Pattonville model (REFRENSI)

COMPREHENSIVE

GUIDANCE PROGRAM GRADES 6-12

Pattonville School District 11097 St. Charles Rock Road

St. Ann, Missouri 63074 (314) 213-8000

http://achieve.psdr3.org

Approved: December 11, 2007

BOARD OF EDUCATION 2007-2008

Ron Kuschel, President

Ruth Petrov, Vice-President Ralph Stahlhut, Secretary Cindy Candler, Treasurer

Pat Bryant, Director Bob Dillon, Director

Keith Gillming, Director

SUPERINTENDENT OF SCHOOLS Dr. Michael A. Fulton

ASSISTANT TO THE SUPERINTENDENT, SPECIAL SERVICES

Donette Green

GUIDANCE STAFF Holman Middle School

Nick Chandler Liz Clauss

Martha Meyer

Pattonville Heights Middle School Shereyl O’Neal Linda Pflueger Ann Sommer

Pattonville High School

Sue Caimi Vicki Cooper Cathy Fogarty Jean Harmon Stacey Leonard

Julie Kampschroeder Carolyn Niederkorn, Chair Trudy Steins Trenay Wallace

©2008 Pattonville School District of 42

A MODEL FOR PROGRAM DEVELOPMENT,

IMPLEMENTATION AND EVALUATION

COMPREHENSIVE MODEL GUIDANCE MANUAL

TABLE OF CONTENTS

Mission ……………………………………………………………………………… 4 Philosophy …………………………………………………………………………. 4 Purpose …………………………………………………………………………….. 5 Beliefs about students …………………………………………………………….. 6 Beliefs about the program ……………………………………………….............. 6 Overview …………………………………………………………………………… 7 Definitions ………………………………………………………………………….. 12 Middle School Program …………………………………………………………… 14

Grade 6 …………………………………………………………………….. 18 Grade 7 …………………………………………………………………….. 25 Grade 8 …………………………………………………………………….. 29

High School Program ……………………………………………………………... 34 Grade 9-12 …………………………………………………………………. 36

Abbreviations: MCGP Missouri Comprehensive Guidance Program CG Comprehensive Guidance


Mission The Pattonville School Counseling and Guidance program supports the district philosophy that all students will learn and nurtures personal development in the school and community.

Philosophy The Pattonville School Counseling and Guidance program is an integral part of the overall educational process. It prepares students to be responsible citizens of society by facilitating their intellectual, physical, moral, emotional, career and social development. The district recognizes that students are individuals with unique talents, learning styles, and capabilities. With this purpose in mind, a school counseling and guidance program that is sequential and developmental in nature is provided for all students.


Purpose The Guidance and Counseling Program of the Pattonville School District consists of responsive services as well as structured developmental experiences presented systematically through individual classroom and group activities sixth through twelfth grade. The purpose of the program is to:

• Assist students in educational planning • Assist students in the development of decision-making skills • Facilitate personal growth and development • Assist students in the development of skills, for college, career, and post

secondary. Successful implementation of the program requires the active participation and support of families and the entire school organization, including faculty, staff, administrators and school board members. Goals: The Guidance Department is committed to providing comprehensive counseling and guidance services to all students. Guidance and counseling services are provided within the context of a developmental approval which accepts students where they are in their personal development while providing resources to help them more fully actualize their own unique potential. The fundamental goals are to help students:

• Learn effective problem solving and decision making skills • Understand and accept themselves and others • Develop a greater sense of responsibility • Discover career pathways and options within them • Plan course selections and sequence within different subject/context area. • Discuss educational and career path for future • Meet State and District requirements for High School Graduation • Explore post secondary educational opportunities • Improve relationships with others (family, teachers, peers)


Beliefs About Students

• Each student can learn. • Each student has individual needs and abilities. • Each student is capable of developing responsibility for his or her own learning. • Each student has the capacity to change personal attitudes and behaviors. • Each student brings to the learning environment academic, psychological, social

and physical strengths and needs. • Each student benefits from a warm, safe, nurturing, and supportive school

environment. • Each student grows and learns in the context of relationships. • Each student is positively influenced by a learning environment which provides

challenges and sets high expectations. • Each student has educational experiences that are enriched within an

environment of diversity. • Each student is part of a community of learners. • Each student has a right to access an education. • Each student has a right to equity in educational opportunities. • Each student has the capacity to become a responsible, productive, and self-

directed citizen.

Beliefs About the Program School counseling is most effective when the program

• Is student centered. • Is an integral part of the total educational system. • Engages all students in sequential developmental activities. • Addresses all the personal domains of the child: cognitive, affective,

behavioral, experiential, and environmental. • Is founded upon developmental psychology, educational philosophy, and

counseling methodology. • Provides a combination of proactive and responsive services. • Is based on a systems approach where counselors work in cooperation with

the student, family, school and community members. • Is accessible to all students. • Recognizes the importance of the counselor as teacher. • Encourages counselors to engage in research and reflective practice. • Is guided by the ethical standards of the counseling profession.


Overview The school counseling program is an integral part of the total educational system in the School District of Pattonville. Counseling services are provided for all students and their families from initial pre-kindergarten screening to post high school planning. The program is a blend of two types of counseling services; responsive services- services which offer individual support and planning in response to individual needs; and the counseling curriculum- K-12 series of sequential activities developed for all students focusing on personal, emotional, social, and academic growth. Consistent with the Missouri Model Guidance Program, the focus of the school counseling program shifts from greater emphasis on curriculum at the elementary level to more involvement with individual planning and support throughout middle and high school. In both responsive services and in the guidance curriculum, the mission of the program is to advocate for each child and to facilitate learning and personal development in the educational setting.


Responsive Services Responsive services include counseling, consultation, and referrals. Students and their families have access to counselors at each grade level. Counselors seek to develop one on one helping relationships that focus on the students’ growth and adjustment as well as problem-solving and decision-making needs. Counseling relationships are built on trust and respect and provide a safe, nurturing environment where students can discuss concerns in a confidential manner. Counselors insure that all students, regardless of gender, race, or socioeconomic background are afforded equal access and equally positive guidance in making educational and life choices. Counseling Counselors conduct goal-oriented counseling sessions to meet identified needs of individuals or groups of students. Session topics at the elementary level may include self-awareness, self-identity, academic concerns, peer issues, family issues, or behavioral concerns. The same issues may be addressed at the middle school level and also includes topics such as conflict mediation, peer pressure and relationships, substance abuse, and sexuality issues. Similar topics are further explored at the high school level. Often a number of students may developmentally be faced with similar concerns. Students may find that dealing with these issues in a group setting is more comfortable; therefore, group counseling is established at each level on an as-needed basis. Such groups may be facilitated by the district counselors or may be co-led by district counselors and community professionals. These groups may focus on topics such as divorce, substance abuse, recovery, stress management, relationships, and transition. In groups and individual conferences, counselors protect the confidentiality of information received in the counseling relationship. Counselors are responsible for explaining to students the meaning and limits of confidentiality. Counseling is also provided in times of crisis. When events warrant, a team of district counselors, the Assistant to the Superintendent for Special Services and district administrators meet to formulate a response plan. Appropriate specialists may be scheduled to conduct sessions with students and faculty as needed. The designated counselor, often in conjunction with the building administrator, manages individual crisis situations.


