Boulder Valley School District Board of Education

Transcription

1 Comprehensive School Counseling Curriculum Propose Adopted March 27, 2007 Division of Learning Services

2 District A Helayne Jones helayne.jones@bvsd.org voic fax: District B Lesley Smith lesley.smith@bvsd.org voic District C Laurie Albright laurie.alrbight@bvsd.org voic District D Ken Roberge ken.roberge@bvsd.org voic fax: District E Patti Smith patti.smith@bvsd.org voic District F Jean Paxton jean.paxton@bvsd.org voic fax: District G Jim Reed jim.reed@bvsd.org voic BVSD Superintendent Dr. Christopher King superintendent@bvsd.org Phone: Fax: Boulder Valley School District Board of Education 2

3 Boulder Valley School District Comprehensive School Counseling Curriculum Table of Contents DISTRICT COUNSELORS STANDARDS COMMITTEE ELEMENTARY COUNSELORS CURRICULUM COMMITTEE... 5 COMPREHENSIVE SCHOOL COUNSELING CURRICULUM... 6 STANDARDS & BENCHMARKS... 8 HOW STANDARDS AND CURRICULUM FIT TOGETHER I: ACADEMIC DOMAIN STANDARD 1: STANDARD 2: II: CAREER DOMAIN STANDARD STANDARD III: PERSONAL/SOCIAL DOMAIN STANDARD STANDARD 6: STANDARD ELEMENTARY CURRICULUM STANDARD STANDARD STANDARD STANDARD STANDARD 5: STANDARD 6: STANDARD MIDDLE LEVEL CURRICULUM STANDARD STANDARD 2: STANDARD STANDARD STANDARD STANDARD STANDARD HIGH SCHOOL CURRICULUM STANDARD 1: STANDARD STANDARD STANDARD 4: STANDARD STANDARD 6: STANDARD COMPREHENSIVE SCHOOL COUNSELING CURRICULUM CONTINUUM GRADES K COMPREHENSIVE SCHOOL COUNSELING CURRICULUM CONTINUUM GRADES

4 Boulder Valley School District Comprehensive School Counseling Curriculum District Counselors Standards Committee Members: Michael Barta Counselor Casey Middle School Judy Davis Counselor Monarch K-8 Pam Decker Former Counselor BVSD JoAnne Gearhart Counselor Broomfield High School John Happs Counselor Centaurus High School Brenda Longacre Counselor Broomfield Heights Middle School Megan McDonald Counselor Eldorado K-8 Allyson Shambo Counselor Nederland Middle/Senior High School Technical Assistant: Barbara J. Conroy, Ed.D District Counselor Curriculum Committee Members: Judy Davis Chair Counselor on Special Assignment Kristin Borostyan Counselor Louisville Middle School Pam Decker Former Counselor BVSD Susan Dorsey Counselor Broomfield High School JoAnne Gearhart Former Counselor BVSD John Happs Counselor Centaurus High School Megan McDonald Counselor Eldorado K-8 Patty Patterson Counselor Platt Middle School Mary Power Counselor Monarch High School Christine Ross Counselor Monarch K-8 Allyson Shambo Counselor Nederland Middle/Senior High School 4

5 Elementary Counselors Curriculum Committee Sennen Knauer Chair Counselor on Special Assignment, Counselor-Emerald Naomi Moddell Counselor Whittier Elementary Carol Azzolina Counselor Whittier Elementary Melissa Glorioso Counselor Creekside/Uni-Hill Elementary Carl Sanchez Counselor Sanchez Elementary Allison Wheeler Intern Kohl Elementary Gregg Cruger Intern Sanchez Elementary Lisa Hassin Counselor Columbine Elementary Lupe Aguirre Counselor Pioneer Elementary Justin Pacheck Counselor Lafayette/Nederland Elementary Barry Shapiro Counselor Bear Creek Elementary Jennifer Barker Counselor Peak to Peak Elementary Melissa Thompson Counselor Kohl Elementary 5

