COUNSELING COURSE OF STUDY CHAGRIN FALLS EXEMPTED VILLAGE SCHOOLS 400 East Washington Street Chagrin Falls, OH 44022

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1 COUNSELING COURSE OF STUDY 2012 CHAGRIN FALLS EEMPTED VILLAGE SCHOOLS 400 East Washington Street Chagrin Falls, OH 44022

2 THE COUNSELING COURSE OF STUDY has been approved by the Chagrin Falls Board of Education on June 18, 2012 Resolution #12-048

3 ACKNOWLEDGMENTS The development of the Counseling Course of Study reflects the efforts of the Chagrin Falls School District counseling professionals. Developing and revising this Course of Study entailed a commitment of time and cooperation of all members. Our Course of Study review process entailed researching national standards, studying best practices in counseling, and writing and revising this Course of Study. The dedication of the members of this Review Team is deeply appreciated. Special thanks are given to the following: John Abbott, M.Ed, Middle School Jenniefer Bencko, M.Ed., NCSP, School Psychologist Richard Bondy, M.Ed., Intermediate School Molly Edwards, M.Ed., NCSP, School Psychologist Mark Iammarino, M.Ed., High School Karen Lewis, M.A., High School Allyson McSween, M.Ed., NCSP, School Psychologist John Rydquist, M.A., High School Dale Tschapatt, M..Ed., Gurney Elementary Christine A. Kovach, Ph.D. Director of Pupil Services

4 COUNSELING COURSE OF STUDY - TABLE OF CONTENTS Page District Philosophy 1 District Goals 2 Counseling Philosophy 5 Introduction to the K-12 Counseling Program 6 American School Counselor Association (ASCA) National Standards/Competencies for Students 7 Organization of the Counseling Course of Study 8 Options 9 Counseling Calendar - Grades 11 Counseling Course of Study - Grades 12 Counseling Calendar - Grades 29 Counseling Course of Study - Grades 30 Counseling Calendar - Grades 47 Counseling Course of Study - Grades 48 Counseling Calendar - Grades 67 Counseling Course of Study - Grades Counseling Monitoring Tool 88 Counseling Monitoring Tracking Form 90 Counselor Activities - Sample Documentation Form 91 Appendix A: ASCA Ethical Standards for Counselors 92

5 PHILOSOPHY OF THE CHAGRIN FALLS EEMPTED VILLAGE SCHOOLS Education is a lifelong process. We, the Chagrin Falls Board of Education, as the elected body being legally responsible for the public school portion of that education, subscribe to the following philosophy: We recognize an obligation to organize and administer the educational program in a manner compatible with a democratic society. We recognize that the unique responsibility of the schools is to pass along a fund of knowledge; and, in order to meet this goal, to provide enriched conditions which foster academic excellence and individual growth. We recognize that all persons in our school community have rights and responsibilities that are inherent within that society. We believe that our school system should educate toward responsibility and responsiveness. We recognize that students differ in their physical, intellectual, emotional, and social growth and in the way they develop these aspects. We believe that the school must play a primary role in the students' education and that educational goals grow out of the needs of individuals. We believe that students bring together different abilities, talents, and backgrounds. Intellectual growth will flourish in an environment of trust, respect, and teamwork. The school should strive to heighten the students' appreciation of the cultural and individual diversity within the human family. We believe that students need the freedom to question and should be encouraged to use independent, reflective, and critical thinking. They should have the opportunity to exercise independent judgment by making decisions about their education in addition to following standardized requirements. We believe that students should understand their relationship to the community, the country, and to the world. Our schools should provide meaningful opportunities for students to become familiar with, and react to, a segment of society outside of their own community. We believe the education received in Chagrin Falls should fit the students' needs for supporting themselves in the future by preparing for further academic study and vocational opportunities. We believe objectives and procedures of all educational programs are dynamic rather than static and must change to meet new conditions in an ever-changing world. We should consider changes in the educational program because of their demonstrated worth. 1

6 CHAGRIN FALLS EEMPTED VILLAGE SCHOOLS DISTRICT GOALS The Chagrin Falls Board of Education is committed to quality education as its top priority. The mission of the Chagrin Falls Schools is to provide a comprehensive range of learning opportunities through which students, staff and community, in partnership, can develop each student s knowledge, confidence and responsibility leading to individual success and lifelong learning. The Board defines a quality education as one that prepares the student to compete effectively in any chosen endeavor. Consideration will be given to the academic, social, cultural, physical, practical and emotional development of students in an integrated effort to equip them with a set of functional life skills. The Chagrin Falls Board of Education will establish district goals, set policy, monitor progress, and prioritize its instructional, human, and financial resources to ensure accomplishment of its educational mission and defines the following goals: Establish standards for student achievement in the areas of Achievement relative to ability; Identification and achievement of personal goals and feelings of positive self-worth in each student; Development of an understanding of the world, its people and the student's role and responsibilities toward others; Development of well-rounded individuals; Development and implementation of marketing strategies to assure district competitiveness in the areas of college acceptance and other post-secondary options; Academic and social behaviors that support student achievement; Technology. Establish standards of teacher effectiveness in the areas of Professional and personal growth; Development and implementation of stimulating lessons; Development and use of articulate and correct language in all phases of student and employee communication; 2