Consultation As consultants, counselors work indirectly on behalf of individual students. Counselors may confer with parents, teachers, administrators, and other helping professionals to assist the student with identified needs. Counselors at each level are members of child study or support teams and as such serve to identify strategies and interventions to meet individual student needs. Counselors conduct staffings, arrange conferences, attend meetings, and conduct in-service programs to share expertise and act as advocates for groups or individual students. Counselors are active in planning strategies for students with disabilities. They coordinate aspects of the diagnostic process and are participants in individual educational plans, diagnostic conferences, re-evaluation conferences, 504 plans, and homebound teaching. Counselors also help students make arrangements for non-standardized college tests and help students explore post-secondary options where support for students with disabilities is available. Consultation at the high school level additionally includes individual placement activities to insure successful transition to post high school opportunities. These activities include, but are not limited to, the following: scheduling visits to meet college representatives; writing letters of recommendation; visiting college campuses; preparing reports; designing the high school profile; maintaining transcripts; identifying scholarship opportunities; talking to employers; publishing the counseling newsletter; tracking graduation requirements; and conducting the follow-up study with graduates. Referrals Counselors initiate and develop positive, cooperative working relationships with outside agencies and resources. Students and families are best served by the cooperative efforts of school and community resources. The Department of Pupil Services has developed a list of appropriate and effective references. The list is updated annually and shared with counselors across grade levels. Among referral resources are mental health professionals, academic enrichment of remedial programs, summer programs, assessment programs, VICC counseling, Juvenile Court, vocational placement resources, and special education programs. Referrals are made after initial assessments indicate that further counseling or assessments are warranted for the student to be successful in the school setting. Referrals to outside agencies and resources often involve the counselors providing background or feedback to the referral sources if releases of information have been exchanged.


Counseling Curriculum

The Counseling Curriculum consists of structured developmental experiences presented systematically for all students throughout classroom and group activities from kindergarten to grade twelve. The counseling curriculum is organized around four areas of learning: 1) educational planning, 2) making decisions, 3) personal growth and development, and 4) college, career and post-secondary planning. The counseling department developed a guidance plan, which addressed competencies in each of these areas of learning. Input for the development was gained from a review of the program standards of the Missouri School Improvement Program, the results of the Missouri Comprehensive Guidance Students Needs Surveys (which include parent and faculty/staff survey results). The work of our local counseling advisory committee, a review of current literature, site visits to exemplary programs and collaboration with professional colleagues also provided a basis for determining student needs in these four learning areas. Educational Planning Counselors are involved in educational planning for students with special emphasis in the areas of assessment, transition, academic development, and self-advocacy. Counselors at each level coordinate standardized achievement testing and provide interpretation of test results to students, parents and teachers. Counselors are represented on the district assessment committee and work closely with the Assistant Superintendent for Planning and Assessment to facilitate efficient, accurate and relevant assessments of each student. Beyond standardized tests, counselors try to identify emerging traits of individual students to insure the probability that each student will have his or her talents and potential identified and his or her own development encouraged and assisted. Counseling activities are also planned so that positive transitions are made from one educational setting to the next. Counselors plan orientation programs, collaborate with other counselors, discuss appropriate course placement, inform parents and students of available resources, and help students formulate realistic post-secondary plans. The school counselor monitors academic development of each student. Performance in classroom settings in combination with performance on various assessments may identify areas in which students need further challenge or remediation. Counselors routinely communicate to students and families about resources and opportunities that serve their academic needs.


Making Decisions The development of decision-making skills is an important component in overall personal growth. Students are encouraged to make and value healthy, responsible lifetime choices. Healthy decision-making includes drug and alcohol awareness, understanding and accepting consequences and developing personal responsibility. Personal Growth and Development The enhancement of personal and social skills is a key factor in students being able to live with themselves and with others. In the area of personal growth and development, counseling activities revolve around self-assessment. From elementary self-awareness activities, to life skills activities at the middle school, to personal and group sessions at the high school, students are encouraged to develop an understanding and acceptance of themselves and others. Leadership skills are also encouraged throughout various peer programs in place at each level such as service learning projects, peer teaching, and other peer conflict mediation programs. All students are given the opportunity for self-assessment in terms of abilities, aptitudes, special interests, learning styles and personality types. College, Career and Post-Secondary Planning College and career planning is another major area of learning of the school counseling curriculum. Special emphasis in this strand is given to self-assessment, information and resources and self-advocacy. Lessons on self-discovery in the elementary program and career exploration in the middle school equip students to make specific choices throughout high school and beyond. Career and college planning assessments include the Self-Directed Search, the PLAN (a pre ACT assessment with components of career exploration), choices career interest inventory, Strong Interest Inventory, Keirsey Temperament Sorter and the senior interview. These assessments help students analyze their personal interests, talents, achievements, and attitudes and apply that knowledge to their future planning. The school counseling program has an extensive variety of information and resources regarding college and career planning and employs various methods of delivery. Classroom units on career awareness and exploration, career seminars, counseling newsletters and other publications, vo-tech presentations, college videos, computerized college/career searches, meetings with college representatives, college and career programs, financial aid seminars are all designed to equip families with accurate, relevant, and current information with which to make post-secondary decisions. Counseling centers in each building have resources available for student and parent use. Self advocacy skills vital to college and career planning are developed through participation in various counseling activities. From elementary lessons on decision-making and self-discovery to exploration on opportunities at the middle and high school levels, students learn to identify their desires and needs and communicate them clearly and appropriately to others. ©2008 Pattonville School District of 42

Definitions Guidance – refers to the services available to assist students with gathering information and setting goals in the areas of career planning, career exploration, knowledge of self and others and educational development. Counseling – refers to assisting students in identifying problems, causes, alternatives and possible consequences so that appropriate action may be taken. Crisis intervention is also provided to students and family for support in emergency situations. Pattonville Model Guidance Program – refers to the districts guidance and counseling program that covers a variety of activities and efforts to help students gain important guidance skills. This is accomplished through individual contacts/conferences, small group sessions, classroom presentations, consultation with students, parents, teachers, administrators and other professional resources. Missouri Model Guidance Program – refers to a guidance and counseling program which was developed for school districts by a group of Missouri guidance professionals. This framework serves as a roadmap for assisting students with their educational and career plans as well as personal development. It allows schools to plan, implement, and evaluate a comprehensive guidance program. Guidance Curriculum – includes structured experiences presented through small groups, in classrooms and in large group meeting places. The curriculum emphasizes career exploration, college planning, self-understanding, decision making and improvement of study skills. Individual Planning – services include counseling activities to assist all students to plan and manage their own learning as well as their personal and career development. Individual planning emphasizes test interpretation, advisement, graduation credit reviews, post secondary education assistance and financial aid information. Responsive Services – include counseling, consultation, and referral activities to meet immediate needs and concerns of students. Responsive services include personal counseling, crisis counseling, agency referral, consultation for parents, teachers and other professionals, support groups and problem solving. System Support – includes guidance management activities that maintain and enhance the total guidance program. Responsibilities in this component include staff and community relations, program evaluation, research projects, committee work and professional development. Career Planning – involves a four-year process which includes completion and review of student interest inventories, student strength assessments, career awareness activities, goal setting and use of career pathway areas to reach goals.


