seek co-curricular and community experiences to enhance the school experience Understand the relationship between learning and work Demonstrate an understanding of the value of life-long learning as essential to seeking, obtaining and maintaining life goals Understand that school success is the preparation to make the transition from student to community member Understand how school success and academic achievement enhance future career and vocational opportunities Parent Teacher Conferences Team Meetings 6 th Grade Orientation Career Portfolio Activities (Counselor coteaches Life Skills) Grade 8 Parent Teacher Conferences Team Meetings 8 th Grade Parent Night 8 th Grade Planning Day BOCES Road Show and Visit Career Portfolio Activities (Home & Careers) Individual academic/career plan meeting: CDOS Career Plan Parent Teacher Conferences Team Meetings Career Portfolio Activities (Counselor introducing Career Zone in Health 7) Individual academic/career plan meeting: CDOS Career Plan CAREER 29

30 ASCA Standard 4: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Student Competencies Grade 6 Grade 7 Develop skills to locate, evaluate and interpret career information Learn about the variety of traditional and nontraditional occupations Develop an awareness of personal abilities, skills, interests and motivations Learn how to interact and work cooperatively in teams Learn to make decisions Learn how to set goals Understand the importance of planning Pursue and develop competency in areas of interest Develop hobbies and vocational interests Balance between work and leisure time Acquire employability skills such as working on a team, Problem-solving and organizational skills Apply job readiness skills to seek employment opportunities Demonstrate knowledge about the changing workplace Learn about the rights and responsibilities of employers and employees Learn to respect individual uniqueness in the workplace Learn how to write a resume Develop a positive attitude toward work and learning Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace Utilize time- and taskmanagement skills Career Portfolio Activities (Counselor coteaches Life Skills) It s A Guy Thing Women Helping Girls Make Choices Grade 8 8 th Grade Parent Night 8 th Grade Planning Day BOCES Road Show and Visit Career Portfolio Activities (Home & Careers) Career Day Individual academic/career plan meeting: CDOS Career Plan Career Portfolio Activities (Counselor pushes into Health 7 to introduce Career Zone) Individual academic/career plan meeting: CDOS Career Plan CAREER 30

31 ASCA Standard 5: Students will employ strategies to achieve future career goals with success and satisfaction. Student Competencies Grade 6 Grade 7 Apply decision-making skills to career planning, course selection and career transition Identify personal skills, interests and abilities and relate them to current career choice Demonstrate knowledge of the career-planning process Know the various ways in which occupations can be classified Use research and information resources to obtain career information Learn to use the Internet to access career-planning information Describe traditional and nontraditional career choices and how they relate to career choice Understand how changing economic and societal needs influence employment trends and future training Demonstrate awareness of the education and training needed to achieve career goals Asses and modify their educational plan to support career Use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience Select course work that is related to career interests Maintain a career-planning portfolio Career Portfolio Activities (Counselor coteaches Life Skills) It s a Guy Thing Women Helping Girls Make Choices Grade 8 Career Unit (Home & Careers) Career Day 8 th Grade Parent Night 8 th Grade Planning Day Individual academic/career plan meeting: CDOS Career Plan Career Portfolio Activities (Counselor introduces Career Zone in Health) Individual academic/career plan meeting: CDOS Career Plan CAREER 31

32 ASCA Standard 6: Students will understand the relationship between personal qualities, education, training and the world of work. Student Competencies Grade 6 Grade 7 Understand the relationship between educational achievement and career success Explain how work can help to achieve personal success and satisfaction Identify personal preferences and interests influencing career choice and success Understand that the changing workplace requires lifelong learning and acquiring new skills Describe the effect of work on lifestyle Understand the importance of equity and access in career choice Understand that work is an important and satisfying means of personal expression Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals Learn how to use conflict management skills with peers and adults Learn to work cooperatively with others as a team member Apply academic and employment readiness skills in work-based learning situations such as internships, shadowing and/or mentoring experiences 6 th Grade Career Portfolio Activities Alma Mater Day Career Portfolio Activities (Counselor coteaches Life Skills) It s a Guy Thing Women Helping Girls Make Choices Grade 8 Career Unit (Home & Careers) Alma Mater Day BOCES Road Show Individual academic/career plan meeting: CDOS Career Plan Alma Mater Day Career Portfolio Activities (Counselor introduces Career Zone in Health) Individual academic/career plan meeting: CDOS Career Plan PERSONAL/SOCIAL 32

