Tennessee Model for

Comprehensive School
Counseling




Revised 2005






Acknowledgment

This document is based on a comprehensive, developmental school counseling program
model provided by the American School Counselor Association. The original Tennessee
model, The Tennessee School Counseling Program: A Framework for Action, was
developed in 1997 by a statewide steering committee facilitated by Mary Simmons,
Director of School Counseling Services for the Tennessee Department of Education. The
revised model, The Tennessee Model for Comprehensive School Counseling, was
developed by a statewide steering committee facilitated by Kellie Hargis, Coordinator of
School Counseling Services for the Tennessee Department of Education in 2005.

The revision committee was comprised of the following members:

Mrs. Pat Cole.....Community Foundation of Middle Tennessee
Mrs. Regina Hamilton Cox....Greene County Schools
Mrs. Sonja Sanes...Memphis City Schools
Mrs. Amy Ragland.....Memphis City Schools
Mr. Glenn Harlinger...Cheatham County Schools
Mrs. Lorie McCorkle..........Carter County Schools
Dr. Diane Sadler.....Overton County Schools
Dr. Sharon Melton..Bradley County Schools
Dr. Sarah Eldridge..Metro Nashville Public Schools
Mr. Carey Collins...Shelby County Schools
Mrs. Linda Crutcher...Wilson County Schools
Mrs. Heather Holland Waldron ..Knox County Schools



Special thanks to Dr. Carol Dahir at the New York Institute of Technology in Old
Westbury, NY and Dr. Carolyn Stone at the University of North Florida in Jacksonville,
FL for their valuable research, counsel and input throughout the development of this
model.












2


American School Counselor Association

The School Counseling Framework Revision Committee endorses the
American School Counselor Association National Standards for School
Counseling Programs. These standards, along with the ASCA National
Model: A Framework for School Counseling Programs, continue to guide
us through the process of development and revision of the Tennessee Model
for Comprehensive School Counseling.

National Standards for School Counseling Programs and The ASCA
National Model: A Framework for School Counseling Programs are
available for purchase from the following:



American School Counselor Association Publications
P.O. Box 960
Herndon, VA 20172-0960
or
phone: 1-800-401-2404
fax: (703) 661-1501




















3





Tennessee Model for
Comprehensive School Counseling


STATE OF TENNESSEE




STATE DEPARTMENT OF EDUCATION



Dr. Lana Seivers....Commissioner
Dr. Keith Brewer..Deputy Commissioner
John Scott......Assistant Commissioner
Dr. Deborah Boyd.............Executive Director of Curriculum and Instruction
Rosemary Mosier...Director of Elementary Education
Dr. Deborah Williams.Director of Secondary Education
Kellie Hargis...Coordinator of School Counseling Services
Lynne Cohen...Vocational Education Consultant
Kaneal Alexander..Education Consultant
Nicole Cobb...Education Consultant










4
Table of Contents




Preface6
Introduction7
Model Graphic..12
Preconditions14
Foundation18
Management System75
Delivery System...79
Accountability System.83
References....97
Appendix..98








5
Preface

This document offers a program for delivering school counseling services to Tennessee
public school children. It is based on a developmental, comprehensive, systematic,
sequential and accountable school counseling program model endorsed and distributed by
the American School Counselor Association (ASCA).

This document is divided into seven sections, two outliers (the introduction and
appendix) and five color-coded model components (preconditions, foundation,
management systems, delivery systems, and accountability).

I In nt tr ro od du uc ct ti io on n: includes the Rationale, under girded by the benefits & needs of a
comprehensive school counseling program and roles of stakeholders

Preconditions: Preconditions: includes the structural components of the program, such as
technology, staffing, materials, equipment, budget, facilities, supplies and other
resources

Foundation: Foundation: includes the Mission/Vision Statements, Guiding
Principles, Program Definition, Tennessee Guidance and Counseling Standards,
Tennessee Laws and State Board Policy

Management Systems: Management Systems includes information about Management Agreements,
Advisory Council, Use of Data, Action Plans and Use of Time and Calendars

Delivery Systems: Delivery Systems includes information about Guidance Curriculum, Individual
Student Planning, Responsive Services, and System Support

Accountability: Accountability: includes information about MEASURE (6 Step Process to
Accountability), SPARC Reports, other Results Reports, Program Audits, and
Counselor Performance Evaluation: Tennessee Special Groups Model.

A Ap pp pe en nd di ix x: includes the ASCA Ethical Guidelines, necessary forms and other
resource information

This model is intended for use by individual school systems across Tennessee. School
systems and local schools are encouraged to use this document as a guide in tailoring
their own school counseling programs based on the assessed needs of their communities.
The writers of this revised framework continued in the way of their predecessors
(Framework Committee 1997) and focused on creating a model aligned to national
standards, incorporating standards of achievement in the areas of academic,
personal/social and career development.

It is the intent of the committee that this model serve as a catalyst of change, empowering
and uniting Tennessee school counselors as they fulfill their mission of preparing
Tennessee students to live and work in the 21
st
century.
6

INTRODUCTION

School counseling programs in Tennessee have always played an important role
in the total educational process for our children and youth. School counselors work with
students, families, communities, faculties and staff addressing the issues that have a
substantial impact on student academic, personal/social and career development.
Wherever counselors serve, be it in rural, urban or suburban areas, they strive to meet the
needs of all students.
There is a general belief that our public schools are at a critical point and that
priorities must change if our schools are to provide the education that will enable our
youth to function successfully in our complex society. Across the nation, school
counselors are responding to the challenges and expectations by changing traditional
position-centered (counselor-centered) services to data-driven, student-centered services.
The Tennessee Model for Comprehensive School Counseling represents what a
school counseling program should contain and serves as an organizational tool to identify
and prioritize the elements necessary for program implementation. Such programs are
vital to the school improvement process. School counselors work strategically as part of
an instructional team to promote student success. They are specially trained educators in
a position to call attention to situations within our schools that impact student learning.
Serving as leaders and advocates, school counselors work collaboratively to provide
services in a proactive, developmental and preventative manner.






RATIONALE

The purpose of the Tennessee Model for Comprehensive School Counseling is
to focus and revitalize school counseling programs in Tennessee schools to be more
responsive to the challenges facing our children, youth, families and communities today
and in the future. The continued emphasis is on reaching ALL children with a school
counseling program that is based on a clearly defined framework emphasizing student
standards, connecting activities and processes. Further, it is to be delivered by a licensed
school counselor using appropriate materials and resources. The program must
incorporate a team approach, academic, personal/social and career competency
development, deficiency remediation and systemic implementation. Additionally, it must
be continuously refined through quality evaluation, addressing the changing needs of the
student and the school.





7
8

SHARED BENEFITS: POSITIVE ASPECTS OF THE TENNESSEE MODEL
FOR COMPREHENSIVE SCHOOL COUNSELING



For Students
Facilitates academic
development and increased
achievement
Promotes career exploration and
development in our changing
world
Ensures equitable access to
educational opportunities
Strengthens understanding of self
and others in a diverse society
Increases the number and quality
of opportunities for counselor-
student interactions
Promotes a rigorous academic
curriculum for every student

For Parents/Guardians
Provides support regarding their
childs short range and long
range educational development
Increases opportunities for
collaboration and communication
between parents and school
Improves parents understanding
of the school counseling program
and its benefits
Assists parents in obtaining
necessary resources
Ensures academic planning for
every student

For Business, Industry and Labor
Provides increased opportunities
for schools to collaborate with
the business community, industry
and labor





Enhances the role of the
counselor as a community
resource person
Supports the academic
preparation necessary for
students success in the
workforce

For Local School Board Members
Provides a rationale for
implementing a comprehensive,
developmental school counseling
program
Provides a structure for defining
school counseling programs
Provides for equity and
consistency of school counseling
services within districts
Demonstrates the need for
appropriate levels of funding

For Administrators/Principals
Provides program structure with
specific content
Provides a quantitative means of
evaluating comprehensive,
developmental school counseling
programs
Enhances the image of the school
in the community
Promotes a curriculum
responsive to local needs







For Teachers
Encourages positive, supportive
working relationships among
teachers and counselors
Provides teachers with a resource
person who can assist them in
analyzing and interpreting data






For School Counselors
Clearly defines their role and
function with emphasis on direct
services to students
Creates a tool for program
management and evaluation
Provides opportunities to serve
all students
Clearly defines responsibilities
and activities for achieving
specific student competencies
Ensures the programs
contribution to the schools
mission

For Post-Secondary Educators
Enhances articulation and
transition of students to post-
secondary institutions
Prepares every student for
advanced educational
opportunities
Motivates every student to seek a
wide range of substantial, post-
secondary options
Encourages and supports
rigorous academic preparation
Promotes equity and access to
post-secondary education for all
students
































9
ROLES IN RELATIONSHIP TO THE SCHOOL COUNSELING
PROGRAM


School counseling is an integral part of the school program. The school counseling model
is developmental and sequential. It is implemented by licensed school counselors with the
support of teachers, administrators, support personnel, students, parents and community
members. The school counseling program belongs to everyone and serves all students.


The Role of the School Counselor

To counsel with students individually and in small groups

To present developmental lessons in the classroom and in small groups

To serve as a student advocate

To consult with teachers, administrators, school support personnel, parents and
business/community agencies

To participate in school meetings

To work with parents in teaching effective parenting skills, creating a positive
environment, and encouraging parent participation

To provide staff development in identified areas of need and in orientation to the
school counseling program

To provide leadership in career development of all students

To coordinate school activities pertaining to the school counseling program

To facilitate the evaluation of the school counseling program

10

The Role of the Principal

To support the school counseling program

To assist the school counselor, as needed

To consult with the school counselor

To provide appropriate facilities and equipment

To work with the counselor in establishing an advisory council

To help the counselor insure that the school counseling program is an integral part of
the total school program

Assist in the evaluation of the school counseling program

To recommend for employment properly licensed counselors


The Role of the Teacher

To share insight and knowledge with the counselor in creating a positive environment
for the student

To support and assist with the implementation of the school counseling program

To assist in identifying students with special needs and in making appropriate
referrals

To share student data with the counselor

To incorporate information and insight from the counselor in developing effective
teaching strategies

To recognize that all students need some assistance in resolving problems

To recognize that the school counseling program is vital to student academic success

To collaborate with the school counselor in integrating the school counseling program
into the academic program


11



Tennessee Model for Comprehensive
School Counseling
































A AC CC CO OU UN NT TA AB BI IL LI IT TY Y
*MEASURE
*SPARC Reports
*Results Reports
*Program Audits
*Special Groups State Model
for Local Evaluation






MANAGEMENT SYSTEM
* *Management Agreements
*Advisory Council
*Use of Data
*Action Plans
*Use of Time/Calendars
DELIVERY SYSTEM
FOUNDATION
*Mission/Vision/Guiding
Principles *Program Definition
*Tennessee Laws & State
Board Policy
*Tennessee Guidance &
Counseling Standards

*Guidance Curriculum
*Individual Student
PRECONDITIONS
Planning
*Responsive Services
*System Support
12
OVERVIEW

The model graphic on the previous page represents the operational structure and
components of the Tennessee Model for Comprehensive School Counseling. Like The
ASCA National Model: A Framework for School Counseling Programs (2003), the
graphic contains three levels and four squares, each representing one of the major
systems of the model. All major components are listed in the model graphic within
corresponding major systems. The major systems are as follows:

Preconditions: Preconditions: includes the structural components of the program, such as
technology, staffing, materials, equipment, budget, facilities, supplies and other
resources

Foundation: Foundation: includes the Mission/Vision Statements, Guiding
Principles, Program Definition, Tennessee Guidance and Counseling Standards,
Tennessee Laws and State Board Policy

Management Systems: Management Systems includes Management Agreements, Advisory Council,
Use of Data, Action Plans and Use of Time and Calendars

Delivery Systems: Delivery Systems includes elements of Guidance Curriculum, Individual
Student Planning, Responsive Services, and System Support

Accountability: Accountability: includes information about MEASURE (6 Step Process to
Accountability), SPARC Reports, other Results Reports, Program Audits, and
Counselor Performance Evaluation: Tennessee Special Groups Model.

















13












THE
PRECONDITIONS:

BUDGET
FACILITIES
RESOURCES
TECHNOLOGY
STAFFING
















14

PRECONDITIONS

Budget
An adequate school counseling budget shall be established to reflect program
needs. The counseling staff shall be included in the budget planning. Counselors should
provide information regarding funds needed and knowledge of other funding sources that
may be available. Such information should be included in the management agreement.

Facilities
A counseling center should be established in each school to implement a
comprehensive school counseling program. The center should be accessible to all
students including those with disabilities.

Facility Requirements:
Appropriate space for individual and group counseling and large group
programs
A private office for the school counselor that is designed with the students
right to privacy and confidentiality
Adequate space to organize and display school counseling materials

Resources
Materials
Materials should be current and available to counselors in order for them to implement
developmentally appropriate activities for each grade level.

Material Requirements:
Curriculum materials - kits, books, software, videos, games
Assessment materials - interest and aptitude assessments, self-assessment,
learning style inventories

Supplies/Equipment
Supplies and equipment should be relevant to the program and appropriate for the
community it serves. These should be easily accessible and of sufficient quantity to
support the program.

Supply/Equipment Requirements:
Adequate supplies for office, such as paper, writing utensils, printer,
printer cartridge, copy machine and other miscellaneous office supplies
Access to TV/VCR/DVD player
Appropriate locking file cabinets, telephone, and computer



15


Technology
School counselors use technology daily in the form of the Internet, word processing,
student database systems and presentation software. Technology is used to help students
perform career and educational searches and create online portfolios and four year plans.
Additionally, technology is used in planning, implementing and evaluating the
comprehensive school counseling program. Counselors should receive appropriate and
adequate training in all areas of technology advancements and updates.

Technology Requirements:
Computer for counselor use only
Access to computer lab for program activities
Access to printer(s), faxes, and copiers
Technology and computer/related supplies

Staffing
The school counselor shall be licensed by the Tennessee Department of Education and
shall have the training needed for fulfilling the responsibilities and specialized job
assignments. It is strongly recommended that the length of a counselors contract be
extended to eleven months to assure adequate time to plan and implement a quality
program. Appropriate counselor/student ratios are critical for program success and
increased student achievement and development.

*The Tennessee Better Education Program (BEP) recommendation:
Elementary Guidance Counselors - Grades K-6: 1:500
Secondary Guidance Counselors - Grades 7- 12: 1:350

American School Counselor Association recommendation:

It is the position of the American School Counselor Association that the
counselor/student ratio be determined by considering the major factor of student growth
and development. Each school system is unique; what may be an ideal caseload in one
system may be untenable in others. ASCA maintains that the implementation of a
comprehensive school counseling program meeting the developmental needs of students
be the primary determinants with the ratio being 1:250 or less.

Additionally, clerical support staff and other system support should be provided to ensure
the effective management and delivery of quality comprehensive school counseling
programs.




*The Tennessee Basic Education Program-BEP (2004-05))
16
Tennessee State Board of Education, 710 James Robertson Parkway,9
th
Floor Andrew
Johnson Tower, Nashville, TN 37243-1050
17







THE
FOUNDATION:

MISSION/VISION
GUIDING PRINCIPLES
PROGRAM DEFINITION
TENNESSEE LAWS
STATE BOARD POLICY
TENNESSEE SCHOOL COUNSELING &
CAREER GUIDANCE STANDARDS







18
FOUNDATION

The programs foundation serves as the solid ground upon which the rest of the
program is built. Elements include, mission/vision, guiding principles, program
definition, Tennessee laws and Tennessee State Board of Education policy, and the
Tennessee School Counseling and Career Guidance PK-12 Standards.

Mission

Tennessee Comprehensive School Counseling Programs will provide educational
support for all students by promoting and facilitating their academic, personal/social and
career development.

Vision

As a result of the implementation of the Tennessee Comprehensive School
Counseling Program, all students will be academically prepared, well adjusted members
of society, lifelong learners and productive citizens.

Guiding Principles

1. All students* can achieve.
2. All students* have dignity and worth.
3. All students* need, deserve and must be provided a quality education.
4. All students* need, deserve and must be provided the support and guidance of
caring, knowledgeable and skilled adults throughout their educational experience
in order to ensure success.
5. Quality comprehensive school counseling programs are vital to the overall
success of all students*, schools and communities.

