Professional Documents
Culture Documents
CSCP Lesson Plan
CSCP Lesson Plan
Table of Contents
PRELIMINARY WORK:
SCHOOL INFORMATION:
IDENTIFICATION OF AT-RISK ISSUES:
EFFECT OF AT-RISK ISSUES ON STUDENTS:
DISCUSSION OF CULTURAL, ETHICAL, ECONOMIC, LEGAL, & POLITICAL ISSUES SURROUNDING
DIVERSITY, EQUITY, & EXCELLENCE IN TERMS OF STUDENT LEARNING.
DISCUSSION OF COMMUNITY, ENVIRONMENTAL, & INSTITUTIONAL OPPORTUNITIES THAT ENHANCE, AS
WELL AS BARRIERS IMPEDE STUDENT DEVELOPMENT.
4
4
4
FOUNDATION
5
6
9
10
11
DELIVERY SYSTEM
13
13
13
13
15
16
18
19
20
21
MANAGEMENT SYSTEMS
25
ADVISORY COMMITTEE
GOALS AND OBJECTIVES
MEMBERSHIP
12 MONTH CALENDAR
USE OF TIME ASSESSMENT
25
25
25
26
28
ACCOUNTABILITY
30
30
32
32
APPENDIX
33
34
39
39
41
43
Preliminary Work
Preliminary Work:
School Information:
Ocean Breeze High School
o Grade Level: 9-12
o School Size: 1,500 students
o Students at Each Level: about 375
o Location: Suburban
o Demographics:
o Ethnicity: 65% White, 20% Asian, 6% Black, 3% Hispanic/Latino, 6%
Muslim
o SES: 20% of students eligible for free or reduced lunch, 6.67% below
o Relevant Education Data:
80% - High School Diploma or equivalent
40% - Associates degree or two years of college
25% - Bachelors degree or equivalent
3% - Postgraduate degree or certification
Identification of At-Risk Issues:
The following issues place Ocean Breeze High School students at-risk:
o Substance abuse
o Teen pregnancy
o Eating disorders
o Unemployment
Effect of At-Risk Issues on Students:
1. Atypical growth and development: Students at this high school have an
uninformed idea of what a healthy relationship looks and feels like, therefore
there is an abnormal acceptance for teen pregnancy and teen parenthood.
Students also feel out of control in their own lives due to the frequency and
severity of divorced households in the area, leading students to look for different
outlets to feign control.
2. Health and Wellness: According to a recent survey conducted by the guidance
department in conjunction with the school nurse, over 50% of sexually active
students do not practice safe sex and use contraceptive methods in about half of
their sexual encounters. Students have issues obtaining proper contraceptives,
like condoms and birth control for a few reasons, including lack of proper
insurance and inability to communicate with their families. Students who suffer
from eating disorders lose the ability to properly focus on their schoolwork and
also find difficulty staying in school and graduating on time. Suffering from eating
disorders put students lives in danger and prohibits the development of crucial
life skills including healthy self-esteem and overall view of self.
3. Language: The primary spoken language is American English. Most residents of
the area are monolingual, with a small minority speaking two languages. There is
no impact of the at-risk issues on the overall language in the school.
4. Ability Level: Ocean Breeze High School currently performs at a proficient level
on NJ State standardized testing. The school makes adequate yearly progress
but still suffers from a dropout rate of 2.5%, higher than the state average. A
recent survey of graduates indicated that they felt they were unsure of what to do
with their futures and most were seeking vocational or a two-year degree. Ocean
Breeze High School does not offer tracked classes, meaning that there are no
options for advanced students or remedial students. This is in effort to abide by
the common core and other state efforts to increase equity in education,
however, recent alumni feel that this effort has shortchanged them in the way of
future planning.
5. Multicultural Issues: The student body of Cape Cod High School is
predominantly Caucasian or white-passing, meaning that the student body might
not be well-versed in multicultural issues. This includes awareness of other
cultures and how different issues affect different sectors of the school community.
Overwhelming whiteness can lead the school culture to prioritize white culture
and lead the student body in a hegemonic and homogenous way.