7 Instruction encompassing higher-level thinking and problem-solving skills for all students; Integration of curricula; Identification of individual learning styles and adaptation of teaching methods in order to reach all students. Establish a plan and allocate sufficient resources to provide support services for the educational mission, including: A safe environment; An efficient transportation system; Healthy and appetizing food service; Professional development of classified employees; Up-to-date instructional equipment and supplies; Specialized services to meet individual student requirements. Establish a long-term facility plan to ensure Facilities that will enhance the educational program; Maintenance and preservation of the community's investment in district facilities, grounds and equipment. Establish working relationships and communication networks within the community to ensure Identification of citizen, Board, parent, and student educational goals; Commitment of citizens, Board, parents and students to ongoing support of the educational mission of the schools. Establish standards for administrator effectiveness in the areas of Fiscal management; 3

8 Personnel recruitment and development; Policy development; Curriculum development and coordination; Implementation of district goals; Appropriate educational offerings for all students; Effective communications with all sectors of the school community. 4

9 COUNSELING PHILOSOPHY The K-12 Counseling Program Course of Study in the Chagrin Falls Exempted Village Schools is a comprehensive program which supports the academic, personal/social, and career development of students. Many people in the educational community are involved in the counseling of students including the School Counselors in each school building. At each level, students are provided experiences that help them gain personal insights related to their development and their interactions with others. Clarifying personal strengths and weaknesses, interests, abilities, and short and long-term goals are central to the program. There is encouragement for each student to develop into a caring human being appreciating individual differences personally and in others. The goal of the Counseling Program is to graduate a student from high school with the education, self-worth, interests, and career plan to be successful in their life after high school, and, eventually in society. The Chagrin Falls Counselors adhere to the Responsibilities to Students as outlined by the American School Counselor Association (ASCA). The professional school counselor A. Has a primary obligation to the student, who is to be treated with respect as a unique individual. B. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student. C. Respects the student s values and beliefs and does not impose the counselor s personal values. D. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights. 5

10 INTRODUCTION TO THE K-12 COUNSELING PROGRAM COURSE OF STUDY The Counseling Program addresses activities at age appropriate levels of development centered on the domains of academic, personal/social, and career development. It recognizes the developmental nature of each individual student and the many aspects of the Counseling Program. In writing the K-12 Counseling Program the American School Counselor Association (ASCA) Model was studied and incorporated, the Ohio Department of Education was consulted and nearby counseling programs were considered. Counseling is provided by many people within the school community including the school counselors, the school psychologist, licensed/certificated teachers, administrators, coaches, non-certificated staff, parents, and peers. The Counseling Program is delivered in various ways including: Parent/Student Counseling Group/Individual Testing Intervention Meetings The K-12 Counseling Program is organized into grade bands of Kindergarten through 3 rd grade, 4 th through 6 th grades, 7 th and 8 th grades, and 9 th through 12 th grades. At the beginning of each of the grade bands is a Counseling Calendar specific to those grade levels. The program is further organized into the counseling domains, standards, competencies, indicators, delivery systems, and the assessments. 6

11 AMERICAN SCHOOL COUNSELOR ASSOCIATION: NATIONAL STANDARDS FOR STUDENTS ACADEMIC DEVELOPMENT DOMAIN A. Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. B. Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. C. Students will understand the relationship of academics to the world of work and to life at home and in the community. PERSONAL/SOCIAL DOMAIN A. Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. B. Students will make decisions, set goals and take necessary action to achieve goals. C. Students will understand safety and survival skills. CAREER DEVELOPMENT DOMAIN A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. B. Students will employ strategies to achieve future career goals with success and satisfaction. C. Students will understand the relationship between personal qualities, education, training and the world of work. 7

12 ORGANIZATION OF THE COUNSELING COURSE OF STUDY The Counseling Course of Study is divided into four grade level band and three domains. Each domain is organized into Standards, Competencies, s,, and. The Competencies are specific expectations that students are to achieve in the content standard areas within the domains of academic development, personal/social and career development. The s describe the specific knowledge, skills or abilities that individuals are expected to demonstrate to meet a specific competency. Within the reference coding, the first letters refer to the domain and the single letter refers to the standard. The number following the colon (:) refers to the competency and the number following the decimal refers to the indicator. The contents of the column provide service delivery options for implementing the curriculum. The service delivery options include: Individual Counseling,, Parent/Student Conferences, Group/Individual Testing, Intervention Meetings,,,, and. The counselor/teacher implementing the curriculum with students must decide what service delivery options to incorporate for his/her students. The final column for each competency refers to the Counseling Tracking form numbered 1-16 refers to the performance indicators for the respective competency. This assessment tool was specifically designed by the counseling team to evaluate the effectiveness of overall service based upon student performance of the competencies and indicators. The assessment is completed by teachers each semester to identify students who may be in need of additional programming. This information allows individual student needs to be addressed while also providing valuable information regarding effectiveness of programming over time for formative evaluation purposes. 8

