Model Guidance and Counseling. Grade-Level Plans

Transcription

1 Model Guidance and Counseling Grade-Level Plans 2002

2 Preface Guidance and counseling plans should enable counselors to improve their time management by allocating the majority of time to implement the identified key result areas and competencies of the Guidance and Counseling Curriculum. The guidance and counseling curriculum s focus areas and student competencies should cover four basic program components: Guidance and Counseling Individual Planning Responsive Services System Support The A+ Education Reform Act, adopted by the Georgia legislature, calls for school counselors to spend five of six segments counseling and advising all students and parents. Rule , GUIDANCE COUNSELORS, adopted by the State Board of Education, describes some of the functions and duties of a school counselor. Program planning is identified as part of a counselor s described job responsibility. Thus, program planning must be an integral component of a guidance and counseling curriculum. The grade level guidance plans are samples only. The four basic program components mentioned above are inherent in the stated objectives, activities, and expected results. Some general Quality Core Curriculum (QCC) objectives have been identified as an enhancement to the plans. In developing these plans, general goals and objectives have been defined. It is not all inclusive. The individual goals and objectives should entail some of the student competencies identified in the Guidance and Counseling Curriculum. An individual guidance and counseling plan would also include the goals and objectives of the Local Board Of Education (LBOE). For example, if Character Education is a goal of the LBOE, the individual guidance and counseling plan should center on that objective. The student competencies learned from a goal of providing guidance and counseling services to assist students in developing appropriate social skills may include Character Education activities in addition to those identified in the samples provided. Developing guidance and counseling plans with specific goals and objectives that can be assessed and evaluated opens a window of opportunity for school counselors. The model plans will assist counselors in giving program validity and purpose to the implementation of a comprehensive and developmental guidance and counseling curriculum. Page 2 of 18 All Rights Reserved

3 References Ellis, Thomas I, 1991, Eric Digest Abstract, 1991., A Framework for Asset Building Standard in a Guidance and Counseling Curriculum. Gravit, Joy, Elementary School, Fulton County, Georgia. Gysbers, Norman C., 1990, Comprehensive Guidance Programs That Work. Reddick, Kimberly, Middle School, Buford City Schools, Georgia. Shepard, Johnson, Laurie, October 2000, American School Association, Promoting Professional Identity in an Era of Educational Reform. Page 3 of 18 All Rights Reserved

4 Model Guidance and Counseling Elementary Plan Goal: To provide guidance and counseling services to assist students in developing appropriate social skills and to learn how to get along. Competency I Demonstrate knowledge of the August - June Self-Knowledge importance of self-concept. guidance activities on social skills. Improve student behavior and learning responsibility. Defines and /or describes the relationship between choices and consequences. H.2.11 Competency II Skills to interact with others. Identify how people are unique. Demonstrate effective skills for interacting with others. Demonstrate healthy ways of dealing with conflicts. Demonstrate group membership skills. Guidance activities on anger and conflict management. September June Exhibit better classroom behavior and ways to handle conflict. Identifies conflict and causes of conflict (personal and interpersonal conflict). H.1.9. Practices Appropriate negotiation skills to resolve conflict. H Implement a Character Education Program. Character Education Committee September May Demonstrate character education traits. Lists ways to live cooperatively in neighborhoods and communities. SS.2.2 Distinguishes between rights and privileges. SS.3.3 Competency III Awareness of the importance of growth and change. Provide relevant responsive services to students with personal concerns, which may interfere with academic success. Coordinate Red Ribbon Week. September October Demonstrates school responsibility and good citizenship. Names and practices skills that communicate care, consideration, and respect of self and others, including those with disabilities. H.4.11 Provide crisis counseling and/or emergency intervention when needed. Conduct individual counseling sessions on social skills. As needed Demonstrate improved school environment for learning. Applies the decision-making steps to avoid threatening situations. H.3.3 Demonstrate appropriate ways to express feelings and deal with emotional situations. Participate in SST Make referrals to Worker or other community agencies to coordinate services. other staff. Worker As needed As needed Identify support resources. Coordinate services for intervention and prevention strategies Identifies local support system concerning personal safety (e.g. family, teacher, religious advisor, friend, and counselor). H.3.22 September 2002 All Rights Reserved Page 4 of 18

