Egg Harbor City School District

Guidance Curriculum

Introduction

The purpose of the Egg Harbor City School District Guidance Curriculum is to provide parents, staff members and community members with information that describes the guidance program in our school district. This curriculum is based upon the American School Counselor Association’s National Standards and the New Jersey Core Curriculum Content Standards. The mission of the program is to promote the formation of productive and responsible citizens and to have students acquire the necessary educational, occupational and social competencies needed to function and positively contribute in a changing society. The curriculum has been developed to offer all students equal opportunities, regardless of race, gender, national origin, color, disability or age.

The curriculum is designed to serve as a resource guide to assist the counselors with implementing the District goals. The Guidance Curriculum will be ever-evolving, keeping up-to-date with the latest programs, utilizing the best methods of delivery and always addressing current student issues. An evolving curriculum allows for flexibility to adapt to students’ academic, career and personal/social needs, while maintaining focus on student achievement and the district goals.

Acknowledgement

The professionals who provide guidance services at the Egg Harbor City School District developed the District Guidance Curriculum. These professionals developed the curriculum with a sincere interest in the services they provide and in the service recipients. Many hours of preparation, discussion, articulation and refinement went into this curriculum guide. The Egg Harbor City School District gratefully acknowledges the thoughtful contributions and efforts of the members of the Guidance Curriculum Development Team: Tina Hennaut and Gretchen Halfpenny.

Delivery Methods

The Guidance Curriculum is composed of goals and activities to assist students to develop skills and provide them with information in the areas of academic, career and personal/social growth. The Egg Harbor City School Guidance Department uses a variety of delivery methods to accomplish the district goals. The primary delivery methods include: individual counseling, small group counseling, consultation, coordination and referral with outside agencies, case management and school-wide and/or classroom activities.

1. Individual Counseling – Counselors will engage in individual counseling sessions with targeted students to address specific concerns. A one-to-one meeting offers a student maximum privacy in which they can freely explore ideas, feelings and behaviors. School counselors establish trust and provide information and assistance to students to resolve personal issues and develop skills. Counselors are obligated to refer a case when a person’s welfare is in jeopardy, or when the situation is outside the realm of the counselor’s expertise.

2. Small Group Counseling – Counselors will engage in group counseling sessions which will offer discussions and structured learning experiences. Students will have the opportunity to share ideas, receive feedback, increase their awareness and practice skills. Sessions may be problem centered, where attention is given to particular concerns; or they may be growth centered, where topics are related to personal, career or academic achievement.

3. Consultation – This intervention helps students, parents and teachers to be more effective working together with each other. Consultation helps all parties acquire information, consider alternatives and become more objective. Consultations can take place in individual or group settings.

4. Coordination and Referral – Counselors serve as a liaison between teachers, parents, support personnel and community resources to facilitate successful student development. Counselors often advocate for and/or refer students (and their families) to appropriate resources and outside agencies.

5. Case Management – Counselors monitor students’ progress toward achieving success in the academic, career and personal/social domains. Counselors also serve on the Intervention and Referral Services (I&RS) Team and the Section 504 Committee.

6. School-wide and/or Classroom Activities – Counselors often deliver services in large group settings. Frequently, the initial group meetings are followed by smaller sessions where students can discuss the presented material in more details. Counselors often partner with teachers, community members and resources to deliver parts of the guidance curriculum.

Educational Goals

The Egg Harbor City School District has adopted the American Association of School Counselor’s National Standards and the New Jersey Core Curriculum Content Standards for Career Education and Consumer, Family and Life Skills as the District’s goals. They are:

American Association of School Counselor National Standards

Academic

Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan.

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

Standard C: Students will understand the relationship of academics to the world of work and to life at home and the community.

Career

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.

Standard B: Students will employ strategies to achieve further career success and satisfaction.

Standard C: Students will understand the relationship between personal qualities, education and training and the world of work

Personal and Social

Standard A: Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

Standard C: Students will understand safety and survival skills.

