Model Guidance and Counseling: Grade-Level Plans
Model Guidance and Counseling: Grade-Level Plans
Model Guidance and Counseling: Grade-Level Plans
Counseling
Grade-Level Plans
Preface
Guidance and counseling plans should enable counselors to improve their time
management by allocating the majority of time to implement the identified key result
areas and competencies of the Guidance and Counseling Curriculum. The guidance and
counseling curriculums focus areas and student competencies should cover four basic
program components:
Guidance and Counseling
Individual Planning
Responsive Services
System Support
The A+ Education Reform Act, adopted by the Georgia legislature, calls for school
counselors to spend five of six segments counseling and advising all students and parents.
Rule 160-4-8-.05, GUIDANCE COUNSELORS, adopted by the State Board of
Education, describes some of the functions and duties of a school counselor. Program
planning is identified as part of a counselors described job responsibility. Thus, program
planning must be an integral component of a guidance and counseling curriculum.
The grade level guidance plans are samples only. The four basic program components
mentioned above are inherent in the stated objectives, activities, and expected results.
Some general Quality Core Curriculum (QCC) objectives have been identified as an
enhancement to the plans.
In developing these plans, general goals and objectives have been defined. It is not all
inclusive. The individual goals and objectives should entail some of the student
competencies identified in the Guidance and Counseling Curriculum.
An individual guidance and counseling plan would also include the goals and objectives
of the Local Board Of Education (LBOE). For example, if Character Education is a goal
of the LBOE, the individual guidance and counseling plan should center on that
objective. The student competencies learned from a goal of providing guidance and
counseling services to assist students in developing appropriate social skills may include
Character Education activities in addition to those identified in the samples provided.
Developing guidance and counseling plans with specific goals and objectives that can be
assessed and evaluated opens a window of opportunity for school counselors. The model
plans will assist counselors in giving program validity and purpose to the implementation
of a comprehensive and developmental guidance and counseling curriculum.
References
OBJECTIVES
Demonstrate knowledge of the
importance of self-concept.
ACTIVITIES
Conduct classroom
guidance activities on
social skills.
PERSONNEL
Counselor
TIME FRAME
August - June
EXPECTED RESULTS
Improve student behavior
and learning
responsibility.
QCC OBJECTIVES
Defines and /or describes the
relationship between choices and
consequences. H.2.11
Competency II
Skills to interact
with others.
Conduct classroom
Guidance activities on
anger and conflict
management.
Counselor
September
June
Implement a Character
Education Program.
Counselor and
Character
Education
Committee
September
May
Demonstrate character
education traits.
Counselor
September
October
Demonstrates school
responsibility and good
citizenship.
Conduct individual
counseling sessions on
social skills.
Counselor
As needed
Demonstrate improved
school environment for
learning.
Participate in SST
Make referrals to
School Social Worker
or other community
agencies to coordinate
services.
Counselor and
other staff.
Counselor and
School Social
Worker
As needed
Identify support
resources.
Coordinate services for
intervention and
prevention strategies
Competency III
Awareness of
the importance
of growth and
change.
As needed
OBJECTIVES
Describe how the amount of
education needed for different
occupational levels varies.
ACTIVITIES
Conduct Middle School
orientation sessions for
students and parents.
PERSONNEL
Counselor and
guest speakers
TIME FRAME
August June
EXPECTED RESULTS
Knowledge of the
academic skills needed
for certain occupations.
QCC OBJECTIVES
Uses a study technique. 4R(research, read, review, report)
LA.4.60
Conduct classroom
guidance activities on
the differences of
ability, effort, and
achievement.
Counselor
September - June
Competency V
Awareness of the
relationship
between work
and learning.
Conduct classroom
guidance activities on
cooperation,
dependability, and the
relationship of school
activities and work.
Counselor and
guest speakers
October June
Conduct guidance
activities using GCIS.
Counselor
February April
Demonstrates ability to
search for careers and
education needed.
Conduct classroom
guidance activities
using Smart Choices
Toolbox.
Counselor and
representatives
from various
occupations
August June
Demonstrate an
understanding of the
decision making process.
Conduct Thematic
career days and
projects.
Counselor
March
Demonstrate knowledge
of interest and ability
Competency VI
Skills to
understand and
use career
information.
OBJECTIVES
Implement a plan of action for
improving academic skills.
Identify personal strengths and
weakness in subject areas.
ACTIVITIES
Conduct classroom
guidance lessons and
activities on test taking
skills.
PERSONNEL
Counselor
TIME FRAME
October March
EXPECTED RESULTS
Improve test results with
knowledge of test taking
strategies.
QCC OBJECTIVES
Uses a study technique. PQ4R
(preview, question, research, read,
review, report) LA.4.60
Counselor and
Social Worker
Ongoing
Demonstrate effective
study habits.
Conduct initial
screenings for students
who may have potential
learning differences.
Counselor,
School Social
Worker, and
SST Committee
Ongoing
Counselor and
testing
committee
Before testing
Demonstrate improved
coordination of testing
schedule and teacher
support.
Conduct teacher
workshops on testing
procedures and skills to
focus on for test
preparation.
Counselor and
representatives
from various
occupations
January March
Demonstrate improved
test results for current
year.
Conduct information
workshops on test
results and meaning
Counselor
Provide important
feedback to parents and
school staff.
Competency III
Awareness of the
importance of
growth and
change.
OBJECTIVES
Demonstrate awareness of
different cultures, lifestyles,
attitudes, and abilities.
Identify how people are unique.
Provide age appropriate
diversity awareness activities.
ACTIVITIES
Conduct classroom
guidance activities on
appreciating
differences.
PERSONNEL
Counselor and
guest speakers
TIME FRAME
Ongoing
EXPECTED RESULTS
Demonstrate a respect and
appreciation for different
groups.
QCC OBJECTIVES
Demonstrates the ability to respect
and cooperate with peers. H.1.12.
Lists ways to live cooperatively in
neighborhoods and communities.
SS.2.2
Counselor,
School Social
Worker,
community and
Administration
January,
February, and
May
Demonstrate
understanding of views of
other people and cultures.
Invite parents or
grandparents to talk
about their cultural
traditions or special
holidays.
Counselor and
family
members
Ongoing
Demonstrate an expanded
vision of the world.
Conduct group
counseling activities on
reducing cultural
conflict and learning
about discrimination.
Counselors
Ongoing
Conduct staff
development on
Multicultural
Awareness and the
customs of the
represented cultures in
the school.
Counselors and
School Social
Worker
October and
January
Demonstrate a better
understanding of a diverse
student and parent
population
Competency X
Awareness of the
interrelationship
of life roles.
OBJECTIVES
Identify how behaviors affect
school and family situations.
ACTIVITIES
Conduct parenting skill
education classes.
Topics could include:
positive discipline,
anger control, and other
types of appropriate
information.
PERSONNEL
Counselor and
School Social
Worker
TIME FRAME
Ongoing
EXPECTED RESULTS
Demonstrate improve
parental involvement.
QCC OBJECTIVES
Examines ways family members can
work together to accomplish a task
and resolve a conflict.
H.3.5
Participate in parent
teacher conferences as
needed.
Counselor
Ongoing
Develop an Advisory
Committee with parent
membership.
Counselor,
Teachers,
School Social
Worker, and
Administrator
Ongoing
Demonstrate improved
parent information
leading to increased
parent participation.
Send school
information, timely
updates, and general
correspondence to
parents.
Counselor
Monthly
Demonstrate
understanding of
childrens learning.
Develop computer
classes for interested
parents.
Counselor and
Technology
Ongoing
Demonstrate increased
parent knowledge about
guidance and counseling
curriculum and the
importance of technology.
Counselor and
Media
Specialist
Ongoing
Same as above.
Competency III
Knowledge of
the importance
of growth and
change.
OBJECTIVES
Describe personal likes and
dislikes.
Identify individual skills
required to fulfill different life
roles.
ACTIVITIES
Conduct thematic
classroom guidance
activities.
PERSONNEL
Counselor
TIME FRAME
September-May
EXPECTED RESULTS
Demonstrate
responsibility and make
positive choices.
QCC OBJECTIVES
Recognize consequences that result
from making choices.
EFCS.6-8.6
Counselor
September-May
Conduct conflict
management guidance
sessions and implement
Peer Mediation.
Counselor and
students trained
in Peer
Mediation
On going
Demonstrate alternative
methods to deal with and
manage conflict.
Conduct individual
counseling sessions.
Counselor
Ongoing
Counselor and
SST Team
Ongoing
Provide immediate
counseling to affected
persons or groups.
Counselor
As needed
Make referrals to
School Social Worker
or other community
agencies and coordinate
services.
Counselor,
School Social
Worker, and
Family
Connection
As needed
OBJECTIVES
Describe individual strengths
and weaknesses in school
subjects and how continued
learning enhances the ability to
achieve goals.
ACTIVITIES
Collaborate with
teachers and conduct
teacher workshops on
procedures for testing,
including training of
test examiners and
proctors.
PERSONNEL
Counselor and
Teachers
TIME FRAME
Prior to testing
EXPECTED RESULTS
Improved testing
information for staff.
QCC OBJECTIVES
Identify strategies for taking tests in
different formats (multiple choice,
sentence completion, and essay).
LA.8.54
Counselor,
Teachers, and
Administration
Prior to testing
Improve coordination of
testing schedule.
Same as above.
Counselor
Demonstrate
improvement of study
skills and test scores.
Counselor,
Teachers, and
School Social
Workers
When tests
results are
received
Conduct classroom
guidance sessions on
test taking skills.
Prepare students and parents
for the standardized testing
program.
Knowledge of
the benefits of
educational and
career
opportunities.
Competency VI
Skills to locate,
understand, and
use career
information.
OBJECTIVES
ACTIVITIES
PERSONNEL
TIME FRAME
EXPECTED RESULTS
QCC OBJECTIVES
Conduct orientation
sessions for entering
middle school students
and their parents.
Counselor
March-April
Demonstrate an integrated
and collaborative
approach to student
course planning.
Counselor
April
Counselor and
Teachers
March-April
Counselor and
GCIS
facilitators
AugustMay
Conduct classroom
guidance sessions on
educational and career
exploration using the
Smart Choices Tool
Box.
Counselor and
Guest Speakers
January - April
Identify
strengths/weakness, and
career interests.
OBJECTIVES
Demonstrate respect for the
feelings and beliefs of others.
Demonstrate an appreciation
for the similarities and
differences among people.
ACTIVITIES
Conduct classroom
guidance activities on
cultural understanding,
diversity, cultural
conflict, and accepting
differences.
PERSONNEL
Counselor and
guest speakers
TIME FRAME
September- May
EXPECTED RESULTS
Demonstrate how to work
cooperatively with
various groups.
QCC OBJECTIVES
Identify contributions made by
various ethnic groups to the
development of Georgia past and
present.
SS.8.41
Describe cultures and values
represented in literature.
LA.7.27
Conduct staff
development with
Boyers Multi-Cultural
Awareness Scale or
other instruments as a
foundation to examine
beliefs and attitudes.
Counselor and
guest speakers
January - April
Demonstrate a better
understanding of the
cultural environment of
students and parents of
the school community.
Competency III
Knowledge of the
importance of
growth and
change.
OBJECTIVES
Provide a realistic description
of personal beliefs and
attitudes.
ACTIVITIES
Use Smart Choices
Career Information
Resource Notebook.
PERSONNEL
Counselor
TIME FRAME
Ongoing
EXPECTED RESULTS
Demonstrate knowledge
of appropriate decisionmaking skills.
QCC OBJECTIVES
Demonstrates use of decisionmaking process.
EFCS.6-8.5
Competency X
Knowledge of the
interrelationship
of life roles.
Counselor and
Parents
Ongoing
Demonstrate improved
parental involvement.
Participate in parent
teacher conferences as
needed.
Counselor
Ongoing
Send information,
timely updates, and
general correspondence
to parents.
Counselor,
Teachers, and
School Social
Workers
October
Demonstrate improved
parent knowledge about
the guidance and
counseling curriculum.
Develop an Advisory
Committee with parent
membership.
Counselor,
Teachers, School
Social Worker,
and
Administration
October
Demonstrate active
parent involvement.
Develop a Parent
Center.
Counselor,
Teachers, School
Social Worker,
and
Administration
Ongoing
Identify current
educational information
for parents.
Competency III
Understanding
the impact of
growth and
development.
OBJECTIVES
Identify and appreciate
personal interests, abilities, and
skills.
ACTIVITIES
Develop with each
student a six-year plan
of study and
postsecondary
decisions.
PERSONNEL
Counselor and
Teachers
TIME FRAME
Ongoing
EXPECTED RESULTS
Demonstrate an ability to
accept responsibility and
make positive decisions.
QCC OBJECTIVES
Specifies goals, generates choices,
considers risks, evaluates and
chooses workable alternatives.
TC.9-12.7
Demonstrate an understanding
of how individual
characteristics relate to
achieving personal, social,
educational, and career goals.
Counselor and
School Social
Worker
As needed
Counselor
On going
Demonstrate an ability to
make good choices and
understand consequences.
Demonstrates characteristics of a
healthy decision-maker.
H.9-12.35
Participate in SST.
Counselor and
SST Team
Ongoing and as
needed
Demonstrate a
coordinated student
support process that
identifies resources and
alternatives for academic
achievement.
Make referrals to
School Social Worker
or other community
agencies and
coordinate services.
Counselor and
School Social
Worker
As needed
Respond to emergency
situations and conduct
crisis counseling when
needed.
Counselor,
School
Psychologist,
School Social
Worker, or other
Crisis
Management
Team Member
As needed
Competency VI
Skills to locate,
evaluate, and
interpret career
information.
OBJECTIVES
Demonstrate how to apply
academic and vocational skills
to personal interests.
Describe how education relates
to the selection of college
majors, further training, and/or
entry into the job market.
ACTIVITIES
Conduct classroom
guidance using Smart
Choices Tool Box and
GCIS.
PERSONNEL
Counselor
TIME FRAME
Ongoing
EXPECTED RESULTS
Demonstrate knowledge
about colleges, careers,
jobs, armed services,
financial, aid, and
postsecondary schools
and training.
QCC OBJECTIVES
Compares job qualifications,
personal qualities, educational
training, and income benefits
associated with various careers.
SS.9-12.19
Conduct group
counseling for juniors
and seniors on the
college admission
process.
Counselor and
Teachers
September-April
Demonstrate knowledge
about the college
admission process and
potential college majors.
Counselor and
parents
October
Counselor and
postsecondary
representatives
September-April
Demonstrate an
awareness of various
careers and
Opportunities in technical
areas.
Counselor, Tech
Prep Coordinator,
and
Administrator
Ongoing
Demonstrate a better
knowledge in technical
postsecondary education.
Assist Youth
Apprenticeship
Coordinator.
Counselor and
YAP Coordinator
Ongoing
Demonstrate ability in
apprenticeship skills and
knowledge of potential
jobs requiring on the job
training.
Demonstrates an understanding of
proper business/work ethics.
TC.9-12.13
Competency IX
Skills to make
decisions.
OBJECTIVES
Demonstrate learning habits
and skills that can be used in
various educational situations.
ACTIVITIES
Provide preparation
assistance, information,
and practice PSAT and
SAT.
PERSONNEL
Counselor
TIME FRAME
September- May
EXPECTED RESULTS
Improve test taking skills
and test results.
QCC OBJECTIVES
Uses research process: selecting
topic, formulating questions,
identifying key words, choosing
sources, skimming, paraphrasing,
note-taking, organizing,
summarizing, and presenting.
LA.9-.12.4
Provide workshops to
students, parents,
teachers, and
administrators on
PSAT and SAT results.
Counselor and
Teachers
Counselor
March-April
Improve knowledge of
high school requirements
by middle school
students.
Demonstrates characteristics of a
healthy decision-maker.
H.9-.12.35
Implement a mentoring
and/ or advisement
program for students.
Counselor and
teacher
Ongoing
Demonstrate improved
social and academic
skills.
Provide assistance in
improving academic strategies
necessary for graduation.
Conduct academic
workshops for
identified at- risk
students.
Counselor
Ongoing
Develop a four-year
academic plan for
students.
Counselor and
parents
Ongoing
Improve coordination of
services for intervention
and prevention strategies.
Competency
II
Skills to interact
with others.
Competency III
Understanding
the impact of
growth and
development.
OBJECTIVES
Demonstrate interpersonal
skills required for working
with and for others.
Demonstrate how to express
feelings, reactions, and ideas in
an appropriate manner.
ACTIVITIES
Conduct guidance
seminars on the
comparison of various
cultures.
PERSONNEL
Counselor
TIME FRAME
SeptemberDecember
EXPECTED RESULTS
Demonstrate an
understanding of a
multicultural society.
QCC OBJECTIVES
Analyzes how America, despite its
diversity, became a unified society
by its citizens adherence to such
basic values as:
-Judeo-Christian traditions
-belief in inherent, inalienable
rights, and
the intrinsic value of the individual.
SS.9-12.18
Provide multicultural
awareness education.
Provide group
counseling on reducing
cultural conflict.
Counselor and
School Social
Worker
February
Demonstrate an ability to
manage cultural conflicts.
Demonstrate attitudes,
behaviors, and skills that
contribute to eliminating
gender bias and stereotyping.
Conduct guidance
seminars on
demographics to
understand cultural
changes.
Counselor
SeptemberDecember
Improve student
awareness of cultural
bias.
Create a student
cultural sensitivity
model by examining
personal bias.
Counselor
February April
Demonstrate knowledge
of societal and economic
influences on cultural
change.
OBJECTIVES
Describe factors that determine
lifestyles (e.g. socioeconomic
status, culture, values,
occupational choices, and
work habits).
ACTIVITIES
Develop an Advisory
Committee for
assistance.
PERSONNEL
Counselor,
school
community
TIME FRAME
Ongoing
EXPECTED RESULTS
Improve parent and
community feedback for
identifying student needs.
Competency XI
Understanding
the continuous
changes in
male/female
roles.
Counselor
Bi-monthly
Demonstrate knowledge
about services.
Competency
VIII
Understanding
how societal
needs and
functions
influence the
nature and
structure of work.
Demonstrate knowledge of
postsecondary vocational and
academic programs.
Demonstrate school and
community resources to
explore educational and
occupational choices.
Counselor
Monthly
Demonstrate improved
knowledge about
graduation requirements
and post secondary
choices.
Develop creative
outreach approaches to
involve parents of other
ethnic or cultural
groups.
Counselor,
School Social
Worker, and
Administrator
As needed
Demonstrate improved
knowledge of guidance
services and other school
and community
resources.
Participate in faculty
meetings on a regular
basis to provide
guidance information.
Counselor
Monthly
Demonstrate
collaboration among all
stakeholders.
QCC OBJECTIVES