Absegami - Guidance Curriculum

I. Introduction
·Overview ·Vision Statement

II. Counseling Program
·Individual Counseling ·Small Group Counseling ·Consultation ·Coordination / Referral ·Case Management ·Guidance Curriculum ·Program Evaluation ·Program Delivery

III. New Jersey Cross-Content Workplace Readiness Standards

IV. K-4 Guidance Curriculum
·K-4 Academic Development ·K-4 Career Development ·K-4 Personal / Social Development ·K - 4 Scope and Sequence ·K-4 Evaluation

V. 5-8 Guidance Curriculum
·5-8 Academic Development ·5-8 Career Development ·5-8 Personal / Social Development ·5-8 Scope and Sequence ·5-8 Evaluation

VI. 9-12 Guidance Curriculum
·9-12 Academic Development ·9-12 Career Development ·9-12 Personal / Social Development ·9-12 Scope and Sequence ·9-12 Evaluation

Introduction

The Greater Egg Harbor Regional High School District (GEHRHSD) covers the largest area in square miles in the state of New Jersey. The district operates two comprehensive high schools, grades 9-12, Absegami and Oakcrest. GEHRHSD constituent districts are Egg Harbor City, Galloway Township, Hamilton Township, Mullica Township, Green Bank and Port Republic. (See appendix A.) The district has a population of 35,000 people and is located in Atlantic County - approximately 12 miles West of Atlantic City and a sixty-minute drive from Philadelphia. The area traditionally has been semi-rural with agriculture and light industry. Recently, the district has experienced substantial growth and the area has seen a significant increase in the retail industry.

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Overview

In April of 2000 the New Jersey Administrative Code 6A:8-3.2 was adopted. The Code language highlights and provides direction for school counseling programs across the state. Specifically, the code mandates that a K-12 comprehensive guidance and counseling system be implemented in all school districts that reference the National Standards for School Counseling programs as developed by the American School Counselor's Association.
In response to the adoption of Administrative Code 6A:8-3.2, members of the New Jersey State Department of Education and members of the New Jersey School Counselor's association joined forces and developed the New Jersey School Counselors' Initiative. The mission of this initiative is to meet the academic, career and personal/social developmental needs of all students through the development of working district-wide partnerships and the implementation of a comprehensive developmental K-12 school counseling system. A K-12 comprehensive developmental program provides:

· A written, systematic, and planned delivery program that involves all students and promotes and enhances the learning process.
· Accountability in the delivery of services to all students.
· A framework for a team effort involving parents, teachers, counselors, students, administrators and other support personnel.
· The means for all students K-12 to meet the challenges of the 21st century in all areas of academic, career, and personal/social development

The GEHRHSD has had a guidance curriculum in place for the past several years. In this respect they have had a jump on implementing New Jersey Administrative Code 6A-8-3.2. Due to the district's prior experience in writing and implementing a comprehensive developmental 9-12 guidance program, the GEHRHSD in conjunction with its constituent districts, applied to be a pilot school in the New Jersey School Counselor Initiative. Pilot schools received a grant and are charged with the development of model K-12 comprehensive developmental guidance programs.
In May of 2001, GEHRHSD and its constituent districts were selected as a pilot school district. As a result, GEHRHSD formed a guidance committee, which includes representatives from both GEHRHSD and its constituent districts. The committee's purpose is to examine, revise, and expand each district's current guidance curricula. In addition, the committee is responsible for developing a K-12 comprehensive developmental program, which would incorporate the National Standards for School Counseling Programs and the New Jersey Cross Content Workplace Readiness Standards.

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GEHRHSD / Constituent Districts Vision Statement

Develop a K-12 comprehensive / developmental school counseling program that will address the academic, career and personal/social needs of the students we serve. The purpose of the comprehensive school-counseling program is to provide all students with the skills needed for their ever-changing roles in society and the workplace.
The comprehensive school-counseling program will be developed through collaboration with students, parents, faculty, administration and community members. This articulation will occur between the GEHRHSD and all the constituent districts.

