grades 9-12 school counseling · pdf filegrades 9-12 school counseling curriculum ......

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Glen Ridge Public Schools

GRHS

Grades 9-12 School Counseling Curriculum

“Education is the most powerful weapon which you can use to change the world.”

-Nelson Mandela

Curriculum Committee

Lindsey Deptula

Joe Mazzarella

Vivian Petrosino

Curriculum Developed

Sep 2015 – Aug 2016

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School Counseling Department

Table of Contents

Section Pages

FOUNDATION

Mission Statement 3

Technology 4

Role of the School Counselor 5

Benefits of a Comprehensive School Counseling in Glen Ridge 6

DELIVERY

School Counseling Template 7

Academic Development 8-9

Career Development 10-11

Personal/Social Development 12-13

MANAGEMENT

Curriculum Pacing Chart 14-18

Parent Presentations 19

ACCOUNTABILITY

Using Data 20-21

Resources 22

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Mission Statement

The mission of the Glen Ridge School Counseling Program is to provide a comprehensive, developmental program to promote lifelong learning

and enhance student success. As advocates for students, allies with teachers, and liaisons with parents, the purpose of the school counseling

program is to provide all students with the skills that optimize their academic, career, and personal/social development needed to become

responsible citizens in a global society. In doing so, the Glen Ridge School Counseling Program recognizes the uniqueness and personal worth of

each student, and strives to provide equity of access to a supportive safe learning environment for every student. We value the importance of

programming that promotes education, prevention, and intervention with a focus on student success outcomes.

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Use of Technology

Use technology to effectively disseminate information and analyze results

Inform the community regarding updates in the school counseling department

Acquire knowledge of basic computer literacy skills, internet resources and software that are related to school counseling

Facilitate students’ access to internet resources related to career information and the college planning process

Maintain confidentiality of student information

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Role of the School Counselor

Services

Identify goals of the school counseling program and the resources needed to carry out those goals

Provide individual or group counseling, classroom guidance lessons, consultation services, career and academic advising, and systemic

support

Leadership

Ensure that every student gains access to rigorous academic preparation that will lead to greater opportunity and increased academic

achievement

Promote student success by closing achievement gaps wherever found

Collaborate with teachers, administration, and other community stakeholders to influence system-wide changes and implement school

reforms

Advocacy

Monitor the academic, personal/social, and career needs of every student

Embrace diversity and advocate for acceptance and tolerance in race, ethnic background, economic status, abilities, and lifestyle choices

Collaboration and Teaming

Collaborate with all school staff and community stakeholders to work toward the success of every student

Foster a community within the school that encourages all staff to contribute to the education of every student

Engage all stakeholders in the implementation of the school counseling program

Data Informed Practice

Analyze, and interpret data to identify needs of students

Work collaboratively with building administrators and faculty to identify any achievement gaps

Monitor student attendance and classroom performance

Demonstrate accountability for how the school counseling program positively impacts student achievement

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Benefits of Comprehensive School Counseling in Glen Ridge

Bulleted below are examples of how district stakeholders benefit from the implementation of a comprehensive and developmental counseling program:

Students

Receive individual student planning, and responsive services

Benefit from proactive strategies and responsive interventions to minimize and eliminate education barriers

Gain multiple opportunities to develop skills in the three counseling domains: academic, personal/social, and career

Faculty

Foster collaborative and positive relationships with school counselors, students, parents, and colleagues

Welcome classroom support in order to improve student achievement

Administration

Receive support from school counselors as a critical leader in the educational process

Collect data to strengthen school climate and student performance/achievement

Encourage participation in professional development opportunities

Parents and Guardians

Attend educational and informational sessions

Communicate with teachers, school counselors, and administrators

Obtain access to available school and community resources

Community

Partners with school stakeholders

Offers helpful resources

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GLEN RIDGE PUBLIC SCHOOLS

School Counseling Template

SUGGESTED TIME ALLOTMENT

CONTENT

Throughout School Year

Personal/Social Development


Academic Development


Career Development

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Personal/Social Development

Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self

and others

Knowledge Skills ASCA CCC

Provide individual short term counseling services to students and parents

Build upon positive character traits

Develop a broad range of interest and abilities

Understand how effort and persistence positively affect learning

Students will make decisions, set goals, and take necessary action to achieve goals

