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2002-03
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AUGUSTA SCHOOL DISTRICT

Comprehensive School Counseling Services– Curriculum Section

K-12

November 1999

Curriculum Notations

This curriculum section of the District Guidance Plan represents that portion of the Learning Results that we believe pertains to guidance, whether it be put into effect in the classroom by the guidance counselor, teacher, or other resource persons.

This “curriculum” section of the District Counseling Services Plan has been cross-referenced with:

1. Maine’s Learning Results.

2. The National Standards for School Counseling Programs (1997) as compiled by the American School Counselors Association.

3. Creating a Shared Vision for School Counseling Programs: a Framework for Linking Guidance Curricula and Program Opportunities to Maine’s Learning Results,” (11/98), compiled by the Maine School Counselor Association.

Notations beside the first column in the document:

The “G” beside any line indicates that Guidance has the primary responsibility for ensuring that the curriculum item identified be addressed in the classroom.

A notation of “S” indicates a shared responsibility.

A “T” for teacher notation indicates that the guidance department will provide classroom support to the teacher when requested and as time permits.

Comprehensive Guidance Model

Prepared by: Nancy Perry, Guidance Consultant

Guidance Program Components:

Program Management: Management activities, which establish and enhance the total guidance program

Needs assessments

Job descriptions

Master calendar for activities

Budgets

Resources for implementing program

Program evaluation

Research

Staff development

Community education

Community relationships

Committee work

Professional growth and development

Guidance Curriculum: Structured developmental experiences presented systematically through classroom and group activities.

Parent/student orientation

Transition from school to school, etc.

Self awareness including interests, relationships, personal safety, community, conflict resolution, personal issues, goal setting, career awareness & planning, study skills

Individual Planning & Advisement: Individual activities and planned strategies to help students manage their learning and personal and career development.

Educational such as course selection

Individual appraisal and test interpretation

PET’s

Referral to individual non-school programs

Post secondary & career planning

Orientation & new student adjustment

Responsive Services: Activities or strategies to meet the immediate needs/concerns as requested by students, parents, teachers

Personal counseling – Ind. & small group re academic & social

Consultation student, parents, teachers admin.

Referral for outside counseling, medical, DHS

Schools

GUIDANCE CURRICULUM (K-2)
			LEARNING RESULTS		RESULTS CODE		SAMPLE ACTIVITIES/RESOURCES
HEALTH EDUCATION:
		HEALTH PROMOTION AND RISK REDUCTION Students will understand how to reduce their health risks through the practice of healthy behaviors. Students will be able to:		Health Ed C
T		1. Identify which school and community health helpers are needed in given situations.		B1				*List school/community health helpers.
T		2 Differentiate between safe and harmful substances found at Home and school.		C1				*Wellness activities.
CONFLICT MANAGEMENT
		Students will be provided opportunity to recognize appropriate conflict management and problem solving skills, understand that skillful communication can contribute to better health, and learn about harassment as it applies to their lives.		Career Prep A1 PK2 A3 Pk2				Resources such as: Families First Family Violence Project Officer Friendly Mediation & Resources Community members – esp. for careers Peer group programs
G		1. Applies coping strategies when feeling excited, anxious, angry, or out of control.
G		2. Demonstrates healthy ways to express needs, wants, and feelings.
G		3. Demonstrates social skills in a variety of relationships: friendship, peer, general settings.
G		4. Describes a conflict from own perspective and other’s point of view.
G		5. Identifies best self-help alternatives in conflict situation.
	LEARNING RESULTS					RESULTS CODE			SAMPLE ACTIVITIES/RESOURCES
PERSONAL SAFETY
	Students will learn about personal safety and prevention of abuse.					Health Ed C4 B1			Resources such as: Families First Family Violence Project Mediation & Resources Community members – esp. for careers Peer group programs
G	1. Identifies safe, unsafe and confusing touch.
G	2. Identifies personal boundaries, personal space, and right to privacy.
G	3. Identifies steps to take to keep themselves safe from physical or sexual abuse.
G	4. Identifies safe persons in their support network and articulates how to effectively seek assistance from them.
CAREER PREPARATION
	PREPARING FOR THE FUTURE Students will be knowledgeable about the world of work, Students will be able to:					Career Prep A
S	1. Develop effective ways to interact with others during school and after-school activities.					A1			*Role –play situations *Friendship games
T	2. Identify local career opportunities.					A3			*Collage of local jobs *Books about careers *Invite local speakers *School based jobs
S	3. Demonstrate workplace behaviors such as punctuality, flexibility, teamwork, and perseverance.					A4			*Relate classroom jobs and cooperative learning roles to workplace behaviors. *Relate attitudes and behaviors in classroom to workplace expectations. *Develop a pay scale based on workplace behaviors for the classroom.
T	4. Explore reasons why people work.					B1			*Interview family member/community people to find out why they work. *Brainstorm students’ own ideas as to why people work.
S	5. Identify personal strength and interests.					B3			*Create a “Coat of Arms” *Collage of personal interests

