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School Counseling ProgramMission Statement

The Counseling Department strives to support students i achieving success while promoting the American School Counselor Association next generation research based standards that impact student achievement and academic performance. Mindsets and behaviors that playsignificant role in student success fall into three categories: Academic Development, Career Development, and Social and Emotional Development. Moreover, the State of Connecticut and the School Counseling Mission further highlight supporting student success via individual planning and course articulation, fostering civic responsibility, and promoting college and career readiness. All of th services, activities, and accomplishments below are in keepin with these beliefs and this mission.

School Counseling Program Goals

The school counseling program will focus on achievement, attendance and/or behavior goals this year. Details of activitiespromoting these goals are found in the curriculum, small-group and closing-the-gap action plans.

Overview

A comprehensive proactive and preventative curriculum; starting with our youngest students, School Counselors will assist incharacter education; fostering civic responsibility and kindness, bullying awareness and assist students in skill development inbecoming productive and well-adjusted. Counselors will have multiple touch points with 100% of students including individualcheck-ins, classroom lessons, and systematic review of all student progress and establish an intervention protocol in theCounseling Dept. This will also allow for true vertical transition in terms of expanding services and supports for students as themove and grow from PK-12 in Region 14 schools.

Region 14 Comprehensive School Counseling: Secondary BOE Adopted 11

Content Area School Counseling Grade Level: 9 9th Grade Curriculum R14 The Seven Cs of Learning

Collaboration

Character Communication

CriticalCitizenship Thinking

Creativity Curiousity

Unit Titles Length of Unit/Delivery Timeframe • Transitions: (Freshmen Meet and Greet) • Fall

• Academic Success: (Freshman Seminar) • Fall

• Long Term and Short Term Goals: (Individual Planning ) • Winter/Spring

• Academic/Career Development: (i.e. Naviance/KhanAcademy/College Board)

• Spring


Strands Course Level Expectations

Academic • Standards guiding school counseling programs to implement strategies and activities to

support and maximize each student’s ability to learn

Career • Standards guiding school counseling programs to help students 1) understand the connection

between school and the world of work and 2) plan for and make a successful transition from school to postsecondary education and/or the world of work/career and from job to job across the lifespan.

Social/Emotional • Standards guiding school counseling programs to help students manage emotions and learn and

apply interpersonal skills. Standards guiding social responsibility/community service


Unit Title Transitions and adapting to changingsituations: (Freshman Meet and Greet)

Length of Unit: Fall

Inquiry Questions(Engaging & Debatable)

• How do you find support in high school? Can you identify steps to obtaining support? • How do you determine progress in your classes? • How do you join clubs and sports and/or get involved in your school community?

Standards* A3.9-10.1-10.2

Concepts/UnitStrands

• Knowledge of supports/how to access help • Clubs/activities/sports • Common issues with transition to high school

Key Vocabulary Self-advocacy, Powerschool, Extracurricular activities

Standards are found at American School Counselor Association National Standards for Students. Read more here: http://static.pdesas.org/content/documents/asca_national_standards_for_students.pdf


http://static.pdesas.org/content/documents/asca_national_standards_for_students.pdf

Unit Title Transitions and adapting to changing situations:(Freshman Meet and Greet)

Length of Unit Fall

Critical Content:My students will Know…

Key Skills: My students will be able to (Do)…

• Ways on how to access supportand develop strategies for maximizing ability to learn

• Strategies on how to become a participating member of one’s school community

• Demonstrate the ability to assume responsibility (ask theappropriate person for assistance when needed)

• Develop coping and problem solving skills (will know how toaccess after school programming)

• Develop positive relationships and a sense of belonging in school environment (joining a club etc…)

Assessments: Interview

TeacherResources:

Powerschool, High school website (list of activities)


Unit Title Freshman Seminar Length of Unit 1-2 Days


• What does it take to be successful in high school? How do you access help? • Can you identify the relationship between high school coursework and performance and what

you will do after high school?