5 Model Guidance and Counseling Elementary Plan Goal: To provide guidance and counseling services to students to begin to explore career occupations and educational skills. Competency IV Develop awareness of benefits of educational achievement. Describe how the amount of education needed for different occupational levels varies. Conduct Middle School orientation sessions for students and parents. guest speakers August June September - June Knowledge of the academic skills needed for certain occupations. Describe the importance of personal qualities. Uses a study technique. 4R- (research, read, review, report) LA.4.60 Distinguishes between rights and privileges. SS.3.3 Develop awareness of the relationship between work and learning. guidance activities on the differences of ability, effort, and achievement. Competency V Awareness of the relationship between work and learning. Provide students an awareness of the benefits of educational achievement and develop the relationship between work and learning. guidance activities on cooperation, dependability, and the relationship of school activities and work. guest speakers October June Describe school tasks that are similar for job skill success. Explains why accepting responsibility and making positive choices (e.g., do legal things, do not steal, do not cheat) help develop a healthy self-concept.h Assist students in developing a foundation for career awareness. Conduct guidance activities using GCIS. February April Demonstrates ability to search for careers and education needed. Demonstrates the ability to respect and cooperate with peers. H.1.12 Develop skills to understand and use career information. guidance activities using Smart Choices Toolbox. representatives from various occupations August June Demonstrate an understanding of the decision making process. Demonstrates the ability to work successfully alone, with a partner, and with a small group. PE.3.9 Competency VI Skills to understand and use career information. Help students identify types of work, both paid and unpaid. Help students identify work activities of interest. Conduct Thematic career days and projects. Provide age appropriate interest inventories. March Demonstrate knowledge of interest and ability Defines and/or describes the relationship between choices and consequences. H.2.11 September 2002 All Rights Reserved Page 5 of 18

6 Model Guidance and Counseling Elementary Plan Goal: To provide guidance and counseling services to students to help improve academic achievement. Competency IV Awareness of the benefits of educational achievement. Implement a plan of action for improving academic skills. Identify personal strengths and weakness in subject areas. guidance lessons and activities on test taking skills. October March Improve test results with knowledge of test taking strategies. Uses a study technique. PQ4R (preview, question, research, read, review, report) LA.4.60 Describe relationships among ability, effort, and achievement. Provided small group counseling on study skills. Social Worker Demonstrate effective study habits. Uses oral language for different purposes: to inform, to persuade, and to entertain. LA.3.5 Provide appropriate test preparation for elementary students. Conduct initial screenings for students who may have potential learning differences., Worker, and SST Committee Identify students who need additional testing. Recognizes causes of stress and applies effective problem-solving skills (e.g., deep breathing, exercising, talking to someone, and organization). H.3.11 Coordinate the administration of the school-testing program. Meet with the school testing committee to discuss strengths and weaknesses of recent scores. testing committee Before testing Demonstrate improved coordination of testing schedule and teacher support. Names and practices skills that communicate care, consideration, and respect of self and others, including those with disabilities. H.4.11 Coordinate, review, and provide interpretation to students, teachers, and parents Conduct teacher workshops on testing procedures and skills to focus on for test preparation. representatives from various occupations January March Demonstrate improved test results for current year. Uses a study technique. 4R- (research, read, review, report) LA.4.60 Conduct information workshops on test results and meaning When tests are received Provide important feedback to parents and school staff. Demonstrates and/or proposes ways to manage stress and adapt to change. H.5.18 September 2002 All Rights Reserved Page 6 of 18

7 Model Guidance and Counseling Elementary Plan Goal: To provide multicultural counseling and cross cultural communication skills. Competency II Skills to interact with others. guest speakers Demonstrate a respect and appreciation for different groups. Demonstrate awareness of different cultures, lifestyles, attitudes, and abilities. Identify how people are unique. Provide age appropriate diversity awareness activities. guidance activities on appreciating differences. Demonstrates the ability to respect and cooperate with peers. H Lists ways to live cooperatively in neighborhoods and communities. SS.2.2 Develop cultural and ethnic recognition programs for students., Worker, community and Administration January, February, and May Demonstrate understanding of views of other people and cultures. Recognizes cultural diversity represented in literature. LA.K.40,LA.2.51,LA.3.50,LA.4.51, LA.5.56 Invite parents or grandparents to talk about their cultural traditions or special holidays. family members Demonstrate an expanded vision of the world. Explains the roles of parents in the extended family in supporting a strong family and promoting the health of children (e.g. the limits parents set for children, the values or religious belief parents teach, behaviors and values parents model). H.2.5 Competency III Awareness of the importance of growth and change. Provide relevant and current information to teachers, administration, and school staff in diversity education. Conduct group counseling activities on reducing cultural conflict and learning about discrimination. s Demonstrate the ability to work cooperatively with other groups. Identifies the need for family and community rules. Recognizes that these rules may vary from culture to culture. SS.1.3 Conduct staff development on Multicultural Awareness and the customs of the represented cultures in the school. s and Worker October and January Demonstrate a better understanding of a diverse student and parent population Demonstrates ways to show respect for others (Note: does not include discussion of sexual orientation). H.2.10 September 2002 All Rights Reserved Page 7 of 18

