Read guidance and counseling plan pre K-12 2 text version

BIDDEFORD SCHOOL DEPARTMENT

Guidance & Counseling Plan for Pre K through Grade 12

1

October 2009

BIDDEFORD SCHOOL DEPARTMENT Guidance & Counseling Plan Committee Jeanne Berthiaume Johannah Burdin Denise D'Entremont Nancy Fenney Angela Avery Steve Foran Mitch McDonald Jeff Porter Deb Walsh Beth Michalak BHS BHS JFK/BIS BMS BMS COT BPS Assistant Superintendent BHS BHS

2

October 2009

BIDDEFORD SCHOOL DEPARTMENT Guidance & Counseling Plan for Pre K through Grade 12 TABLE OF CONTENTS

Developmental Guidance & Counseling Plan Section 1 ­ Foundation 1. Mission Statement 2. Beliefs and Philosophy 3. Domains/Coding Key of ASCA and MLR Results Section 2 ­ Delivery System 1. Statement of Delivery Services · John F. Kennedy School (Kindergarten) · Biddeford Primary School (Grades 1-3) · Biddeford Intermediate School (Grades 4-5) · Biddeford Middle School (Grades 6-8) · Biddeford High School (Grades 9-12) & Biddeford Regional Center of Technology 2. Description of Services · John F. Kennedy School (Kindergarten) · Biddeford Primary School (Grades 1-3) · Biddeford Intermediate School (Grades 4-5) · Biddeford Middle School (Grades 6-8) · Biddeford High School (Grades 9-12) & Biddeford Regional Center of Technology Section 3 ­ Management 1. Calendar · August · September · October · November · December · January · February Page 8 8 8

9 9 9 9 10 10 10/11 11 12/13 13

13 14 14 14 15 15 15

3

October 2009

TABLE OF CONTENTS (continued)

Developmental Guidance & Counseling Plan (continued) · March · April · May · June · July 2. Action Plan · John F. Kennedy School (Kindergarten) · Biddeford Primary School (Grades 1-3) · Biddeford Intermediate School (Grades 4-5) · Biddeford Middle School (Grades 6-8) · Biddeford High School (Grades 9-12) & Biddeford Regional Center of Technology Section 4 ­ Accountability 1. Data Collection 2. Program Audit Guidance & Counseling Plan Grades K-8 Learning About Self-Knowledge and Interpersonal Relationships: A1 Self-Knowledge and Self-Concept A2 Beliefs and Behaviors that Lead to Success A3 Interpersonal Skills A4 Career and Life Roles Learning About and Exploring Education and Career and Life Roles: B1 Relationships Among Learning, Work, the Community, and the Global Economy B2 Skills for Individual/Personal Success in the 21st Century B3 Education and Career Information Learning to Make Decisions, Plan and Create Opportunities, and Make Meaningful Contributions C1 The Planning Process C2 Decision-Making C3 Influences on Decision-Making C4 Societal Needs and Changes that Influence Workplace Success Page 16 16 16 17 17 17 17 17 17/18 18 18 18 Page 20 21 22 23 24 25 26 27 28 29 30

4

October 2009

TABLE OF CONTENTS (continued)

Guidance & Counseling Plan Grades K-8 (continues) Health Concepts A1 Healthy Behaviors and Personal Health A2 Dimensions of Health A3 Diseases/Other Health Problems A4 Environment and Personal Health A5 Growth and Development A6 Basic Health Concepts Health Information, Products and Services B1 Validity of Resources B2 Locating Health Resources Health Promotion and Risk Reduction C1 Healthy Practices and Behaviors C2 Avoiding/Reducing Health Risks C3 Self-Management Influences on Health D1 Influences on Health Practices/Behaviors D2 Technology and Health D3 Compound Effect of Risk Behavior Communication and Advocacy Skills E1 Interpersonal Communication Skills E2 Advocacy Skills Decision-Making and Goal-Setting Skills F1 Decision-Making F2 Goal-Setting F3 Long-Term Health Plan Page 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

5

October 2009

TABLE OF CONTENTS (continued)

Guidance & Counseling Plan Grades 9-12 A:C1 ­ Relate School to Life Experiences C:A1 ­ Develop Career Awareness C:A2 ­ Develop Employment Readiness C:B1 ­ Acquire Career Information C:B2 ­ Identify Career Goals C:C1 ­ Acquire Knowledge to Achieve Career Goals C:C2 ­ Apply Skills to Achieve Career Goals PS:A1 ­ Acquire Self-knowledge PS:A2 ­ Acquire Interpersonal Skills PS:B1 ­ Self-knowledge Application PS:C1 ­ Acquire Personal Safety Skills Page 51 51/52 52 52/53 53 53/54 54 54 54 54/55 55

6

October 2009

BIDDEFORD SCHOOL DEPARTMENT

Developmental Guidance & Counseling Plan Overview

7

October 2009

Biddeford School District

DEVELOPMENTAL GUIDANCE & COUNSELING PLAN SECTION 1- FOUNDATION 1. Mission statement It is the mission of the Biddeford School Department K-12 Counseling and Guidance Departments to provide a comprehensive school counseling program in partnership with educators, parents/guardians, students, and the community that promotes academic, career, and personal/social development of all students and assists students in acquiring competencies for lifelong learning and success in a changing world. 2. Beliefs and Philosophy We believe in education as a great equalizer. We believe in the partnership of empowered students, educators, parents/guardians, and the community to help our students reach their highest potential. We believe in preparing our students for post-secondary education and/or career opportunities. We believe in the individuality and potential of each student. We believe that the changing economy and world environment necessitate the development of lifelong learners. We believe in acceptance and respect for diversity of all people regardless of personal characteristics or lifestyles (e.g., race, color, gender, age, national origin, disability, or sexual orientation). We believe in providing academic, career, personal and social support to all students through various means of delivery so as to encourage students to reach their greatest potential. We believe confidentiality should be held to the highest degree. We believe that we are school counselors who provide guidance to students, staff, parents/guardian, and community members. We believe in the following and implanting counseling and guidance programs based on the American School Counselor Association (ASCA) Model.

3. Domains/Coding Key of ASCA and MLR results ­ See attached document SECTION 2- DELIVERY SYSTEM 1. Statement of Delivery Services

8

October 2009

John F. Kennedy School (Kindergarten) Guidance services are offered to all students in the kindergarten center. Students are seen in the classroom setting and are taught the Second Step Program, as well as a Personal Safety unit. Students can also be referred to be seen on an as needed basis. Biddeford Primary School (Grades 1-3) Guidance services are offered to individual, small group or classroom settings. Students are referred to Guidance by parents, teachers, administrators, and other staff members. Students may also self-refer. Students may drop in to see the counselor, or appointments are highly recommended. Crisis support is provided as needed. Group counseling is provided during support time, recess or lunch, so as to not interfere with academic classes, especially reading class. Classroom guidance is provided for each homeroom class at least three times a year. Sometimes single homerooms need education around a specific topic, and that is provided as needed. The teacher makes the request to have a lesson delivered for his/her class. The Second Step Program is used in classroom lessons and in group work. Students in the regular education program may also receive services as a result of the Student Assistance Team's action plans. When appropriate, students are referred to the school-based social worker or agency social worker for support. Biddeford Intermediate School (Grades 4-5) Biddeford Intermediate School Guidance has an open door policy with guidance services open to the entire student body. Students may drop in or schedule and appointment. Teachers, parents, administrators can also request that a student been seen by the guidance counselor. Crisis intervention is provided on an as needed basis. Students are referred to counseling groups by teachers, parents, administration and as a self referral. Counseling groups meet for eight sessions during RTI blocks and are topic sensitive. Guidance services are also offered to students who need to do the reflective component of the behavior rubrics. Services are also available for mediation between students. Classroom guidance is provided for each fourth grade class for ten sessions teaching the Steps To Respect curriculum. Classroom guidance is also offered to do surveys on learning styles to enhance study skills. Classroom guidance is also offered on specific topics as the need arises. Biddeford Middle School (Grades 6-8) The Guidance office includes two school counselors. Each school counselor sees half of the student population, distributed by splitting the teams. Both counselors see students across all three grade levels. There are also one full-time social worker, one part-time social worker/substance abuse counselor, and a part-time Sweetser clinical counselor. Students may drop in or schedule individual appointments with a school counselor. Students have a certain school counselor based on the team they are placed on for academics. Group counseling is provided during lunch/recess or advisory periods as much as possible so as not to interfere with academic classes. Crisis support is provided any time as needed. Teachers, staff, administration and parents/guardians may also refer students to meet with a counselor. Students or peers may also refer students to Guidance. All students will have access to monthly workshops presented by the school counselors. Workshops are requested by staff. All students will also have access to the advisory program and Discussion Day topics provided by Guidance. Students may also receive services by the Student Assistance Team if they are not already receiving special education services. 9

