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Welcome New Counselors and Graduation Coaches
Imagine Success for Each Student, and Make It Happen!
Overview & Delivery Systems
American School Counselor Association (ASCA)
National Model for School Counseling Programs
connect school counseling with current educational reform movements
emphasize student achievement and success
standards based in 3 domains (academic/career/personal social)
4 delivery systems School Guidance Curriculum Individual Student Planning Responsive Services System Support and Non-program Responsibilities
DATA
Mission Statement
The mission of the Comprehensive School Counseling and Guidance program is to enable all students regardless of individual differences to acquire the educational preparation, occupational skills, and social awareness necessary to reach their highest potential in an ever-changing society.
Counseling and Graduation Coaches’ Programs
Promote development for EVERY student: academic career personal/social
Programs in Paulding County
Counseling Resource Management
Leadership Teaming
Assessment Collaboration
Technology Data-Driven Decisions
Delivery System Components
Guidance Curriculum (planned) Classroom guidance instruction,
interdisciplinary curriculum, group guidance activities which provide developmental comprehensive guidance program content to all students grades.
GC—advisement and transition projections, intentional/target groups, parent workshops,
vertical teams of teachers, etc.
Delivery System Components
Individual Student Planning Assists students and parents in
development of academic and career plans
Advisement Grade Talks Attendance Talks Test Talks Behavior TalksGC—Case-managed students
Delivery System Components
Responsive Services (not planned) Addressing life choices which impact academic
and personal/social development Addressing the immediate concerns of
students Consultation with staff
RTI meetings when needed Crisis counseling Peer mediation Conflict resolution Referrals to outside agencies
Delivery System Components
System Support Program, staff and school support activities Collaboration about counseling program with
administration Testing—will be full time during state-mandated testing,
except for high school counselors Assisting to build master schedule and IC schedules Data Analysis and Utilization Plus Reporting
Monthly Reports Work Management System for Graduation Coaches
Advisory council/committee member District counseling committee Professional Learning Trainings Fair share duties and responsibilities
School Guidance Curriculum
Individual Student Planning
Responsive Services
System Support Non-Program ActivitiesInappropriate use of
counselorsSBR 160-4-8-.05
E 35-45%M 25-35%H 15-25%
E 5-10%M-15-25%H 25-35%
E & M 30-40%H 25-35%
All 15 %
Plan program(s) Individual planning with student and/or parent(s)
Conflict resolution SST/504 and ESOL Collaboration
Master Schedule Development
Classroom Guidance(common lessons)
Student behavior concerns/observation
Court Assist with testing plus interpretation of tests/data to parents and staff
Testing Coordinator
Group/intentionalguidance
Teacher/staff consultation
Social Service Collaboration
Assist with School Improvement Plan
Disciplining Students
Teacher/Staff awareness and training regarding program
Attendance interventions
Data to impact student/school academics
Assist with scheduling-master and individual
Classroom coverage
Registration guidance and scheduling
Peer helpers program and or mentoring program
Community ReferralsDFCS, Counseling,Basic Needs
Collaboration with system support staff, i.e. nurses, psychologists, social workers, other counselors
Clerical Responsibilities (as much as possible need to be in direct services with students, parents, and teachers.
Advisement Parent/teacher conferences and referrals
Collaboration with administrators, teachers, and parents
Complete counseling year-end reports
Student Support Team(SST) management
Articulation/Transition
Post-secondary planning
Individual counseling
Participate in leadership, department head, staff and/or grade level meetings
Parent Workshops Monitor credits for graduation. Revision to student scheduling. Assist with grade corrections.
Crisis counselingReferrals
Assist with Honors' Night and Governor's Honors Program
Counseling Website
Website Home Page
Help Topics
Tanner Behavioral Health
Professional Resources
Counselors’ Home and Cell Numbers
After August 13th meeting we will have a comprehensive list of everyone’s home and cell numbers.
