Model Guidance and Counseling: Grade-Level Plans

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Model Guidance and

Counseling
Grade-Level Plans

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
2002

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.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
Page 2 of 18 All Rights Reserved

References

Ellis, Thomas I, 1991, Eric Digest Abstract, 1991.


Georgia Department of Education, A Framework for Asset Building Standard in a
Guidance and Counseling Curriculum.
Gravit, Joy, Elementary School Counselor, Fulton County, Georgia.
Gysbers, Norman C., 1990, Comprehensive Guidance Programs That Work.
Reddick, Kimberly, Middle School Counselor, Buford City Schools, Georgia.
Shepard, Johnson, Laurie, October 2000, American School Counselor Association,
Promoting Professional Identity in an Era of Educational Reform.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
Page 3 of 18 All Rights Reserved

Student Support Services


Model Guidance and Counseling Elementary Plan
Goal: To provide guidance and counseling services to assist students in developing appropriate social skills and to learn how to get along.
COMPETENCY
Competency I
Self-Knowledge

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.

Identify how people are unique.


Demonstrate effective skills for
interacting with others.
Demonstrate healthy ways of
dealing with conflicts.
Demonstrate group
membership skills.

Conduct classroom
Guidance activities on
anger and conflict
management.

Counselor

September
June

Exhibit better classroom


behavior and ways to
handle conflict.

Identifies conflict and causes of


conflict (personal and interpersonal
conflict).
H.1.9. Practices
Appropriate negotiation skills to
resolve conflict.
H.4.10.

Implement a Character
Education Program.

Counselor and
Character
Education
Committee

September
May

Demonstrate character
education traits.

Lists ways to live cooperatively in


neighborhoods and communities.
SS.2.2
Distinguishes between rights and
privileges.
SS.3.3

Provide relevant responsive


services to students with
personal concerns, which may
interfere with academic
success.

Coordinate Red Ribbon


Week.

Counselor

September
October

Demonstrates school
responsibility and good
citizenship.

Names and practices skills that


communicate care, consideration,
and respect of self and others,
including those with disabilities.
H.4.11

Provide crisis counseling


and/or emergency intervention
when needed.

Conduct individual
counseling sessions on
social skills.

Counselor

As needed

Demonstrate improved
school environment for
learning.

Applies the decision-making steps to


avoid threatening situations.
H.3.3

Demonstrate appropriate ways


to express feelings and deal
with emotional situations.

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

Identifies local support system


concerning personal safety (e.g.
family, teacher, religious advisor,
friend, and counselor). H.3.22

Competency III
Awareness of
the importance
of growth and
change.

As needed

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 4 of 18

Student Support Services


Model Guidance and Counseling Elementary Plan
Goal: To provide guidance and counseling services to students to begin to explore career occupations and educational skills.
COMPETENCY
Competency IV
Develop
awareness of
benefits of
educational
achievement.

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

Develop awareness of the


relationship between work and
learning.

Conduct classroom
guidance activities on
the differences of
ability, effort, and
achievement.

Counselor

September - June

Describe the importance


of personal qualities.

Distinguishes between rights and


privileges. SS.3.3

Competency V
Awareness of the
relationship
between work
and learning.

Provide students an awareness


of the benefits of educational
achievement and develop 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

Describe school tasks that


are similar for job skill
success.

Explains why accepting


responsibility and making positive
choices (e.g., do legal things, do not
steal, do not cheat) help develop a
healthy self-concept.H.3.10.

Assist students in developing a


foundation for career
awareness.

Conduct guidance
activities using GCIS.

Counselor

February April

Demonstrates ability to
search for careers and
education needed.

Demonstrates the ability to respect


and cooperate with peers. H.1.12

Develop skills to understand


and use career information.

Conduct classroom
guidance activities
using Smart Choices
Toolbox.

Counselor and
representatives
from various
occupations

August June

Demonstrate an
understanding of the
decision making process.

Demonstrates the ability to work


successfully alone, with a partner,
and with a small group. PE.3.9

Help students identify types of


work, both paid and unpaid.

Conduct Thematic
career days and
projects.

Counselor

March

Demonstrate knowledge
of interest and ability

Defines and/or describes the


relationship between choices and
consequences. H.2.11

Help students identify work


activities of interest.