Career Exploration - refers to providing students the opportunity to preview the world of work through various methods which include College Fair Program, Job Fair, College and tech school visits, Job Shadowing, Career Speaker Series, Tech Fair, course scheduling and computer software programs. Knowledge of Self & Others – The counselor is trained to counsel students on how to raise their level of personal awareness. It is important for each student to be able to identify his/her values and set goals, particularly as they relate to life planning. Educational Development – Counselors work with students and parents through a four-year planning process to develop appropriate educational course programs that prepare the student for post secondary goals. Vocational Development – Counselors help students develop career and vocational interests and guides him through appropriate coursework and experiences to develop necessary skills to achieve vocational goals. It is an ongoing process of students’ learning about own aptitudes and interests and how these relate to the world of work. Career Portfolio – a file document that records and plans students’ career exploration activities, extracurricular activities, employment, long/short term goals and helps format a four-year plan for course selection. Four Year Plan – Students meet with their counselor to sketch out course selections for the high school years. The students review their selections with their parents for input and involvement. This allows the student and their parents to begin planning steps towards post secondary education and/ or career objectives utilizing the career portfolio.


MIDDLE SCHOOL PROGRAM GRADES 6-8

Abbreviations: MCGP Missouri Comprehensive Guidance Program CG Comprehensive Guidance


Middle School Guidance Program Chart

Guidance Curriculum Provides guidance content in a systematic way to all students 6-8th grade.

Purpose

To promote student awareness, career development, and application of skills needed in everyday life.

Areas and Activities Addressed

Personal and Social Development o Self Concept o Balancing Life Roles o Citizenship o Quality Relationships o Respect for Self and Others o Personal Responsibility in Relationships o Safe and Healthy Choices o Personal Safety of Self and Others o Coping Skills

Academic Development

o Lifelong Learning o Self Management for Educational Achievement o Transitions o Educational Planning for Lifelong Learning

Career Development

o Integration of Self Knowledge into Career and Life Plans o Adaptations to World of Work Changes o Respect for All Work o Career Decision Making o Education and Career Requirements o Personal Skills for Job Success o Job Seeking Skills

Counselor’s Role

Structured Groups Classroom Presentations Guidance Curriculum Related Field Trips


Middle School Instructional Experiences And Activities

Strand PS: Personal and Social Development

BIG IDEA 1: Understanding Self as an Individual and as a Member of Diverse Local and Global Communities. CONCEPTS:

A. Self-Concept a. GLE’s, Experiences and Activities for 6-7-8 grades

B. Balancing Life Roles a. GLE’s, Experiences and Activities for 6-7-8 grades

C. Citizenship and Contribution Within a Diverse Community a. GLE’s, Experiences and Activities for 6-7-8 grades

BIG IDEA 2: Interacting With Others in Ways That Respect Individual and Group Differences. CONCEPTS:

A. Quality Relationships a. GLE’s, Experiences and Activities for 6-7-8 grades

B. Respect for Self and Others a. GLE's, Experiences and Activities for 6-7-8 grades

C. Personal Responsibility in Relationships a. GLE’s, Experiences and Activities for 6-7-8 grades

BIG IDEA 3: Applying Personal Safety Skills and Coping Strategies. CONCEPTS:

A. Safe and Healthy Choices a. GLE’s, Experiences and Activities for 6-7-8 grades

B. Personal Safety of Self and Others a. GLE’s, Experience and Activities for 6-7-8 grades

C. Coping Skills a. GLE’s, Experience and Activities for 6-7-8 grade

Strand AD: Academic Development

BIG IDEA 4: Applying Skills Needed For Educational Achievement CONCEPTS:

A. Life Long Learning a. GLE’s, Experiences and Activities for 6-7-8 grades

B. Self-Management For Educational Achievement a. GLE’s. Experiences and Activities for 6-7-8 grades


BIG IDEA 5: Applying the Skills of Transitioning Between Educational Levels CONCEPTS:

A. Transitions a. GLE’s, Experiences and Activities for 6-7-8 grades

BIG IDEA 6: Developing and Monitoring Personal Educational Plans CONCEPTS:

A. Educational Planning For Life-Long Learning a. GLE’s, Experience and Activities for 6-7-8 grades

Strand CD: Career Development BIG IDEA 7: Applying Career Exploration and Planning Skills in the Achievement of Life Career Goals. CONCEPTS:

A. Integration of Self-Knowledge into Life and Career Plans a. GLE’s, Experience and Activities for 6-7-8 grades

B. Adaptation to World of Work Changes a. GLE’s, Experience and Activities for 6-7-8 grades

C. Respect for All Work a. GLE’s, Experience and Activities for 6-7-8 grades

BIG IDEA 8: Knowing Where and How to Obtain Information About the World of Work and Post-Secondary Training/Education. CONCEPTS:

A. Career Decision Making a. GLE’s, Experience and Activities for 6-7-8 grades

B. Education and Career Requirements a. GLE’s, Experience and Activities for 6-7-8 grades

BIG IDEA 9: Applying Employment Readiness Skills and the Skills For On-The-Job Success. CONCEPTS:

A. Personal Skills For Job Success a. GLE’s, Experience and Activities for 6-7-8 grades

B. Job Seeking Skills a. GLE’s, Experience and Activities for 6-7-8 grades


GUIDANCE – GRADE 6

Counseling Desired Results

(Grade-level Expectations) Evidence of Learning

(Assessments) Mastery Min. %

Instructional Strategies and Experiences (include links to Units)

I. Strand PS: Personal and Social Development 1. Big Idea 1: CG1 Understanding Self as an Individual and as a Member of Diverse, Local, and Global Communities

A. Self Concept Identify individual strengths and areas for personal growth and good citizenship.

Application and understanding of goals will be observed through discussion, question and answer and the performance activity. Through discussion students will learn the importance of regular school attendance.

85% MCGP-The Box: Category B Understanding and Accepting Self Competency: I Understand What is Important to Me. Lesson 1: There is No One Like Me Lesson 2: What is Important to Me? Lesson 3: Personal Web Page I Have Confidence in Myself Lesson 1: Setting Goals Lesson 2: Yes, I Can! Lesson 3: The Art of Communicating Lesson 4: Why I Do the Things I Do Unit Title: TEAMS: Together Everyone Assures My Success

B. Balancing Life Roles Identify and develop personal planning strategies to manage individual, family, and school responsibilities.

Understanding of each lessons concepts will be assessed through review of the objectives, reflection worksheets, and their ability to plan and implement strategies for managing their personal responsibilities.

85% MCGP-The Box: Area 3: Category E: Competency 17 I’m Just a Few Minutes Late Lesson 2: So Much to Do, So Little Time: How Do I Tie All the Loose Ends Together? Lesson 3: What is Important to Me? (MCGP)

C. Citizenship and Contribution Within a Diverse Community

Demonstrate skills needed to participate in team building.

The counselor will check for understanding by reviewing qualities of a team member(i.e., group discussion skills, respecting the rights of individuals to express ideas, disagreeing in an appropriate manner, etc.) and the impact on the desired outcomes when working with others.

