Presented by: K – 12 School Counselors February 9, 2010

1. Comprehensive School Counseling Curriculum Presented by: K – 12 School Counselors February 9, 2010

2. The Curriculum Team • Adam Coppola: Counseling Intern H-KMS • Jim Downey: Educational Consultant • Peter Ettlinger: Counselor H-KHS • Alan Fortin: Counselor H-KMS • Maryann Grimaldi: Counselor H-KHS • Joan Hill: Counselor H-KMS • Larry Leone: Counselor H-KHS • Stacey Mahoney: Counselor Elementary Schools • Kaitlin Sullivan-Freimuth: Counselor H-KHS • Kerry Smith: Social Worker H-KHS/MS • Tracy Whaples: Director of Pupil Services • Liz Young: Counselor H-KMS

3. Curriculum Background • The Connecticut Comprehensive School Counseling Program (CCSCP) is based on competencies set forth by American School Counselor Association’s national standards. • The 2008 CCSCP is a product of collaboration among the Connecticut State Department of Education, the Connecticut School Counseling Association and the Connecticut State Department of Education and Supervision. • The aim is to support and enhance student achievement and success, contributing to better outcomes for all students.

4. The Nine Content Standards:(and related domains) • Skills for Learning (Academic) • School Success (Academic) • Academics to Life Success (Academic) • Investigate Careers (Career) • Career Success (Career) • Relationship between School and Work (Career) • Respect for Self and Others (Personal/Social) • Goal Setting and Attainment (Personal/Social) • Survival and Safety Skills (Personal/Social)

5. Region 17 K-12 Comprehensive School Counseling Curriculum • Over the past several school years the school counseling staff worked collaboratively (as a K-12 entity) and individually (at school levels) on scheduled professional development days. • The district approved Understanding By Design (UBD) model served as the structure of the curriculum.

6. Personal/Social Standard Content Standards/Performance Goals: • Standard 7- Respect Self and Others • Standard 8- Goal Setting and Attainment • Standard 9- Survival and Safety Enduring Understandings: • Learners will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. Concepts include, but are not limited to, developing positive relationships, respect for others and effective communication. • Learners will demonstrate the ability to make decisions, set goals, and to take necessary action to achieve the goals. Concepts include, bit are not limited to, goal setting, criteria for decision making, and understanding outside influences on setting priorities. • Learners will demonstrate the proper application of safety and survival skills to their personal and physical well-being. Concepts include, but are not limited to, the influence of peer pressure, communication and conflict resolution skills, and anger management Essential Questions: • What is needed to understand self and respect self and others? • What are the necessary steps for decision making and goal attainment? • What are safety and survival skills for students?

7. Students will… Know what skills are needed to be cooperative with others Strategies that will help them keep control and recognize when they need to use them Identify how others may feel as a result of how they are treated Know problem solving steps and understand why they are helpful Connect ones behavior to the outcome Know how to initiate conversation, express feelings to others and listen well Identify steps in making a decision and predict the possible outcomes Recognize one of their goals and think about how they can reach it Students will be able to . . . . Demonstrate skills for getting along with others 7.3-4.1 Understand the need for self control and how to practice it 7.3-4.4 Demonstrate an understanding of the impact that actions and words have on others 7.3-4.5 Discuss ways to solve problems with friends.7.3-4.6 Understand the difference between assertive and aggressive behavior 7.3-4.7 Explore communication and the role it plays in getting along with others 7.3-4.8 Demonstrate an understanding of the decision making process 8.3-4.2 Understand the importance of goal setting and follow through 8.3-4.4 Elementary Curriculum: Personal/Social Standard (G.4)

