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.

Curriculum Notations

GUIDANCE CURRICULUM

(K-2)

LEARNING RESULTS

RESULTS

CODE

SAMPLE ACTIVITIES/RESOURCES

CONFLICT MANAGEMENT

LEARNING RESULTS

RESULTS

CODE

SAMPLE ACTIVITIES/RESOURCES

PERSONAL SAFETY

CAREER PREPARATION

PREPARING FOR THE FUTURE

(3-5)

LEARNING RESULTS

RESULTS

CODE

SAMPLE ACTIVITIES/RESOURCES

CONFLICT MANAGEMENT

LEARNING RESULTS

RESULTS

CODE

SAMPLE ACTIVITIES/RESOURCES

CAREER PREPARATION

PREPARING FOR THE FUTURE