13 SERVICE DELIVERY OPTIONS The contents of the column provide options for implementing the curriculum. The service delivery options include:,, Parent/Student Conferences, Group/Individual Testing, Intervention Meetings,,, Community Resources, and. The counselor/teacher implementing the curriculum with students must decide what service delivery options to incorporate for his/her students. : Counseling is provided on an individual basis for students experiencing difficulties dealing with relationships, personal concerns or normal developmental tasks. Individual counseling helps students identify problems, causes, alternative and possible consequences so they can take appropriate action. Such counseling is normally short term in nature. School counselors do not provide therapy. When necessary, referrals are made to appropriate community resources. : Counseling is provided in a small group basis for students experiencing difficulties dealing with relationships, personal concerns or normal developmental tasks. Group counseling helps students identify problems, causes, alternative and possible consequences so they can take appropriate action. Such counseling is normally short term in nature. School counselors do not provide therapy. When necessary, referrals are made to appropriate community resources. Parent/Student Conferences: Counseling sessions with parents and students are conducted for various reasons from scheduling and planning to responding to families in crisis. Crisis counseling provides prevention, intervention and follow-up to students and families facing emergency situations. Such counseling is normally short term and temporary in nature. When necessary, referrals are made to appropriate community resources. School counselors can provide a leadership role in the district's crisis intervention team process. Group/Individual Testing: Group/Individual testing is administered throughout the district to monitor student progress to ensure that all students receive what they need to achieve school success. School counselors collect, analyze and interpret student data to facilitate appropriate programming. 9

14 Intervention Meetings: Intervention Assistance Meetings (IATs) are building level teams designed to support students, parents and teachers. The team consists of school personnel including administrators, teachers and counselors who work with parents to identify possible ways to help children experience greater success. : Through consultation, partnering, collaborating and teaming, school counselors provide important contributions to the classroom teachers. This process involves consulting with staff regarding strategies to help students and families. Many of the standards and indicators within the counseling course of study addressing Career Development are directly related to content standards within the Ohio Academic Content Standards for English Language Arts. : Throughout the course of a school year, professional counselors, administrators and teachers are involved in designing programming based upon the presenting needs of their student population. Many programs that are integrated into the school counseling program are implemented in response to national needs (i.e. suicide prevention, anti-bullying programs) while others are specific to a given population based upon data analysis (i.e., intervention programs for students at-risk, crisis response, transition orientation). : Counselors use referral sources to deal with crisis such as suicidal ideation, violence, abuse, depression and family difficulties. These referral sources may include mental health agencies, employment and training programs, juvenile services and other social and community services. In addition, community resources can be accessed to assist in providing special programs. : Counselors, administrators and teachers work with community and business leaders in helping to establish shadowing/mentoring opportunities for students related to employment and career exploration. 10

15 Chagrin Falls Exempted Village Schools Counseling Calendar - Grade Level Bands August October Develop Annual Counseling Plan Classroom Visitations New Student Orientation / Tours / Lunch Two Walkthroughs Kindergarten Orientation Bus Guided Discovery Presentation of IEPs/Section 504 Student Plans to appropriate faculty Review Progress Reports/Report Cards Parent/Teacher Conferences Red Ribbon Week Inservice Staff - Achievement Testing Ohio Achievement Administration - Grade 3 Reading September November Review Section 504 Plans New Parent Tea/Coffee Open House New Student Lunches Playground Volunteer Orientation Classroom Schedule of Visitations Begins Drug Resistance Education Programming Social Service Awareness Program Review Progress Reports/Report Cards Mix-It-Up at Lunch Organization and Facilitation December Review/Update Counseling Plan Grades 1-3 Roller Skating Trips January Review Progress Reports/Report Cards Monitor Alternate Process Single Parent Lunch Bunches for Students Counseling Monitoring February April June Inservice Staff - Gifted Referral and Testing Gifted/Talented Testing Preschool Transition Meetings Monitor Alternate Process Single Parent Lunch Bunches for Students Guidance Inservice Staff - Achievement Testing Verify/Secure Testing Accommodations Notify parents of gifted testing results and identification Resolution of Scheduling Conflicts Transition meeting with Intermediate School Counselor Assist with Field Day March May Review Progress Reports/Report Cards Monitor Alternate Process Single Parent Lunch Bunches for Students Parent/Teacher Conferences Ohio Achievement Administration Transition Parent Tea/Coffee 4th Grade Visitation Assist with Kindergarten Screening Retest for Gifted Identification Counseling Monitoring Transition IEP Meetings for Grade 4 Notify parents of results of gifted testing and identification Ongoing Collaboration with School Psychologist Maintenance of Student Records Response to Intervention Team (RtI) Meetings Teacher Collaboration Parent/Student Counseling Individualized Education Plan (IEP) Meetings Professional Development Crisis Intervention Counselor/Administration Meetings Referrals to Community Agencies K-12 Counselor Meetings Section 504 Accommodation Plan Meetings Updating of Counseling Website Development Special Testing Documentation Auditing of schedules/grades Evaluation Team Meetings Coordinate Gurney Service Club Formative Program Gifted/Talented Identification Gifted/Talented Distribution of Opportunities Observations for Special Education Presentation of Gurney to Prospective Families Student Lunch Bunches Applications for Monthly Newsletter Articles 11