8. Students will: ( continued…) Understand what prioritizing means Recognize that their decisions not only affect themselves but others Know what time management means and why you need it Know what peer pressure is and identify times they may have felt peer pressure Understand what stress is and what their stressors are Identify when they are feeling stressed and know how to use strategies to help them calm down Know how to communicate to others how they are feeling and what they need Understand certain actions help people work well together while other actions make it difficult Understand that people may see things differently than them Identify their own feelings and be able to express their feelings to others Students will be able to: ( continued) Describe the importance of priorities in the goal setting process 8.3-4.5 Demonstrate how decisions affect themselves and others around them 8.3-4.7 Discuss how effective use of time influences success in school 8.3-4.8 Describe the influence of peer pressure on the choices they make 9.3-4.1 Identify and describe causes of stress and conflicts 9.3-4.3 Demonstrate ways of handling stress and conflicts 9.3-4.4 Demonstrate the ability to assert boundaries, rights and personal privacy 9.3-4.5 Identify behaviors that help and hinder group cooperation 9.3-4.6 Demonstrate respect for alternative points of view 9.3-4.7 Interpret their feelings to others 9.3-4.8 Elementary Curriculum: Personal/Social Standard (Gr.4)

9. Elementary Curriculum: Personal/Social Standard (Gr.4) Performance Tasks/Product(s): • Completed Web of Support Web • Demonstrate coping skills/ problem solving strategies through role play • Individual personality test and completed questionnaire • Recipe for a good friend index card • Group poster about excitement/fears about going to the middle school • Group performance of a human machine • The Caring Being Poster made by the class Key Evaluation Criteria/Rubric Titles: • Teacher Assessment pre/post • Discipline referrals • CMT’s • Report Card Standards

10. Elementary Curriculum: Personal/Social Standard (Gr.4) Other Evidence: • Parent Contact/Feedback • Teacher Evaluations/Reports • Team meetings • PPT meetings • Parent Conferences • Teacher Narratives • Informal Observation Student Self Assessment: • Self Reporting and referral • Journaling and self reflection

11. Elementary Curriculum: Personal/Social Standard (Gr.4) Key Learning Activities: Tier 1- Universal • Lunch Bunch and Snack Bunch ( reinforcing socialization groups) • Recess Groups ( cooperation groups) • Whole Classroom Lessons: • “Creating a positive classroom environment” The caring being activity. Connected and Respected K-2 • Stress Monster- tips from the stress monster. • Role Plays to reinforce coping strategies and problem solving skills • “A way to understand yourself and others” I- sight personality inventory. Dimensions of Behavior • “The popular crowd, A lesson about friendship and peer pressure” More Lively Lessons from Classroom Sessions, 2004. • “Web of Support” Puzzle Pieces, Classroom Guidance Connection. • Discussion and poster about “Going to the Middle School” • “Human Machines”- cooperating together • General classroom curriculum given by classroom teacher

12. Elementary Curriculum: Personal/Social Standard (Gr.4) Tier 2- Supplemental/Targeted • Coping/Anxiety Groups • Social Skill reinforcement groups • Friendship Groups • Divorce/Separation Groups • Making Choices • Anger Management Tier 3- Intensive • Individual Counseling • Mentoring • Counselor/Parent meeting • Consultation with outside agencies • Youth and Family services ( referrals, consultations, collaboration)

13. Elementary Curriculum: Personal/Social Standard (Gr.2-3) Tier 1- Universal- Whole Classroom Grade 3 • “An apple a day… who I am” • Torn Heart (Don’t Laugh at Me) • “Left out” Game - An odd Dot • Attractor/Repellor Bingo • English Roses (by Madonna) • Cat &Dogs (Importance of Tolerance) • Problem solving/coping skills role plays • Stress/Coping story and group brainstorms • General classroom curriculum given by classroom teacher Tier 1 – Universal – Whole classroom Grade 2 • “Torn Heart” by Don’t Laugh at Me curriculum • Friendship Chain • Secret Sunshine/Snowflakes- ( compliments) • “I messages”- self advocacy with problem solving role playing • Volcano demonstration with “tools to calm down” • “You Bug Me” video • General classroom curriculum given by classroom teacher

