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:

1. Use time management, study and communication skills.
2. Identify attitudes and behaviors which lead to successful learning.
3. Demonstrate how effort and persistence positively effect learning.

B. Achieve School Success
Students will:

1. Demonstrate the ability to work independently and cooperatively.
2. Assume responsibility.

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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. Plan to achieve Goals
Students will:

1. Establish challenging academic goals.
2. Use problem solving and decision making skills.
3. 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:

1. Understand the relationship between learning and work.
2. Seek co-curricular and community experiences to enhance the school experience.

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
Student will:

1. Develop an awareness of personal interest, abilities, skills and motivation as it relates to careers.
2. Use research and informational resources to obtain career/college information.
3. Develop employment readiness, such as the importance of teamwork, punctuality, dependability, attendance and integrity.

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

A. Identify Career Goals
Students will:

1. Demonstrate awareness of the education and training needed to achieve career goals.
2. Select the course work related to career interests.
3. Identify post secondary options consistent with interest and abilities.

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. Understand the relationship between educational achievement and career goals.
2. Understand how work affects lifestyles.

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. Develop a positive attitude toward self as a unique and worthy person.
2. Identify values, attitudes and beliefs.
3. Identify personal strengths and assets.

B. Acquire Interpersonal Skills.
Students will:

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

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VIII. 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. Understand consequences of decisions and choices.
2. Identify alternative solutions to a problem.
3. Develop effective coping skills for dealing with problems.
4. Identify long and short-term goals.

IX. 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, i.e. peer pressure, stress, conflict, self-control and substance abuse issues.
3. Learn about the emotional and physical dangers of substance abuse.
4. Learn how to cope with peer pressure.

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9-12 Academic Development

9-12 Career Development

9-12 Personal / Social Development

9-12 Scope and Sequence

Winter/Spring of Eighth Grade

1. Course Description Booklet Distribution
During the month of December or January, the high school guidance counselors will travel to the constituent district's middle schools. Counselors will deliver a course selection overview, which will include the distribution of the high school course description booklet to eighth grade students. This booklet lists graduation requirements, various programs of studies and provides a brief description of all courses, which will be offered the following year. Students are encouraged to participate in the discussion and ask questions of the counselors. In addition to the course selection process, counselors will review the high school attendance policy, eligibility policy and the co-curricular program. Counselors will remind students of an upcoming eighth grade orientation program sponsored by the high school guidance department for all eighth grade students and their parents or guardians.
(Competencies Addressed: I.A, I.B, II.A, III.A, V.A, VI.A, VIII.A)

2. Eighth Grade Orientation Night
The high school Guidance Department will sponsor an "Eighth Grade Orientation Evening" for all eighth grade students and their parents. This special evening will be held in the winter prior to students selecting their courses for next year. The guidance personnel will present to parents and students a program consisting of the following topics: the course selection process, programs of study, eligibility, graduation requirements, testing, and other services provided by the counseling department. Department supervisors will also be present to discuss the various courses offered in their respective departments. Parents and students will have the opportunity to ask questions of department supervisors at the end of the program. Parents and students will be advised of the upcoming dates for scheduling.
(Competencies Addressed: I.A, I.B, II.A, III.A, V.A, VI.A, VIII.A)

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3. Eighth Grade Scheduling
The counselors at the middle school will set up a schedule for their eighth grade students to be scheduled. Parents will be contacted and invited to attend this conference with their child. During this time the high school counselors will have an opportunity to meet their students and assist them in the course selection process for their freshmen year. These courses will be selected on the basis of standardized test scores, teacher recommendation and student/parent input. Counselors will also inquire about student interest and career choice, and encourage students to select courses based upon their post-secondary educational/career goals. Students and parents will be encouraged to ask questions during this conference and may call their counselor to discuss possible changes after this meeting.
(Competencies Addressed: I.A, I.B, II.A, III.A, IV.A, V.A,VI.A,VII.A, VIII.A)

4. Eighth Grade Articulation
Eighth grade parents/guardians will receive the spring high school guidance newsletter. Sending districts will make up lists of at-risk students. During articulation, they will communicate their concerns regarding these students to the high school counselors. This communication will provide the high school counselors with the background necessary to assist the at-risk students in meeting their goals for the academic school year.
(Competencies Addressed: Not Applicable)

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Fall of Ninth Grade

1. Freshmen Orientation Program
The high school will sponsor a Freshmen Orientation Program for all incoming freshmen and their parents. The program will consist of an introduction of staff members and administrators who are present and a brief explanation concerning policies and procedures. Students will receive their schedules and be given an opportunity to tour the building. This program will occur prior to the opening of school. Parents may also have an opportunity to meet with their child's school counselor to discuss any concerns they may have.
(Competencies Addressed: I.B, II.A)