Develop resiliency skills

Interact positively with others

Conflict resolution with peers

Demonstrate dependability, productivity, and initiative

PS: A1 PS: A2

2.1-2.4 9.1 9.3

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Identify personal values, attitudes, and beliefs

Understand changes as a part of growth

Recognize, accept, respect, and appreciate individual differences

Recognize, accept, and appreciate ethnic and cultural diversity

Identify and express feelings

Understand the need for self-control and how to practice it

Distinguish between appropriate and inappropriate behaviors

Learn how to communicate effectively with others

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Academic Development

Students will understand the relationship of academics to the world of work, life at home, and in the community

Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in schools and across the life

span


Take pride in work and achievement

Identify attitudes and behaviors which lead to successful learning

Display a positive interest in learning

Accept mistakes as essential to the learning process

Develop academic self-concept

Apply time management and task management skills

Develop skills to advocate for self

Know when and how to ask for help

Work both independently and cooperatively

A: A1 A: A2 A: A3 A: B1 A: B2 A: C1

9.1 9.3

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Find new academic interests

Understand the relationship between classroom performance and success in school, and how both impact future

Realize how establishing challenging academic goals will help create a strong foundation for future career success

Connect academic interests with career and college exploration

Balance school, studies, extracurricular activities, leisure time, and family life

Opt for a rigorous course load that helps to develop strong work ethic

A: A1 A: A2 A: A3 A: B1 A: B2 A: C1

9.1 9.3

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Career Development

Students will acquire the skills to investigate the world of work in relation to knowledge of self and make informed

career decisions

Students will understand the relationship between personal qualities, education, training, and the world of work


Discover the variety of traditional and nontraditional occupations

Understand how to make education decisions

Determine how to set challenging and realistic goals

Learn about the right and responsibilities of employers and employees

Understand the importance of responsibility, dependability, and puncuality

Learn to locate, evaluate, and interpret career information

Learn how to write and evaluate a resume

Apply decision-making skills to career planning, course selection, and career transition

Maintain a career-planning portfolio

C: A1 C: A2 C: B1 C: B2 C: C1 C:C2

9.2 9.3 9.4

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Develop hobbies and vocational interests

Demonstrate knowledge of the career planning process

Value that work is an important and satisfying means of expression

Understand the importance of equity and access in career choice

Select course work that is related to career interest

Use research and information resources to obtain career information

Learn to use conflict management skills with peers and adults

Apply academic and employment readiness skills in work-based learning situations such as internships, shadowing, and/or mentoring experience

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High School Pacing Chart: 9th Grade

Month Service Description ASCA Spring of 8

th Grade Scheduling Meet with 8

th grade students and parents to

schedule 9th

grade year and discuss graduation requirements

A.B2

“At Risk” Consultation Meet with middle school counselor, child study team, and administration regarding incoming “at

risk” students

A.B1

September 9th

Grade Breakfast Presentation for parents of 9th

grade students A.A3

Naviance Students meet with counselors and setup Naviance account

C.C2

November End of 1st

marking period review

Meet with students to review academic progress, and adjustment to the new school year

A.A3

January End of semester one review

Meet with students to review academic progress A.A3

March Scheduling Meet with students to schedule courses for 10th

grade; begin to discuss post high school plans.

Review of graduation requirements

A.A3

March/April Schedule Modifications Review teacher level recommendations, and make appropriate adjustments based on waiver requests

A.A3

June Move-up Day Students follow schedule for the following year, meet teachers, and receive summer assignments

A.A3

June Summer School Provide information for students who have failed a course or are looking to advance course levels

A.A3

On-going throughout school

year

Individual Student Meetings

Continual individual student meetings to discuss academic and social/emotional issues as needed

A.A1 PS.A1


year

I&RS Monthly meetings to develop strategies for students with “at risk” situations

A.B1


year

ESS Meetings as needed to discuss current progress and potential referrals for students in the ESS program