14. Elementary Curriculum: Personal/Social Standard (K-Gr.1) Tier 1- Universal- Whole Classroom Grade 1 • Double Dip Feelings Book • “Bug Feelings”- ( feelings that bug us and how they affect us) • Volcano of bug Feelings- introduce strategies for anger management • “I am Different” book and picture describing a difference • Role plays for problem solving ( A.S.K.) • Tattle Tongue Book- tattling versus telling • “The worst best friend” book and discussion • General classroom curriculum given by classroom teacher Tier 1- Universal- Whole Classroom Kindergarten • “Personal Space Camp” and activity- book Julia Cook • “It’s Okay to Feel….” ( book) • “Tattle Tongue”- book by Julia Cook • Calming Down Strong Feelings- Applying the ways to calm down to manage strong • feelings( Second Step Program) • We Feel Feelings in Our Bodies – Using physical Cues to identify our own bodies • ( Second Step Program) • Same or Different- Understand that others can have different feelings about the same situation ( Second Step Program) • Dealing With Name Calling- using problem solving to deal with name calling ( Second Step) • “Bernstein Bear- Trouble with Making Friends” book and activity of “I’m a good friend because…” • General classroom curriculum given by classroom teacher

15. Students will… How to communicate in appropriate ways. How and when to share their feelings. How to listen. How to get along with others. How to resolve differences with friends. Their values and belief system. How to keep confidences and when to report concerns to an adult. Where to go in the school and home setting when they have a problem. The difference between bullying and teasing and how to respond. Students will be able to . . . Summarize positive ways to respond to negative comments. Express feelings in a socially acceptable manner. Demonstrate effective listening skills. Learn the conflict resolution process. Identify values, attitudes and beliefs. Recognize boundaries and privacy rights. Develop effective coping skills for dealing with problems. Analyze ability to use the decision making process. Evaluate some personal decisions they have made. Demonstrate effective communication. Identify school and community resources for assistance with personal concerns. Describe harassment and how it is addressed in school settings. of goal setting and follow through 8.3-4.4 Middle School Curriculum: Personal/Social Standard (Gr.5)

16. Middle School Curriculum: Personal/Social Standard (Gr. 5) Performance Tasks/Product(s): • Life Skills (Questions about Puberty Movie) • Life Skills (Goal Sheets) • Yoga postures • Video clips of bullying • Scavenger hunt during orientation • Opening their lockers • Getting to know peers activity Key Evaluation Criteria/Rubric Titles: • Report Card • Progress Reports

17. Middle School Curriculum: Personal/Social Standard (Gr.5) Other Evidence: • Parent contact/conferences • Teacher Evaluations • Team Meetings/Case Review • Planning and Placement Team Meetings and 504 Meetings • Student Observation • Cumulative File • Discipline Referrals • Consultation with outside professionals (therapists, DCF, etc.) Student Self Assessment: • Student questionnaire about camp experience • Student questionnaire about bullying presentation • Self assessment of areas of tension prior to yoga practice • Student questionnaire about acceptance of students with disabilities

18. Middle School Curriculum: Personal/Social Standard (Gr.5) Key Learning Activities: Tier 1- Universal • Step-Up Camp in August for transition activities prior to start of school (camp) • Fifth grade orientation on first day of school (classroom activities) • Small group sessions with transition counselor (pull out to guidance office) • Yoga lesson during physical education class for stress reduction (classroom lesson) • CMT Test Taking Skills and Stress Reduction (classroom lesson) • Bullying presentation with school administrator (team assembly) • Puberty movie during Life Skills classes (classroom lesson) • Goal setting activity during Life Skills classes (classroom lesson) • Verbal and nonverbal communication activity during Life Skills classes (classroom lesson) • Safety and Emergency Preparedness Presentation on Safety Day (school assembly) • Acceptance of disabilities presentation by school psychologist (classroom lesson) • Cyber Bullying activities in Library Media and Life Skills classes (classroom lesson) Tier 2- Supplemental/Targeted • Lunch Bunch guidance groups • Coping/Anxiety Groups Tier 3- Intensive • Individual Counseling • Mentoring

19. Middle School Curriculum: Personal/Social (Gr.6) Students will… Know their academic strengths, weaknesses, interests, attitudes, beliefs. Students will be able to… Assess their academic strengths and weaknesses, interests and aptitudes Identify their values, attitudes, and beliefs Create five personal and academic goals based on their strengths, weaknesses, interests and aptitudes. Develop a plan for accomplishing their personal and academic goals in the next five years.

