Mandan Public School District

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1 Mandan Public Schools Mandan Public School District Mandan Public Schools K-12 School Counseling Program

2 Table of Contents Preface. 3 Writing Committee Members 4 Mandan Public Schools Mission and Philosophy Counseling Program Philosophy 5 Counseling Program Mission... 5 Ethical Standards and Privileged Communications Counselors shall be immune from disclosing information given by pupils Persons required and permitted to report - To whom reported. 6 Program Delivery System Components I. Individual Planning.. 8 II. Responsive Services.. 9 III. System Support. 11 IV. School Counseling/Guidance Curriculum.. 12 a. Standards and Benchmarks A. Standard 1: Academic Development.. 13 B. Standard 2: Career Development C. Standard 3: Personal/Social Development. 15 b. Standards, Benchmarks, Activities and Examples of Specific Knowledge 16 c. Standard 1: Academic Development. 16 d. Standard 2: Career Development.. 21 e. Standard 3: Personal/Social Development 25 Management System. 29 Management Agreements. 29 Advisory Council Accountability System Appendix A. Inappropriate (non-counseling) activities: Appropriate (counseling) responsibilities.. 32 B. Elementary School Counseling Program Delivery Components, Duties & Activities C. Mandan Middle School Counselor Program Delivery Components, Duties & Activities D. Mandan High School Counselor Program Delivery Components, Duties & Activities References

3 Preface When the Mandan Public Schools K-12 School Counseling Program was re-written, we decided that this document would be used for multiple purposes. Some of these are listed below: 1. To outline the Mandan Public Schools Counseling Program 2. To inform others that the American School Counseling Association s ASCA National Model a Framework for School Counseling Programs (2005) and ASCA National Model Workbook: A Companion Guide for Implementing a Comprehensive School Counseling Program (2004) were used as guides 3. To communicate the school counselors assigned duties, both counseling and noncounseling 4. To improve Mandan Public Schools School Counseling Program 5. To provide this document as a resource for counselors, administrators, school board members, teachers, parents, and students to learn about a school counseling program as well as gain some insight as to what would make the school counseling program more effective. I hope this document is used and not simply put on a shelf for 7 years which often occurs with written curriculums. I hope that people do look at the document and that this elicits meaningful discussion which will result in the best school counseling program possible for the students of Mandan Public Schools. During the past few decades, I have looked at school counseling programs as synonymous with career development programs. Both school counseling programs and career development programs should have a focus toward assisting students with improved career decision-making. School counselors will be expected to do some non-counseling duties. However, when school counselors are performing non-counseling duties, they aren t doing counseling duties. The impact will be felt by the students, school and community. In addition, when school counselors are put in a supervisory position such as TAT coordinator, Section 504 coordinator, state testing coordinator, etc. this can and sometimes does lead to conflict as the counselor is not the teacher s supervisor. The result can contribute to conflict between the counselor and some of the staff. Appendix A provides a list of American School Counselor Association (ASCA) inappropriate counseling and appropriate counseling duties. Appendices B, C, and D provide current lists of counselor duties for the school year. These lists do change from year to year. We have written into the Mandan Public School Counseling Program a section on the development and involvement of a School Counseling Advisory Council. This advisory council would provide an element that up to now has not existed as a part the Mandan Public School Counseling Program. This advisory council would provide advisement, feedback, and insight to the school district concerning the school counseling program. In closing, I hope that the Mandan community will support a school counseling program with a career development emphasis that will result in our community s young people making wise academic, career, and life decisions. Dr. Gaylynn Becker, Curriculum/Data Coordinator