2. Freshmen Classroom Visit
Working cooperatively with various departments, counselors will visit freshmen classes to discuss the following topics:
· Introduction to guidance services and curricular goals.
· Explain the role of special services.
· Discuss graduation requirements and how credit is earned in a class.
· Discuss the GEHRHSD's Promotion/Retention policy.
· Explain GPA and Class Rank and the differences between the weighted GPA and the unweighted GPA.
· Explain the High Honor Roll, Merit Roll and Varsity Scholar programs and encourage students to achieve academic recognition.
· Discuss the National Honor Society (NHS) selection process at Absegami/Oakcrest High School.
· Discuss standardized test opportunities and their purpose. Encourage students to take the PSAT.
· Discuss the Activity Period and the many opportunities available to students.
· Encourage students to use the NHS tutoring services.
· Discuss the various opportunities available in the co-curricular program and highlight the advantages of getting involved.
· Have students complete the "Freshmen Information Sheet" which is used to assist counselors in gaining additional insight about their counselees as well as a review of information covered in the classroom presentation.
· Handout to students: Freshmen newsletter, Student Activity/Athletic guidebook, and Guidance brochure.
(Competencies Addressed: I.B, I.B, II.A, III.A, V.A, VI.A)

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3. Fall Freshmen Conference / Guidance Department Orientation Visit
Counselors will meet with their students in small groups to orient them to the guidance office. During this orientation student will:
· Begin to recognize the guidance area as a caring environment in which they should feel welcomed to discuss issues of concern.
· Tour the guidance area and special services area.
· Tour the Career Room. Become familiar with the various resources available and how and when they can access the career room.
· Learn to access their school counselor using the "Counselor Request Form."
· Understand the importance of following the guidance office sign in and sign out procedure.
· Receive the freshmen guide, which will serve as a resource as they complete their freshmen year.
· Begin the process of completing the "Post Secondary School Planning Sheet." The "Post Secondary School Planning Sheet" is intended to facilitate and record brainstorming sessions counselors and students have concerning potential careers and other post secondary school options. The "Post Secondary School Planning Sheet" is also used to track student work experiences, co-curricular involvement, community service, special recognition received and interest/hobbies. The "Post Secondary School Planning Sheet" is systematically updated throughout the student's high school career.
· Encourage participation in the co-curricular program.
· Participate in an academic progress review. Counselors will encourage academic goal setting via the High Honor Roll, Merit Roll and Varsity Scholar, NHS programs. If a student is academically at-risk, counselor and students could discuss or implement any of the interventions listed under the "Academic At-Risk Program" below.
(Competencies Addressed: I.A, I.B, III.A, IV.A, VIII.A, IX.A)

4. Back To School Night Program
Counselors will participate in the high school's "Back to School Night". Students and parents will have the opportunity to meet with their counselors to discuss issues of concern or schedule a conference.
(Competencies Addressed: I.A, I.B II.A, III.A)

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Winter of Ninth Grade

1. Course Selection Presentations
Counselors will work cooperatively with the Physical Education Department to meet with students in large groups in the auditorium. Counselor will discuss the following information:
· Students will be given a course description booklet that explains each course that will be offered, how many credits it is worth, and any prerequisites needed.
· Counselors will discuss graduation requirements, Carnegie units and various courses of study and how they relate to a student's post secondary plans.
· In addition to the course description book, students will be given a preliminary scheduling form and a "Scheduling Notes" handout to serve as a resource during the time of scheduling.
· Discuss the NCAA Clearinghouse and inform students of the effect course selections, grades and SAT / ACT test scores can have on their eligibility to participate in collegiate athletics.
· Students will be encouraged to use the various resources in the career room to determine what high school classes various colleges require and/or recommend.
· Students considering taking AP courses would be encouraged to use the resources available in the career room to determine which colleges will accept AP tests and what scores must be obtained to be awarded college credit.
(Competencies Addressed: I.B, II.A, III.A, IV.A,V.A, VI.A, VIII-A)

2. Winter Student Conferences / Course Selection
Students will meet with their counselors and discuss:
· Courses they would like to take next year. It is during this time that the counselors will have the opportunity to discuss with students how their choices may or may not relate to their post secondary goals. (see "Scheduling Notes" handout)
· Academic progress and provide:
o Course selection recommendations based upon student achievement.
o Recognition as appropriate.
o Encouragement of academic goal setting.
o As appropriate, remind students of the NHS selection process.
o Implement academic interventions for at-risk students as appropriate. (See Academic At-Risk Program )
· The use of the resources in the career room as discussed in "Course Selection Presentation" as appropriate.
· Counselors may also have students at this time update their "Post Secondary School Planning Sheet"

Special Note: A letter will be sent home to each student's parent(s) /guardian(s) prior to the course selection process inviting them to attend this conference.
(Competencies Addressed: I.A, I.B, II.A, III.A, IV.A, V.A, VI.A, VII.A, VIII.A)