85% Unit Title: TEAMS: Together Everyone Assures My Success Lesson 1: Getting Caught In the Web. (MCGP)


2. Big Idea 2: CG2 Interacting With Others in Ways That Respect Individual and Group Differences

A. Quality Relationships Identify interpersonal skills needed to maintain quality relationships

The students will identify ways to maintain relationships using a variety of interpersonal skills in various social settings. Students will complete the Relationship Quality Control Checklist.

100% Unit Title: What Do Skills Have to Do With It? Lesson 1: Ingredients of a Relationship Recipe (MCGP)

B. Respect for Self and Others

Identify and develop strategies to promote acceptance and respect in the school and community

The students will identify and implement strategies which promote acceptance and respect among their peers and in their communities.

85% Unit Title: Find Out What It Means To You (and Me) Lesson 1: Respect: Looks Like, Sounds Like, Feels Like (MCGP) MCGP-The Box: Category H Knowledge of Self and Others Category: Understanding and Getting Along With Others Lesson: Walk a Mile in My Shoes

C. Personal Responsibility in Relationships

Apply problem solving and conflict resolution skills to new challenges.

Students will complete a variety of worksheets and perform a variety of role-play situations to assess their understanding and ability to demonstrate accepting responsibility in conflict situations.

80% Unit Title: Conflict Resolution-I am Part of the Solution! Lesson 1: My Problem…Your Problem…Our Problem (MCGP) CG2-6-Lesson 3-1 Page 1 of 5 MCGP-The Box: Category H Understanding and Getting Along With Others Lesson: Managing Hassles

3. Big Idea 3: CG3 Applying Personal Safety Skills and Coping Strategies A. Safe and Healthy

Choices

Identify problem solving, decision making, and refusal of skills needed to make safe and healthy choice in social situations.

Given a pre-selected situation for which a decision is to be made, the students will write, answer questions, role play each of the decision making steps used to solve a particular situation

85% Unit 1 Title: Decisions, Decisions, Decisions! Lesson 1: Opportunity Knocks, But It Costs Too! (MCGP: CG3-6-Lesson 1-1 Page 3-6) MCGP-The Box: Category F Making Decisions Lesson: Brainstorming: Problem Solving Group Style Lesson: To Do or Not To Do…That is the Question! (MCGP-The Box)


B. Personal Safety of Self and Others

Identify behaviors that compromise personal safety of self and others

Student comprehension will be assessed by counselor observations of oral and written responses given during discussion and written reflection and narratives. Final evaluation will be completed through the assessment of students’ personal safety plans. Students will be able to define and identify behaviors associated with sexual harassment.

95% MCGP-The Box: Category F: Making Decisions Lesson: Dealing with Negative Peer Pressure Lesson: Making Good Decisions Unit 2 Title: Risky Business Lesson 1: Caution: Thin Ice! (MCGP:CG3-MS-Unit 2 Page 2 of 3) Sexual Harassment – Presentation of pamphlet “Teens and Sexual Harassment” Review and Discuss

C. Coping Skills Review and revise strategies to cope with life changing events.

Given a scenario, students will identify positive and negative coping strategies. They will identify through discussion and role play, the impact of positive and negative coping strategies on their personal lives.

85% Unit 3 Title: It’s Life…Deal With It! Lesson 1: The Hope to Cope: Coping Skills (MCGP:CG3-6-Lesson 3-1 Page 5)

II. Strand AD: Academic Development 1. Big Idea 4: CG4 Applying Skills Needed for Educational Achievement

D. Life-long Learning Develop and practice study skills and test-taking strategies specific to each academic area and identify available resources.

Students will practice steps to help them improve their testing taking scores. Students will complete the Self-Rating Chart For Your Study Habits and review this in order to make positive changes to promote academic success. Students will review the How to Improve Your Study Habits and Grades in combination with the other activities to help them set and achieve their academic goals.

90% 1. Introductory discussion. 2. Students will practice steps to improve their test

scores. See Improving Test Scores lesson plans. 3. Students will complete A Self-Rating Chart For Your

Study Habits. 4. Students will review these results for strengths and

areas that need improvement. 5. Students will review the How to Improve Your Study

Habits and Grades and other information from the day to develop a system for promoting academic success.

* Use supplements 6.1, 6.2, and 6.3


6. Self-management for

Educational Achievement

Develop and practice a self-management system to promote academic success.

Students will complete the Discover Your Attitude Toward Studying questions and get an idea of their general attitude toward studying. Students will complete the Study Skills Survey and develop ways to improve their study habits.

90% 1. Introductory discussion. 2. Students will complete the Discover Your Attitude

Toward Studying and discuss the questions on the lesson outline.

3. Students will complete the Study Skills Survey and do the group activity on the lesson outline

* Use supplements 6.4, 6.5, and 6.6 2. Big Idea 5: CG 5 Applying the Skills of Transitioning Between Educational Levels

D. Transitions Demonstrate the ability to adjust to changing school structures and continue to meet academic expectations.

Students will complete the When In Doubt, Write It Out! worksheet to show their understanding of using a planner. Students will write their assignments and other important information in their planners daily.

90% 1. Students will complete the When in Doubt, Write It Out! Worksheet.

2. Students will practice using a planner. * Use supplement 6.7

3. Big Idea 6: CG 6 Developing and Monitoring Personal Educational Plans B. Educational Planning

for Life-long Learning

Utilize goal-setting skills to identify the impact of academic achievement on an educational plan.

Students will work toward their personal written goal on the I Am the Best worksheet.

90% 1. Have students review previous activities they have completed and handouts in Big Ideas 4 and 5.

2. Students will complete the I Am the Best goal setting activity.

* Use supplement 6.8 III. Strand CD: Career Development 4. Big Idea 7: CG 7 Applying Career Exploration And Planning Skills In The Achievement Of Life Career Goals.

A. Integration of Self-knowledge into Life and Career Plans

Use current interests, strengths, and limitations to guide individual career exploration.

Students will complete Which Interest Area(s) Motivate You? They will raise their hand for each of the Holland Codes that best fit them. They will identify occupations from the Occupations list of careers that best fit each of their particular codes.

90% 1. Introductory discussion. 2. Students will complete Which Interest Area(s)

Motivate You? and score it themselves. 3. Students will raise their hands for each of the Holland

Codes that best fit them. 4. Distribute the Occupations list of careers that fit

each Student’s particular code. * Use supplement 6.9, 6.10, 6.11, 6.12, 6.13, 6.14, and 6.15


B. Adaptations to World of Work Changes

Recognize the career path concepts as an organizer for exploring and preparing for careers now and in the future.

Students will cut out wants ads from the newspaper and glue them in the right career path. Students will complete the What Do You Enjoy Doing? Worksheet to determine what career path may best suit them. They will share their results with the class.

90% 1. Introductory discussion. 2. Distribute the Career Paths Reference Sheet. Read over the paths and examples. 3. Distribute paper and newspaper want ads. Students will cut out wants ads and glue them in the right career path. 4. Discussion. 5. Students will complete the What Do You Enjoy Doing? Worksheet. 6. Students will share their results with the rest of the class. * Use supplement 6.16, 6.17, and 6.18

C. Respect for All Work Identify males and females in non-traditional work roles.

Students will discuss various careers and the skills necessary to have these jobs. Students will complete the Personality Profiles worksheet. Students will list five jobs for the male and for the female on this worksheet. Students will discuss their responses. Students will list a job they personally would choose and discuss why they would be able to do this job well.