16 Academic Development Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. AD A-A.1 Improve Academic Self Concept Display a positive interest in learning 1 AD A-A.2 AD A-A.3 AD A-A.4 AD A-A.5 Improve Academic Self Concept Improve Academic Self Concept Improve Academic Self Concept Improve Academic Self Concept Take pride in work and achievement 1 Articulate feelings of competence and confidence as learners 1 Accept mistakes as essential to the learning process 1 Identify attitudes and behaviors leading to successful learning 1 12

17 Academic Development Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. AD A-B.1 for Improving Learning Begin to recognize when and how to ask for help effectively 2 AD A-B.2 AD A-B.3 AD A-B.4 AD A-B.5 AD A-B.6 AD A-B.7 for Improving Learning for Improving Learning for Improving Learning for Improving Learning for Improving Learning for Improving Learning Learn to follow directions 2 Apply time-management and task-management skills 2 Learn memorization strategies 2 Demonstrate how effort and persistence positively affect learning 2 Learn to summarize 2 Learn organizational skills 2 13

18 Academic Development Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. AD A-C.1 Achieve School Success Take responsibility for personal actions 3 AD A-C.2 Achieve School Success Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students 3 AD A-C.3 AD A-C.4 Achieve School Success Develop a broad range of interests and abilities 3 Achieve School Success Demonstrate dependability, productivity and initiative 3 14

19 Academic Development Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. AD B-D.1 Improve Learning Introduce and develop critical thinking skills 4 AD B-D.2 AD B-D.3 AD B-D.4 AD B-D.5 AD B-D.6 AD B-D.7 Improve Learning Apply study skills necessary for academic success 4 Improve Learning Seek information and support from faculty, staff, family and peers 4 Improve Learning Organize and apply academic information from a variety of sources 4 Improve Learning Use knowledge of learning styles to positively influence school performance 4 Improve Learning Become a self-directed and independent learner 4 Improve Learning Demonstrate knowledge of school personnel and resources 4 15

20 Academic Development Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. AD B-E.1 Plan to Achieve Goals Establish basic academic goals 5 AD B-E.2 Plan to Achieve Goals Apply knowledge of aptitudes and interests to goal setting 5 AD B-E.3 Plan to Achieve Goals Use problem-solving and decision-making skills to assess progress toward educational goals 5 AD B-E.4 Plan to Achieve Goals Understand the relationship between classroom performance and success in school 5 16

21 Academic Development Students will understand the relationship of academics to the world of work and to life at home and in the community. AD C-F.1 Relate School to Life Experience Seek co-curricular and community experiences to enhance the school experience 6 AD C-F.2 Relate School to Life Experience Understand the relationship between learning and work 6 AD C-F.3 Relate School to Life Experience Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintaining life goals 6 AD C-F.4 Relate School to Life Experience Understand that school success is the preparation to make the transition from student to community member 6 AD C-F.5 Relate School to Life Experience Understand how school success and academic achievement enhance future career and vocational opportunities 6 17

22 Personal/Social Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others PSD A-G.1 Develop positive attitudes toward self as a unique and worthy person 7 PSD A-G.2 PSD A-G.3 PSD A-G.4 PSD A-G.5 PSD A-G.6 PSD A-G.7 PSD A-G.8 PSD A-G.9 PSD A-G.10 PSD A-G.11 Identify and accept personal strengths and weaknesses 7 Identify and discuss changing personal and social roles 7 Identify and recognize changing family roles 7 Begin to practice decision-making skills 7 Identify, understand and express feelings, thoughts and behaviors 7 Identify values, attitudes and beliefs 7 Learn the goal-setting process 7 Understand change is a part of growth 7 Distinguish between appropriate and inappropriate behavior 7 Recognize personal boundaries, rights and privacy needs 7 18

23 Personal/Social Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others PSD A-G.12 Understand the need for self-control and how to practice it 7 PSD A-G.13 Demonstrate cooperative behavior in groups 7 19

24 Personal/Social Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others PSD A-H.1 Interpersonal Recognize that everyone has rights and responsibilities 8 PSD A-H.2 PSD A-H.3 PSD A-H.4 PSD A-H.5 PSD A-H.6 Interpersonal Interpersonal Interpersonal Interpersonal Interpersonal Respect alternative points of view 8 Recognize, respect and appreciate individual differences 8 Recognize, respect and appreciate ethnic and cultural diversity 8 Use effective verbal and nonverbal communications skills 8 Make and maintain friendships 8 20

