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| Would this student benefit from a year to grow? Is this student
at the five year developmental level showing school
readiness? |
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| Screen incoming K students with the Gessell School Readiness test
by parental request. |
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| Test administration, Interpretation of results, maximizing
test/screening results, scheduling |
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| Participation/ applying skill, parent/counselor assessment of
data, observation |
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| Is this student academically ready for the next grade level? |
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| Test undecided retention candidates with PPVT-R, PIAT |
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| Test administration, interpretation of results, communication |
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| Share data, personal feedback |
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| How can I help students transition smoothly and comfortably from
one grade level to the next? |
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| Transition PreK-K, K-1, 1-2, 2-3 |
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| Classroom guidance/individual counseling, communication |
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| Personal/ professional feedback, staff/ parent observation |
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| Why is it important to assess student's skills? How can we best
utilize this information? Is this student making
educational gains? What are the appropriate test
taking strategies for the student? How do you, as a
student, measure success? |
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| Test 2nd grade w/the NWEA-Reading, Math, Language Usage, Test Kdg
w/the Outcomes Express-Math, Language Development,
Literacy, Social/Emotional Development |
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| Coordinate assessment and help interpret evaluation results,
organize/schedule evaluation, offer test taking
skills, proctor training, motivational activities
for students, maximizing test results |
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| Teacher/ counselor/ student observation, participation/ applying
skills, personal feedback |
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| Why is it important to keep our bodies healthy? When you grow up
what will you look like as a healthy employee? Why
it is important to have self-control? How does a
healthy lifestyle help you educationally? If you
have good self-control how will you react to someone
offering you drugs? |
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| Drug/Alcohol Prevention: Here's Looking at You, 2000, Red Ribbon
Week activities, Direct/Indirect guidance activities
related to the word of the month: Self-Control |
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| Drug awareness and refusal skills, decision making, Red Ribbon
week activity coordinator |
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| Staff observation, student/parent feedback |
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| Why is it important to be a caring person? How do you show
someone you care about them? If you care about your
learning and that of your peers, how do you behave
during lessons? What are you thankful for in your
life? |
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| Direct/indirect guidance activities related to the word of the
month: Caring, Thankfulness lesson in individual
counseling |
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| Identify caring acts in our school, home, and community |
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| Staff observation, personal feedback |
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| Why is it important to use manners at school and home? What does
a person do when they are using good manners? What
does a polite learner look like? |
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| Direct/indirect guidance activities related to the word of the
month: Manners |
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| Using good breakfast and lunch manners at school, using manners
when no one is looking |
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| Staff observation, personal feedback |
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| What is honesty? Who needs to be honest? Is honesty important? Is
anyone hurt if you cheat on your school work? |
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| Direct/indirect guidance activities related to the word of the
month: Honesty |
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| Being and noticing honesty in little matters |
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| Staff observation, personal feedback |
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| Who do you show respect to at home, school, and in the community?
What does a respectful person look like? |
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| Direct/indirect guidance activities related to the word of the
month: Respect |
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| Being respectul of everyone at school, home, and in our community |
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| Staff observation, personal feedback |
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| How will your effort now help in your career later in life? |
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| Direct/indirect guidance activities related to the word of the
month: Effort |
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| Doing your best in everything you do |
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| Staff observation, personal feedback |
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| How do you show you are a responsible citizen? What is
responsibility? |
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| Direct/indirect guidance activities related to the word of the
month: Responsible, talk about responsible actions
if a classmate/peer is retained |
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| Being responsible all day long |
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| Staff observation, personal feedback |
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| Who should you cooperate with? Is cooperation important in your
daily life? How? When you cooperate what happens to
your grades? When you have a job what will
cooperation at work look like? |
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| Direct/indirect guidance activities related to the word of the
month: Cooperation |
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| Getting along in the building and at recess |
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| Staff/ Student/ Parent feedback |
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| What coping skills are needed by children in divorce, separated
and/or blended families? Is the divorce affecting me
academically? Does it help to know that I'm not the
only student going through this adjustment? What can
I do when this situation interferes with my
learning? Am I to blame? |
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| Individual/group guidance: divorce |
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| Coping skills, awareness of other family situations/needs, stages
of divorce, decision making |
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| Self evaluation of stages, personal feedback, observation by
school personnel and parent(s) |
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| What is making me so angry? How can I handle my anger in a
positive way? Is this hurting me educationally and
socially? |
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| Individual/group guidance: anger management |
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| Coping skills, anger management techniques, awareness of anger
triggers, decision making, communication |
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| Personal feedback, daily logs: time occurred, where displayed, who
was involved, etc. |
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| How do I become a friend? Is there more than one type of
friendship? How will I keep friends? How do I handle
disagreements with friends? Does establishing
friendships help me educationally? If I can not
learn to establish friendships will this hurt me in
my future career choice? |
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| Individual/group guidance: Friendship Group |
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| Communication skills, compromising, observation skills, decision
making skills |
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| Personal feedback, peer feedback, feedback from home |
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| How do I accept this death, recall precious memories, and move on
with my life? What are the natural stages of grief
and do they always occur in a special order? Who is
there to help me? Am I the only person that this has
happened to? How can I keep my grades up when I hurt
so badly? How do I understand my thoughts and
feelings? |
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| Individual/group guidance: Grief Support Group |
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| Communication, sharing feelings, adjusting to change, locating
support agencies in the community, stress management |
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| Parent/ teacher assessment, observation, personal feedback, peer
feedback |
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| Are parents listening and supporting their child's educational,
emotional, and physical needs? How can counselors
support parents/guardians as they make educational,
personal, social, and future career decisions with
their child? How can all adults communicate the
importance of education to students? Why is it
important to communicate with parents/guardians? |
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| Ongoing communication, phone calls, notes, conferences, e-mail,
be available for parent/teacher conferences, attend
open house |
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| Communication, aware of school and community resources/support
systems |
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| Gather student data, personal feedback |
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| What do I wish to be when I grow up? Will my academic strengths
help me accomplish this goal? Will my behavior lead
to a successful career fulfillment? What does
appropriate behavior look like? What does school
success look like? |
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| Monitor student academic/behavior contracts |
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| Goal setting, rapport building, awareness of appropriate
behavior/academic success |
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| Data collection, parent/student/ teacher feedback |
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| How does a positive supportive beginning to the day affect
learning? What did I notice about the student as
he/she entered the cafeteria? What concerns were
addressed and resolved before the student began
their educational day? What needs were followed up
on due to this contact? When the student uses good
table manners does anyone notice? |
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| Communication, observation, coping skills, manners, decision
making skills |
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| Feedback of students/ cooks/ educational staff, observation |
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| How will this grant benefit our students, parents, and school
district staff? Is it a matching fund grant, if so
will our budget support it? Who is needed to support
and carry out the objectives? |
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| Precise written communication of need, data collection and
updating, detail oriented skills, thoroughness of
following grant instructions |
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| Survey of needs/informal feedback related to the request of the
grant |
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| What are the current strategies? What is research telling me
about successful school guidance programs? What is
the research telling me about my program
strengths/weaknesses? Do area schools have
parents/guardians concerned about certain counseling
curriculum? |
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| Awareness of weaknesses, maintain professional licensure,
continue membership in the KS Counseling Assn,
network with outside agencies and colleagues.
Developing personal skills (CPI, CPR, 1st Aid). |
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| Professional knowledge, formal evaluation, feedback from
colleagues |
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| Who informs me of this need? What are my guidelines? How do I
accomplish my scheduled duties and responsibilities?
Does this destroy counselor/student rapport? |
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| Administrative/ supervisory duties as needed |
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| Utilize
all administrative certification knowledge and
skills, communication, awareness of limits,
following line of command. Serve as administrative
designee for IEPs, as needed. |
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| Administration/ Secretary/ Staff/ Parent/Student/ Personal
feedback |
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| Who informs me of this need? What are my guidelines? What happens
to my scheduled duties and responsibilities? |
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| Fill in for classroom teachers and staff on request during short
term need |
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| Utilize all certified teaching skills, follow all school
policies, communication |
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| Administrative feedback, parent/ teacher/support staff/student
observation |
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| How can I help parent/ staff/student assess the whole child? |
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| Gather/document/ assess data, schedule GEST meeting, share data,
begin the comprehensive stage when needed |
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| Conference with individuals having contact with the student as
needed, observation, personal/ professional feedback |
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| What do I need to keep the student's environment safe physically
and emotionally? |
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| Demonstration of skills and knowledge of procedures |
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| Teacher/ administrator/ parent/agency feedback |
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| How can the counselor help recognize those parents who give so
much of their time to our school? |
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| Volunteer luncheon/celebration coordinator |
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| Coordinate the staff-volunteer luncheon |
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| Teacher/ administrator/ parent feedback |
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| What can your agency offer that can help our students/families
educationally, personally, socially and in the area
of career awareness? |
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| Law
enforcement, Sumner County Mental Health Assn,
United Methodist Youthville, Sumner Liaison members,
Sumner/Sedgwick SRS, The Farm Inc, Comcare, School
District Personnel, Care and Share, Churches, etc. |
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| Communication skills, observation skills, networking, awareness |
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| Personal/ Professional feedback |
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