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Spring of Ninth Grade

1. Spring Freshmen Office Visit / Coin3 introduction
Counselors will meet with students in small group meetings to:
· Review course selections and make any necessary adjustments.
· Remind student of the Promotion/Retention policy.
· Discuss summer school opportunities when appropriate.
· Encourage academic goal setting and recognize student achievement.
· Discuss attendance concerns and policy.
· Discuss summer enrichment opportunities.
· Complete a curriculum survey.
· Review academic progress and provide:
o Recognition as appropriate.
o Encouragement of academic goal setting.
o Academic interventions for at-risk students as appropriate.
(See Academic At-Risk Program )
· Update the "Post Secondary School Planning Sheet."
· Introduce the COIN3 Internet based program. Students will receive their user ID and password and will be given an opportunity to access the program in the career room. COIN3 is designed to assist students in career and post secondary school exploration.
· Provide an opportunity for students to use the career room.
(Competencies Addressed: I.A, I.B, II.A, IV.A, V.A, VI.A, VIII.A)

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Spring/Summer of Ninth Grade

1. End of the Year Review / Completion of the Course Selection Process
During the final weeks of school and during the summer months, Counselor will:
· Review student's academic progress and make any necessary changes to student's course selections due to course failures.
· Make parental/guardian contact, either through phone or letter, to inform parents of summer school opportunities and encourage their child's participation.
· Notify parents whose child will return to Absegami/Oakcrest as ineligible to participate in sports and activities due to course failures and provide counseling as to how they can regain eligibility.
· Review counselee's progress towards satisfying the GEHRHSD graduation requirements.
· Resolve student scheduling conflicts that occur due to the creation of the master schedule.
· Ensure students schedule reflect students course selections.
· Modify student schedules due to the successful completion of summer school programs and/ or tutoring.
· Confer with parent/guardians when student course selection or scheduling concerns arise.
(Competencies Addressed: I.A., II.A, I.B, II.A, V.A, VII.A, and VIII.A)

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Fall of Tenth Grade

1. Sophomore Interest Inventory and Career Research - Classroom Presentation
Working cooperatively with the various departments, counselors will bring students to the library computer lab and demonstrate the following career exploration activities:
· Using COIN3 or Expan, complete an Interest Inventory and print out a list of careers that match students' stated interest.
· Using COIN3 or Expan, demonstrate how to open a report on a specific career and expose students to the information available in a specific career report.
(Competencies Addressed: I.A, IIA, III.A, IV.A, V.A, VI.A, VIII.A)

2. Fall Sophomore Conferences / Computer Career Searches
Counselors and students will meet to:
· Review student transcripts, verify demographic data, discuss GPA, and class rank.
· Review academic progress and provide:
1. Recognition as appropriate.
2. Encouragement of academic goal setting.
3. Academic interventions for at-risk students as appropriate. (See Academic At-Risk Program)
4. Review student attendance status.
· Follow-up on Interest Inventory Activity and update the "Post Secondary School Planning Sheet."
· Demonstrate using Expan or COIN3 to demonstrate how to research a career.
(Competencies Addressed: IA, I.B, II.A, III.A, IV.A, V.A, VI.A, VII.A, VII.B, and VIII.A)

3. Back To School Night Program
Counselors will participate in the high school's "Back to School Night." Students and parents will have the opportunity to meet with their counselors to schedule a conference.
(Competencies Addressed: I.A, I.B, II.A, III.A)

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Winter of Tenth Grade

1. Course Selection Presentations
Counselors will work cooperatively with the various departments to meet with students in small or large groups. Counselors will discuss the following information:
· Students will be given a course description booklet that explains each course that will be offered, how many credits it is worth, and any prerequisites needed.
· Counselors will discuss graduation requirements, Carnegie units and various courses of study and how they relate to post secondary plans.
· In addition to the course description book, students will be given a practice scheduling form and a "Scheduling Notes" handout to serve as a resource during the time of scheduling.
· Counselors will discuss the NCAA Clearinghouse and inform students of the effect course selections, grades and SAT / ACT test scores can have on students' eligibility to participate in collegiate athletics.
· Students will be encouraged to use the various resources in the career room to determine what high school classes various colleges require and/or recommend.
· Students considering taking AP courses would be encouraged to use the resources available in the career room to determine which colleges will accept AP tests and what scores must be obtained to achieve college credit.
(Competencies Addressed: I.B, II.A, III.A, IV.A, V.A, VI.A, VIII.A)

2. Winter Student Conferences / Course Selection
Students will meet with their counselors to:
· Discuss courses they would like to take next year. It is during this time that the counselors will have the opportunity to discuss with students how their choices may or may not relate to their post secondary goals. (see "Scheduling Notes" handout)
· Review academic progress and provide:
· Course selection recommendations based upon student
achievement.
· Recognition as appropriate.
· Encouragement of academic goal setting.
· The NHS selection process.
· Academic interventions for at-risk students as appropriate. (See Academic At-Risk Program)
5. Use of resources available in the career room as discussed in the "Course Selection Presentation" as appropriate.
6. Counselors may also have students at this time update their "Post Secondary School Planning Sheet."

Special Note: A letter will be sent home to each student's parent(s) /guardian(s) prior to the course selection meeting inviting them to attend this conference.