4 Mandan Public Schools 2007 Writing Committee Members Counseling Team Members: Linda Becker, M.Ed. Counseling, K-12 Credential, LPC, LPCC, NCC Don Cross, M.Ed. Counseling, 7-12 Credential Karen H. Katzung, M.Ed. Counseling, 7-12 Credential, LSW Virginia Kerzman, B.S. Social Work Darlene LaQua, M.Ed. Counseling, K-8 Credential Doreen Oakland, M.Ed. Counseling, K-12 Credential Vicki Roehl, M.Ed. Counseling, 7-12 Credential Catherine Stack, M.Ed. Counseling, (BSSW), K-8 Credential Other Team Members: Tom Arenz Richard Bahm, Bismarck Public School Instructor Julie Kost, Ed.S. School Psychologist Tara Lacher Steph Sandvick, Senior Mary Stark Senior High Senior High Lewis & Clark Ft. Lincoln Middle School Senior High Custer & Roosevelt School board Parent Mandan Public Schools Parent Student Curriculum/Data Coordinator: Gaylynn L. Becker, Ph.D., K-12 Credential, CDC, LPC, LPCC, NCC, NCCC, NCSC Acronyms and Meanings: BSSW Bachelor of Science in Social Work Ed.S. Education Specialist LPC Licensed Professional Counselor LPCC Licensed Professional Clinical Counselor LSW Licensed Social Worker M.Ed. Master of Education NCC National Certified Counselor NCCC National Certified Career Counselor NCSC National Certified School Counselor Ph.D. Doctor of Philosophy This curriculum project was the product of the efforts and collaboration of many people. Thanks to the K-12 Mandan Public Schools Counseling Curriculum Writing Committee members listed above and other teachers, administrators, and school board members who contributed to this school counseling Program. Dr. Gaylynn Becker Curriculum/Data Coordinator

5 Mandan Public Schools Mission and Philosophy The mission of Mandan Public Schools is to develop responsible citizens by providing a quality education for students of all ages. The principal objective of the Board shall be to provide maximum educational opportunities for their students to develop in accordance with their individual needs, abilities, and level of maturity. Teachers shall make efforts to aid students to achieve their maximum development mentally, physically, socially, spiritually, and emotionally so that they may properly adjust to our complex democratic society. The district shall back up its educational program with supporting services necessary for students health, safety, and personal well being. Counseling Program Philosophy The counselors of the Mandan Public Schools have developed and implemented a counseling program based on the following beliefs: All students have dignity and worth. All students have the right to be served by the school counseling program. A school counseling program should utilize a developmental and preventative approach. To address these beliefs, the Mandan Public Schools counseling program will: Recognize all students ethnic, cultural and racial differences, and their special needs Be managed by state-certified counselors Base its programs on national and state standards Promote ongoing counselor competency training/retraining necessary to maintain a quality program. The Mandan Public Schools counselors roles in the program are as follows: To counsel students, to coordinate programs and related activities, and to collaborate with staff, parents/guardians, community, students, and administrators To abide by the professional ethics of guidance and counseling as advocated by the American School Counselor Association s Ethical Standards for School Counselors and the North Dakota Century Code. Counseling Program Mission The mission of the Mandan Public School Counseling Program is to promote the development of productive and responsible citizens by ensuring the academic, career, and personal/social growth of all students. In partnership with parents and school personnel, the counseling program provides programs and services to enhance the educational process of all students

6 Ethical Standards and Privileged Communications School counselors shall maintain and operate within the guidelines of the ethical standards specified by the code of ethics for North Dakota educators and the ethical standards prescribed by the American School Counselor Association. Within those guidelines, the counselors will seek to assist students by serving primarily as an asset to the child s parents or legal guardians. The North Dakota Century Code, section provides for the right of privileged communication between the counselor and counselee as follows Counselors shall be immune from disclosing information given by pupils. For the purpose of counseling in a school system, any elementary or secondary school counselor possessing a valid North Dakota guidance credential from the department of public instruction, and who has been duly appointed a counselor for a school system by its proper authority, shall be legally immune from disclosing any privileged or confidential communication made to such counselor in a counseling interview. Such communication shall be disclosed when requested by the counselee. The North Dakota Century Code, section , provides protection for the health and welfare of children. School counselors will act as advocates for children and will report suspected cases of abuse or neglect as mandated by the statute. The following is an excerpt from the North Dakota Century Code that lists Persons required and permitted to report To whom reported Persons required and permitted to report - To whom reported. 1. Any physician, nurse, dentist, optometrist, medical examiner or coroner, or any other medical or mental health professional, religious practitioner of the healing arts, schoolteacher or administrator, school counselor, addiction counselor, social worker, day care center or any other child care worker, police or law enforcement officer, or member of the clergy having knowledge of or reasonable cause to suspect that a child is abused or neglected, or has died as a result of abuse or neglect, shall report the circumstances to the department if the knowledge or suspicion is derived from information received by that person in that person's official or professional capacity. A member of the clergy, however, is not required to report such circumstances if the knowledge or suspicion is derived from information received in the capacity of spiritual adviser. 2. Any person having reasonable cause to suspect that a child is abused or neglected, or has died as a result of abuse or neglect, may report such circumstances to the department

