SCHOOL COUNSELING CURRICULUM GUIDE

2y ago
202 Views
7 Downloads
1.17 MB
40 Pages
Last View : 14d ago
Last Download : 2m ago
Upload by : Tripp Mcmullen
Transcription

SCHOOL COUNSELINGCURRICULUM GUIDEGrades 9-121 Page

Course Description9-12 Guidance School Counselor Curriculum GuideThe purpose of guidance and counseling services is to assist students in self-examination, self- evaluation, andanalysis of alternatives so that each student can benefit most fully from his/her education and life experiences. TheNational Standards for School Counseling Program related to academic, career and personal/social development aredelivered and taught in individual and group sessions by the counselors with the support of the administration andprofessional staff as is necessary. Teachers and counselors collaborate to integrate activities from the counselingcurriculum into classroom lessons and into school-wide programs. It is expected that at a minimum counselors shallmeet individually with students twice in a year and also through an approved plan in appropriate group sessions.The recommended K-12 Guidance Curriculum is a national and standards based curriculum that provides cleardirections for the nature and scope of the Guidance Program and also the desired outcomes for students. ThisGuidance Curriculum begins with the major responsibilities of all Guidance Counselors as reported in the Study of theGuidance Program completed in April, 2014, followed by the ASCA National Standards, New Jersey Core CurriculumStandards and concludes in the Appendix with suggested timelines and activities at K-4, 5-8, and 9-12 gradelevels. The suggested timelines and activities should be revisited each year and modified accordingly to meet thestandards set and the responsibilities for Guidance rriculum/ela/2 Page

PATERSON SCHOOL DISTRICT BOARD OF EDUCATIONREGULATIONS-2411 GUIDANCE COUNSELINGThe Paterson School District Board of Education believes that the school counseling program is an integral part of theeducation of each student. The school counseling program therefore must be comprehensive, developmental,systemic, structured, flexible, sensitive and proactive. From Pre-K through the twelfth grade, the counseling programaddresses the academic, personal, social, college/career, and life planning needs of all students. The district, throughthe direction of the Board of Education and the Superintendent, and the implementation by the counseling andteaching staff emphasizes the strong capabilities of every student and therefore organizes the counseling program asthe primary means along with teachers to support and to develop every student to participate successfully in a rapidlychanging world. The school environment, as directed by the building Principal, must therefore be a child-centeredlearning environment that supports individual student needs and interests along with the development of the criticalskills of academic, emotional, and social intelligence. Guidance Counselors must be provided by the Principal and theDistrict with a demanding but attainable schedule to counsel, guide, and support students. Additionally, GuidanceCounselors must work with professional staff as well as the community to learn and to enlist their talents to servestudents and their families well. The outcome of the Guidance Counseling Program is expected to equip every studentwith the confidence and skills to pursue college and/or a career enabling them to be successful and to thrive in theworld they will enter. Anything less is regarded to be more than inadequate.3 Page

Pacing Chart for 9-12: SEPTEMBER-JUNE#123Student Learning ObjectiveSelf-assessment of personalskills and interests preparesstudents to make appropriatepostsecondary school plans.Effective decision-makingand goal setting skills arenecessary to achieve personalsuccess.Educational planningimpacts postsecondaryacademic and career4 PageCCSSCRP1, 1;CRP12CRP1, 1;CRP12CRP1, 1;CRP12ASCA National StandardsAcademic DevelopmentStandard 1Students will acquire the attitudes, knowledge, and skillsthat contribute to effective learning in school and across thelife span.Personal/Social DevelopmentStandard 2Students will make decision, set goals, and take necessaryaction to achieve goals.Standard 3Students will understand safety and survival skills.Career DevelopmentAcademic DevelopmentStandard 1Students will acquire the attitudes, knowledge, and skillsthat contribute to effective learning in school and across thelife span.Personal/Social DevelopmentStandard 2Students will make decision, set goals, and take necessaryaction to achieve goals.Standard 3Students will understand safety and survival skills.Career DevelopmentAcademic DevelopmentStandard 1Students will acquire the attitudes, knowledge, and skills

that contribute to effective learning in school and across thelife span.Personal/Social DevelopmentStandard 2Students will make decision, set goals, and take necessaryaction to achieve goals.Standard 3Students will understand safety and survival skills.Career Developmentopportunities.45Educational performancecorrelates with future life andcareer options.Develop effective copingskills for dealing withproblems and learntechniques to manageconflict5 PageCRP1, 1;CRP12CRP1, 1;CRP12Academic DevelopmentStandard 1Students will acquire the attitudes, knowledge, and skillsthat contribute to effective learning in school and across thelife span.Personal/Social DevelopmentStandard 2Students will make decision, set goals, and take necessaryaction to achieve goals.Standard 3Students will understand safety and survival skills.Career DevelopmentAcademic DevelopmentStandard 1Students will acquire the attitudes, knowledge, and skillsthat contribute to effective learning in school and across thelife span.Personal/Social DevelopmentStandard 2Students will make decision, set goals, and take necessaryaction to achieve goals.Standard 3Students will understand safety and survival skills.Career Development