New Jersey Core Content Standards

STANDARD 9.1: (Career and Technical Education) All students will develop career awareness and planning, employability skills and foundational knowledge necessary for success in the workplace.

STANDARD 9.2 (Consumer, Family and Life Skills) All Students will demonstrate critical life skills in order to be functional members of society.

Progress Indicators and Competencies

The table on the following pages outlines the Guidance Curriculum and competencies, and progress indicators for each grade level.

Domain	ASCA Standards	NJDOE Standards	National Competencies And/or NJDOE Progress Indicators	Grade Pre K – 2	Grade 3 - 4	Grade 5 – 6	Grade 7 - 8
Academic	Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan.		A1 – Improve Academic Self-Concept · Articulate feelings of competence and confidence as learners. · Display a positive interest in learning. · Take pride in work and achievement. · Accept mistakes as essential to the learning process. · Identify attitudes and behaviors, which lead to successful learning.	X	X	X	X
			A2 – Acquire Skills for Improving Learning · Apply time management skills. · Demonstrate how effort and persistence positively affect learning. · Use communication skills to know when and how to ask for help when needed.	X	X	X	X
			A3 – Achieve School Success · Take responsibility for their actions. · Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students. · Develop a broad range of interest and abilities. · Demonstrate dependability, productivity, and initiative. · Share knowledge.	X	X	X	X
	Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.		B1 – Improve Learning · Demonstrate the motivation to achieve individual potential. · Learn and apply critical thinking skills. · Apply the study skills necessary for academic success. · Seek information and support from faculty, staff, family and peers. · Organize and apply academic information from a variety of sources. · Become a self-directed and independent learner.	X	X	X	X
			B2 – Plan to Achieve Goals · Establish challenging academic goals. · Use problem-solving and decision-making skills to assess progress. · Understand the relationship between classroom performance and success in school.	X	X	X	X
	Standard C: Students will understand the relationship of academics to the world of work and to life at home and the community.		C1 – Relate School and Life Experience · Demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life. · Seek co-curricular and community experiences to enhance the school experience. · Understand that school success is the preparation to make the transition from student to community member. · Understand how school success and academic achievement enhance future career and vocational opportunities.	X	X	X	X
Career	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.		A1 – Develop Career Awareness · Learn about the variety of traditional and nontraditional occupations. · Learn how to interact and work cooperatively in teams. · Learn to make decisions. · Learn how to set goals.	X	X	X	X
			A2 – Develop Employment Readiness · Acquire employability skills such as working on a team, problem-solving and organizational skills. · Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace.	X	X	X	X
		STANDARD 9.1: (Career and Technical Education) All students will develop career awareness and planning, employability skills and foundational knowledge necessary for success in the workplace.	9.1: A – Career Awareness and Planning Elementary Indicators · Describe various life roles and work-related activities in the home, community, and school. · Identify abilities and skills associated with various careers. · Identify reasons people work and how work habits impact the quality of one’s work.	X	X
			Middle School Indicators · Demonstrate the ability to distinguish between job, occupation and career. · Apply research skills to career exploration. · Analyze personal interests, abilities, and skills through various measure including self- assessments.				X
			9.1: B – Employability Skills Elementary Indicators · Describe and demonstrate the importance of personal and interpersonal skills. · Identify positive work habits and attitudes necessary for home, community and school. · Identify reasons for working as part of a team.	X	X
			Middle School Indicators · Research local and state employment opportunities. · Demonstrate job-seeking skills. · Describe and demonstrate appropriate work habits and interpersonal skills needed to obtain and retain employment. · Compare and contrast possible career choices based on identified strengths, goals and interests. · Identify and develop skills that are transferable from one occupation to another.			X	X
	Standard B: Students will employ strategies to achieve further career success and satisfaction.		B1 – Acquire Career Information · Identify personal skills, interests, and abilities and relate them to career choice. · Demonstrate knowledge of the career planning process. B2 – Identify Career Goals · Demonstrate awareness of the educational and training needed to achieve career goals	X	X	X X	X X