October 2009

Biddeford High School (Grades 9-12) and Biddeford Regional Center for Technology (COT) The Biddeford High School Office of Guidance and Counseling is comprised of three school counselors, one full time social worker, one part time Sweetser clinical social worker, one part time alcohol and drug counselor, and two department secretaries. The Biddeford Regional Center of technology has one guidance counselor, who has access to all BHS guidance staff. Students may self-refer for services, or they may be referred by parents/guardians, teachers, or administrators. Students are assigned to a school counselor based on an alphabetical split of student last name. Students may make an appointment with their school counselor before or after school or during any non-class time, such as a study hall or lunch, in order to not interfere with academic progress. Students may also see their school counselor without an appointment as available, or in the event of an urgent need. School counselors provide academic and career planning and counseling as well as personal/social counseling with individuals and small groups. The social workers and alcohol and drug counselor provide both individual and group counseling. Students may also receive services by the BASE team (aka students assistance team) if they are not already receiving special education services. Crisis support is provided any time as needed, and may include referral to another organization when appropriate. Additional curriculum will be delivered via the Advisory Program. 2. Description of Services John F. Kennedy School (Kindergarten) Guidance responsibilities include but are not limited to the following: Classroom guidance ­ Second Step program. Classroom guidance - Personal Safety program. 504 Case Management. Individual counseling. Crisis Management. Liaison between school and DHHS. Teacher and administration consultations. Overseeing of UNE mentors. Contact with outside agencies. Classroom and student observations. Biddeford Primary School (Grades 1-3) Guidance responsibilities include, but are not limited to, the following: New student/ cum folder/ review screening Student Assistance Team Support Staff Team Guidance Curriculum Committee Organize and Administer NECAP tests Code of Conduct Committee IEP (RTI) Meetings 504 case management Home visits Promotion-Retention Committee Crisis Team Transition for incoming students (gr. 1) and outgoing 3rd graders. Character Education Program Contact with other professionals, outside agencies, families, etc. Do the Right thing Club

Referrals: All students may be referred by themselves, peers, parents/guardians, teachers, administrators, or others for individual or group counseling. Students may be referred for counseling services through the Student Assistance Team or through an IEP/ RTI meeting. Students have access to either counselor or social worker. 10

October 2009

-Individual Counseling: Students may meet individually with a counselor. Sessions last from 10 to 60 minutes. Most last about 30 minutes. Sessions are typically conducted in the counseling office at times that do not interfere with academic subjects. Group Counseling: Students may meet with a counselor and several peers. Groups are organized based on grade level depending on the topic of concern. Groups meet during support periods whenever possible. Groups usually meet for 30 to 40 minutes, once a week, for 6 to 8 weeks, three times per year. Topics: Topics of concern may include, but are not limited to, the following: academics, anxiety, anger management, friendships, family change, depression or other disorder, self-harm bullying. Classroom Guidance Lessons: These may include, but are not limited to, the following: "Meet the Counselor", friendship, diversity, "Tattling vs. Reporting," bullying, honesty, cooperation, substance awareness and education, test preparation, personal body safety and/or other topics as requested by teachers. School Wide Program: Character education lesson plans are shared monthly with teachers. From purchased plans like The BEST Program or Second Steps. "Sigmund Stars" and manner of the month are included activities. Biddeford Intermediate School (Grades 4-5) Guidance responsibilities include but are not limited to the following: Individual counseling. Group counseling. Resiliency Team. Classroom instruction. Crisis Team Steps to Respect Program Home visits Learning Style surveys and lessons. Transition from 3 to 4 and 5 to 6. Topic sensitive lessons. Consulting with parents, teachers, administrators, outside agencies. SAT committee Overseeing of UNE Medical School Mentors. Coordinate Adopt a Cub transition. Coordinate Wellness Day, Career Day and Medical School Day. Promotion/Retention Committee. Oversee NWEA and NECAP testing. Special Education Team. Classroom observations. Student placement. LSST 504 Case Management. Mentor to teachers. Referrals: Guidance referrals typically come from teachers, parents, administrators, students, self referrals, SAT, Special Education. Individual Counseling: Students may meet individually with a counselor. Sessions are based on Solution Based and Brief Counseling techniques. Students who require more intense work are referred to the school social worker or to an outside agency. Group Counseling: Group counseling is usually topic sensitive dealing with the following: self esteem ­ friendship ­ family change ­ anger management ­ affected children ­ children with autism. Groups consist of six students and meet for 8 sessions which are held during the student's support period.

11

October 2009

Biddeford Middle School (Grades 6-8) Guidance responsibilities include but are not limited to the following: New student registration SAT Committee Support Team Resiliency Team Organize and administer NWEA and NECAP tests Individual and group counseling IEP special education meetings 504 case management and organization Home visits for truant students

Promotion-Retention Committee Crisis management and Crisis Action Team Daily Advisory Transition for incoming sixth graders and outgoing eighth graders Scheduling Schedule Committee Contact with outside agencies, families, etc. Truancy Protocol

Referrals: All students may be referred by themselves, peers, parents/guardians, teachers, administrators or others for individual and/or group counseling. Students may be referred for counseling services through the Student Assistance Team (SAT) or through an Individual Education Plan (IEP) meeting. Students have access to any of the counselors ­ guidance, clinical, substance abuse or social worker. Individual Counseling: Students may meet individually with a counselor. Sessions last from 10 minutes to 60 minutes. Most sessions are about 20 minutes long. Sessions are typically conducted in a counseling office and during lunch/recess or advisory periods when possible. Group Counseling: Students may meet with a counselor and several peers. Groups are organized based on grade level and gender, depending on the topic of concern. Groups meet during lunch/recess or advisory periods when possible. Groups usually meet for 45 minutes. Topics: Topics of concern may include but are not limited to the following: Academics, substance abuse, dating and relationships, friendships, bullying, negative behaviors, depression and other mental illness, suicidal ideation, self-harm (cutting, etc.), family concerns (divorce, etc.), death, grief and loss, eating disorders, diets, etc., stress management, anger management, etc. Advisory: The purpose of the middle school advisory program is to connect each student to an adult in the school who knows her or him a best and to ensure our students know they are valued. It is to provide the student with someone who cares about her or his well-being and overall academic success. Every student has an advisory built into their schedule. Band and chorus students choose to partake in those activities during their advisory period; however they are still connected to another adviser. Advisory meets for 30 minutes daily. There are about 10-15 students in each advisory. Each advisory is made up of samegrade students. The daily advisory schedule is as follows: Mondays ­ Silent Sustained Reading Tuesdays ­ Student Support/Homework Wednesdays ­ Discussion Day Thursdays ­ MEA work or Student Support/Homework Fridays ­ Community Service Guidance provides each adviser with a packet of Discussion Day ideas that cover the three domains from the American School Counseling Association (ASCA) Guidance Plan model. These domains are career preparation, academics and personal/social well-being. These are different for each grade level so that they may be used every year. 12

October 2009

Guidance Monthly Workshops: The school counselors will offer monthly workshops open to all students and staff who request them. Each month one workshop will be offered based on a particular topic. During each month advisory advisers, classroom teachers, etc. may request for a guidance counselor to present the workshop to their students. Teachers may request one workshop per month. The workshop will be age appropriate for all three grade levels. Workshops will be about 30 minutes in length. The purpose of offering these workshops through Guidance is to provide more access to Guidance services to a greater number of students, as well as to achieve the overall Comprehensive Guidance mission and plan.

