NCSCA Drive-In WorkshopCapital Region- April 2014

© 2014- Angela Poovey, School Counselor, Johnston County SchoolsLifeontheflycounselor.blogspot.com

Where Are You????

• Questions- www.pollev.com– #1: Text to 37606. Include 33785 and your

answer.• Ex. 33785 Intermediate• http://www.polleverywhere.com/free_text_polls/oJHK

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– #2: Text to 37606. Include 34646 and your answer.

• Ex. 34646 No• http://www.polleverywhere.com/free_text_polls/S3iXj

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ASCA National Model

vs. Guidance Essential Standards

VOCABULARY

ASCA• 3 Domains• Academic • Personal/Social • Career • Standards• Indicators

GES• 3 Strands/Domains• Cognitive• Socio-Emotional • Career• Essential Standards• Clarifying Objectives

Let‘s Compare

ASCA C:C1.5 Career Domain (C)Standard C: Students will understand the relationship between personal qualities, education, training, and the world of work.Competency 1: Acquire knowledge to Achieve Career GoalsIndicator 5: Describe the effect of work on lifestyle.

GES P.CR.3.1Proficiency Level (P): ProgressingCareer Domain (CR)Essential Standard 3: Understand the relationship among personal and academic decisions, career expectations, and future life decisions.Clarifying Objective 1: Describe the effect of work on lifestyle.

Prior Knowledge: ASCA GES not meant to replace but to support the National Model

GES/ASCA Alignment

• What ASCA objectives are duplicates of or are similar to the Guidance Essential Standards?

• Example 1: RED.SE.1.1: Understand the importance of self

control and responsibility PS:A1.8: Understand the need for self-control

and how to practice it PS:A2.1: Recognize that everyone has rights and

responsibilities A:A3.1: Take responsibility for their actions

Alignment Cont….

• Example 2: EXACT wordsP.CR.3.1: Describe the effect of work on lifestyleC:C1.5: Describe the effect of work on lifestyle

Example 3: Similar but GES has higher order applicationI.CR.4.1: Apply decision making skills when

implementing career planning, course selection, and career transition

C:A1.5: Learn to make decisions

Assigning GES to Grade Levels

• Be purposeful• Know your students and developmental levels• Develop a curriculum ladder and hierarchy of skills for your

comprehensive school counseling program

Ex: CareerK: Names of jobs/Worker Tools1: Knowledge of jobs, more variety, mention of interests2: Knowledge of jobs, interests, family connection3: Connecting school subjects to jobs4: Connecting school subjects, interests, character traits,

lifestyle to jobs5: Research incorporating Interest Inventory, Holland’s

personality categories, education needed, Bureau of Labor and Statistics, salaries, etc.

Developmental SequenceElementary School

K

5

9

12

PRIMARY GRADES, K-2Competencies/Guidance Essential Standards:1.Learn about a variety of traditional and nontraditional jobs, C:A1.22.Learn to make decisions, C:A1.53.Link teamwork to future career choices, Teamwork- RED.CR.4.1)4.Explore awareness of abilities, interests, and skills, RED.CR.1.35.Explore activities/skills of occupations, RED,CR.2.16.Recognize a positive attitude toward work/life affects future success, RED.CR.3.1

Developmental SequenceElementary School

• UPPER ELEMENTARY GRADES, 3-5

1. Use the Internet to access career-planning information, RED.CR.1.2

2. Explain the importance of career success, EEE.CR.1.1

3. Identify preferences/interests that influence career choice, EEE.CR.2.1

4. Exemplify how preferences/interests influence career choice, EEE.CR.2.2

5. Understand relationship between educational achievement and career success, EEE.CR.3.1

Developmental SequenceMiddle School

1. Develop skills to locate, evaluate, and interpret career info, P.CR.1.3

2. Develop a career competency plan, P.CR.2.8

3. Understand a changing workplace requires ongoing learning/acquisition of skills, EI.CR.3.1

4. Utilize time/task management in career planning/goal setting, EI.CR.4.2

5. Demonstrate knowledge of career planning process and relationship to self-awareness/goals, EI.CR.1.1

6. Demonstrate respect for individual uniqueness and differences in workplace, I.CR.1.1

Developmental SequenceMiddle School

6. Demonstrate the importance of responsibility, dependability, punctuality, integrity, and effort in the workplace, I.CR.4.2