8 Model Guidance and Counseling Elementary Plan Goal: To provide counseling and advisement services to parents as a resource in helping them work with their children. Competency I Knowledge of the importance of self-concept. Identify how behaviors affect school and family situations. Conduct parenting skill education classes. Topics could include: positive discipline, Worker Demonstrate improve parental involvement. Examines ways family members can work together to accomplish a task and resolve a conflict. H.3.5 anger control, and other types of appropriate information. Help parents improve their skills needed in dealing with their children. Participate in parent teacher conferences as needed. Identify results of parent surveys. Recognizes the importance of the role that both mothers and fathers play in the nurturing, guidance, care, and support of a child. H.5.13 Provide knowledge to parents about the guidance and counseling program. Develop an Advisory Committee with parent membership., Teachers, Worker, and Administrator Demonstrate improved parent information leading to increased parent participation. Competency X Awareness of the interrelationship of life roles. Describe work-related activities in the home, community, and school. Describe how family members depend on one another, work together, and share responsibilities. Describe how work roles complement family roles. Send school information, timely updates, and general correspondence to parents. Develop computer classes for interested parents. Technology Monthly Demonstrate understanding of children s learning. Demonstrate increased parent knowledge about guidance and counseling curriculum and the importance of technology. Provide current and appropriate academic goals of the school. Coordinate with the Media Specialist to distribute a book or reading list for parents and develop a newsletter. Media Specialist Demonstrate active parent involvement in learning with their children. Same as above. September 2002 All Rights Reserved Page 8 of 18

9 Model Guidance and Counseling Middle School Plan Goal: To provide guidance and counseling services to sassiest students in developing appropriate social skills and to learn how to get along. Competency I Knowledge of the influence of a positive selfconcept. Describe personal likes and dislikes. Identify individual skills required to fulfill different life roles. Conduct thematic classroom guidance activities. September-May Demonstrate responsibility and make positive choices. Recognize consequences that result from making choices. EFCS Provide relevant responsive services to students with personal concerns, which may interfere with academic success. Consult and advise parents as needed and provide crisis counseling and/or emergency intervention when needed. September-May Identify current and relevant information. Identifies parental roles and responsibilities. H.7.18 Competency III Knowledge of the importance of growth and change. Identify internal and external sources of stress. Identify feelings associated with significant experiences. Demonstrate ways of responding to others under stress. Conduct conflict management guidance sessions and implement Peer Mediation. students trained in Peer Mediation On going Demonstrate alternative methods to deal with and manage conflict. Describes necessary elements of conflict resolution (e.g. nature of conflict, feelings, active listening, "I" messages, restating, and shows effective communication skills in general. H.7.24 Conduct individual counseling sessions. Demonstrate student selfknowledge and coping skills. Participate in the SST process. SST Team Identify equitable access and assistance for students who may need extra help. Provide immediate counseling to affected persons or groups. As needed Consult and coordinate services for intervention and prevention strategies. Make referrals to Worker or other community agencies and coordinate services., Worker, and Family Connection As needed Help keep affected students in school. September 2002 All Rights Reserved Page 9 of 18

10 Model Guidance and Counseling Middle School Plan Goal: To provide guidance and counseling services to help students improve academic achievement. Competency IV Knowledge of the benefits of educational achievement to career opportunities. Describe individual strengths and weaknesses in school subjects and how continued learning enhances the ability to achieve goals. Collaborate with teachers and conduct teacher workshops on procedures for testing, including training of test examiners and proctors. Teachers Prior to testing Improved testing information for staff. Identify strategies for taking tests in different formats (multiple choice, sentence completion, and essay). LA.8.54 Prepare and coordinate with teachers and administration fulfillment of the standardized testing program. Reviews score reports and interpret test results to students, teachers, and parents., Teachers, and Administration Prior to testing Improve coordination of testing schedule. Same as above. guidance sessions on test taking skills. Prepare students and parents for the standardized testing program. Conduct parent sessions on purpose of tests, ways to reduce test anxiety, and how to help students prepare for tests. January and prior to testing Demonstrate improvement of study skills and test scores. Organizes retrieved information using strategies such as note-taking, graphic organizers, SQ3R (Survey, Question, Read, Review, Report), and outlining. LA.8.46 Conduct workshops for teachers and school social workers on test interpretation and collaborative uses for test results with students and parents., Teachers, and Workers When tests results are received Identify feedback from students, teachers, and parents. Communicates effectively through oral expression. LA.6.62 September 2002 All Rights Reserved Page 10 of 18