Standards A39-10.3-10.4

Concepts/UnitStrands

• Earning credit (Managing transitions) • GPA (weighted vs. unweighted) • Impact of grades on college admission • Transcript • Standardized Testing • Making connections with teachers

Key Vocabulary Credits, GPA, Transcript, Rank, Decile, PSAT/SAT/ACT, Strength of Schedule/Rigor


Unit Title Freshman Seminar Length of Unit 1-2 days



• How credit is earned • Attendance policy • What GPA is and how it is

calculated • What decile rank is • What colleges are looking for in

applicants • When to participate in

standardized testing • Traits of successful students

• Demonstrate ability to assume responsibility and self direction tolearning . Gather evidence to make informed decisions.

• Describe school policies related to earning credit (passing grades/attendance)

• Identify elements of a transcript • Utilize post-secondary planning options and steps needed • Expalin the traits of successful students and their progress

Assessments: Formative assessment

TeacherResources:

Powerpoint, Freshmen scenarios, blank transcript


Unit Title Freshman Individual Planning Session Length of Unit Ongoing


• What are your long and short terms goals? • Can you navigate your first year of high school academically and socially? • Do you know what courses you need to take in order to graduate?

Unit Strands & Standards

C5.9-10.1-10.7

Concepts • Access of supports • Involvement in clubs/sports/activities • Review of grades • Course selections-map-out four year plan • Graduation requirements

Key Vocabulary Post-secondary, transcript, supports, extra curricular activities, credits, strength of program/rigor


Unit Title Freshman Individual Planning Length of Unit ongoing



• Knowledge of supports/how to access help

• Clubs/activities/sports available • Grading and attendance policy • Graduation requirements • Self identification/assessment of

abilities/course level

• Demonstrate the application of advocacy skills and ability to overcome barriers to learning.

• Identify activities they joined and assess their criteria for success • Understand and be able to explain to others the credits earned and

credits necessary for graduation

Assessments: Performance task- Graduation plan worksheet. Successful course registration.

TeacherResources:

Powerschool, graduation plan worksheet


Unit Title Naviance/Khan/College Board Lesson Length of Unit Ongoing


• Do you know how to research post-secondary options? • Can you identify your academic/career or social/emotional goals?

Standards A3 9-10.4-1

Concepts/Strands • Naviance-what is it and how to use it • Khan Academy and College Board-how to use and connect • Goal setting

Key Vocabulary Post-secondary, Naviance, Khan Academy, College Board, Standardized Testing


Unit Title Naviance/Khan Academy, College Board Length of Unit Ongoing



• Importance of Naviance in post-secondary planning and research

• Strategies on how to set a personal goal

• Resources available for individualized standardized test prep

• Create Naviance account and explain its relevance • Set an academic/career or social/emotional goal • Assess progress towards personal goals • Create Khan Academy/College Board accounts and link them together

to develop learning resources inside and outside school • Identify and use tools available to aid in post-secondary transition

Assessments: Performance tasks- Naviance and Khan Academy

TeacherResources:

Naviance, Khan Academy, College Board


Content Area School Counseling Grade Level: 10

10th Grade Curriculum R14 The Seven Cs of Learning

Collaboration




Unit Titles Length of Unit/Delivery Timeframe • Self exploration/personal interests :Sophomore Career

Planning • Spring

• Long term goals: Individual Planning • Ongoing throughout Spring



Academic • Standards guiding school counseling programs to implement strategies and activities to

support and maximize each student’s ability to learn


between school and the world of work and 2) plan for and make a successful transition from school to postsecondary education and/or the world of work and from job to job across the lifespan.

Social/Emotional

• Standards guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills.

• Standards guiding social responsibility/community service.


Unit Title Sophomore Career Planning (Academic and Career Development)

Length of Unit ongoing


• Can you identify careers that are a match to your personality and interests? • What steps are necessary to achieve your long term goals? • What are the required elements of post-secondary admission?