Components of the GEHRHSD /Constituent Districts School Counseling Program

The GEHRHSD / Constituent Districts comprehensive school-counseling program integrates academic, career and personal/social development. Individual counseling, group counseling, consultation, coordination / referral, case management, guidance curriculum, and program evaluation are the primary delivery methods in an effective school counseling program.

Individual Counseling:
Counselors will frequently engage in individual counseling sessions with students to work on a problem together or a specific topic of interest. A one-on-one meeting with a counselor provides a student maximum privacy in which to freely explore ideas, feelings and behaviors. School counselors establish trust and provide information, always considering actions in terms of the rights, integrity, and welfare of students.
Counselors are obligated by law and ethical standards to report and to refer a case when a person's welfare is in jeopardy. It is a counselor's duty to inform an individual
of the conditions and limitations under which assistance may be provided. Individual counseling generally addresses the specific concerns of targeted students with an identified need.

Small Group Counseling:
In small group counseling, a counselor works with two or more students together. Group discussions are generally based on structured learning experiences. Group members have an opportunity to learn from each other. They can share ideas, give and receive feedback, increase their awareness, gain new knowledge, practice skills, and think about their goals and actions. Group discussions may be problem centered, where attention is given to particular concerns or problems. Discussions also may be growth centered, where general topics are related to personal and academic development.

Consultation:
The counselor as a consultant primarily helps students, parents and teachers to be more effective in working with others. Consultation helps students, parents and teachers think through problems and concerns, acquire additional knowledge and skill and become more objective. This intervention can take place in individual or group conferences, staff development activities, or parent informational seminars.

Coordination / Referral:
Counselors serve as a liaison between teachers, parents, support personnel, and community resources to facilitate successful student development. As student advocates, counselors often refer students to appropriate resources.

Case Management:
Counselors provide the necessary monitoring of an individual student's progress toward achieving success in academic, career, and personal/social areas.

Guidance Curriculum:
The guidance and school counseling curriculum is composed of organized objectives and activities to provide information, knowledge, and skills developmentally and sequentially in the areas of academic, career and personal/social development. Counselors often deliver the curriculum in large group settings, such as classroom presentations, which offer the best opportunity to provide guidance to the largest number of students in our school. Frequently, the initial large group meetings are followed by smaller group sessions where students can discuss the presented material in more detail. Counselors may also partner with other teachers, departments and various other members of the school community to deliver parts of the guidance curriculum.

Program Evaluation:
Counselors continually assess the needs of their students, evaluate their programs, and make changes in the school counseling program to better meet the current, identified needs of students.

Program Delivery:
The goal of the Constituent Guidance Curriculum Committee is to produce a " Best Practice Document." The degree of implementation and effectiveness of the Greater Egg Harbor Regional High School and Constituent K-4, 5-8 and 9-12 guidance curricula will be related to the availability of resources and personnel within each school building. To achieve balance among the program components and to use all of the delivery methods, it is necessary to maintain a realistic counselor-student ratio that fully supports the number of staff necessary to provide a standards-based program. The American School Counselor Association (ASCA) recommends a ratio of 1/100 (ideal) to 1/250 (maximum) to implement a standards-based, comprehensive developmental school counseling program. In addition, a comprehensive developmental school counseling program is a full-time program and requires counselors to spend 70-80% of their time in direct contact with students. The school counselor's duties need to be limited to program delivery and direct counseling services. (Campbell, Dahir, 1997, ASCA "The National Standards")

New Jersey Cross-Content Workplace Readiness Standards

The GEHRHSD and their constituent district's guidance curriculum is designed to address the New Jersey Core Curriculum Content Standards specifically in the Cross-Content Workplace Readiness Standards. Following are the New Jersey Cross-Content Workplace Readiness Standards:

1. All students will develop career planning and workplace readiness skills.
2. All students will use technology, information and other tools.
3. All students will use critical thinking, decision-making, and problem-solving skills.
4. All students will demonstrate self-management skills.
5. All students will apply safety principles.