6. Factors of Resiliency on Student Learning and Development: Students at
this high school adapt to stress and adversity in an unhealthy way, using selfdestructive methods to find a way to control what is happening in their lives.
Abusing drugs and alcohol hinder the personal development of the student
because of the danger to their health and future success. The prevalence in teen
pregnancy at this high school is a result of students distaste for their current
family structure and reclaiming a sense of lost control by starting their own
families. This affects graduation and retention rates because some students, not
having a solid support system for their new family, cannot balance the demands
of traditional in-house schooling and the demands of their children. Students
suffering from eating disorders have a warped concept of control as well as a
varying level of self-esteem. Eating disorders are often hidden from the public
eye, so it can be difficult to ascertain whether a student has an eating disorder or
not. Students may feel pressure to keep everything under control and to keep
things hidden, and they may obsess over things like their grades or a strict
routine. This can affect their learning because they are so preoccupied with
things related to their disorder that they do not have time for anything else,
especially schoolwork.
Discussion of cultural, ethical, economic, legal, & political issues surrounding
diversity, equity, & excellence in terms of student learning.
Diversity: The student body and surrounding community of Ocean Breeze High
School is predominantly white or white-passing, so the cultural traditions and
norms practiced are those customary to the white, Christian community. The
counseling department will be sensitive to the needs of minority students and will
work to promote acceptance and celebration of other cultures. Counselors must
practice
Equity: Students at Ocean Breeze High School will receive guidance and
direction with as little bias as possible. The school will foster a culture of
acceptance and positive regard for its constituents and all students will have the
opportunity to receive desired services. The issues of diversity at Ocean Breeze
are geared more toward increasing equity to minority populations, as the student
body is predominantly white or white passing.
Excellence: The cultural issues surrounding excellence perpetuate the students
need for increased post-graduate resources. Most students did not have a solid
post-graduate plan and chose to go to a community college or other vocational
school to provide some sense of purpose. Students are okay with getting by
because the culture of excellence is not well-exhibited within the community.
School is not emphasized as a necessary and crucial part of their lives, instead it
is viewed as just another roadblock to adult freedom. Therefore, Ocean Breeze
High School must encourage students to want to achieve excellence in different
aspects of their lives, even if that means pursuing trade school instead of college.
Students should be encouraged to achieve their own personal best through
activities and programs provided by the counseling department.
Institutional: Ocean Breeze High School offers students a limited variety of rigor
in their academic courses: the school does not offer any Advanced Placement
courses nor does it offer any courses that would be considered remedial
(sometimes known as career or basic level). This pools students of all
academic levels into the same classes, which places stress on both sides of the
learning spectrum. Students can opt for an honors level course if they choose,
but students looking to separate themselves from the lower tier of students often
find themselves in classes where they cannot handle the coursework. Ocean
Breeze High School places emphasis on sports and other extracurriculars, which
limits the avenues students can take after graduation. Students are not exposed
to practical career options and the link between academic and career success is
blurry, so they then struggle to establish their lives outside of high school. This
gap in knowledge provides the counseling department with ample opportunities
to expose students to basic career planning and post-secondary planning.
Foundation
Foundation
Beliefs, Philosophy, and Mission Statement:
Beliefs:
The counseling department of Ocean Breeze High School believes that:
All students can achieve success given the tools and resources to do so.
All students have worth.
All students deserve equity and support in their lifes endeavors.
All students have the right to a supportive and safe school environment.
Philosophy:
The school counseling department at Ocean Breeze High School will:
Be an integral part of the educational process, offering services at differing levels
depending on students needs
Strive toward making the school environment an accepting and open haven for
students
Give students equal access to all services and resources offered by the
department.
Develop delivery of activities and programs to ensure students development of
self-worth, self-esteem, advocacy skills, and healthy decision making.
Align with the ASCA national model and be based on competencies and datadriven programming.
Vision:
Ocean Breeze High School will provide students with a supportive and safe
environment in which to grow into lifelong learners. Students will exhibit tenacity,
diligence, aptitude, and respect to their work and to their school community in order to
make their world a better place. Ocean Breeze students will be conscious of their
contributions to society and develop awareness and empathy for those around them.