Biddeford High School (Grades 9-12) & COT Responsibilities of the Biddeford High School Regional Center of Technology Guidance and Counseling Department include, but are not limited to: Academic counseling and planning Presenting College & Financial Aid Night Career counseling and planning Serve as consultants to faculty Post-secondary education counseling and planning, including 504 case management financial aid Participation in IEP special education meetings Personal/social counseling Participation in the BASE team Individual and group counseling Participation in the Advisory Team Identification and support of at-risk students Participation in the Crisis Response Team Truancy meetings, attendance contracts, and monitoring attendance Participation in the Drop Out Prevention Team for truant students Participation in the Leadership & Resiliency Team Crisis management Participation in the Weighting and Leveling Team Contact with outside agencies (e.g. DHHS), families, etc. PSAT, SAT and MHSA administration & reporting Transition for incoming 9th graders and all transfer students, Participation in PLCs (Professional Learning Communities) including presenting a Parent Night for incoming students and Participation in faculty and other administrative meetings as required parents, multiple visits to BMS, and organizing a step up day. Serving as liaison between BHS students/families and colleges and other post New student registration secondary institutions Student scheduling Create and publish course selection guide Processing college applications and transcripts and writing letters of Build the master schedule of courses reference

SECTION 3- MANAGEMENT 1. Calendar AUGUST Open registration dates & register and place new students (BIS, BMS) Review new student cumulative folders (BPS, BMS) Preparation: Office, SAT paperwork, teacher info packets, parent group info letters, etc. (BPS) Register new students (BHS), Complete SAT/MHSA reports for school and district(BHS) Review new student cumulative folders (BHS) Preparation: Office, SAT paperwork, teacher schedules and info packets, parent group info letters, PSAT accommodations, etc. (BHS) Review schedules for all students, check credit requirements for seniors, write senior danger of not graduating letters (BHS) 13

October 2009

SEPTEMBER Register and place new students (BIS, BMS) Schedule changes (BMS) Positive Climate Month (BPS) Form small groups (BPS) Classroom guidance- grades 1-3 "Your job and my job at BPS" (BPS) Begin SAT meetings (BPS, BMS) New student groups (BIS) Kindergarten Second Steps (JFK) Coordinate UNE Medical School Mentors (BIS) Focus on Adventure Program (BIS)

Register new students (BMS, BHS) Schedule changes (BMS, BHS) Making It Count Presentation for Ninth Graders (BHS) Begin SAT meetings (BPS, BMS, BHS) 504 Accommodation Plans Copied for Teachers (BHS) Notify Seniors of Early September Registration Deadline for October SAT's (BHS) Process and approve independent study contracts (BHS) COT determines which seniors move to COT guidance counselors (BHS/COT) Grade 9 Welcome/Success in High School Meetings in Small Groups (BHS) Truancy meetings/Attendance Contracts (BHS) Update NCAA courses (BHS) Update school profile for colleges( BHS) Senior Future Planning Meetings in Small Groups (BHS/COT) Steps to Respect Program begins (BIS) Senior Future Planning Meetings in Small Groups (BHS/COT) Coordinate Upward Bound Recruiting Presentations (BHS) Truancy meetings/Attendance Contracts (BHS) Organize for and Administer PSAT's to Grades 10 and 11 (BHS) Senior Future Planning and Credit Check Individual Meetings (BHS/COT) Coordinate and present College and Financial Night (BHS) Parent Teacher Conferences (BHS) Individual Interviews with ninth graders

OCTOBER NWEA administration (BPS, BIS, BMS) Month of Young Adolescent (BMS) Red Ribbon Week (BPS, BIS, BMS) Responsibility Month (BPS) New Student celebrations (BPS) Begin small groups (BPS, BIS) Classroom guidance- grade 1 "Tattling vs. Reporting" (BPS) NECAP Testing NOVEMBER Parent-Teacher conferences (BPS, BIS, BMS) Sharing and Caring Month (BPS) Classroom guidance- grade 2 "I Messages" (BPS) Junior Small Group Meetings (BHS) Begin work on course selection guide (BHS) Be the Change Events (BHS) Truancy meetings/Attendance Contracts (BHS) DECEMBER MESCA conference Sharing and Caring Month continued (BPS)

October 2009

Senior Future Planning and Credit Check Individual Meetings (BHS) Write college recommendations for seniors (BHS) MESCA conference (BHS) Ninth grade/Step Up Day transition planning meeting with sending school staff (BMS/BHS) St. James eighth graders shadow BHS students

Sophomore Small Group Meetings (BHS) Senior Future Planning and Credit Check Individual Meetings (BHS) 14

Planning Rotary Holiday Party (BPS) Form small groups (BPS) Classroom guidance- grade 3 "Honesty (BPS) Organize holiday gifts for families in need (BIS, BMS)

Write college recommendations for seniors (BHS/COT) Truancy meetings/Attendance Contracts (BHS) Budget Planning (BHS) Master Scheduling Begins(BHS)

JANUARY Develop master teacher schedule for schedule committee (BMS) No Name-Calling Week (third week in January) (BMS) Goal Setting Month (BPS) Begin small groups (BPS) Classroom guidance- grade 2 "Cooperation" (BPS) Register students for PAAP (BIS, BMS) Switch kindergarten classes (JFK) Begin NECAP planning (BIS, BMS) Promotion/Retention academic referrals (BIS) Add/Drop for Second Semester (BHS/COT) 504's to new teachers (BHS/COT) Post semester grades to transcripts for colleges and NHS selection (BHS) FEBRUARY NWEA administration (BMS) Honesty Month (BPS) NECAP administration preparation (BPS, BMS) Classroom guidance- grade 3 "Test Taking" (BPS) Begin Learning Style units (BIS) COT Presentations to Grade 10 and 11 Second Semester English and History (BHS/COT)

PSAT Score Review Small Group Meetings with Sophomores and Juniors COT Presentations to Grade 10 and 11, 1st Semester English and History Classes (COT/BHS) Educate and Remind Seniors about Financial Aid Form Completion (BHS) Senior Future Planning and Credit Check Individual Meetings (BHS/COT) Write college recommendations for seniors (BHS/COT) Next Year's Course Selection Guide is printed (BHS/COT) Seniors in danger of not graduating letters are sent (BHS/COT) Truancy meetings/Attendance Contracts (BHS) Master Scheduling (BHS) COT Regional Guidance Meeting (BHS/COT) Manually generate Honor Roll for Semester 1 by looking individually at every grade report (BHS)

Course Sign Ups for Current 9th, 10th and 11th graders (BHS/COT) Course Sign Up Presentations for 8th graders at BMS, TA, and St. James (BHS) 8th-9th grade Transition Night for 8th graders and parents (BHS) COT Student Selection (COT/BHS) Truancy meetings/Attendance Contracts (BHS/COT)

15

October 2009

MARCH NECAP administration National School Counseling Week Solving Conflicts and Feelings Month (BPS) Form small groups (BPS) Build master schedule, course section placement, course enrollment (BHS/COT) APRIL By April 11, give team lists to teachers for schedule committee (BMS) MeCA conference Health and Prevention Month (BPS) Begin small groups (BPS) Classroom guidance- grade 1 "Personal Body Safety" (BPS) Middle school placement (BIS) Begin Adopt A Cub transition program (BIS) MAY 8th Grade Awareness Day (BMS) Send letters home to parents/guardians of students recommended for retention for Promotion-Retention committee (BIS, BMS) Esteem Month (BPS) Adopt A Cup Program begins (BPS) Final SAT meetings (BPS, BMS) Classroom guidance- grade 3 "Changes" (BPS) Placement meetings for next grade (BIS)

Making Your College Search Count for Juniors (BHS) Junior College Planning Meetings (BHS) National School Counseling Week Register all 3rd year students for SAT's (BHS) Truancy meetings/Attendance Contracts (BHS)