New Jersey Cross-Content Workplace Readiness Standards addressed in the K-4, 5-8, 9-12 guidance curriculum are identified in the Action Plans. Next to each competency listed in the Action Plan is the corresponding Cross-Content Workplace Readiness Standard.

K-4 Guidance Curriculum

Standards-Competencies and indicators

I. Academic Development - Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

A. Improve Academic Self-Concept
Students will display a positive interest in learning

B. Acquire Skills for Improving Learning
Students will:

1. Demonstrate how effort and persistence positively effect learning
2. Use communication skills to know when and how to ask for help when needed

C. Achieve School Success
Students will:

1. Take responsibility for their actions
2. Demonstrate the ability to work independently as well as the ability to
work cooperatively with other students

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II. Academic Development - Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.

A. Improve Learning
Students will:

1. Apply the study skills necessary for academic success at each level
2. Seek information and support from faculty, staff, family and peers

B. Plan to Achieve Goals
Students will understand the relationship between classroom performance and success in school

III. Academic Development - Standard C: Students will understand the
relationship of the world of work to life at home and in the community.

A. Relate School to Life Experiences
Students will understand the relationship between learning and work

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IV. Career Development - Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self, and will learn to make informed career decisions.

A. Develop Career Awareness
Students will:

1. Learn how to interact and work cooperatively in teams
2. Learn to make decisions
3. Learn about the variety of traditional and nontraditional occupations

B. Develop Employment Readiness
Students will:

1. Learn to respect individual uniqueness in the workplace
2. Utilize time and task-management skills

V. Career Development - Standard C: Students will understand the relationship among personal qualities, education and training, and the world of work.

A. Acquire Knowledge to Achieve Career Goals
Students will:

1. Explain how work can help to achieve personal success and satisfaction

B. Apply Skills to Achieve Career Goals
Students will:

1. Learn how to use conflict management skills with peers and adults
2. Learn to work cooperatively with others as a team member

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VI. Personal / Social Development - Standard A: Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.

A. Acquire Self Knowledge
Students will:

1. Develop a positive attitude toward self as a unique and worthy person
2. Identify and express feelings
3. Distinguish between appropriate and inappropriate behaviors

B. Acquire Interpersonal Skills
Students will:

1. Recognize, accept, respect and appreciate individual differences
2. Learn how to make and keep friends
3. Recognize that everyone has rights and responsibilities

VII. Personal / Social Development - Standard B: Students will make
decisions, set goals, and take necessary actions to achieve goals.

A. Self-Knowledge Application
Students will:

1. Use a decision-making and problem solving model
2. Develop effective coping skills for dealing with problems

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VIII. Personal / Social Development - Standard C: Students will understand safety and survival skills.

A. Acquire Personal Safety Skills.
Students will:

1. Identify resource people in the school and community.
2. Apply effective problem solving and decision-making skills to make safe and healthy choices.
3. Demonstrate the ability to assert boundaries, rights, and personal privacy

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K-4 Academic Development

Competency	Cross-Content Workplace Readiness Standards addressed by Competencies	Bank of Activities	Who	Method
Improve Academic self- concept (I.A)	CCWRS #4	Individual and Small Group instruction on requested issues	K-4	Student Incentive Programs
		Group programs
		Big Buddies
		Homework Club
		Tiger Buddies
		Brag Board and other lunch programs with school principal
Acquire Skills for Improving Learning (I.B)	CCWRS #1, #3, #4	Classroom Programs	K-4	Student Instruction/Support
		Bully Proofing	K-4
		Big Buddies	1-2
		Peace Rose	2-3
		DeBug	K-4
		Homework Club
		Study Skills
		Homework Books, Assignments Books
		Parent/Teacher Conferences
		PAC Meetings
		Individual Counseling
		Small Group Counseling
Achieve School Success (I.C)	CCWRS #3, #4, #5	Peace Rose	K-4	Student Incentive Programs
Achieve School Success (I.C)	CCWRS #3, #4, #5	DeBug	K-4	Student Incentive Programs