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

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3. Atlantic County Vocational /Technical School Presentation
Prior to the course selection process, the Absegami/Oakcrest guidance departments will arrange to have the Atlantic County Vocational / Technical School (ACVTS) present their programs to all sophomore students. Students will have the opportunity to gain a better understanding of the opportunities available at the ACVTS. Representatives from the ACVTS will be available to answer any specific questions students might have.
(Competencies Addressed: III.A, IV.A, V.A, VI.A)

Spring of Tenth Grade

1. Spring Sophomore Career Search Classroom Presentation
Working cooperatively with the history department, bring students to the library computer lab and demonstrate the following career exploration activities:
· Using COIN3 or Expan, complete a search for a career, based on specific criteria.
· Expose students to COIN3's favorite school subject to career link.
· Expose students to Expan's 150 most popular college majors.
(Competencies Addressed: IV.A, V.A, VI.A)

2. Spring Sophomore Office Visit
Counselors will meet with students in small group meetings to:
· Review course selections and make any necessary adjustments.
· Remind student of the Promotion/Retention policy.
· Discuss summer school opportunities when appropriate.
· Discuss attendance concerns and attendance policy.
· Discuss summer enrichment opportunities.
· Review academic progress and provide:
· Recognition as appropriate.
· Encourage academic goal setting.
· As appropriate, remind students of the NHS selection process.
· Implement academic interventions for at-risk students as appropriate. (See Academic At-Risk Program )
· Discuss the PSAT, SAT, ACT: their purpose, appropriate time to take the test, registration process (if applicable) and test prep opportunities.
· Follow-up on Career Search presentation and update the "Post Secondary School Planning Sheet."
· Expose students to the "Occupational Outlook Handbook" available on line or in the career room.
· Ask students to complete a curriculum survey.
(Competencies Addressed: I.A, II.A, IV.A, V.A, VI.A, VIII.A)

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3. Sophomore / Junior College Fair
A Sophomore/Junior College Fair will be held at the high school. Students and parents will be invited to attend. Students must sign up with their counselors so their attendance can be monitored. Over 70 college, vocational/technical schools and military representatives will be invited to promote their post-secondary institutions to the students and their parents. They will be available to answer any questions the students or parents may have and will be willing to distribute brochures, catalogs and other materials to them. This will give the students an idea of what types of opportunities are available to them upon graduation. They will also be able to discover the requirements and costs at an early stage of their own education so they can adequately prepare for their future.
(Competencies Addressed: II.A, IV.A, V.A, VI.A)

Spring/Summer of Tenth Grade

1. End of the Year Review / Completion of the Course Selection Process
During the final weeks of school and during the summer months, Counselor will:
· Review student's academic progress and make any necessary changes to student's course selections due to course failures.
· Make parental/guardian contact, either through phone or letter, to inform parents of summer school opportunities and encourage their child's participation.
· Notify parents whose child will return to Absegami/Oakcrest High School in the Fall ineligible to participate in sports and activities due to course failures. Provide counseling as to how they can regain eligibility.
· Review counselee's progress toward satisfying the GEHRHSD graduation requirements.
· Resolve student scheduling conflicts that occur due to the creation of the master schedule.
· Ensure student schedule reflects student course selections.
· Modify student schedules due to the successful completion of summer school programs and/ or tutoring.
· Conference with parent/guardians when student course selection or scheduling concerns arise.
(Competencies Addressed: I.A., II.A, I.B, II.A, V.A, VII.A, and VIII.A)

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Fall of Eleventh Grade

1. Fall Classroom Visit / Post Secondary School Planning
Working cooperatively with the various departments, counselors will visit freshmen English classes to discuss the following topics:
· Welcome students back to Absegami/Oakcrest High School and inform students of changes that occurred in the guidance department over the summer months.
· Encourage academic goal setting. Discuss importance of academic grades in the junior year and how it relates to post- secondary opportunities.
· Discuss PSAT test and encourage juniors to take the PSAT.
· Encourage students to develop a college admissions testing plan. Explain why college admission testing is necessary and point out the differences between the tests. Explain how to register for the SAT, ACT and SAT-II. Discuss the various resources available to help students improve their SAT, ACT and AP test scores.
· Discuss the HSPA and explain why and when students will take the state mandated test.
· Discuss the process of selecting a post- secondary school.
· Encourage use of the Career Room and remind students of the resources available to them and their families.
· Distribute the following information:
o Junior Newsletter
o Junior college admissions timeline
o Selecting a four year college
o Examine colleges carefully (criteria identification worksheet)
o College Admission Testing Handout
o Mapping-Your-Future Selecting a College Handout (from their website)
o College Information and References Internet Resource Handout
o PSAT Flyer
(Competencies addressed: I.A, I.B, II.A, III.A, V.A, VI.A, VIII.A)