20. Middle School Curriculum: Personal/Social (Gr.6) Performance Tasks/Products: Learning Style inventory Heart Map Published personal and academic goals and plan for achieving them Key Evaluation Criteria/Rubric Titles: Student has identified strengths, weaknesses, interests and aptitudes through learning inventory Heart map shows beliefs, values, and interests of student Goals and plan are achievable.

21. Middle School Curriculum: Personal/Social (Gr.6) Other Evidence: Teacher evaluations and reports Parent conferences 504 meetings Parent conferences Student Self Assessment: Learning Style Inventory Heart Map

22. Middle School Curriculum: Personal/Social (Gr.6) Key Learning Activities: Tier 1- Universal Administer learning style inventory. Review results with students. Informally poll students regarding their favorite/least favorite subject, type of learning activity. Ask students how knowing their learning style might help them be more successful in school and in life. Provide students with an empty heart. Have them fill in their heart with words or images representing those things they care about. Provide guiding questions, if needed. Have students visualize who they will be, what they will care about in five years (as juniors in high school). Have students list what they will need to do to be successful as a junior in high school given their unique strengths, weaknesses, interests and talents. Tier 2- Supplemental/Targeted Conferences with team to set goals/revise plan for accomplishing them Tier 3- Intensive Mentoring Individual counseling

23. Middle School Curriculum: Academic Standard (Gr. 7) Content Standards/Performance Goals: • Standard 1- Skills for Learning • Standard 2 – School Success • Standard 3 – Academics to Life Success Enduring Understandings: • Learners will demonstrate the ability to perform successfully in school, and in the broader community. Concepts include, but are not limited to, positive behavior and motivation, and responsibility for school success. • Learners will prepare themselves academically to choose from a range of choices following graduation. Concepts include, but are not limited to, self-understanding and development, educational planning and choices, and consequences. • Learners will analyze the influence of academics to their many life roles. Concepts include, but are not limited to, successful transitioning through life stages, and making connections between educational performance, and career options. Essential Questions: • What skills, knowledge and attitudes are needed to be an effective learner in school and across the life span? • What kind of academic preparation is essential to choose from a wide range of substantial postsecondary options, including college? • What is the relationship of academics to the world of work and to life at home and in the community?

24. Students will … Know how to utilize organizational and study skills needed for middle school success. Know how to manage their time successfully. Learn the affect that effort has on school success. Know whom to seek for help when needed. Recognize stressors that may need to be addressed with the assistance of an adult. Learn the skills to work cooperatively with a group. Learn study skills. Listen effectively in the classroom setting. Allocate realistic and appropriate amounts of time to completing homework. Understand the importance of present school success to future educational choices. Recognize the affect education has on our future work and life decisions. Identify their interests, aptitudes and abilities. Identify short- and long-term goals. Identify personal interests. Be given the opportunity to join groups and participate in activities that are relevant to their future interests. Understand how skills used in school correlate to skills required for jobs on the community. Identify the skills needed in variety of jobs. Understand how cooperation affects working with others. Students will be able to… Implement effective organizational study and test-taking skills. Use time management skills in addressing school responsibilities Demonstrate how effort and persistence positively affect learning Use communication skills to know when and how to ask for help when needed. Identify situations when they need to ask for the help of an adult. Demonstrate the ability to work cooperatively in a group. List behaviors that lead to successful learning in school. Demonstrate effective listening skills in the learning environment. Develop a plan for completing homework assignments. Analyze the relationship between academic performance and future educational choices. Identify how decisions about education and work relate to other major life decisions. Describe their interests, aptitudes and abilities. Explore short- and long-term goal setting and attainment plan. Explore education and work options in relation to interests and values. Elect to participate in school and community activities that match goals and future interests. Identify skills used in school to skills required for jobs in the community. Describe skills needed in a variety of jobs. Demonstrate cooperation Middle School Curriculum: Academic Standard (Gr.7)

25. Middle School Curriculum: Academic Standard (Gr.7) Performance Tasks/Products: Students will complete individual goal planning sheets with guidance counselor. Key Evaluation Criteria/Rubric Titles: Progress Reports Report Cards Classroll.com Standardized Test (CMT’s)