[*Regardless of race, gender, ethnicity, cultural background, sexual orientation,
disability, socio-economic status, learning ability level or language]




Program Definition

A school counseling program is comprehensive in scope, preventative in design
and developmental in nature, designed to ensure that every student receives the
program benefits.
Implemented by a credentialed school counselor(s), it is an integral part of the total
education program as counselors work collaboratively with faculty/staff, students,
families and community members to help meet the academic, personal/social and
career preparation needs of ALL students.

19
Tennessee State Laws




(a) (1) Each LEA shall employ or contract with school counselors for grades pre-
kindergarten through twelve (pre-K-12).





49-6-303. School counselors.




(2) The school counseling program shall be established and operated under guidelines
adopted by the state board of education.








(3) The state board of education shall report on the implementation and effectiveness of
the program in its annual report to the general assembly.








(b) School counselors shall provide preventive and developmental counseling to school
tudents in order to prepare them for their school responsibilities and their social and s
physical development. In providing these services, school counselors shall:








(1) Aid children in academic development through the use and interpretation of test
cores, improved pupil self-concept, and early identification and attention to problems
that are deterrents to learning and development;
s







(2) Act in a consultative role to teachers relative to the use of test scores and
mprovement of the learning environment, use of out-of-school resources and agencies
and development of a home-school liaison;
i







(3) Offer services related to the identification and placement of children with
handicapping conditions;








(4) Serve in a consultative role to parents, in a liaison capacity, as a resource in
nderstanding growth and development problems, and as an aid in understanding how
some nonschool factors affect learning and achievement of children;
u




20



(5) Serve as a resource in decreasing discipline problems through an understanding of
peer relations, teacher-pupil relations, social awareness and drug awareness;








(6) Aid in improving school attendance and retention by implementing an early
identification and prevention program for potential attendance and retention problems;








(7) Serve as a resource in decreasing the incidence of juvenile delinquency by early
intervention through guidance and counseling services;








(8) Act as a resource and consultant to teachers in implementing a career development
program which, at the elementary school level, includes self-awareness, job awareness
and pre-vocational orientation;








(9) Provide an available source for youngsters needing someone to "just listen" to their
problems or concerns; and








(10) Serve as a resource and consultant to teachers in implementing an intervention
program that utilizes conflict resolution and decision-making strategies aimed at
preventing occurrences of disruptive acts by students within the school and on school
property.








(c) The minimum requirement to be employed as a school counselor shall be an
appropriate license granted by the state board of education.







[Acts 1985, ch. 472, 1; 1999, ch. 256, 1; 1999, ch. 367, 3; 1999, ch. 372, 1-5.]







49-5-302. School counselors and school teachers.


21







(a) A school counselor or school teacher is responsible solely for providing counseling
and guidance to students at the school or schools at which the counselor is employed. If
counselor is employed as such on a less than full-time basis, those hours devoted to
guidance and counseling shall be specified and adhered to closely. A school counselor is
not responsible for general school administration or reports, except such reports as may
be connected with the school's guidance program.
a







(b) Counseling and guidance include, but are not limited to:





(1) Counseling on academic problems or decisions;





(2) Counseling on social or peer-group pressure problems;





(3) Career counseling and guidance;





(4) Guidance on socialization and group interaction;





(5) Motivational guidance;





(6) Behavioral guidance; and





(7) Counseling on personal problems.








22
[Acts 1984 (1st E.S.), ch. 1, 1; 1999, ch. 367, 1.]








2001 Matthew Bender & Company, Inc., a member of the LexisNexis Group. All rights reserved. Portions copyright
eHelp Corporation. All rights reserved.


Tennessee State Board of Education
Policy: Rules and Regulations

0520-2-2-.26 JOB DESCRIPTION, SCHOOL COUNSELORS

1) Service to Students

a) Counseling and Consultation. The school counselor:
1) provides counseling to students about adjustment to school and
transition from grade level to grade level
2) provides counseling to students about coping with difficult personal
and family problems
3) provides counseling to students in terms of increasing self-awareness
and developing a positive self-concept
4) provides consultation to students about decisions and goals
5) provides counseling to students who are referred as having the
following problems: attendance, retention, discipline, and pre-
delinquency
6) provides counseling in educational planning and placement
7) provides counseling in career awareness and planning

b) Counseling and Guidance. The school counselor:
1) provides career development and educational and occupational
information
2) provides primary prevention instruction in areas such as sexual abuse
and substance abuse at appropriate grade levels
3) provides enhancement instruction in areas such as self-concept,
interpersonal relations, and decision making appropriate to student
development
4) uses teacher and student participation in the implementation of the
guidance and counseling program

23
c) Evaluation and Assessment: The school counselor:
1) provides academic development of students through the interpretation
and use of assessments
2) provides self-concepts development of students through evaluation and
assessment

2) Service to School Staff

a) Planning and Program Management. The school counselor:
1) organizes, coordinates and evaluates an effective school guidance
and counseling program that is based upon needs of students, staff
and parents
2) plans and establishes jointly with educational staff a
comprehensive guidance program that responds to development
needs of students
3) provides up-to-date, accurate student records as relates to the
guidance program

b) Consultation and Communication. The school counselor:
1) aids school staff in establishing learning environments most suited
to the developmental needs of students
2) aids school staff in the early identification of student problems
3) aids school staffing implementing a career development program
4) aids in program planning for students with special needs

c) Staff Development. The school counselor:
1) orients the staff to the guidance and counseling services
2) provides staff development activities for school personnel on
topics such as achievement and aptitude test results, parent
involvement, behavior management, student motivation and human
development
3) cooperates with educational specialists and other resources in
developing strategies for serving at-risk students, such as potential
dropouts

3) Service to Parents
a) Consultation and Communication. The school counselor:
1) aids parents in developing strategies for supporting
their childrens educational programs
2) provides parent training to promote better
understanding of child development and behavior
and to improve parent-child communication
4) orients parents to guidance and counseling services
5) aids parents with appropriate professional services
outside the school when needed

24

Authority: T.C.A. 49-5-302; 49-5-5003; 49-5-5004 and 49-6-303. Administrative
History: Original rule filed March 16, 1992; effective June 29, 1992; revised September
1999.










































25



Tennessee School
Counseling
And
Career Guidance Standards

K-12 Standards
Submitted for First Reading
to the
State Board of Education
On
October 26, 2001

26
School Counseling and Career Guidance Standards
The proposed Tennessee School Counseling and Career Guidance Standards are
statements of what students should know and be able to do as a result of participating in a
school counseling program. Since the purpose of such a program is to ensure that all
students can achieve school success through academic, career and personal/social
development experiences, these standards represent what a school counseling and career
guidance program should contain and establish similar goals, expectations, support
systems and experiences for every student.
The standards address the needs outlined in the educational reform agenda articulated in
the State Board of Educations MASTER PLAN FOR TENNESSEE SCHOOLS by
advocating school counseling programs that promote school success through a focus on
academic achievement, prevention and intervention, and social/emotional and career
development. The organizational design of the standards reflects the nine standards in the
National Standards for School Counseling Programs developed by the American School
Counselor Association, which, in turn, are based on the three widely accepted and
interrelated areas of student development: academic, career, and personal and social
development. The standards and expectations for academic development guide the
school-counseling program to implement strategies and activities to support and
maximize learning; for career development serve as a guide to provide the foundation for
acquiring the attitudes, knowledge and skills that enable students to make a successful
transition from school to the world of work and from job to job across the career life
span; for personal/social development provide the foundation for personal and social
growth, which contributes to academic and career success.
The standards have been developed by a team of thirty-three school counselors, teachers,
administrators, parents, community members and state department personnel. The
document has been reviewed by practicing school counselors throughout the state and by
the Executive Board of the Tennessee School Counselor Association. The resulting
comments and suggestions have been incorporated into this document. Department staff
will disseminate the proposed standards and review additional comments prior to the
second reading before the Board.
27
K-12 School Counseling and Career Guidance Standards Committee
Charlotte Baird, Secondary School Counselor Williamson County
Donna Bowling, School Counselor, TSCA Shelby County
Reba Bryant, Counseling Consultant Metro Nashville-Davidson County
Sandra Bundren, Secondary Teacher Clariborne County
Mike Bundy, Elementary School Counselor Oak Ridge City
LuAnnette Butler, Counselor Educator Austin Peay State University
Lynne Cohen, Curriculum Development Consultant State Department of Education
Patricia Cole, K-12 Counseling Coordinator Metro Nashville-Davidson County
Gerald Colvin, Director of Schools Etowah City
Paulette Crews, Secondary School Counselor Hollow-Bruceton
Betty Anne Domm, Middle School Counselor Knox County
Susan Eades, Counseling Coordinator Williamson County
Jo Epstein, Elementary School Counselor Memphis City
Gwen Hobbs, Supervisor of Instruction Sequatchie County
Canary Hogan, Middle School Counselor Metro Nashville-Davidson County
Bill Hunter, Secondary School Counselor Sumner County
Jean Keith, School Board, Chairman Williamson County
Fred Lee, Secondary School Counselor Metro Nashville-Davidson County
Luwin Lewis, Middle School Counselor Coffee County Schools
Dee Dee Lunsford, Counseling Coordinator Shelby County
Sharon Melton, Secondary School Counselor Bradley County
Corinne Moore, Elementary School Counselor Franklin Special
Carolyn Owens, Counselor Educator Tennessee State University
Jennifer Parker, Elementary School Counselor Anderson County
Carolyn Pearre, Executive Director Tech Prep Tennessee Board of Regents
Richard Percy, Counselor Educator Vanderbilt University
Marla Peterson, Counselor Educator University of Tennessee
Annie Sawyers, Curriculum Coordinator Franklin Special
Sherry Semrau, Elementary School Counselor Shelby County
Mary Simmons, Director, School Counseling Services State Department of Education
Judy Steele, Elementary School Counselor Rhea County
28
Deborah Shrout, Elementary School Counselor Roane County
Reggie Williams, Director, Community Relations Memphis RedBirds Baseball





















29
Tennessee School Counseling and Career Guidance Standards
Organizational Design
The Tennessee School Counseling and Career Guidance Standards are based on the
National Standards for School Counseling Programs of the American School
Counselor Association.
Grade Stands
K-2
3-5
6-8
9-12

Standard Domains
Academic Development
Career Development
Personal and Social Development

Academic Development

Standard 1: Students will acquire the attitudes, knowledge and skills that
contribute to effective learning in school and across the life span. Standard 2:
Students will complete school with the academic preparation essential to choose
from a wide range of substantial post-secondary options, including college.
Standard 3: Students will understand the relationship of academics to the world
of work, and to life at home and in the community.

Career Development
Standard 4: Students will acquire the skills to investigate the world of work in
relation to knowledge of self and to make informed career decisions. Standard
5: Students will employ strategies to achieve future career success and
satisfaction. Standard 6: Students will understand the relationship between
personal qualities, education and training, and the world of work.
Personal and Social Development
Standard 7: Students will acquire the attitudes, knowledge, and interpersonal
skills to help them understand and respect self and others. Standard 8: Students
will make decisions, set goals, and take necessary action to achieve goals.
Standard 9: Students will understand safety and survival skills.
Learning Expectations indicate the attitudes, knowledge and skills that help students
meet the standard at each of the four grade strands.
Performance Indicators identify the quality of the student performance expected for
30
each grade strand at the beginning, proficient and advanced level.
Sample Performance Tasks are specific grade strand activities supporting each standard.
Integration: This section contains cross-referenced information from all disciplines. (K-
8: English/ Language Arts, Math, Social Studies, Science, Health, Physical Education)
(9-12: English II, Algebra I, Biology I,
U .S. History, Wellness).
Key to the K-8 Health Standards: DPF- Disease Prevention; ESMH-Emotional, Social,
Mental Health; ECH-Environmental & Community Health; FLS-Family Life &
Sexuality; N-Nutrition; PHRF-Personal Health and Related Fitness; PSFA-Personal
Safety and First Aid; SUA-Substance Use and Abuse.



Grade Levels K-2
Academic Development

Standard 1: Skills for Academic Self-Confidence, Learning and Success
Student will acquire the attitudes, knowledge, and skills that contribute to effective
learning in school and across the life span.
K-2 Learning Expectations

The student will
1.1 demonstrate academic self-confidence.
1.2 demonstrate pride in work and achievement.
1.3 identify the study skills necessary for academic success.
1.4 demonstrate taking responsibility for schoolwork.
1.5 demonstrate working both independently and cooperatively.
K-2 Performance Indicators

At Level 1, the student will be able to
describe what is needed to be ready for class.
demonstrate good listening skills.

At Level 2, the student will be able to
share knowledge with peers.
demonstrate working cooperatively in a group.
31
select examples of best schoolwork.
work independently on tasks to completion.
complete assignments on time.

At Level 3, the student will be able to:
examine how effort affects learning.
acknowledge mistakes as essential to the learning process.

Sample Task
Read the book Responsible Rascal to students. Discuss the meaning of the word
responsibility. Ask the students to name responsibilities they have at school that help
them to learn (e. g. listening to the teacher, following directions, completing work, asking
for help when needed).
Integration:
English/Language Arts: 1.02, 1.10, 1.11, 1.14, 2.02 Social Studies: 4.03, 4.04, 6.01
Health: ESMH-SD.1, FLS SD 1, 2 Physical Education: 3.2, 3.3

Grade Level K-2
Academic Development

Standard 2: Improve Learning and Achieve Challenging Goals
Students will complete school with the academic preparation essential to choose from
a wide range of substantial post-secondary options, including college.
K-2 Learning Expectations
The student will
2.1 practice critical thinking skills in learning situations.
2.2 apply self-directed and independent learning techniques.
2.3 identify academic goals.
2.4 develop positive attitudes toward learning.
K-2 Performance Indicators
At Level 1, the student will be able to
work independently on a learning task.
identify personal strengths.

At Level 2, the student will be able to
justify answers using critical thinking skills.
identify school expectations.
identify positive attitudes toward learning.
demonstrate the ability to follow instructions and complete assignments.

32
At Level 3, the student will be able to
demonstrate self-directed and independent learning techniques.
identify educational short and long term goals.

Sample Task: When the Going Gets Tough.
Students draw a picture or write a paragraph on how the slogan When the Going Gets
Tough-the Tough Get Going applies to learning in school. Students will write the name
of the subject they find most difficult and three reasons why it is difficult. Place students
into groups according to the subject they chose. They will brainstorm five methods for
improvement. Each group will report and display a list of their suggestions. In large
group, discuss goal setting and the importance of setting goals for difficult subjects.
(Lessons for Life, Van Zandt & Buchan, Vol. 1, 1997, The Center for Applied Research)
Integration
English/ Language Arts: 1.12, 1.14 Math: K.1.3 Health: ESMH-SD 3


Grade Level K-2
Academic Development

Standard 3: Relate School to Life Experiences
Students will understand the relationship of academics to the world of work, and to life
at home and in the community.
K-2 Learning
Expectations
The student will
1.1 identify schoolwork, extracurricular activities and family activities.
1.2 recognize the connection between schoolwork and the world of work.
K-2 Performance Indicators
At Level 1, the student will be able to
identify helpers in the school and community.
At Level 2, the student will be able to
articulate school work-habits that transfer to the world of work.
At Level 3, the student will be able to:
compare and contrast the roles of school and community helpers.
Sample Task: Busy Bees
Students will brainstorm as many school jobs as possible (cleaning boards, delivering
33
messages, leading the line, helper, completing assignments). In small groups students will
list and identify skills needed for each job (e.g. messenger- knowing locations, being
responsible). Identify adult jobs that require the same skills. Ask: How does what we are
learning now help to prepare us for the future jobs/ careers?(Lessons for Life, Van Zandt
& Buchan, Vol. 1, 1997, The Center for Applied Research)
Integration
English/ Language Arts: 1.01 Social Studies: 3.02 Math: K.1.2, K.1.3 Health: ESMH-
SD.3; ECH-SD.1 PE: 4.5, 5.1







Grade Level 3-5
Academic Development

Standard 1: Skills for Academic self-confidence, Learning and Success
Student will acquire the attitudes, knowledge, and skills that contribute to effective
learning in school and across the life span.
3-5 Learning
Expectations The
student will
1.1 demonstrate academic self-confidence.
1.2 demonstrate pride in work and achievement.
1.3 demonstrate the study skills necessary for academic success.
1.4 practice taking responsibility for schoolwork.
1.5 demonstrate the ability to work independently and cooperatively.
1.6 recognize the importance of regular school attendance.
3-5 Performance Indicators At Level 1, the student will be able to
demonstrate the ability to follow directions.
select examples of best schoolwork.