6 Boulder Valley School District Comprehensive School Counseling Curriculum Introduction Background The Boulder Valley School District Board of Education adopted Standards and Benchmarks for Comprehensive School Counseling in the Winter of The District Counseling Curriculum Committee immediately began work on the development of the Grade Level Learning Results that would provide the necessary framework for implementing the approved standards and benchmarks in the district middle and high schools. The Committee determined, at that time, that the development of Grade Level Learning Results for the elementary schools could be postponed until resources were made available to support elementary counseling programs. In 2007, the district received a grant that provided the resources to support an elementary school counseling program in selected elementary schools. This three-year grant has supported the development of the Grade Level Learning Results for elementary level. While this curriculum only be implemented in the schools that have elementary counselors, it provides a framework for the future when other elementary schools may receive the resources needed to support elementary counseling. It also outlines the student learnings that be possible if adequate counseling staffs are provided to all elementary schools. District counselors had several opportunities to review and provide input into the development of the Grade Level Learning Results contained in this proposed Comprehensive School Counseling Plan. This feedback was solicited with the following guidelines and understandings: The primary purpose of the Comprehensive School Counseling Plan is to support the academic achievement of all students through developing the academic, career, and social/emotional skills and knowledge all students need to succeed in school. The identified grade level is the point at which all students should have achieved a specific learning result. Some schools might combine learning results in such a way that students might acquire the skills or knowledge at an earlier grade level. Counselors were asked to evaluate the proposed curriculum learning results in terms of student need and developmental appropriateness. As individual schools implement the new curriculum, once adopted, they should choose the learning results for their implementation focus that would have the greatest payoff for the achievement of the Standards and Benchmarks for Comprehensive School Counseling in their school. The proposed curriculum, once adopted, would be open to fine tuning in the next few years without going through the entire curriculum development and revision process. 6

7 The curriculum document is organized into five major components: The BVSD Standards and Benchmarks for Comprehensive School Counseling Elementary School Learning Results Middle Level Learning Results High School Learning Results Comprehensive School Counseling Curriculum Continuum These five components comprise the Comprehensive School Counseling Plan which focuses on achievement of the counseling standards and benchmarks within the context of the kindergarten through twelfth grade curriculum continuum. BVSD counselors have begun and continue to work together to identify activities, learning materials, and assessments that support the implementation of the Grade Level Learning Results district-wide. This effort include programs and activities that are already in practice, new evidence-based activities, or a collaboration of activities that have proven to be successful in a variety of BVSD schools. In adopting this curriculum, the Boulder Valley School District places itself in the forefront of the implementation of exemplary school counseling programs based upon The ASCA National Model: A Framework for School Counseling Programs. As District schools and their counseling staffs implement this curriculum, they are continuing in the tradition of excellence that characterizes Boulder Valley. 7

8 Boulder Valley School District Standards & Benchmarks For Comprehensive School Counseling Introduction Background In April of 2005 the Boulder Valley School District counselors and secondary school administrators met to review and discuss the implications for BVSD of The ASCA National Model: A Framework for School Counseling Programs. The results of that meeting were several action plans, including one requesting support for the development of standards and curriculum for a Comprehensive School Counseling model in Boulder Valley. In response to this recommendation, the District allocated funds for the development of these standards and curriculum. A District Counselors Standards Committee was formed to oversee the process and began working on a comprehensive counseling model in the summer of During the school year, under the leadership of this committee, the BVSD Standards and Benchmarks for Comprehensive School Counseling were developed. After input from school counselors and administrators, the standards were presented to the Board of Education on April 25, These standards became the framework within which the curriculum for the Boulder Valley School District Comprehensive School Counseling program was developed. School counseling programs have long been a component of elementary and secondary school programs in the United States. However, over the decades, school counseling programs have often lacked clarity and agreement of purpose. School counselors have found themselves in that uncertain terrain between administrative and teacher/classroom functions. This has resulted in each school developing its own model for counseling programs, resulting in wide variation of opportunity and support for students. The momentum for standards-based education in BVSD has elicited an endeavor to provide clarity of content and common elements to address this variation with regards to counseling. While it is acknowledged that an entire school is responsible for promoting social/emotional health and strong academic achievement with their entire student body, the BVSD Standards and Benchmarks for Comprehensive School Counseling are intended to provide this clarity particularly for all Boulder Valley counseling programs. The BVSD Standards and Benchmarks for Comprehensive School Counseling are based on several models designed to clarify the mission and vision of educational programs. In developing these standards, the committee focused on applying The ASCA National Model: A Framework for School Counseling Programs to the Strategic Initiatives of the Boulder Valley School District and the Vision of the New Century Graduate as well as its accompanying Profile of the New Century Graduate. Additionally, the BVSD Comprehensive School Counseling Standards reflect the goals of the Boulder Valley School District School Climate Survey. 8

