Jefferson Township Public Schools. School Counseling Curriculum. High School Grades August 2015

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1 School Counseling Curriculum High School Grades 9-12 August 2015

2 Table of Contents Philosophy Statement page 2 Belief Statement page 2 Vision and Mission Statements page 3 Unit 1: Academic Development page 4-5 Unit 2: Career Development page 6-7 Unit 3: Personal/Social Development page 8-9 Sample Lesson Plans waiting for one more lesson page Methods of Assessment page 13 References page 14 [1]

3 PHILOSOPHY The Jefferson Township Public Schools Counseling Department has developed an inclusive school counseling curriculum that is an essential and integral component of the educational program. The counselors provide a comprehensive counseling program that focuses on academic, career, and personal/social development that is driven by student needs, data collection, and district goals. As student advocates, counselors recognize the uniqueness, dignity and personal worth of each individual. The school counseling program is delivered is a systemic manner through the implementation of classroom and group lessons, small group counseling, individual counseling and collaboration with stakeholders. This tiered system of services is inclusive to all students while being responsive to individual student needs. Counselors work collaboratively with students, parents, educators and community members to support each student s ability to contribute at the highest level as productive members of society. BELIEFS The school counselors of Jefferson Township Schools are committed to providing counseling services with an unconditional positive regard for all students. The school counselors believe that: Every student has the potential and ability to achieve success on their personal journey. School counselors address the developmental needs of all students through the implementation of the comprehensive school counseling curriculum, responsive student services, and consultation and collaboration with resources. The school counselor advocates for all students by collaborating with and educating stakeholders with regards to students needs. There are stakeholders in the community who provide valuable insight to the development of the counseling programs and support for their implementation. Gathering and analyzing data from a variety of sources is essential to the development of a comprehensive school counseling program. The ethical standards of the American School Counselor Association (ASCA) serve as a moral compass that guides school counselors in their professional responsibilities and interactions with students and stakeholders. All students ethnic, cultural, racial and sexual orientation differences as well as special needs are considered in the planning and implementation of the school counseling program in accordance with the American School Counselor Association and the Ethical Standards for School Counselors. All students should feel welcome and safe inside the school. Collaboration with parents, school administration, teachers, and community resources are vital to the development and achievement of each student. [2]

4 VISION STATEMENT In partnership with all stakeholders, the Jefferson Township High School Guidance and Counseling Department seeks to empower all students to achieve their full potential and will assist students in becoming life-long learners in an ever-changing global society. To that end, we will provide a comprehensive school counseling program that addresses the needs of all students and supports them as they prepare to meet the challenges of the 21 st century. MISSION STATEMENT The mission of the Jefferson Township High School Guidance and Counseling Department is to support students through a comprehensive school counseling program that fosters academic, personal/social and career development. Through individual and group counseling, lessons and presentations, counselors work to empower students to develop competencies in achieving academic goals, meeting personal challenges and planning for the transition to post-secondary education and/or the world of work. [3]

5 Grade Level: 9-12 Unit 1: Academic Development Essential Content: Analysis of academic record, setting academic goals, and relating school to life experience. Enduring Understandings Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being. Self-confidence in ability to succeed. Sense of belonging in the school environment. Understanding that postsecondary education and lifelong learning are necessary for longterm career success. Belief in using abilities to their fullest to achieve high-quality results and outcomes. Positive attitude toward work and learning. Essential Questions What are the attitudes, knowledge and skills that will contribute to you becoming a successful learner in school and throughout your life? What are the essential academic skills needed to best prepare you to develop and achieve your postsecondary goals? How do academics and your experiences in high school relate to the world of work, life at home and your community? What requirements do you need to accomplish in order to complete high school? The student will know: 1. That analysis and understanding of their own academic profile is essential for making informed decisions and setting academic goals. (A:B2.1, A:B2.2, A:B2.3, A:B2.4, A:B2.5, A:B2.6) 2. The skills required to improve their academic self-concept and to improve learning. (A:A1.1 A:A1.5, A:A2.1 A:A2.4) 3. The characteristics needed to improve learning and achieve school success. (A:A3.1 A:A3.5, A:B1.1 A:B1.7) 4. That school and academics relate to life experience and the world of work. (A:C1.1 A:C1.6) Knowledge and Skills The student will be able to: A. Identify long- and short-term academic goals. (A:B2.1, A:B2.2, A:B2.3, A:B2.4, A:B2.5, A:B2.6, A:B2.7) B. Demonstrate critical-thinking skills to make informed decisions. (A:B2.2, A:B2.3, A:B2.5, A:B2.6) C. Gather evidence and consider multiple perspectives to make informed decisions. (A:B2.2, A:B2.4, A:B2.5, A:B2.6, A:B2.7) D. Use time-management, organizational and study skills. (A:A2.1, A:A2:4) E. Apply self-motivation and self-direction to learning. (A:A1.1, A:A1.2, A:A1.3, A:A1.4, A:A1.5, A:A2.3) F. Set high standards of quality. (A:A2.2) G. Actively engage in challenging coursework. (A:B1.1, A:B1.2, A:B1.3) [4]