67Career choices areinfluenced by academicplanning and personalrelationships andcircumstances.CRP1, 1;CRP12Academic DevelopmentStandard 1Students will acquire the attitudes, knowledge, and skillsthat contribute to effective learning in school and across thelife span.Personal/Social DevelopmentStandard 2Students will make decision, set goals, and take necessaryaction to achieve goals.Standard 3Students will understand safety and survival skills.Career DevelopmentEffective research leadsto informed action plansand appropriate goalsetting.CRP1, 1;CRP12Academic DevelopmentStandard 1Students will acquire the attitudes, knowledge, and skillsthat contribute to effective learning in school and across thelife spanPersonal/Social DevelopmentStandard 1Students will acquire the attitudes, knowledge, andinterpersonal skills to help them understand and respect selfand others.Standard 3Students will understand safety and survival skillsCareer Development6 Page

Educational Technology Standards8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1 Technology Operations and Concepts Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirationsby using a variety of digital tools and resources Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/orprofessionals in that related area for review. Creativity and Innovation Apply previous content knowledge by creating and piloting a digital learning game or tutorial. Communication and Collaboration Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideasfor feedback through social media or in an online community. Digital Citizenship Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information. Compare and contrast policies on filtering and censorship both locally and globally. Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers andexperts synthesizing information from multiple sources. Critical Thinking, Problem Solving, Decision Making Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and orsocial needs.

Career Ready PracticesCareer Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop intheir students. They are practices that have been linked to increase college, career, and life success. Career ReadyPractices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levelsof complexity and expectation as a student advances through a program of study.CRP1. Act as a responsible and contributing citizen and employeeCareer-ready individuals understand the obligations and responsibilities of being a member of a community, and theydemonstrate this understanding every day through their interactions with others. They are conscientious of the impacts oftheir decisions on others and the environment around them. They think about the near-term and long-term consequences oftheir actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace.They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve thegreater good.CRP2. Apply appropriate academic and technical skills.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to bemore productive. They make connections between abstract concepts with real-world applications, and they make correctinsights about when it is appropriate to apply the use of an academic skill in a workplace situation.CRP3. Attend to personal health and financial well-being.Career-ready individuals understand the relationship between personal health, workplace performance and personal wellbeing; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-readyindividuals also take regular action to contribute to their personal financial well-being, understanding that personal financialsecurity provides the peace of mind required to contribute more fully to their own career success.CRP4. Communicate clearly and effectively and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/orvisual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and8 Page

others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone andpresentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearlyand with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly toensure the desired outcome.CRP5. Consider the environmental, social and economic impacts of decisions.Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positivelyimpact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilizenew technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates tothe impact on the social condition, the environment and the profitability of the organization.CRP6. Demonstrate creativity and innovation.Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute thoseideas in a useful and productive manner to improve their organization. They can consider unconventional ideas andsuggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatestvalue. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their ownworkplace. They take action on their ideas and understand how to bring innovation to an organization.CRP7. Employ valid and reliable research strategies.Career-ready individuals are discerning in accepting and using new information to make decisions, change practices orinform strategies. They use reliable research process to search for new information. They evaluate the validity of sourceswhen considering the use and adoption of external information or practices in their workplace situation.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and deviseeffective plans to solve the problem. They are aware of problems when they occur and take action quickly to address theproblem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully considerthe options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved,whether through their own actions or the actions of others.CRP9. Model integrity, ethical leadership and effective management.9 Page

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles whileemploying strategies to positively influence others in the workplace. They have a clear understanding of integrity and act onthis understanding in every decision. They use a variety of means to positively impact the directions and actions of a teamor organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. Theyrecognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, moralsand organizational culture.CRP10. Plan education and career paths aligned to personal goals.Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a planto attain these goals. They understand their own career interests, preferences, goals, and requirements. They haveperspective regarding the pathways available to them and the time, effort, experience and other requirements to pursueeach, including a path of entrepreneurship. They recognize the value of each step in the education and experientialprocess, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors,mentors, and other experts to assist in the planning and execution of career and personal goals.CRP11. Use technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplacetasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient withubiquitous technology applications. They understand the inherent risks-personal and organizational-of technologyapplications, and they take actions to prevent or mitigate these risks.CRP12. Work productively in teams while using cultural global competence.Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness ofcultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement andcontribution of all team members. They plan and facilitate effective team meetings.10 P a g e

Differentiated InstructionStrategies to Accommodate Students Based on Individual NeedsTime/General Extra time for assignedtasksProcessing Extra Response time Have students verbalizesteps Adjust length of assignment Timeline with due dates forreports and projects Communication systembetween home and school Provide lecturenotes/outline Teacher-made checklist Use visual graphicorganizersRepeat, clarify or reworddirections Brief and concretedirections Reference resources topromote independence Provide a warning fortransitions Provide immediatefeedback Visual and verbal reminders Graphic organizersReading partnersSmall group instruction Emphasize multi-sensorylearningTests/Quizzes/Grading Computer/whiteboard Extended time Spell-checker Study guides11 P a g e Short manageable tasksEnglish to Spanishtranslation if necessaryTV & videosPrecise step-by-stepdirectionsRecall Assistive Technology Comprehension Shortened tests Read directions aloudBehavior/Attention Consistent daily structuredroutine Simple and clear classroomrules Frequent feedbackOrganization Individual daily planner Display a written agenda Note-taking assistance Color code materials