25 Personal/Social Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others PSD A-I.1 Application Develop effective coping skills for dealing with problems 9 PSD B-I.1 PSD B-I.2 PSD B-I.3 PSD B-I.4 PSD B-I.5 PSD B-I.6 PSD B-I.7 Application Application Application Application Application Application Application Use a decision-making and problem-solving model 9 Identify alternative ways of achieving goals 9 Use persistence and perseverance in acquiring knowledge and skills 9 Develop a basic action plan to set and achieve realistic goals 9 Understand consequences of decisions and choices 9 Identify alternative solutions to a problem 9 Recognize how to apply conflict-resolution skills 9 PSD B-I.8 Application Demonstrate when, where and how to seek help for solving problems and making decisions 9 PSD B-I.9 PSD B-I.10 Application Application Demonstrate a respect and appreciation for individual and cultural differences 9 Recognize when peer pressure is influencing a decision 9 21

26 Chagrin Falls Schools - Counseling Course of Study - Competencies by Grade Level Bands Personal/Social Students will make decisions, set goals and take necessary action to achieve goals. PSD B-I.11 Application Identify long and short-term goals 9 22

27 Personal/Social Students will understand safety and survival skills. PSD C-J.1 Personal Safety Demonstrate knowledge of personal information 10 PSD C-J.2 PSD C-J.3 Personal Safety Personal Safety Learn techniques for managing stress and conflict 10 Learn coping skills for managing life events 10 PSD C-J.4 Personal Safety Learn about the relationship between rules, laws, safety and the protection of rights of the individual 10 PSD C-J.5 PSD C-J.6 Personal Safety Personal Safety Learn about the differences between appropriate and inappropriate physical contact 10 Learn how to cope with peer pressure 10 PSD C-J.7 Personal Safety Apply effective problem-solving and decision-making skills to make safe and healthy choices 10 PSD C-J.8 Personal Safety Differentiate between situations requiring peer support and situations requiring adult professional help 10 PSD C-J.9 PSD C-J.10 PSD C-J.11 Personal Safety Personal Safety Personal Safety Identify resource people in the school and community and know how to seek help 10 Learn about the emotional and physical dangers of substance use and abuse 10 Demonstrate the ability to set boundaries, rights and personal privacy 10 23

28 Career Development Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD A-K.1 Develop Career Awareness Develop an awareness of personal abilities, skills, interests and motivations 11 CD A-K.2 CD A-K.3 CD A-K.4 CD A-K.5 CD A-K.6 CD A-K.7 Develop Career Awareness Develop Career Awareness Develop Career Awareness Develop Career Awareness Develop Career Awareness Develop Career Awareness Learn how to set basic goals 11 Develop skills to locate, evaluate and interpret career information 11 Learn about the variety of traditional and nontraditional occupations 11 Pursue and develop competency in areas of interest 11 Develop hobbies and vocational interests 11 Learn how to interact and work cooperatively in teams 11 24

29 Career Development Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD A-L.1 Develop Employment Readiness Begin to acquire basic employability skills 12 CD A-L.2 CD A-L.3 Develop Employment Readiness Develop Employment Readiness Demonstrate knowledge about the changing workplace 12 Develop a positive attitude toward work and learning 12 CD A-L.4 Develop Employment Readiness Understand the importance of responsibility, dependability, punctuality, integrity and effort in school 12 CD A-L.5 Develop Employment Readiness overview of types of careers 12 25

30 Career Development Students will employ strategies to achieve future career goals with success and satisfaction. CD B-M.1 Career Information Identify personal skills, interests and abilities and relate them to possible career interest 13 26

31 Career Development Students will employ strategies to achieve future career goals with success and satisfaction. CD B-N.1 Identify Career Goals Demonstrate awareness of the education and training needed for possible careers 14 27

32 Career Development Students will understand the relationship between personal qualities, education, training and the world of work CD C-O.1 Knowledge to Achieve Career Goals Understand that the changing workplace requires lifelong learning and acquiring new skills 15 CD C-O.2 Knowledge to Achieve Career Goals Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals 15 CD C-O.3 Knowledge to Achieve Career Goals Understand that work is an important and satisfying means of personal expression 15 28