UNE Medical School Day (BIS) No More Secrets (BIS) Career Day (BIS) Administer MHSA Math Augmentation and Science Tests (BHS) Update Scholarship Application Forms (BHS) Coordinate College Planning Night for Juniors (BHS) Sophomore Career Preparation Meetings (BHS) Truancy meetings/Attendance Contracts (BHS) Verify, review, and modify schedules for next year (BHS/COT)

Wellness Day (BIS) Administer SAT's for all third year students (BHS) Thornton Academy College Fair (BHS/COT) Making Your College and Career Count Presentation (BHS) Scholarship Committee Selections (BHS/COT) Truancy meetings/Attendance Contracts (BHS) Scheduling Corrections (BHS) Regional Guidance Final Selection of COT students (BHS/COT)

16

October 2009

JUNE Step Up Day and transition for 5-6 and 8-9 grades (BIS, BMS and BHS) Transition days for grade 3 to 4 (BIS) Transition days for grade kindergarten to first (JFK) 8th Grade Promotion (BMS) Esteem Month continued (BPS) Classroom guidance- grades 1-3 "Summer Safety and Sigmund Star Awards" (BPS)

Kindergarten tours (BPS) Grade 3 tours to BIS (BPS) School Last Assembly/Awards (BPS) Step Up Day for all current classes except seniors, and for rising 9th graders (BMS and BHS) Send letters to parents of students in danger of not graduating next June (BHS/COT) School Last Assembly/Awards/Graduation (BHS) Manually generate honor roll roster (BHS) Reschedule students based on failure information (BHS) Recruit students for summer school, and/or make up credits in PLATO (BHS) Determine graduation eligibility, and contact families for non graduating seniors

JULY Open registration dates (BMS and BHS) 2. Action Plan- The following are ideas for future tasks that should be organized and completed in order to further the mission of the Developmental Guidance Plan. John F. Kennedy School (Kindergarten) · School counselor will offer parent education. · School counselor will offer handouts for each Second Steps lesson taught. · School counselor will work with the librarian to add books to the library which support Second Steps Program. Biddeford Primary School (Grades 1-3) · Promotion of Guidance services to all staff and students should be a priority. · The counselor may include "Counselor's Corner" articles in winter and spring Biddeford Primary School Newsletters. · National School Counselor's week may be celebrated in February to promote and raise awareness of guidance services. · The school counselor may offer a variety of parent resources as part of a lending library. · The school counselor should assist in planning various parent nights. Biddeford Intermediate School (Grades 4-5) · National Counseling Week will be celebrated in February to promote school counseling and it's programs. · School counselor will promote RTI for behavior and emotional health. · School counselor will maintain and expand the current mentor programs. · School counselor will expand resources around Mental Health issues for parents and staff. Biddeford Middle School (Grades 6-8) · Organize parent/guardian nights and workshops. · Organize monthly staff workshops. 17

October 2009

· · · · · · ·

Counselors may provide a trimester newsletter to go home to parents/guardians with each report card. Counselors will maintain a Web site that is accessible to all students, teachers, administrators, parents/guardians, etc. It should be updated every couple of weeks. It should serve as a resource for all of the aforementioned parties. National School Counseling Week may be celebrated in February. This should serve as a good opportunity to promote the school counseling program and what it offers. A packet of Discussion Day topics may be given to each adviser for use in advisories. These should be different for each grade so that they may be used every year. Counselors may provide monthly workshops based on pertinent topics. These should be provided to all students based on teacher/adviser request. Promotion of the overall Guidance Department to all students and staff should be a priority. The majority of the counselors' daily work time should be spent on working with students instead of other tasks.

Biddeford High School (Grades 9-12) & Biddeford Regional Center of Technology (COT) · Advocate for 1 counselor to 250 students, as per ASCA standards (i.e., add a fourth BHS counselor) · Advocate for 10 summer per diem days, per counselor, in addition to guidance department head, 30 days · Update and expand guidance website · Improve availability and dissemination of bank of information about scholarships, including a link on guidance website · Better publicize college admissions representative meetings · Follow ASCA model for how counselors spend time · Increase amount of direct services/decrease amount of administrative responsibilities · Advocate for 2 full time (40 hours per week), guidance only secretaries · Increase participation and funding for professional development opportunities in order to maintain best practices · Expand development of the 9th grade transition program to include a freshman-only first day of school · Conduct individual meetings with freshmen semester 1 · Promote greater awareness of the roles and availability of guidance counselors to students, staff, and families SECTION 4- ACCOUNTABILITY 1. Data Collection The following are data that will be collected to evaluate the Developmental Guidance Plan and Program. Surveys to all students and teachers during National School Counseling Week in February each year or at another time. Review grades, retention, absences, detentions, suspensions, office referrals, etc. Anecdotal accounts by teachers, administrators, parents/guardians and students of students' behavior and overall well-being before, during and after receiving counseling or guidance services. Student Assistance Team (SAT) information about students' behavior and overall well-being before, during and after receiving SAT services. Group and individual counseling evaluations if permitted by students. Pre and post tests for classroom guidance. 2. Program Audit APPENDIX ­ See attached documents 1. ASCA Code of Ethics Last updated ­ 4/8/09 A.F. 18

October 2009

BIDDEFORD SCHOOL DEPARTMENT

Guidance & Counseling Plan Grades Pre K-8

19

October 2009

Learning About Self-Knowledge and Interpersonal Relationships

A1 Self-Knowledge and Self-Concept Performance Indicators & Descriptors

Pre K-2

Students identify interests, skills, and habits of mind that build a positive self-concept. Second Step Program · Whole class instruction. · Guidance Counselor or Social Worker. Individual Counseling · Guidance/social Worker Guidance Groups · Guidance Sigmund's Stars ­ School Wide Program · Best program. · Can Do Kid's lesson (classroom) Kelso's Choices · Whole School · Assistant Principal Tiger Cub Club · Whole School · Principal Diversity Lesson · Grade 1 classroom lessons · Guidance

3-5

Students identify and demonstrate interests, skills, habits of mind, and experiences that build and maintain a positive self-concept. Second Step Program · Whole Class Instruction · Guidance Counselor Steps to Respect Program · Whole class instruction · Guidance Counselor Self Esteem Guidance Groups · Small groups · Guidance Counselor or Social Worker Individual Counseling · Individuals · Guidance Counselor or Social Worker. Lifeskills · Whole class · Health teacher Sigmund Stars · Whole School · Guidance Can Do Lesson · Classroom guidance · Guidance Kelso's choices. · Whole School · Assistant Principal Tiger Cub Club · Whole School · Principal Academic Award Ceremonies · Whole School · Principal

6-8

Students explain how interests, skills, habits of mind, and experiences support and maintain a positive selfconcept. UA classes Advisory Monthly Classroom Guidance lessons Groups

20

October 2009

Learning About Self-Knowledge and Interpersonal Relationships

A2 Beliefs and Behaviors that Lead to Success Pre K-2 Students identify and demonstrate the skills, behaviors, and attitudes that lead to success in schoolwork. Performance Indicators & Descriptors 3-5 Students make choices about and demonstrate behaviors that lead to success in schoolwork.

Guidance Groups · Small groups. · Guidance Counselor or Social Worker Learning Style Lessons · Whole class instruction · Guidance Counselor Planners and lessons for use. · Whole class ongoing lessons. · Classroom teachers. Academic Achievement Assemblies. · Whole school · Administration Lifeskillts · Whole class · Health teacher Tiger Cub Club · Whole School · Principal Sigmund's Stars · Whole School · Guidance Counselor Kelso's Choice Awards · Whole School · Assistant Principal Best Test Taker Lesson · Grade 3 classroom lessons · Guidance

6-8 Students analyze how positive and negative personal traits, choices about behaviors, and the belief that one can successfully complete tasks/goals affect success in school.