At Level 2, the student will be able to
use good study habits to achieve academic success.
work cooperatively in a group or team.
34
tell why it is important to attend school regularly and on time.
record assignments in daily planner.

At Level 3, the student will be able to
facilitate a study group.
articulate personal qualities that promote school success.

Sample Task: Study Skills:
Students will work in cooperative groups to brainstorm a list of effective study and
learning skills that they may have already begun to develop and could possibly improve.
In a large group identify and chart the problems they have in applying the skills and what
actions they could take to improve the skill. Ask: How can these suggestions help
improve your study habits? (Lessons for Life, Van Zandt & Buchan, Vol. 1, 1997, The
Center for Applied Research)
Integration
English/Language Arts: 1.09, 1.01, 1.12, 1.13 Social Studies: 6.01 Health: ECH-SD.1;
ESMH-SD.1, 2 Physical Education: 3.3, 3.4, 3.9, 3.1, 5.2


Academic Development
Grade Level 3-5

Standard 2: Improve Learning and Achieve Challenging Goals
Students will complete school with the academic preparation essential to choose from
a wide range of substantial post-secondary options, including college.
3-5 Learning
Expectations
The student will
2.1 apply critical thinking skills in learning situations.
2.2 apply self-directed and independent learning techniques.
2.3 formulate academic goals.
2.4 explore aptitudes and interests to learning.

3-5 Performance Indicators
At Level 1, the student will be able to
identify a short term goal for learning.
35

At Level 2, the student will be able to
identify behaviors for self-directed and independent learning.
develop learning goals based upon personal interest and aptitude.
use critical thinking skills in academic subjects.

At Level 3, the student will be able to
research and present a topic of personal interest.
Sample Task: Goal Setting
Students will identify a short-term goal and list three steps needed to achieve that goal.
Discuss goals and steps needed to achieve the goal. Review the goal in one week to
assess progress.
Integration:
English/Language Arts: 1.11, 2.07, 2.08, 2.09 Math: 3.1.3 Health: ESMH-SD. 4 Physical
Education: 4.5
Grade Level 3-5
Academic Development

Standard 3: Relate School to Life Experiences
Students will understand the relationship of academics to the world of work, and to life
at home and in the community.
3-5 Learning
Expectations
The student will
3.1 examine ways academic skills are used in the home, community, and career
development.
3.2 explain how school success enhances future career opportunities.
3-5 Performance Indicators
At Level 1, the student will be able to
explain how school work habits compare to work habits of community helpers.
At Level 2, the student will be able to
predict how school success will affect future career opportunities.
recognize the need to balance schoolwork, extracurricular activities, and family
life.

At Level 3, the student will be able to
predict future career opportunities based upon personal aptitudes and interests.
36
Sample Task: Time Management
Students will list their daily activities in one-hour blocks of time and sort them into
categories of school activities, extracurricular and leisure activities and family activities.
Integration
English/ Language Arts: 2.07, 2.08, 2.09
Math: 3.2.1, 3.5.1 Health: ESMH-SD.2, 3: FLS-SD. 3 Physical Education: 4.3
Grade Levels 6-8
Academic Development

Standard 1: Skills for Academic Self-confidence, Learning and Success
Student will acquire the attitudes, knowledge, and skills that contribute to effective
learning in school and across the life span.
6-8 Learning
Expectations
The student will
1.1 demonstrate academic self-confidence.
1.2 demonstrate pride in work and achievement.
1.3 apply study skills for academic success.
1.4 accept responsibility as part of the learning process.
1.5 demonstrate working both independently and cooperatively.
1.6 practice regular school attendance.
1.7 identify attitudes and behaviors that lead to successful learning.
1.8 explore a broad range of interests and abilities.
6-8 Performance Indicators
At Level 1, the student will be able to
complete a task independently and on time.
demonstrate importance of responsibility for academic work.

At Level 2, the student will be able to
identify learning styles.
use effective organizational, study, and test-taking skills.
accomplish a predetermined task as a team member.
identify and seek support for academic needs.
identify interests and abilities through self-assessment activities.
compare middle school with high school.
attend school regularly.

At Level 3, the student will be able to
use assessment results in academic and career planning.
37
assess personal attributes that contribute to learning.

Sample Task: Study Skills
Students design posters to be displayed around the school that illustrate effective study
habits.
Integration
English/Language Arts: 1.01, 1.11, 1.13, 2.07, 2.08, 2.09 Social Studies: 6.01 Health:
ESMH-SD.1, 4; FLS-SD.1, 3 Physical Education: 3.3, 3.4

Grade Level 6-8
Academic Development

Standard 2: Improve Learning and Achieve Challenging Goals
Students will complete school with the academic preparation essential to choose
from a wide range of substantial post-secondary options, including college.
6-8 Learning
Expectations
The student will
2.1 apply critical thinking skills in academic decision making.
2.2 apply self-directed and independent learning techniques.
2.3 develop an annual plan of study based on academic goals.
2.4 apply interest, achievement, aptitude, and abilities to academic options.
2.5 analyze academic information from a variety of sources.
2.6 analyze the relationship between classroom performance and success in school.
6-8 Performance Indicators
At Level 1, the student will
able to
explain the relationship between academic performance and future educational
choices.
describe short-and long-term academic goals.

At Level 2, the student will be able to:
develop and implement a plan for improving academic skills.
solve academic problems using critical thinking.
set and achieve a short-term academic goal.
develop a six-year academic plan for high school reflecting graduation requirements
and goals.

At Level 3, the student will be able to
explore post-secondary options that reflect abilities, interest, and career goals.
38
Sample Task: Goal Setting
Students will look at examples of long-term goals, short-term goals, general and specific
goals. Discuss examples. Students will practice setting a goal in each category: short-term
specific goal, long-term specific goal, short-term general goal, and long-term general
goal.
Integration
English/Language Arts: 2.07, 2.08, 2.09 Math: 6.1.3, 6.5.3, 7.1.3, 8.1.3 Health: ESMH-
SD.1.2, 4, FLS-SD. 3 Physical Education: 2.2; 4.2, 4.3
Grade Level 6-8
Academic Development
Standard 3: Relate School to Life Experiences
Students will understand the relationship of academics to the world of work, and to life
at home and in the community.

6-8 Learning
Expectations
The student will
3.1 demonstrate the ability to balance school, extracurricular activities, leisure time.
3.2 explore how school success and academic achievements enhances future career
and extra curricular opportunities in the community.
3.3 recognize that learning is a life-long process.
3.4 seek extra-curricular and community experiences to enhance the school experience.
6-8 Performance Indicators
At Level 1, the student will be able to
develop a time management plan for home, school and community activities.
At Level 2, the student will be able to
assess the relationship between careers and school subjects.
select school and community activities that match personal interests and future goals.
utilize a time management plan that demonstrates balance in school, extracurricular
activities.
examine how learning continues in the world of work.

At Level 3, the student will be able to
initiate and organize community and school service projects.
Sample Task: Time Management
Students will list and chart their daily activities and assess possible adjustments in their
activities in order to improve school performance.
39
Integration
Math: 7.1.2, 7.5.1, 8.1.3,
8.5.3 Physical Education:
5.1, 5.11, 5.1,

Grades 9-12
Academic Development
Standard 1: Skills for Academic Self-Confidence, Learning and Success
The student will acquire the attitudes, knowledge, and skills that contribute to
effective learning in school and across the life span.
9-12 Learning
Expectations
The student will
1.1 demonstrate academic self-confidence.
1.2 value pride in work and achievement.
1.3 demonstrate effective study habits (e.g. time and task management, learning styles).
1.4 choose to take responsibility for schoolwork.
1.5 demonstrate the ability to work independently and cooperatively.
1.6 demonstrate regular school attendance and punctuality.
1.7 choose attitudes and behaviors that lead to successful learning.
1.8 develop a broad range of interests and abilities.
1.9 demonstrate dependability, productivity, and initiative.
9-12 Performance Indicators
At Level 1, the student will be
able to
review a variety of organizational, time-management, and study skills for school
success.
list resources to improve study skills.

At Level 2, the student will be able to
assess the relationship between aptitudes and interests in the development of a six-
year
academic plan.
develop a personal plan to improve study habits and identify steps to accomplish the
plan.
work independently as well as cooperatively with others.
select courses designed to meet long-term career and educational goals.
attend school regularly and on time.

40
At Level 3, the student will be able to
formulate long-term educational and career goals.
correlate course of study to long-term goals.

Sample Task: School Success
Junior or senior students will write a speech or develop a presentation using technology to inform
freshman about attitudes and behaviors that will lead to success in high school course work.
Integration:
English II: 2.06, 2.07, 4.03, 4.04 Wellness: 2.3
U.S. History: 4.0, 6.0


Grade Level 9-12
Academic Development

Standard 2: Improve Learning and Achieve Challenging Goals
Students will complete school with the academic preparation essential to choose
from a wide range of substantial post-secondary options, including college.
9 - 12 Learning
Expectations
The student will
2.1 demonstrate critical thinking skills in academic decision making.
2.2 practice self-directed and independent learning.
2.3 develop and assess six-year plan based upon academic goals.
2.4 identify post secondary options consistent will interests, achievement,
aptitude, and abilities.
2.5 synthesize academic information from a variety of sources.
2.6 analyze the relationship between classroom performance and success in school.

9 - 12 Performance Indicators
At Level 1, the student will be
able to:
identify the requirements necessary for each grade level classification and for
graduation.
use critical thinking skills in academic decision making.


At Level 2, the student will be able to
41
apply long term goal setting techniques in the academic setting.
develop self-directed and independent processes.
develop a plan of study to progress toward educational goals.

At Level 3, the student will be able to
identify the appropriate educational skills and requirements necessary in
making postsecondary decisions.
Sample Task: Researching the Future
Students will research their own future by investigating successes in an academic setting.
Using a portfolio entry with categories on learning style, achievement, assets, special
needs, work habits, thinking skills and schoolwork, students will fill in the sections based
upon self-knowledge. In pairs or small groups, students will discuss and draw
conclusions about their own entries. ( Lessons for Life, Vol. 2, 1997, The Center for
Applied Research in Education)
Integration
English II: 2.07, 2.08, 2.12, 3.01, 3.05, 4.04 Algebra I: 2.1, 2.8, 3.11, 4.2 Wellness: 4.3



Grade Level 9-12
Academic Development

Standard 3: Relate School to Life Experiences
Students will understand the relationship of academics to the world of work, and to life
at home and in the community.
9-12 Learning
Expectations
The student will
3.1 demonstrate the ability to balance school, extracurricular activities, leisure time and
family time.
3.2 analyze how school success and academic achievement enhance future, career and
hobbies.
3.3 value lifelong learning as essential to seeking, obtaining and maintaining life goals.
3.4 select co-curricular and community activities to enhance the school experience.
9-12 Performance Indicators
42
At Level 1, the student will be able to
state the relationship between learning and work.
create a time management plan balancing school and other activities.

At Level 2, the student will be able to
pursue experiences within the school and the community that enhance the learning
experience.
correlate school success and positive transition to community/career.

At Level 3, the student will
assess how school success and the transition from student to community members are
related.
value learning as a life-long process.

Sample Task: Volunteerism
Students will consider the question: What can I offer as a volunteer? Students
will assess skills, talents, and interests that they could bring to a volunteer
situation. Students will complete a volunteer application form to identify their
positive attributes (e.g. prior volunteer experience, hobbies, interests, skills, types
of jobs enjoyed).
Integration:
Wellness: 2.3, 4.3, 4.9, 4.11





Grade Levels K-2
Career Development

Standard 4: Career Awareness and Employment Readiness Skills
Students will acquire the skills to investigate the world of work in relation to knowledge
of self and to make informed career decisions.
K-2 Learning Expectations
The student will
43
4.1 describe personal abilities, work habits, and interests.
4.2 define work and recognize that people work.
4.3 practice making decisions.
4.4 discuss the importance of responsibility, dependability, punctuality, positive
attitude, integrity and school performance.
4.5 develop skills to interact and work cooperatively with different people.
4.6 describe the difference between work time and play time.
K-2 Performance Indicators
At Level 1, the student will be able to
name personal likes and dislikes.
explain the importance of sharing and working cooperatively in school.
differentiate between work time and play time.

At Level 2, the student will be able to
identify individual interests and abilities.
explain the importance of good work habits (e.g., responsibility, dependability,
punctuality, and
honesty).
identify the steps in the decision-making process.
explore diversity in school and community.

At Level 3, the student will be able to
discuss and describe various jobs within the school community.
demonstrate the ability to work cooperatively with others.


Sample Task: Work and Play
Discuss the difference between work time and play time. Students will explore a
collection of pictures that depict both work and leisure activities. Students will create a
collage that will demonstrate an understanding of the difference between work and
play. Collages will be displayed in the classroom for Parents Night.
Integration:
English/ Language Arts: 1.01, 2.07, 2.08, 2.09 Social Studies: 1.01, 1.02, 1.03, 2.03, 4.01,
4.02, 4.03, 4.04, 6.01, 6.02 Math: 1.3 Health: ESMH-SD.1; FLS-SD. 1 Physical
Education: 3.3, 3.4
Grade Level K-2
Career Development
Standard 5: Career Information and Career Goals
Students will employ strategies to achieve future career success and satisfaction.
44
K-2 Learning
Expectations
The student will
5.1 identify jobs within the classroom.
5.2 identify jobs of workers in the community.
5.3 recognize the job tasks of school personnel and community workers.
5.4 use technology and other resources to explore the world of work.
5.5 recognize the importance of planning for work and career.
5.6 practice and demonstrate the steps in setting career goals.
K-2 Performance Indicators
At Level 1, the student will be able to
identify personal likes and dislikes.
recognize that work has different meanings and all jobs are important.

At Level 2, the student will be able to
explore personal skills, interests, and abilities.
use information acquired from technology and other resources to describe jobs within
the school and the community.

At Level 3, the student will be able to
recognize why jobs in the community are needed.
Sample Task: When I grow up Students will brainstorm and list a variety of jobs
they see in the community and the work of family members or family friends. The class
will explore the meaning of job and its relationship to career. Students will then
discuss jobs in the community and the activities involved with each job. As a group the
students will decide if they would like parents (or others) to visit the class and talk about
their jobs. The class will compose a letter to a family member or family friend inviting
them to visit the class to talk about their jobs.
Integration:
English/ Language Arts: 1.01 Social Studies: 2.01, 2.02 Math: 5.1 Health: ECH-SD.1




Grade Level K-2
45
Career Development

Standard 6: Knowledge and Skills to Achieve Career Goals
Students will understand the relationship between personal qualities, education and
training, and the world of work.
K-2 Learning Expectations
The student will
6.1 describe how interests, abilities and achievement relate to personal behavior and
school performance.
6.2 practice listening and working together in teams.
6.3 demonstrate conflict management skills with peers and adults.
6.4 discuss how school habits relate to job habits.
6.5 identify how school performance relates to the world of work.
6.6 use technology and other sources to identify personal likes and dislikes.
K-2 Performance Indicators
At Level 1, the student will be able to
use appropriate self-management skills in the classroom.
recognize the importance of school attendance.

At Level 2, the student will be able to
identify appropriate school/work habits.
demonstrate the ability to work together.
explore conflict management skills.
use technology and community resources to discover the world of work.

At Level 3, the student will be able to
explore the relationship of achievement in school to the world of work.
use conflict management skills.

Sample Task: Stoplight Exercise
Practice the Stoplight Exercise for problem solving and conflict management.
Explain that red means stop and calm down, yellow for think about the
problem, and its solutions, and green for go with a plan of action. Each student
will make a stop sign as a reminder of the problem solving steps.
Integration:
English/Language Arts: 1.01
Social Studies: 2.01, 2.02
Math: 5.1
46
Health: ECH-SD.1,
Grade Levels 3-5
Career Development

Standard 4: Career Awareness and Employment Readiness Skills
Students will acquire the skills to investigate the world of work in relation to knowledge
of self and to make informed career decisions.
3-5 Learning
Expectations
The student will:
4.1 describe personal abilities, work habits, interests and skills, and relate them to
individual career interests.
4.2 identify a variety of career options in the community.
4.3 formulate skills to locate, evaluate, and interpret career information.
4.4 demonstrate decision-making skills.
4.5 describe the importance of responsibility, dependability, punctuality,
positive attitude, and integrity in work.
4.6 demonstrate ability to work in teams.
4.7 demonstrate the difference between work time and leisure time.
4.8 recognize the importance of diversity in school and community.
3-5 Performance Indicators
At Level 1, the student will be able to
identify individual interests and abilities
list various jobs in school and community.
recognize the importance of diversity in school and community.