90% 1. Introductory discussion. 2. Ask students for ideas of what kinds of jobs they might like to have when they grow up. Put examples of the board. 3. Under each title, have the students brainstorm what Skills would be needed to do the job. 4. Distribute copies of the Personality Profiles worksheet. 5. Allow time for students to think of five jobs for each of the people listed on the Personality Profile. 6. Discuss the student’s responses on the worksheet. 7. Summarize the lesson by having the students turn Their paper over and write the job they personally would choose and why they think they would be able to do the job well. * Use supplements 6.19 and 6.20


5. Big Idea 8: CG 8 Knowing Where And How To Obtain Information About The World Of Work And Post-Secondary Training/Education.

A. Career Decision Making

Evaluate career and educational information resources.

Students will use the Classified ads and ONET printouts to find careers that match their interests. Students will discuss the availability of jobs in their area, the kind of education and/or training that is required, and the kind of salary that they will make.

90% (Continuation of Big Idea 7; Concept A) 1. Break students into groups based on Holland codes. 2. Students will search through the Classified ads and/or ONET printouts to find out what types of jobs are available for their given career. 3. Use overhead to show students questions they should be thinking about. 4. Refer students to a career website to check out: http://online.onetcenter.org/ * Use supplement 6.21

B. Education and Career Requirements

Compare different types of post- secondary training and education as they relate to career choices.

Students will write a goal related to any career and/or post-secondary education exploration plan they have for the near future. They will share the results of their plan during class at a later date. The information that they share may contain talking to someone in their career interest field, doing some job shadowing, visiting their high school counselor about career/post-secondary education options, doing a college search to see if majors are offered for their career field of interest, and doing an internet search on career(s) of interest, etc.

90% (Continuation of Big Idea 8; Concept A) 1. Distribute a piece of cardstock to each student to write a goal related to any career and/or any post-secondary education exploration plans they have for the near future. 2. Share the outcome of these goals during class one day the next week. * Use supplement 6.22


6. Big idea 9: CG 9 Applying Employment Readiness Skills And The Skills For On-The-Job Success.

A. Personal Skills for Job Success

Assess and analyze personal, ethical, and work habit skills as they relate to individual student success.

Students will complete the Good Workers activity sheet. Students will share their answers orally by reading the items in the order they ranked them.

90% 1. Introductory discussion. 2. Ask students to give examples of good work habits that everyone should have. Write these on the chalkboard. 3. Distribute copies of the Good Workers activity Sheet. Allow students time to complete their answers. 4. Let students share their answers orally with the class by reading the items in the order they rank them. Encourage as many students as possible to participate and discuss the good work habits as time permits. * Use supplement 6.23 and 6.24

B. Job Seeking Skills Develop a resume of work experiences for home and school.

Students will write their own resumes using the Resume worksheet. Students will fill out the Resume Rating Sheet regarding their own resume or the resume of a classmate. Students will make suggestions for improvement.

90% 1. Introductory discussion. 2. Distribute copies of the Resume worksheet. Review the worksheet with students. Allow students time to complete their individual resume. 3. Distribute copies of the Resume Rating Sheet. 4. Students should use this form to rate their resumes, or the resume of another student. 5. Suggestions for improvements for each category should be written. * Use supplement 6.25 and 6.26







I. Strand PS: Personal and Social Development 1. Big Idea 1: CG1 Understanding Self as an Individual and as a Member of Diverse, Local, and Global Communities

A. Self Concept Demonstrate understanding of individual strengths and personal challenges and how they relate to a positive self-concept

The counselor will check with the students throughout the year to check for progress toward goals or change in behavior.

80% Unit Title: The Balancing Act (MCGP) Lesson 1: Survivor Lesson 2: The Quest for Magic Minutes

B. Balancing Life Roles Apply personal planning strategies to balance individual, family, and school responsibilities

Students will complete and discuss Personal Strength Worksheet.

80% Unit Title: The Balancing Act (MCGP) Lesson 1: Survivor


Identify and practice ways to be a contributing group member

Students will demonstrate one time saving tip and be able to explain verbally their reasons for selecting that tip.

85% Unit Title: The Balancing Act (MCGP) Lesson 2: The Quest for Magic Minutes

2. Big Idea 2: CG2 Interacting With Others in Ways That Respect Individual and Group Differences A. Quality Relationships

Practice effective interpersonal skills in a variety of social situations

Students will discuss and complete the Relationship Quality Control Checklist

90% Unit Title: Relationship (MCGP) Lesson 1: Guidelines Ingredients for Relationship Recipe Lesson 2: Giving and Getting the Big R Lesson 3: Respect for Self and Others

B. Respect For Self and Others

Promote acceptance and respect for individual differences

Student will describe what Respect Looks Like, Sounds Like and Feels Like.

80% Unit Title: Relationship (MCGP) Lesson 1: Planning to Use the Respect Activity Sheet #2


C. Personal

Responsibility in Relationships

Practice problem-solving and conflict resolution skills.

Students will participate in question and answer discussion and in completing the activity sheet

82% Unit Title: Conflict Relationship (MCGP) Lesson 3-2: How Am I Responsible (Why is it my problem)?


Choices

Utilize effective problem-solving, decision-making and refusal skills needed to make safe/healthy choices in social situations

Students will discuss decision making skills applied to problematic social situations

85% Unit Title: Decisions, Decisions, Decisions! (MCGP) Lesson 2: To Give In or Not To Give In-That is the Question Lesson 1-2: Steps to Effective Problem Solving


Develop strategies to maintain personal safety.

Student comprehension will be assessed by counselor observation of oral responses, and behavior throughout the school year

90% Unit Title: Risky Business Lesson 2: Putting on Armor Lesson: Sexual Harassment-Teens and Sexual Harassment Pamphlet Guidance Department Handout

C. Coping Skills Apply coping skills to manage life changing events

Students will review, apply and evaluate their personal coping skills related to major life changing events

95% Unit Title: It’s Life…Deal With It Lesson 2: Lean Mean Coping Machine

III. Strand CD: Career Development 1. Big Idea 7: CG7 Applying Career Exploration And Planning Skills In The Achievement Of Life Career Goals

D. Integration of self knowledge into life and career plans.

Students will learn to understand relating to possible choices for careers and career paths.

Use current interests, students, and limitations to solve career exploration and educational planning.

Students will also learn how an interest inventory would help someone better understand him or herself.

95% Unit Title: How do the Pieces Fit Lesson 1: If the Career Fits, Explore It (Part 1-3) (MCGP)


E. Adaptations to world

of work changes. Students will learn “why” they chose a certain career. These are points to consider in an inappropriate method to choosing a career.

Be aware of occupations as they relate to career paths, personal interests, and aptitudes.

Students will also learn that the best way to choose the right career is by examining their interests, abilities, and the careers that combine both of those things.