K-4 Career Development

K-4 Personal / Social Development

K - 4 Scope and Sequence

Fall/Winter Months

1. New Student Assistance (K-4)

When students register in the district, the counselor from the receiving school contacts the former district to secure the child's cumulative folder. On the first day of school, the counselor meets the student upon arrival, takes the child to the classroom and introduces him/her to their teacher and classmates. When a child has more than one teacher, further introductions occur. A "buddy" or two assists the counselor in orienting the student to the school, including the specifics of special area subjects, the cafeteria procedure, and the restrooms.
(Competencies Addressed: I.A)

2. Peace Rose (1)

The children in conflict each take a turn to hold the "rose" and express their feeling using the words "I feel..." messages. Another child may bring the rose to children seen in conflict. Children initially may need help in expressing their feelings appropriately. Soon they are able to resolve conflicts independently.
(Competencies Addressed: I. A., I. B., II.A.)

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3. DeBug (2, 3)

The DeBug system equips children with a series of steps they can use to solve problems when others are "bugging" them. It helps children learn to be assertive and encourages self-management. The five steps of the DeBug system are simple. The children are taught that if someone is bugging them, they should try the following:
1. Ignore. If that does not work...
2. Move away. If that does not work ...
3. Talk friendly. If that doesn't work ...
4. Talk firmly. If that does not work...
5. Get adult help.
When an adult needs to help, they review the steps, often reminding the children of the expectations. If the adult needs to intervene, they follow these steps:
1. Send for the other child involved.
2. Provide a place they can talk. Have them discuss "what do you want to happen, and how can you make that happen?" If necessary help them through it .
(Competencies Addressed: I. A., I. B., II.A.)

4. Green Circle (1-4)

Green Circle is an four-week classroom guidance program that promotes cultural sensitivity and acceptance. Through a series of activities the students learn to accept differences in each other and to include all individuals in their "circle of friends".
(Competencies Addressed: I. A., I. B., II.A.)

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5. Goodwill Ambassador Training (1-4)

To assist our students entering the district, each homeroom appoints two students, one male and one female who will act as "Goodwill Ambassadors" for the school year. The primary role of the students is to welcome new students; introducing themselves, asking the new students their names and where they are from, making introductions to the members of the class, showing them where to put backpacks, including the new student with their friends at lunch and recess, explain classroom, recess, hallway and cafeteria rules, bringing the new student to the counselor to receive a new student packet, taking the new student on a tour of the school and telling the teacher or counselor if the new student is not happy. The Goodwill Ambassadors are also greeters at school events such as Grandparents Day, assemblies, and the music programs.
(Competencies Addressed: I. A., I. B., II.A, III. A., VII.A.,VII. B., VIII.A.)

6. Big Buddies/Mentor Programs (1-4)

"Big Buddies" are typically the older children in a school building while their "little buddies" are students from the younger grades. The role of the Big Buddies is to promote social skills and/or improve success in schoolwork for the "Little Buddies" by establishing positive and caring relationships, modeling good friendship skills and assisting "Little Buddies" with schoolwork as needed.
(Competencies Addressed: I. A., I. B., II.A.)

7. Banana Splits (1-4)

"Splits" groups are support groups that meet once a week for about six or more weeks. The groups are for children whose parents have "split". The goals of the groups are: to clarify students'' feelings about their parents' separation or divorce, to help students understand that others share similar feelings and experiences, to help students gain a realistic picture of the divorce/separation situation and to give students an opportunity to learn new communication and coping skills.
(Competencies Addressed: I. A., I. B., II.A, III. A., VII.A.,VII. B., VIII.A.)