Standards C49-10.1- 10.8

Unit Strands & Concepts

• Naviance • Matching careers to personality characteristics • Naviance-Career Interest Inventory-matching careers to your interests • Thoughtful planning and course selection that relates to long term goals

Key Vocabulary Post-secondary, Naviance, Career Interest Inventories, Course Selection


Unit Title Sophomore Career Planning Length of Unit Ongoing



● How to access inventoriesthrough Naviance

● Strategies and resoruces on how to interpret inventory results and relate them to careers

● Course selection should be based on career goals

● Complete two career inventories ● Research career results based on inventories and be able to

explain in depth understandings of careers and requirements ● Research courses available at NHS that align with short term and

long term career goals

Assessments: Performance task related to career planing development

TeacherResources:

Naviance, Powerpoint


Unit Title Sophomore Individual Planning (Academic and career Development)

Length of Unit ongoing

Inquiry Questions(Engaging &Debatable)

• Can you assess your second year of high school academically and socially? • What are your long and short terms goals now - have they changed? • What have you improved upon, what would you like to work on? • Do you know what courses you need in order to graduate?

Standards C49-10.1- 10.8


• Involvement in clubs/sports/activities • Review of grades • Course selections-map out four year plan • Career planning (Naviance) • Graduation requirements

Key Vocabulary Post-secondary, extra curricular activities, credits, strength of program/rigor


Unit Title Soph. Academic/Career Development Length of Unit ongoing



• Knowledge of supports/how to accesshelp

• Clubs/activities/sports available • Grading and attendance policy • Graduation requirements • Self identification/assessment of

abilities/course level

• Demonstrate and employ advocacy skills and the ability to overcome barriers to learning and gather evidence to make informed decisionsto learning.

• Identify activities they joined and explain their rationale and value for partaking in such activiteis

• Understand and explain credits earned and credits necessary forgraduation

• Articulate academic goals (rigor) and progress towards success

Assessments: Performance tasks -Graduation plan worksheet. Successful course registration.

TeacherResources:

Powerschool, graduation plan worksheet



Collaboration




Unit Titles Length of Unit/Delivery Timeframe • Self exploration/personal interests :Junior Workshop-

College and Career Planning • Winter

• Long term goals: Individual Planning • Ongoing throughout Winter and Fall



Academic • Standards guiding school counseling programs to implement strategies and activities to support

and maximize each student’s ability to learn


between school and the world of work and 2) plan for and make a successful transition from school to postsecondary education and/or the world of work and from job to job across the lifespan.

Social/Emotional


• Standards guiding social responsibility/community service


Unit Title Post-Secondary Planning-Junior Workshop Length of Unit 2 days/ Winter


● Can you identify appropriate post-secondary options and the additional steps necessary toobtain your goal?

● Does your four year course selection plan align with your post-secondary goals? ● Can you identify the standardized tests/admission requirements for your program of

interest?

Standards A3.11-12.1-112-12.5


● Naviance ● College Search ● Matching careers/courses/extracurricular activities wit post-secondary goals ● College application process and requirements ● Obtaining letters of recommendation

Key Vocabulary Post-secondary, Naviance, College Search, Standardized Testing, Resume, Common Application,letter of recommendation


Unit Title Post-Secondary Planning-Junior Workshop Length of Unit ongoing



• Strategies and resources on how tocomplete a college search based oninterests/abilities through Naviance

• Resources and ways to find programs based on interest

• College admissions requirements • How to prepare for testing • A process for gaining letters of

recommendations

• Complete a college search on Naviance and create a list of potential schools

• Research and record admission requirements and deadlines • Register for appropriate standardized tests • Create a Common Application (Common App) account • Ask teachers for and gather letters of recommendation and complete

required process • Visit potential post-secondary options/be familiar with CCRC offerings • Access and utilize Khan Academy

Assessments: Performance Tasks-Naviance

TeacherResources:

Naviance, Powerpoint Presentation, Common Application, College Board


Unit Title Junior Individual Planning Length of Unit Spring



• Knowledge of supports/how to access help

• Clubs/activities/sports • Grading and attendance policy • Graduation requirements • Self identification/assessment of

abilities/course level • Ways to develop a list of post-

secondary options • College admissions

process/requirements

• Demonstrate and employ advocacy skills and ability to overcomebarriers to learning and gather evidence to make informed decisions tolearning.