7 Program Delivery System Components The delivery system is how the school counseling program is delivered. A comprehensive school counseling program is more than just curriculum or just counseling. A school counseling program still includes the three C s of counseling that were adopted by the Association for Counselor Education and Supervision in These three C s are: counseling, consulting, and coordinating (Mosher, Carle & Kehas, 1965). These 3 C s of counseling still describe much of what an elementary school counselor does but it is not a comprehensive program. A comprehensive counseling program that is developmental and preventative in design consists of four delivery system components. These four delivery system components are: I. Individual Planning II. Responsive Services III. System Support IV. School Counseling/Guidance Curriculum. It is important to note that a comprehensive school counseling program is not just one of these components but all four components blended together. While some standards and benchmarks are listed in the School Counseling/Guidance Curriculum delivery system component, there needs to be flexibility at the school level to adjust these four program components to meet the individual needs of the students at the school. The American School Counselor Association (ASCA) National Model and state counseling program models contain many standards and benchmarks. However, these benchmarks are to be prioritized and a selection made as to which standards and benchmarks are most important for an individual school or school district. In order to have a school counseling program that is flexible to meet the needs of the students and community, a counseling advisory council is recommended to provide that link on a yearly basis to keep the counseling program finely tuned and addressing the needs of the students. School counselors do not have a single classroom of students with which to work all day for a whole academic year. If every benchmark in the ASCA National Model were addressed, a classroom of students is what would be needed as with other classroom teachers. One additional problem with a counselor trying to address every standard and benchmark listed in the ASCA National Standards is that this would consume all of the school counselor s time. As a result the other 3 delivery system components would not be addressed as they need to be for the students. School counselors plan their lessons and activities based on the standards and benchmarks that have been selected from this model. A fully functioning counseling advisory council can be instrumental in keeping the counseling program finely tuned in addressing current student, school, and community needs. School counselors will be expected to do some non-counseling duties. Appendix A provides a list of American School Counselor Association (ASCA) inappropriate counseling and appropriate counseling duties. Appendices B, C, and D provides current lists of counselor duties for the school year. These non-counseling duties may change from year to year. It is hoped that non-counseling duties will be kept to a minimum so that counselors can devote as much of their time as possible to the school counseling program. The four delivery system components will be explained on the following pages

8 I. Individual Planning Individual planning consists of activities that help students plan, monitor, and manage their own educational, personal, and career development. Individual planning sessions are generally initiated in classroom and group activities of the K-12 Comprehensive School Counseling Program but eventually become the focus of individual sessions with a counselor. These activities may include an annual review of a student s educational or career plans at appropriate levels. Individual planning includes such strategies as the following: Individual appraisal: Counselors help students assess and interpret their abilities, aptitudes, interests, skills, and achievements. The utilization of appropriate test information becomes an important aspect for developing immediate, intermediate, and long-range plans of students. Examples of individual appraisal activities include: Orientation to the measurement device Interpretation of results Utilization of results in goal setting and planning. Individual Advisement: Counselors help students use self-appraisal, educational, career, and labor market information to help them plan for future career goals. Examples of student goals that call for advisement include the following: Course selection and development of a four-year high school plan Information on extracurricular programs Selection of possible future careers for further study, exploration, and training Career exploration Career shadowing Involvement in honors and awards programs Placement and Follow-up: Counselors assist in the transitions that students face when they change from one educational program to another, from one school to another, or from school to work. Examples of placement and follow-up activities include: Awareness of post secondary opportunities Exploration of post-secondary opportunities through campus (program) visits, career fairs Financial aid scholarships Business opportunities and partnerships Adjustment issues and skills Career planning as a lifetime process Transition information for parents To see some counselor activities in the Individual Planning Component, please turn to Appendices B, C, and D. SUGGESTED TIME ALLOCATION FOR INDIVIDUAL PLANNING Elementary 5-10% Middle School 15-25% High School 25-35%