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2. Fall Junior Student Conferences / Computer School Searches
Counselors and students will meet in small group settings to discuss the following:
· Review student transcripts. Verify demographic data, discuss GPA, class rank.
· Review academic progress and provide:
· Recognition as appropriate.
· Encouragement of academic goal setting.
· The NHS selection process.
· Implement academic interventions for at-risk students as appropriate. (See Academic At-Risk Program)
· Review student attendance status
· Follow up on Classroom presentation and update the "Post Secondary School Planning Sheet." Students considering attending a four-year college should begin to develop a list of reach, ballpark and safety schools.
· Demonstrate how to search for post-secondary school opportunities (four-year college, two-year college, vocational /trade schools, apprenticeship programs) based on criteria important to the student using COIN3.
· Demonstrate how to research a specific college, vocational/trade school, or apprenticeship program using COIN3.
· Demonstrate using COIN3 how to identify the selectivity of a school.
(Competencies Addressed: I.B, II.A, III.A, IV.A, V.A, VI.A, VIII.A)

3. Back To School Night Program
Counselors will participate in the high school's Back to School Night. Students and parents will have the opportunity to meet with their counselors to schedule a conference.
(Competencies Addressed: I.A, II.A, III.A)

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4. New Jersey High School Proficiency Assessment (HSPA)
· Counselors will participate in the administration of the HSPA.
· Counselors will review the results of the HSPA with the students.
· Counselors will make any necessary adjustments to the student's schedule as needed.
(Competencies Addressed: I.A, II.A)

5. Junior Career Fair/Job Fair
Working cooperatively with the various departments, the Guidance Department will work jointly to organize and present a career fair/job fair for junior students. Students will have the opportunity to meet community industries, businesses and other career representatives and ask them questions concerning education requirements, salaries, employment opportunities, and job security.
(Competencies Addressed: III.A, IV.A, V.A, VI.A)

Winter of Eleventh Grade

1. Course Selection Presentations
Counselors will work cooperatively with the various departments to meet with students in small or large groups. Counselor will discuss the following information:
· Students will be given a course description booklet that explains each course that will be offered, how many credits it is worth, and any prerequisites needed.
· Counselors will discuss graduation requirements, Carnegie units and various courses of study and how they relate to post- secondary plans.
· In addition to the course description book students will be given a practice scheduling form and a "Scheduling Notes" handout to serve as a resource during the time of scheduling.
· Discuss the NCAA Clearinghouse and inform students of the effect course selections, grades and SAT / ACT test scores can have on participating in collegiate athletics.
· Students will be encouraged to use the resources in the career room to determine what high school classes various colleges require and/or recommend.
· Students considering taking AP courses will be encouraged to use the various resources in the career room to determine which colleges will accept AP tests and what scores must be obtained to achieve college credit.
(Competencies Addressed: I.B, II.A, III.A, IV.A, V.A, VI.A, VIII.A)

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2. Winter Student Conferences / Course Selection
Students will meet with their counselors and discuss:
· Courses they would like to take next year. It is during this time that the counselors will have the opportunity to discuss with students how their choices may or may not relate to their post secondary goals. (see "Scheduling Notes" handout)
· Academic progress and provide:
· Course selection recommendations based upon student achievement.
· Recognition as appropriate.
· Encouragement of academic goal setting.
· As appropriate, remind students of the NHS selection process.
· Implement academic interventions for at-risk students as appropriate. (See Academic At-Risk Program)
· Use of Expan as discussed in "Course Selection Presentation" as appropriate.
· Their "Post Secondary School Planning Sheet."

Special Note: A letter will be sent home to each student's parent(s) /guardian(s) during the course selection process inviting them to attend this conference.
(Competencies Addressed: I.A, I.B, II.A, III.A, IV.A, V.A, VI.A, VII.A, VIII.A)

3. Atlantic County Vocational /Technical School Presentation
Prior to the course selection process, the Absegami/Oakcrest guidance department will arrange to have the Atlantic County Vocational / Technical School (ACVTS) present their programs to all junior students. Students will have the opportunity to gain a better understanding of the opportunities available at the ACVTS. Representatives from the ACVTS will be available to answer any specific questions students might have.
(Competencies Addressed: III.A, IV.A, V.A, VI.A)

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Spring of Eleventh Grade

1. Spring Junior Classroom Visit / Post Secondary School Research
Working cooperatively with the various departments, counselors will visit classes and escort them to the computer lab in the library. The following topics will be discussed:
· Remind students of the importance of academic achievement in their junior year and how it relates to post secondary opportunities.
· Encourage students who are considering attending a four-year college to register and prepare for the SAT and ACT test. Review registration procedures for the SAT, ACT and SAT-2 and remind students of the resources available to help them increase their SAT, ACT and AP test scores.
· Review the process of selecting a post-secondary school.
· Review the process of searching for post-secondary school opportunities (four-year college, two-year college, vocational /trade schools, apprenticeship programs) based on criteria important to the student using COIN3. After reviewing COIN3, expose students to the post-secondary school search process using Expan.
· Review how to research a specific college, vocational/trade school, or apprenticeship program using COIN3. After reviewing COIN3, demonstrate how to research specific post-secondary school information using Expan.
· Review how to identify the selectivity of a school using COIN3. After reviewing COIN3, demonstrate how to access average freshmen statistics using Expan.
· Encourage use of the Career Room and remind students of the resources available to them and their families.
· Introduce students to resources used to evaluate colleges and college majors. (US News and Report Best Colleges, Gorman Report, Ruggs etc.)
(Competencies Addressed: II.A, IV.A, V.A. VI.A)