• Understand credits earned and credits necessary for graduation • Create a resume and priortize elements of importance • Add college to list in Naviance • Identify requirements of schools they are interested in applying to • Create common application/begin process for completion

Assessments: Performance tasks- Naviance

TeacherResources:

Powerschool, graduation plan worksheet, Naviance, common application



Collaboration




Unit Titles Length of Unit/Delivery Timeframe

• Self exploration/personal interests: Senior Seminar-College and Career Planning

• Fall

• Long term goals: Individual Planning • Ongoing throughout Fall and Winter



Academic • Standards guiding school counseling programs to implement strategies and activities to support and maximize each student’s ability to learn

Career • Standards guiding school counselin programs to help students 1) understand the connection

between school and the world of work and 2) plan for and make a successful transition from school to post-secondary education and/or the world of work and from job to job across the life-span.

Social/Emotional


• Standards guiding social responsibility/community service


Unit Title Everyone Leaves With a Plan- SeniorSeminar/Individual Planning

Length of Unit 2 day Fall


● Can you identify/articulate your post-secondary plan? ● Have you completed the requisite tasks to transition for your post-secondary goal/plan● What skills will contribute to my success after high school either in employment or college?

Standards C5.11-12.1-12.8


● Naviance ● College Search ● College Board/standardized testing ● Matching careers/courses/extracurricular activities with post-secondary goals ● College application process and requirements ● Obtaining letters of recommendation ● College Essay ● Financial Aid/Scholarships

Key Vocabulary Naviance, College Search, Standardized Testing, Resume, Common Application, letter of recommendation, FAFSA, scholarships


Unit Title Post-Secondary Planning-Senior Seminar/Individual Planning Length of Unit ongoing



• How to complete a collegesearch based oninterests/abilities througNaviance

• How to find programs based oninterest

• College admissionsrequirements

• Process for letters ofrecommendations

• How to complete a collegeapplication

• Financial Aid/Scholarships

• Complete a college search on Naviance and create a list of potential schools (Identify 4 schools that meet your criteria)

• Research admission requirements and deadlines • Register for appropriate standardized tests • Complete a college application • Ask teachers for letters of recommendation and complete required

process • Visit potential post-secondary options • Leave high school with a well developed plan • Complete and submit FAFSA • Access and complete /submit scholarships • Synthesize information, finalize, develop and execute a well articulated

post secondary plan.

Assessments: Performance

TeacherResources:

Naviance, Powerpoint, Common Application, College Board, FAFSA


Content Area School Counseling Grade Level: 6-8 School Counseling Curriculum Grades 6-8 R14 The Seven Cs of Learning

Collaboration




Unit Titles Length of Unit ● Mindset and Goals • Ongoing/Start of School - Fall

● Values and Relationships • Ongoing/Fall - Winter

● Thoughts, Emotions and Decisions • Ongoing/Winter - Spring

● Conflicts • Ongoing/Spring

● Career Exploration (See Addendum) • Ongoing/Spring - End of Year



Academic

• Students will demonstrate what is needed to be successful in school • Students will demonstrate understanding of the academic preparation needed to choose from a wide range of postsecondary choices

• Students will demonstrate an understanding of the influence of academics to life roles

Career • Students will demonstrate the skills to make career choices in relation to knowledge of self and knowledge ofthe world of work

• Students will demonstrate strategies to achieve future career success and satisfaction • Students will demonstrate knowledge of the factors involved in making career decisions