	Standard C: Students will understand the relationship between personal qualities, education and training and the world of work.		C1 – Acquire Knowledge to Achieve Career Goals · Understand the relationship between educational achievement and career success. · Explain how work can help to achieve personal success and satisfaction. · Identify personal preferences and interests, which influence career choice and success. · Describe the effect of work on lifestyle. C2 – Apply Skills to Achieve Career Goals · Learn how to use conflict management skills with peers and adults. · Learn to work cooperatively with others as a team member.	X X	X X	X X	X X
Personal and Social	Standard A: Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.		A1 – Acquire Self-knowledge · Develop positive attitudes toward self as a unique and worthy person. · Identify values, attitudes and beliefs. · Understand change is a part of growth. · Identify and express feelings. · Distinguish between appropriate and inappropriate behavior. · Recognize personal boundaries, rights, and privacy needs. · Understand the need for self-control and how to practice it. · Demonstrate cooperative behavior in groups. · Identify personal strengths and assets. · Identify and discuss changing personal and social roles. · Identify and recognize changing family roles.	X	X	X	X
			A2 – Acquire Interpersonal Skills · Recognize that everyone has rights and responsibilities. · Respect alternative points of view. · Recognize, accept, respect and appreciate individual differences. · Recognize, accept and appreciate ethnic and cultural diversity. · Recognize and respect differences in various family configurations. · Use effective communication skills. · Know that communication involves speaking, listening, and nonverbal behavior. · Learn how to make and keep friends.	X	X	X	X
		STANDARD 9.2 (Consumer, Family and Life Skills) All Students will demonstrate critical life skills in order to be functional members of society	9.2: A – Critical Thinking Elementary School · Recognize and define a problem. · Plan and follow steps to make choices and decisions. · Demonstrate brainstorming skills.	X	X	X	X
			Middle School · Describe how personal beliefs and attitudes affect decision-making. · Identify and assess problems that interfere with attaining goals.			X	X
			9.2: B – Self-Management Elementary School · Recognize and build upon personal strengths. · Accept criticism and respond constructively. · Recognize personal likes and dislikes. · Demonstrate steps to deal with stress and conflict	X	X	X	X
			9.2: C – Interpersonal Communication Elementary School · Develop positive social skills to interact with others. · Select and use language appropriate to the situation. · Develop skills for accepting self and others though awareness of different cultures, lifestyles and attitudes. · Practice steps for effective conflict resolution. · Work cooperatively with others to accomplish a task.	X	X	X	X
			Middle School · Demonstrate respect and flexibility in interpersonal and group situations. · Work cooperatively with others to solve a problem. · Demonstrate appropriate social skills within group activities.			X	X
			9.2: D – Character Development and Ethics Elementary School · Demonstrate character traits that are important in day-to-day activities in the home, school and community such as trust, responsibility, respect, fairness, caring and citizenship. · Identify ethical behaviors in the home, school, and community. · Explain a person’s responsibility to obey the laws and rules.	X	X
			Middle School · Explain how character and behavior affects or influences the actions of other in the home, school and community. · Describe and demonstrate appropriate character traits, social skills, and positive attitudes needed for the home, school, community and workplace.			X	X
	Standard B: Students will make decisions, set goals and take necessary action to achieve goals.		B1 – Self-Knowledge Application · Use decision-making and problem solving model. · Understand consequences of decisions and choices. · Identify alternative solutions to a problem. · Develop effective coping skills for dealing with problems. · Demonstrate when, where and how to seek help for solving problems and making decisions · Know how to apply conflict resolution skills. · Demonstrate a respect and appreciation for individual and cultural differences. · Know when peer pressure is influencing a decision. · Identify long and short-term goals. · Identify alternative ways of achieving goals. · Use persistence and perseverance in acquiring knowledge and skills. · Develop and action plans to set and achieve realistic goals.	X	X	X	X
	Standard C: Students will understand safety and survival skills.		C1 – Acquire Personal Safety Skills · Learn about the relationship between rules, laws, safety, and the protection of rights of the individual. · Learn about the differences between appropriate and inappropriate physical contact. · Demonstrate the ability to set boundaries, rights and personal privacy. · Differentiate between situations requiring peer support and situations requiring adult professional help. · Identify resource people in the school and community, and know how to seek their help. · Apply effective problem solving and decision-making skills to make safe and healthy choices. · Learn about the emotional and physical dangers of substance use and abuse. · Learn how to cope with peer pressure. · Learn techniques for managing stress and conflict.	X	X	X	X