9 II. Responsive Services Responsive services consist of activities to meet the immediate needs and concerns of students, whether these needs and concerns require counseling, consultation, referral, or information. This component is available to all students and may result from self-referral or referral by others. While counselors have special training and skills to respond to these needs and concerns, the cooperation and support of the entire faculty and staff is necessary for successful implementation of this component. In view of the school as an educational environment, the goal of responsive services is to facilitate the educational adjustment of the student, not to provide long term therapy. Responsive services are delivered through the following strategies: Consultation: Counselors consult with parents, teachers, special education staff, other educators, and community agencies regarding strategies to help students. Individual and Small Group Counseling: Counseling is provided in a small group or on an individual basis for students expressing difficulties dealing with relationships, personal concerns or normal developmental tasks. Individual and small-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. Crisis Counseling: Counseling and support are provided to students and their families who are facing emergency situations. Such counseling is normally short-term and temporary in nature. When necessary, appropriate referral sources are used. Crisis counseling may be individual, small-group, or classroom guidance. Refer to Mandan Public Schools Board Policy on Crisis Management. Assistive Services: Counselors may be assisted in carrying out responsive activities with staff professionals and volunteers. Staff professionals and volunteers assist in such areas as small-group instruction, placement, follow-up and community-school-home liaison activities. Speakers may be used to provide information on pertinent topics. Peer Facilitation: Many counselors train students as peer mediators, conflict managers, tutors and mentors. The techniques of peer mediation and conflict resolution are used to help students learn how to make changes in the way they get along with others. In peer mediation, students are trained in a system to use with fellow students who are having trouble getting along with each other. Mentors and tutors provide additional support. Referral: Counselors help identify referral sources for students and families with special concerns. In addition, counselors may provide resource information to students/parents/guardians regarding specialists within the school and the community. Community referral resources may include the following: Mental health agencies Employment and training programs Vocational rehabilitation

10 Juvenile services Social services Treatment programs Health agencies Tutoring programs. To see some counselor activities in the Responsive Services Component, please turn to Appendices B, C, and D. SUGGESTED TIME ALLOCATION FOR RESPONSIVE SERVICES Elementary 30-40% Middle School 30-40% High School 25-35%

11 III. System Support System support consists of management activities that establish, maintain and enhance the total comprehensive school counseling program. Activities in this component provide support to the counseling system and to the school system as a whole. System support activities are implemented and carried out in the following areas: Research and Development: Program evaluation, follow-up studies, and the continued development and update of counseling curriculum learning activities are examples of the research and development work of counselors. Staff and Community Public Relations: This involves informing the staff and the community about the comprehensive school counseling program, using such means as newsletters, local media, and school and community presentations. Professional Development: Counselors need to be involved regularly in updating their professional knowledge and skills. This may involve participation in regular school in-service training, attending professional meetings, completing postgraduate work, and contributing to professional literature. Teachers also need staff development to help them carry out their roles as members of the counseling curriculum team. Community and Advisory Boards: Serving on departmental curriculum committees and community committees or advisory boards are examples of activities in this area. Community Outreach: This area includes activities designed to help counselors become knowledgeable about community resources, employment opportunities, and their local labor market. This may involve counselors visiting local businesses, industries, and social service agencies on a periodic basis. Program Management and Operations: This component includes the planning and management tasks needed to support the activities conducted in a comprehensive school counseling program. It also includes responsibilities that may need to be fulfilled as a member of the school staff. Consultation with Teachers: Counselors need to consult with regular and special education teachers, and other staff members regularly, in order to provide information and support to staff and receive feedback on emerging needs of students. To see some counselor activities in the System Support Component, please turn to Appendices B, C, and D. SUGGESTED TIME ALLOCATION FOR SYSTEM SUPPORT Elementary 10-15% Middle School 10-15% High School 10-15%

12 IV. School Counseling/Guidance Curriculum The school counseling/guidance curriculum component consists of a written instructional program that is comprehensive in scope, preventative and proactive, developmental in design, coordinated by school counselors and delivered, as appropriate, by school counselors and other educators. The School Counseling Curriculum consists of structured experiences systematically presented to students through classroom and group guidance activities. Counselors rely on the cooperation and support of the faculty and staff for successful implementation of the lessons. The curriculum focuses on the following three standards: Standard 1: Standard 2: Standard 3: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. To see some counselor activities in the Counseling/Guidance Curriculum Component, please turn to Appendices B, C, and D. SUGGESTED TIME ALLOCATION FOR COUNSELING/GUIDANCE CURRICULUM Elementary 35-45% Middle School 25-35% High School 15-25%

13 Standards and Benchmarks Standard 1: Academic Development Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span. Benchmarks Grade ^Students demonstrate the ability to work independently, as well as the ability to work cooperatively with other students (A:A3.2)* Students apply the study skills necessary for academic success at each level (A:B1.3) Students become self-directed and independent learners (A:B1.7) Benchmarks Grade Students take responsibility for their actions (A:A3.1) Students apply the study skills necessary for academic success at each level (A:B1.3) Students identify post-secondary options consistent with interests, achievement, aptitude and abilities (A:B2.7) Students seek co-curricular and community experiences to enhance the school experience (A:C1.2) Students understand how school success and academic achievement enhance future career and vocational opportunities (A:C1.6) Benchmarks Grade Students identify attitudes and behaviors which lead to successful learning (A:A1.5) Students apply the study skills necessary for academic success at each level (A:B1.3) Students use knowledge of learning styles to positively influence school performance (A:B1.6) Students use assessment results in educational planning (A:B2.2) Students develop and implement an annual plan of study to maximize academic ability and achievement (A:B2.3) ^ In the coding system the first digit represents the standard. The second digit represents the grade. The third digit represents the benchmark number. * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