6 H. Demonstrate ability to assume responsibility. (A:A3.1) I. Demonstrate the ability to work independently. (A:A3.2) J. Demonstrate the ability to work cooperatively with other students. (A:A3.2, A:A3.5) K. Demonstrate perseverance to achieve long- and short-term goals. (A:A3.4, A:A3.5, A:B1.7) L. Demonstrate the ability to overcome barriers to learning. (A:A3.4, A:B1.4, A:B1.5, A:B1.6, A:B1.7 M. Participate in enrichment and extracurricular activities. (A:C1.1, A:C1.2) N. Demonstrate the ability to balance school, home and community services. (A:C1.1, A:C1.2, A:C1.5) O. Identify how academic interests, school success and the value of lifelong learning relate to future career and vocational opportunities. (A:C1.3, A:41.4, A:C1.6) [5]

7 Grade Level: 9-12 Unit 2: Career Development Essential Content: Career Exploration, identifying career goals, and resume building. Enduring Understandings Essential Questions Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being. Self-confidence in ability to succeed. Sense of belonging in the school environment. Understanding that postsecondary education and life-long learning are necessary for longterm career success. Belief in using abilities to their fullest to achieve high-quality results and outcomes. Positive attitude toward work and learning. What are the skills that you need to gain selfknowledge and make informed decisions about your personal career goals? What strategies can you use to achieve future career goals with success and satisfaction? What is the relationship between your personal qualities, education, training and the world of work? The student will know: 1. The types of careers and career clusters. (C:A1.1 C:A1.10, C:A2.1 C:A2.9) 2. The resources and tools available for career exploration and identifying career goals. (C:B1.1 C:B1.8, C:B2.1 C:B2.5) (NJCCCS: A) (NJ-CRP 10 and 11) 3. The knowledge and skills that are needed to achieve their personal career goals. (C:C1.1 C:C1.7, C:C2.1 C:C2.4) (NJ-CRP 10) Knowledge and Skills The student will be able to: [6] A. Demonstrate critical thinking skills to make informed decisions. (C:A1.1, C:A1.3, C:A1.5, C:A1.6, C:A1.7, C:A2.2, C:A2.3, C:B1.1, C:B1.8, C:B2.1, C:B2.2, C:C1.1) B. Apply media and technology skills. (C:A1.1, C:A2.6, C:B1.5, C:B1.6, C:B2.5) (NJCCS: A) (NJ- CRP 11) C. Identify long- and short-term career goals. (C:A1.2, C:A1.3, C:A1.6, C:A1.7, C:A2.3, C:B1.1, C:B1.2, C:B1.3, C:B1.7, C:B2.2, C:B2.4, C:B2.5, C:C1.1, C:C2.1) (NJ-CRP 10) D. Actively engage in challenging coursework as it relates to identified career goals. (C:B2.1, C:B2.2, C:B2.4, C:C1.1, C:C2.4) (NJ- CRP 10) E. Gather evidence and consider multiple perspectives to make informed decisions related to career goals. (C:A1.1, C:A1.2, C:A1.3, C:A1.5, C:A2.3, C:B1.2, C:B1.4, C:B1.5, C:B1.7, C:B1.8, C:B2.1, C:C1.3,

8 C:C1.6) (NJ-CRP 10) F. Participate in enrichment and extracurricular activities to develop a deeper knowledge of self to make informed decisions. (C:A1.8, C:A1.9, C:A1.10, C:B1.2, C:C1.3, C:C2.1) G. Demonstrate the ability to assume responsibility. (C:A2.8, C:A2.9, C:B2.3) H. Use leadership, teamwork and cooperation skills to work effectively in diverse teams. (C:A1.4, C:A2.1, C:A2.2, C:A2.4, C:A2.5, C:C2.2, C:C2.3) I. Demonstrate advocacy skills, the ability to assert self, social maturity and behaviors appropriate to the situation and environment. (C:C1.2, C:C1.4, C:C1.7) [7]