At Level 2, the student will be able to
explain why it is important to show appropriate work skills (e.g.
responsibility,
dependability, punctuality, honesty, integrity).
identify the skills needed to work together as a team.
differentiate between work time and leisure time.
identify and share interests and hobbies.
apply the decision making process to real-life decisions.

At Level 3, the student will be able to
use technological and other resources to find career information.
relate career information to interests and abilities.
identify difficult decisions and explore possible consequences of those
decision.
47
demonstrate responsibility, dependability, punctuality, positive attitude and
integrity in work.




Grade Levels 3-5 (continued)Career Development
Standard 4: Career Awareness and Employment Readiness Skills
Students will acquire the skills to investigate the world of work in relation to
knowledge of self and to make informed career decisions.
Sample Task: Careers in School
Students will define the word job and give examples of a job. The students will identify
and label jobs of people in the school setting. Next, the students will discuss and list
responsibilities that are associated with each job. The teacher or counselor will teach and
model interview skill and students will practice interviewing. Each student will be given
an opportunity to interview one of the school personnel. Students will conduct the
interview, use technology to compose a report of the interview results, and share the
report with the class.
Integration
English/Language Arts: 1.01, 1.02 Social Studies: 1.01, 6.01, 6.02 Health: ESMH-SD.1
Physical Education: 3.6
Grade Level 3-5
Career Development

Standard 5: Career Information and Career Goals
Students will employ strategies to achieve future career success and satisfaction.
3-5 Learning
Expectations
The student will
5.1 describe ways in which family members and adult friends can provide career
information.
5.2 explore career clusters.
5.3 articulate the relationship between school success and career goals.
48
5.4 recognize that careers require a variety of skills, education and interests.
5.5 explore the education and training needed for a variety of careers.
3-5 Performance Indicators
At Level 1, the student will be able to
recognize that individuals differ in personal skills, interests, and abilities.
describe jobs within the school and the community.
discuss steps in goal setting.

At Level 2, the student will be able to
categorize jobs into career clusters.
use technology and other resources to gather career information.
evaluate knowledge of self to develop career goals and a career portfolio.

At Level 3, the student will be able to
relate personal interests to jobs within the community.
explore the education and training required for future career options.

Sample Task: Career Clusters
Students will discuss how jobs are categorized into the Tennessees seven career clusters.
The class will brainstorm and compile a list of careers. Students will choose three careers
based upon personal interest. The class will divide into groups based upon similar career
choices. The group will then predict answers to the following questions:
1. What are the education requirements for entering this career?
2. What is the salary range?
3. What is acceptable attire for this career?
4. Describe the job setting. Students will use technology and other resources to
verify or refute their predictions. Students will share their research results with the
class.
Integration:
English/ Language Arts: 1.01 Social Studies: 2.01, 2.02, 2.03 Health: FLS-SD.1
Grade Level 3-5
Career Development
Standard 6: Knowledge and Skills to Achieve Career Goals
Students will understand the relationship between personal qualities, education and
training, and the world of work.
3-5 Learning
49
Expectations
The student will
6.1 relate interests, abilities and achievement to possible career opportunities.
6.2 demonstrate cooperation as a team member.
6.3 practice conflict management skills.
6.4 relate school/work habits to future job performance
6.5 identify how school performance and achievement relates to the world of work.
6.6 use technology and other sources to relate personal interests and qualities to a
variety of careers.
3-5 Performance Indicators
At Level 1, the student will be able to
demonstrate behaviors for getting along with others.
demonstrate skills needed for school performance.

At Level 2, the student will be able to
predict possible career choices based on interests and abilities.
demonstrate listening and team-building skills.
demonstrate the ability to solve conflicts in an appropriate manner.
use technology and community resources to explore the world of work.

At Level 3, the student will be able to
research possible career options based on personal interests and abilities.
Sample Task: Career Choices
The class will be divided into groups of four or five. Within each group, students
will complete a graphic organizer that visually displays individual interests and
possible career choices. Each student will discuss how completing homework
and class work forms positive work habits. Students will discuss how these
habits relate to the world of work. After each group has completed this
assignment, the class will use technology to research possible career
opportunities.
Integration:
English/Language Arts: 1.01, 2.07, 2.08, 2.09 Social Studies: 1.01, 1.02, 1.03, 1.04, 2.02,
2.03, 4.01, 6.01, 6.02 Math: 5.3 Health: ESMH-SD.1, 2, 4; SUA-SD.2; FLS-SD.3
Physical Education: 4.1. 4.3, 3.2. 3.5, 3.7, 3.9, 3.10, 5.1, 5.2, 5.5;
Grade Level 6-8
Career Development
Standard 4: Career Awareness and Employment Readiness Skills
50
Students will acquire the skills to investigate the world of work in relation to knowledge
of self and to make informed career decisions.
6-8 Learning
Expectations
The student will
4.1 demonstrate awareness of personal abilities, work habits, skills, and interests.
4.2 locate, evaluate, and utilize skills to interpret career information based on interests.
4.3 practice planning, decision-making and goal setting.
4.4 explore and relate personal interests and hobbies to career options.
4.5 demonstrate responsibility, dependability, punctuality, integrity, and positive
attitude expected in the workplace.
4.6 identify and practice employment skills (e.g. teamwork and problem solving).
4.7 use time management skills for work and leisure.
4.8 demonstrate respect for diversity.
6-8 Performance Indicators
At Level 1, the student will be able to
identify skills needed to work as a team.
explore interests and hobbies.

contrast possible decisions and consequences of those
decisions.

At Level 2, the student will be able to
compare the relationship between practicing good work habits and future
career performance.
use technology to explore variety of career clusters.
develop a six-year academic plan.
use the results of career assessments to plan career goals.
use knowledge of career and personal interests to develop a six-year academic
plan.
explore respect for diversity in the workplace.

At Level 3, the student will be able to
apply organizational and time management skills for task completion.
apply technology skills for career and educational planning.

Sample Task: Integrated Language Arts/ Career Project
Students will identify a career of their choice. The student will research this career to
determine requirements utilizing all technological tools available. Additional resources
should be explored as well. The student will complete the following steps.
1. Select a career.
2. Research the career, using a variety of resources.
3. Written report with all references to be cited.
4. 3-5 minute oral presentation to class.
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5. Evaluation: Students will receive an activity grade after the final presentation.
Grades will be based upon the grammar, content, research, references and
creativity of the written report. Presentation grades will be based upon a rubric
constructed in collaboration with students, teacher and counselor.

Integration:
English/Language Arts: 1.01 Social Studies: 1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 6.01
Science: LS 4.4; E&S 2.4 Math: 5.1 Health: ESMH-SD.1 2, 3; PHRF-SD.1; FLS-SD.1.3
Physical Education: 3.1, 3.4, 3.9, 3.10, 4.1, 4.2, 4.12, 5.1, 5.4, 5.5, 5.6, 5.8, 5.11
Grade Level 6-8
Career Development

Standard 5: Career Information and Career Goals
Students will employ strategies to achieve future career success and satisfaction.
6-8 Learning
Expectations
The student will
5.1 explore various occupations and classify into career clusters.
5.2 use technology and other resources to research and obtain career information.
5.3 identify how societal changes influence employment trends and future training.
5.4 apply decision-making skills to career planning, course selection and
educational transition.
5.5 maintain and update a career portfolio.
5.6 analyze the education and training required to achieve career goals.
5.7 assess and modify educational plans to support career goals.
5.8 select coursework related to career interests.
5.9 demonstrate job readiness skills for achieving career goals.
6-8 Performance Indicators
At Level 1, the student will be able to
use technology and other resources to gather career information.
recognize the relationship between academic performance and future career
success.

At Level 2, the student will be able to
determine how personal interests relate to career choices.
apply technological and research skills to gather career information.
evaluate and modify career portfolios based on employment trends and
personal
preferences.
52
identify job readiness skills and relate them to school and job performance.

At Level 3, the student will be able to
use personal and career knowledge to determine educational planning.
use technology and other resources to gather information to predict jobs and
post
secondary/college options.


Grade Level 6-8 (continued)
Career Development

Standard 5: Career Information and Career Goals
Students will employ strategies to achieve future career success and satisfaction.
Sample Task: Career Portfolio
The students will be given an opportunity to examine sample career portfolios. Students
will use technology and other resources to research a career of their own choice. Based
upon the students research, the student will establish a career portfolio. Reports related
to the following will be included:
1. High school coursework required for college major
2. Post-secondary credentials required for entry into the career

3. Articles related to current workplace and future trends in the career of choice. The
student will compose a checklist of future entries that will promote future career
success and satisfaction.
Integration:
English/Language Arts: 1.01, 2.09, 2.10, 2.13, 3.13 Social Studies: 2.01, 2.02, 6.01, 6.02
Science: LS 4.4; ES 1.5, 2.4 Math 2.4, 5.1, 5.2 Health: PHRF-SD.2 Physical Education:
4.2










Grade Level 6-8
Career Development
53
Standard 6: Knowledge and Skills to Achieve Career Goals
Students will understand the relationship between personal qualities, education and
training, and the world of work.

6-8 Learning
Expectations
The student will
6.1 demonstrate how interests, abilities and achievement relate to personal,
social, educational, and career goals.
6.2 apply listening and teamwork skills in the academic setting and career exploration.
6.3 apply mediation skills to resolve interpersonal conflicts.
6.4 employ academic and job readiness skills in career related activities.
6.5 analyze the relationship between educational and career achievement.
6.6 use technology and other sources to examine how career choices can help
achieve personal goals.
6.7 explore the seven career clusters as related to the world of work.
6.8 examine the changing workplace and the necessity for lifelong learning and
acquisition of new skills.
6.9 assess how course selections impact career options.
6.10 identify tech prep programs that relate to academic and career choices for all
student populations.
6-8 Performance Indicators
At Level 1, the student will be able to
demonstrate listening and team-building skills.
use technology and other resources to predict possible career choices based on
interests and abilities.
demonstrate the ability to resolve conflicts in an appropriate manner.
make appropriate course selections based upon individual student needs
through
exploration of the seven career clusters.


At Level 2, the student will be able to
relate personal interests, abilities, and achievement to personal, social,
educational, and career goals.
complete career-related projects by applying listening and team-building
skills.
analyze the effect of the changing workplace on future learning.
apply conflict management skills in interpersonal relationships.

At Level 3, the student will be able to
54
utilize conflict management skills as a peer mediator

Sample Task: Using Technology to Collect Career Cluster Information
Students will be assigned to groups based upon similar career cluster interest. Each group
will be responsible for collecting the following data through use of technology and other
means:
1. Current workplace trends within the cluster
2. Educational requirements for entry into positions
3. Job descriptions and requirements of the job
4. Salary range for a variety of positions within the cluster
5. Discussion of the connection between present courses, high school course
selection, and their application to employment readiness. After collecting the data,
the students will use technology to construct a visual graphic organizer displaying
the variety of career options within the career cluster.
Integration
English/Language Arts: 1.01, 2.13 Social Studies: 4.03 Science: LS 4.4, ES 1.5, 2.4
Math: 2.4 Health: PHRF SD.1; ESMH SD.1; SUAF SD.1 Physical Education: 3.2, 3.8,
3.9, 3.13, 4.1, 4.12, 4.12, 5.1, 5.4, 5.7
Grade Level 9-12
Career Development

Standard 4: Career Awareness and Employment Readiness Skills
Students will acquire the skills to investigate the world of work in relation to knowledge
of self and to make informed career decisions.
9-12 Learning
Expectations
The student will
4.1 apply knowledge of personal abilities, work habits, skills, interests, and values to
career choices.
4.2 access, interpret, and evaluate career information using technology and
other resources.
4.3 make decisions, set goals, and develop plans for the future.
4.4 demonstrate an understanding of how personal characteristics relate to career
choice.
4.5 demonstrate appropriate work ethics (e.g., dependability,
responsibility, punctuality, honesty, integrity and a positive
attitude).
4.6 apply employment skills (teamwork, problem-solving and organizational skills).
4.7 demonstrate balance between work time and enjoy leisure time.
55
4.8 demonstrate respect for diversity in the workplace.
4.9 apply job readiness skills (e.g., writing letters of application, preparing
resumes, and interviewing).
9-12 Performance Indicators
At Level 1, the student will be
able to
exhibit organizational and time management skills.
utilize technology for educational and career planning.
review the six-year academic plan.

At Level 2, the student will be able to
apply the results of various career assessment instruments and experiences in
making career plans.
apply time management skills when completing major projects.
recognize work ethics expected by employers.
use technology and other sources to locate college, financial aid, and job
information.
explain post-secondary goals as related to the six-year academic plan.
prepare a resume and letter of application and participate in mock job
interviews.
apply respect for diversity in the workplace.

At Level 3, the student will be able to
apply time and task management skills in an academic and a work-based
experience.
exhibit appropriate behaviors in a work-based experience.
identify possible career choices using information gained through technology.

Grade Level 9-12 (continued)
Career Development

Standard 4: Career Awareness and Employment Readiness Skills
Students will acquire the skills to investigate the world of work in relation to knowledge
of self and to make informed career decisions
Sample Task: Interest Inventory
The purpose of this activity is to assist students in identifying areas of interest and
relating them to a variety of career opportunities.
1. Students will complete an interest inventory.
2. Use the data from the interest inventory to identify three areas of career interest.
3. Use technology or other resources to research education and training, skills
56
required, high school courses needed, salary, and employment trends based on
career interests.
4. The student will write an essay on the career that matches their interests and
aptitudes.

Integration:
English II: 1.01, 1.03, 1.15, 2.01, 2.15, 3.01, 3.07
U.S. History: ERA
6- 6.1 Wellness:
1.2, 2.1, 7.7
Grade
Level 9-12
Career
Development
Standard 5: Career Information and Career Goals
Students will employ strategies to achieve future career success and satisfaction.
9-12 Learning
Expectations
The student will
5.1 utilize school and community resources to gain information related to career
clusters.
5.2 identify skills that are transferable from one occupation to another.
5.3 apply technology and other research skills to locate information about job
and postsecondary education.
5.4 demonstrate how societal changes influence employment trends and future training.
5.5 assess and modify educational plans to support career goals.
5.6 evaluate and update career-planning portfolio.
5.7 apply academic and employment readiness skills through work-based
learning (e.g. interning, mentoring, and shadowing).

9-12 Performance Indicators
At Level 1, the student will be
able to
use personal and career knowledge to determine future plans.
finalize career portfolio.
research resources for post-secondary funding.

At Level 2, the student will be able to
make specific job and/or college decisions based on knowledge of personal
57
interests and abilities.
use technology to access Tennessee and national labor market trends related to
career goals.
update career portfolio to support future goals.

At Level 3, the student will be able to
participate in work-based experiences to evaluate career goals.
validate and/or modify career goals from work-based learning.

Grade Level 9-12
Career Development
Standard 5: Career Information and Career Goals
Students will employ strategies to achieve future career success and satisfaction.
Sample Task: Resume Preparation
To acquire the skills needed for resume writing:
1. Discuss the purpose of a resume and its various uses.
2. Explore resume formats.
3. Select a resume format and gather data based on the format.
4. Seek permission from persons listed as references, if included.
5. Construct, edit and type the resume.
6. Submit resume in presentation form.
7. Add resume to career portfolio.

Integration:
English II: 1.08, 1.10, 1.11, 2.04, 2.07, 2.09, 2.12,
3.01, 3.05 Wellness: 1.2
Grade Level 9-12
Career Development

Standard 6: Knowledge and Skills to Achieve Career Goals
Students will understand the relationship between personal qualities, education and
training, and the world of work.
9-12 Learning
Expectations
The student will
6.1 evaluate how interests, abilities and achievement relate to attaining
personal, social, academic and career goals.
6.1 apply team-building skills for task completion.
6.2 apply conflict management skills in interpersonal relationships.
58
6.3 employ academic and job readiness skills to select post-secondary career options.
6.4 identify academic strengths and relate to career achievement.
6.5 use technology and other resources for the acquisition of new knowledge and skills.
6.6 examine the seven career clusters and select post-secondary options.
6.7 explore the changing workplace and its requirements for flexibility and lifelong
learning.
6.8 compare the effect of work on lifestyles.
9-12 Performance Indicators
At Level 1, the student will be
able to
apply listening and team-building skills for task completion.
relate interests, abilities, and achievement to personal, social, educational, and
career goals.
describe the effect of the changing workplace on future learning.