33 ASCA Standard 7: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. Student Competencies Grade 6 Grade 7 Develop positive attitudes toward self as a unique and worthy person Identify values, attitudes and beliefs Learn the goal-setting process Understand change is a part of growth Identify and express feelings Distinguish between appropriate and inappropriate behavior Recognize personal boundaries, rights and privacy needs Understand the need for self-control and how to practice it Demonstrate cooperative behavior in groups Identify personal strengths and assets Identify and discuss changing personal and social roles Identify and recognize changing family roles Recognize that everyone has rights and responsibilities Respect alternative points of view Recognize, accept, respect and appreciate individual differences Recognize, accept, respect and appreciate ethnic and cultural diversity Recognize and respect differences in various family configurations Use effective communication skills Know that communication involves speaking, listening and non-verbal behavior Learn how to make and keep friends Consultation with outside agencies SECOND STEP Classroom Dignity Committee Events New Student Orientation New Student welcoming event (i.e. Ice Cream Social) Spartans of the Month-Character Trait Awareness and Recognition Grade 8 Consultation with outside agencies Dignity Committee Events New Student Orientation New Student welcoming event (i.e. Ice Cream Social) Spartans of the Month- Character Trait Awareness and Recognition PERSONAL/SOCIAL Consultation with outside agencies Dignity Committee Events New Student Orientation New Student welcoming event (i.e. Ice Cream Social) Spartans of the Month-Character Trait Awareness and Recognition 33

34 ASCA Standard 8: Students will make decisions, set goals and take necessary action to achieve goals. Student Competencies Grade 6 Grade 7 Use a decision-making and problem-solving model Understand consequences of decisions and choices Identify alternative solutions to a problem Develop effective coping skills for dealing with problems Demonstrate when, where and how to seek help for solving problems and making decisions Know how to apply conflict resolution skills Demonstrate a respect and appreciation for individual and cultural differences Know when peer pressure is influencing a decision Identify long- and shortterm goals Identify alternative ways of achieving goals Use persistence and perseverance in acquiring knowledge and skills Develop an action plan to set and achieve realistic goals Consultation with outside agencies SECOND STEP Classroom Grade 8 Consultation with outside agencies Parent contact Individual academic/career plan meeting: CDOS Career Plan Consultation with outside agencies Individual academic/career plan meeting: CDOS Career Plan PERSONAL/SOCIAL 34

35 ASCA Standard 9: Students will understand safety and survival skills. Student Competencies Grade 6 Grade 7 Demonstrate knowledge of personal information (i.e., telephone number, home address, emergency contact) Learn about the relationship between rules, laws, safety and the protection of rights of the individual Learn about the differences between appropriate and inappropriate physical contact Demonstrate the ability to set boundaries, rights and personal privacy Differentiate between situations requiring peer support and situations requiring adult professional help Identify resource people in the school and community, and know how to seek their help Apply effective problemsolving and decisionmaking skills to make safe and healthy choices Learn about the emotional and physical dangers of substance use and abuse Learn how to cope with peer pressure Learn techniques for managing stress and conflict Learn coping skills for managing life events Consultation with outside agencies SECOND STEP Classroom Dignity Committee Events Grade 8 Consultation with outside agencies Dignity Committee Events Consultation with outside agencies Dignity Committee Events High School

36 ACADEMIC ASCA Standard 1: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan. Student Competencies Articulate feeling of competence and confidence as learners Display a positive interest in learning Take pride in work and achievement Accept mistakes as essential to the learning process Identify attitudes and behaviors that lead to successful learning Apply time-management and task-management skills Demonstrate how effort and persistence positively affect learning Use communication skills to know when and how to ask for help when needed Apply knowledge and learning styles to positively influence school performance Take responsibility for their actions Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students Demonstrate a broad range of interests and abilities Demonstrate dependability, productivity and initiative Share knowledge Grade 9 Grade 10 Counseling (IEP, regular education, group) Freshman academic/career plan meeting Counseling (IEP, regular education, group) Sophomore academic/career plan meeting Grade 11 Grade 12 Counseling (IEP, regular education, group) Junior academic/career plan meeting Counseling (IEP, regular education, group) Senior college and career readiness meetings ACADEMIC 36

37 ASCA Standard 2: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Student Competencies Grade 9 Grade 10 Demonstrate the motivation to achieve individual potential Learn and apply critical thinking skills Apply the study skills necessary for academic success at each level Seek information and support from faculty, staff, family and peers Organize and apply academic information from a variety of sources Use knowledge of learning styles to positively influence school performance Become a self-directed and independent learner Establish challenging academic goals in elementary, middle/junior high and high school Use assessment results in educational planning Develop and implement annual plan of study to maximize academic ability and achievement Apply knowledge of aptitudes and interests to goal setting Use problem-solving and decision-making skills to assess progress toward educational goals Understand the relationship between classroom performance and success in school Identify post-secondary options consistent with interests, achievement, aptitude and abilities Freshman academic/career plan meeting Sophomore academic/career plan meeting BOCES Road Show and Visit Grade 11 Grade 12 Junior academic/career plan meeting Organize and administer PSAT Provide information on and facilitate SAT/ACT registration Senior college and career readiness meetings Facilitate SAT/ACT registration ACADEMIC 37