9 Grade Level: 9-12 Unit 3: Personal/Social Development Essential Content: Develop self-knowledge; create relationships to support success; identify personal/social goals; and develop critical thinking, interpersonal, communication, and coping skills essential for optimal personal/social well-being Enduring Understandings Essential Questions Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being. Self-confidence in ability to succeed. Sense of belonging in the school environment. Understanding that postsecondary education and life-long learning are necessary for longterm career success. Belief in using abilities to their fullest to achieve high-quality results and outcomes. Positive attitude toward work and learning. What are the attitudes, knowledge and interpersonal skills needed to help you understand and respect yourself and others? What approach and processes will you follow to make decisions, set goals and achieve goals? What are the safety and survival skills essential to your personal, social and emotional growth? The student will know: 1. That self-knowledge, personal attitudes, and interpersonal skills will help them understand and respect self and others. (PS:A1.1-PS:A1.12, PS:A2.1-PS:A2.8) 2. That self-knowledge is essential in making decisions, setting goals, and interacting with others. (PS:B1.1-PS:B1.12) (NJ-CRP 5) 3. The information and skills necessary for their own emotional and physical safety. (PS:C1.1-PS:C1.11) Knowledge and Skills The student will be able to: [8] A. Demonstrate critical-thinking skills to make informed decisions in setting goals, interacting with others and personal development. (PSA:A1.3, PS:A1.6, PS:A1.7, PS:A1.10, PS:B1.1, PS:B1.2, PS:B1.3PS:B1.5, PS:B1.6, PS:B1.7, PS:B1.8, PS:B1.9, PS:B1.10, PSB1.12, PS:C1.2, PS:C1.3, PS:C1.4, PS:C1.5, PS:C1.6, PS:C1.7) B. Demonstrate creativity with interpersonal skills. (PS:A1.1, PS:A1.6, PS:A1.10, PS:B1.4, PS:B1.10, PSC1:10, PS:C1.11) C. Identify long- and short-term social/emotional goals. (PS:A1.2, PS:A1.3, PS:A1.11, PS:B1.1, PS:B1.9, PS:B1.10, PS:B1.12) D. Demonstrate self-discipline, self-control, and the ability to delay immediate gratification. (PS:A1.8, PS:A2.6, PS:B1.11, PS:C1.3, PS:C1.4, PS:C1.11)

10 E. Demonstrate effective coping skills when faced with a problem. (PS:A1.5, PS:A1.6, PS:A2.6, PS:B1.1, PS:B1.3, PS:B1.4, PS:B1.5, PS:B1.6, PS:C1.9, PS:C1.10, PS:C1.11) F. Demonstrate personal safety skills. (PS:C1.1, PS:C1.2, PS:C1.3, PS:C1.4, PS:C1.5, PS:C1.6, PS:C1.7, PS:C1.8, PS:C1.9, PS:C1.10, PS:C1.11) G. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities. (PS:A1.4, PS:A1.11, PS:A1.12) H. Use effective oral and written communication skills and listening skills. (PS:A2.6, PS:A2.7) I. Create positive and supportive relationships with others. (PS:A1.9, PS:A2.1, PS:A2.2, PS:A2.3, PS:A2.4, PS:A2.5, PS:A2.6, PS:A2.7, PS:A2.8, PS:B1.6, PS:B1.7) J. Create relationships with adults that support success. (PS:C1.5, PS:C1.6) K. Demonstrate empathy. (PS:A2.1, PS:A2.2, PS:A2.3, PS:A2.4, PS:A2.5, PS:A2.8) L. Demonstrate ethical decision-making and social responsibility. (PS:A1.6, PS:A2.1, PS:A2.2, PS:A2.3, PS:A2.4, PS:A2.5, PS:C1.1, PS:C1.2, PS:C1.3, PS:C1.4, PS:C1.5, PS:C1.6, PS:C1.7) (NJ CRP 5) M. Use effective collaboration and cooperation skills. (PS:A1.9, PS:A2.6, PS:A2.7, PS:B1.7) [9]

11 Sample Lesson: Career Development Activity: Resume Writing Grade(s): 10 th Jefferson Township Public Schools ASCA Student Standards (Domain/Standard/Competencies): Career Development Domain: Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Competency A1: Develop Career Awareness (C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations) and Competency A2: Develop Employment Readiness (C:A2.6 Learn how to write a resume). Learning Objective(s): 1. Students will begin to collect and organize their information for college and/or employment applications. 2. Students will gain an awareness of the impact that their level of involvement (or lack of) has on personal growth, success in high school, and future career goals. 3. Students will be able to create a resume representing their skills, experiences, and educational background. 4. Materials: Computer with access to Naviance, Naviance usernames of students. Procedure: Counselors meet with 10 th grade students via individual or small groups session to begin the resume writing process. Counselors will work with students using the Naviance Resume Builder to discuss the purpose of resume writing, develop short- and long-term objectives, and input information regarding education, extracurricular activities, volunteerism, and work related experiences. Plan for Evaluation: How will each of the following be collected? Process Data: Number of 10 th grade students with resumes. Perception Data: Feedback shown from pre and post student survey (to be developed). Outcome Data: Evidence will be found in reports run from the Naviance system to indicate the 10 th grade population who have started or not started their resume. Follow Up: On-going through individual counseling as needed. [10]