26. Middle School Curriculum: Academic Standard (Gr.7) Other Evidence: • Parent Contact/Feedback • Teacher Evaluations & Reports • Classroll.com • 504 Meetings • PPT Meetings • Parent Conferences • Collaboration with outside Professionals (Tutors, Therapists, DCF, etc.) • Review Cumulative Files and History from elementary schools. Student Self Assessment: • Self-reporting & Self-referral • Student Conferences • Classroll.com • Informal and Formal meetings with teachers/counselors

27. Middle School Curriculum: Academic Standard (Gr.7) Key Learning Activities: Tier 1- Universal • Individual Course Scheduling Meetings • Individual Goal Setting Meeting for CMT planning Tier 2- Supplemental/Targeted • Discussion about healthy and unhealthy ways of coping with stress • Individual counseling sessions • SAT, 504, PPT’s • Small Group Tutoring Sessions • At Risk Girls Group • At Risk Boys Group • Social Skills Group • Collaborate with teachers Tier 3- Intensive • Mentoring • Individual Counseling Sessions • One-on-One Tutoring provided by peers or professional • Collaborate with outside practitioners • SAT, 504, PPT’s • Parent Conferences • Collaborate with Teachers

28. Middle School Curriculum Career Standard (Gr. 8) Content Standards/Performance Goals: • Standard 4 - Investigate Careers • Standard 5 - Career Success • Standard 6 - Relationship Between School and Work Enduring Understandings: • Learners will demonstrate the skills to make career choices in relation to knowledge of self and knowledge of the world of work. Concepts include, but are not limited to, career readiness, locating and evaluating career resources, and understanding the global workplace. • Learners will apply strategies to achieve future career success and satisfaction. Concepts include, but are not limited to, career preparation, assessment of skills and personal qualities, and development of an interest-driven success plan. • Learners will demonstrate knowledge of the factors involved in career decision making. Concepts include, but are not limited to, student responsibilities, educational planning, self-assessment and career pathways. Essential Questions: • 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 personal qualities, education and training and the world of work?

29. Students will … Evaluate their own strengths, weaknesses and interests as they relate to careers. Understand the skills needed for specific careers. Understand how their own abilities, skills and interests affect their career choices. Understand the affect that education has on career choices Know which high school courses to select to meet their post secondary and career goals. Students will be able to… Take a career interest inventory Demonstrate knowledge of how careers/jobs are classified Research a number of career options based on a career-interest survey Study post secondary education requirements of a selected number of career fields Demonstrate the relationship between career interests, high school course selection and post secondary education options. Explore high school opportunities for future career success. Identify personal skills, interests and abilities and relate them to career choices. Choose secondary courses that support their interests, abilities and future goals for education, training or work. Demonstrate awareness of the education and training needed to achieve career goals. Enroll in subjects that support career aspirations Investigate educational and vocational options in relationship to interests, abilities, achievement and future goals Middle School Curriculum: Career Standard (Gr.8)

30. Middle School Curriculum: Career Standard (Gr.8) Performance Tasks/Products: High school course selection sheets Career inventory Skills inventory Interest inventory Key Evaluation Criteria/Rubric Titles: Progress Reports Report Cards Classroll.com Standardized Test (CMT’s) High school recommendation sheets Career inventory

31. Middle School Curriculum: Career Standard (Gr.8) Other Evidence: • Parent Contact/Feedback • Teacher Evaluations & Reports • Classroll.com • 504 Meetings • PPT Meeting • Parent Meeting • Collaboration with outside professionals (Tutors, Therapists, DCF, etc.) • Review Cumulative Files and History from elementary school Student Self Assessment: • Student Conferences with counselors • Classroll.com • Report Cards • Goal Setting

32. Middle School Curriculum: Career Standard (Gr.8) Key Learning Activities: Tier 1- Universal • Course selections (electives that explore interests) • Goal Setting • Interest Inventory Activity (classroom lesson) Tier 2- Supplemental/Targeted • Small Group Counseling Sessions • SAT, 504, PPTs • Small Group Tutoring Sessions • At Risk Girls Group • At Risk Boys Group • Social Skills Group • Collaborate with teachers Tier 3- Intensive • Mentoring • Individual Counseling Sessions • One-on-One Tutoring provided by peers or professional • Collaborate with outside practitioners • SAT, 504, PPTs • Parent Conferences • Collaborate with Teachers