A.B1

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Month Service Description ASCA September Scheduling

Adjustments Respond to requests for schedule changes and review summer school completions to ensure

students are taking correct courses

A.B2

PSAT Preparation Inform students and parents that PSAT will be given in October to all sophomores

A.A3

10th

Grade Breakfast Presentation to parents on expectations and timelines for sophomore year

A.B2

December/January PSAT Results Meet with students to review initial PSAT results A.A3

College Planning Workshop

“Getting from where you are to where you want to be” presented by Peter Van Buskirk

A.B2

January Naviance Students meet with counselors to begin to format resume/explore Naviance further

C.C2

March Scheduling Meet with students to schedule 11th

grade courses and begin to have more in-depth conversation about

post high school plans. Review of graduation requirements.

A.A3

March/April Schedule Modifications Review teacher, CST level recommendations and make appropriate adjustments based on waiver

requests.

A.A3


A.A3


year



A.A1 PS.A1


year


A.B1


year


A.B1

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A.B2

PSAT Preparation Inform junior students and parents that PSAT will be given in October to all juniors

A.A3

Junior Parent Breakfast Hold presentation for all 11th

grade students and parents to review upcoming school year. Discussion

of SAT’s, ACT’s, college visitations, application process, and review of graduation requirements.

A.B2

November Financial Aid Workshop Financial aid speaker presents information on FAFSA and other financial aid opportunities to students and

parents

A.B2

NCAA Presentation NCAA representative presents to students and parents on NCAA guidelines

A.B2

December PSAT Results Meet with students to review initial PSAT results A.A3

SAT/ACT Registration Inform students to register for Spring SAT/ACT dates A.A3

College Planning Workshop

“Admissions Game” presented by Peter Van Buskirk A.B2

January Naviance Students meet with counselors to begin to continue to format resume, perform college search, add

prospective colleges to account

C.C2

Post High School Planning Conferences

Meet with students and parents to discuss SAT/ACT, college essay, applications, and college visits.

Review Naviance scattergrams for students to get a realistic feel for what colleges are looking for in an applicant. Encourage students to fill out Common Application and write essays during the summer before September of senior year. Help students

gather information about specific college admissions rerquirements, such as SAT Subject area tests

A.B2

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March Scheduling Meet with students to schedule 12th

grade courses. Review of graduation requirements.

A.A3

March/April Schedule Modifications Review teacher, CST level recommendations and make appropriate adjustments based on waiver

requests.

A.A3

Letters of Recommendation

Encourage students to reach out to teachers they would like to write their college letters of

recommendations. Ask students and parents to complete “brag sheets” for counselor letter of

recommendation

A.A3

PARCC PARCC Testing begins A.A3

May AP Testing AP Testing begins A.A3


A.A3

Application & Essay Reminder

Remind students to begin Common Application/individual college applications, along

with writing college essays over the summer

A.A3


year



A.A1 PS.A1


year


A.B1


year


A.B1

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A.B2

12th

Grade Breakfast Presentation for parents regarding the application process and what counselors need in order to help

process applications

A.B2

SAT/ACT Registration Inform any students who have not taken either the SAT or ACT or plan to retake the test, to do so prior

to application deadlines

A.A3

SAT Subject Tests Remind students to register for any subject area tests that may be recommended or required for any

colleges to which students may be applying

A.A3

Counselor Recommendation

Letters

Develop and write letters of recommendations for all seniors applying to college

A.A3

Sep - Jan Application Process & Planning

Meet with students to discuss final list of schools, help with any questions, process transcripts, letters of rec, and school profile after student applications

are submitted

A.B2

February Midyear Reports Send out midyear reports to all colleges via Naviance A.A3

May AP Testing AP Testing begins A.A3

May/June Senior Exit Interviews Receive final decision on student’s post high school plans/college students will be attending

A.B2


year



A.A1 PS.A1


year


A.B1


year


A.B1

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SAMPLE PRESENTATIONS

Provided by GRHS School Counseling Department

Month Service Description

September 9th

& 10th

Grade Parent Breakfast Welcome/introduction to 9th

grade families. Timeline & expectations for 10

th grade

11th

Grade Parent Breakfast Discussion of SATs, ACTs , college visitations, application process, alternative high school plans, and review of graduation requirements