14 Standard 2: 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. Benchmarks Grade Students learn about the variety of traditional and nontraditional occupations (C:A1.2)* Students develop an awareness of personal abilities, skills, interest, and motivations (C:A1.3) Students learn to make decisions (C:A1.5) Students learn how to set goals (C:A1.6) Students maintain a career planning portfolio (C:B2.5) Students understand the relationship between educational achievement and career success (C:C1.1) Students learn how to use conflict management skills with peers and adults (C:C2.2) Benchmarks Grade Students develop an awareness of personal abilities, skills, interests and motivations (C:A1.3) Students develop a positive attitude toward work and learning (C:A2.7) Students understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace (C:A2.8) Students identify personal skills, interests and abilities, and relate them to current career choice (C:B1.2) Students use research and information resources to obtain career information (C:B1.5) Students learn to use the Internet to access career-planning information (C:B1.6) Students maintain a career-planning portfolio (C:B2.5) Students identify personal preferences and interests influencing career choice and success (C:C1.3) Benchmarks Grade Students develop skills to locate, evaluate, and interpret career information (C:A1.1) Students demonstrate knowledge of the career planning process (C:B1.3) Students demonstrate awareness of the education and training needed to achieve career goals (C:B2.1) Students select course work that is related to career interests (C:B2.4) Students identify personal preferences and interests which influence career choice and success (C:C1.3) Students demonstrate how interests, abilities and achievement relate to achieving personal, social, educational, and career goals (C:C2.1) * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

15 Standard 3: Personal/Social Development Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Benchmarks Grade Students develop positive attitudes toward self as a unique and worthy person (PS:A1.1)* Students learn the goal-setting process (PS:A1.3) Students identify and express feelings (PS:A1.5) Students distinguish between appropriate and inappropriate behavior (PS:A1.6) Students recognize, accept, respect and appreciate individual differences (PS:A2.3) Students use effective communication skills (PS:A2.6) Students learn how to make and keep friends (PS:A2.8) Students use a decision-making and problem-solving model (PS:B1.1) Benchmarks Grade Students develop positive attitudes toward self as a unique and worthy person (PS:A1.1) Students identify values, attitudes and beliefs (PS:A1.2) Students distinguish between appropriate and inappropriate behavior (PS:A1.6) Students understand the need for self-control and how to practice it (PS:A1.8) Students respect alternative points of view (PS:A2.2) Students learn how to make and keep friends (PS:A2.8) Students understand consequences of decisions and choices (PS:B1.2) Benchmarks Grade Students develop positive attitudes toward self as a unique and worthy person (PS:A1.1) Students learn the goal-setting process (PS:A1.3) Students recognize, accept, respect and appreciate individual differences (PS:A2.3) Students use a decision-making and problem-solving model (PS:B1.1) Students develop effective coping skills for dealing with problems (PS:B1.4) Students demonstrate when, where and how to seek help for solving problems and making decisions (PS:B1.5) Students know how to apply conflict resolution skills (PS:B1.6) Students demonstrate the ability to set boundaries, rights and personal privacy (PS:C1.4) Students apply effective problem-solving and decision-making skills to make safe and healthy choices (PS:C1.7) Students learn about the emotional and physical dangers of substance use and abuse (PS:C1.8) Students learn coping skills for managing life events (PS:C1.11) * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

16 Standards, Benchmarks, Activities and Examples of Specific Knowledge Standard 1: Academic Development Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span Benchmarks Grade Students demonstrate the ability to work independently, as well as the ability to work cooperatively with other students (A:A3.2)* Students apply the study skills necessary for academic success at each level (A:B1.3) Students become a self-directed and independent learner (A:B1.7) Some examples of activities that support the standard and benchmarks are: Activity # 1 Counselors present classroom lessons on topics related to academics. Activity # 2 Counselors conduct small group guidance sessions on academic concerns. Activity # 3 Counselors meet with individual students and/or parents on academic concerns. Activity # 4 Counselors consult with classroom teachers, educational specialists, and administrators. Activity # 5 Counselors serve as school liaison and referral sources to various agencies, e.g. health, juvenile services, social services, placement facilities. Activity # 6 Counselors provide parent education through news articles, brochures, announcements, and school letters. * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