Provide age appropriate


interest inventories.

Competency VI
Skills to
understand and
use career
information.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 5 of 18

Student Support Services


Model Guidance and Counseling Elementary Plan
Goal: To provide guidance and counseling services to students to help improve academic achievement.
COMPETENCY
Competency IV
Awareness of the
benefits of
educational
achievement.

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

Describe relationships among


ability, effort, and achievement.

Provided small group


counseling on study
skills.

Counselor and
Social Worker

Ongoing

Demonstrate effective
study habits.

Uses oral language for different


purposes: to inform, to persuade, and
to entertain. LA.3.5

Provide appropriate test


preparation for elementary
students.

Conduct initial
screenings for students
who may have potential
learning differences.

Counselor,
School Social
Worker, and
SST Committee

Ongoing

Identify students who


need additional testing.

Recognizes causes of stress and


applies effective problem-solving
skills (e.g., deep breathing,
exercising, talking to someone, and
organization). H.3.11

Coordinate the administration


of the school-testing program.

Meet with the school


testing committee to
discuss strengths and
weaknesses of recent
scores.

Counselor and
testing
committee

Before testing

Demonstrate improved
coordination of testing
schedule and teacher
support.

Names and practices skills that


communicate care, consideration,
and respect of self and others,
including those with disabilities.
H.4.11

Coordinate, review, and


provide interpretation to
students, teachers, and parents

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.

Uses a study technique. 4R(research, read, review, report)


LA.4.60

Conduct information
workshops on test
results and meaning

Counselor

When tests are


received

Provide important
feedback to parents and
school staff.

Demonstrates and/or proposes ways


to manage stress and adapt to
change.
H.5.18

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 6 of 18

Student Support Services


Model Guidance and Counseling Elementary Plan
Goal: To provide multicultural counseling and cross cultural communication skills.
COMPETENCY
Competency II
Skills to interact
with others.

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.

Provide relevant and current


information to teachers,
administration, and school staff
in diversity education.

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

Develop cultural and


ethnic recognition
programs for students.

Counselor,
School Social
Worker,
community and
Administration

January,
February, and
May

Demonstrate
understanding of views of
other people and cultures.

Recognizes cultural diversity


represented in literature.
LA.K.40,LA.2.51,LA.3.50,LA.4.51,
LA.5.56

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.

Explains the roles of parents in the


extended family in supporting a
strong family and promoting the
health of children (e.g. the limits
parents set for children, the values or
religious belief parents teach,
behaviors and values parents model).
H.2.5

Conduct group
counseling activities on
reducing cultural
conflict and learning
about discrimination.

Counselors

Ongoing

Demonstrate the ability to


work cooperatively with
other groups.

Identifies the need for family and


community rules. Recognizes that
these rules may vary from culture to
culture. SS.1.3

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

Demonstrates ways to show respect


for others (Note: does not include
discussion of sexual orientation).
H.2.10

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 7 of 18

Student Support Services


Model Guidance and Counseling Elementary Plan
Goal: To provide counseling and advisement services to parents as a resource in helping them work with their children.
COMPETENCY
Competency I
Knowledge of the
importance of
self-concept.

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

Help parents improve their


skills needed in dealing with
their children.

Participate in parent
teacher conferences as
needed.

Counselor

Ongoing

Identify results of parent


surveys.

Recognizes the importance of the


role that both mothers and fathers
play in the nurturing, guidance, care,
and support of a child.
H.5.13

Provide knowledge to parents


about the guidance and
counseling program.

Develop an Advisory
Committee with parent
membership.

Counselor,
Teachers,
School Social
Worker, and
Administrator

Ongoing

Demonstrate improved
parent information
leading to increased
parent participation.

Describe work-related activities


in the home, community, and
school.
Describe how family members
depend on one another, work
together, and share
responsibilities.
Describe how work roles
complement family roles.

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.

Provide current and appropriate


academic goals of the school.

Coordinate with the


Media Specialist to
distribute a book or
reading list for parents
and develop a
newsletter.

Counselor and
Media
Specialist

Ongoing

Demonstrate active parent


involvement in learning
with their children.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 8 of 18

Same as above.

Student Support Services


Model Guidance and Counseling Middle School Plan
Goal: To provide guidance and counseling services to sassiest students in developing appropriate social skills and to learn how to get along.
COMPETENCY
Competency I
Knowledge of
the influence of
a positive selfconcept.