33 August Chagrin Falls Exempted Village Schools Counseling Calendar - Grade Level Bands Develop Annual Counseling Plan New Student Buddies Program 4th Grade Orientation Presentation of IEPs/Section 504 Plans/WEPs to appropriate faculty September New Student Buddies Program Review Section 504 Student Plans Open House Gifted Testing Organizational Boot Camp October December Review Test Results for Gifted/Talented Opportunities Drug Resistance Education Programming Red Ribbon Week Organizational Boot Camp Review/Update Counseling Plan November January Drug Resistance Education Programming Review Progress Reports/Report Cards Organizational Boot Camp Review Progress Reports/Report Cards Counseling Monitoring Transition Planning regarding 8th Grade Students Monitor Alternate Process Organizational Boot Camp February Prepare for Scheduling / Mailing to Parents Seventh Grade Student Orientation Gifted Identification Testing Meet with Parents of Incoming Students with IEPs Monitor Alternate Process Organizational Boot Camp March Review Progress Reports/Report Cards Organizational Boot Camp Monitor Alternate Process April Development of Master Schedule Guidance Meet with Students with Conflicts Verify/Secure Testing Accommodations Inservice Staff - Achievement Testing Staffing with Intermediate School Retention letter with summer school/tutor information for students who failed May Resolve Scheduling Conflicts Ohio Achievement Test Administration 6th Grade Visitation Retest for Gifted Identification Third Grade Visitation Counseling Monitoring Career Day Transition IEP Meetings for Grade 3 Develop WEPs Third Grade Parent Night June Resolution of Scheduling Conflicts Distribute WEPs to Parents Counseling Regarding Summer School Ongoing Collaboration with School Psychologist Maintenance of Student Records Response to Intervention Team ((RtI) Meetings Teacher Collaboration Parent/Student Counseling Individualized Education Plan (IEP) Meetings Professional Development Crisis Intervention Counselor/Administration Meetings Referrals to Community Agencies K-12 Counselor Meetings Section 504 Accommodation Plan Meetings Updating of Counseling Website Development Lunch Bunches Auditing of schedules/grades Evaluation Team Meetings Written Education Plan Coordination Formative Program Gifted/Talented Identification Gifted/Talented Distribution of Opportunities Presentation of CFIS to Prospective Families Applications for 29

34 Academic Development Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. AD A-A.1 Improve Academic Self Concept Display a positive interest in learning 1 AD A-A.2 AD A-A.3 AD A-A.4 AD A-A.5 AD A-A.6 Improve Academic Self Concept Improve Academic Self Concept Improve Academic Self Concept Improve Academic Self Concept Improve Academic Self Concept Take pride in work and achievement 1 Articulate feelings of competence and confidence as learners 1 Accept mistakes as essential to the learning process 1 Identify attitudes and behaviors leading to successful learning 1 Identify an awareness of academic strengths and weaknesses 1 30

35 Academic Development Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. AD A-B.1 for Improving Learning Learn to follow directions 2 AD A-B.2 AD A-B.3 AD A-B.4 AD A-B.5 AD A-B.6 AD A-B.7 for Improving Learning for Improving Learning for Improving Learning for Improving Learning for Improving Learning for Improving Learning Learn memorization strategies 2 Learn organizational skills 2 Apply time-management and task-management skills 2 Demonstrate how effort and persistence positively affect learning 2 Recognize when and how to ask for help effectively 2 Identify an awareness of academic strengths and weaknesses 2 31

36 Academic Development Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. AD A-C.1 Achieve School Success Take responsibility for personal actions 3 AD A-C.2 Achieve School Success Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students 3 AD A-C.3 AD A-C.4 Achieve School Success Develop a broad range of interests and abilities 3 Achieve School Success Demonstrate dependability, productivity and initiative 3 32

37 Academic Development Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. AD B-D.1 Improve Learning Learn and apply critical-thinking skills 4 AD B-D.2 AD B-D.3 AD B-D.4 AD B-D.5 AD B-D.6 AD B-D.7 AD B-D.8 Improve Learning Apply study skills necessary for academic success 4 Improve Learning Seek information and support from faculty, staff, family and peers 4 Improve Learning Organize and apply academic information from a variety of sources 4 Improve Learning Use knowledge of learning styles to positively influence school performance 4 Improve Learning Become a self-directed and independent learner 4 Improve Learning Demonstrate knowledge of school personnel and resources 4 Improve Learning Demonstrate the motivation to achieve individual potential 4 33

38 Academic Development Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. AD B-E.1 Plan to Achieve Goals Establish challenging academic goals 5 AD B-E.2 AD B-E.3 Plan to Achieve Goals Use assessment results in educational planning 5 Plan to Achieve Goals Apply knowledge of aptitudes and interests to goal setting 5 AD B-E.4 Plan to Achieve Goals Use problem-solving and decision-making skills to assess progress toward educational goals 5 AD B-E.5 Plan to Achieve Goals Understand the relationship between classroom performance and success in school 5 34

39 Academic Development Students will understand the relationship of academics to the world of work and to life at home and in the community. AD C-F.1 Relate School to Life Experience Seek co-curricular and community experiences to enhance the school experience 6 AD C-F.2 Relate School to Life Experience Understand the relationship between learning and work 6 AD C-F.3 Relate School to Life Experience Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintaining life goals 6 AD C-F.4 Relate School to Life Experience Understand that school success is the preparation to make the transition from student to community member 6 AD C-F.5 Relate School to Life Experience Understand how school success and academic achievement enhance future career and vocational opportunities 6 AD C-F.6 Relate School to Life Experience Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life 6 35

40 Personal/Social Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others PSD A-G.1 Develop positive attitudes toward self as a unique and worthy person 7 PSD A-G.2 PSD A-G.3 PSD A-G.4 PSD A-G.5 PSD A-G.6 PSD A-G.7 PSD A-G.8 PSD A-G.9 PSD A-G.10 PSD A-G.11 Identify and accept personal strengths and weaknesses 7 Identify and discuss changing personal and social roles 7 Identify and recognize changing family roles 7 Practice decision-making skills 7 Identify, understand and express feelings, thoughts and behaviors 7 Identify values, attitudes and beliefs 7 Learn the goal-setting process 7 Understand change is a part of growth 7 Distinguish between appropriate and inappropriate behavior 7 Recognize personal boundaries, rights and privacy needs 7 36