School Crisis Response Guide
Professional Resources is Secured Site
User Name and PasswordOnly for Administrators and Counselors
PCSD_Counselor
4TheChildren
Testing and Assessment
Advisement Program
Elementary
Middle
High School
DFCS Training
Mandatory Training Notebook of all required training
information 3 PowerPoints—Elementary, Middle,
and High School Susan Goethe presents to bus
drivers and lunch room personnel
Portfolios
Plan-one per school Submit an attachment via GroupWise
without signatures Signature copy goes in portfolio
notebook
Every counselor submits a portfolio at the end of the school year and portfolios are submitted by school.
Intentional Guidance(Non-negotiable)
Minimum of one group (intentional guidance) for the year
Intentional Guidance Action Plan Form completed and included in
Portfolio Every counselor and graduation coach
needs an action plan Every counselor and graduation coach
needs a Power Point of one intentional guidance group included in portfolio
Reminders Counselors’ Yearly Calendar (always a work in progress,
so pencil in dates and watch carefully for changes Principal/Counselor Program Plan due September 15. Mandated child abuse training for staff pre-planning or
first couple of weeks of school (collaborate with principal
Portfolio for all counselors with monthly reports This is where the data is reported and monitored.
Character Education—determined at local school level Academic Advisement 5th - 6th transition, 8th – 9th
transition, 9th (six-year plans), 10th, 11th (three-year plans, and Senior (post-secondary)
Career Portfolios for students…..begin in 8th grade Collaborative effort of MS Coach, HS Coach, 8th grade counselor At close of year hand carried to 9th grade counselor
Parent Conferences Counselors must be present and facilitate any
conferences that they have set up with parents and teachers (always follow guidelines of principal). Provide time, date, and location information Gather information from teachers—grades,
attendance, behavior Observe student, if applicable Facilitate conference
Introduction Purpose of Conference Discussion of data and details Summarize plan for the student
Watch for 2007-20087Cluster counselor meetingsPearls of Wisdom—Mentoring
Group for New CounselorsContinued
updates/enhancements on website
Operation Graduation at Middle and High School Levels
More 2007-2008…
Advisement 5-6 Transition 8-9 Transition 9th Arena 10th Advisement Night 11th Arena 12th Parent Nights and Senior Letters
Careers Career Portfolios for 8th grade students
Our counseling program is a work in progress!
Curriculum committee at all three levels is continuing to write and assess lessons. Elementary and Middle – 6 per grade level High School – 3 per grade level High School – homeroom advisement lessons
Web-site
Our Lessons Utilize….
Learning Focused Schools Strategies Collaboratively Planned
Paulding County School DistrictElementary School Guidance Curriculum ACTION PLAN 2005-2006
Grade4th
and5th Grade
Guidance LessonTitle of Lesson
Essential Question
American SchoolCounselor
AssociationDomain/Standard/
Competency
ProjectedStart and
End Dates
Lessonpresented
during
Evaluation MethodsProcess-
numbers of students impacted
Perception-pre/post, SIS, etc.
Results-Changes
Lesson 4/5-1
Social Skills.What strategies can we use to get along better with others?
PS:A1.8, PS:A1.9, PS:A2.8, PS:B1.6.
August-December 2005.
Guidance.
Lesson 4/5-2
Responsibility.Why is responsible behavior important in school, at home, and in the workplace?
A:A1.5, A:A3.1, C:A2.8.
August-December 2005.
Guidance.
Lesson 4/5-3
Study Skills.Why are listening, paying attention, and concentrating important skills?
A:A1.5, C:C2.3, PS:A1.8, PS:A2.7.
August-December 2005.
Guidance.
Lesson 4/5-4
Bullying. January-May 2006.
Guidance.
Lesson 4/5-5
Tolerance. January-May 2006.
Guidance.
Lesson 4/5-6
Careers. January-May 2006.
Guidance.
Level: 4th and 5th Grade. ASCA Domain: Academic Career Personal/Social
Amount of Time Required: 30-45 Minutes.
ASCA Standards: PS:A1.8, PS:A1.9, PS:A2.8, PS:B1.6.
Audience: Classroom Guidance. GPS Standards: Not applicable at this time.
Lesson Topic/Essential Question: What strategies can we use to get along better with others?
Materials: Handout entitled “Negotiation”.1)Word Squares.2)Frayer Vocabulary Diagrams.3)Dictionaries.