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

Provide relevant responsive


services to students with
personal concerns, which may
interfere with academic
success.

Consult and advise


parents as needed and
provide crisis
counseling and/or
emergency intervention
when needed.

Counselor

September-May

Identify current and


relevant information.

Identifies parental roles and


responsibilities.
H.7.18

Identify internal and external


sources of stress.
Identify feelings associated
with significant experiences.
Demonstrate ways of
responding to others under
stress.

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.

Describes necessary elements of


conflict resolution (e.g. nature of
conflict, feelings, active listening,
"I" messages, restating, and shows
effective communication skills in
general.
H.7.24

Conduct individual
counseling sessions.

Counselor

Ongoing

Demonstrate student selfknowledge and coping


skills.

Participate in the SST


process.

Counselor and
SST Team

Ongoing

Identify equitable access


and assistance for
students who may need
extra help.

Provide immediate
counseling to affected
persons or groups.

Counselor

As needed

Consult and coordinate


services for intervention
and prevention strategies.

Make referrals to
School Social Worker
or other community
agencies and coordinate
services.

Counselor,
School Social
Worker, and
Family
Connection

As needed

Help keep affected


students in school.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 9 of 18

Student Support Services


Model Guidance and Counseling Middle School Plan
Goal: To provide guidance and counseling services to help students improve academic achievement.
COMPETENCY
Competency IV
Knowledge of the
benefits of
educational
achievement to
career
opportunities.

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

Prepare and coordinate with


teachers and administration
fulfillment of the standardized
testing program.

Reviews score reports


and interpret test results
to students, teachers,
and parents.

Counselor,
Teachers, and
Administration

Prior to testing

Improve coordination of
testing schedule.

Same as above.

Conduct parent sessions


on purpose of tests,
ways to reduce test
anxiety, and how to
help students prepare
for tests.

Counselor

January and prior


to testing

Demonstrate
improvement of study
skills and test scores.

Organizes retrieved information


using strategies such as note-taking,
graphic organizers, SQ3R (Survey,
Question, Read, Review, Report),
and outlining.
LA.8.46

Conduct workshops for


teachers and school
social workers on test
interpretation and
collaborative uses for
test results with
students and parents.

Counselor,
Teachers, and
School Social
Workers

When tests
results are
received

Identify feedback from


students, teachers, and
parents.

Communicates effectively through


oral expression.
LA.6.62

Conduct classroom
guidance sessions on
test taking skills.
Prepare students and parents
for the standardized testing
program.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 10 of 18

Student Support Services


Model Guidance and Counseling Middle School Plan
Goal: To provide guidance and counseling services to help students begin to explore career occupations and educational choices.
COMPETENCY
Competency IV

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

Describe a plan of action for


increasing basic educational
skills.
Describe how skills relate to
the selection of high school
course of study.

Conduct orientation
sessions for entering
middle school students
and their parents.

Counselor

March-April

Demonstrate an integrated
and collaborative
approach to student
course planning.

Demonstrates through classroom


activities the necessity for rules in an
ordered society.
SS.8.56

Assist students in the transition


from elementary to middle
school and from middle to high
school.

Assist with course


selection for students
entering high school
and conduct Parent
Orientation.

Counselor

April

Demonstrate decisionmaking skills.

Recognize consequences that result


from making choices.
EFCS.6-8.6
Demonstrates decision-making
process.
EFCS.6-8.5

Conduct group and


individual guidance and
counseling sessions to
help students plan their
high school course of
study.

Counselor and
Teachers

March-April

Demonstrate goal setting


and academic choices.

Uses a research process that includes


selecting topic, formulating
questions, identifying key words,
choosing sources, skimming,
paraphrasing, note-taking,
organizing, summarizing, and
presenting.
LA.8.46, 2

Conduct group GCIS


guidance activities.

Counselor and
GCIS
facilitators

AugustMay

Identify career awareness,


course requirements, and
postsecondary options.

Researches and uses information


about specific occupations.
EB.6-8.2

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.

Defines and uses skills to manage


life transitions related to changes in
career environment.
ET.6-8.2

Identify various ways that


occupations can be classified.
Identify a number of
occupational groups for
exploration.