Guidance Department Master Calendar
	Pre K -2	3 - 4
September	Introduce Guidance Counseling Services: brochure and informational letter sent home with students and “Who” and “What” is the Counselor- classroom presentation Present Second Step curriculum at faculty meeting Send Second Step Informational Letter to parents Classroom activity - Second Step: Empathy Training Firm, Fair, And Consistent Newsletter Introduce I&RS services and procedures to teachers Introduce Second Step Rewards Program Coordinate with Big Brothers/Big Sisters to set up School Based Mentoring	Introduce Guidance Counseling Services: brochure and informational letter sent home with students Present Second Step curriculum at faculty meeting Send Second Step Informational Letter to parents Classroom activity - Second Step: Empathy Training Firm, Fair, And Consistent Newsletter sent home Introduce Second Step Rewards Program Introduce I&RS services and procedures to teachers Coordinate with Big Brothers/Big Sisters to set up School Based Mentoring
October	Classroom activity - Second Step: Empathy Training Firm, Fair, And Consistent Newsletter Begin new student orientation sessions Order Social Skills movies from NJ Bar Conduct Costume Drive Violence Prevention Presentations Gun Safety Awareness presentation: Mark Emmer Bully/Citizenship Magic Show Second Step Rewards Program	Classroom activity - Second Step: Empathy Training Firm, Fair, And Consistent Newsletter Begin new student game orientation sessions Order Social Skills Movies from NJ Bar Conduct Costume Drive Violence Prevention Presentations Gun Safety Awareness presentation: Mark Emmer Bully/Citizenship Magic Show Second Step Rewards Program
November	Classroom activity - Second Step: Empathy Training Firm, Fair, And Consistent Newsletter Present: movie and lesson: 10 Things to do Instead of Hitting Community Outreach Program begins- Giving Tree, Senior Center visits and decorating Senior Center Second Step Rewards Program	Classroom activity - Second Step: Empathy Training Firm, Fair, And Consistent Newsletter Present: movie and lesson: Put Yourself in their Shoes (Gr. 3) Broken Toy (Gr. 4) Community Outreach Program begins- Giving Tree, Senior Center visits and decorating Senior Center Second Step Rewards Program
December	Classroom activity - Second Step: Emotion Management Firm, Fair, And Consistent Newsletter Community Outreach Program - Giving Tree, Senior Center visits and decorating Senior Center Officer Phil Program presented on Citizenship, Safety, and Responsibility Second Step Rewards Program	Classroom activity - Second Step: Emotion Management Firm, Fair, And Consistent Newsletter Community Outreach Program - Giving Tree, Senior Center visits and decorating Senior Center Officer Phil Program presented on Citizenship, Safety, and Responsibility Second Step Rewards Program
January	Classroom activity - Second Step: Emotion Management Firm, Fair, And Consistent Newsletter Second Step Rewards Program	Classroom activity - Second Step: Emotion Management Firm, Fair, And Consistent Newsletter Second Step Rewards Program
February	Classroom activity - Second Step: Emotion Management Firm, Fair, And Consistent Newsletter Second Step Rewards Program	Classroom activity - Second Step: Emotion Management Firm, Fair, And Consistent Newsletter Second Step Rewards Program
March	Classroom activity - Second Step: Problem Solving Firm, Fair, And Consistent Newsletter Second Step Rewards Program	Coordinate NJASK Testing Classroom activity - Second Step: Problem Solving Firm, Fair, And Consistent Newsletter Second Step Rewards Program Life Skills Training begins. (12 weeks) Atlantic Prevention Recourses
April	Career Awareness Month Classroom activity - Second Step: Problem Solving Firm, Fair, And Consistent Newsletter Second Step Rewards Program	Career Awareness Month Classroom activity - Second Step: Problem Solving Firm, Fair, And Consistent Newsletter Second Step Rewards Program
May	Classroom activity - Second Step: Problem Solving Firm, Fair, And Consistent Newsletter Second Step Rewards Program Community Outreach – Intergenerational Activity	Classroom activity - Second Step: Problem Solving Firm, Fair, And Consistent Newsletter Second Step Rewards Program Community Outreach – Intergenerational Activity
June	Classroom activity - Second Step: Review Second Step Rewards Program concludes Community Outreach – Intergenerational Activity	Classroom activity - Second Step: Review Second Step Rewards Program concludes Officer Phil Program presented on Crime Prevention, Values, and Responsibility (4^th Grade) Community Outreach – Intergenerational Activity