17 Standard 1: Academic Development Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span Benchmarks Grade Students take responsibility for their actions (A:A3.1)* Students apply the study skills necessary for academic success at each level (A:B1.3) Students identify post-secondary options consistent with interests, achievement, aptitude and abilities (A:B2.7) Students seek co-curricular and community experiences to enhance the school experience (A:C1.2) Students understand how school success and academic achievement enhance future career and vocational opportunities (A:C1.6) Some examples of activities that support the standard and benchmarks are: Activity # 1 Counselors schedule meetings with individual students and/or parents on academic concerns. Activity # 2 Counselors monitor individual students Progress Reports and/or assignment books, and contact parents, as needed. Activity # 3 Counselors administer mandated achievement testing and interpret results to staff, students, and parents. Activity # 4 Counselors schedule monthly classroom presentations on such topics as study skills, personal/social issues, and career/educational goals. Activity # 5 Counselors conduct middle school orientation for all elementary 6 th grade students. Counselors assist with an informational meeting for incoming 7 th grade students and their parents. Activity # 6 Counselors conduct yearly registration for 7 th and 8 th grade students, assist with registration for high school classes, and recommend middle school schedule changes. Counselors request the files of transfer students and assist new students in their course selections. * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

18 Activity # 7 Counselors facilitate individual group sessions on academic concerns, e.g. school transition, coping skills, and study skills. Activity # 8 Counselors maintain Success Cards and assist with Student of the Quarter selection. Activity # 9 Counselors recommend students to after-school tutoring, Turnabout, summer school, and the STAT Team. Counselors act as school liaison in various juvenile/health/social agency meetings, assist in special population transition planning, and serve as school representative in Individual Education Plan (IEP) or 504 planning. Some examples of specific knowledge gained from the activities are: Improved academic self-concept Acquire skills for improving learning Make plans to achieve goals Students improve learning

19 Standard 1: Academic Development Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span Benchmarks Grade Students identify attitudes and behaviors which lead to successful learning (A:A1.5)* Students apply the study skills necessary for academic success at each level (A:B1.3) Students use knowledge of learning styles to positively influence school performance (A:B1.6) Students use assessment results in educational planning (A:B2.2) Students develop and implement an annual plan of study to maximize academic ability and achievement (A:B2.3) Some examples of specific activities that support the standard and benchmarks are: Activity # 1 Counselors keep a record of credits earned toward graduation and meet with individual students to choose courses each year. At the start of the senior year, each senior meets to complete a graduation application. Activity # 2 Counselors conduct 9-12 th grade yearly registration for the regular school year, summer school, and assist with schedule changes. Activity # 3 Counselors meet with interested students and parents to discuss the feasibility of early graduation and to make the necessary curricular arrangements. Activity # 4 Counselors meet with interested students to discuss alternative education options, e.g. alternative high school, GED and correspondence courses. Activity # 5 Counselors meet with identified students to discuss assessments and the need for accommodations/adaptations like Section 504 Plans, resource room, or special education. Activity # 6 Counselors facilitate state-mandated testing, 9 th grade ability testing, the sophomore PLAN test (sophomore version of the ACT test), the junior PSAT Test, and the junior/senior ACT and SAT tests. * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

20 Activity # 7 Counselors arrange mentoring and peer tutoring for students with academic difficulties. Activity # 8 Counselors conduct an informational workshop for juniors and their parents to discuss issues affecting the senior year. Activity # 9 Counselors conduct informational a workshop for 8 th grade students and their parents to discuss issues affecting the freshman year. Some examples of specific knowledge gained from the activities are: Understanding of graduation and curriculum requirements Gain insight into abilities and academic growth Prepare for lifelong, learning experiences

21 Standard 2: 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. Benchmarks Grade Students learn about the variety of traditional and nontraditional occupations (C:A1.2)* Students develop an awareness of personal abilities, skills, interest, and motivations (C:A1.3) Students learn to make decisions (C:A1.5) Students learn how to set goals (C:A1.6) Students maintain a career planning portfolio (C:B2.5) Students understand the relationship between educational achievement and career success (C:C1.1) Students learn how to use conflict management skills with peers and adults (C:C2.2) Some examples of specific activities that support the standard and benchmarks are: Activity # 1 Counselors present classroom lessons on career development issues. Activity # 2 Counselors begin the career portfolio process with students. Activity # 3 Counselors collaborate with teachers and the community on career development. Some examples of specific knowledge gained from the activities are: Explore a variety of careers Examine abilities, skills, and interest List extra-curricular activities, awards, and volunteer experiences * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