Mission Statement:
The mission of the Ocean Breeze High School counseling department is to provide a
comprehensive school counseling program, using a more holistic approach to guide
students through their secondary school years. The program will fulfill each students
need for academic, personal/social, and career development through a delivery system
of developmentally and culturally appropriate services.
Needs Assessment
Below is a sample needs assessment administered by the Ocean Breeze counseling
department at the end of the previous school year.
Results
The results of the needs assessment are displayed in the following table. Each column
represents the top five priorities of each group assessed.
Parents
Administrator
Teacher
Coping skills
Study skills
Study skills
Self-awareness
Education
planning
Coping
skills
Personal
goals
Jobseeking
Student
services
Education
planning
Selfawareness
Job-seeking
Influence of
others on
decision making
Self-awareness
Education
planning/college
Job-seeking
Family
Relationships
Family
relationships
Education
planning
College planning
Community
Member
Job-seeking
Student
services
Life planning
Personal
goals
Selfawareness
From this data, the counseling department chose to focus on three major areas of
student development: job-seeking/career planning, education and college planning,
and student self-awareness/self-concept, and will use the ASCA standards below as
a guide. Using these three areas as a focus will help to reduce the at-risk potential for
students by giving them a sense of control in their lives as well as an understanding of
who they are as a person.
Student Competencies:
Academic: A:C1.4 Demonstrate an understanding of the value of lifelong learning as
essential to seeking, obtaining, and maintaining the goals
Career: C:A2.1 Acquire employability skills such as working on a tean, problem-solving,
and organizational skills
Personal/Social: PS:A2.7 Know that communication involves speaking, listening, and
nonverbal behavior
Delivery System
Delivery System
Methodology and Reasoning
To meet the selected standards and competencies, Ocean Breeze High School will use
a combination of classroom guidance lessons, responsive services, individual and
group planning to implement in the school. These services will appeal to all students
and will be provided to students at some point in their tenure at Ocean Breeze. The
activities listed are developmentally appropriate and have a holistic approach as to
achieve equity for all students. The activities promote lifelong learning and aspire to
educate students about practical life skills that will influence their educational and career
planning to achieve an individual sense of success.
Action Plans
Procedure:
1. Intro/Hook: Ask how students feel about their future.
2. PowerPoint: Money Basics information on debt statistics, unemployment,
income median in the US, and banking basics (difference between checking and
savings, what assets are, what liquidity means)
3. Life Happens Activity: students split into seven groups. Each receives a family
scenario, including annual income and assets. Each group will be required to
keep a monthly budget. Facilitators will drop chance cards including different
financial situations, both positive and negative.
4. Reflection: Each group will report their experiences with the activity to the class.
They should be able to verbalize how their financial situation and chance cards
affected their budgets and lifestyle.
5. Closure: Planning Ahead in High School: PowerPoint including information about
class selection for careers, information about part time jobs, and career planning
tools/interest inventories available in the internet as well as the guidance
department.
References:
http://web.stcloudstate.edu/teore/Life/LifeHappens.html
Plan for Evaluation: How will each of the following be collected?
Process Data: Survey before workshop assessing students comfort level regarding
career and financial knowledge.
Perception Data: Sticky note exit ticket (What Stuck With You?)
Outcome Data: Readminister survey to see change in results
Follow Up: Meet with students during regular scheduling/planning to get more of a feel
for their comfort level and readiness
Grade Level: 9
Goal: To teach students about individual differences and preferences others chose to
explore and personally consume. These identities will be shared and viewed by other
classmates for an enriching learning experience of who each individual is on the inside
and out.
Competencies:
ASCA Student Standards
Domain: Personal/Social Development
Throughout the course of the 4-6 sessions, work with students on expressing
their individuality and identity by gaining group feedback as they express the
acceptance feedback from their other peers in the group.
Termination
3. Have a closing session by bringing the activity all together for them to have an
exit piece to hold onto for remembrance.