Guidance Department Master Calendar
	5 - 6	7 - 8
September	Introduce Guidance Services to students Select and train Knight’s Ambassador’s Meet with new students transitioning into district Introduce I&RS services and procedures to teachers Initiate Knight’s Pride – Incentive Activity	Introduce Guidance Services to students Select and train peer mediators Select and train Knight’s Ambassador’s Introduce I&RS services and procedures to teachers Meet with new students transitioning into district Initiate Knight’s Pride – Incentive Activity
October	Peer Mediation Classroom Presentations on Conflict Resolution (3^rd week of Oct). Violence Prevention Presentations and Gun Safety presentation with local police Knight’s Pride – Incentive Activity	Peer Mediation Classroom Presentations on Conflict Resolution (3^rd week of Oct). Violence Prevention Presentations and Gun Safety presentation with local police Knight’s Pride – Incentive Activity
November	Initiate Community Outreach/Service Program Monitor student achievement/report cards Knight’s Pride – Incentive Activity	Initiate Community Outreach/Service Program Monitor student achievement/report cards Knight’s Pride – Incentive Activity Atlantic County Institute of Technology presentation for 8^th grade students and begin processing applications
December	Community Outreach/Service Program Knight’s Pride – Incentive Activity	Community Outreach/Service Program Center Knight’s Pride – Incentive Activity Process Atlantic County Institute of Technology applications
January	Knight’s Pride – Incentive Activity	Knight’s Pride – Incentive Activity Absegami High School Orientation for 8^th grade students Process Atlantic County Institute of Technology application
February	Monitor student achievement/report cards Knight’s Pride – Incentive Activity	Monitor student achievement/report cards Knight’s Pride – Incentive Activity Process Atlantic County Institute of Technology application
March	Coordinate NJASK Testing Knight’s Pride – Incentive Activity	Coordinate NJASK & GEPA Testing Schedule 8^th grade meetings with Absegami Counselors Knight’s Pride – Incentive Activity Process Atlantic County Institute of Technology application
April	Career Awareness Month Monitor student achievement/report cards Knight’s Pride – Incentive Activity	Career Awareness Month Monitor student achievement/report cards Knight’s Pride – Incentive Activity
May	REBEL students provide interactive presentations at Spragg School Monitor student achievement/report cards Knight’s Pride – Incentive Activity	REBEL students provide interactive presentations at Spragg School Monitor student achievement/report cards Knight’s Pride – Incentive Activity
June	Knight’s Pride – Incentive Activity	Knight’s Pride – Incentive Activity