90% Unit Title: Career Planning and Exploration Lesson 1: “Career Assessment” (The “box”) M/JH 1

C. Respect for all work Students will explore all different types of jobs and occupations. Students will learn that all jobs are significant in some manner.

Recognize the relevance of all work and workers and their existence in a social society.

Students will examine their interests and abilities, and identify careers that provide a combination of job responsibilities that interest you and that you do well.

95% Unit Title: Career Path Inventory Lesson 2: “Career Assessment” (The “box”) M/JH - 13

2. Big Idea 8: CG8 Knowing Where And How To Obtain Information About The World Of Work And Post – Secondary Training/Education. A. Career Decision

Making Students will learn about career clusters. Hand out the “career clusters” worksheet and review the 15 clusters.

Recognize after students have learned the relationship between their interests, abilities and career choices. They need to remember to research “career clusters”.

Students will learn to research the clusters of a specific interest or career. A follow up session could have students sharing information that they gathered in their research.

95% Unit Title: Career Planning and Exploration Lesson 1: “Career Assessment” – (“The Box”) M/JH - 12


Students will learn to use and Informational Career Fair to meet adults in different careers who are willing to share their knowledge and expectations.

Utilize a variety of resources to obtain information about the levels of training and education required for various occupations.

Students will make a collective list of possible participants in the career fair.

95% Unit Title: Educational and Vocational Development


3. Big Idea 9: CG9 Applying Employment Readiness Skills And The Skills For On The Job Success

A. Personal Skills for Job Success

Students will need to understand strengths and weaknesses and how these can enhance or restrict our growth as individuals.

Utilize information about personal, ethical and work habit skills to enhance individual student success.

Students will do an “Interpersonal Relations Checklist”, and discuss this information.

95% Unit Title: Knowledge of Self and Others. Lesson 1: Understanding and Accepting Self (“The Box” ) M/JH-131

B. Job Seeking Skills Students will learn how to fill out an application. One should be hand written and the other typed. Identify and demonstrate basic job seeking skills by interviewing and completing applications.

Students will complete two job applications from the local business community.

95% Unit Title: Using Job-Seeking Skills Lesson 2: Using Job – Seeking Skills (MCGP)







I. Strand PS: Personal and Social Development 1. Big Idea 1: CG1 Understanding Self as an Individual and as a Member of Diverse, Local and Global Communities

A. Self Concept Identify thoughts and feelings and how they relate to self concept

Through follow up discussions students will show understanding of how thoughts and feelings relate to self concept

90% Unit Title: Color Your World Lesson 1: Color Your Destiny (MCGP)

B. Balancing Life Roles Recognize the different roles and responsibilities people play in the family, school and community, and how those roles and responsibilities are interrelated

Students will brainstorm, list and discuss responsibilities for each member of the family

90% Area 2:Category P-Competency 60 Lesson Title: Sharing the Load (MCG-The Box) Lesson Title: It’s Not My Job!


Recognize personal ways for the individual to contribute as a member of the school community

Students will discuss the outcome of the Community Service Project and how their part contributed to the success of the project

90% Unit Title: Color Your World Lesson 2: Color Your Community (MCGP)

2. Big Idea 2: CG2 Interacting With Others in Ways That Respect Individual and Group Differences A. Quality Relationships

Self-assess interpersonal skills that will help maintain quality relationships

Students will complete the Relationship Quality Control Checklist

85% Unit Title: Relationships: What Do Skills Have to Do With It? Lesson 3: 8th Grade-Relationships…Quality Control (MCGP) Lesson 4: 8th Grade- I Know What You Did This Summer (MCGP) Lesson 5: 8th Grade-Relationships…Going Up While You’re Growing Up (MCGP)


B. Respect For Self and

Others

Apply strategies that promote acceptance and respect of others within our global community

Students respond to the question about what a person is missing out on by not getting to know people who are different. Through discussion students realize how bad habits of tardiness effect school and work place.

85% 95%

Unit Title: R-E-S-P-E-C-T…Find Out What It Means To Me Lesson 3: 8th Grade-A Stranger Among Us (MCGP) Area III – Category E-Competency 17 Lesson Title: I’m Just a Few Minutes Late(MCG-The Box)

C. Personal Responsibility In Relationships

Exhibit an awareness of personal responsibility in conflict situations

Through class discussion performance and use of checklist, students will demonstrate awareness of their personal responsibility in conflicts

85% Unit Title: Conflict Resolution-I Am Part of the Solution Lesson 3: Grade 8- My Conflict Shield (MCGP) Lesson 4: Grade 8- Put Yourself In Check (MCGP)


Choices

Recognize peer influence on risk taking behaviors and consequences

Students will respond to situations using problem solving, decision making and refusal skills Students will demonstrate through group activity and skit how to say no to peer pressure Through discussion and completing Risk Sheet, students will recognize risks and positive and negative consequences

85% Unit Title: Decisions, Decisions, Decisions! Lesson 3: Grade 8- If It’s To Be, It’s Up To Me (MCGP) Area II-Category F-Competency 24 Lesson Title: Dealing With Negative Peer Pressure (MCG-The Box) Area II-Category F-Competency 26 Lesson Title: Thinking About Taking Risks (MCG-The Box)


Apply strategies related to personal safety issues

Students will create a Personal Safety Plan to protect them from risky behaviors. Students will be able to identify and define behaviors associated with sexual harassment

90% Unit Title: Risky Business Lesson 3: Grade 8-Ready to Remain Safe (MCGP) Lesson: Sexual Harassment presentation and discussion using the Teens and Sexual Harassment pamphlet

C. Coping Skills Evaluate coping skills to manage life-changing events

Students will demonstrate awareness of their own coping skills by making and discussing a collage showing their effective coping traits

95% Unit Title: It’s Life…Deal With It Lesson 3: Grade 8-Life…Bring It On! (MCGP)


II. Strand AD: Academic Development 1. Big Idea 4: CG 4 Applying Skills Needed for Educational Achievement

A. Life-long Learning Consistently apply a system of study skills and test-taking strategies to promote academic success.

Just Checking checklist 90% MCGP Lesson CG4-8 Title: Just Checking Discussion of management systems – Completion and discussion of Just Checking checklist – Review and discussion of Effective Management Tips referencing middle school assignment notebook – Review and discuss Tips for Setting Goals – Goal Setting Activity Sheet – Review student goals individually or in group

B. Self-management for Educational Achievement

Consistently apply a self-management system to promote academic success.

Just Checking checklist 90% MCGP Lesson CG4-8 Title: Just Checking Discussion of management systems – Completion and discussion of Just Checking checklist – Review and discussion of Effective Management Tips referencing middle school assignment notebook – Review and discuss Tips for Setting Goals – Goal Setting Activity Sheet – Review student goals individually or in group

2. Big Idea 5: CG 5 Applying the Skills of Transitioning Between Educational Levels A. Transitions

Identify the information and skills necessary to transition to high school.

Moving On… Transitioning to the High School checklist

90% MCGP Lessons CG5-8 Titles: Give Yourself Some Credit and Options and Extras!!! Discuss, compare/contrast middle school and high school – Explain/discuss high school course description booklet, graduation requirements, credits, courses offered, teacher recommendations, registration form – Complete and review Moving On… Transitioning to the High School checklist


3. Big Idea 6: CG 6 Developing and Monitoring Personal Educational Plans

B. Educational Planning for Life-long Learning

Design a four to six-year educational plan.