12th

Grade Parent Breakfast Workshop for parents explaining the application process and what counselors require in order to help process applications

October College Fair Representatives from over 50 colleges visit

November Financial Aid Night Information on the financial aid process and filing the FAFSA/CSS Profile

NCAA Night Recruiting process, eligibility information, and registering for the NCAA eligibility center

December “Getting from where you are, to where you want to be” with Peter

Van Buskirk

“College Admissions Game” with Peter Van Buskirk

February 8th

Grade Parent Night Opportunity for 9th

grade parents to get an overview on various GRHS policies

June Scholarship Awards Awards ceremony presenting local scholarships to GRHS graduates

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Using Data

To evaluate the program and demonstrate accountability, school counselors must collect and use data that link the program to both

student achievement and school improvement. This includes data collection as well as data evaluation.

GRHS school counselors monitor student progress toward achieving the ASCA National Standards. Counselors deliver strategies to

support every student’s academic, career, and personal/social development. Progress is assessed by analyzing student achievement data and

achievement-related data, monitoring through self-reports, grades, teacher comments, and assessment data.

Collections include, but are not limited to:

Demographic Data: Ethnicity, language, socioeconomics, free/reduced lunch eligibility, special education placements

Academic Data: Test scores, dropout rates, promotions/retentions, patterns in grades, percent of students with failing grades,

course enrollment patterns, career plans, graduation rates

Climate Data: Discipline referrals, attendance rates, participation in afterschool and extracurricular activities

The GRHS school counseling program uses a data-driven philosophy to affect change within the school system. GRHS school counselors

are knowledgeable in the collection, analysis, and interpretation of data. School Counselors monitor student progress through collection of

various types of data:

Process Data: School counselors may present the number of students seen individually, in a group setting, or in the classroom

Perception Data: Gathered from student and/or parent surveys

Results Data: Answers the question “so what?” and provides evidence that student competency is affected by course-taking

patters, knowledge attainment, attendance, behavior, and academic achievement

School Improvement Data: Present an overall picture of student needs, accomplishments, and progress. Analyzing the results of

an effective school counseling program is an important step in the accountability process. All stakeholders will have a deeper

understanding of the contributions of the GRHS school counseling program as a result. It is essential to our school’s mission for

counselors to demonstrate a willingness to be accountable for impacting critical data

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Through the use of data, GRHS school counselors answer the question, “How are students different because of what we do?”

Ways in which our school counseling department is able to collect data:

Harassment Intimidation & Bullying (HIB) Incidents

Adjustments academically, socially, extra-curricular to high school

Identifying long and short term goals

Discipline referrals

Parent Workshops (12th, 11th, and 9th/10th grade breakfasts, financial aid night, NCAA night)

SAT, ACT, PARCC, and AP registration

Junior conferences (do students understand the application process?)

Ways in which we gather our data:

Pre/post surveys at workshop presentations

Naviance college searches

Skyward reports (grades, attendance)

Pre/post junior conference surveys

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Resources

American School Counselor Association. (2003). American school counselor association national model: A framework for school counseling

programs. Alexandria, VA.

American School Counselor Association. (2005). American school counselor association national model: A framework for school counseling

programs. 2nd edition Alexandria, VA.

Gysbers, N.C., & Henderson, P. (2006). Developing and managing your school guidance program (4th ed.). Alexandria, V.A: American Counseling

Association.

Dahir, C. & Stone, C. (2009). School counselor accountability: the path to social justice and systemic change. Journal of Counseling and

Development. V. 87

Educational Viewpoints. (2013). The Journal of New Jersey Principals and Supervisors Association (NJPSA).

New Jersey Core Curriculum Content Standards for 21st Century Life and Careers. Life and Career Education in the 21st Century.

South Brunswick School District (2013). Parent Guide to School Counseling Program Guide. South Brunswick, NJ.

Tri-County Directors of Guidance. SGO’s and assessments.

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