2. Spring Junior Conferences / Post secondary school planning
Counselors and students will meet in small group settings to discuss the following:
· Review course selection and make any necessary modifications.
· Review academic progress and provide:
· Recognition as appropriate.
· Encouragement of academic goal setting.
· As appropriate, remind students of the NHS selection process.
· Implement academic interventions for at-risk students as appropriate. (See Academic At-Risk Program)
· Review student attendance status.
· Remind students of SAT, SAT-2 and ACT deadlines. Discuss issues concerning college admissions testing.
· Follow-up on Classroom presentation and update the "Post Secondary School Planning Sheet." Students considering attending a four-year college should generate a list of reach, ballpark and safety schools.
· Encourage students to visit schools they are considering applying to.
· Ask students to complete a curriculum survey.
· Distribute the following handouts:
o The college visit
o Talbot's College planning guide
o National College Fair information.
(Competencies Addressed: II.A, IV.A, V.A, VI.A, VII.A, VIII.A, IX.A)

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3. Sophomore / Junior College Fair
A Sophomore/Junior College Fair will be held at the high school. Students and parents will be invited to attend. Students must sign up with their counselors so their attendance can be monitored. Over 70 college representatives will be invited to promote their post secondary institutions to the students and their parents. They will be available to answer questions, and distribute brochures, catalogs and other materials. This will assist students in exploring the types of post-secondary educational opportunities available to them upon graduation. Students will be also able to discover the academic requirements and college costs at an early stage of their own education so they can adequately prepare for their future.
(Competencies Addressed: II.A, IV.A, V.A, VI.A)

Spring/Summer of Eleventh Grade

1. End of the Year Review / Completion of the Course Selection Process
During the final weeks of school and during the summer months, counselors will:
· Review student's academic progress and make any necessary changes to student's course selections due to course failures.
· Make parental/guardian contact, either through phone or letter, to inform parents of summer school opportunities and encourage their child's participation.
· Notify parents whose child will return to Absegami/Oakcrest High School in the Fall ineligible to participate in sports and activities due to course failures. Provide counseling as to how they can regain eligibility.
· Review counselee's progress toward satisfying the GEHRHSD graduation requirements.
· Resolve student scheduling conflicts that occur due to the creation of the master schedule.
· Ensure student schedule reflects student's course selections.
· Modify student schedules due to the successful completion of summer school programs and/ or tutoring.
· Conference with parent/guardians when student course selection or scheduling concerns arise.
(Competencies Addressed: I.A, II.A, I.B, II.A, V.A, VII.A, VIII.A)

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Fall of Twelfth Grade

1. Fall Classroom Visit / Post Secondary School Planning
Working cooperatively with the various departments, counselors will visit senior English classes to discuss the following topics:
· Welcome students back to Absegami/Oakcrest High School and inform students of any changes that occurred in the guidance office during the summer months.
· Review post-secondary school selection process discussed during the junior year. Remind students of where they should be in that process. Discuss "College Admissions Timetable for Seniors."
· Discuss and encourage students to either take or the SAT, ACT and SAT-2 as appropriate to their post-secondary school plan. Discuss resources available to help students increase their SAT, ACT and AP test scores.
· Encourage use of the Career Room and remind students of the resources available to them and their families. Refer to "Gathering College Information" handout.
· Discuss the process of filing a college application. Refer to the "College Application Checklist," "Filing a College Application," "Student Profile," "Sample Resume," and "Release of Records" handouts.
· Encourage students to visit post secondary school institutions.
· Have students complete Diploma Form and sign up for the College Consortium.
· Distribute the following information:
o Senior Newsletter
o Senior College Admissions Timeline
o College Admissions Testing Handout
o College Application Checklist
o Filing a College Application
o Gathering College Information
o Student Profile
o Sample Resume
o Release of Records form
o Diploma Form
o College Fair Sign-up Sheet
(Competencies Addressed: I.B, II.A, IV.A, V.A, VI.A, VIII.A)

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2. Fall Senior Conferences Post Secondary School Planning
Counselors and students will meet in small group settings to discuss the following:
· Review student transcripts. Verify demographic data, discuss GPA, class rank, HSPA status and graduation requirement status.
· Review academic progress and provide:
· Recognition as appropriate.
· Encouragement of academic goal setting.
· As appropriate, remind students of the NHS selection process.
· Implement academic interventions for at-risk students as appropriate. (See Academic At-Risk Program)
· Review student attendance status.
· Follow up on Classroom presentation and update the "Post Secondary School Planning Sheet." Students considering go on to a four-year college should have generated a list of reach, ballpark and safety schools.
· As appropriate demonstrate and/or discuss:
o How to search for post secondary school opportunities using various resources. (i.e. COIN3, Expan, College Handbook, Gorman report, etc.)
o Demonstrate how to research a specific college, vocational/trade school, or apprenticeship program using various resources.
o Help students to identify if a school is a reach, ballpark or safety school.
o Discuss any specific concerns students have concerning the post secondary school selection process.
(Competencies Addressed: I.A, I.B, II.A, III.A, IV.A, V.A, VI.A, VIII.A)