Assist students in identifying


preliminary life and career
goals.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 11 of 18

Student Support Services


Model Guidance and Counseling Middle School Plan
Goal: To provide multicultural counseling and cross cultural communication skills to students.
COMPETENCY
Competency II
Skills to interact
with others.

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.

Recognize the rights of others to


hold differing opinions.
SS.8.60
Describe prejudice, its roots and its
effects.
H.7.23
Listen and respect views of others.
SS.8.54

Help students understand


different cultures, lifestyles,
attitudes, and abilities.

Competency III
Knowledge of the
importance of
growth and
change.

Provide relevant and current


information to teachers,
administration, and school staff
in diversity education.
Identify feelings associated
with significant experiences.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 12 of 18

Student Support Services


Model Guidance and Counseling Middle School Plan
Goal: To provide counseling and advisement services to parents as a resource in helping them work with children.
COMPETENCY
Competency IX
Skills to make
decisions.

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.

Identify how different work


and family patterns require
varying kinds and amounts of
energy, participation,
motivation, and talent.
Describe the interrelationships
between family, occupational,
and leisure decisions.

Conduct parenting skill


education classes.

Counselor and
Parents

Ongoing

Demonstrate improved
parental involvement.

Examines ways family members can


work together to accomplish a task
and resolve a conflict.
H3.5

Participate in parent
teacher conferences as
needed.

Counselor

Ongoing

Identify results of parent


surveys of academic and
school expectations.

Recognize the importance of the


role that both mothers and fathers
play in the nurturing, guidance, care,
and support of a child.
H.5.13

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.

Help parents improve skills


needed in dealing with their
children.

Provide knowledge to parents


about the guidance and
counseling program.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 13 of 18

Student Support Services


Model Guidance and Counseling High School Plan
Goal: To provide guidance and counseling services to assist students in developing appropriate social skills and to learn how to get along.
COMPETENCY
Competency I
Understanding
the influence of a
positive selfconcept.

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.

Conduct individual and


group counseling for
students experiencing
social, educational, or
personal problems.

Counselor and
School Social
Worker

As needed

Identify potential at-risk


students of not
completing high school
courses.

Explores the increased responsibility


in the transition from adolescence to
adulthood and proposes ways to
make these changes easier.
H.9-12.36

Promote student knowledge


and learning.

Conduct group and


individual counseling
on appropriate decision
making skills.

Counselor

On going

Demonstrate an ability to
make good choices and
understand consequences.

Demonstrates characteristics of a
healthy decision-maker.
H.9-12.35

Provide relevant responsive


services to students with
personal concerns, which may
interfere with academic
success

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.

Identifies factors that promote a


positive self-image (e.g. accepting
responsibility, respect for self,
authority, and others, self-discipline,
self-control, and the right to be
assertive).
H.9-12.19

Describe how developmental


changes affect physical and
mental health.
Describe healthy ways of
dealing with stress.

Make referrals to
School Social Worker
or other community
agencies and
coordinate services.

Counselor and
School Social
Worker

As needed

Identify and gain


knowledge of appropriate
support services.

Analyzes stress and its effects on all


aspects of health and wellness.
H.9-12.32

Provide crisis counseling and/


or emergency intervention and
management when 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

Coordinate services for


intervention and
prevention strategies.

Identifies local support system


concerning personal safety (e.g.
family, teacher, religious advisor,
friend, and counselor).
H.9-12.45

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 14 of 18

Student Support Services


Model Guidance and Counseling High School Plan
Goal: To provide guidance and counseling services to help students begin to explore career occupations and educational choices.
COMPETENCY
Competency IV
Understanding
the relationship
between
educational
achievement and
career planning.

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

Provide information and


resources to enable students to
develop career and
postsecondary goals.

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.

Creates, combines, and connects


ideas and information.
TC.9-12.6

Demonstrate use of a range of


resources (e.g., handbooks,
career materials, labor market
information, and computerized
career information delivery
systems).

Plan and conduct


financial aid and
postsecondary seminars
for students and
parents.

Counselor and
parents

October

Provide financial aid and


scholarship information
for better postsecondary
planning.

Makes potential career decisions


based upon interests, abilities, and
values, and formulates appropriate
plans to reach career goals.
TC.9-12.26

Provide information re: jobs


that require specific types of
skills.