Plan for Evaluation:
1. Working with students in current group with a survey at the termination session
with questions about their experience.
2. Then, after the anonymous questionnaire, I will collect the data as a resource to
improve and or alter the group as needed.
3. The next session that I will begin, will begin with a questionnaire asking what
students would like to get out of their time in a group session. And using this
information I would plan to style the group session to cover what the students
wish to get out of the sessions and entire experience.
Activity:
Work with students each week on creating a piece of the puzzle by decorating a piece
of puzzle with a word, picture or phrase that represents them in a certain way. Each
week will cover a certain aspect of the individual, such as likes and interests,
personality, culture, religion etc. and at the end on termination day, students will put their
puzzle pieces together with other students so they can see how each students
differences makes our world and is important.
References:
https://www.pinterest.com/pin/190769734187770306/
http://static.pdesas.org/content/documents/ASCA_National_Standards_for_Students.pd
f
Evaluation Instruments
After each lesson, the students will answer an anonymous survey to assess the overall
success of the activity. The survey is designed to adapt to any and all lessons
administered by the counseling department.
Post-Lesson Survey
1. The lesson I attended prepared me for a world and society outside of the Ocean
Breeze community:
1
2
3
4
5
6
7
8
9
10
2. I have a better feel for how to use my time at Ocean Breeze High School:
1
2
3
4
5
6
7
8
9
10
System Support
A. Staff and Community Relations
1. Publicity through newsletters, emails, participation in school-sanctioned social
media (Twitter, Facebook, etc.)
2. Participation in community events where appropriate
3. In-services for teachers and related faculty on relevant school subjects (teen
pregnancy, eating disorders, divorced families, career readiness, etc.)
4. Mentoring programs for new and tenured staff members
5. Mentoring programs for community members and students in need
B. Advisory Committees
1. Serving as a liaison for local businesses to create a functional school-to-work
program
2. Community college liaison for possible dual credit options to increase student
desire to pursue higher education
3. Form school wide committee for excellence involving a spectrum of students,
parents, teachers, faculty, administrators, and other community members
4. Committee of local counselors from neighboring school districts for regional
issues, networking, and consulting
C. Community Outreach
1. Serving as a spokesperson for the school in the surrounding community, as well
as a spokesperson for the different agencies in the community that can be
beneficial to students.
2. Keeps track of various part time employment opportunities available within the
community and keeps these updated and posted on the Ocean Breeze Guidance
department webpage.
3. Eligible seniors take field trips to work sites in the community for field experience
and networking purposes.
4. Invite local businesses in the area to take part in our school fair that takes place
twice a year academic year in the gymnasium.
5. Close ties to close inpatient and outpatient facilities to be able to refer students to
a specialized unit who they would better benefit from.
D. Research and Development
1. The research and development work by counselors at Ocean Breeze involve
creating the needs assessment survey given to students once a year, the data
Management Systems
Management Systems
Advisory Committee
The advisory committees main function is to support the comprehensive schoolcounseling program and to support the betterment and development of future activities.
Members are chosen around common interests and enthusiasm for the program. The
members of this committee are form all levels of school functioning and have different
stakes in the education of the students. The intent of the committee is to increase
cohesion at all levels to help the program run smoothly and with as much feedback as
possible. Meetings will be held twice in a school year at the end of the respective
semesters, and they will take place after school hours. The chairperson will provide an
agenda and minutes will be taken by the counseling department secretary.