At Level 2, the student will be able to
use listening, team building, and conflict resolution skills in groups.
utilize technology and other resources to assess personal skills, interests, and
abilities and prepare for post-secondary options, including tech prep
programs.
relate knowledge of changing workplace trends to post-secondary career
options and the need for lifelong learning.
understand the benefits of preparing multiple post-secondary career options.
complete all high school course requirements.

at Level 3, the student will be able to
complete high school courses that earn college credit.
explore the educational enrichment options of enrolling in a college course
while in high school.
assess how leadership skills apply to school, community, and the world of
work.

Sample Task: Careers in the Community
1. Define and discuss personal qualities unique to each individual.
2. Have students brainstorm occupations within their own community and the
personal qualities needed for that occupation.
3. Invite a community worker to share personal qualities, education, job description,
and relationship of their job to other workers in the community.
4. Allow time for questions
5. Discuss the importance and worth of all jobs.
6. Illustrate any aspect of the community worker and the personal qualities the
student possesses that might relate to that occupation.

59
Integration:
English II: 1.01, 3.07
U.S. History: ERA 6: 3.1, 5.1; ERA 10: 1.1,6.1
Grade Level K-2
Personal and Social Development

Standard 7: Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help
them understand and respect self and others.
K-2 Learning
Expectations
The student will
7.1 demonstrate a positive attitude toward self as a unique person.
7.2 identify and express feelings.
7.3 distinguish between appropriate and inappropriate behaviors.
7.4 develop appropriate communication skills.
7.5 develop healthy friendships.
7.6 describe responsibilities in the family, school and community.
7.7 describe individual differences.
K-2 Performance Indicators
At Level 1, the student will be able to
describe some physical and personal traits.
illustrate activities one can do well.
recognize the vocabulary associated with feelings.
identify persons important to them.
care for personal possessions.
state likenesses and differences between themselves and others.

At level 2, the student will be able to
display positive, respectful attitudes toward self and others.
recognize likenesses and differences in self and others.
describe feelings they have in various situations.
share examples of growth and change.
demonstrate cooperation during group time as well as one-on-one with peers
and staff.
demonstrate ways to make and keep friends.
use behaviors which demonstrate respect for the feelings, property and
60
interests of others.
exhibit cooperation and sharing.
learn to follow rules, directions and complete tasks.

at Level 3, the student will be able to
demonstrate the ability to respect boundaries and personal privacy.
recognize talents in self and others.
explore character traits important in building friendships.



Grade Level K-2 (continued)
Personal and Social Development
Standard 7: Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help them
understand and respect self and others.
Sample Task: Rules Rights, Responsibility
Discuss with students the connection between rules, personal rights and individual
responsibilities.
Integration
English/Language Arts: 2.01, 2.02, 3.01, 3.02, 3.03, 3.04 Social Studies: 1.01, 1.02, 1.03,
4.03, 6.01, 6.02 Science: LS 4.2, 4.3, 5.1, 6.0 Math: 2.1 Health: ESMH-SD.1, 4; ECH-
SD.1; FLS- SD.1, 2 ,3 Physical Education: 2.4, 3.3, 3.4, 3.5, 3.6, 4.5, 5.1, 5.5
Grade Level K-2
Personal and Social
Development
Standard 8: Self Knowledge Applications
Students will make decisions, set goals, and take necessary action to achieve goals.
K-2 Learning Expectations
The student will
8.1 describe the steps in a planning, decision making and goal setting process.
8.2 identify possible consequences of decisions and choices.
61
8.3 identify a goal and an action plan.
K-2 Performance Indicators
At Level 1, the student will be able to
develop plans for specific activities.
describe decisions one may make.

At Level 2, the student will be able to
discuss consequences of choices.
discuss how behavioral choices affect the actions of others.
identify ways to contribute to class-room goals.
state personal goals.

At Level 3, the student will be able to
state a decision making model.
recognize personal qualities needed to achieve goals.


Sample Task: Decision Making
Lead a classroom discussion about daily decisions (e.g. clothing, food,
recreation).Discuss plans for the following days activities and upcoming events for the
week, month or school year. Generate examples of actions needed in order to achieve the
desired outcomes for these events.
Integration
English/Language Arts:
2.02 Health: ESMH-
SD.4 Physical
Education: 3.1, 3.2
Grade Level K-2
Personal and Social Development

Standard 9: Acquire Personal Safety Skills
Students will understand safety and survival skills.
K-2 Learning
Expectations
The student will
9.1 practice appropriate coping skills.
9.2 identify community helpers.
62
9.3 identify safe and healthy choices.
9.4 identify threats to personal safety.
K-2 Performance Indicators
At Level 1, the student will be able to
discuss safety rules and laws.
recite emergency contact information.
recognize differences between appropriate and inappropriate physical contact.
name helpers in the school and community.

At Level 2, the student will be able to
demonstrate the ability to respect boundaries, rights, and personal privacy.
identify resources in the home, school, community.
know when, where, and how to seek help.
discuss how rules and laws keep us safe.
demonstrate the differences in appropriate and inappropriate methods of
expressing anger.
recognize situations that should be reported to trusted adults.
discuss substances that can be hazardous.

At Level 3, the student will be able to
express the ability to say no to peer pressure.
recognize outward indicators of emotion.
describe bullying and teasing.
discuss consequences of both healthy and harmful choices.

Sample Task: Discuss and role-play effective and appropriate ways to respond to put-
downs, compliments, and kind responses. Discuss alternative approaches to resolving
conflict non-violently. Read The Meanest Thing by Bill Cosby or Lets Talk About
Teasing by Joy Berry and discuss the book with the class.
Integration
English/Language Arts: 1.12, 2.02, 2.09 Social Studies: 3.02, 4.03, 4.04, 6.01, 6.02
Science: LS 2.4 Math: 5.0 Health: ESMH-SD.1, 3; FLS-SD 3; SUA-SD.2; DP-SD.1;
PHRF-SD.1; PSFA-SD.3 Physical Education: 3.6
Grade Level 3-5
Personal and Social Development

Standard 7: Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help them
understand and respect self and others
63
3-5 Learning
Expectations
The student will
7.1 demonstrate a positive attitude toward self as a worthy person.
7.2 identify and express feelings in an appropriate manner.
7.3 monitor behavior and demonstrate self-control.
7.4 recognize change as a part of growth.
7.5 demonstrate appropriate communication skills.
7.6 recognize meaningful relationships.
7.7 demonstrate an appreciation for individual and cultural differences.
3-5 Performance Indicators
At Level 1, the student will be able to
list things he/she like to do and do well.
list characteristics about self.
demonstrate the reciprocal nature of speaking and listening.
describe cooperation.

At Level 2, the student will be able to
exhibit respect when interacting with others.
articulate positive ways to respond to negative comments and feelings.
identify feelings associated with significant experiences.
demonstrate ability to share and work cooperatively on group tasks.
demonstrate effective verbal and nonverbal communication.

At Level 3, the student will be able to
describe changes that occur in the physical, emotional, and social
development over time.
prioritize interests and responsibilities.
explore differences in cultures.
analyze how teams utilize each members talents.

Sample Task: Coat of Arms
The student will draw a personal coat of arms. Divide the shield into different sections
and draw or write things that are important to the student. (e.g. books, hobbies, favorite
school subject, sports, friends, games, family).
Integration
English/Language Arts: 1.01, 1.14, 2.02, 2.11, 3.01, 3.04 Social Studies: 1.01, 1.02, 1.03,
1.04, 2.05, 4.03, 6.01, 6.02 Science: LS44.1, 5.1 Math: 2.1 Health: ESMH-SD.1 Physical
Education: 1.13, 2.2, 3.3, 3.4, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 4.1, 4.3, 4.5, 4.7, 5.1, 5.2, 5.4,
5.5, 5.7
Grade Level 3-5
64
Personal/Social Development

Standard 8: Self-Knowledge Applications
Students will make decisions, set goals, and take necessary action to achieve goals.
3-5 Learning
Expectations
The student will
8.1 use a decision making and problem solving model.
8.2 recognize the connection between ones choices and consequences.
8.3 create long- and short-term goals.
8.4 develop and implement a plan for an individual goal.
3-5 Performance Indicators
At Level 1, the student will be able to
identify the benefits of setting personal goals.
develop an action plan to solve a problem.
describe the relationship between choices and consequences.

At Level 2, the student will be able to
demonstrate a decision-making model.
define a problem and create a plan to reach a solution.
identify short- and long-term goals.

At Level 3, the student will be able to
discuss how preferences and abilities can affect life goals.
relate goals to social, personal, academic, and career areas.

Sample Task: Goal Setting
Identify a common, age-appropriate goal and determine steps to meet the goal. Analyze
the goal using three the criteria of (1) being affordable, (2) achievable, and (3) attractive
to determine probability of success in meeting the goal.
Integration
Math: 5.1, 5.3 Health: ESMH-SD.4 Physical Education: 1.4, 2.2, 3.1, 3.2, 3.5, 4.1, 4.7,
5.3
Grade Level 3-5
Personal and Social Development

Standard 9: Acquire Personal Safety Skills
65
Students will understand safety and survival skills.
3-5 Learning
Expectations
The student will
9.1 choose coping skills to manage stress.
9.2 identify resource people in the school and community and know how and when
to seek help.
9.3 develop problem-solving and decision-making skills to make safe and healthy
choices.
9.4 recognize threats to personal safety.
3-5 Performance Indicators
At Level 1, the student will be able to
utilize effective ways to deal with a wide variety of feelings.
describe how gathering information helps to ensure safer choices.
state ways to obtain help in emergency situations.
explain how following rules ensures safety of self and others.

At Level 2, the student will be able to
recognize signs of stress and state techniques for stress relief.
differentiate between situations requiring peer support and adult help.
explain how conflict resolution skills help to ensure the safety of self and
others.
recognize the emotional and physical effects of substance use.
demonstrate effective ways of dealing with peer pressure.
state the ways in which school and community resource personnel assist
students.
describe consequences of bullying and harassment.
recognize physical and sexual abuse.
use self-protection skills to maximize personal safety.
respect personal boundaries, rights, and privacy.
identify refusal skills.

At Level 3, the student will be able to
explore appropriate skills for dealing with stressful situations.
identify threats to personal safety as well as the safety of the school
community.

Sample Task: Resources
Identify school personnel who may serve as a resource when students need help.
Brainstorm situations requiring help and match the situation to the appropriate people to
provide assistance.

66
Integration:
English/Language Arts: 1/01, 1/09, 2.02, 2.09 Social Studies: 1.04, 3.02, 4.03, 4.04, 5.07,
5.08, 6.01, 6.02, Science: LS 4.1 Math; 5.1 Health: ESMH-SD.1 ,2, 4; FLS-SD.2, 3;
PSFA-SD.1, 2, 3; SUA-SD.1, 2; ECH-SD.1, 2; PHRF-SD.1, 2, 3; N-SD.1 Physical
Education: 1.11, 1.13, 2.2, 2.5, 3.3, 4.1, 4.4, 4.7, 5.2, 5.4
Grade Level 6-8
Personal and Social Development

Standard 7: Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help
them understand and respect self and others
6-8 Learning
Expectations
The student will
7.1 discover personal interests, abilities, and skills.
7.2 identify and express feelings in an appropriate manner.
7.3 examine behavior and exhibit self-control.
7.4 explore change as a part of growth.
7.5 develop effective communication skills.
7.6 establish meaningful relationships.
7.7 recognize and respect differences in various family configurations.
7.8 recognize, respect, and appreciate individual and cultural diversity .
6-8 Performance Indicators
At Level 1, the student will be able to
identify interests, likes, dislikes, and personal traits.
correctly interpret non-verbal expressions of feelings.
use effective listening skills.
identify positive and negative peer pressure.
demonstrate appropriate methods of communicating feelings.

At Level 2, the student will be able to
deal with relationships in a positive, respectful manner.
examine appropriate ways to deal with conflicts, pressures, and emotions.
describe situations in which ones actions and behaviors affect others.
recognize the physical and emotional impact of change and transition.
value individual differences in self and others.
discuss techniques used to mediate or resolve problems.
explore methods families use to work cooperatively.
67
design and follow classroom and school rules.
demonstrate effective strategies for coping with family and school changes.
discuss the importances of valuing gender differences.
respond appropriately to pressure from peers and others.

Personal and Social Development
Standard 7: Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help
them understand and respect self and others
At Level 3, the student will be able to
analyze how abilities develop over time.
appreciate the perspective of others.
analyze the differences in healthy and harmful friendships.

Sample Task: Similarities and Differences
Materials: Coffee filters, several brands of black permanent markers, rubbing alcohol,
spray bottles or medicine droppers Put students in teams. Have each team make a circle
approximately the size of a quarter on their coffee filter. Make the point that each team
has the same basic materials. Apply the rubbing alcohol. Have teams observe what
happens. (Each brand of black marker will break down into several colors in varying
amounts.) Guide the students in discussing traits that make them similar to others in the
group; same grade, school, etc. and then those traits that make each person unique.
Integration
English/Language Arts; 110, 1.13, 2.02, 2.11, 3.01, 3.04 Social Studies: 1.01, 1.02, 1.03,
1.04, 3.05, 4.03, 5.01, 5.02, 6.01 Science: LS 4.1, 5.1, 6.2; ES 1.5, 2.4 Health: ESMH-
SD.1; FLS-SD.1 Physical Education: 3.1, 3.2, 3.4, 3.5, 3.7, 3.8, 3.9, 3.10
Grade Level 6-8
Personal/Social Development

Standard 8: Self Knowledge Application
Students will make decisions, set goals, and take necessary action to achieve goals.
6-8 Learning
Expectations
The student will
8.1 modify and apply decision-making and problem solving models for personal use.
8.2 set goals relative to ones interests and abilities.
68
8.3 develop a plan to achieve realistic short and long term goals.
6-8 Performance Indicators
At Level 1, the student will be able to
practice a decision-making model.
develop a plan of action to reach a goal.

At Level 2, the student will be able to
practice efficient time and task management.
solve conflicts in a non-aggressive way.
apply knowledge of self in setting goals.
examine the cyclical nature of setting and attaining goals.

At Level 3, the student will be able to
demonstrate problem-solving skills for anger and stress management.
Sample Task: Goal Setting:
Develop a plan for academic success in a specific subject .Break the task into manageable
parts. Set reasonable expectations (90/100 correct), identify obstacles (scheduled events,
possible emergencies), and identify logical rewards for reaching the goal.
Integration:
Social Studies: 6.01
Science: LS 4.2, 4.4; ES 1.5, 2.4
Math: 5.3
Health: ESMH-SD.4; FLS-SD.3
Physical Education: 1.2, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.10
4.1, 4.2, 4.12, 5.1, 5.2, 5.11

Grade Level 6-8
Personal and Social Development

Standard 9: Acquire Personal Safety Skills
Students will understand safety and survival skills.
6-8 Learning
Expectations
The student will
9.1 implement techniques for resolving conflict and reducing stress within a school
setting.
9.2 investigate school and community resources for assistance with personal concerns.
9.3 apply effective problem-solving and decision-making models to make safe and
69
healthy choices.
9.4 utilize skills to recognize, report, and protect against threats to personal safety.
6-8 Performance Indicators
At Level 1, the student will be able to
list appropriate techniques for handling bullying and harassment.
At Level 2, the student will be able to
describe ways to reduce anxiety in stressful situations.
demonstrate techniques for managing stress, conflict, and anger.
practice appropriate actions for ensuring the safety of self and others.
assess personal risk factors such as weight gain, poor nutritional habits,
substance use.
recognize that use of alcohol, tobacco, and other drugs contributes to crime,
accidents, suicide and physical impairment.
distinguish types of abuse and evaluate appropriate resources for help
practice refusal skills.

At Level 3, the student will be able to
practice peer leadership skills by creating healthy alternatives to drug use.
discuss the possible emotional effects of abuse.
recognize indicators of depression and suicidal and homicidal tendencies.