Personal/Social • Students will analyze the attitudes and beliefs that influence behavior • Students will demonstrate the ability to apply decision-making skills to goal setting and attainment • Students will use their knowledge of survival and safety skills to ensure personal and physical well-being

Mindset and Behavior

• Students explore their psycho-social attitudes or beliefs about themselves in relation to academic work • Students will develop learning strategies including processes and tactics they employ to aid in thecognitive work of thinking, remembering or learning

• Students will develop self-management skills with a continued focus on a goal despite obstacles (grit orpersistence) and avoidance of distractions or temptations to prioritize higher pursuits over lower pleasures (delayed gratification, self discipline, self-control)

• Students will develop social skills to include acceptable behaviors that improve social interactions, such as those between peers or between students and adults


Unit Title Mindset and Goals Length of Unit Fall/Ongoing



• The expectations of the school and how to develop theskills needed to be academically successful

• The foundations for acquisition of skills, attitudes andknowledge that enables the learner to make a successfultransition from school to the world of work and from job to job across the lifespan.

• The process of decision making to identify and implementgoals that sustain positive attitudes and behaviors durintheir schooling and throughout their lifetime.

• demonstrate the ability to perform successfully inschool and in the broader community.

• apply strategies to achieve future career success andsatisfaction.

• demonstrate the ability to make decisions, set goalsand to take necessary action to achieve the goals.

Assessments: Formative Assessment, Student Survey, Interview

TeacherResources:

7 Highly Effective Habits of Teens (Covey, 1998), Th Restorative Practices Handbook for TeachersDisciplinarians & Administrators (T.Wachtel, J.Wachtel, & Costello, 2009), Restorative Circles in Schools:Building Community and Enhancing Learning (Costello, J. Wachtel & T.Wachtel, 2009), ConnecticutComprehensive School Counseling Program Guide-2008, Second Steps Program


Unit Title Values and Relationships Length of Unit Ongoing Fall/ Winter


• What is the relationship of academics to the world of work and to life at home and in the community? • What is needed to understand self and respect self and others?

Unit Standards Academic Content Standard 3: Academics to Life Success Personal/Social Content Standard 7: Respect Self and Others Category 1: Mindset Standards

Concepts and Strands

• Successful transitioning through life stages• making connections between educational performance and career options, • developing positive relationships,• respect for others and effective communication

Key Vocabulary Personal mission statement, Destiny, Ethics, Online values, Integrity, Peer influence


Unit Title Values and Relationships Length of Unit Ongoing Fall/Winter



• The relationship of academic achievement to success in theworkplace, the community and in their personal and social lives.

• The factors that influence attitudes an behaviors in developininterpersonal skills.

• The psycho-social attitudes or beliefs students have about themselves in relation to academic work.

• analyze the influence of academics to their many liferoles.

• acquire the attitudes, knowledge and interpersonalskills to help them understand and respect self and others.

Assessments: Formative Assessment, Student Survey, Interview

TeacherResources:

7 Highly Effective Habits of Teens (Covey, 1998), The Restorative Practices Handbook for TeachersDisciplinarians & Administrators (T.Wachtel, J.Wachtel, & Costello, 2009), Restorative Circles in Schools:Building Community and Enhancing Learning (Costello, J. Wachtel & T.Wachtel, 2009), ConnecticutComprehensive School Counseling Program Guide-2008, Second Steps Program


Unit Title Thoughts, Emotions, and Decisions Length of Unit January to February

Inquiry Questions • What kind of academic preparation is essential to choose from a wide range of substantial postsecondary(Engaging & options, including college?Debatable) • What is the relationship between personal qualities, education and training and the world of work?

• What are the necessary steps for decision making and goal attainment? • What are the behaviors commonly associated with being a successful student?

Unit Standards Academic Content Standard 2: School Success, Career Content Standard 6: Relationship between School and Work Personal/Social Standard 8: Goal Setting and Attainment, Category 2: Behavior Standards

Concepts and Concepts include, but are not limited to: Strands • positive behavior and motivation, and

• responsibility for school success, • self-understanding and development, • educational planning and choices and consequences,• goal setting,• criteria for decision making, and • understanding the outside influences on setting priorities.