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8. Bully-Proofing (K-4)

Each classroom in our schools is "Bully-Proofed". Every teacher posts and enforces the "Bully-Proof" rules in their classroom. These simple rules work because they clearly define the behavior we want to stop, encourage the behavior we want and the outcome we want. The rules are:
· We will not "Bully" other students
· We will help others who are being bullied by speaking out and by getting adult help.
· We will use extra effort to include ALL students in activities at our school.
Statistics show that in an average classroom there are usually one or two bullies and three or four victims. This leaves the majority of the students as bystanders. We train the bystanders to become active in preventing bullying behavior. We call these students the "Caring Majority" whom we train to empathize with and assist the "victims".
(Competencies Addressed: II.B, III. A)

9. Individual and Small Group counseling on requested issues (K-4)

Students or their teachers or parents/guardians may request that a counselor become involved with a child for the following needs: improvement of self-concept, poor or inadequate peer relations, anger management, a family problem, a fear, a physical concern, or an academic concern. Issues of illness, death of a pet, friend or family member, separation and divorce study skills are addressed. A counselor sees children individually and in small groups, and conducts classroom activities.
(Competencies Addressed: I. A., I. B., II.A, III. A., VII.A.,VII. B., VIII.A.)

10. Character Education Programs

Students participate in many curriculum integrated and assembly programs addressing Character Education. All projects will be displayed in the classrooms, hallways and cafeteria.
(Competencies Addressed: II.B, III. A)

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11. Pupil Assistance Committee (PAC) (K-4)

As members of or consultants to the Pupil Assistance Committee, we assist teachers with strategies for working with non-disabled students who are experiencing mild learning or behavioral problems. The building principal or assistant principal chairs a committee of professional staff members who offer structured support and assistance to teachers by providing instructional strategies to promote student success. Parents are notified of Pupil Assistance Committee meetings regarding their child and are invited to participate. Following a PAC meeting, school counselors may:
1. Involve the student in currently offered programs and services
2. Complete individual diagnostic testing
3. Develop and monitor behavior modification programs
4. Provide referral information to the parents/guardians for outside of school programs
5. Provide classroom teachers with information regarding academic or medical concerns
6. Consult with parents/guardians, teachers and administrators on a regular basis regarding the needs of the student
(Competencies Addressed: I. A., I. B., II.A, III. A., VII.A.,VII. B., VIII.A.)

12. Student incentive programs (K-4)

Students are individually honored for displaying the character education initiative of the month or year, for being a member of the caring majority, for personal improvement or any other of a number of accomplishments. Acknowledgment can involve lunch with the counselor or building principal, a certificate, free ice cream or having their name announced at the end of the day over the intercom system.
(Competencies Addressed: I. A.)

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Spring/Summer Months

Ongoing training/ involvement continues in all previously mentioned programs (K-4)

1. District Testing

The Terra Nova CTBS Survey is given in grades 2 and 4 for students participating in the Title 1, AIM (Afterschool Instructional Mode;) program.
The Terra Nova CTBS is given to students in grade 3, 5,6
(Competencies Addressed: I. B., II. A.)

2. State Testing

The Elementary School Proficiency Assessment (ESPA) is given to all fourth grade students
(Competencies Addressed: I. B., II. A.)

3. Retention issues

Counselors are involved in parent/guardian meetings called by the building principal regarding students being considered for retention to assist in the discussion of benefits vs. harm. Collateral data such as testing may be required.
(Competencies Addressed: I. A., I. B., II.A, III. A., VII.A.,VII. B., VIII.A.)

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4. Summer Vacation preparation

Students are assisted in developing plans for dealing with ongoing issues through the summer months when they are not in school and their counselors are not available to them. Referral to community programs and services are provided to parents upon request.
(Competencies Addressed: I. A., I. B., II.A, III. A., VII.A.,VII. B., VIII.A.)

Part VII Evaluation

The K-4 Counseling Program will be evaluated by reviewing the following:

1. The completion of program activities at designated grade levels.
2. Documented participation in Student Instruction/Support Groups.
3. Discussion regarding program offerings for identified needs with students, teachers, parents/guardians and administrators.

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5-8 Guidance Curriculum

Standards-Competencies and Indicators

I. Academic Development - Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

A. Improve Academic Self-Concept
Students will identify attitudes and behaviors which lead to successful learning.

B. Achieve School Success
Students will develop dependability, productivity, responsibility, and initiative.

II. Academic Development - Standard B: Students will complete school with the academic preparation essential to chose from a wide range of substantial postsecondary options, including college.