Sample Task: Identify and discuss positive methods of managing anger and role play
scenarios demonstrating use of the methods.
Integration
English/Language Arts: 1.11 Social Studies: 1.03, 1.04, 1.05, 1.06, 2.03, 3.04, 4.03, 5.16,
6.01, 6.02 Science: LS 4.3 Math: 5.0 Health: ESMH-SD.1, 2, 3, 4; SUA-SD.1, 2; DP-
SD.1; ECH-SD.1, 2; PSFA-SD.1, 2, 3; FLS-SD.2, 3; N-SD.1; PHRF-SD.1, 2
Grade Level 9-12
Personal and Social Development

Standard 7: Acquire Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help
them understand and respect self and others
9-12 Learning
Expectations
The student will
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7.1 develop personal skills that lead to effective, efficient, and productive life choices.
7.2 recognize and respect the feelings and needs of self and others.
7.3 model appropriate behaviors.
7.4 evaluate change as a factor in growth and development.
7.5 demonstrate effective communication skills.
7.6 maintain meaningful relationships.
7.7 recognize changing roles within the family.
7.8 work effectively with diverse populations.
9-12 Performance Indicators
At Level 1, the student will be
able to
assess personal strengths and assets.
recognize how attitudes and values affect life.
demonstrate effective communication in a cooperative setting.
recognize how listening skills are useful in building relationships.

At Level 2, the student will be able to
value self and others with regard to individual differences.
explain what personal assets he/she brings to a cooperative team.
recognize the impact of change and transition in significant life events.
recognize that everyone has rights and responsibilities.
identify changing personal and social roles.
identify environmental influences on ones behaviors (music, media,
consumer marketing).
distinguish between assertive and aggressive communication.
assess the value of building and maintaining relationships.
demonstrate and interpret nonverbal communication.
develop strategies for initiating a discussion of teen issues within the family.

At Level 3, the student will be able to
analyze behaviors that contribute to physical and mental health.
distinguish between assertive and aggressive communication.
assess the value of building and maintaining relationships.
demonstrate and interpret nonverbal communication.

Sample Task: Conflict Management
Using a simple story such as The Zax by Dr. Seuss, describe a situation in which a
conflict arises and each party refuses to budge an inch.
Stop reading at an appropriate place and have student predict the outcome
Ask: Who won?
Explore the long term effects on the individuals in the argument, those around
them and progress in general
Brainstorm real-life situations that are similar to the Zax. The Zax is included in
the book The Sneetches by Dr. Seuss. New York, Random House, 1961.
71

Integration:
Algebra I: 2.2, 3.6, 3.8, 3.13, 4.1 English II: 1.01, 1.03, 1.15, 2.03, 2.06, 2.09, 3.03, 3.07,
3.08, 4.02, 4.08, Biology I: 2.6
U.S. History: 1.0, 4.0, 6.0,
Wellness: 1.2, 2.2, 2.3, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 3.5, 3.8, 4.1, 6.1, 6.2, 6.3, 6.10, 7.7




Grade Level 9-12
Personal and Social Development

Standard 8: Self-Knowledge Application
Students will make decisions, set goals, and take necessary action to achieve goals.
9-12 Learning
Expectations
The student will
8.1 evaluate alternatives, resources, and the impact of consequences in the decision
making process.
8.2 evaluate alternative plans to achieve goals.
8.3 create a plan and persevere to achieve goals.


9-12 Performance Indicators
At Level 1, the student will be
able to
describe personal attributes that affect education and life goals.
discuss the effects of education, work, and family on individual decision
making.

At Level 2, the student will be able to
utilize assessment results in setting of personal goals.
analyze how expectations of others affects career, personal, educational
decisions.
identify legally and socially acceptable behaviors/options.
explore key resources to assist in goal attainment.

72
At Level 3, the student will be able to
appraise personal skills that contribute to physical and mental health.
Sample Task: Number Connections
Talk with students about decisions they have made. Point out that students use a decision-
making process all the time, but may not realize it. Distribute steps of the process. Present
situations that students might face. Divide the class into small work groups; give each
group a situation. Using the decision making process, have students work through
possible solutions and state possible consequences of the decision.
Integration:
English II: 1.06, 1.07, 1.08, 1.10,
2.04, 2.05, 2.07, 2.08, 2.09, 2.10, 2.11, 2.12,
3.01, 3.04, 3.05, 3.08,
Algebra I: 1.0, 5.0
Biology I: 2.4, 2.5, 2.6, 2.8,4.6, 4.4, 4.8, 6.1, 6.2

U.S. History:
1.0, 5.0
Wellness:
1.0, 7.0

Grade Level 9-12
Personal and Social Development

Standard 9: Acquire Personal Safety Skills
Students will understand safety and survival skills.
9-12 Learning
Expectations
The student will
9.1 analyze stress and its effects on all aspects of health and wellness.
9.2 utilize available resources to manage peer pressure, personal safety issues and
other life stresses.
9.3 evaluate how choices impact health, safety, personal goals, educational
opportunities, and career choices.
9.4 utilize skills to recognize, report, and protect against threats to personal safety.

9-12 Performance Indicators
73
At Level 1, the student will be
able to
gather information concerning current trends in safe and healthy lifestyles.
demonstrate techniques for handling overt and subtle bullying and harassment.
list physical, emotional, and psychological risks involved with sexual activity.

At Level 2, the student will be able to
evaluate the consequences of personal decisions.
recognize and demonstrate coping strategies for management of personal
crises.
identify skills for resisting persuasive tactics where personal safety at risk.
explore the impact of prejudices and stereotyping on conflicts.
recognize the importance of following recommended safety restrictions.
recognize indicators of potential crisis and report suspicions to school or other
appropriate authorities.


At Level 3, the student will be able to
implement strategies to deal successfully with life transitions.
explore situations when it is appropriate to breach confidentiality.
establish a connection with a healthy support network.

Sample Task: Conflict Resolution
Compare conflict to a rocket representing the escalating stages of conflict. Have the class
form small work groups or work as a whole to brainstorm ways de-escalate the violent
situation and the possible consequences of each choice (e.g. avoiding, sharing,
apologizing, getting help, humor, compromising, leaving).
Integration
English II: 1.01, 1.13, 1.14, 1.15, 2.01, 1.02, 2.05, 2.07, 2.08, 2.09, 2.11, 2.12, 2.13, 2.15,
3.01, 3.04, 3.05, 3.07, 4.02, 4.04, 4.05, 4.07, 4.08 Biology I: 2.2, 2.4, 2.5, 2.6, 4.5, 4.6,
4.7, 4.8
U.S. History:
1.0, 6.0
Wellness: 1.0,
7.0










74







THE
MANAGEMENT SYSTEM:

MANAGEMENT AGREEMENTS
ADVISORY COUNCIL
USE OF DATA
ACTION PLANS
USE OF TIME/CALENDARS














75
MANAGEMENT SYSTEM

In order to systematically deliver a quality program addressing every students
needs, the program must be efficiently and effectively managed. This section addresses
the when (action plan and calendar), why (use of data), who will implement (management
agreement) and on what authority (management agreement and advisory council) the
school counseling program is delivered.

Management Agreements

Management agreements are to be established annually between school
counselors and the principal. The counselor should produce and present yearly a draft of
the agreement; the principal then reviews the document and arrives at consensus with the
school counselor as to how students, guidance curriculum and services will be assigned to
specific counselors. Decisions should be made based on site needs and data analysis.
When the principal and school counselors meet and agree on program priorities,
implementation strategies and the organization of the counseling department, the entire
program runs more smoothly is more likely to produce the desired results for students.

See Appendix for sample MANAGEMENT AGREEMENT

Advisory Council

An advisory council is a representative group of persons appointed to both advise
and assist the school counseling program. Council membership should reflect the
communitys diversity and may include school staff, parents, school board members,
student and business and community representatives. Advisory councils should meet
twice a year at a minimum and may be organized at the system and the individual school
level.

Use of Data

A comprehensive school counseling program is data driven. The use of data to
effect change within the school system is integral to ensuring students success. School
counselors should be proficient in the collection, analysis, and interpretation of data.
School Counselors monitor student progress through collection of various types of data:

Process data offers evidence only that an event or activity occurred. For example, school
counselors may present the numbers of students seen individually, in groups, or in
classrooms.
Perception data is gathered from needs assessments or surveys and report opinions at
the time of data collection.
Results data answers the question "so what?" and provides evidence that a student
competency is not just mastered but has affected course-taking patterns, graduation rates,
knowledge attainment, attendance, behavior, and/or academic achievement (ASCA,
2003).
76
School improvement data presents the picture of the current status of student needs,
accomplishments and progress. When the school counseling program impacts school
improvement data, effectiveness is self evident and these intentional practices lead to
higher levels of student success (Stone & Dahir, 2004)

Listed above are sample types of data counselors may need to gather and analyze.
Each local school/district should decide what is important to monitor. Counselors cannot
monitor everything; therefore choices must be made depending on what is most
appropriate and what is available at each local site.

It is necessary to note that while it is important for school counselors to generate,
analyze and interpret data, school counselors are NOT data entry clerks or attendance
clerks and should not be used as such.


School counselors may find relevant data through such tools as student education and
career planning folders, also known as student portfolios. These often include, but are
not limited to, the following documentation:

Course selection
Path choice
Extracurricular involvement
Awards and certificates
Letters of recommendation
Student resume
Assessment results

Additional information regarding data collection and analysis can be found in the
Accountability section of this handbook.

Action Plans

For effective delivery of services, school counselors must develop a plan of action
detailing annual program activities as a means of addressing how desired results will be
achieved. The Action Plan consists of structured developmental lessons designed to
assist students in achieving the Tennessee Guidance and Counseling Standards. Selected
components should relate to the School Improvement Plan (SIP).

Action Plans usually contain:

Domain, standard and SIP goal to be addressed
Student competency addressed
Description of the activity
Curriculum/materials being used in the activity
Time line for completion
Means of evaluation
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Expected result as demonstrated by student
Person responsible
# students involved

See Appendix for sample ACTION PLAN

Use of Time and Calendars

Time
School counselors should keep track of their time and document activities
performed throughout the day. This documentation serves as a guide for future planning
and program evaluation. ASCA recommends that school counselors spend the majority
of their time in direct service to students. Gysbers and Henderson (2000)* are more
specific in their recommendation for time distribution, suggesting that school counselors
spend 80% of their time in direct service to students and 20% in program management.

While the amount of time counselors should spend delivering services in each
component area remains relative to the individualized needs of each school, ASCA
provides the following recommendation:

Sample Distribution of Total School Counselor Time within the
Delivery System Component

Delivery
System
Component
Elementary
School
% of Time
Middle
School
% of Time
High
School
% of Time
Guidance
Curriculum
35% - 45% 25% - 35% 15% - 25%
Individual Student
Planning
5% - 10% 15% - 25% 25% - 35%
Responsive
Services
30% - 40% 30%- 40% 25% - 35%
System Support

10% - 15%

10% - 15%

15% - 20%

*Adapted from Gysbers, N.C. & Henderson, P. (Eds.) (2000). Developing and managing your school
guidance program, (3
rd
ed.), Alexandria, VA: American Counseling Association.

Calendars

School counselors should develop and publish a master calendar of program
events and activities. Calendars support program planning and help to facilitate
involvement of stakeholders in the school counseling program. These can be great public
relations tools. Thought must be given as to consistency of timing and distribution
methods, format and attractiveness of the design, color and detail.


78







THE
DELIVERY SYSTEM:

GUIDANCE CURRICULUM
INDIVIDUAL STUDENT PLANNING
RESPONSIVE SERVICES
SYSTEM SUPPORT


















79
DELIVERY SYSTEM

The Delivery System is the how of the implementation process. It consists of
activities, interactions and areas in which school counselors work to deliver the program.
Within the delivery system there are four components: guidance curriculum, individual
student planning, responsive services, and system support.

Guidance Curriculum

The school guidance curriculum is designed to facilitate the systemic delivery of
lessons or activities to all students. These should be aligned to the Tennessee Guidance
and Counseling Standards, addressing established student competencies. The guidance
curriculum promotes knowledge, attitudes and skills through instruction in three domains
of student development: academic, personal/social and career. School counselors should
differentiate their teaching strategies to address the diverse needs of every student served.
Student mastery of competencies should be assessed using a variety of methods.

The guidance curriculum is often delivered through:

Classroom Instruction: School counselors provide instruction, via teaching, team
teaching or assisting in the teaching of the guidance curriculum in the classroom,
career center or other school facilities.

Interdisciplinary Curriculum Development: School counselors participate with
other faculty in designing lessons which integrate content area units of study and
the guidance curriculum.

Group Activities: School counselors provide instruction to students within a
small group setting outside of the classroom.

Parent/Community Workshops: School counselors conduct workshops and
informational sessions for parents/guardians and others.



It must be noted that a school counselor should NOT be used as the teacher of record for
content courses. This is a misuse of their time and expertise. Additionally, while
classroom guidance curriculum activities are worthwhile and an integral part of the total
comprehensive counseling program, school counselors should NOT be required to spend
all of their time in the classroom. (See page 28 for distribution of time recommendations)






80
Individual Student Planning

This component consists of school counselor coordinated systemic activities that
help ALL students plan, monitor, and manage their own learning as well as meet
competencies in the areas of academic, personal/social and career development. School
counselors also help students make the transition from home to school, school to school,
school to work or school to higher education or career or technical training.

Individual student planning is often implemented through such strategies as:

Individual or Small Group Appraisal: School counselors assist students in
analyzing and evaluating abilities, interests, skills, and achievement.

Individual or Small Group Advisement: School counselors assist students in
establishing educational, career, personal and social goals by involving parents,
students, school, business and community.

and often includes such activities as:
test score review/interpretation
career decision making
4-year or 6-year planning
yearly course selection
scholarship/financial aid
interest inventories
college selection




Responsive Services

This component consists of activities coordinated by school counselors to meet the
immediate needs and concerns of students. These services are available to ALL students
and are often student initiated through self-referral; although others may also refer
students for assistance.


Responsive services are often delivered using such strategies as:

Individual/Small Group Counseling: Counseling is provided on a small group or
individual basis for students.

Consultation: School counselors consult with parents, teachers, other educators
and community agencies regarding strategies to assist students and families.

81
Referral: School counselors use referral sources to deal with crises such as
suicide, violence, abuse, illness, and death.

Crisis Counseling: School counselors provide prevention, intervention and
follow-up to students facing emergency situations.

Peer Mediation: School counselors train students as peer mediators, conflict
managers, tutors and mentors.

System Support

System support consists of management activities which establish, maintain, and enhance
the total school counseling program. These activities include, but are not limited to:

Professional Development: School counselors should be actively involved in
updating their professional knowledge and skills through in-service trainings
(providing them as well as attending them), professional association membership, and
continued post-graduate education and research.

Program Management/Operations: School counselors should coordinate planning and
management tasks which support the activities of a comprehensive, developmental
school counseling program. Additionally, as members of the faculty team, they
should perform fair share responsibilities just as expected of all other staff members.

Consultation/Collaboration/Teaming: School counselors should consult and
collaborate with faculty/staff, parents/guardians and community members in order to
provide and receive information relevant to the school counseling program and the
meeting of student needs.

82





THE
ACCOUNTABILITY SYSTEM:

MEASURE
SPARC REPORTS
RESULTS REPORTS
PROGRAM AUDIT
SPECIAL GROUPS STATE MODEL FOR
EVALUATION

83
ACCOUNTABILITY

Accountability and evaluation of the school counseling program are absolute
necessities. Data must be collected and analyzed in an effort to evaluate the quality of
the program. School counselors should develop specific and measurable goals. They
should be prepared and expected to provide an answer to the question How are students
different because of the school counseling program? with quantitative as well as
qualitative data responses.

Although accountability has always been part of the school counselors
professional responsibility, the No Child Left Behind (2001) legislation has raised the bar
on accountability for everyone in education, including school counselors. The
legislation, calls for all stakeholders in the school system to share responsibility for
collectively removing barriers that impede learning and student success. School
counselors are now focused on measurable results of the school counseling program and
its impact on student achievement

All school staff work in an accountability-driven environment as schools are rated
annually on their yearly progress. Accountability requires all educators to systematically
collect, analyze, and use data to examine student achievement. School counselors can
demonstrate and communicate how their school counseling programs positively impact
student achievement and, by so doing, share accountability for school improvement with
school and community

Stakeholders at the school, community, and state levels that have an interest in the
work of school counselors continue to seek evidence that school counseling programs are
accountable, promote student achievement, and address an advocacy agenda for equity in
educational opportunities. Increasingly school counselors are being challenged to
demonstrate the effectiveness of the school counseling program in measurable terms. If
this challenge is to be met, school counselors must assume a leadership role for program
development and implementation that is based on the Tennessee Guidance and
Counseling Standards and connected to the goals of school improvement.