Key Vocabulary Risks (+/-), benefits, consequences (+/-), goals (short & long-term), resources, stereotypes, discrimination, engagement, effort, visible, planner, role, urgent


Unit Title Thoughts, Emotions and Decisions Length of Unit January toFebruary



• The importance of academic preparation from elementary to hig school on the postsecondary decision-making process.

• Ways to apply knowledge and skills to career selection. • To use the process of decision making to identify and

implement goals that sustain positive attitudes and behaviorsduring their schooling and throughout their lifetime.

• How to identify behaviors commonly associated with being a successful student.

• Processes and tactics students employ to aid in the cognitivework of thinking, remembering, and learning.

• prepare themselves academically to choosefrom a range of choices following graduation.

• demonstrate knowledge of the factors involved in career decision making.

• demonstrate the ability to make decisions, setgoals, and to take necessary action to achievethe goals.

Assessments: Attendance data, Behavior Data, Observation of students, Teacher reports, Parent reports, academic progress

TeacherResources:



Unit Title Conflict Length of Unit Ongoing/Spring


• What are safety and survival skills for students? • What are acceptable behaviors that improve social interactions, such as those between peers

or between students and adults?

Unit Standards Personal/Social Standard 9: Survival and Safety Skills Category 2: Behavior Standards


• The influence of peer pressure,• Communication and conflict • Resolution skills, and• Anger management.

Key Vocabulary Grit, Persistence, Delayed Gratification, Self-discipline, Self-control, Locus of Control, ParadigmShift, Pretend listening, Selective listening, Word listening, Self-centered listening, Genuinelistening, Diversity, Synergy, Valuing diversity


Unit Title Conflict Length of Unit Ongoing/Spring



• How to successfully and safely negotiate their way throughschool and into an increasingly complex and diverse world.

• Continued focus on a goal despite obstacles and avoidanceof distractions or temptations to prioritize higher pursuitsover lowe pleasures.

• Acceptable behaviors that improve social interactions, such as those between peers or between students and adults

• demonstrate the proper application of safetand survival skills to their personal and physicalwell-being.

• demonstrate the ability to make decisions, setgoals and to take necessary action to achieve thegoals.

Assessments: Attendance data, Behavior data, Observation of students, Teacher reports, Parent reports, academic progress

TeacherResources:



Unit Title Career Exploration Length of Unit May to June


● What skills, knowledge and attitudes are needed to be an effective learner in school and across the lifespan?

Unit Standards Academic Content Standard 2: School Success Career Content Standard 4: Investigate Careers Career Content Standard 5: Career Success Career Content Standard 6: Relationship between School and Work

A1.5-6.1 Demonstrate competence and confidence as a learner.C5.5-6.4 Classify interests and abilities as they relate to career goals.


Concepts include, but are not limited to,: • goal setting,• criteria for decision making, and • outstanding outside influence on setting priorities.

Key Vocabulary Awareness, passion, skills, abilities, interests, stereotyping (interpretation/presentation),responsibilities


Unit Title Career Exploration Length of Unit

May to June



• What skills are needed to investigate the world of work?

• What skills are needed to achieve future career success and satisfaction?

• What is the relationship between personalqualities, education and training and theworld of work?

• demonstrate the skills to make career choices in relation to knowledge of self and knowledge of the world of work.

• apply strategies to achieve future career success and satisfaction.• demonstrate knowledge of the factors involved in career decision

making.

Assessments: Multiple Intelligence Survey (6th), Learning Styles Inventory (7th), Career Key Assessment (8th),Formative Assessment - exit survey

TeacherResources:

Naviance - Copyright @ 2018, Hobsons, Inc., Multiple Intelligences in the Classroom, 4th Edition, ThomasArmstrong, Connecticut Comprehensive School Counseling Program Guide-2008, Second Steps Program


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