(3-5)
		LEARNING RESULTS		RESULTS CODE	SAMPLE ACTIVITIES/RESOURCES
HEALTH EDUCATION:
	HEALTH PROMOTION AND RISK REDUCTION Students will understand how to reduce their health risks through the practice of healthy behaviors. Students will be able to:		Health Ed A A5 Health Ed B B3 Health Ed C C1 F1
T	1. Describe ways in which a healthful school and community environment influences personal health.					*Brainstorming *Role-playing
T	2. Identify community agencies that advocate healthy individuals, families, and communities.					*Distribute information about
T	3. Compare behaviors that are safe to those that are risky or harmful (e.g. bicycle safety, handling weapons, use of medicines).					*Substance & sexual abuse prevention *Introducing decision-making
T	4. Demonstrate the ability to apply a decision-making process to health issues and problems.					*Show examples of decision making around a pertinent health issue.
CONFLICT MANAGEMENT
	Students will be provided opportunity to recognize appropriate conflict management and problem solving skills, understand that skillful communication can contribute to better health, and learn about harassment as it applies t their lives.		Career Prep A2 Health Ed. E1,2,3			Resources such as: Families First Family Violence Project Mediation & Resources Community members – esp. for careers Peer group programs
G	1. Demonstrates social skills in a variety of relationships: friendship, peer, general settings.
G	2. Describes a conflict from own perspective and other’s point of view.
G	3. Identifies best self-help alternatives in conflict situation.
G	4. Explains the difference between positive and negative responses to stress.
	LEARNING RESULTS			RESULTS CODE	SAMPLE ACTIVITIES/RESOURCES
PERSONAL SAFETY
	Students will learn about personal safety and prevention of abuse.		Health Ed C4 and B2			Resources such as: Families First Family Violence Project Mediation & Resources Community members – esp. for careers Peer group program
G	1. Identifies safe, unsafe and confusing touch.
G	2. Identifies personal boundaries, personal space, and right to privacy.
G	3. Identifies steps to take to keep themselves safe from physical or sexual abuse.
G	4. Identifies safe persons in their support network and articulates how to effectively seek assistance from them.
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. Students will be able to:		Career Prep A
S	1. Demonstrate how positive and negative attitudes affect ones ability to work with others.		A1			*Labeling activity to address positive and negative work attitudes *Discuss the relevance of work attitudes to the workplace
S	2. Use communication and listening skills that result in successful interactions with others.		A2			*Practice paraphrasing in role-playing situations *Practice nonverbal communications skills
T	3. Explain the value of work to the individual and to society in general.		A4			*Develop a classroom and decide student work roles and their values *Lesson on the value of work to society
S	4. Demonstrate awareness of their own interests, aptitudes, and abilities.		A5			*Create a “Coat of Arms” *Develop a list of “20 things I’d like to Do or I Do Well”
T	5. Use a variety of resources to learn about a personally interesting career topic.		B1			*Use the internet, library resources, people resources, and magazines to research a career area. Write to a local industry regarding information about careers *Develop a list of URLs where information can be found on careers
	LEARNING RESULTS		RESULTS CODE			SAMPLE ACTIVITIES/RESOURCES
T	6. Identify academic knowledge and skills required in specific areas		Career Prep C C-3			*Invite speakers like a city planner and engineer to talk about technology, important theories in their work, and how their careers relate to academics *Multiple Intelligence’s Career Exercise *Choose and implement a “Technology Theme for the Month”
S	7. Exhibit, during the school day, the personal qualities that lead to responsible behavior		D1			*Brainstorm ad role-play personal qualities leading to responsible behavior *Give “responsibility behavior” cards to other students exhibiting those behaviors *Cooperative Learning exercise
T	8. Develop time management strategies for school and after-school activities.		D2			*Develop a time management schedule and keep a schedule for a week

(6-8)
						LEARNING RESULTS		RESULTS CODE	SAMPLE ACTIVITIES/RESOURCES
HEALTH EDUCATION:
				A. PROMOTION OF HEALTH INFORMATION SERVICES, AND PRODUCTS Students will know how to acquire valid information about health issues, services, and products. Students will be able to:				Health Ed A,B,C A A2 A3 B B2 C5 C6	School counselors support health curriculum as team teachers or guest speakers, resource people
T				1. Describe relationships among physical, mental, emotional and social health.					Grade 8 ADAPT
G				2. Analyze effects of risky behaviors on personal health i.e. Sex, drugs, nutrition					Grade 8 ADAPT
S.				3. Identify resources from home, school, and community that provide valid health information and services					School Nurse, Chemical Health Coordinator *Uses school counselor as a resource *Information resources in guidance office
S				4. Demonstrate ways to avoid or change situations that threaten personal safety.
									*Learn healthy responses to crises *Refusal skills training DARE Grade 5/6
S				5. Distinguish between healthy and unhealthy stress management techniques					*Discuss and role-play stress management techniques *Leisure activities
				B. COMMUNICATION SKILLS Students will understand that skillful communication can contribute to a higher quality of life. Students will be able to:				Health Ed E
G				1. Demonstrate effective verbal and non-verbal communication skills to build and maintain a healthy lifestyle (e.g., positive peer pressure)				E1	*Communication skills training *Peer helpers *Peer mediators
G				2. Demonstrate refusal and negotiation skills which can enhance health by enabling them to deal with negative peer pressure				E2	*Refusal skills *Negotiation skills
G				3. Demonstrate conflict resolution strategies.				E3	*Resolve conflicts peacefully *Role-play
						LEARNING RESULTS		RESULTS CODE	SAMPLE ACTIVITIES/RESOURCES
S				4. Describe how school, family, and peers influence the health of adolescents.				D4	*Discuss/role-play influences on adolescent health
				A. DECISION MAKING AND GOAL SETTING Students will learn how to set personal goals and make decisions that lead to better health. Students will be able to:				Health Ed F
T				1. Demonstrate individual and collaborative decision-making processes to resolve health problems.				F1	*Participate in cooperative learning activities.
T				2. Explain how decisions regarding health behaviors have consequences for them and others				F3	*Discuss consequences of healthy behavior
T				3. Describe how personal health goals are influenced by changing information, abilities, priorities, and responsibilities.				F4	*Setting and meeting personal health goals
T				4. Develop a plan to attain personal health goals by employing personal strengths and addressing needs and health risks.				F5	*Develop a personal aspirations plan
CONFLICT MANAGEMENT 6-8
S				1. Recognizes that the problem – solving processes are applicable to all types of conflicts.			Health Ed. E2, E3, E20 Career Prep A2; A4		Resources such as: Families First Family Violence Project DARE Mediation & Resources Community members – esp. for careers Peer group programs Civil Rights Team Health Reach Agency
S				2. Identifies conflicts appropriately and selects resolution strategies in various settings (school, home, neighborhood, etc.)
CAREER PREPARATION
				A. 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. Students will be able to:			Career Prep A,B,C
						LEARNING RESULTS		RESULTS CODE	SAMPLE ACTIVITIES/RESOURCES
CAREER PREPARATION
S				1. Determine effective workplace behaviors and skills.			Career Prep A1		*Using classified ads, determine desirable workplace skills *Invite business professionals to talk about desired work behaviors *Cooperative Learning activities
S				2. Use teamwork strategies and apply communication and negotiation skills to decision making			A2		*Make a classroom decision based on consensus *Group projects *Project Adventure activities
S				3. Demonstrate an understanding of the relationship between personal interests, skills, and abilities when researching careers.			A4		*Select and research a career, determining needed interests, skills, and abilities
T				4. Develop a personal portfolio that contains critical personal, educational, and career information.			B1		*Develop one’s own family tree of careers/career interests. *Write a letter to oneself that will be opened at a later date re one’s future education, work and personal goals *Use Career Portfolio, (e.g., Get a Life)
T				5. Compare education required for different occupations.			B2		*Use the Occupational Outlook Handbook *Visit a job fair **se “Computerized career system, (e.g., Choices, Jobs)
T		6. Use academic knowledge and skills to solve career-related problems.					C-3		Develop a budget for an imaginary workplace *Discuss potential work problems ad how they could be addressed with academic knowledge ad skills. *Play the “Real Game”
		B. BALANCING RESPONSIBILITIES Students will acquire and apply skills/concepts required to balance personal, family, community, and work responsibilities. Students will be able to:					Career Prep D
T		1. Understand outside influences and their effect on personal choices.					D1		*Compare and contrast two noted figures in history and how their lives were affected by the economy, history, and environment
T		2. Demonstrate an understanding of budgeting and the use of financial tools and services.					D3		*Compare “10 Years from Now” and discuss the “Real Game”
						LEARNING RESULTS		RESULTS CODE	SAMPLE ACTIVITIES/RESOURCES
CAREER PREPARATION
T		3. Develop strategies to balance multiple responsibilities and conflicting priorities.					D4		*Discuss balancing time and responsibilities
S		4. Assume personal responsibility, during their time in school.					D5		*Use peer helpers to model responsibility for younger students
Secondary
					LEARNING RESULTS			RESULTS CODE	SAMPLE ACTIVITIES/RESOURCES
HEALTH EDUCATION:
			B. PROMOTION OF HEALTH INFORMATION SERVICES, AND PRODUCTS Students will know how to acquire valid information about health issues, services, and products. Students will be able to:					Health Ed B & C	This section could be addressed in a variety of ways: individual counseling; a large group initiative, such as drug awareness; as a collaborative effort with the health instruction; or at a PET or SAT
S			1. Analyze relationships between personal health practices and individual well being.						Use a log – Diet, sleep, exercise
S			2. Provide evidence to support the validity of health information, products, and services.					B1	School Nurse, Chemical Health Coordinator *Uses school counselor as a resource *Information resources in guidance office
T			3. Demonstrate knowledge school and community health services and proper means of access.					B3	*Chemical health coor. Talk of services offered in and out of classes *Teen Talk, Project Hope Newsletter
S			4. Demonstrate strategies to avoid, change and report unsafe circumstances					C2	(Same as above)
T			5. Design, implement and evaluate a plan of stress management					C3
			C. DECISION MAKING AND GOAL SETTING Students will learn how to set personal goals and make decisions that lead to better health. Students will be able to:					F
G			1. Demonstrate various decision-making strategies than can be used to address behaviors, which lead to trouble.					F1	*Share personal decision making models *ADAPT – Chemical Health Professionals *”Teen Talk” CTV
S			2. Appreciate the need for input from peers, family, and professionals when making significant health decisions.					F2	*Role-play a family meeting regarding a family member’s illness. *Discuss peer pressure that relates to groups decisions
S			3. Implement a plan and evaluate progress in attaining personal health goals.					F4	*Develop a health plan
T			4. Formulate an effective long-range personal health plan					F5	Develop an individual counseling plan to stop an unhealthy (e.g., smoking, nail biting)
					LEARNING RESULTS			RESULTS CODE	SAMPLE ACTIVITIES/RESOURCES
CAREER PREPARATION
			C. 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. Students will be able to:				Career Prep A
T			1. Demonstrate the leadership and membership skills necessary to succeed as a member of a team.				A1		*Discuss qualities and personal roles of students in athletics, student government and extra curricular activities. *Research and make a list of potential community activities of a local business person *Develop group “norms” for support group
G			2. Analyze skills and abilities required in a variety of career options and relate them to their own skills and abilities.				A2		*Do a job analysis *Use the “CHOICES” computer program
G			3. Demonstrate an understanding of the relationship between the changing nature of work and the need for continued education and training.				A3		*Interview a professional to explore how educational requirements have changed *Use the internet to investigate labor market information *Research project on the job trends
			D. 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. Students will be able to:				Career Prep B
G			1. Use a career planning process that includes self-assessment, personal development, and a career portfolio as a way to gain initial entry into the workplace.				B1		*Take career assessments (e.g., SDS, ASVAB, DAT.) *Create a Career portfolio, (e.g., Get a Life) *Outline differences between interests and aptitudes and the impact they have on career choice
S			2. Demonstrate job seeking skills				B2		*Discuss the process of getting work permits/certificates of age *Role-play a job interview *Develop a resume
	LEARNING RESULTS						RESULTS CODE		SAMPLE ACTIVITIES/RESOURCES
CAREER PREPARATION
S			3. Identify transferable skills that can be gained through various work experiences.				B3		*Critique SCANS report *Develop a web to indicate how skills are transferable to jobs. *Review resume and assess what’s needed for future training
			E. INTEGRATED AND APPLIED LEARNING Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Students will be able to:				Career Prep C
G			1. Appreciate the value of applied learning opportunities offered in the high school and technical center.				C-3		*Develop or use a board game incorporating the integration of work and personal life *Develop a family budget based on annual income from your ideal job.
			F. BALANCING RESPONSIBILITIES Students will acquire and apply skills/concepts required to balance personal, family, community, and work responsibilities. Students will be able to:				Career Prep D
S			1. Illustrate how resources and support systems, available within a community, assist individuals in their work and home lives.				D1		*Identify community support services *Integrate ideas in personal portfolio
S			2. Use life skills such as time management and stress management to balance multiple responsibilities.				D2		*Explore developmental psychology according to own life changes
S			3. Demonstrate an understanding of the importance of community involvement to family and community life.				D3		*Participate in community service
T			4. Demonstrate an ability to manage personal resources				D4		*Participate in presentation by Bureau of Banking *Create personnel budget based on income from part-time job

Last Update: September 24, 2002