Using Data

Data informs, confirms progress, and reveals shortcomings in student
performance (Stone & Dahir, 2004). In order to demonstrate the effectiveness of the
school counseling program on student academic achievement and success, and the impact
of the program on the goals of NCLB, school counselors need to use data. School
counselors can collect and analyze student data to inform and guide the development of a
comprehensive school counseling program based upon school wide issues. Annual
school report cards publicize critical data elements such as attendance, graduation rates,
postsecondary planning rates, and TCAP assessments. Data can be used to document the
results of classroom lessons, the individual student planning sessions by grade level, and
the strategies and interventions used to improve student academic achievement and
equitable access for all students to programs and resources.
84

School counselors often use one of the following data sources to highlight program
accomplishments:

Process data offers evidence only that an event or activity occurred. For example,
school counselors may present the numbers of students seen individually, in
groups, or in classrooms.
Perception data is gathered from needs assessments or surveys and report
opinions at the time of data collection.
Results data answers the question "so what?" and provides evidence that a
student competency is not just mastered but has affected course-taking patterns,
graduation rates, knowledge attainment, attendance, behavior, and/or academic
achievement (ASCA, 2003).
School improvement data presents the picture of the current status of student
needs, accomplishments and progress. When the school counseling program
impacts school improvement data, effectiveness is self evident and these
intentional practices lead to higher levels of student success (Stone & Dahir,
2004)

Finding Data

School-based annual school report cards publicize data elements such as
attendance, demographics, graduation and postsecondary planning rates, and standardized
test results. When data is disaggregated into categories such as ethnicity, gender, socio-
economic status, or teacher assignment it provides information for the analysis of student
performance. It is then possible to more closely examine which groups of students are
successful and which are failing. For example, data analyses would provide factual
information for a school counselor to investigate whether or not equitable access to
academically rigorous course-work was available to all students.

A school counselor familiar with using data to effect systemic change makes a
strong case for looking at the equity issues in educational placement practices. Every
student is entitled to a quality education and the opportunity to avail themselves of career
and technical programs, music, art, languages, technology or advanced placement
courses. The use of data will confirm that every student has a program of study and
career plan that is commensurate with their aspirations and dreams.

Using data enables school counselors to work in tandem with building
administrators and faculty to close the achievement gap. School counselors can
collaborate with faculty to devise strategies that will enable more students to move
successfully from grade level to grade level. When school counselors work with the
same school-based data as their colleagues, they share accountability for student
outcomes and contribute to moving critical data elements in a positive direction.



85
Critical Data Elements Can Include:
Student report card grades
Comments on student report cards
TCAP (Terra Nova, Gateway and End of Course Exam) results
Participation in academic support services
Passing rates each quarter
High school graduation rates
Promotion from grade level to grade level

Enrollment in Honors, AP, IB, College Level Courses
GPA
Number of students with career and education plans at the middle and high school
Number of students enrolling in postsecondary education
Number of students successfully completing postsecondary education

Special Education referrals
Drop out rates
Attendance
Discipline referrals
Suspensions
Mobility


(Adapted with permission for the Tennessee Model for Comprehensive School
Counseling from Stone, C. & Dahir, C. (2004). School Counselor Accountability: A
Measure of Student Success. Upper Saddle River, NJ: Merrill Prentice-Hall)

A MEASURE of Student Success

MEASURE, a six-step accountability process, confirms the impact of the school
counseling program on critical data, those elements of the school report card that are the
backbone of the accountability movement. MEASURE supports the accountability
component of the ASCA National Model (2003) and moves school counselors from a
counting tasks system to aligning the school counseling program with standards-based
reform. MEASURE is a way of using information such as retention rates, test scores, and
post-secondary going-rates to develop specific strategies for connecting school
counseling to the accountability agenda of todays schools.









86
MEASURE is an acronym for:

Mission: connect the comprehensive K-12 school-counseling program to the
mission of the school and to the goals of the annual school improvement plan
Elements: identify the critical data elements that are important to the internal and
external stakeholders
Analyze: discuss carefully which elements need to be aggregated or
disaggregated and why
Stakeholders - Unite: determine which stakeholders need to be involved in
addressing these school-improvement issues and unite to develop strategies
Reanalyze: examine your results or your impact and rethink and refine the
strategies, refocus efforts as needed
Educate: show the positive impact the school-counseling program has had on
student achievement and on the goals of the school improvement plan

MISSION
Student achievement and success in rigorous academics is at the heart of every school's
mission statement. School counselors need to ask how every aspect of their program
supports the mission of the school and contributes to student achievement. Preparing
students to choose from a wide array of options after high school is part of every school
districts mission for academic success for every student and is congruent with the goals
of the school board.

ELEMENTS
Critical data elements can usually be found on the school's district or building report card.
School systems routinely collect and store both academic and demographic data in a
retrievable form and school counselors have ready access to data in areas such as course
enrollment patterns and attendance that contribute to achievement. Disaggregating data
into separate elements in a variety of ways ensures that the system addresses access and
equity issues. This approach to looking at data guarantees that no group of students is
ignored or left behind.

ANALYZE
Analysis will determine the institutional or environmental barriers that may be impeding
student achievement and adversely influencing the data elements. School counselors can
initially determine which elements to address first as well as which elements the school
counseling program can move to specific targets in a positive direction. Because data
alone does not tell the whole story, it is important to disaggregate the critical data
elements on which to focus and to look at them in terms of gender, race/ethnicity, socio-
economic status, and perhaps by teacher to shed light on areas of success or areas in need.
The data elements that impact the school improvement plan then become more apparent.

STAKEHOLDERS-UNITE
By collaborating with other stakeholders, school counselors avoid tackling issues in
isolation. Creating and implementing strategies collaboratively will begin to move the
data in a positive direction.
87

REANALYZE, REFLECT, AND REVISE
School counselors periodically review the data and strategies to see if the goals of the
MEASURE were met. This requires refining and reflecting on which interventions and
strategies successfully moved the critical data elements in a positive direction. If the
targeted results were not met, then it is important to also reanalyze and refocus the
strategies to determine why the interventions were unsuccessful in moving the data in a
positive direction.

EDUCATE
Publicizing the results of an effective school counseling program is a vital step in the
accountability process, and as a result, both internal and external stakeholders will have a
deeper understanding about the contributions of the program that focus on student
success. As partners in school improvement, school counselors have demonstrated a
willingness to be accountable for impacting critical data and are viewed as essential to the
schools mission.


A Measure of Student Success

Sample MEASURE
Mission, Elements, Analyze, Stakeholders-Unite, Reanalyze, Educate,
A Six-step Accountability Process for School Counselors

Name and Address of School: Bicentennial High School
Name of Counselor Leading the Initiative:
Principal:

Enrollment and Setting (urban, suburban, rural): 1280 students suburban setting
School Demographics 2004 - 2005:
Caucasian/Non-Hispanic: 67% Hispanic: 11% African American: 20%
Other: 2%

English Language Learners (ELL): 12%

Free/Reduced Lunch: 28%

STEP ONE: MISSION

Connect your work to your schools mission statement.

The mission of our high school is to provide an environment that nurtures and values each individual,
and provides opportunities to enhance the intellectual, social, and physical capabilities of all students.
Our graduates are prepared to meet the challenges of the 21
st
century and contribute to community and
society.


88
STEP TWO: ELEMENTS
Identify the critical data elements such as grades, test scores, attendance, promotion rates, and
postsecondary going rate.

The school counselors as part of the leadership team identified these critical data elements to attempt to
impact: increase postsecondary-going rates


STEP THREE: ANALYZE

Determine which elements need to be desegregated such as race, ethnicity, gender, SES, teacher
assignment.


Baseline: Where does the data fall currently?
May 2004 68% students seek higher level academics
49% Caucasian; 17% African American; 2%
Hispanic

Goal: Where should the data element be at the end of
the school year?
Increase post secondary going rates for Caucasians by
5%; Increase post secondary going rates for African
Americans by 10%; Increase Hispanic rates by 10%

STEP FOUR: STAKEHOLDERS - UNITE
Determine which stakeholders need to be involved and unite to develop strategies to change systems as
well as impact individual students and targeted groups of students.

Impacting systems means 1) replicating successful programs and interventions, 2) identifying barriers that
adversely stratify students opportunities to be successful learners, 3) and developing strategies to:
change policies, practices, and procedures
strengthen curriculum offerings
maximize the instructional program
enhance the school/classroom culture and climate
provide student academic support systems (safety nets)
influence course enrollment patterns to widen access to rigorous academics
involve parents and other critical stakeholders (internal and external to the school)
raise aspirations in students, parents, teachers, and the community
change attitudes and beliefs about students and their abilities to learn
Strategies
Connect the strategies to the Tennessee Model for Comprehensive School Counseling
and the Tennessee School Counseling & Career Guidance Standards
Stakeholders
Beginning date: September 2004 Ending date: J une 2005

School Counselors
Mentor students in an after school program
Work individually with students who are in conflict during the school day
Deliver career and academic classroom information sessions about the
interrelatedness between academic performance and future economic
89
opportunities, financial aid, and other critical, timely information
Monitor the course taking patterns and check to see that students are on target
with their educational plans
Be a consumer of data to see how students are performing academically
Use data to monitor student progress toward achieving their educational plans
Provide continuous education on career and educational information and
opportunities so that educational/career plan are in flux and change as the
students interests change
Implement a rewards ceremony earned and distribute certificates to students who
improved two or more course grades and each quarter
Initiate an educational and career plan for every student
Develop a program where honor roll students mentor at-risk students
Advocate for a change in policy to give students in conflict a "time-out" or
cooling off period instead of suspension
Establish a Parent - Student Night to involve parents in their childs educational
and career plan
Establish a group for students who have been suspended for fighting
Use Kuder each year with every high school student as part of the career
planning process
Connect students to mentors and tutors
Encourage parents to raise aspirations for students especially first generation
students
Advertise deadline dates in multiple ways
Establish a network of contacts who can personally nudge students to get in
important information needed for postsecondary going
Advocate with teachers and administrators and encourage students to enroll in
higher level academics and show them the difference on standardized test for
those students who take higher level academics

Administrators
Continue to deliver strategies already implemented such as the fall ninth grade
information sessions
Help the counselors access the necessary data to monitor progress
Invite speakers from the community to serve as mentors and role models
Offer lunchtime and after school workshops for teachers on connecting
academics to students future goals
Begin the planning process for after-school homework and discussion groups for
at-risk students

Social Worker
Hold discussion groups (rap sessions) for students who are in danger of dropping
out
Invite at-risk students and parent/guardians to attend a college admissions
department special workshop for at risk teens
Parents Assist in organizing a Career Fair at the high school.
Participate in their childs educational and career planning conference
Help organize the Alumni College Fair

Central Office
Staff
Provide periodic meeting times for the faculty and staff to come together and
exchange ideas with counselors from other high schools on how to increase
retention and promotion rates
Provide technical support in gathering data and reporting successes to district
administrators
Host a celebration of success

90

Teachers
Widen the reach of support to students by developing more peer helper
programs, including peer tutoring and peer mediation
Look for ways of connecting classroom instruction to real world applications
Help the counseling staff identify which students do not plan to finish high
school or who need help developing plans after high school
Help the counseling staff identify students who need more help in developing a
post high school plan
Encourage students to take higher level academics
Improve student preparation
Alert counselors to which students need additional safety nets
Integrate into the curriculum information on the 10 fastest growing occupations,
how to complete the Free Application for Federal Student Aid, how pay and the
level of education correlate, how to find job shadowing, interning or job
experiences that introduces students to future occupations that may interest them,
how lack of money should not hold students back (in other words messages of
support for higher level academics)
Encourage extracurricular activities

Students
Serve as mentors to freshman (honor roll students)
Work with formerly at-risk students to speak to ninth graders
Volunteer in school or community 1 hour a week.
Serve as tutors
Technology Staff Generate automated attendance and cut reports
Postsecondary
Institutions
(Community
Colleges, Career
and Technical
Schools, Colleges,
Universities)
Postsecondary educators provide workshops to students connecting work and
career opportunities with what they do in schools
Build a collaborative effort in order to deliver career fairs, information about
postsecondary opportunities, financial aid information, and deliver classroom
guidance lessons and individual and small group information sessions with
students
Help raise student aspirations by arranging for students to visit higher education
campuses
Connect with parents to raise their aspirations for their children
Mentor Students
Attendance Officer Monitor attendance of targeted students and reported to counselors and
administration
Follow up on absenteeism with parent/guardian
Mentor and tutor students
School Clubs
Encourage clubs to reach out to ninth grade students not yet connected to the
school, e.g., book club, video club
Help students find a place to volunteer 1 hour a week
Serve as Tutors
Alumni
Give testimonials to inspire students
Organize college and career fair
Mentor and tutor students
Business Partners Supported the Freshman Parent Night Dinner
Participated in the College and Career Fair
Initiated a Job Shadowing program on Ground Hog day
Mentor and tutor students
School
Improvement Team
Monitor the requirement of 1 hour a week (40 hours annually) of volunteer
service
91


STEP FIVE: REANALYZE, REFLECT, AND REVISE
Reanalyze: Analyze the data again. Did the
baseline data move?

Where is the data now? Did the strategies have a
positive impact on the data?

Baseline data:
May 2004 68% postsecondary-going rate

May 2005 74% postsecondary-going rates


The strategies moved the data in a positive
direction.
Reflect and Revise: Reflect on why the stakeholders were
successful or unsuccessful.

Revise the Action Plan so that progress can be made and
will get better.

Which of the strategies worked?
The rewards ceremony and certificates based on grades
and courses passed were effective.
Students loved the Job Shadowing Day

Which strategies should be replaced? Added?
We need to include parents in the plan.
Postsecondary training institutions should be invited to the
planning sessions

Based on what you have learned, how will you rewrite the
action plan?
Closely monitor the incoming 9
th
grade from day 1;
monitor all students who fail one or more subjects each
quarter.


STEP SIX: EDUCATE
Promote and publicize the results.

Results positively impacted school climate by moving to a reward system for courses passed.
Analysis of results resulted in implementation of data driven decision-making across the ninth grade staff
including teachers, school counselors and student support services personnel.

Educate means to highlight your work in supporting student achievement and
publish a report of the results. Educate others as to your results in the most efficient and
effective way you deem appropriate. This can be verbal or written but written is more
powerful. One type of written report is the Student Personnel Accountability Report
Card, or SPARC a simple one to two page report developed by the Los Angeles County
Office of Education and the California Department of Education to demonstrate
results(California Dept. of Education, 2004). SPARC has been adapted here to capture
students who represent the data in the section called Faces Behind the Data.
The principals message affirms that the administration and faculty are aware of
the counseling programs mission and work and are supportive of its efforts. Data is
crucial in not only ascertaining the current school situation, but also in determining how
successful interventions, school counseling curriculum, educational and career planning
and other delivery mechanisms were in achieving student results. Collaboration and
92
working with all stakeholders, including faculty, parents and the community, is a key
component of a SPARC. Whether published on the school counseling departments
website or distributed at a parent event, the SPARC demonstrates the value of the
counseling program and helps school personnel and community members gauge how
students are different because of the work and priorities of school counselors.
Sample: SPARC
SPARC: TN School Counseling Programs Accountability Report Card

School: Bicentennial High School Enrollment: 1280 students -
suburban
Principal:
Counseling Department Member(s):
Principals Comments
Our counselors worked very hard this year to
increase the number of students in our school
who are going on to higher education. 74% of
our seniors are going on to career and
technical training or college. This is the
highest postsecondary-going rate that I can
remember.
School Improvement Issues
Improve graduation rate

Critical Data Element(s):
Improve the Postsecondary-going rates


Partnerships
Stakeholder Involvement

Administrator: Support school counseling
program initiatives

Teachers: Developed peer tutoring programs.

Students: 11
th
and 12
th
graders served as
mentors to 9
th
and 10
th
graders and reached
out to students who were struggling.

