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 Goethesgoethe@paulding.k12.ga.us770-443-8003 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 Goethesgoethe@paulding.k12.ga.us770-443-8003 ext. 10134770-826-4320 (Cell)

Susan Goethesgoethe@paulding.k12.ga.us770-443-8003 ext. 10134770-826-4320 (Cell)