38 ASCA Standard 3: Students will understand the relationship of academics to the world of work and to life at home and in the community. Student Competencies Grade 9 Grade 10 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life Seek co-curricular and community experiences to enhance the school experience Understand the relationship between learning and work Demonstrate an understanding of the value of life-long learning as essential to seeking, obtaining and maintaining life goals Understand that school success is the preparation to make the transition from student to community member Understand how school success and academic achievement enhance future career and vocational opportunities Freshman academic/career plan meeting Sophomore academic/career plan meeting BOCES Road Show and Visit Grade 11 Grade 12 Junior academic/career plan meeting Senior college and career readiness meetings College/Career Unit in senior English CAREER 38

39 ASCA Standard 4: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Student Competencies Grade 9 Grade 10 Develop skills to locate, evaluate and interpret career information Learn about the variety of traditional and nontraditional occupations Develop an awareness of personal abilities, skills, interests and motivations Learn how to interact and work cooperatively in teams Learn to make decisions Learn how to set goals Understand the importance of planning Pursue and develop competency in areas of interest Develop hobbies and vocational interests Balance between work and leisure time Acquire employability skills such as working on a team, Problem-solving and organizational skills Apply job readiness skills to seek employment opportunities Demonstrate knowledge about the changing workplace Learn about the rights and responsibilities of employers and employees Learn to respect individual uniqueness in the workplace Learn how to write a resume Develop a positive attitude toward work and learning Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace Utilize time- and taskmanagement skills Freshman academic/career plan meeting Career Portfolio Activities Sophomore academic/career plan meeting Career Day Career Portfolio Activities Grade 11 Grade 12 Junior academic/career plan meeting Financial Aid Night Junior Parent Night DCCA College/Career Fair Career Portfolio Activities Alumni Career Day College/Career Unit in senior English Senior college and career readiness meetings Graduate Return Day Financial Aid Night Career Day Career Portfolio Activities CAREER 39

40 ASCA Standard 5: Students will employ strategies to achieve future career goals with success and satisfaction. Student Competencies Grade 9 Grade 10 Apply decision-making skills to career planning, course selection and career transition Identify personal skills, interests and abilities and relate them to current career choice Demonstrate knowledge of the career-planning process Know the various ways in which occupations can be classified Use research and information resources to obtain career information Learn to use the Internet to access career-planning information Describe traditional and nontraditional career choices and how they relate to career choice Understand how changing economic and societal needs influence employment trends and future training Demonstrate awareness of the education and training needed to achieve career goals Asses and modify their educational plan to support career Use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience Select course work that is related to career interests Maintain a career-planning portfolio Freshman academic/career plan meeting Career Portfolio Activities Sophomore academic/career plan meeting Career Day Career Portfolio Activities Grade 11 Grade 12 Junior academic/career plan meeting Career Portfolio Activities Alumni Career Day Senior college and career readiness meetings College/Career Unit in senior English Career Day Career Portfolio Activities CAREER 40

41 ASCA Standard 6: Students will understand the relationship between personal qualities, education, training and the world of work. Student Competencies Grade 9 Grade 10 Understand the relationship between educational achievement and career success Explain how work can help to achieve personal success and satisfaction Identify personal preferences and interests influencing career choice and success Understand that the changing workplace requires lifelong learning and acquiring new skills Describe the effect of work on lifestyle Understand the importance of equity and access in career choice Understand that work is an important and satisfying means of personal expression Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals Learn how to use conflict management skills with peers and adults Learn to work cooperatively with others as a team member Apply academic and employment readiness skills in work-based learning situations such as internships, shadowing and/or mentoring experiences Freshman academic/career plan meeting Alma Mater Day Career Portfolio Activities Sophomore academic/career plan meeting ASVAB Test College/Career Readiness Workshop BOCES Road Show and Visit Alma Mater Day Career Day Career Portfolio Activities Grade 11 Grade 12 Junior academic/career plan meeting Alma Mater Day DCCA College/Career Fair Career Portfolio Activities Alumni Career Day Senior college and career readiness meetings College/Career Unit in senior English Graduate Return Day Alma Mater Day Career Day Career Portfolio Activities PERSONAL/SOCIAL 41