41 Personal/Social Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others PSD A-G.12 Understand the need for self-control and how to practice it 7 PSD A-G.13 Demonstrate cooperative behavior in groups 7 37

42 Personal/Social Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others PSD A-H.1 Interpersonal Recognize that everyone has rights and responsibilities 8 PSD A-H.2 PSD A-H.3 PSD A-H.4 PSD A-H.5 PSD A-H.6 PSD A-H.7 PSD A-H.8 Interpersonal Interpersonal Interpersonal Interpersonal Interpersonal Interpersonal Interpersonal Respect alternative points of view 8 Recognize, respect and appreciate individual differences 8 Recognize and appreciate ethnic and cultural diversity 8 Recognize and respect differences in various family configurations 8 Use effective verbal and nonverbal communications skills 8 Recognize that communication involves speaking, listening and nonverbal behavior 8 Make and maintain friendships 8 38

43 Personal/Social Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others PSD A-I.1 Application Develop effective coping skills for dealing with problems 9 PSD B-I.1 Application Use a decision-making and problem-solving model and understand the consequences of decisions 9 PSD B-I.2 PSD B-I.3 PSD B-I.4 Application Application Application Identify alternative ways of achieving goals 9 Use persistence and perseverance in acquiring knowledge and skills 9 Develop an action plan to set and achieve realistic goals 9 PSD B-I.5 Application Demonstrate when, where and how to seek help for solving problems and making decisions 9 PSD B-I.6 PSD B-I.7 PSD B-I.8 PSD B-I.9 Application Application Application Application Demonstrate a respect and appreciation for individual and cultural differences 9 Learn how to apply conflict-resolution skills 9 Recognize when peer pressure is influencing a decision 9 Identify long and short-term goals 9 39

44 Personal/Social Students will understand safety and survival skills. PSD C-J.1 Personal Safety Demonstrate knowledge of personal information 10 PSD C-J.2 PSD C-J.3 PSD C-J.4 Personal Safety Personal Safety Personal Safety Learn techniques for managing stress and conflict 10 Learn how to cope with peer pressure 10 Learn coping skills for managing life events 10 PSD C-J.5 Personal Safety Learn about the relationship between rules, laws, safety and the protection of rights of the individual 10 PSD C-J.6 PSD C-J.7 Personal Safety Personal Safety Learn about the differences between appropriate and inappropriate physical contact 10 Demonstrate the ability to set boundaries, rights and personal privacy 10 PSD C-J.8 Personal Safety Differentiate between situations requiring peer support and situations requiring adult professional help 10 PSD C-J.9 Personal Safety Identify resource people in the school and community and learn how to seek help 10 PSD C-J.10 Personal Safety Apply effective problem-solving and decision-making skills to make safe and healthy choices 10 PSD C-J.11 Personal Safety Learn about the emotional and physical dangers of substance use and abuse 10 40

45 Career Development Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD A-K.1 Develop Career Awareness Develop an awareness of personal abilities, skills, interests and motivations 11 CD A-K.2 CD A-K.3 CD A-K.4 CD A-K.5 CD A-K.6 CD A-K.7 CD A-K.8 CD A-K.9 CD A-K.10 Develop Career Awareness Develop Career Awareness Develop Career Awareness Develop Career Awareness Develop Career Awareness Develop Career Awareness Develop Career Awareness Develop Career Awareness Develop Career Awareness Learn how to set goals 11 Learn to make decisions 11 Recognize that people work for personal fulfillment 11 Develop skills to locate, evaluate and interpret career information 11 Learn about the variety of traditional and nontraditional occupations 11 Pursue and develop competency in areas of interest 11 Develop hobbies and vocational interests 11 Learn how to interact and work cooperatively in teams 11 Balance school and leisure time 11 41

46 Career Development Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD A-L.1 Develop Employment Readiness employability skills 12 CD A-L.2 Develop Employment Readiness Develop a positive attitude toward work and learning 12 CD A-L.3 Develop Employment Readiness Understand the importance of responsibility, dependability, punctuality, integrity and effort in school 12 CD A-L.4 Develop Employment Readiness overview of types of careers 12 42

47 Career Development Students will employ strategies to achieve future career goals with success and satisfaction. CD B-M.1 Career Information Identify personal skills, interests and abilities, and relate them to current career choice 13 CD B-M.2 CD B-M.3 CD B-M.4 Career Information Career Information Career Information basic knowledge of the career-planning process 13 Explore the various ways in which occupations can be classified 13 Use research and information resources to obtain career information 13 CD B-M.5 Career Information Understand how changing economic and societal needs influence employment trends and future training 13 43

48 Career Development Students will employ strategies to achieve future career goals with success and satisfaction. CD B-N.1 Identify Career Goals Demonstrate awareness of the education and training needed for possible careers 14 44