22 Standard 2: 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. Benchmarks Grade Students develop an awareness of personal abilities, skills, interests and motivations (C:A1.3)* Students develop a positive attitude toward work and learning (C:A2.7) Students understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace (C:A2.8) Students identify personal skills, interests and abilities, and relate them to current career choice (C:B1.2) Students use research and information resources to obtain career information (C:B1.5) Students learn to use the Internet to access career-planning information (C:B1.6) Students maintain a career-planning portfolio (C:B2.5) Students identify personal preferences and interests influencing career choice and success (C:C1.3) Some examples that support the standards and benchmarks are: Activity # 1 Counselors present students with information on summer employment, provide work permits, and paid or unpaid work experiences relating to job readiness. Activity # 2 Counselors aid students in gathering career information from a variety of sources: Internet, Eighth Grade Career Fair, guest speakers, Career Outlook, counselor, teachers, and/or career and technical education instructors. Activity # 3 Counselors support students in selecting future classes that provide the needed or beginning skills for their desired careers (4-year educational plan). Activity # 4 Counselors and Mandan Middle School faculty help students apply the decision-making process of generating options, evaluating, and selecting solutions to various issues at the middle school. * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

23 Activity # 5 Counselors and Mandan Middle School faculty aid students in identifying characteristics needed to be a positive member of the work force such as communication, dependability, initiative, grooming, responsibility, critical thinking and evaluate those characteristics in themselves. Some examples of specific knowledge gained from the activities are: Develop career awareness Develop employment readiness Acquire career information Identify career goals Apply skills to achieve career goals

24 Standard 2: 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. Benchmarks Grade Students develop skills to locate, evaluate, and interpret career information (C:A1.1)* Students demonstrate knowledge of the career planning process (C:B1.3) Students demonstrate awareness of the education and training needed to achieve career goals (C:B2.1) Students select course work that is related to career interests (C:B2.4) Students identify personal preferences and interests which influence career choice and success (C:C1.3) Students demonstrate how interests, abilities and achievement relate to achieving personal, social, educational, and career goals (C:C2.1) Some examples of activities that support the standard and benchmarks are: Activity # 1 Students explore career clusters through group-administered interest inventories and selfdirected computer searches, e.g. Armed Services Vocational Aptitude Battery (ASVAB), California Occupational Preference Survey (COPS) and Choices Planner. Activity # 2 Students expand their knowledge of the world-of-work through job shadowing opportunities and career fairs. Activity # 3 Counselors meet with students to select high school courses recommended for career preparation and/or post-secondary programs. Activity # 4 Counselors conduct a financial aid workshop to assist students and parents with the Free Application for Federal Student Aid (FAFSA) form, scholarship information, and financial aid questions. Activity # 5 Counselors coordinate with Job Service North Dakota to schedule month school visits. Some examples of specific knowledge gained from the activities are: Develop career and post-secondary plans Gain insight into personal qualities and interests that match occupations Learn how to access resources to advance their post-secondary and career plans. * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

25 Standard 3: Personal/Social Development Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Benchmarks Grade Students develop positive attitudes toward self as a unique and worthy person (PS:A1.1)* Students learn the goal-setting process (PS:A1.3) Students identify and express feelings (PS:A1.5) Students distinguish between appropriate and inappropriate behavior (PS:A1.6) Students recognize, accept, respect and appreciate individual differences (PS:A2.3) Students use effective communication skills (PS:A2.6) Students learn how to make and keep friends (PS:A2.8) Students use a decision-making and problem-solving model (PS:B1.1) Some examples of activities that support the standards and benchmarks are: Activity # 1 Counselors present classroom lessons to help students understand themselves and others. Activity # 2 Counselors conduct small group sessions on interpersonal skills. Activity # 3 Counselors meet with students to address individual concerns. Activity # 4 Counselors consult with parents and teachers to address individual concerns. Activity # 5 Counselors serve as a school liaison and referral source to agencies, e.g. health, juvenile services, social services, and placement facilities. Activity # 6 Counselors provide parent education through news articles, brochures, announcements, school letters, and individual meetings. * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

26 Standard 3: Personal/Social Development Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Benchmarks Grade Students develop positive attitudes toward self as a unique and worthy person (PS:A1.1)* Students identify values, attitudes and beliefs (PS:A1.2) Students distinguish between appropriate and inappropriate behavior (PS:A1.6) Students understand the need for self-control and how to practice it (PS:A1.8) Students respect alternative points of view (PS:A2.2) Students learn how to make and keep friends (PS:A2.8) Students understand consequences of decisions and choices (PS:B1.2) Some examples of activities that support the standard and benchmarks are: Activity # 1 Counselors and faculty provide personal safety issues such as harassment, bullying, boundaries, drug/alcohol/tobacco, and school safety to students either through classroom presentation, individual student-parent meetings, or small groups. Student will participate in such groups with parental consent. Activity # 2 Counselors establish groups based on individual student needs. Sessions may include topics on family change, loss, friendship, assertiveness, school adjustment, stress management, coping skills, or other social issues. Activity # 3 Counselors act as a liaison among students, staff, parents, and/or agencies in developing problem-solving and decision-making skills for students. They serve as a resource to students and staff on topics of personal/social issues. Activity # 4 Counselors and faculty assist students in accepting responsibility for their behavior and assist students in anger management and impulse control. Some examples of specific knowledge gained from the activities are: Achieve self-knowledge Acquire interpersonal skills Develop self-knowledge application Attain personal safety skills * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

27 Standard 3: Personal/Social Development Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Benchmarks Grade Students develop positive attitudes toward self as a unique and worthy person (PS:A1.1)* Students learn the goal-setting process (PS:A1.3) Students recognize, accept, respect and appreciate individual differences (PS:A2.3) Students use a decision-making and problem-solving model (PS:B1.1) Students develop effective coping skills for dealing with problems (PS:B1.4) Students demonstrate when, where and how to seek help for solving problems and making decisions (PS:B1.5) Students know how to apply conflict resolution skills (PS:B1.6) Students demonstrate the ability to set boundaries, rights and personal privacy (PS:C1.4) Students apply effective problem-solving and decision-making skills to make safe and healthy choices (PS:C1.7) Students learn about the emotional and physical dangers of substance use and abuse (PS:C1.8) Students learn coping skills for managing life events (PS:C1.11) Some examples of activities that support the standards and benchmarks are: Activity # 1 Students schedule meetings with counselors to discuss personal, social, and emotional issues. Activity # 2 Counselors facilitate support groups to deal with students personal, social, and emotional issues. Activity # 3 Counselors work with students to examine students choices/decisions to identify problems, causes, options, and possible consequences. Activity # 4 Counselors facilitate opportunities for students to enhance their own lives and the lives of others through peer youth working, tutoring, and mentoring. * This code is a cross-reference to the American School Counselor Association (ASCA) National Model

28 Activity # 5 Counselors recommend outside agencies such as mental health agencies, employment and training programs, vocational rehabilitation, juvenile services, treatment programs, and health agencies to help students and parents deal with issues outside the realm of school counseling. Activities # 6 Counselors work with students to help them understand their strengths and weaknesses and the importance of educational accommodations/adaptations provided in plans such as an Individual Education Plan or 504. Some examples of specific knowledge gained from the activities are: Learn competencies necessary to live fulfilling, happy lives. Develop skills that will enable students to deal with others

29 Management System This section addresses the when (action plan and calendar), why (use of data), who will implement (management agreements) and on what authority (management agreement and advisory council) the school counseling program is delivered. In order to systematically deliver the guidance curriculum and address every student s developmental needs, the school counseling program must be effectively and efficiently managed. Clear expectations and purposeful interaction with administration, teachers, staff, parents and students will result in student growth, systemic change and a school counseling program that is integrated into the total educational program. The result is change on the part of the student. The organizational foundation of a school counseling program is built on systems of management, active input of an advisory council, action plans, student monitoring, use of time, calendars, use of data and a precise understanding of school counseling program and non school counseling program responsibilities. Management systems include efforts by administration to support school counselors in delivering the program. Administrators work collaboratively with counselors to analyze student data and develop action plans and implementation timelines. Counselors set up calendars to ensure program implementation, careful monitoring of student progress and maximizing time spent executing the school counseling program. Management Agreements When school counselors and administrators meet and agree on program priorities, implementation strategies and the organization of the counseling department, the entire program runs more smoothly and is more likely to produce the desired results for students. See the American School Counselor Association s ASCA National Model Workbook (2004) for a sample management agreement

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