3. Back To School Night Program
Counselors will participate in the high school's Back to School Night. Students and parents will have the opportunity to meet with their counselors to schedule a conference.
(Competencies Addressed: I.A, II.A, I.B, III.A)

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4. College Consortium
Students and parents will be invited to attend a college consortium, which will be held in the fall to meet with college representatives. They will be able to learn of any new information concerning a particular institution that they may be decide to attend. They also will have the opportunity to find out about open houses sponsored by the colleges that they may attend. Students and parents will be encouraged to visit as many college fairs, open houses, and colleges as possible before they make a final decision.
(Competencies Addressed: IV.A, V.A, VI.A)

5. Senior Guide to Post Secondary School Opportunities
Students will receive a publication called Absegami/Oakcrest Senior Guide to Post-Secondary School Opportunities. Students may use this resource as a tool to assist them in the implementation of their post secondary school goals.
(Competencies Addressed:, IV.A, V.A, VI.A)

6. College Admissions Program
Students and their parents will be invited to attend a college admissions program sponsored by the guidance department.
(Competencies Addressed: IV.A, V.A, VI.A)

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7. Scholarship Announcements
Students and parents will be made aware of scholarships that are available through a monthly financial aid letter, which includes their requirements and the deadlines.
(Competencies Addressed: I.B, III.A, IV.A, V.A, VII.A, VII.B)

Winter of Twelfth Grade

1. Winter Senior Classroom Visit / Financial Aid and Scholarship Opportunities
Working cooperatively with the Physical Education Department, counselors will bring seniors from their PE classes to the auditorium to discuss the financial aid process and scholarship opportunities.
(Competencies Addressed: I.B, II.A, III.A, IV.A, V.A)

2. Winter Senior Conferences / Financial Aid and Scholarship Opportunities
Counselors and students will meet in small group settings to discuss the following:

· Review financial aid process and scholarship presentations and answer any specific questions students might have.
· Review academic progress and provide:
· Recognition as appropriate.
· Encouragement of academic goal setting.
· Reminders of the NHS selection process.
· Academic interventions for at-risk students as appropriate. (See Academic At-Risk Program)
· Review student attendance status.
· Update the "Post Secondary School Planning Sheet." Discuss student's progress towards the implementation of their post-secondary school plan.
· Demonstrate and or discuss as appropriate:

o How to search for scholarship opportunities using various resources. (i.e. the internet, COIN3, Expan, Scholarship Handbook, etc.)
o Demonstrate how to research a specific college, vocational/trade school, or apprenticeship program using various resources.
o Help students to identify if a school is a reach, ballpark or safety school.
o Discuss any specific concerns students have concerning the post secondary school selection process.

(Competencies Addressed: I.B, II.A, III.A, IV.A, V.A, VI.A)

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3. Financial Aid Evening Workshop
Students and parents will be invited to attend a financial aid meeting sponsored by the guidance department. A financial aid director from a local college will be the guest speaker. They will review the FAFSA (Financial Aid Form) line by line so parents and students are aware of the responsibilities. They will also answer any questions concerning any other type of aid such as grants, loans, or EOF programs. Students will receive a packet of various scholarships, which are available.
(Competencies Addressed: II.A, IV.A)

4. College and Scholarship Applications (ongoing on an as needed basis)
Counselors will assist students in the completion of the application forms. They will review application fees and remind the student to include essays and recommendations. Once students complete the application and return it to the counselor with the application fee, the counselors will attach an official transcript, school profile, log the application into the college application database and mail them to the schools.
(Competencies Addressed: I.A, I.B, IV.A, V.A, VI.A, VII.A)

Spring of Twelfth Grade

1. Jump Start Program (ACCC)
Students interested in attending Atlantic Cape Community College will attend a three-day orientation program. Students will meet with counselors from ACCC and discuss their post-secondary plans. Students will also take the College Basic Skills Test and will choose courses for the fall semester.
(Competencies Addressed: IV.A, V.A, VI.A, VII.A, VIII.A)

2. Senior Exit Review
Counselors and students will meet to review their senior year. This interview will focus on a discussion of post secondary plans.
(Competencies Addressed: III.A, VI.A, VIII.A, VII.A)

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Ongoing Activities common to Grades 9-12