49 Career Development Students will understand the relationship between personal qualities, education, training and the world of work CD C-O.1 Knowledge to Achieve Career Goals Understand the relationship between educational achievement and career success 15 CD C-O.2 Knowledge to Achieve Career Goals Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals 15 CD C-O.3 Knowledge to Achieve Career Goals Understand that work is an important and satisfying means of personal expression 15 CD C-O.4 Knowledge to Achieve Career Goals Understand that the changing workplace requires lifelong learning and acquiring new skills 15 CD C-O.5 CD C-O.6 CD C-O.7 Knowledge to Achieve Career Goals Knowledge to Achieve Career Goals Knowledge to Achieve Career Goals Describe the effect of work on lifestyle 15 Explain how work can help one to achieve personal success and satisfaction 15 Identify personal preferences and interests influencing career choice and success 15 45

50 Career Development Students will understand the relationship between personal qualities, education, training and the world of work CD C-P.1 Apply to Achieve Career Goals Learn how to use conflict-management skills with peers and adults 16 CD C-P.2 Apply to Achieve Career Goals Learn to work cooperatively with others as a team member 16 46

51 Chagrin Falls Exempted Village Schools Counseling Calendar - Grade Level Bands December October August New Student Orientation / Tours / Lunch Open House Seventh Grade Orientation Presentation of IEPs/Section 504 Plans/WEPs to appropriate faculty Develop Annual Counseling Plan Gifted/Talented Testing Review Progress Reports - Meet with all students Review Test Results for Gifted/Talented Opportunities EPLORE Test for Grade 8 Review/Update Counseling Plan Monitor and Meet with Students with Academic Concerns September November January Review Section 504 Student Plans with Parents Organization Plan with Students having Organization Concerns Review Progress Reports/Report Cards Parent Conferences Washington Trip OCIS Career Planning Grade 8 Review Progress Reports/Report Cards Transition Planning regarding 8th Grade Students Counseling Monitoring February Prepare for Scheduling / Mailing to Parents Gifted/Talented Testing Meet with 6th Grade Students regarding Electives Meet with Parents of Incoming Students with IEPs March Review Progress Reports/Report Cards Send Potential Failure Letters/Meet with Students Monitor Alternate Process June April Development of Master Schedule Meet with Students with Conflicts Staffing with Intermediate School Verify/Secure Testing Accommodations Inservice Staff - Achievement Testing Resolution of Scheduling Conflicts Counseling Regarding Make-Up Courses 8th Grade Promotion May Resolve Scheduling Conflicts Counseling Monitoring Achievement Test Administration Transition IEP Meetings for Grade 8 6th Grade Visitation Test for Gifted Identification Notify parents of results of gifted testing and identification Ongoing Collaboration with School Psychologist Maintenance of Student Records Gifted/Talented Identification Response to Intervention (RtI) Meetings Teacher Collaboration Gifted/Talented Distribution of Opportunities Parent/Student Counseling Individualized Education Plan (IEP) Meetings Professional Development Applications for Crisis Intervention Counselor/Administration Meetings Referrals to Community Agencies Presentation of CFMS to Prospective Families K-12 Counselor Meetings Section 504 Accommodation Plan Meetings Updating of Counseling Website Development Special Testing Documentation Auditing of transcripts/schedules/grades Evaluation Team Meetings Written Education Plan Coordination Formative Program 47

52 Academic Development Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. AD A-A.1 Improve Academic Self Concept Display a positive interest in learning 1 AD A-A.2 AD A-A.3 AD A-A.4 AD A-A.5 AD A-A.6 AD A-A.7 Improve Academic Self Concept Improve Academic Self Concept Improve Academic Self Concept Improve Academic Self Concept Improve Academic Self Concept Improve Academic Self Concept Take pride in work and achievement 1 Articulate feelings of competence and confidence as learners 1 Accept mistakes as essential to the learning process 1 Identify attitudes and behaviors leading to successful learning 1 Identify an awareness of academic strengths and weaknesses 1 Show knowledge of personal goals 1 48

53 Academic Development Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. AD A-B.1 for Improving Learning Follow directions 2 AD A-B.2 AD A-B.3 AD A-B.4 AD A-B.5 AD A-B.6 AD A-B.7 AD A-B.8 AD A-B.9 for Improving Learning for Improving Learning for Improving Learning for Improving Learning for Improving Learning for Improving Learning for Improving Learning for Improving Learning Learn memorization strategies 2 Develop organizational skills 2 Apply time-management and task-management skills 2 Set up a study schedule 2 Develop study skills specific to subject areas 2 Learn to reduce test-taking anxiety 2 Recognize when and how to ask for help effectively 2 Demonstrate how effort and persistence positively affect learning 2 49

54 Academic Development Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. AD A-C.1 Achieve School Success Take responsibility for personal actions 3 AD A-C.2 Achieve School Success Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students 3 AD A-C.3 AD A-C.4 Achieve School Success Develop a broad range of interests and abilities 3 Achieve School Success Demonstrate dependability, productivity and initiative 3 AD B-C.5 Achieve School Success Identify location and use of school personnel and resources to assist in educational decision-making 3 50

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