Membership
A. Chairperson: Director of Guidance, Samantha Wagner
a. Term: 3 years, to be elected by a majority vote at second meeting of year
b. Duties: facilitate the meeting; serve as a liaison between counseling
department, administration, and students; serve on election committee for
new members; serve as primary contact for questions and concerns,
providing agenda,
B. Administration Members: Principal Leslie Knope
a. Term: 2 years, to be elected by majority vote at second meeting of year
b. Duties: serve as liaison to district administration; communicate with
chairperson on progress of goals; other administrative duties as seen fit
C. School Faculty Members:
a. School Counseling Secretary Ethel Beavers
b. School Psychologist Craig Middlebrooks
c. Child Study Team Member Sterling Archer
d. One teacher delegate from each academic department
e. Term: 1 year, to be elected by their respective department by majority vote
f. Duties: serve as liaison to their departments and counseling department
D. Parent Delegates:
a. Head of PTA Ben Wyatt
12 Month Calendar
August:
9th Grade Orientation
Meet with new parents and students
Review IEP/504 plans for new students
Notify teachers of students with IEP/504 plans
Schedule PARCC/HSPA testing
Coordinate school-to-work program
Review results of needs assessment
September:
Match senior mentors with freshmen mentees
Screen members for transition group
Implement transition group
First mentoring program meeting
Schedule in-class guidance lessons with
teachers
Senior Parent Meeting
October:
Monitor mentoring program
Continue transition group
Assist with PSAT/SAT testing
Schedule 8th grade scheduling for March
Schedule local businesses for networking
social in February
November:
Terminate transition group, make monthly
appointments with group members
Junior Parent Meeting
Field trip to career fairs
Notify parents of students with failing grades
February:
Networking Social during gym classes
Sophomore parent meeting
Middle school visitation
Confirm middle school registration dates
Continue course registration (sophomores)
Prepare state testing materials
March:
PARCC/HSPA testing
Continue in-class guidance presentations
8th grade scheduling for next year
Meet with failing students and their parents
Planning for next years school-to-work
program
Pieces of Me group
April:
Freshman parent meeting
College/career planning workshops in
classrooms
Conclude course registration (freshmen)
Terminate Pieces of Me group
May:
8th grade parent meeting
Begin solving schedule conflicts
Pre-Prom substance abuse assembly
Create a distribute list of graduating seniors
Distribute information for summer
school/alternative school
Administer senior surveys
June:
Graduation practice and commencement
Register new students for next year
Begin to resolve scheduling conflicts
Issue final grades
Send final grade information to colleges
July:
Register new students for upcoming year
Resolve scheduling conflicts
Confirm employment for school-to-work
program
Accountability
Accountability
School Counselor Performance Evaluation Instrument
School Counselor
Performance
Appraisal
School Counselor
Carolyn Bianco, Melissa Calabrese and Samantha Wagner
Evaluator
Dr. Goss
Position
School Counselor
Date
4/12/15
0=Unsatisfactory, 1=Basic, 2=Proficient, 3=Distinguished
DUTIES AND RESPONSIBILITIES
DESCRIPTION
1. Major Function: Development and Management of a Comprehensive School Counseling Program
RATING
3
1.1 Discusses the comprehensive school counseling program with the school administrator.
1.2 Uses data to develop school counseling program goals, and shares the goals with stakeholders (i.e.,
administrators, teachers, students, parents, community and business leaders).
3
3
1.3 Uses data to develop curriculum, small-group and closing-the-gap action plans for effective delivery of the
school counseling program.
1.4 Uses the majority of time providing direct and indirect student services through the school counseling core
curriculum, individual student planning and responsive services and most of the remaining time in program
management, system support and accountability. (Approximately 80 percent or more of time in direct and
indirect services and 20 percent or less of time in program support.)
1.5 Uses data to develop comprehensive programs that meet student needs.
Observations and comments:
2.4 Provides individual and group counseling to students with identified concerns and needs.
Indirect Services
2.5 Indirect student services are provided on behalf of identified students; strategies to include referrals,
consultation and collaboration.
3
2
3
2.7 Consults with parents and other educators to share strategies that support student achievement and success.
2.8 Collaborates with parents, other educators and community resources to support student achievement and
success.
Observations and comments:
3
3
3
3.6 Conducts a school counseling program assessment annually to review extent of program implementation
and effectiveness.
3.7 Shares school counseling program results data with relevant stakeholders.
Observations and comments:
3
3
3
Total Score
Average Score
Overall Performance
Comments by
Evaluator:
65
69
This school should be able to focus a bit more on reaching out to staff as a resource team to all
collaborate and focus on the important of the students and the concerns that are present. Group
work can also be improved.