11 Model Guidance and Counseling Middle School Plan Goal: To provide guidance and counseling services to help students begin to explore career occupations and educational choices. Competency IV Knowledge of the benefits of educational and career opportunities. Describe a plan of action for increasing basic educational skills. Describe how skills relate to the selection of high school course of study. Conduct orientation sessions for entering middle school students and their parents. March-April Demonstrate an integrated and collaborative approach to student course planning. Demonstrates through classroom activities the necessity for rules in an ordered society. SS.8.56 Assist students in the transition from elementary to middle school and from middle to high school. Assist with course selection for students entering high school and conduct Parent Orientation. April Demonstrate decisionmaking skills. Recognize consequences that result from making choices. EFCS Demonstrates decision-making process. EFCS Conduct group and individual guidance and counseling sessions to help students plan their high school course of study. Teachers March-April Demonstrate goal setting and academic choices. Uses a research process that includes selecting topic, formulating questions, identifying key words, choosing sources, skimming, paraphrasing, note-taking, organizing, summarizing, and presenting. LA.8.46, 2 Competency VI Skills to locate, understand, and use career information. Identify various ways that occupations can be classified. Identify a number of occupational groups for exploration. Conduct group GCIS guidance activities. GCIS facilitators August May Identify career awareness, course requirements, and postsecondary options. Researches and uses information about specific occupations. EB Assist students in identifying preliminary life and career goals. guidance sessions on educational and career exploration using the Smart Choices Tool Box. Guest Speakers January - April Identify strengths/weakness, and career interests. Defines and uses skills to manage life transitions related to changes in career environment. ET September 2002 All Rights Reserved Page 11 of 18

12 Model Guidance and Counseling Middle School Plan Goal: To provide multicultural counseling and cross cultural communication skills to students. Competency II Skills to interact with others. guest speakers September- May Demonstrate how to work cooperatively with various groups. Demonstrate respect for the feelings and beliefs of others. Demonstrate an appreciation for the similarities and differences among people. Help students understand different cultures, lifestyles, attitudes, and abilities. guidance activities on cultural understanding, diversity, cultural conflict, and accepting differences. Identify contributions made by various ethnic groups to the development of Georgia past and present. SS.8.41 Describe cultures and values represented in literature. LA.7.27 Competency III Knowledge of the importance of growth and change. Provide relevant and current information to teachers, administration, and school staff in diversity education. Identify feelings associated with significant experiences. Conduct staff development with Boyer s Multi-Cultural Awareness Scale or other instruments as a foundation to examine beliefs and attitudes. guest speakers January - April Demonstrate a better understanding of the cultural environment of students and parents of the school community. Recognize the rights of others to hold differing opinions. SS.8.60 Describe prejudice, its roots and its effects. H.7.23 Listen and respect views of others. SS.8.54 September 2002 All Rights Reserved Page 12 of 18

13 Model Guidance and Counseling Middle School Plan Goal: To provide counseling and advisement services to parents as a resource in helping them work with children. Competency IX Skills to make decisions. Provide a realistic description of personal beliefs and attitudes. Use Smart Choices Career Information Resource Notebook. Demonstrate knowledge of appropriate decisionmaking skills. Demonstrates use of decisionmaking process. EFCS Competency X Knowledge of the interrelationship of life roles. Identify how different work and family patterns require varying kinds and amounts of energy, participation, motivation, and talent. Describe the interrelationships between family, occupational, and leisure decisions. Help parents improve skills needed in dealing with their children. Provide knowledge to parents about the guidance and counseling program. Conduct parenting skill education classes. Participate in parent teacher conferences as needed. Send information, timely updates, and general correspondence to parents. Parents, Teachers, and Workers October Demonstrate improved parental involvement. Identify results of parent surveys of academic and school expectations. Demonstrate improved parent knowledge about the guidance and counseling curriculum. Examines ways family members can work together to accomplish a task and resolve a conflict. H3.5 Recognize the importance of the role that both mothers and fathers play in the nurturing, guidance, care, and support of a child. H.5.13 Develop an Advisory Committee with parent membership., Teachers, School Social Worker, and Administration October Demonstrate active parent involvement. Develop a Parent Center., Teachers, School Social Worker, and Administration Identify current educational information for parents. September 2002 All Rights Reserved Page 13 of 18