SAT program Alternative Education Classroom rubrics Alateen Group Peer Education Program Monthly Classroom Guidance lessons Health class

Second Step Program · Whole class instruction · Guidance Counselor or Social Worker Individual Counseling · Guidance Counselor/Social Worker Guidance Groups · Guidance Counselor Classroom Lessons · Tattling vs. reporting · I messages · Cooperation

21

October 2009

Learning About Self-Knowledge and Interpersonal Relationships

A3 Interpersonal Skills Pre K-2 Students identify social skills that influence interpersonal relationships in positive ways. Performance Indicators & Descriptors 3-5 Students identify decisions and demonstrate behaviors that reflect positive interpersonal skills and lead to success in school or community.

Second Step Program · Whole class instruction. · Guidance Counselor Steps to Respect program · Whole class instruction. · Guidance Counselor. Self Esteem Groups. · Small groups · Guidance Counselor Social Skills Groups · Small groups. · Guidance Counselor Anger Management Groups · Small groups. · Guidance Counselor. Lifeskills · Whole class · Health teacher Good Manner's Club · Whole school · Guidance Adopt a Cub Program · Grade 3 · Guidance UNE mentors · Individual students · Guidance

6-8 Students demonstrate behaviors that reflect positive interpersonal skills and analyze how positive interpersonal skills lead to success in a variety of school, work, and community settings.

Groups Alternative Education Sewing/Life Skills UA class BBSP partnership with local businesses Alternative schedules (jobs in the cafeteria and library, etc.) Health Fair 8 Grade Awareness Day Peer Education Program

th

Second Step Program · Whole class instruction. · Guidance Counselor or Social Worker. Individual Counseling · Guidance Counselor/Social Worker Group Counseling · Guidance Counselor Good Manner's program · Whole school · Guidance program UNE Mentoring program · Selected students · Guidance Diversity Assemblies · Whole school · Administration Do The Right Thing Club · Whole school · Guidance

22

October 2009

Learning About Self-Knowledge and Interpersonal Relationships

A4 Career and Life Roles Pre K-2 Students identify and discuss career roles. Performance Indicators & Descriptors 3-5 Students identify and explain the influences that career and life roles have on each other and on success in school or community. Career Day · Whole School participation. · Organized by Guidance UNE Medical School Mentors. · Selected students · Organized by Guidance. Interest Surveys · Guidance Groups · Guidance Counselor Health Careers Unit · Whole class · Health teacher 6-8 Students develop and demonstrate positive strategies that aid in accomplishing tasks, creating balance among their career and life roles, and reducing stress. Groups Individual counseling Monthly Classroom Guidance lessons Health AIM Program Health Fair 8 Grade Awareness Day

th

Fire Station Visits · Whole school · Classroom teachers. Guest Speakers. · Individual classes · Classroom teachers Class lessons on community helpers. · Individual classes · Classroom teachers.

23

October 2009

Learning About and Exploring Education and Career and Life Roles

B1 Relationships Among Learning, Work, the Community, and the Global Economy Performance Indicators & Descriptors Pre K-2 3-5 Students identify and demonstrate study habits, attitudes, Students explain how success in school supports their and behaviors that lead to successful relationships. ability to positively contribute to school, home, and community.

Second Step Program · Whole Class instruction. · Guidance Counselor or Social Worker. Tiger Cub Club · Whole School · Administration Can Do Kid's Lesson · Classroom · Guidance "Procedure" · Classroom · Guidance Responsive Classroom · Classroom · Teachers Second Step Program · Whole class instruction · Guidance Counselor Steps to Respect Program · Whole class instruction · Guidance counselor Resilience/Assets groups · Guidance Groups · Guidance Counselor Lifeskills · Whole class · Health teacher Can Do Kid's Lesson · Classroom · Guidance "Procedure" · Classroom · Guidance Tiger Cub Club · Whole School · Administration Academic Assembly Awards · Whole School · Administration

6-8 Students explain how educational achievement and lifelong learning lead to increased participation in school, work, community, and the world.

8 grade transition to high school activities Career Monthly Classroom Guidance lesson Alternative Schedules (jobs in school) Clubs and Activities UA classes

th

24

October 2009

Learning About and Exploring Education and Career and Life Roles

B2 Skills for Individual/Personal Success in the 21st Century Pre K-2 Students identify literacy and numeracy as skills that lead to improvement and success in the classroom. Can Do Kid's Lesson · Classroom · Guidance Second Steps Reading Program · Classroom · Teachers Performance Indicators & Descriptors 3-5 Students identify and describe skills that lead to student learning and success in the classroom, and the achievement of schoolwork, career, and personal life goals. Planner Lessons · Whole class ongoing instruction · Classroom teachers. Study Skills Lessons · Whole class instruction · Guidance Counselor Learning Style Lessons · Whole class instruction · Guidance Counselor Interests Surveys · Small Groups · Guidance Counselor Multiple Intelligence lessons · Small Groups · Guidance Counselor Lifeskills Program (Decision Making) · Whole class · Health Teacher 6-8 Students analyze their skills in relation to those that lead to learning and success in the classroom, and the achievement of schoolwork, career, and personal life goals. Goals through advisory Student-led conferences Life Skills/Sewing UA class Clubs and Activities UA classes

25

October 2009

Learning About and Exploring Education and Career and Life Roles

B3 Education and Career Information Pre K-2 Students identify and locate information resources at home, at school, and in the community that improve study habits, schoolwork, or educational achievement. Hobby Day · Whole School · Guidance/Staff Library Programs · Individual classes · Librarian Performance Indicators & Descriptors 3-5 Students identify and locate different types of career and educational information resources and use them to explore school and career choices. Health Career Unit · Whole class · Health teacher Career Day · Whole School · Guidance /staff Hobby Day · Whole School · Guidance/staff Library Programs · Individual classes · Librarian 6-8 Students locate and analyze the use of different types of resources, including occupational information and labor market information, to explore post-secondary education, training, and career choices. Monthly Classroom Guidance lessons 8 grade transition to high school 8 grade- Museum of I project Life Skills/Sewing UA class

th th

26

October 2009

Learning to Make Decisions, Plan and Create Opportunities, and Make Meaningful Contributions

C1 The Planning Process Pre K-2 Students identify and give examples of how they make choices and set personal goals for school. Performance Indicators & Descriptors 3-5 Students identify the parts of the planning process that assist in making choices. Second Step Program · Whole Class instruction. · Guidance Counselor Steps to Respect Program · Whole Class instruction · Guidance Counselor Adopt a Cub program rd th · 3 and 4 grades · Guidance and teachers. Guidance Groups · Small groups. · Guidance Counselor Individual Counseling · Individual · Guidance Counselor or Social Worker Drug related behaviors · Whole class · Health Teacher Kelso's Choices · Whole School · Assistant Principal Tiger Cub Club · Whole School · Principal Sigmund Stars · Whole School · Guidance Counselor Academic Award · Whole school · Principal 6-8 Students explain how the parts of the planning process assist in the exploration of education and work opportunities, and serve as tools for setting short-term and long-term goals. Goals through advisory 8 grade transition to high school Monthly Classroom Guidance lessons Progress checks after progress reports and report cards.

th

Second Step Program · Whole Class instruction. · Guidance Counselor or Social Worker Individual Counseling · Guidance/Social Work Group Counseling · Guidance/Social Work Kelso's Choices · Whole School · Assistant Principal Tiger Cub Club · Whole School · Principal Sigmund Stars · Whole School · Principal Stop and Think Lesson · Classroom guidance · Guidance Counselor

27

October 2009

Learning to Make Decisions, Plan and Create Opportunities, and Make Meaningful Contributions

C2 Decision-Making Pre K-2 Students identify experiences and behaviors that reflect decision-making at school. Performance Indicators & Descriptors 3-5 Students identify behaviors and decisions that reflect positive and negative consequences in school.