Business Partners: Supported Freshman
Awards Ceremony. Organized a Job
Shadowing experience on Ground Hog Day.
Results
Baseline Data:
May 2004 68% postsecondary-going rates

May 2005 74% postsecondary-going rates
Systemic Changes
1. Collaboration efforts with administrators,
teachers and parents changed school climate by
moving to a rewards system for courses passed.

2. The counselors initiated data-driven decision
making.

3. A school wide effort focused on paying extra
attention to help students successfully complete
ninth grade.

4. Every senior grader had an educational-
career plan.
Faces Behind the Data







(TN-SPARC has been adapted with permission from the SPARC, Student Personnel
Accountability Report Card, a continuous improvement document sponsored by the California
Department of Education and Los Angeles County Office of Education.)

See Appendix for TN-SPARC form
93
School improvement is hard work! Acting as agents of school and community
change, school counselors can contribute to a climate where access and support for
quality and rigor is the norm. In doing so, underserved and under-represented students
now have a chance at acquiring the education skills necessary to fully participate in the
21
st
century economy. With an accountable, data-driven school counseling program,
school counselors are seen as powerful partners and collaborators in school improvement
and essential to fulfill the mission of every school. School counselor accountability
becomes a MEASURE of student success.


Results Reports

These reports ensure programs are carried out, analyzed for effectiveness and
changed and further improved as needed. The goal is to demonstrate change in student
knowledge, attitudes and skills within the academic, personal/social and career domains.

Such results reports may include the following:

grade level served
lesson content area
curriculum/materials used
# of participants served/affected
desired results
actual results
person delivering service
timeline

Other reports, which analyze the programs impact over time, may include the following:

demographic data
attendance data
suspension and expulsion rates
behavior referrals
promotion/retention rates
graduation rates
test results
family involvement rates

See Appendix for sample RESULTS REPORTS







94
Program Audit

The program audit is used to assess the school counseling program in comparison
with the Tennessee Model for Comprehensive School Counseling. Audits are first
conducted when a program is first being designed and then yearly to appraise the
progress of the development of the program. Program results should be shared with the
Advisor Council and school administration.

Sample PROGRAM AUDIT forms are available in the ASCA National Model.

Special Groups State Model for Local Evaluation

The Comprehensive Education Reform Act of 1984 (CERA) required that
apprentice educators be evaluated at the local level using a State model or a
locally developed plan that has been approved by the State Board of Education.
State Board of Education rules additionally require the local evaluation of
educators with a professional license. The State Board of Education has approved
guidelines for local evaluation. The local school system has the option of
evaluating educators more often than required by law.

Groups of educators who must be evaluated to meet requirements of the law are:

Educators with Apprentice License: In their first through years of teaching, these
educators must be evaluated each year.

Educators with Professional License: In the life of a ten-year license, these
educators must be evaluated twice.

Evaluations shall be conducted by the immediate supervisor or their designee.
This designee must be the person responsible for evaluating educators as defined by the
local board of education.

The Special Groups State Model for Local Evaluation is intended for educators
who work in non-classroom settings most of the time. This population includes
counselors, psychologists, social workers, consulting teachers, and attendance
supervisors. Although all instruments in this model can be used for educators who have a
mix of classroom and non-classroom experiences, the special groups model was designed
for coordination with the State Model for Local Evaluation. For example, the evaluator
can use the observation instrument from the special groups model or the one from the
State Model for Local Evaluation when observing a counselor in a classroom setting.






95

FOCUS OF EVALUATION

Counselors are evaluated in six major areas (domains) of competency. These major
areas are similar to the domains of competence in the comprehensive assessment for
classroom teachers. The six domains are:

Planning
Delivers Effective Service
Evaluation
Program Management
Leadership
Communication

Throughout the evaluation period, the evaluator gathers information about the
counselor through observations, conferences, and a review of the counselors
professionally related materials and professional leadership activities. This information
must be reviewed with the counselor at a year-end conference and be translated into a
five-point rating scale.

COMPETENCY SCORES

Many of the counselors evaluated under this model will already have a professional
license. A few may be beginning public school experience. One does not expect
beginning educators to have the same levels of performance as more experienced
educators. Therefore, the following patterns of performance as indicated by competency
scores should be present for an individuals performance to be judged satisfactory:

1. Educators with Apprentice License (1
st
year counselors) For Competencies I, II,
III, IV: 3 competency scores of 3 or higher and 1 score of 2 or higher; for
Competency V (Leadership): a score of 2 or higher; for Competency VI
(Communication) a score of 3 or higher
2. Educators with Apprentice License (2
nd
3
rd
year counselors) For
Competencies I, II, III, IV, V: 2 competency scores of 4 or higher and 3 scores of
3 or higher; for Competency VI (Communication): a score of 4 or higher
3. Educators with Professional License (3+ years experience) For Competencies I,
II, III, IV, V: 4 competency scores of 4 or higher and 1 competency score of 3 or
higher; for Competency VI (Communication): a score of 4 or higher

Selected sections of the Special Groups State Model for Local Evaluation Manual are
included on the following pages. For a complete copy of the document, go to:

http://tennessee.gov/education/frameval/specman.pdf


Examination of the entire evaluation document is encouraged for all school counselors.
96

REFERENCES




American School Counselor Association (2003). American school counselor association
national model: A framework for school counseling programs. Alexandria, VA: Author

Dahir, C & Stone, C. (2003). Accountability: A m.e.a.s.u.r.e. of the impact school
counselors have on student achievement, Professional School Counseling, v6, p. 214-
221. Alexandria, VA.

Gysbers, N.C. & Henderson, P. (2000). Developing and managing your school guidance
program (3
rd
ed.). Alexandria, VA: American Counseling Association.

MEASURE, The Six Step Process is excerpted from Stone C. & Dahir, C. (In Press).
School Counselor Accountability: A Measure of Student Success. Ohio: Merrill
Prentice-Hall.



























97













APPENDIX



























98
Tennessee Comprehensive School Counseling
Program Management Agreement
(Department/Principal Agreement)

School Year________School_________________________________________

Student Access:

Grade level Domain (Academic, Personal/Social, Career)

Alpha listing No caseload By pathway

Other (please specify)_____________________________

Counselor Responsibilities:

Counselor 1: ________________________________________________________

________________________________________________________

Counselor 2: ________________________________________________________

________________________________________________________

Counselor 3: ________________________________________________________

________________________________________________________

Counselor 4: ________________________________________________________

________________________________________________________

Programmatic Delivery
The school counseling department will spend approximately the following time in each
component area to ensure the delivery of the comprehensive school counseling program:

_______% of time delivering guidance curriculum

_______% of time with individual student planning

_______% of time with responsive services

_______% of time with system support


99
The school counseling department will be open for student/parent/teacher access from

____________ to ____________ on the following days: ________________________

Approved schedule: On File Posted

Programs and services presented and available to students, staff, family and
community members include, but may not be limited to:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

School counselors will be compensated for extra work hours (beyond the work day)
by:

Extra duty pay Comp time Principal/counselor negotiation

Flex schedule No option for this

Necessary materials and supplies shall be provided and may include, but are not
limited to:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The following funding resources support the school counseling program:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
100

The school counseling department will meet: (check all that apply)
How often?

As a department team ________________________

With school staff/faculty ________________________

With the Advisory Council ________________________

With Administration ________________________

Office Organization

Responsibilities for the support services provided the counseling department will be
divided among the support services staff:

Assistant will:

Clerk will:

Volunteers will:

Registrar will:

Receptionist will:

Others will:








______________________________ _________________________________

Principal signature Date _________________________________

_________________________________

_________________________________
Counselor signatures Date


101

Tennessee Comprehensive School Counseling
Program Management Agreement
(Counselor/Principal Agreement)

School Year________________School_______________________________________

Counselor Name: _______________________________________________________

PROGRAMMATIC DELIVERY
The school counselor will spend approximately the following time in each
component area to ensure delivery of the school counseling program:

_______% of time delivering guidance curriculum

_______% of time with individual student planning

_______% of time with responsive services

_______% of time with system support

Lessons will be delivered in the academic, personal/social, and career domains.

Programs and services presented and available to staff include:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Programs and services presented and available to parents include:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Programs and services presented and available to the community include:

_________________________________________________________________

_________________________________________________________________

102
_________________________________________________________________
The school counselor will be available to individual students/parents/teachers at the
following times on the following days:

_______________________________________

_______________________________________


The school counselor will participate in one or more of the following professional
development opportunities:

District counselor meetings Yearly state counselor conference

Yearly national conference Classes/workshops

Other ____________________________________________


The school counselor will meet: (check all that apply)
How often?

With school staff/faculty ________________________

With the Advisory Council ________________________

With Administration ________________________


School counselors will be compensated for extra work hours (beyond the work day)
by:

Extra duty pay Comp time Principal/counselor negotiation

Flex schedule No option for this

Necessary materials and supplies shall be provided and may include, but are not
limited to:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
103

The following funding resources support the school counseling program:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________





______________________________ _________________________________

Principal signature Date Counselor Signature Date




















104

SPARC: TN School Counseling Programs
Accountability Report Card

School: Enrollment:
Principal:
Counseling Department Member(s):
Principals Comments
School Improvement Issues













Partnership
Results






Systemic Changes










Faces Behind the Data







(TN-SPARC has been adapted with permission from the SPARC, Student Personnel
Accountability Report Card, a continuous improvement document sponsored by the California
Department of Education and Los Angeles County Office of Education.)



105
106
Tennessee Counselors Closing the Gap
Action Plan

School: _______________________________________ Year ________________

Target Group: __________________________________________________________
Target Group selection is based upon the following criteria: ________________________________________________________
____________________________________________________________________________________________________________
Data that drove this decision: _________________________________________________________________________________
____________________________________________________________________________________________________________

Counselor Intended
Student
Effects
TN
Domain/standard
TN Student
Competency
Type of Activity &
Delivery Service
Resources
Needed
Projected
# Students
Involved
Evaluation
Method
Project
Start/End
Dates













____________________________________ ________________ ______________________________
Principals Signature Date Prepared by
Elementary/Middle Student Data Chart

Student Name: Student #:

K 1
st
2nd 3rd 4th 5th 6th 7th 8
th

GPA
# courses passed
promoted/retained
# absences
# disciplinary referrals
# suspensions
# expulsions
TCAP reading
TCAP language arts
TCAP m ath
TCAP science
TCAP social studies
Writing Assessment



107
108
High School Student Data Chart

Student Name: Student #:
2004-05 2005-06 2006-07 2007-2008
GPA
# classes passed
# absences
# referrals
# suspensions
# expulsions
Alg 1 Gateway score
Bio 1 Gateway score
Eng 2 Gateway score
PSAT score
PLAN score
SAT score
ACT score

Student Signature: _________________________________ Date: ________________

Counselor Signature: _______________________________ Date: ________________


Student Signature: _________________________________ Date: ________________

Counselor Signature: _______________________________ Date: ________________


Student Signature: _________________________________ Date: ________________

Counselor Signature: _______________________________ Date: ________________


Student Signature: _________________________________ Date: ________________

Counselor Signature: _______________________________ Date: ________________

109
Tennessee Guidance Curriculum
Action Plan

School: _______________________________________ Year ________________

Grade
Level
Lesson
Content
Topic
Curriculum
&
Materials
TN Student
Competency/
Domain
Lesson will be
presented in which
class/subject?
By whom
will the
lesson be
presented?
Projected
# Students
Involved
Evaluation
Method
Project
Start/End
Dates













___________________________________ ________________ ______________________________
Principals Signature Date Prepared by



2003-2004 2004-2005 2005-2006 2006-07
Academic
Attendance Rate
Drop Out Rate
Avg ACT score
# AP Tests passed
# students retained
in 9, 10, 11, 12

# scholarships and $
total

Career Development
# Tech Path
# Dual Path
# students with
Interest inventory

# participants in
career day

Personal/Social
# suspensions
# expulsions
Non-Standards
Based Data

# parents attending
open house


School Name: Counselor Name: Date:
TENNESSEE HS RESULTS REPORT: IMPACT OVER TIME
110
Tennessee Counselors Closing the Gap
Results Report

School: _______________________________________ Year ________________


Counselor Target
Group
TN
Domain/Standard/
Competencies
Type of
Activity &
Delivery
Service
Project
Start/End
Dates
Process
Data
(# students
involved)
Perception
Data
(Baseline
information)
Results
Data (How did
the student
change as a
result of the
lesson/activity?)
How did this
help with
School
Improvement?
Implications?
















____________________________________ ________________ ______________________________
Principals Signature Date Prepared by
111
Tennessee Guidance Curriculum
Results Report

School: _______________________________________ Year ________________

Grade
Level
Lesson Content
Topic
TN Student
Competency/
Domain
# of Lessons
Presented
Project
Start/End
Dates
Process
Data
Perception
Data
Results
Data
Implications
& linkage to
(SIP) School
Improvement













___________________________________ ________________ ______________________________
Principals Signature Date Prepared by
112
113
MEASURE
Mission, Elements, Analyze, Stakeholders-Unite, Reanalyze, Educate,
A Six-step Accountability Process for School Counselors

Name and Address of School:
Name of Counselor Leading the Initiative:
Principal:
Enrollment:

School Demographics:
Caucasian/Non-Hispanic:
African American
Hispanic
Asian
Other

Free-Reduced lunch
ESL

Step One: Mission

Mission
Connect your work to your schools mission


Your mission statement is:





Step Two: Elements
Current Critical Data Element
What indicator of school success are you trying to positively impact? Grades? Test scores? Attendance?
Promotion Rates? Postsecondary going rate?
The school counselor as part of the leadership team identified these critical data elements to
try to impact:




Step Three: Analyze
Analyze the data to see what it reveals, to identify the problem areas, to establish your
baseline, and to set your goal. It may be necessary to disaggregate the data, e.g. race,
ethnicity, gender, SES, teacher assignment.

Baseline: Where is this Goal: Where do you want the data
data element currently? Element to be in a year?




Step Four: Stakeholders-Unite

Develop an Action Plan
School Counselors, as managers of resources, join existing groups of stakeholders, such as the
school improvement team, or bring other stakeholders and resources into the task of creating and
implementing an action plan. Strategies are developed that will change systems as well as impact
individual students and targeted groups of students.

Impacting systems means (1) replicating successful programs and interventions; (2) identifying
barriers that adversely stratify students opportunities to be successful learners; and (3)
developing strategies to:

change policies, practices, and procedures
strengthen curriculum offerings
maximize the instructional program
enhance the school and classroom culture and climate
provide student academic support systems (safety nets)
influence course enrollment patterns to widen access to rigorous academics
involve parents and other critical stakeholders (internal and external to the school)
raise aspirations in students, parents, teachers, the community
change attitudes and beliefs about students and their abilities to learn

114

Stakeholders



Strategies
Connect your strategies to the American School Counselor Association
(ASCA) National Standards and the ASCA National Model.


Beginning date:
Ending date:


School
Counselors






Teachers



Administrators



Students



Technology
Staff



Student
Services Staff



Local Colleges


Community
Agency
Members




Parents



Teacher
Assistants


School
115
Improvement
Team
Local Business
Community









Step Five: Reanalyze, Reflect, and Revise

Reanalyze
Restate the baseline data. Where is the data
after the action plan? Did the strategies
have a positive impact on the data?

Restate the baseline data:


Data after action plan:


Impact:


Reflect and Revise
Reflect on why the stakeholders were successful
or unsuccessful. Revise the action plan so that
progress can be made and you can continue to
get better results.

Which of the strategies worked?

Which strategies should be replaced? Added?

Based on what you have learned, how will you
revise the action plan?




Systemic Changes Made
Whenever you implement a MEASURE you will contribute to systemic change. Each
MEASURE will in some way change a school, home, or community system to enhance
student learning. Capture these systemic changes here and record them on your SPARC.


Step Six: Educate

Promote and publicize the results of your work. Develop a report card for your own
program to let the internal and external school members know your work is connected to
the mission of the schools and to student success. The School Counseling Program
Accountability Report Card (SPARC) is a way to do this.







116
Our MEASURE of Success
SPARC - School Counseling Program Accountability Report Card


School: Results
Enrollment:
Principal:
Counselor:

Principals Comments









School Improvement Issues
Systemic Changes





Stakeholders

Faces Behind the Data















SPARC is a continuous improvement document sponsored by
the California Department of Education and the Los Angeles
County Office of Education. SPARC has been adapted with
permission as a complement to MEASURE.
117
118