14 Model Guidance and Counseling High School Plan Goal: To provide guidance and counseling services to assist students in developing appropriate social skills and to learn how to get along. Competency I Understanding the influence of a positive selfconcept. Identify and appreciate personal interests, abilities, and skills. Develop with each student a six-year plan of study and postsecondary decisions. Teachers Demonstrate an ability to accept responsibility and make positive decisions. Specifies goals, generates choices, considers risks, evaluates and chooses workable alternatives. TC Demonstrate an understanding of how individual characteristics relate to achieving personal, social, educational, and career goals. Conduct individual and group counseling for students experiencing social, educational, or personal problems. Worker As needed Identify potential at-risk students of not completing high school courses. Explores the increased responsibility in the transition from adolescence to adulthood and proposes ways to make these changes easier. H Promote student knowledge and learning. Conduct group and individual counseling on appropriate decision making skills. On going Demonstrate an ability to make good choices and understand consequences. Demonstrates characteristics of a healthy decision-maker. H Provide relevant responsive services to students with personal concerns, which may interfere with academic success Participate in SST. SST Team and as needed Demonstrate a coordinated student support process that identifies resources and alternatives for academic achievement. Identifies factors that promote a positive self-image (e.g. accepting responsibility, respect for self, authority, and others, self-discipline, self-control, and the right to be assertive). H Competency III Understanding the impact of growth and development. Describe how developmental changes affect physical and mental health. Describe healthy ways of dealing with stress. Make referrals to Worker or other community agencies and coordinate services. Worker As needed Identify and gain knowledge of appropriate support services. Analyzes stress and its effects on all aspects of health and wellness. H Provide crisis counseling and/ or emergency intervention and management when needed. Respond to emergency situations and conduct crisis counseling when needed., School Psychologist, Worker, or other Crisis Management Team Member As needed Coordinate services for intervention and prevention strategies. Identifies local support system concerning personal safety (e.g. family, teacher, religious advisor, friend, and counselor). H September 2002 All Rights Reserved Page 14 of 18

15 Model Guidance and Counseling High School Plan Goal: To provide guidance and counseling services to help students begin to explore career occupations and educational choices. Competency IV Understanding the relationship between educational achievement and career planning. Demonstrate how to apply academic and vocational skills to personal interests. Describe how education relates to the selection of college majors, further training, and/or entry into the job market. guidance using Smart Choices Tool Box and GCIS. Demonstrate knowledge about colleges, careers, jobs, armed services, financial, aid, and postsecondary schools and training. Compares job qualifications, personal qualities, educational training, and income benefits associated with various careers. SS Provide information and resources to enable students to develop career and postsecondary goals. Conduct group counseling for juniors and seniors on the college admission process. Teachers September-April Demonstrate knowledge about the college admission process and potential college majors. Creates, combines, and connects ideas and information. TC Demonstrate use of a range of resources (e.g., handbooks, career materials, labor market information, and computerized career information delivery systems). Plan and conduct financial aid and postsecondary seminars for students and parents. parents October Provide financial aid and scholarship information for better postsecondary planning. Makes potential career decisions based upon interests, abilities, and values, and formulates appropriate plans to reach career goals. TC Competency VI Skills to locate, evaluate, and interpret career information. Provide information re: jobs that require specific types of skills. Schedule, meet, and coordinate visits from postsecondary schools. postsecondary representatives September-April Demonstrate an awareness of various careers and Opportunities in technical areas. Specifies goals, generates choices, considers risks, evaluates and chooses workable alternatives. TC Collaborate with Tech Prep coordinator and provide guidance to students interested in Tech Prep., Tech Prep Coordinator, and Administrator Demonstrate a better knowledge in technical postsecondary education. Demonstrates the ability to perform work in a work environment with people of different age, gender, culture, attitude, and ability. TC Assist Youth Apprenticeship Coordinator. YAP Coordinator Demonstrate ability in apprenticeship skills and knowledge of potential jobs requiring on the job training. Demonstrates an understanding of proper business/work ethics. TC September 2002 All Rights Reserved Page 15 of 18