Comments by School
Counselor:
There is a lot in our power to arrange for staff and faculty meetings, but we need to
depend on the faculty to be in attendance and willing to meet with us at odd times
of the day/morning before school begins. Also, group work happens internally in
our offices, but is limited per topic and student participation.
Results Report
One of the major goals for the Ocean Breeze school-counseling program is to ensure
students are well prepared for their post-secondary endeavors, be it college, career, or
anything else. A major tool to help the counselors and administrators confirm that the
program is working is to use a results report. By choosing a target group to follow for the
course of a school year, counselors are able to use small-term success or failure to
revamp the plans for the next school year.
Ocean Breeze will use a results report in the school counseling program by targeting a
group of juniors with little idea on what to do after graduation. This information is
obtained from a survey in yearly scheduling appointments asking students to rate their
confidence in post-secondary plans; students with scores in the lowest 20% of
responses will be in this target group. These students will be asked to join a group that
discusses college and career options, running 6-8 weeks throughout the school year
and discussing a variety of subjects related to post-secondary planning. At the end of
the group, the students will again rate their confidence and counselors will measure the
change in responses.
Using a results report in a school counseling program is a vital piece its overall successhow else will counselors know whats working? Additionally, counselors need to know if
their programs affect students, positive, negative, or neutral. The core plan for the
program is to change students, hopefully for the better, and a results report is an item of
tangible data that can show the success or failure of a certain part of a program.
Program Audit
Like the results report, the program audit delivers results on a larger scale and allows
counselors to view the big-picture success of the program. More importantly, it allows
counselors to make revisions to the program to align with the ASCA model as well as
the differing needs of the students. For example, if this program succeeds and more
parents become involved with the college application process or students begin to
achieve excellence in college and career planning, then the counseling department will
use their time toward other needs. Students may have an increased need for
personal/social development in the future rather than academic or career readiness,
and a program audit would allow counselors and other stakeholders to make revisions
where necessary.
Appendix
Family Profile #1
After Tax Annual Income: $25,100.00 Assets: $0.00
Family Members: 1 Adult Female 1 Adult Male 1 female child age 6 1 male child age 7
Description: Your family lives in an apartment in a small town outside a large
metropolitan area. Both adults work full-time for minimum wage ($6.15/hour). Your
employers provide no health benefits or vacation time. There is no mass transit
available. The youngest child has a learning disability and requires additional tutoring
outside of the public school she attends.
Family Profile #2
After Tax Annual Income: $28,800.00 Assets: $0.00
Family Members: 2 Adult Females 1 male child age 6 months 1 male teenager age 18
Description: Your family lives in an apartment in a large metropolitan area. One adult
works as a teacher of pre-school in the public schools. She and one child are covered
under her employers insurance program. The other adult recently lost her job as an
employee at a major appliance company. There is a metropolitan bus service available.
The teenager is applying to go to college.
Family Profile #3
After Tax Annual Income: $50,000.00 Assets: $5,000.00 (Non-liquid)
Family Members: 1 Adult Female 1 Adult Male 3 Teenagers age 13-17
Description: Your family lives in a (not-yet-paid-for) house in a small town outside a
large metropolitan area. One adult works full-time at a refrigerator plant. The other adult
works part-time at a catalog warehouse. There is a metropolitan bus service available.
The youngest child is autistic and requires an adult be home with him.
Family Profile #4 After Tax
Annual Income: $65,000.00 Assets: $10,000.00 (Non-liquid)
Family Members: 1 Adult Female 1 Adult Male 1 female child age 4 1 male child age 8
Description: Your family lives in a (not-yet-paid-for) house in a large metropolitan area.
Both adults work full-time in a small business that you own. Your health insurance is
provided through your business.
Family Profile #5
After Tax Annual Income: $22,500.00 Assets: $0.00
Family Members: 1 Adult Female 1 child age 3
Description: Your family lives in an apartment in a suburb of a large metropolitan area.
The adult works full-time as a nurses aid in a near-by hospital. There is a metropolitan
bus service available. The friend that watches your child while you work is moving away
soon. You will need to make alternative arrangements.
Family Profile #6