Discipline Reflections · Individuals as referred by administration · Guidance or Social Worker. Peer to peer aggression rubric · Whole school · Assistant Principal and school staff. Second Step Decision Making Unit · Whole class instruction · Guidance Counselor Steps to Respect Program · Whole class instruction · Guidance Counselor Guidance Groups · Small groups · Guidance Counselor Individual Counseling · Individual · Guidance Counselor/Social Worker Academic Awards Ceremony · Whole School · Principal Kelso's Choices · Whole School · Assistant Principal Sigmund's Stars · Whole School · Guidance Counselor Tiger Cub Club · Whole School · Principal

6-8 Students compare and apply different models for decision-making including the rational, intuitive, and consultative models for setting short-term and longterm goals in career and education.

Monthly Classroom Guidance lessons Peer Education Program Health Groups ­ classroom and counseling Phys. Ed. classes

Second Step Decision Making Unit. · Whole class instruction. · Guidance Counselor or Social Worker Individual Counseling · Guidance/Social Work Group Counseling · Guidance/ Social Work Sigmund Stars · Whole School · Guidance Tiger Cub Club · Whole School · Principal Kelso's choice awards · Whole School · Assistant Principal Stop and Think Lesson · Classroom guidance · Guidance Counselor Peer to Peer Aggression Rubric · Whole School · Assistant Principal

Behavior Reflections · Guidance counselor

28

October 2009

Learning to Make Decisions, Plan and Create Opportunities, and Make Meaningful Contributions

C3 Influences on Decision-Making Pre K-2 Students identify people and experiences that influence decision-making in various settings. Second Step Decision Making Unit. · Whole Class instruction. · Guidance Counselor/Social Worker Career Lessons · Classroom · Teachers Peer to Peer Aggression Rubric · Whole School · Assistant Principal Performance Indicators & Descriptors 3-5 Students identify behaviors that influence decision-making in various settings. Second Step Decision Making Unit · Whole Class instruction · Guidance Counselor Steps to Respect Program · Whole class instruction · Guidance Counselor Life Skills Program · Whole class instruction · Health teacher. Guidance groups · Small groups · Guidance Counselor Individual Counseling · Individuals · Guidance counselor/social worker Peer to Peer Aggression Rubric · Whole school · Administration and school staff 6-8 Students identify behaviors that influence career and education decision-making. Monthly Classroom Guidance lessons Student assessment and progress checks BBSP partnership with local businesses Health Fair 8 Grade Awareness Day Life Skills/Sewing UA class 8 grade transition to the high school Health class Goals through advisory

th th

29

October 2009

Learning to Make Decisions, Plan and Create Opportunities, and Make Meaningful Contributions

C4 Societal Needs and Changes that Influence Workplace Success Pre K-2 No performance indicator. Performance Indicators & Descriptors 3-5 No performance indicator. 6-8 Students identify and explain how diverse and changing societal and global needs, including economic needs, influence personal decision-making. Social studies classes Science classes Life Skills/Sewing UA class Food UA class Civil Rights Team National Jr. Honor Society Art and Culture Club Kindness Crew Student Council Peer Education Program Affected groups Spanish Club Class trips to Washington, D.C., Quebec, NYC Korean cultural exchange Cinco de Mayo celebration

30

October 2009

Health Concepts

A1 Healthy Behaviors and Personal Health Pre K-2 Students recognize that healthy behaviors impact personal health. Personal Safety Units · Whole Class instruction. · Guidance Counselor or Social Worker. What is Health · Classroom Lessons · Health Teacher Health Lessons · Classroom · Nurse Performance Indicators & Descriptors 3-5 Students explain the relationship between healthy behaviors and personal health. Affected Substance Abuse groups · Small groups. · Guidance Counselor Personal Safety Units · Whole class instruction · Health and Gym teachers Lifeskills · Whole class · Health teacher What is Health? · Classroom Units · Health Teacher 6-8 Students examine the relationship between behaviors and personal health. Health Peer Education Program Monthly Classroom Guidance lessons School Nurse Life Skills/Sewing UA class Phys. Ed. classes Advisory in the gym 8 Grade Awareness Day Health Fair

th

31

October 2009

Health Concepts

A2 Dimensions of Health Pre K-2 Students recognize that there are multiple dimensions of health. Classroom Lessons · Classroom lessons · Nurse/Health Teacher Performance Indicators & Descriptors 3-5 Students identify examples of physical, mental, emotional, and social health during childhood. Second Step Program · Whole class instruction · Guidance Counselor Steps to Respect Program · Whole class instruction. · Guidance Counselor Life Skills Program · Whole class instruction · Health teacher Developmental Assets and Resiliency · Small groups · Guidance Counselor Individual Counseling · Individual · Guidance Counselor/Social worker 6-8 Students explain the interrelationship of physical, mental/intellectual, emotional, and social health. Health Groups Phys. Ed. classes 8 Grade Awareness Day Advisory Peer Education Program

th

32

October 2009

Health Concepts

A3 Diseases/Other Health Problems Pre K-2 Students describe the transmission and prevention of common childhood communicable diseases. Health classes · Whole class · School nurse Performance Indicators & Descriptors 3-5 Students describe ways to detect and treat common childhood diseases and other health problems. Health class · Whole class · Health teacher Individual counseling · Individual · School nurse 6-8 Students identify cause of common adolescent diseases and other health problems and describe ways to reduce, prevent, or treat them. Health Peer Education Program Monthly Classroom Guidance lessons School Nurse 8 Grade Awareness Day Health Fair Life Skills/Sewing UA class Alateen group

th

33

October 2009

Health Concepts

A4 Environment and Personal Health Pre K-2 Students describe ways a safe and healthy school environment can promote personal health. Health classes · Classroom · Health Teacher Performance Indicators & Descriptors 3-5 Students describe ways a safe and healthy school and community environment can promote personal health. Steps to Respect Program · Whole class instruction · Guidance Counselor Second Step Program · Whole class instruction · Guidance Counselor Life Skills Program · Whole class instruction · Health teacher 6-8 Students determine how environment and other factors impact personal health. Science classes Health School Nurse Health Fair 8 Grade Awareness Day

th

34

October 2009

Health Concepts

A5 Growth and Development Pre K-2 No performance indicator. Performance Indicators & Descriptors 3-5 Students identify the general characteristics of human growth and development. Human Sexuality · Whole class · Health Teacher 6-8 Students describe specific characteristics of adolescent human growth and development. Monthly Classroom Guidance lessons Health Advisory

35

October 2009

Health Concepts

A6 Basic Health Concepts Pre K-2 Students identify basic health terms related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention. Classroom Lessons · Health Teacher · Classroom teacher Do The Right Thing club · Grade 2 · Guidance Performance Indicators & Descriptors 3-5 Students define basic health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention. Lifeskills Program · Whole class · Health Teacher Drug Education · Whole class · Health Teacher Red Ribbon Celebrations · Whole school · Guidance Counselor Affected Student Groups · Small group · Guidance Counselor 6-8 Students explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention. Health Peer Education Program Phys. Ed. classes Life Skills/Sewing UA class Mydaus Survey Alateen group Monthly Classroom Guidance lessons Food UA class Self-contained programs

36

October 2009

Health Information, Products and Services

B1 Validity of Resources Pre K-2 Students identify trusted adults and professionals who can help promote health. Personal Safety Units · Whole Class instruction · Guidance Counselor or Social Worker Rick Charette · Whole School · Guidance Counselor Performance Indicators & Descriptors 3-5 Students identify characteristics of valid health information, products, and services. Health class · Whole class · Health teacher No More Secrets · Whole School · Guidance 6-8 Students analyze the validity of health information, products, and services. Health Food UA class Life Skills/Sewing UA class Science classes

37

October 2009

Health Information, Products and Services

B2 Locating Health Resources Pre K-2 Students identify ways to locate school and community health helpers. Classroom Lessons · Class · Teachers · Guidance · Health Teacher Do The Right thing Club · Grade 2 · Guidance Performance Indicators & Descriptors 3-5 Students locate resources from home, school, and the community that provide valid health information. Career Day · Whole school · Guidance/Teachers Individaul Counseling · Guidance · Nurse Health Lessons · Health Teacher · Classroom lessons 6-8 Students locate valid and reliable health information, products, and services. Health Food UA class Life Skills/Sewing UA class Science classes