Discussion 90% MCGP Lessons CG6-8 Titles: Finding My Pathway, Mapping My Pathway, and My Four to Six Year Plan Review high school vocabulary and how choices affect goals – Students perform Pitfalls skit – Review and discuss Career Paths (6) list – Complete and discuss Choosing My Path sheet and 9th grade portion of high school career pathways form

III. Strand CD: Career Development 4. Big Idea 7: CG7 Applying Career Exploration And Planning Skills In The Achievement Of Life Career Goals


Develop an educational and career plan based on current interests, strengths, and limitations.

Question/answer discussions following My Puzzle, My Future! And Back to the Future… activities

90% MCGP Lessons CG7 CG8-8 Titles: Putting It All Together Parts 1-2 Discuss “puzzle pieces” (strengths, etc.) and the “final picture” (the future) – Complete and discuss My Puzzle, My Future! – Discuss “putting the pieces together” to plan the future – Complete and discuss Back to the Future…” activity


Identify and explore a variety of resources to aid in career exploration and planning now and in the future.



C. Respect for All Work Identify personal contributions made to school and community.

Discussion 90% MCGP Lesson CG9-8 Title: Putting It All Together Part 3 Discuss goals related to future – Complete and discuss Consider This… sheet – Discuss high school academic choices related to future – My Design for My Life narrative – Review 9th grade portion of career pathways form


5. Big Idea 8: CG 8 Knowing Where And How To Obtain Information About The World Of Work And Post-Secondary Training/Education

A. Career Decision Making

Compare personal interests with information about careers and education.




Identify the training and education required for occupations in career paths of interest


6. Big Idea 9: CG 9 Applying Employment Readiness Skills And The Skills For On-The-Job Success A. Personal Skills for

Job Success

Evaluate personal, ethical, and work habit skills as they relate to achieving the student’s educational career plan.



B. Job Seeking Skills Utilize a portfolio of middle school/jr. high school academic and work experience.



HIGH SCHOOL PROGRAM GRADES 9-12


Pattonville High School Missouri Comprehensive Guidance Program

Content Standards Grade Level Expectations (GLE) Grades 9-12

STRAND: PS Personal and Social Development

Big Idea 1: Understanding Self as an Individual and as a Member of Diverse Local and Global Communities Concept A. Self- Concept Concept B. Balancing Life Roles Concept C. Citizenship and contribution within a diverse community Big Idea 2: CG2 Interacting with Others in Ways That Respect Individual and Group Differences Concept A. Quality Relationships

Concept B. Respect for Self and Others Concept C. Personal Responsibility in Relationships

Big Idea 3: CG 3 Applying Personal Safety Skills and Coping Strategies Concept A. Safe and Healthy Choices Concept B. Personal Safety of Self and Others Concept C. Coping Skills

STRAND: AD Academic Development Big Idea 4: CG 4 Applying Skills Needed for Educational Achievement

Concept A. Life-Long Learning Concept B. Self-Management for Educational Achievement

Big Idea 5: CG 5 Applying the Skills of Transitioning Between Educational Levels

Concept A. Transitions Big Idea 6: CG 6 Developing and Monitoring Personal Educational Plans

Concept A. Educational Planning for Life-long Learning

STRAND: CD Career Development Big Idea 7: CG 7 Applying Career Exploration and Planning Skills in the Achievement of Life Career Goals

Concept A. Integration of Self-knowledge into Life and Career Plans Concept B. Adaptations to World of Work Changes Concept C. Respect for All Work

Big Idea 8: CG 8 Knowing Where and How to Obtain Information About the World of Work and Post-Secondary Training/Education

Concept A. Career Decision Making Concept B. Education and Career Requirements

Big Idea 9: CG9 Applying Employment Readiness Skills and the Skills for On-the-Job Success Concept A. Personal Skills for Job Success Concept B. Job Seeking Skills


GUIDANCE - GRADES 9-12





I. Strand PS: Personal and Social Development 1. Big Idea 1: CG 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

A. Self-Concept Develop, Implement, Practice and Utilize skills needed to maintain a positive self concept.

Students will develop and utilize skills needed to exhibit and maintain a positive self concept.

90% Students will complete the Self-Concept Checklist from the Missouri Guidance Lessons Unit: 9 Lesson 1 Title: Juggling New Opportunities Handouts. Students will participate in various activities ie; Teen Screen, Strong Inventory, Explore, Plan, ACT and Meyers Briggs. Classroom discussions and role playing.

B. Balancing Life Roles Recognize, Prioritize, Identify and Exhibit the increased roles and responsibilities of family, school, work and community.

Students will complete the activity sheet and participate in group discussions to evaluate their roles in society and how to balance them.

90% Classroom discussions on self-talk and messages that families communicate to each other. Completion of the “Looking at Me In My family, School, and Community” worksheet. CG1 – 10 – Lesson 1-2.

C. Citizenship and contribution within a diverse community.

Analyze and build upon activities and experiences that assist the student in becoming a contributing member of the global community.

Students will complete the related worksheets and participates in classroom discussions to recognize their role as it relates to the global community.

90% Read “The Clique” worksheet from CG2-9- Lesson 1-1, group activity and reflection writing assignment. Complete the Bursting Stereotypes activity in the CG2 -9-Lesson1-2.


2. Big Idea 2: CG 2 Interacting With Others in Ways That Respect Individual and Group Differences

A. Quality Relationships Students will exhibit the interpersonal skills needed to maintain quality relationships.

Principal reports, including fewer verbal and physical altercations, and insubordination referrals.

90% MCGP CG2 Lesson 3—Listening Exercise Lesson 4—Origins Individual and Small Group sessions with Counselor PALS Lessons

B. Respect for Self and Others

Students will promote acceptance and respect for cultural differences within the global community.

Student surveys reporting fewer incidents of bullying, harassment, and/or racial slurs.

90% MCGP CG2 Lesson 6—Diversity Day Lesson 8—A Place at the Table International Club Gay/Straight Alliance Foreign Exchange Program Amnesty International

C. Personal Responsibility in Relationships

Students will accept personal responsibility in conflict situations.

Principal reports, including fewer verbal and physical altercations, and insubordination referrals.

90% MCGP CG2 Lesson 5—Using Negotiation to Settle Differences Lesson 7—Managing Conflicts Male/Female Anger Management Groups PALS Conflict Mediations Individual and group sessions with Counselor Risk Assessment at Local Hospital if indicated


Choices

Students will utilize decision-making skills to make safe and healthy life choices.

Students will make healthy choices when using the internet, driving, and when exposed to drug use and sexual situations.

90% MCGP CG3 Lesson 1—Safe and Healthy Life Choices Lesson 2—Safe and Healthy Choices (Part II) 9th Grade Health Curriculum


B. Personal Safety of

Self and Others

Students will analyze the impact of personal decisions on the safety and health of self and others.