7. Use the Internet to access career-planning information, RED.CR.1.2

8. Exemplify how preferences/interests influence career choice, EEE.CR.2.2

9. Demonstrate how to write and use an effective resume, I.CR.3.1

Developmental SequenceHigh School

1. Explain how attendance/GPA/school grades are possible indicators of future academic/career success, EEE.CR.4.2

2. Maintain a career planning portfolio, P.CR.2.1

3. Demonstrate relationship b/w course selection, grades earned, attendance and work expectations, P.CR.4.2

4. Select course work related to career plan, EI.CR.3.2

5. Re-evaluate educational plan to support career goals/interests/abilities, EI.CR.4.1

6. Understand influence of societal/economic changes on employment trends/future training, EI.CR.2.1

7. Analyze career plan/goals in terms of self-awareness/personal goals, EI.CR.1.1

Developmental SequenceHigh School

8. Apply academic and employment readiness skills in work-based learning situations, I.CR.2.1

9. Apply job readiness skills to seek employment opportunities and related academic opportunities, I.CR.2.2

10.Demonstrate how to write and use an effective resume, I.CR.3.1

11.Demonstrate the knowledge of rights and responsibilities of employers/employees, I.CR.3.2

12.Apply decision-making skills when implementing career planning, course selection, and career transition, I.CR.4.1

Great opportunity for

vertical alignment!

Adding Essential ASCA Competencies/Indicators

Examples:• A:A1: Improve Academic Self-Concept• PS:A1: Acquire Self-Knowledge

Schoolcounselor.org ASCA image

Summarize Clarifying Objectives by Grade Level

• Kindergarten: • RED.SE.1.1, RED.SE.1.2,

RED.SE.2.1, RED.SE.3.1, RED.CR.4.1, EEE.SE.1.1, EI.SE.3.1, I.SE.1.2, I.SE.2.2, I.C.2.2, A:A1.1, A:A1.2, A:A1.3, A:A1.5, A:A3.1, A:AC1.5, CA:1.2, CA:1.5, PS:A1.6,PS:C1.1, PS:C1.6

• Third Grade: • RED.SE.1.1, RED.SE.1.3,

RED.SE.2.1, RED.SE.2.2, RED.SE.3.1, RED.SE.3.2, RED.C.1.1, RED.C.2.1, RED.CR.1.2, RED.CR.1.3, RED.CR.3.2, RED.CR.4.1, EEE.SE.3.1, EEE.SE.3.2, EEE.CR.2.1, EEE.CR.4.1, EI.SE.3.1, I.SE.1.2, I.SE.2.2, I.SE.3.2, I.C.1.1, I.C.2.2, I.CR.1.2, I.CR.4.2, A:A1.4, A:A1.5, A:A2.2, A:A3.3, A:B1.3, A:B1.4, A:B2.1, A:C1.5, C:A1.4, C:A1.5, PS:A1.3,PS:A1.9, PS:A1.10, PS:A2.2, PS:A2.3, PS:B1.5, PS:C1.5, PS:C1.7,

Input into Annual Calendar

Classroom Lessons

Grades: K-2Objectives: 1)To learn the definition of courage.2)To learn how the character trait of courage can be applied to trying and learning new things and making mistakes.Essential Standards/ASCA: A:A1.4, A:A1.5, RED.SE.3.1

Putting It All Together!

• Classroom guidance lessons/Specialist?• Schoolwide events/activities• Co-teaching with specialists• Extension activities with teachers

Co-teaching with the Media Specialist

Thank you! Questions/Comments

Angela Poovey, M.Ed, NBCTCleveland Elementary School

Lifeontheflycounselor.blogspot.comapoovey@hotmail.com