EnrichmentAccommodate Based on Students Individual Needs: StrategiesThe goal of Enrichment is to provide learners the opportunity to participate in extension activities that aredifferentiated and augment the district’s curriculum. Teachers are to accommodate based on student individual needs.Seeking to build each learner’s capacity to do the following: Show a high degree of intellectual, creative and/or artistic ability and demonstrate thisability in multiple ways. Pose questions and exhibit sincere curiosity about principles and how things work. The ability to grasp concepts and make real world and cross-curricular connections. Produce products that express insight, creativity, and excellence. Possess exceptional leadership skills. Evaluate vocabulary Elevate Text Complexity Inquiry based assignments and projects Independent student options Tiered/Multi-level activities Purposeful Learning Center12 P a g e Open-ended activities and projects. Form and build on learning communities. Providing pupils with experiences outside the‘regular.’ Altering the pace the student uses to cover regularcurriculum in order to explore topics of interest ingreater depth/breadth within their own grade level. A higher quality of work than the norm for the givenage group. The promotion of a higher level of thinking andmaking connections. The inclusion of additional subject areas and/oractivities (cross-curricular). Using supplementary materials in addition to thenormal range of resources.

AssessmentsSuggested Formative/Summative Classroom Assessments Timelines, Maps, Charts, Graphic Organizers Surveys DBQ, Essays, Short Answer Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share Projects, Portfolio, Presentations, Prezi, Gallery Walks Homework Concept Mapping Primary and Secondary Source analysis Photo, Video, Political Cartoon, Radio, Song Analysis Create an Original Song, Film, or Poem Glogster to make Electronic Posters Tumblr to create a Blog Accountable Talk Student Conferencing Exit Slips13 P a g e

Interdisciplinary ConnectionsModel interdisciplinary thinking to expose students to other disciplines.Interdisciplinary Connections:Language Arts and Social Studies emphasizes active questioning, analysis, and research skills forstudents to effectively frame their own arguments by defending, challenging, substantiating, andqualifying their assertions.14 P a g e

Topic: College and Career ReadinessGrade: 9-12College Ready Practices: CRP1, CRP2; 12ASCA National Standards: Academic Development: Standard A, Standard B; Career Development: Standard A, Social/DevelopmentStandard: A, Standard B, Standard CStudent Learning Objectives/StandardsSel

REGULATIONS-2411 GUIDANCE COUNSELING The Paterson School District Board of Education believes that the school counseling program is an integral part of the education of each student. The school counseling program therefore must be comprehensive, developmental,

Related Documents:

The remainder of this program guide is devoted to the IUPUI M.S. degree School Counseling track School Counseling Track Program Philosophy The major tenet of the School Counseling Track is to develop counselors with exceptional skills in counseling practice, consultation, leadership, and outreach who will work in a school environment. At

The programs in School Counseling and Community Counseling are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). . 1,321 individuals have been identified as having completed graduate programs in counseling; of these, 739 have completed the M.A.Ed. in school counseling, 502 have completed .

The Contraceptive Counseling Process Guide is a tool that outlines the counseling process from beginning to end, highlighting key counseling behaviors and attitudes. Each module of the toolkit addresses one or more sections of this counseling guide and reinforces quality counseling pr

School Counseling Graduate Applicant Handbook M.S. in Education: School Counseling Brooklyn College, City University of New York Department of School Psychology, Counseling, and Leadership School Counseling Graduate Program 1107 James Hall 2900 Bedford Avenue Brooklyn, New York, 11210 (718)-951-5876 Revised: July 2021

Practicum and Internship Manual - 3 . CEPR Practicum and Internship Manual . Clinical Mental Health Counseling, Rehabilitation Counseling and School Counseling: Master’s and Doctoral Levels . This manual is intended to introduce students and supervisors to the Department of Counseling Educational Psychology and Research’s Counseling .

person-centered counseling with solution-focused brief therapy as a concrete, functional method to address student counseling needs within the school setting. Keywords: Rogerian, person-centered, solution-focused brief therapy, school counseling . 3 Person-Centered Counseling and Solution-Focused Brief Therapy: An Integrative Model for School Counselors In finding a word to describe school .

ryep@counseling.org Counseling Today (ISSN 1078-8719) is the monthly magazine of the American Counseling Association, 5999 Stevenson Ave., Alexandria, VA 22304-3300; Telephone: 703.823.9800; Internet: counseling.org. Opinions expressed counseling.

What You Can Expect from the Reverse Mortgage Counseling Process . Step 1. Schedule an appointment. The counseling process begins when you schedule your appointment for a counseling session. You must schedule an appointment directly with the counseling agency. Your lender cannot initiate or participate in the counseling session.