38

October 2009

Health Promotion and Risk Reduction

C1 Healthy Practices and Behaviors Pre K-2 Students demonstrate age-appropriate healthy practices to maintain or improve personal health. Performance Indicators & Descriptors 3-5 Students demonstrate age-appropriate healthy practices and/or behaviors to maintain or improve personal health. 6-8 Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating, physical activity, and tobacco, alcohol, and other drug use prevention. Life Skills/Sewing UA class Phys. Ed. classes Health Food UA class Alateen group Groups Individual counseling 8 Grade Awareness Day Health Fair Peer Education Program

th

Lifeskills · Whole class · Health teacher

39

October 2009

Health Promotion and Risk Reduction

C2 Avoiding/Reducing Health Risks Pre K-2 Students demonstrate behaviors to avoid or reduce personal health risks. Personal Safety Units · Whole class instruction · Guidance Counselor or Social Worker Performance Indicators & Descriptors 3-5 Students demonstrate a variety of behaviors to avoid or reduce personal health risks. No More Secrets · Whole school · Child Abuse Council Nutrition Units · Whole class · Health teacher Personal Safety Units · Whole School · Health teacher 5210 Program · Whole School · Directed by Health Teacher 6-8 Students demonstrate behaviors to avoid or reduce health risks to self and others. Health Phys. Ed. classes Peer Education Program Monthly Classroom Guidance lessons Groups Individual counseling School Nurse

40

October 2009

Health Promotion and Risk Reduction

C3 Self-Management Pre K-2 Students demonstrate coping strategies to use when feeling too excited, anxious, upset, angry, or out of control. Second Step Anger Management Units. · Whole Class Instruction · Guidance Counselor or Social Worker Anger Management Groups · Small Group · Guidance Counselor or Social Worker Performance Indicators & Descriptors 3-5 Students demonstrate strategies that can be used manage stress, anger, or grief. Lifeskills · Whole class · Health teacher Movement Exercises · Whole class · Classroom teaches/OT Anger Management Groups · Small groups · Guidance Counselor Individual Counseling · Individuals · Guidance/Social Worker Steps to Respect · Whole class · Guidance Counselor Second Steps · Whole class · Small groups · Guidance Counselor 6-8 Students distinguish between healthy and unhealthy strategies for stress, anger, and grief management. Groups Individual counseling Peer Education Program Health Phys. Ed. classes Advisory

41

October 2009

Influences on Health

D1 Influences on Health Practices/Behaviors Pre K-2 Students identify influences on personal health practices and behaviors. Performance Indicators & Descriptors 3-5 Students describe how a variety of factors influence personal health behaviors. Lifeskills · Whole classes · Health teacher 6-8 Students explain and analyze influences on adolescent health behaviors. Health Peer Education Program

42

October 2009

Influences on Health

D2 Technology and Health Pre K-2 No performance indicator. Performance Indicators & Descriptors 3-5 Students describe ways technology can influence personal health. Personal safety/computers · Whole class · Health teacher · Technology teacher 6-8 Students analyze the influence of technology, including medial technology, on personal and family health. Health

43

October 2009

Influences on Health

D3 Compound Effect of Risk Behavior Pre K-2 No performance indicator. Performance Indicators & Descriptors 3-5 No performance indicator. 6-8 Students describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. Health Life Skills/Sewing UA classes Peer Education Program 8 Grade Awareness Day Advisory Health Fair

th

44

October 2009

Communication and Advocacy Skills

E1 Interpersonal Communication Skills Pre K-2 Students demonstrate healthy ways to communicate. Second Step Program · Whole Class Instruction · Guidance Counselor or Social Worker Performance Indicators & Descriptors 3-5 Students demonstrate effective verbal and nonverbal interpersonal communication skills to enhance health. Lifeskills · Whole class · Health teacher 6-8 Students apply effective verbal and nonverbal interpersonal communication skills to enhance health. Peer Education Program Health Fair Life Skills/Sewing UA class Theater UA class Groups Small group projects in classrooms SAT mentors through UNE and NJHS

45

October 2009

Communication and Advocacy Skills

E2 Advocacy Skills Pre K-2 Students encourage peers to make positive health choices. Performance Indicators & Descriptors 3-5 Students encourage others to make positive health choices. Bulletin boards by Health classes · Whole school · Health teacher Red Ribbon Week festivities · Whole school · Coordinated by Guidance 6-8 Students describe ways to influence and support others in making positive health choices. Student Council NJHS Peer Education Program Kindness Crew Civil Rights Team 8 grade transition to high school

th

46

October 2009

Decision-Making and Goal-Setting Skills

F1 Decision-Making Pre K-2 Students identify situations where a health-related decision is needed. Performance Indicators & Descriptors 3-5 Students apply decision-making steps to enhance health. Lifeskills · Whole class · Health teacher 6-8 Students apply decision-making process to enhance health. Peer Education Program Monthly Classroom Guidance lessons Health Goals through advisory SAT goals Behavior plans

47

October 2009

Decision-Making and Goal-Setting Skills

F2 Goal-Setting Pre K-2 Students identify a short-term personal health goal and take action toward achieving the goal. Performance Indicators & Descriptors 3-5 Students utilize goal-setting skills to implement a shortterm personal health goal. Lifeskills · Whole class · Health teacher 6-8 Students develop and apply strategies to attain a shortterm personal health goal. Goals through advisory Health SAT Individual counseling Group counseling Phys. Ed. classes Clubs, activities and sports Peer Education Program Alternative Education Self-contained programs

48

October 2009

Decision-Making and Goal-Setting Skills

F3 Long-Term Health Plan Pre K-2 No performance indicator. Performance Indicators & Descriptors 3-5 No performance indicator. 6-8 No performance indicator.

49

October 2009

BIDDEFORD SCHOOL DEPARTMENT

Guidance & Counseling Plan Grades 9-12

50

October 2009

ASCA National Standards

A:C1 A:C1.2 A:C1.6 Relate School to Life Experiences Seek co-curricular and community experiences to enhance the school experience Understand how school success and academic achievement enhance future career and vocational opportunities Career Development Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Develop Career Awareness Develop skills to locate, evaluate and interpret career information Learn about the variety of traditional and nontraditional occupations

Maine Learning Results

Activities

*Explore & encourage student interests, activities, community service and career opportunities in individual & group meetings. *Discuss academic achievement and career opportunities in individual counseling meetings. *Host college admissions personnel on campus to meet with students individually & in small groups.

Mode of Delivery Adv/G Adv/G G

Career Preparation Preparing for the Future: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

C:A1 C:Al.l C:Al.2

Determine effective workplace behaviors and skills. C

C:A1.3

Develop an awareness of personal abilities, skills, interests and motivations

Identify strengths and interests required in a job, at home, at school, or in the community. C

C:A1.4 C:Al.6

Learn how to interact and work cooperatively in teams Learn how to set goals

Develop effective ways to interact with others during school and after-school activities. C

*Researching careers. *Summarize results of self assessments into a personal profile. *Using classified ads, determine desirable workplace skills, types of occupations *Invite traditional & non-traditional business professionals to talk about desired work behaviors and skills*Use College Board.com and Choices to explore career options and expected growth *Invite parents/community people to talk about the strengths and interests needed for their careers. *Community Helpers lessons *Use College Board.com, Choices, and MyRoad to explore career options *Role-play conflict situations *Annual "Be the Change" Challenge Day *Project planning with interim deliverables *Meet with students to discuss personal goals and the steps needed to attain those goals. Document plan and update at least annually.

ADV/G G/COM M/ ADV

G/ COMM / ADV

G ADV/G

51

October 2009

ASCA National Standards

C:A1.7 Understand the importance of planning

Maine Learning Results

Activities

*Meet with students to discuss personal goals and the steps needed to attain those goals. Document plan and update at least annually. *Meet with students and discuss ways to develop proficiency in areas of interest.