16 Model Guidance and Counseling High School Plan Goal: To provide guidance and counseling services to help improve academic achievement. Competency V Understanding the need for positive attitudes toward work and learning. Demonstrate learning habits and skills that can be used in various educational situations. Provide preparation assistance, information, and practice PSAT and SAT. September- May Improve test taking skills and test results. Uses research process: selecting topic, formulating questions, identifying key words, choosing sources, skimming, paraphrasing, note-taking, organizing, summarizing, and presenting. LA Provide information and resources to promote Student achievement. Provide workshops to students, parents, teachers, and administrators on PSAT and SAT results. Teachers After test results Improve student, parent, and teacher understanding of test results and interpretation. Recognizes that how to think is different from what to think; recognizes multiple valid interpretations; develops and defends individual interpretations. LA Describe personal strengths and weaknesses in relationship to postsecondary education/training requirements. Conduct individual and small group sessions on academic and career planning. March-April Improve knowledge of high school requirements by middle school students. Demonstrates characteristics of a healthy decision-maker. H Competency IX Skills to make decisions. Identify and complete required steps toward transition from high school to post-secondary education/training programs or work. Implement a mentoring and/ or advisement program for students. teacher Demonstrate improved social and academic skills. Creates solutions to problems using thinking techniques (metaphors, analogies, models, drawings, brainstorming, and role-playing). LA Provide assistance in improving academic strategies necessary for graduation. Conduct academic workshops for identified at- risk students. Provide positive role models and improved individualized help. Develops and practices effective coping skills for managing stress to prevent self-destructive skills (e.g. suicide).h Develop a four-year academic plan for students. parents Improve coordination of services for intervention and prevention strategies. Describes the techniques of social action (how to win support for desirable change and how to cooperate with others in achieving goals). SS September 2002 All Rights Reserved Page 16 of 18

17 Model Guidance and Counseling High School Plan Goal: To increase students opportunities for cultural awareness and knowledge about a diverse society. Competency Conduct guidance September- Demonstrate an II seminars on the December understanding of a Skills to interact comparison of various multicultural society. with others. cultures. Demonstrate interpersonal skills required for working with and for others. Demonstrate how to express feelings, reactions, and ideas in an appropriate manner. Analyzes how America, despite its diversity, became a unified society by its citizens adherence to such basic values as: -Judeo-Christian traditions -belief in inherent, inalienable rights, and the intrinsic value of the individual. SS Provide multicultural awareness education. Provide group counseling on reducing cultural conflict. Worker February Demonstrate an ability to manage cultural conflicts. Works as a team member to solve problems. LA Demonstrate attitudes, behaviors, and skills that contribute to eliminating gender bias and stereotyping. Conduct guidance seminars on demographics to understand cultural changes. September- December Improve student awareness of cultural bias. Recognizes and explains how different points of view have been influenced by race, religion, and ethnicity. SS Competency III Understanding the impact of growth and development. Develop a program of cultural competencies. Create a student cultural sensitivity model by examining personal bias. February April Demonstrate knowledge of societal and economic influences on cultural change. Examines the influence that ethnic groups have on the historical development of the United States. SS September 2002 All Rights Reserved Page 17 of 18

18 Model Guidance and Counseling High School Plan Goal: To increase school and public knowledge regarding guidance and counseling services. Competency X Understanding the interrelationship of life roles. Describe factors that determine lifestyles (e.g. socioeconomic status, culture, values, occupational choices, and Develop an Advisory Committee for assistance., school community Improve parent and community feedback for identifying student needs. work habits). Competency XI Understanding the continuous changes in male/female roles. Describe different career patterns and their potential effect on family patterns and lifestyles. Provide regular updates to the school community. Bi-monthly Demonstrate knowledge about services. Recognizes the importance of the role that both mothers and fathers play in the nurturing, guidance, care, and support of a child. H.5.13 Competency VIII Understanding how societal needs and functions influence the nature and structure of work. Demonstrate knowledge of postsecondary vocational and academic programs. Demonstrate school and community resources to explore educational and occupational choices. Enhance parent and community information about the purpose of guidance and counseling curriculum. Conduct grade level meetings for parents and students about guidance resources and services. Develop creative outreach approaches to involve parents of other ethnic or cultural groups., Worker, and Administrator Monthly As needed Demonstrate improved knowledge about graduation requirements and post secondary choices. Demonstrate improved knowledge of guidance services and other school and community resources. Examines ways family members can work together to accomplish a task and resolve a conflict. H3.5 Participate in faculty meetings on a regular basis to provide guidance information. Monthly Demonstrate collaboration among all stakeholders. September 2002 All Rights Reserved Page 18 of 18