Acceleration/Previewing (content map, vocabulary, word splash), introduction of lesson, objective:1)Separate the students into four teams, giving each an envelope with letters that spell one of four words: cooperate, compromise, mediate, or negotiate. Explain to the students that each group has a different word and that the goal is to be the first team to figure out what word their letters spell. Provide them with the following hint -- all four words have to do with avoiding conflicts/arguments and getting along well with others.
Acquisition Lesson (activity/activities) creating meaning plus organizing and storing information:1)Once each team has figured out their word, have them-
a)Look up the definition in the dictionary or on the internet.b)Complete a Frayer Vocabulary Diagram on their term.c)Share the results with the class.
2)Discuss the difference between cooperation and conflict. Ask the students to name situations that upset or anger them and that could lead to conflicts/arguments with someone else. (Note to counselors: You may want to either write their responses on the whiteboard or have each student write one idea down on a piece of paper, collect all sheets, and then choose some to read to the class.)3)Distribute the handout entitled “Negotiation”. Select students to read the four steps aloud, explaining that this model can be used to help solve conflicts or problems with others. Separate the class into groups of three, asking each group to brainstorm a real or made up conflict to role play. (Note to counselors: Another option would be to provide them with scenarios.) Then, have two students act out the conflict while the third gives feedback from the Negotiation model. Allow time for all students to role play and observe. Reassemble as a class and discuss what they learned about negotiation.
Summarizing (rewrite word splash, one important thing I learned, summary sentence, ticket out the door, 3-2-1, etc.:1)Ask each student to name one strategy for getting along better with others.
Resources:1)Classroom Guidance Activities: A Sourcebook for Elementary Counselors, Joe Wittmer, Diane W. Thompson, and Larry C. Loesch, Educational Media Corporation, 1997.
How do I think about, plan, and deliver instruction so that students can learn it faster and keep it longer?
AcquisitionLessons
Acceleration/Previewing
Extending & Refining Lessons
PlanningLearning
Units
Essential QuestionsActivating Prior Knowledge and Motivational LaunchTeaching Strategies• Collaborative Pairs• Distributed Guided• Practice• Graphic Organizers• Mnemonic DevicesSummarizing
Essential QuestionsMini LessonThinking Skills Activities• Compare/Contrast• Classifying• Constructing Support• Analyzing Perspectives• Induction• Deduction• Error Analysis • Abstracting• Sharing• Reviewing for Mastery
• Content maps• Vocabulary
• Unit Design• Prioritizing curriculum• Authentic Assessment• Rubrics
LEARNING-FOCUSED SCHOOLS
How can Iuse previewingto acceleratestudent learning?
How do I plan anacquisition lesson?
How do I plan for theextending/refining levelof learning?
How do I “put itall together” to plan a unit?
Overview 4
Essential Question
What? Learning objective in the form
of a question
Why? Focus the lesson Communicate the objective Gather evidence of learning
Word Map
A conscious choice is made to know what it is like to “walk in someone else’s
shoes”.
What is it?
empathy
Others’ feelings
Stress-relieving
Reduces conflicts
Student has really studied for exams and
does not do well.
Student does notmake the team
and friend acknowledges feelings.
Student has just found out parents are divorcing
and middle school classmate offers
support.
Student feels left out of game at recess and student
walks over to talk to him/her..
What are some examples?
What is it like?
Understanding
Acceleration and Previewing 2
Advance Organizers
Graphic Organizer Story Map Content Map
What do I want my students to:
know
understand
be able to do?
Resources
ASCA Book and Workbook DFCS Notebook and Video Group Counseling High School 101 and MS 101 Peer Mediation Student Success Skills (Middle &
High)
Pearls of Wisdom
Our Mentoring Program for you……
Counselors List for 2008-2009 gives mentor/mentee information
Susan [email protected] ext. 10134770-826-4320 (Cell)
We welcome you!
It takes each of us to make a difference for all of us. We are a 212° Culture
Imagine Success for Each Student, and Make It Happen!
Susan [email protected] ext. 10134770-826-4320 (Cell)
Susan [email protected] ext. 10134770-826-4320 (Cell)