33. Students will … Ninth Grade Be aware of the relationship between performance and opportunity. Understand the relationship between course selection and career opportunities. Review and revise their four-yearacademic program as it relates to their post secondary plan. Tenth Grade Review their transcript with their counselor and discuss how it relates to their post-secondary and career opportunities. Be administered a personality/career interest inventory in the early part of the spring in their sophomore year. Be given the opportunities to review the requirements for specific post-secondary programs. Students will be able to… Ninth Grade Apply decision making skills to goal setting. C4.9-10.2 Learn the importance of early academic planning to prepare for further education and career goals. C4.9-10.3 Develop a plan of goals and strategies to implement them. C4.9-10.4 Tenth Grade Describe personal strengths and weaknesses in relationship to postsecondary education and training requirements. C6.9- 10.2 Complete an interest inventory and analyze results. C4.9- 10.8 Identify the requirements for postsecondary education programs of interest. C6.9-10.6 High School Curriculum: Career Standard

34. Students will … Eleventh Grade Be encouraged to attend College Fair and to meet individually with college admissions counselors and potential future employers. Meet in small groups and individually with their counselor to begin the college planning process. Twelfth Grade individually meet with their counselors to review specific needs as it relates to graduation and post-secondary planning be encouraged to visit campus programs, and meet with college admission counselors, and possible employers Students will be able to… Eleventh Grade Identify requirements for postsecondary programs. C5.11-12.6 Identify skills, abilities, accomplishments and personal qualities as preparation for completing a college application and/or interview. C6.11-12.1 Twelfth Grade Assess and modify academic programming in order to support career plans. 5.11 – 12.2 Identify requirements for post-secondary programs. 5.11 – 12.5 High School Curriculum: Career Standard

35. High School Curriculum: Career Standard Performance Tasks/Products • Advisor/Advisee – Co-Curricular and Community Service • Goal Setting/Review • Transcript Review – first and second page • Four Year Plan • College Search – refining a final list of potential schools of interest • Applying to colleges, postsecondary programs, work, military • Naviance –(interest inventory, personality profile, resume, local and regional career/college search) • Making it Count- Monster.com • Other websites i.e. collegeboard.com, actstudent.org, etc • Financial Aid – FAFSA.org • Meetings with college representatives at H-KHS • College interviews and campus visits • PSAT, SAT/Subject Tests and/or ACT scores • CAPT Practice, CAPT, Alternate CAPT requirements (as needed)

36. High School Curriculum: Career Standard Key Evaluation Criteria/Rubric Titles • Resume writing update and completion • Standardized Test (PSAT, SAT Reasoning and/or Subject, ACT, CAPT) • Senior Survey (End of year) • Completion of Course and Credit graduation requirements • Completion of Community Service Graduation requirement • Transcript review of first and second page • School Counseling Rubric for Reflect and Evaluate Learning Outcome • Small group counseling • “Do What You Are” (Interest Inventory) in Naviance • Career Expo Evaluation Sheet- reflect and evaluate

37. High School Curriculum: Career Standard Other Evidence • Parent Contact/Feedback • PPT Meetings- transition meetings • Working papers issued for employment outside of school • Resume updates • Report cards • Transcript • Standardized Test (SAT Reasoning and/or Subject, ACT) • 504 Meetings • Collaboration with outside Professionals (Tutors, BRS, DCF, Professional Services, etc.) • Community Service • Classroll.com • Collaboration with Postsecondary Institutions • College Acceptances/Denials/Waitlisted • Employment outside of school • FAFSA worksheet • Teacher Letter of Recommendation

38. High School Curriculum: Career Standard Student Self Assessment • Student Conferences with Counselors • Work on Resume and Applications for Jobs and/or Post Secondary Schooling • Self-assessment of Career Interests • Report Cards • Work on Resume • “Coat of Arms” • Student Conferences with Counselors • Classroll.com • Individual Critiques by Course • Resume • Applications for Post Secondary Schools • College Essay/Personal Statement

39. High School Curriculum: Career Standard Key Learning Activities Tier 1- Universal • Junior/Senior Parent Night – Post High School Planning • Junior/Senior Planning Sheet (2 yr/ 4 yr college, vocational and technical schools) • Senior Survey- Naviance • “Do What You Are” in Naviance • Financial Aid Night • Advisor/Advisee • Homeroom Visits to Present and Disseminate Information • Parent Bulletins from Principal • Alumni Presentation- • Four-Year Planning Sheet presented with Course registration • Course selections (electives that explore interests) • “Coat of Arms” • Goal Setting • Homeroom visits to present and disseminate information • Parent Bulletin from Principal • Career Expo

40. High School Curriculum: Career Standard Key Learning Activities Tier 2- Supplemental/Targeted • College Rep visits • CAPT Academy • SAT/ACT extra help from teachers • Career/technical education testing • College Career Pathways (Successful completion of coursework) • Wesleyan High School Scholars Program • AP Courses as selected and AP exams • Selected co-curricular clubs (i.e. Journeyman Club and Robotics) • Post High School Planning (counselor specific) • CAPT Practice Exam • Project Lead The Way • Small Group Counseling Sessions • Senior Post High School Planning (Counselor specific) • SAT/ACT/PSAT/SAT II • Career Technical Education testing • College Career Pathways (successful completion of course work) • Career Explorations Course

41. High School Curriculum: Career Standard Key Learning Activities Tier 3- Intensive • Individual Counseling Sessions • Counselor, Student, Parent Post High School meeting • Standardized Test Score Choice and/or selection • Interview Practice with Counselors and/or peers • Internship Course/Program • SAT/ACT extra help from teachers and/or outside professionals • College Final Decision/Early Action/Early Decision • Transcript review of first and second page

42. Delivery of Curriculum K-12 • Professional staff responsible for delivery of curriculum: • School Counselors • School Social Workers • Student Assistance Counselor • School Psychologists • Advisors (High School) • Classroom Teachers (i.e. Health) • Outside Professional Staff (i.e. community mental health counselors) • Youth & Family Counselors

43. Delivery of Curriculum K-12 continued… • Elementary Schools – 1 full-time counselor • Counselor goes into each classroom once a month (avg. 9-10 lessons / yr) • Support from classroom teachers throughout the year • Small Groups (i.e. lunch bunch, recess group, social skills, making choices, girls friendship group, coping skills group ) • Individual student meetings with counselor throughout the year as needed. • Collaboration with teachers • Participation in Crisis Intervention and follow through • Counselor welcomes meetings with parents, teachers, administration and students • Mentor program- coordinated by counselor • Middle School – 2 full-time counselors and a .5 counselor • Individual student meetings with counselor throughout the year as needed • Small Groups (i.e. lunch bunch, coping/anxiety, at-risk boys, at-risk girls, social skills) • Counselors welcome meetings with parents, teachers, administration and students • Participation in Crisis Intervention and follow through • Collaboration with teachers (team meetings) • High School – 4 full-time counselors • Open door policy- Counselors encourage students, parents and faculty to check in with us at any time • Collaborate with academic teachers to meet with an entire grade at one time, usually divided by counselor • Small group meetings, usually by counselor, in classrooms • Individual student meetings with counselor throughout the year as needed • Counselors visit homerooms nearly everyday to facilitate communication with students (grade visits vary by season) • Collaboration with teachers (i.e. health, common prep periods by department, Special Education) • Participation in Crisis Intervention and follow through • Use of Technology- laptop carts are utilized in small groups (i.e. English classes) for interest inventory, career searches, college searches, etc. • Small Groups (i.e. social skills, study skills, at-risk girls group, at-risk boys group, senior transitions, lunch bunch) • Advisory • Opportunities are provided for students to meet with college reps at the high school, attend college fairs, attend the Middlesex Consortium Career Expo, and a Career and Training program fair

44. Moving Forward • This curriculum was completed through collaborative and independent writing during district provided professional development days and two days during the summer of 2009. • The K-12 committee will focus it’s efforts on common forms of assessment that address the social, emotional, and behavioral needs of our students. • Meetings will be held with K-12 guidance staff for ongoing reflection and evaluation of our curriculum, and the necessary revisions will be made to ensure continued student success.

45. Thank You! Are there any questions?