Fewer teen pregnancies Fewer referrals for students under the influence, in possession of, or intending to distribute drugs or alcohol Fewer students reporting risky behavior in student surveys

90% “Breakdown”—A Local Abstinence Production (grades 9-11) Adolescent Parenting Program 9th Grade Health Curriculum Substance Abuse Support Group Abstinence By Choice Program Referrals to Local Support Groups CG3 Lesson 3—Risk Taking Behaviors Care Team

C. Coping Skills Students will analyze, refine, and exhibit coping skills needed to manage life-changing events.

Students will seek outside help and/or participate in PHS support groups as needed.

90% Grief and Loss Support Group Individual sessions with Crisis Counselor/Counselor Stress Management Support Group Referrals to Mental Health Professionals Adolescent Parenting Program Counseling Department Website Care Team

II. Strand AD: Academic Development 1. Big Idea 4: CG 4 Applying Skills Needed for Educational Achievement

A. Life-long Learning Students will know general information and expectations about high school life.

9th grade students will identify high school personnel, available resources and characteristics required to be successful in high school during registration.

90% Class discussion, role playing and discussions with counselor

Students will know specific information required to function successfully in a new environment. (high school)

Students will incorporate tools provided, such as planners, schedules, lockers, maps and adult personnel, in order function successfully in the high school environment.

90% Class discussions, role playing


B. Self-management for

Educational Achievement

Students will understand the significance of their grade point average, credits, transcripts, and discipline logs and how it relates to educational success.

Students will synthesize these concepts gained through their instruction in 9th grade academic labs with the Peer Leaders. Students will also meet will their designated counselor to review these ideas.

90% Class instruction, individual and group counseling

2. Big Idea 5: CG5 Applying the Skills of Transitioning Between Educational Levels A. Transitions

Students will set challenging and developmental appropriate educational goals and identify the steps need to reach them.

Students will examine and pursue high school options relative to their aptitudes, interests, and abilities.

90% Students will participate in the Explore, Plan, Strong Inventory, and ACT to examine and pursue their high school and post secondary options. All Juniors will register online with connect.edu and meet with the college counselor.

3. Big Idea 6: CG 6 Developing and Monitoring Personal Educational Plans A. Educational Planning

for Life-long Learning

Students will organize time and materials in order to reach educational goals.

Students will evaluate their current adjustment to the high school environment and identify related concerns and problems and how they relate to postsecondary options. All students will complete and update yearly their 4 year plan.

90% Students will discuss and analyze their progress with their counselor yearly. Classroom discussions and presentations by counselors.


III. Strand CD: Career Development 1. Big Idea 7: CG7 - Applying Career Exploration and Planning Skills In the Achievement of Life Career Goals


Utilize knowledge of the world of work; personal interests; and strengths and limitations to develop short- and long-term post secondary plans

Students will pursue courses that relate to post high school plans Students will select/change career pathways when needed.

80% All Freshman identify at least one career related to their interests as indicated by the A+ interest inventory and by developing their 4 year plan All Sophomores, Juniors and Seniors will update their 4 year plan as it relates to their career choices


Utilize knowledge of career exploration and planning to adapt new career and educational opportunities as the world of work changes

Students will utilize career planning resources (Discover and Choices computer programs, PLAN test, Explore test, Strong Interest Inventory, career Books, Videos, Myers Briggs) Students taking the Explore Test Students taking the PLAN test Students taking the PSAT Test Students taking the Strong Interest Inventory Students taking the Discover Program Counselors provide group presentations to students to explain Test results and career information at each grade level. Counselors will answer student questions to insure they understand information presented.

80% All Freshman and Sophomores will be instructed about the college/career resource area. All 9th grade students will take the Explore test and Interest inventory which will indicate 3 areas of interest. Students in the 9th grade academic lab will take an interest inventory using the Discover Computer program and identify areas of interest that relate to careers. All Sophomores will take the PLAN test and Career/Interest Inventory. This will generate 3 career interest areas for exploration. All Juniors will take the Strong Interest Inventory which will refine their interests in specific occupations that match their interests. Seniors and Juniors will take the ACT which will provide interest areas based on an Interest Inventory.


C. Respect for All Work

Respect all work as important, valuable, and necessary in maintaining a global society

All 9th 10th, 11th and 12th grade students will complete 50 hours of community service. 9th grade students will take the Explore Test and interest Inventory 10th grade students will take the PLAN test and interest inventory 11th grade will take the Strong Interest Inventory 12th grade will take the Act Test and Interest Inventory

100% 80%

As part of the community service requirement students will follow specific requirements and work expectations when at the non-for profit agency. All students will have the opportunity to take the PLAN Test, Explore Test and Strong Interest Inventory which will allow them the opportunity to analyze their career options and academic skills and how that relates to community contributions.

2. Big Idea 8: CG8 Knowing Where and How to Obtain Information About the World of Work and Post-Secondary Training/Education A. Career Decision

Making

Utilize career and educational information in career decision-making

Students will pursue courses that relate to post high school plans. Students in 9th, 10th and 11th grade will meet individually with academic counselor to pick classes that meet high school requirements, college admission requirements, technical school requirements Seniors will make an appointment with college/career counselor with parent when possible

80% All Freshman will have developed a personal plan of student for high school based on a selected career path. All Sophomores and Juniors will adapt their 4 year plan annually to their career pathway, high school requirement coursework and college admission requirements/vocational work requirements. Seniors will meet with College/Career counselor or academic counselor to make final plans for post secondary choice.


Know and understand the levels of training and education required for life career goals

Students will complete a short follow-up quiz to check for understanding after classroom visits by counselor.

80% Counselors will make classroom visits to 9th and 10th grades to review high school requirements and college admission requirements. Counselors will review this information from the Student course description book. This information is also available on the Pattonville High School website. Juniors will visit the college/career center and a presentation will be made regarding preparation for college admission requirements, applications and financial aid. Seniors will meet with academic counselor and/or college/career counselor to confirm a post-secondary plan.


3. Big Idea 9: CG 9 Applying Employment Readiness Skills and The Skills For On-The-Job Success. A. Personal Skills for

Job Success

Apply personal, ethical, and work habit skills that contribute to job success

9th graders in academic lab will follow the curriculum led by the peer mentors. See PALS curriculum in high school communication arts curriculum guide.

80% Students will demonstrate interpersonal skills for conflict medication, communication and teamwork. Peer leaders are available for mentoring and conflict mediation at all school levels

B. Job Seeking Skills Utilize appropriate job-seeking skills to obtain employment

Students in grades 9th, 10th, 11th and 12th grade students will complete the 50 hour community service requirement need for graduation Students in the 9th, 10th, 11th and 12th grade will have the opportunity to enroll in classes to prepare them for a job after highs school. The technical school representative will make classroom visits to 10th grade classes to explore the tech school programs. The Tech school representative will complete application interviews for 10th grade students.

80% All students will complete 50 community service hours at an approved non-for-profit agency. This experience helps the student refine the skills necessary to work for a community agency. Students will enroll in business/marketing courses, technology courses and demonstrate the technological skills necessary to compete in the world of work. Students will apply to technical school in the 10th grade for the exploratory program and apply in the 11th grade for a specific vocational program. The Tech school program will provide them with the necessary skills to be employed after graduation.


Pattonville model (REFRENSI)

Education

Transcript of Pattonville model (REFRENSI)