Mode of Delivery ADV/G

C:A1.8 C:A2 C:A2.1

Pursue and develop competency in areas of interest Develop Employment Readiness Acquire employability skills such as working on a team, problem-solving and organizational skills

ADV/G

Demonstrate workplace behaviors such as punctuality, flexibility, teamwork, and perseverance. C

Demonstrate the leadership and membership skills necessary to succeed as a member of a team. C C:A2.3 Demonstrate knowledge about the changing workplace

*Project Adventure *Relate attitudes and behaviors in classroom to workplace expectations. *Relate classroom jobs and cooperative learning roles to workplace behaviors. *Discuss qualities and personal roles of students in athletics, student government and extra curricular activities. *Develop group "norms" for support groups *Talk with students about role of technology in careers *Explore gender equity and disability issues.

CRT/AD V

ADVG

CRT/AD V/COMM

C:B1 C:Bl.l

Standard B: Students will employ strategies to achieve future career goals with success and satisfaction. Acquire Career Information Apply decision-making skills to career planning, course selection and career transition

Preparing for the Future: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

Integrate school- and work-based experience to identify possible initial career goals. C

C:B1.2

Identify personal skills, interests and abilities and relate them to current career choice Assess personal, educational, and career skills that are transferable among various jobs. C

C:B1.3

Demonstrate knowledge of the career-planning process

Demonstrate an understanding of the relationship between personal interests, skills, and abilities and career research. C

*Determine career goals relating to school and work-based experience. *List school skills transferable to work environments. *Interview workers to see how their interests relate to school experiences. *Write a resume. *Collegeboard.com for MyRoad.or MyCollege Quickstart *Create resume and assess what's needed for future training *Research job opportunities, growth, and required skill sets via College Board (Opportunity Outlook Handbook, O'NET) *Select and research a career, determining needed interests, skills, and abilities*Collegeboard.com or Choices

ADV/G

G/ADV G/ADV

G/ADV

52

October 2009

ASCA National Standards

C:B1.5 C:B1.6 Use research and information resources to obtain career information Learn to use the Internet to access career-planning information Describe traditional and nontraditional career choices and how they relate to career choice Understand how changing economic and societal needs influence employment trends and future training Identify Career Goals Demonstrate awareness of the education and training needed to achieve career goals

Maine Learning Results

Activities

Collegeboard.com, MyRoad and /or MyCollege Quickstart, Choices, *Develop a list of URLs where information can be found on careers. *Use College Board.com, and Choices to research careers and education *Center of Technology presentation *Career presentations *Individual Meetings with students

Mode of Delivery G/ADV G

C:B1.7 C:B1.8 C:B2 C:B2.1

G/ADV COMM. G

Identify academic knowledge and skills required in specific careers. C

Compare workplace environments and the education required for different occupations. C C:B2.3 C:B2.5 Use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience Develop a personal portfolio that contains critical personal, educational, and career information. C

*Invite speakers to talk about technology, important theories in their work, and how their careers relate to academics. *Multiple Intelligences Career Exercise. *Choose and implement a "Technology Theme for the Month." *Use the Occupational Outlook Handbook. *Visit a job fair. *Use Computerized career system, (e.g., Choices, Jobs) Job Shadow as part of career research COT/Career Portfolios

ADV

G/ADV

G/ADV COT G

Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.

Use a career planning process that includes self*Take career assessments (e.g., SDS, ASVAB, assessment, personal development, and a career DAT.) *Create a resume portfolio as a way to gain initial entry into the workplace. C Education/Career Planning and Management: Guided by self-assessment and personal career interests, students will integrate school- and work-based experiences to develop their career goals. Balancing Responsibilities: Students will acquire and apply skills/concepts required to balance personal, family, community, and work responsibilities.

C:C1 C:C1.3

Acquire Knowledge to Achieve Career Goals Identify personal preferences and interests influencing career choice and success Analyze skills and abilities required in a variety of career options and relate them to their own skills and abilities. C *Use the "CHOICES" computer program. G

53

October 2009

54

October 2009

ASCA National Standards

C:C1.4 Understand that the changing workplace requires lifelong learning and acquiring new skills Apply Skills to Achieve Career Goals Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals Apply academic and employment readiness skills in work-based learning situations such as internships, shadowing and/or mentoring experiences Personal/Social Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. Acquire Self-knowledge Recognize personal boundaries, rights and privacy needs Demonstrate cooperative behavior in groups Acquire Interpersonal Skills Recognize, accept, respect and appreciate individual differences Use effective communications skills Know that communication involves speaking, listening and nonverbal behavior Standard B: Students will make decisions, set goals and take necessary action to achieve goals. PS:B1 PS:Bl.l Self-knowledge Application Use a decision-making and problem-solving model

Maine Learning Results

Demonstrate an understanding of the relationship between the changing nature of work and educational requirements. C

Activities

*Use the internet to investigate labor market information.

Mode of Delivery G

C:C2 C:C2.1 C:C2.4

Demonstrate job seeking skills. C

*Create a budget showing how your projected career will support your leisure hobbies and interests *Discuss the process of getting work permits/certificates of age. *Roleplay a job interview. *Develop a resume.

G/ADV G/ADV

Students will understand health promotion and disease prevention concepts. Students will understand the rights and responsibilities of civic life and will employ the skills of effective civic participation. School Counselors often work individually or in groups discussing issues such as community responsibility and conflict resolution. *Peer helper program *Discuss informal rules for cooperation. *Tolerance/inclusion activity *Be the Change *Natural Helper Program *Individual guidance meetings *Use of listening skills. *Develop list of questions to ask speakers. *Individual guidance meetings Students will learn how to set personal goals and make decisions that lead to better health. G CRT G G/CRT

PS:A1 PS:A1.7 PS:A1.9 PS:A2 PS:A2.3

PS:A2.6 PS:A2.7

G G

Demonstrate various decision making strategies that can be used to address behaviors which lead to trouble. H Predict the immediate and long-term impact of health decisions on the individual, family, and community. H

*Share personal decision making models

CRT, G

PS:B1.2

Understand consequences of decisions and choices

*Write an essay on how one of the following will affect career success: cystic fibrosis, substance abuse, teen pregnancy, eating disorder.

CRT, G

55

October 2009

56

October 2009

ASCA National Standards

PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions Know how to apply conflict resolution skills Identify long- and short-term goals

Maine Learning Results

Illustrate how resources and support systems, available within a community, assist individuals in their roles as workers and family members. C Demonstrate strategies that can be used to prevent or solve conflicts without harm. H Implement a plan and evaluate progress in attaining personal health goals. H Formulate an effective long-range personal health plan. H Demonstrate an ability to manage personal resources. C

Activities

*Identify community support services. *Integrate ideas in personal portfolio. *Conflict resolution training *Develop a health plan *Develop an individual counseling plan to stop an unhealthy (e.g., smoking, nail biting) Individual Guidance Meetings

Mode of Delivery CRT, G

PS:B1.6 PS:B1.9

CRT CRT G G

PS:Bl.12

Develop an action plan to set and achieve realistic goals

Standard C: Students will understand safety and survival skills. PS:C1 Acquire Personal Safety Skills PS:C1.2 Learn about the relationship between rules, laws, safety and protection of rights of the individual Learn about the differences between appropriate and inappropriate physical contact Identify resource people in the school and community, and know how to seek their help

Students will know how to acquire valid information about health issues, services, and products. School Counselors often work individually or in groups discussing issues such as community responsibility and conflict resolution. *Project Adventure Demonstrate an understanding of the importance of community involvement to family and community life. C *Jobs for Maine's Graduates Referrals to outside agencies G

PS:C1.3 PS:C1.6

G CRT/G G G

PS:C1.7 PS:C1.8

Apply effective problem-solving and decision-making skills to make safe and healthy choices Learn about the emotional and physical dangers of substance use and abuse

Students will understand how to reduce their health risks through the practice of healthy behaviors. Apply a decision-making process to their safety and *Project Adventure/Health that of others in activity settings. H *Individual Counseling Sessions *Individual counseling sessions

57

October 2009

Information

guidance and counseling plan pre K-12 2

57 pages

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

124966