1. Academic At-Risk Program
When a student becomes academically at-risk of failing a course, counselor may implement any combination of the following interventions:
· Counselor-student conferences, counselor-parent/guardian student conferences,teacher-parent/guardian-student-counselor conferences.
· Teacher - parent/guardian phone conferences.
· The use of the activity period to get extra help, to do make-up work, extra credit and to discuss academic problems with teachers.
· The use of the National Honor Society tutoring program.
· A counselor/student conference to review the "Study Skills and Academic Resource Handout."
· A counselor/student/parent or guardian conference to make a "Contract for Success" or to sign interim reports / marking period report cards.
· Implementation of "Weekly Progress Reports."
· Parent / Teacher Conferences.
· A counselor/student conference to discuss the effect attendance has on academics and to review the high school attendance policy.
· A counselor/student conference to discuss the effect discipline issues can have on academics and achieving goals.
· Possible academic program modifications.
· Possible referral to the Academic Assistance Team.
· Possible referral to outside counseling services.
(Competencies Addressed: I.A, I.B, II.A)

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2. Personal / Crisis Counseling
Counselors will assist students in the development and use of effective interpersonal and social skills on an as needed basis. Counselors will also provide crisis counseling followed by an appropriate referral to the Adolescent Study Team or an outside agency on an as needed basis. Student issues may vary, but they include the following:

· Stress / Anxiety
· Teen Pregnancy
· Grief
· Bullying
· Harassment
· Race Conflict
· Abuse
· Eating Disorders
· Depression
· Cutting
· Substance Abuse
· Suicidal Ideations

(Competencies Addressed: I.A, IV.A, VII.A, VII.B, VIII.A, IX.A)

3. School Attendance Counseling
Counselors will meet with students who have been identified as at-risk due to poor school attendance. Counselors will review the GEHRHSD's attendance policy, encourage use of the credit completion program and advise students of the attendance appeals process. Counselors will also discuss with students the impact poor attendance can have on achieving their post-secondary school goals.
(Competencies Addressed: I.A, I.B, II.A, VII.A)

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4. Transfer Orientation Program
Throughout the year as new students enroll, counselors will provide transfer students with an orientation program. This program will consist of the following mini-activities:

· Counselors will review with the student his/her academic records.
· Counselors will properly place students in courses, which are reflective of the student's abilities, interests and post-secondary school goals.
· Counselors will provide students with an "AHS/OHS School Calendar", a " Time Tracker" (if available), a "Welcome to Absegami/Oakcrest High

School" packet and an "AHS/OHS Student Guide." Counselor will also ensure students receive a bus pass, a locker, a school ID, and a homeroom. Counselors or student guidance aides will provide students with a tour of the guidance and special services area and a tour of the building focusing on the student's classes and their location.
(Competencies Addressed: II.A, V.A)

5. Parent / Guardian Communication Program
In an attempt to keep parents informed, the guidance department will implement the following:

· "The Guidepost/Falcon Guide," a guidance newsletter that is produced and distributed three times a year.
· "Parent Awareness Flyer" may be sent home with report cards.
· Monthly Scholarship Notifications are sent home to every senior student starting in October.
· At-risk marking period failure letters are sent home to parents of students who failed one or more courses. The goal of the letter is to encourage parents, students, teachers and counselors to work together to help the student meet with success.
· Summer school information will be sent home to students who should take advantage of summer school opportunities.
· Flyers with timely information will be sent home as necessary.

(Competencies Addressed: I.B, I.A, II.A, IV.A, IV.A, V.A, VI.A)

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6. Understanding and Using Your PSAT Results (grades 9-12)
Students will be encouraged to sign up for the PSAT test given in October through homeroom announcements, classroom presentations, flyers delivered through English classes, back to school mailing and word of mouth. In December upon receiving the test results, the guidance department will deliver a special presentation to review and assist students in interpreting and analyzing their test results. The presentation will also focus on using the PSAT results as a tool to help students improve their SAT scores.
(Competencies Addressed: I.A, I.B, II.A, IV.A, V.A, VI.A, VIII.A)

7. Distance Learning Lab (grades 9-12)
Working with the Distance Learning staff, opportunities will be developed for students to:
· Meet with college admissions and financial aid officers.
· Meet with representatives from various career fields.
(Competencies Addressed: I.B, IV.A, V.A, VI.A)

8. Peer Mediation Program
Counselors will encourage students to use the AHS/OHS Peer Mediation Program to resolve conflicts peacefully.
(Competencies Addressed: I.A, IV.A, VII.A, VII.B, VIII.A, IX.A)

9. Career Room Use
The guidance department will strive to maintain a state of the art career room. After students are introduced to the career room during their freshmen or transfer orientation program, counselors will encourage students to use the room to research post-secondary school opportunities. A review of the resources available in the career room will be given on an as needed basis.
(Competencies Addressed: IV.A, V.A, VI.A)

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10. Exit Brochure
The guidance department will provide each student who withdraws from high school with an Exit Brochure. This brochure will remind students that a high school diploma or its equivalent is essential in today's job market. The brochure then gives students information as to how they can pursue alternate methods of earning a high school diploma, such as a GED (General Equivalence Diploma) program or an adult high school program.
(Competencies Addressed: I.A., I.B., II.A., III.A., V.A., VI.A., and VIII.A.)

Part VII Evaluation

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

1. The completion of a student survey.
2. The completion of a parental survey.
3. The participation in co-curricular activities.
4. Observation of students.
5. Individual conferences with students.