A. Improve Learning
Students will become self-directed and independent learners.

B. Plan to Achieve Goals
Students will apply knowledge of aptitudes and interests to goal setting.

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III. Academic Development - Standard C: Students will understand the relationships of academics to the world of work, and to life at home and in the community.

A. Relate School to Life Experiences
Students will:

1. Understand that school success is the preparation to make the transition from student to community member.
2. Understand how school success and academic achievement enhance future career and vocational opportunities.

IV. Career Development - Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

A. Develop Career Awareness
Students will learn about the variety of traditional and nontraditional occupations.

V. Career Development - Standard B: Students will employ strategies to achieve future career success and satisfaction.

A. Acquire Career Information
Students will identify personal skills, interests, and abilities and relate them to current career choices.

B. Identify Career Goals
Students will demonstrate awareness of the education and training needed to achieve career goals.

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VI. Career Development - Standard C: Students will understand the relationship among personal qualities, education and training, and the world of work.

A. Acquire Knowledge to Achieve Career Goals
Students will:

1. Describe the effect of work on lifestyles.
2. Understand the importance of equity and access in career choice.

B. Apply Skills to Achieve Career Goals
Students will learn how to use conflict management skills with peers and adults.

VII. Personal/Social Development - Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

A. Acquire Self Knowledge
Students will:

1. Recognize personal boundaries, rights, and privacy needs.
2. Understand the need for self-control and how to practice it.

B. Acquire Interpersonal Skills
Students will:

1. Recognize, accept, respect, and appreciate individual differences.
2. Use effective verbal and nonverbal communication skills.

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VIII. Personal/Social Development - Standard B: Students will make decisions, set goals, and take necessary action to achieve goals.

A. Self-Knowledge Applications
Students will understand consequences of decisions and choices.

IX. Personal/Social Development - Standard C: Students will understand safety and survival skills.

A. Acquire Personal Safety Skills
Students will:

1. Differentiate between situations requiring peer support and situations requiring adult professional help.
2. Learn coping skills for managing life events.

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5-8 Academic Development

5-8 Career Development

5-8 Personal / Social Development

5-8 Scope and Sequence

September

1. New Student Assistance (5-8)

Goodwill Ambassador Training (5-6)
Scheduling and new Student Orientation (5-8)
(Competencies Addressed: I.B, III.A)

2. Study Skills Workshops (5-6)

Students in grades 5 and 6 receive a workshop on study skills. The program includes how to use an agenda book and folders for organization, as well as tips on homework completion, studying for tests and quizzes, and goal setting. Students view a Power Point show to visually enhance the presentation, as well as receiving a packet, which highlights key points of the workshop.
(Competencies Addressed: I.A, I.B, II.A)

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3. Pupil Assistance Committees (5-8)

Teachers submit student's names and information on PAC referral forms to the counselor, who schedules a committee meeting to discuss possible interventions to help a student reach success. Interventions can include the following:
· Child Study Team evaluation
· Involvement in Peer Assistance Programs
· Involvement in Adult Support Programs
· Behavior Modification Plans
· Individual Reading Inventories
· Basic Skills Instruction
· Parent Conferences
· Academic Modification
· Screening for ADHD
· Monitoring Sheets
· Agenda Book Monitoring
· Involvement in Club Activities
· Speech and Language Consultation
· Sight and/or Hearing Check
· Other interventions
(Competencies Addressed: I.A, I.B, II.A, II.B, VII.A, VII.B, VIII.A, IX.A)

4. Student of the Month (5-8)

Students are individually honored for displaying the characteristics of the Character Word of the Month or are selected as their team's Student of the Month for exhibiting growth in academic or personal/social areas. Several methods can be utilized, including:
· Assembly programs where each student of the month is brought up on stage to receive a certificate.
· Individual homeroom spotlights, where a student's picture and interests are displayed in the hallways of the school.
· Lunch at a local restaurant with the School and District Administrators.
· Publication of student's name in local newspapers, noting the reasons why a student deserves being honored.
· A special activity that honors a chosen student, such as a breakfast, lunch with the principal or assistant principal, an ice cream party, or a pizza party.
(Competencies Addressed: I.A)