9 The BVSD Comprehensive School Counseling Standards are designed to promote the Boulder Valley School District Strategic Initiatives. Two initiatives are the focus of the BVSD Comprehensive School Counseling Standards. These are: Maximize learning and achievement Value diversity and promote understanding. The vision of the Boulder Valley School District, as articulated in the Profile of the New Century Graduate, is: To graduate students in the New Century who have the knowledge, skills and personal characteristics that prepare them for the challenges they encounter as adults. In addition to skills and knowledge in reading, math, writing, and speaking, New Century Graduates possess a multicultural and global perspective, including bilingual competencies. New Century Graduates personal characteristics include respect for others, initiative, creativity, ethical behavior and other characteristics that enable them to become contributing members of society. The BVSD Comprehensive School Counseling Standards are designed to promote realization of this vision paying particular attention to the skills and knowledge and personal characteristics that are the appropriate domain of school counseling. The ASCA National Model: A Framework for School Counseling Programs was published in School districts across the country have been reviewing it since, using it as a major influence in the evaluation and modification of their school counseling programs. As stated in the Preface to the document: The ASCA National Model s uggests t hat school counselors can be more accountable when they follow a universal pl an that can be implem ented from... school to school. The ASCA National Model: A Framework for School Counseling Programs is written to reflect a comprehens ive approa ch to program foundation, deliv ery, management and acc ountability.... It not only answers the ques tion, What do school counselors do? but requires us to respond to the question, How are students different as a result of what we do?. (American School Couns elor Association: 2003). Paul Meyers from the California Department of Education is quoted as saying, For school counseling programs, this means moving from services to programs and from measuring processes to measuring results. (American School Counselor Association: 2003). School counseling programs are encouraged to incorporate several characteristics. These characteristics are comprehensive in scope, preventative in design, developmental in nature, integral to the total educational program, collaborative with other staff, and driven by data. Being comprehensive in scope means that the program focus on what all students should know, understand, and be able to do in three critical domain areas: academic, career, and personal/social. Therefore, the BVSD Standards and Benchmarks for Comprehensive School Counseling are organized into these three domains. 9

10 Vision and Beliefs In response to the ASCA National Model and the Profile of the New Century Graduate, the BVSD counselors developed a vision statement for counseling in the Boulder Valley schools. The vision for Boulder Valley School District Counselors is to optimize school success for all students in the academic, career, and personal/social domains. This be accomplished through a Comprehensive School Counseling Program. Therefore, a counselor s role be: To provide curriculum in the areas of academic success, career development, and life skills To teach, promote, and model the New Century Graduate skills To advocate for all students To promote district and school goals such as achievement, cultural diversity, equity, and school safety. The counselors of Boulder Valley strongly believe that all students can succeed when given access to developmentally appropriate knowledge, tools, and skills that are presented and practiced in a variety of ways and in a safe learning environment. The school counseling program supports valuing of diversity by reaching out to all students, recognizing that each student s background and experience lend to different perspectives on learning. The program supports the maximization of learning by helping all students see themselves as effective learners and supporting them in acquiring the skills needed to accomplish that task. Evaluation and Accountability Development of standards and benchmarks is one component in developing an outstanding school counseling program for all of the students in Boulder Valley. Another important component is evaluation and continuous improvement. The school counseling programs be held accountable for these stated outcomes by evaluating relevant data indicating how students are different as a result of a Comprehensive School Counseling program. However, effective delivery of the Comprehensive School Counseling Standards depends on quality staff. In developing the stated outcomes for which they be held accountable, school counselors had the following assumptions: The school counseling program be planned and coordinated by school counseling staff. The school counseling program be evaluated on the stated standards and benchmarks. The school counseling program be managed by state licensed school counselors with Master s Degrees. An ongoing in-service program for counseling focused on the skills and knowledge required to achieve the BVSD Comprehensive School Counseling Standards is necessary to maintain quality programs. All school counselors abide by the professional ethics of school counseling advocated by the American School Counselors Association. The BVSD Comprehensive School Counseling Standards guide the school counselors evaluation by better defining the content knowledge they should have and the skills essential to their area of expertise. The school counselor and the administrator develop an agreement on the standards and benchmarks that be the focus of the evaluation based on their school s needs. 10

11 Realization of this program also require the support and collaboration of administrators and teachers at each of the schools, articulation within feeder systems, the understanding and support of parents, and, as with all programs in the District, adequate resource support, including staff and dedicated time. Additionally, attention must be given to the delivery system that addresses how the program be delivered: the guidance curriculum itself, individual student planning, responsive services, and systems support. The degree to which all students achieve the results outlined in these standards and benchmarks depend on these factors. 11

12 How Standards and Curriculum Fit Together Content Standards K Benchmarks Benchmar ks Benchmar ks Grade/Course Level Grade/Course Level Grade/Course Level Curriculum Curriculum Curriculum (Essential Learning (Essential Learning (Essential Learning Results) Results) Results) Topics/Content Topics/Content Topics/Content Skills Skills Skills Concepts Concepts Concepts Performance Performance Performance Indicators Indicators Indicators (Assessments) (Assessments) (Assessments) 12

13 Comprehensive Boulder Valley School District Standards & Benchmarks For School Counseling I: Academic Domain Standard 1: Students demonstrate attitudes, knowledge, and skills associated with successful learning. RATIONALE: It is important that all students see themselves as capable life-long learners who can build on their strengths and accommodate their limitations, take advantage of numerous learning opportunities, and apply effective study skills to a variety of academic situations. The school counseling program provide all students with opportunities to sustain a positive attitude toward learning, set and attain academic goals, and develop and apply effective study skills.. In Grades K-5 what students know and are able to do includes working both independently and with others, demonstrating the ability to follow instructions and to complete assignments, learning how to prepare for testing situations, developing and implementing a strategies for improving academic skills, identifying and beginning to use good study skills, recognizing the importance of time management, and beginning to identify strengths and needs as a learner. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes developing awareness of learning styles and how they influence school performance, demonstrating the motivation to set goals and achieve individual potential, maintaining a positive interest in learning, using time management and organizational skills, applying the study skills necessary for academic success at each level, and recognizing the need for and developing strategies for obtaining academic assistance. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes identifying attitudes and behaviors that lead to successful learning, setting high but achievable academic goals, continuing to acquire skills for improving learning including effective time management, organizational, and study skills necessary for academic success at each level, becoming familiar with and applying knowledge of learning styles to positively influence academic performance, 13

14 employing strategies for obtaining academic help, including tutoring resources, peer assistance, or other study assistance when needed, and using problem-solving and decision-making skills to monitor one s academic progress. Standard 2: Students graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. RATIONALE: All students need to know the many options available to them after high school graduation and how to prepare for and access those options in a manner that keeps as many options open as possible. The school counseling program provide all students with knowledge and assistance in developing and implementing an educational plan that is not limited to a single path. In Grades K-5 what students know and are able to do includes learning basic goal setting techniques, demonstrating the ability to set short-term educational goals, and identifying the challenges associated with the transition to middle school. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes addressing the challenges experienced with the transition to middle school, beginning to apply goal setting techniques and to identify appropriate strategies, establishing challenging academic goals for middle and high school, developing and implementing an annual plan of study to maximize academic ability and achievement, using problem-solving and decision-making skills to assess progress toward educational goals, applying knowledge of aptitudes and interests to educational goal setting,and preparing for the transition to high school including exploring high school planning and how it impacts post-secondary options. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes addressing the challenges experienced with the transition to high school, developing, implementing, and modifying as appropriate a four-year academic plan, identifying post-secondary options consistent with interests, abilities, and academic achievement, demonstrating an understanding of personal educational goals and opportunities, and the importance of keeping a range of options available, understanding the entrance process for college and other post-secondary institutions, including admissions tests and requirements, and how to obtain information about different colleges and other post-secondary options, 14

15 knowing how to access the various sources of financial support for post-secondary education, and understanding the relationships between various academic decisions and future career and educational opportunities. II: Career Domain Standard 3: Students demonstrate the ability to investigate the world of work and to make informed career decisions. RATIONALE: Students often have limited knowledge about the world of work and how to learn about and understand the opportunities available to them in their future lives. The school counseling program provide all students with knowledge and support in career planning and developing awareness of opportunities for future employment. In Grades K-5 what students know and are able to do includes describing the various roles an individual may have (e.g., friend, student, worker, and family member), developing awareness of the activities associated with a variety of occupations, and relating personal INTERESTS, hobbies and academic abilities to different careers. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes. beginning to develop skills to locate, evaluate and interpret career information, beginning to demonstrate knowledge of career exploration, identifying personal preferences and interests influencing career choice and success, and developing an awareness of the dignity of all careers and that all careers are appropriate to any gender or racial/ethnic group, As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes developing skills to locate, interpret, and evaluate career information, demonstrating knowledge of the career-planning process, knowing how to search for a job, including learning job requirements and how they fulfill them, how to write a resume, and how to interview well, demonstrating an awareness of changing societal patterns regarding gender and racial/ethnic roles in different occupations, identifying personal skills, interests and abilities and relating them to career choices, and applying effective decision-making skills to course selection and career planning. 15

16 Standard 4: Students understand the relationship between personal qualities, education and training, and the world of work. RATIONALE: All students more likely have successful, satisfying lives if they are able to pursue careers that utilize their best personal qualities as well as enhance those personal qualities that provide the greatest opportunities for successful lives and careers. The school counseling program provide students with knowledge and support in developing the personal skills needed to make effective school to career choices. In Grades K-5 what students know and are able to do includes describing how current learning relates to work and how reading, writing, and mathematics are fundamental to success in life, describing school tasks that are similar to skills essential for job success, understanding the importance of learning and practice and effort, developing an understanding of how work helps to achieve personal success, and describing the importance of personal qualities such as dependability, promptness, and getting along with others to getting and keeping jobs. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes developing an awareness of personal abilities, skills, interests, and motivations, developing an understanding of the relationship between academic achievement and career success, understanding the importance of responsibility, dependability, punctuality, integrity and effort in school and the workplace, and learning to set goals and make decisions. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes understanding the relationship between educational achievement and career success, identifying and evaluating one s academic and personal strengths and limitations and how they relate to broad career paths, demonstrating an understanding of how interests, abilities, and achievement relate to achieving personal, educational, and career goals, demonstrating understanding of how and why such personal characteristics as selfmotivation and discipline, persistence, independence, confidence, curiosity, flexibility, open-mindedness, openness to change, and ingness to risks are valued in the workplace, understanding the importance of taking responsibility for one s own thoughts and actions, including accepting the consequences, demonstrating understanding of the importance of personal responsibility, personal integrity and a sense of justice in the workplace, and developing an awareness of the importance good work habits in both the world of academics and the world of work. 16

17 III: Personal/Social Domain Standard 5: Students demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. RATIONALE: It is important for the future of our democratic society that all students have the interpersonal skills necessary to contribute to and function in a healthy, caring, productive community. The school counseling program model and provide students with the opportunity to develop and practice effective interpersonal skills. In Grades K-5 what students know and are able to do includes describing positive characteristics about self as seen by self and others, recognizing a variety of emotions, their causes and possible consequences, expressing feelings in an appropriate manner, describing how one s behavior influences the feelings and actions of others and developing a sense of community, demonstrating skills in resolving conflicts with peers and adults, and recognizing and respecting individual differences and roles. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes demonstrating a respect and appreciation for individual and cultural differences, identifying personal strengths and assets, developing effective coping skills for dealing with problems, developing a respect for alternative points of view, demonstrating effective listening and communication skills, and understanding the need for self-control and how to practice it. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes demonstrating an understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society and the workplace, exhibiting independence, self-confidence, self-advocacy and resiliency regarding themselves as learners and members of society, using effective inter-personal communication skills to express feelings and resolve conflicts, continuing to improve personal skills and techniques for managing anger and stress, including maintaining self-control and accessing resources for support, demonstrating the capacity to work well with a variety of people, including the ability to compromise and solve problems in a mutually respectful manner, demonstrating effective listening and communication skills, and demonstrating an understanding of the continuum of relationship one may have in friendships, dating relationships, and other interactions. 17

18 Standard 6: Students demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. RATIONALE: It is important for all students to have the skills and knowledge necessary to make good decisions, set high but achievable goals, and take the action to achieve those goals. The school counseling program provide opportunities for students to become informed about, practice, and discuss these skills as they apply to the academic, career, and personal/social domains. In Grades K-5 what students know and are able to do includes describing how personal beliefs and attitudes affect decision making, developing an awareness of the decision-making process, and recognizing decisions have alternatives. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes using a decision-making and problem-solving model, identifying short- and long-term goals and strategies for achieving them, Learning the concept of resiliency and the need to adapt to achieve personal goals, demonstrating when, where and how to seek help for solving problems and making decisions, and understanding the consequences of decisions and choices. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes developing and applying an effective decision-making and problem-solving model to a variety of situations, developing an action plan to set and achieve realistic goals, demonstrating effective time management and the ability to finish tasks (or through the completion of tasks?), and demonstrating the resiliency and adaptability needed to implement plans effectively. Standard 7: Students understand how interpersonal skills and knowledge enhance personal safety. RATIONALE: All students need to have the skills and knowledge needed to prevent potential physical, personal, and emotional harm to themselves and others. The school counseling program build on interpersonal skills as they apply to enhancing personal safety and also include programs that more specifically promote personal safety. 18