Schedule, meet, and


coordinate visits from
postsecondary schools.

Counselor and
postsecondary
representatives

September-April

Demonstrate an
awareness of various
careers and
Opportunities in technical
areas.

Specifies goals, generates choices,


considers risks, evaluates and
chooses workable alternatives.
TC.9-12.7

Collaborate with Tech


Prep coordinator and
provide guidance to
students interested in
Tech Prep.

Counselor, Tech
Prep Coordinator,
and
Administrator

Ongoing

Demonstrate a better
knowledge in technical
postsecondary education.

Demonstrates the ability to perform


work in a work environment with
people of different age, gender,
culture, attitude, and ability.
TC.9-12.21

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

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 15 of 18

Student Support Services


Model Guidance and Counseling High School Plan
Goal: To provide guidance and counseling services to help improve academic achievement.
COMPETENCY
Competency V
Understanding
the need for
positive attitudes
toward work and
learning.

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 information and


resources to promote
Student achievement.

Provide workshops to
students, parents,
teachers, and
administrators on
PSAT and SAT results.

Counselor and
Teachers

After test results

Improve student, parent,


and teacher
understanding of test
results and interpretation.

Recognizes that how to think is


different from what to think;
recognizes multiple valid
interpretations; develops and
defends individual interpretations.
LA.9-.12.28

Describe personal strengths


and weaknesses in relationship
to postsecondary
education/training
requirements.

Conduct individual and


small group sessions on
academic and career
planning.

Counselor

March-April

Improve knowledge of
high school requirements
by middle school
students.

Demonstrates characteristics of a
healthy decision-maker.
H.9-.12.35

Identify and complete required


steps toward transition from
high school to post-secondary
education/training programs or
work.

Implement a mentoring
and/ or advisement
program for students.

Counselor and
teacher

Ongoing

Demonstrate improved
social and academic
skills.

Creates solutions to problems using


thinking techniques (metaphors,
analogies, models, drawings,
brainstorming, and role-playing).
LA.9-.12.26

Provide assistance in
improving academic strategies
necessary for graduation.

Conduct academic
workshops for
identified at- risk
students.

Counselor

Ongoing

Provide positive role


models and improved
individualized help.

Develops and practices effective


coping skills for managing stress to
prevent self-destructive skills (e.g.
suicide).H9.12.33

Develop a four-year
academic plan for
students.

Counselor and
parents

Ongoing

Improve coordination of
services for intervention
and prevention strategies.

Describes the techniques of social


action (how to win support for
desirable change and how to
cooperate with others in achieving
goals). SS.9-12.5

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 16 of 18

Student Support Services


Model Guidance and Counseling High School Plan
Goal: To increase students opportunities for cultural awareness and knowledge about a diverse society.
COMPETENCY

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.

Works as a team member to solve


problems.
LA.9-12.24

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.

Recognizes and explains how


different points of view have been
influenced by race, religion, and
ethnicity.
SS.9-12.3

Develop a program of cultural


competencies.

Create a student
cultural sensitivity
model by examining
personal bias.

Counselor

February April

Demonstrate knowledge
of societal and economic
influences on cultural
change.

Examines the influence


that ethnic groups have on the
historical development of the United
States.
SS.11.-12.27

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 17 of 18

Student Support Services


Model Guidance and Counseling High School Plan
Goal: To increase school and public knowledge regarding guidance and counseling services.
COMPETENCY
Competency X
Understanding the
interrelationship
of life roles.

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.

Describe different career


patterns and their potential
effect on family patterns and
lifestyles.

Provide regular updates


to the school
community.

Counselor

Bi-monthly

Demonstrate knowledge
about services.

Recognizes the importance of the


role that both mothers and fathers
play in the nurturing, guidance,
care, and support of a child.
H.5.13

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.

Conduct grade level


meetings for parents
and students about
guidance resources and
services.

Counselor

Monthly

Demonstrate improved
knowledge about
graduation requirements
and post secondary
choices.

Examines ways family members can


work together to accomplish a task
and resolve a conflict.
H3.5

Enhance parent and


community information about
the purpose of guidance and
counseling curriculum.

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.

Georgia Department of Education


Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 18 of 18

QCC OBJECTIVES

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