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5. Adult Support Programs

Various programs are offered to assist students in achieving success. Following is a brief description of several programs that can be offered:
· Mentor Program - Academically and/or socially challenged students are offered the opportunity to meet individually once a week for approximately fifteen to thirty minutes with a staff member to improve upon an area that they currently are struggling with. Days and times are mutually convenient for both student and staff member, and parent notification is mailed prior to the start of the program.
· Individual Counseling - Students meet on a one-on-one basis with the counselor to address issues that are affecting the success of the student. Students may be scheduled on a weekly or bi-weekly basis, or called down immediately regarding a crisis situation.
· Group Counseling - Students meet in groups of four to eight students to address a common problem among the group. The counselor facilitates the meeting, which is held on specific days and specific times, depending on the topic.
· Trained staff members offer PATHS Program - An intense group program that focuses on a severe problem, such as anger management, after school hours.
(Competencies Addressed: I.A, I.B, II.A, V.A, V.B, VI.B, VII.A, VII.B, IX.A)

6. Peer Mediation Program (5-8)

Students are trained in September, then called on as needed to mediate problems between two students who are unable to solve the situation on their own. Students who are nominated by teachers are trained over a two or three day period in a group setting on how to mediate students. Peer Mediation Request forms are readily available in administrative offices for all students. The counselor who receives the request schedules the mediators, day, and time to hold the mediation. Upon completion of each mediation, the written agreement is kept on file for future reference.
(Competencies Addressed: I.A, I.B, II.A)

7. Character Education Program (5-8)

Students will participate throughout the school year in many curriculum-integrated and assembly programs dealing with Character Education. Classroom teachers will be given a Character Education Booklet with curriculum-inclusion ideas to utilize throughout the school year. Character Education classroom assignments will be displayed throughout the hallways in the school building. Monthly assembly programs will focus on the Character Education Word of the Month, and guest speakers will add reinforcement to the Character Word.
(Competencies Addressed: II.B, III.A)

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8. Bully proofing Program (5-8)

Students will participate in classroom lessons and building activities as related to supporting a Bully-free classroom and school.
(Competencies Addressed: II.B, III.A)

9. Career Education (5-8)

Counselors meet with representatives from the Atlantic County Vocational- Technical School regarding the ninth grade
Academy program. Potential speakers for classrooms and assemblies are contacted. Applications to the various private high schools are completed.
(Competencies Addressed: IV.A)

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October

1. Peer Support Programs

Various programs utilizing peers for positive support will be offered to any student in need. These programs include the following:
· Peer Tutoring - Students struggling academically will be paired with a peer during a study hall to receive tutoring services. The counselor will pair the students and arrange mutually convenient days and times for the tutoring to take place.
· Peer Mentoring - Students with social difficulties are paired with a positive student role model to assist in the development of social skills.
(Competencies Addressed: I.A, I.B, II.A)

2. Club Programs

Students have the option to participate in many clubs, which varies from year-to-year, depending on the student need. Several clubs are available every year, including:
· Homework Club - Students can do their homework with teacher assistance in a quiet environment.
· Math Assistance Club - Students receive additional math support and instruction. This club is basically for the lower level ability math student.
· Honor Society - Students must apply for and qualify for participation in this club. Honor Society is available to students at the end of grade 7.
· Project SUCCESS - Students with behavioral difficulties are given the opportunity to work at the school to earn back good behavioral standing. Students are mentored while participating in this club.
· Student Leadership Corps. - Students take a pledge to be drug and alcohol free and provide support and education to their peers.
· CARE Club - Students perform community service for the school, for example, sending various cards to those in need, baby sitting for adult programs, and hanging items in the school hallways.
· Intergenerational Club - Students connect with the senior citizens of the community in a variety of ways.
· Natural High Club - Students participate in many positive activities to stay drug-free and to promote a drug-free environment to the community.
· Safety Program - Students are trained in proper school safety rules and help monitor the student body.
· PLAYHARD - Students take a drug/alcohol free pledge and participate in "fun activities" without the use of drugs or alcohol.
· Other clubs include Drama, Computer, Cheerleading, Yearbook and various sports.