12 Sample Lesson: Personal/Social Development Jefferson Township Public Schools Activity: Stress Management through Mindfulness Visualization Activity Grade(s): Any, Small Group Setting, Stress Management/Wellness Group (9-12) ASCA Student Standards (Domain/Standard/Competencies): Personal/Social Domain: Standard C: Students will understand safety and survival skills; Competency C1: Acquire Personal Safety Skills (PS:C1.10 Learn techniques for managing stress and conflict). Learning Objective(s): 1. Students will learn and practice a stress-reducing visualization technique that emphasizes relaxation, imagination and focusing inward. Materials: Yoga 4 Classrooms At the Beach visualization script, quiet location, chairs and/or yoga mats. Procedure: Students begin by sitting on a chair or yoga mat. Counselor polls students regarding their current level of stress by writing down a stress level rating from 1-5. Counselor will dim lights, if possible, directing students to close their eyes and draw awareness to their breath. Counselor will ask the students to imagine that they are on a beach and will continue with the provided script. At the end of the script, when ready, the Counselor will direct the students to take a long, slow deep breath bringing awareness back to the present before gently opening up their eyes. Counselor will have students re-assess stress level rating from 1-5. Counselor will lead a discussion allowing students to process and share how they are feeling. Some points for discussion: How are you feeling now after utilizing this coping skill? How might you use visualization in your daily life? Were you comfortable using this activity? Why or why not? Plan for Evaluation: How will each of the following be collected? Process Data: Attendance at beginning of session using a sign-in sheet. Perception Data: Results from pre and post stress level ratings. Outcome Data: Students reduced stress level will be measured through continued participation and self-reporting of increased feelings of wellness and mindfulness. Follow Up: On-going as needed to be determined by Counselor and group. [11]

13 Sample Lesson: Academic Development Activity: Post-secondary Planning Meetings Grade(s): 11th Jefferson Township Public Schools ASCA Student Standards (Domain/Standard/Competencies): Academic Development Domain; Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Competency B2: Plan to Achieve Goals (A:B2.7 Identify postsecondary options consistent with interests, achievement, aptitude, and abilities). Learning Objective(s): 1. Students will demonstrate personal responsibility for researching post-secondary schools and careers. 2. Students will identify the requirements for post-secondary educational/career programs of interest. Materials: Computer with access to Naviance, Naviance usernames of students Procedure: Counselors meets with 11 th grade students via individual or small group sessions to review and update post-secondary plans. Counselors will work with students to explore postsecondary educational interests through a Naviance college search. Students will add colleges which will be reflected in their Naviance account. Students and counselor will review information related to college entrance requirements. Counselor may also add notes to reflect military, trade school or entering the workforce. Plan for Evaluation: How will each of the following be collected? Process Data: Students completed college search and the criteria saved to Naviance. Perception Data: Improvement shown from pre and post student survey (to be developed). Outcome Data: A list of colleges under colleges I m thinking about. Follow Up: On-going, as needed. [12]

14 Methods of Assessment Annual development and analysis of the School Data Profile (ASCA Document) Annual NJ School Climate Survey Counselor Developed Questionnaires/Surveys Assigned and Completed Naviance Tasks School Profile [13]

15 References American School Counselor Association (2012). The ASCA Nation Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author. American School Counselor Association (2013). Making Data Work, Third Edition. Alexandria VA: Author. Broderick, Patricia; Kabat-Zinn, Myla; and Kabat-Zinn, Jon. (2013). Learning to Breathe: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance. California: New Harbinger Publications. Broderick, Patricia. (2013). Learning to Breathe: A Six-Week Mindfulness Program for Adolescents. California: New Harbinger Publications. New Jersey Association for College Admission Counseling (2013). The ABC s of College Planning. New Jersey: Author. Rugg, Frederick E., (2015). Rugg s Recommendations of the Colleges 32 nd Edition. Fallbrook, CA: Author. Naviance College and Career Planning Software System. Copyright 2015, Hobsons Inc. The College Board. [14]

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