(Competencies Addressed: I.A, I.B, II.A, III.A, VII.A, VII.B, VIII.A)

All other programs and services previously discussed continue.

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November

1. Honor Roll and Perfect Attendance

Student grades are compiled and those with all A's are placed on the Superintendent's List; A's and B's are placed on the Principal's List. These students receive a certificate and have their name printed in the local newspaper. Students who have not been absent receive a certificate.
(Competencies Addressed: I.A, I.B, II.A, II.B, V.B)

2. Community Service Projects

Students will perform various community service projects with classmates with the goal of making the community a better place in mind. Various grade levels and clubs will decide of an organization or group of people in need, and they will then decide how to assist them in a positive manner.
(Competencies Addressed: II.B, II.A, III.A, VII.A, VII.B, IX.A)

3. Parent Conferences

Parents will attend scheduled conferences with their child's teachers to discuss academic and social progress. These conferences are formally scheduled in set time frames at the conclusion of the first marking period; however, they can be scheduled at any necessary time throughout the school year through the individual teacher, guidance, or administration.
(Competencies Addressed: III.A, VII.A, VII.B, VIII.A, IX.A)

All other programs and services previously discussed continue.

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December - February

All other programs and services previously discussed continue.

March

1. Standardized Testing

Students will participate in Standardized Testing between March and May, depending on the state-mandated test dates and district choice. Organization, preparation, and distribution occur during this time frame.
(Competencies Addressed: I.B, II.A)

2. Personal Awareness Activities

Students will perform various activities, such as Interest Inventories, to help them become more aware of themselves and their effect on those around them.
(Competencies Addressed: II.B, IV.A, V.A, V.B, VI.A, VI.B)

3. Career Day

Students will participate in a Career Day in which various occupations are spotlighted with guest speakers to inform students about requirements for each field.
(Competencies Addressed: II.B, III.A, IV.A, V.A, V.B, VI.A, VI.B)

All other programs and services previously discussed continue.

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April

1. Teacher Rating Scales

Teachers subjectively rate student abilities for consideration in academic placement for the following year.
(Competencies Addressed: I.A, I.B, II.A, II.B)

2. Scheduling

Student and teacher schedules are developed beginning in April and continues throughout the summer.
(Competencies Addressed: I.B, II.A)

3. Class List Development

Student class lists are developed beginning in April and continues throughout the summer.
(Competencies Addressed: I.B, II.A)

All other programs and services previously discussed continue.

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May
Retention Reviews

Meetings are held to review documentation and discuss students recommended for retention.

Visitation to the Middle Schools and High Schools

Students in grade 6 will visit the Middle School for an orientation program to familiarize themselves with the policies and expectations in grade 7. The visitation occurs in classes of three, with a period of question-answer in addition to a Power Point presentation and written materials. Eighth grade students visit the high school.
(Competencies Addressed: I.B, III.A, VII.A, VII.B, VIII.A)

All other programs and services previously discussed continue.

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June

Summer preparedness
Academic and personal needs are discussed with students and strategies for summer are developed.

All other programs and services previously discussed continue.

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5-8 Evaluation

The following instruments of evaluation may be used to ascertain the degree a student has achieved the goals and objectives of the guidance curriculum.

1. Community feedback through survey and/or comments.
2. Student and/or teacher feedback through survey and/or comments.
3. Student participation in activities and programs.
4. Availability of programs and information through district review.
5. Analysis of presentations from outside organization, representatives, and schools.
6. Reviewing various district course curricula.

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9-12 Guidance Curriculum

Standards-Competencies and indicators

I. Academic Development - Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

A. Acquire Skills for Improving Learning.
Student will: