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Table of Contents Student Services Department References Stumptown School District Counseling Foundation Committee Administrative Staff and School Counseling Department School Counselor/Administrator Management Agreement School Counseling Department Description and Mission Statement Counseling Staff Personal Disclosure Statements p. 1-2 p. 3 p. 4-15

Meadowlark MS Comprehensive Guidance and Counseling Program Advisory Council p.16 Introduction to the Meadowlark MS Comprehensive Guidance and Counseling Program p.17-35 A. About Meadowlark Middle School B. Stakeholders C. Meadowlark MS Needs Assessments Results D. Rationale for Comprehensive Guidance and Counseling Program E. Program Audit Meadowlark Middle School Philosophy Meadowlark Middle School Mission Statement Meadowlark Middle School Counseling Calendar Meadowlark Eighth Grade Counseling Calendar Meadowlark MS CGCP Goals and Obiectives for Eighth Grade Meadowlark MS Eighth Grade Guidance and Counseling Curriculum Developmental Assets Social/Personal: Learn to Live Career: Learn to Work p. 36 p. 37 p. 38-40 p. 41 p. 42 -43 p. 44-46

Measuring and evaluating the Meadowlark MS Comprehensive Guidance and Counseling Program p. 47-52 Crosswalk of state and national standards with Meadowlark MS Comprehensive Guidance and p. 53-57 Counseling Program Closing the Gap Appendix A: School Data and Reports (4 T.L ) 1 Meadowlark MS AYP Report Meadowlark MS School Report Card Meadowlark MS School Improvement Plan Needs Assessment Survey Students Needs Assessment Survey Parents/Guardians Needs Assessment Survey Faculty/Staff

p. 58

Needs Assessment Survey

Community

Appendix B: Curriculum Bullied: Viewers Guide th Second Step 8 Grade Scope and Sequence Culture Fair Overview Culture Fair Calendar and Grading FAIR Curriculum Overview Creatives and Trades Fair Overview Pathways Lesson Plans

1 Meadowlark Student Services Department Reference List 2010-2011 Student Services provides: Professional development training and support to all Stumptown School Counselors (K-12). Elementary, middle and high school counselors meet separately every month. Contact: Lisa Aashiem, Ph.D.: 503-725-4253 District Emergency Counseling Support Team: available to assist schools in responding to a traumatic event, such as the death of a student, staff member or parent. The team can provide backup support in the event of a school tragedy so great that resource people in the school are unable to respond adequately. Contact: Carl Rodgers: 503-672-1902 Stumptown School District Child Abuse Reporting Procedures and Protocol Contact: Anna Freud: 503-672-1895 Student Discipline Information Support: technical assistance, guidance and training for building administrators and others responsible for implementing the districts student disipline practices and procedures. Contact: Alfred Adler: 503-672-1870 Parent education for parents of PreK-12 students: Bullying prevention, substance abuse prevention, social skills/problem solving, adolescent brain development and cybersafety. Contact: Erich Fromm: 503-672-1900 Alcohol/drug Assessments for students grades 6-12: insight class for students grades 6-12 with a drug and/or alcohol Level A Violation or voluntary attendance. Contact: Rollo May: 503-762-1909 Positive Behavior Support: Staff development, school teams, climate surveys and analysis for all schools. Contact: Carl Jung: 503-762-1875 DESCC (Delayed Expulsion School Counseling Center): For students grades 6-12 who are on a Level 4 violence violation, a Level B drug/alcohol violation, or a non-compliant Level A and have the option of a delayed expulsion alternative. Contact: Viktor Frankl: 503-672-1905 MSP (Major Suspension Program): Assistance for students grades 4-12 who are suspended 210 days with behaviors related to physical safety and mental well-being Contact: Margret Mead: 503-672-1901 Mental Health Assessments: Consultations/evaluation/planning for K-i 2 students with behavioral issues impacting school success and/or school safety. Contact: Virginia Satir: 503-672-1916 Resource Library: books and audio/visual materials on counseling, parenting, violence prevention, alcohol, tobacco and other drug prevention, grief counseling and other related topics. Contact: Jean Piaget: 503-672-1896

Tobacco Prevention Contact: Aaron Beck: 503-672-1921 Stumptown Family Resource Center Contact: Albert Ellis: 503-762-1913 ELL and Migrant Department District Services Contact: Eliana Gil: 503-672-1951 The Stumptown School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Stumptown School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities or employment. Title II Officer- Erik Erikson, 503-591 -1902 Title IX Officer- Milton Erickson, 503-591-1901 District 504 Manager, B.F. Skinner, 503-591-1904

3 Stumptown School District Counseling Foundation Committee Meadowlark Middle School has created its Comprehensive Guidance and Counseling Program in collaboration with the advice and guidance of the Stumptown School District Counseling Foundation Committee, a collection of individuals who provide ongoing support to the Comprehensive Guidance and Counseling Programs of individual schools as well as to the district as a whole, and who offer their time, skills, and knowledge to help all CGCPs function to their full potential. The main roles of the Foundation committee are to: 1. Provide expert advice 2. Connect the program to the community at large 3. Assist in identifying community needs and resources 4. Make recommendations to Director of Student Services and Director of Student Support on critical decisions. 5. Make recommendations to individual school counseling departments on the Comprehensive Guidance and Counseling Program 6. Advocate for the Comprehensive Guidance and Counseling Program The Foundation Committee may also take on specific tasks or secondary roles to accomplish the work of the program. These may include but are not limited to: 1. Team leads 2. Assisting with professional development 3. Facilitating School Counselor meetings by region 4. Mentoring new professional school counselors The Foundation Committee meets on a quarterly basis unless an emergency meeting is required. The first meeting of the committee includes review and discussion of the program goals and objectives, distribution of the school counseling program annual calendar, and clarification of committee member roles and expectations. At the end of the school year, the Foundation Committee will also review the program results and discuss any suggestions for program improvement for the following school calendar year. Foundation Committee 2010-2011: Abigail Scott, Meadowlark Middle School Principal Dan Bloom, Meadowlark School Counseling Department Jenny Goslin, Meadowlark School Counseling Department Jane Powell, Assistant Director of Student Services Emily Townsand, Portlandia School Counselor Meriweather Lewis, Willamette High School Counselor William Clark, Columbia Elementary School Counselor York Clark, Salmon River High School Principal

Meadowlark School Administrative Staff and Counseling Department

Principal: Abigail Scott Vice Principal: Barbara Roberts Counseling Department Secretary: Asa Lovejoy Counseling Department: Karel Chan Dan Blumhardt Jennifer Goslin Rachel Reich Director of Student Support: George Abernathy Assistant Director of Student Services: Jane Powell

503-672-1915 503-672-1936
503-672-1884

ascott@ssd.k12.us.or broberts@ssd.k12.us.or alovejoy@ssd. k12.us.or

503-672-1983

kchan@ssd.kl2.or.us

503-672-1980
503-672-1982

503-672-1969 503-672-1877 503-672-1240

dbToomssd.k12.us.or jcioslinssd.k1 2.us.or rreichssd.k1 2.us.or gabernathyssd. k12. us. or jpowellssd.k12.us.or

Stumptown Public Schools recognizes the diversity and worth of all individuals and groups and their roles in society. All individuals in groups shall be treated with fairness in all activities, programs and operations, without regard to age, color, creed, disability, marital status, national origin, race, religion, sex or sexual orientation. Board of Education Policy 1.80.020-P

5
Meadowlark Middle School Counseling Department The Meadowlark Middle School Counseling Department consists of four licenced and highly qualified school counselors who all received their training in the state of Oregon. As a counseling department, we are aware of the educational needs and goals not only for Oregon students, but for our district and school as well. The School Counseling Department is responsible for the creation and implementation of the school Comprehensive Guidance and Counseling Program. This includes but is not limited to: classroom guidance, small group work, individual student and parent meetings, supporting and building a positive school climate, assisting in recognition of and the development of asset building, working in consultation with the Meadowlark School Principal and administrative staff and teachers, appropriate outside school referrals and resources, community relations, and community asset building. Meadowlark School Counselors are also responsible for individual student planning, which consists of coordinating ongoing systematic activities designed to assist the individual student in establishing personal goals and developing future plans, advising and supporting individual student lEPs and 504 Plans, as well as responsive services which consist of activities that meet students immediate needs. Some examples of these needs are: counseling, consultation, referral, peer mediation, providing of information, and academic planning. It is the mission of the School Counseling Department to support equal access to the Meadowlark School Comprehensive Guidance and Counseling Program to every student at Meadowlark Middle School. It is our mission to be a voice, an advocate and a resource that enables Meadowlark School and its community to guide student academic, social, career, and community achievement, now as well as in the future.

School Counselor Management Agreement

(Counselor/Principal Agreement)
School year 2011-2012 School_ Meadowlark Middle School Date 06/31/2010

STUDENT ACCESS:

Students will access the school counselor by: Domain Grade level

By academy/pathway Other please specify

_x Alpha listing

No caseload (See any counselor)

COUNSELOR OF THE DAY:

Our counseling program will will not_x_ implement counselor of the day.

DOMAIN RESPONSIBILITIES
Looking at your site needs/strengths, counselors will be identified as the domain counselors for the following areas: Academic domain: _Karel Chan____________________________________________________________ Career domain: Jenny Gosslin_________________________________________________________________ Personal/social domain: _Dan Blumhardt, Rachel Reich____________________________________________

PROGRAMMATIC DELIVERY
The school counseling teams will spend approximately the following time in each component area to ensure the delivery of the school counseling program? _25.__% of time delivering guidance curriculum _25% of time with individual student planning

_4Q__% of time with responsive services

_1 0% of time with system support

SCHOOL COUNSELOR AVAILIBILITY:

The school counseling department be open for student/parent/teacher access from _1 1 am_ to _2:3Opm_ The department will manage the division of hours by: According to need of each counselor for program delivery The career center will be open from _1 Oam_ to _1 pm_ The department will manage the division of hours by: _Rotation_ Programs and services presented and available to parents include: Guidance Newsletter Parent Resource Rack (brochures for parent education on various topics for dealing with common adolescent issues) Responsive services: Meeting with parent and student to discuss challenges within the school environment.

2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

Secondary School Counselor Program Management Agreement

Programs and services presented and available to staff include: Bi-Monthly informational newsletters covering topics especially relevant to our student body, including topics such diversity and bullying. Special topical presentations during teacher conferences as needed.

THE SCHOOL COUNSELORS WILL BE COMPENSATED FOR EXTRA WORK HOURS (BEYOND WORK DAY) BY?
Extra duty pay

Comp time

By principal/counselor negotiation No option for this

Flex schedule

_x_ Per union regulations

MATERIALS AND SUPPLIES

What materials and supplies are necessary for the implementation of the school counseling program: Testing materials, curriculum resources, information centers (for brochures, career sources, etc). The following funding resources support the school counseling program: Allotted funds from the school 2011-2012 budget.

PROFESSIONAL DEVELOPMENT
The school counseling team will participate in the following professional development: Bi-Annual ASCA Conference Bi-Annual Continuing Education relating to the four domains

PROFESSIONAL COLLABORATION
The school counseling department will meet weekly/monthly: _Weekly_ As a counseling department team _Monthly_ With the school staff (faculty) _Quarterly_ With the advisory council _Weekly_ With administration _Quarterly_ With subject area departments

OFFICE ORGANIZATION
Responsibilities for the support services provided the counseling team will be divided among the support services staff: The school counseling assistant will: General Support The clerk will: Oversee Data Collection & Records Volunteers will: Academic Scheduling Support The registrar will: Oversee Testing & Scheduling The receptionist will:Schedule Appointments

Lead Counselor signature & date

Principal signature & date

School Counseling Disclosure Statement For Students

Dan Blumhardt
Meadowlark Middle School 1859 Douglas Fir Road West Stumptown, Oregon 97008 503-672-1983 The school counseling department exists to help all students achieve success. As part of the school counseling staff, I am here to assist you in any way that will help you succeed. I am here to help you if you are facing challenges you may deal with during your time at our school, in your personal life, on campus, or in your classes. You are always welcome to come by the school office to set up a time to meet with me if there is any way I can help you. Our office hours are 8:OOam-3:OOpm and you can come by anytime! If I am not available immediately, well set up for the next best opportunity to sit down together. Below, this statement tells you about ways I can help you and some important things you need to know before we meet. What services I provide for you and other students for free: Individual counseling for challenges you may be facing. Some of the ways I can help are: o Emotional challenges such as feeling especially sad or troubled by something happening at school or at home, and needing someone to help you or just to talk to. o Academic challenges such as difficulty with a subject or class, or just having a hard time with your classes in general and needing someone to get you the help you need to do better. o Personal or social challenges such as having problems getting along with other students in school and needing someone to help resolve the conflicts. Group counseling with small groups of students in a safe, confidential place where they can share about their struggles. We have groups for problems dealing with things such as divorce, study skills, friendship issues, grief support, anger, and more. We will send out information during the school year about these groups. Classroom guidance activities for your growth and development. The counseling staff will visit your classes sometimes to provide lessons for your social and academic growth, and to help you begin thinking about your future career. o Afterschool programs that provide you with a place to contribute and to benefit in a variety of ways. While I can help you in many ways, there are some rules that all of our school counselors must keep: I can and will keep everything we talk about confidential between us except for these specific exceptions: o When you say or do something that tells me you are at risk of hurting yourself or another person. o When a problem you are facing requires your parent or guardians involvement. o When you need a referral for help I cant provide. Sometimes, there will be problems I cant help you with, but that professionals outside the school can. I will

9 provide information to a professional about your needs so they can be helpful to you. When any problem requires more than 3 meetings, I am required to help you find a counselor who can help you over the long-term because of our time limitations as school counselors.

More about me: I received my Bachelors Degree from Multnomah University in 2005. I will be graduated from Portland State University with my Masters degree in School Counseling in 2013. My graduate program is accredited by the American Counseling Associations Council for the Accreditation of Counseling and Related Educational Programs (CACREP), the nationally recognized accrediting agency for counseling graduate programs. I am also certified as a school counselor by the state of Oregon. Before working in schools, I worked in various organizations with elementary, middle, and high school aged students for 10 years in many different roles. worked with Schools Uniting Neighborhoods as a teacher, basketball coach, and field trip staffer with low-income elementary students for two years in the early 2000s. I served as a mentor and a director of a program for middle and high school aged students in non-profit organizations for over 10 years before I became a school counselor. I always enjoyed working with middle school students the most! As a student, I had my challenges, but I learned that it is possible to overcome those challenges to succeed. I know that every student can succeed, and I hope that we school counselors will do our best to help every student have a positive learning experience at Meadowlark Middle School and go on to achieve success as high school students and beyond. My belief in working with students is they have inherent strengths to overcome their challenges to succeed, but that they also greatly benefit from having support from others. Therefore, I encourage students to work with me in coming up with solutions they can contribute to while also helping them get the support they need from their parents, teachers, and other adults in their life. I look forward to working with you in the upcoming school year! Come by the office anytime or give me a call. My office phone number is 503-555-1234. You can find at many school sponsored events as well. Sincerely, Dan Blumhardt School Counseling Department In any case of concern or complaint you may contact The Meadowlark Middle School Principal as well as the Teacher Standards and Practices Commission at: TSPC 465 Commercial St. NE Salem, OR 97301-3414 Phone: 503-378-3586 Fax: 503-378-4448

10

Professional Disclosure Statement

Karel Chan, School Counselor Meadow/ark Middle School 1859 Doug/as Fir Road West Stumptown, Oregon 97008 503-672-1983 Meadowlark Middle Schools School Counseling Department is dedicated to providing fair and equal access to academic success for all students, regardless of ethnicity, race, gender, religion, sexuality, ability, family structure, economic status, or any other identifying factor. Through activities and programs instituted school wide, in the community, in the classroom, and in individual sessions, we aim to promote a learning environment that is safe, inclusive, and nurturing for students, their families, and staff. Individual and Group Counseling. As a school counselor I will provide both individual and group counseling in school. Individual sessions may encompass social skill-building, conflict resolution, and emotional support. Group counseling will occur on a periodic basis, based on needs gleaned from needs assessment surveys conducted at the beginning of each school year, and participation of students may be selective, but is always voluntary. My goal is to provide each student with the resources and support needed to meet the individual challenges that he or she may face, in order to ensure academic motivation and success to the best of his or her ability. Academic and Career Counseling. Each student at Meadowlark will have an th grade graduation. I will meet with them to individualized student plan to see them through 8 ensure that they take advantage of the full range of their interests and available options. The School Counseling Department will also implement a year-long career curriculum to help tie students current academic responsibilities to the big picture, which will include classroom lessons as well as school wide programs and activities. Community-building and Inclusion. I am committed to advocating for the safety and feeling of inclusion for all students in school. By identifying groups that may feel disenfranchised from the school community and taking steps to educate the entire building about diversity and cultural competence, empathy, and understanding, I hope to create a stronger and more cohesive place for all to learn, work, and thrive. Students and their families should feel comfortable coming to me for support in this aspect, with the confidence that I am here to help without bias. Confidentiality. All sessions with students are confidential to all outside the session, with the following exceptions: if the student is in danger, or is a danger to self or others if I am court ordered by a judge to reveal information if the student is in violation of school policy that I am required to tell school administration if I feel that I can no longer provide adequate service to the student and must make an appropriate referral With regard to the counseling of minors, parents and legal guardians are entitled to knowledge of specific situations; these will be shared on a need to know basis and in ways that will allow the parent or guardian to help the student. The same applies for teachers and

11 administrators in the building; certain aspects of student counseling sessions may be shared if I feel that their cooperation and understanding is needed to help the student succeed. Again, this information will be as minimal as possible while still being communicative and effective. About Your Counselor. Karel Chan, Bachelor of Arts in English with a concentration in Creative Writing from Haverford College (2004) in Haverford, Pennsylvania. Expected Master of Science in Counseling with School Counseling specialization from Portland State University (2012) in Portland, Oregon. I have worked in afterschool supplemental and challenge education in New York, New York as well as suburban New Jersey for children aged 3-16 of various racial, ethnic, and socioeconomic backgrounds, abilities, and levels of academic achievement. Upon moving to Portland in 2008, I worked at Woodstock Elementary School in Portland Public Schools as the Chinese Flagship Program/Mandarin Immersion Program coordinator. While I have always felt passionate about support for all students, my experience in the Mandarin Immersion Program also led me to become interested in the unique needs of transracially adopted children. My goal is for all students and families to feel and contribute to a community of understanding and inclusion, so that our children may confidently rise to their full potential. Please feel free to contact me, or the Meadowlark Middle School principal, with any questions or concerns you may have. You may also contact my licensing board if necessary: Teacher Standards and Practices Commission 465 Commercial St. NED Salem, 0R97301-3414L1 DLI Phone: 503-378-3586 Fax: 503-378-4448

12

Professional Disclosure Statement

Jennifer Goslin- School Counselor
Philosophy Meadowlark Middle School strives to provide our students with a strong foundation to grow, learn, live, and participate in the world they are in now and in the future. We believe that all students, regardless of race, gender, place of origin, disability, sexual orientation or economic background have dignity, worth and the ability to reach their potential. We believe that all students have the right to participate in a Comprehensive Guidance and Counseling Program delivered by licensed School Counselors. Our School Counselors are members of the American School counselor Association and abide by their ethical standards. (http:Ilwww. schoolcounselor.org/files/EthicalStandards2ol 0. pdf) Free Services Provided For ALL Students We provide guidance curriculum that is developmental in design, preventative, and proactive. It focuses on four program areas: academic, career, personal/social, and community involvement. This is delivered through classroom instruction, group activities, school presentations, parent workshops, and community events. We provide individual planning that assists each student in setting and achieving academic, career, and personal/social goals and in pursuing community involvement and post high school interests and plans. We provide responsive services that collaborate with and intervene on behalf of each student whose immediate needs, concerns, or problems are distracting or impeding his/her functioning at school. This is delivered through individual and small-group counseling, consultation with parents/guardians, referrals to outside agencies, crisis counseling, and peer mediation. Confidentiality What I discuss with students is held in confidence, with the exception of issues relating to the safety of the student or others. I am then obligated both legally and ethically to notify the students parent/guardian and/or make a report to the proper authorities. Parents/guardians have certain privileges and can be entitled to information about their children in a counseling relationship. Such information will ethically be given only in helpful ways, in the interest of maintaining the counseling relationship, and will be discussed with the student. In a school setting, it sometimes becomes necessary to inform the students teacher or an administrator of information about the student. This will also be discussed with the student and will only be shared on a need to know basis. About Your Counselor I earned a Bachelors degree in Sociology from Southern Oregon University. I am currently completing a graduate program at Portland State University in School Counseling and expect to be recommended for licensure as a School Counselor in June of 2012. I first started working

13 with children as a dance teacher when I was in middle school. I continued to follow this passion for several years. My interest soon turned towards youth struggling with challenges such as trauma and mental health issues, through my practicum work in child welfare and psychiatric residential treatment. I have two years experience as an instructional assistant in schools: one year in an alternative middle school program and one year in a program for youth with severe autism. I spent two years as a skills trainer working with youth who qualified for Intensive Community Treatment Services, many who were foster children. As you can see, I enjoy supporting youth and their families in overcoming the barriers that prevent them from living out their full potential. Please contact me with any concerns you may have. You may also contact our principal with any concerns regarding my work with your child. I will be licensed through the Teacher Standards and Practices Commission and they can be reached at: TSPC 465 Commercial St. NE Salem, OR 97301-3414 Phone: 503-378-3586 Fax: 503-378-4448

14 Professional Disclosure Statement Rachel Pettit Reich, Master of Arts (MA.) Meadowlark Middle School 1859 Douglas Fir Road West Stumptown, Oregon 97008 503-672-1969 Philosophy and Approach: At Meadowlark Middle School, the School Counseling Department is available to all students to support and assist each student in achieving academic, social, personal and vocational success. Meadowlark Middle School has developed and currently implements a Comprehensive Guidance and School Counseling Program that specifically follows Oregons Framework for Comprehensive Guidance and Counseling Programs and Oregon Administrative Rule 581-022-1510. As one of four counselors that provide services to the Meadowlark students, families, and community at large, it is my mission to help create an environment of empowerment and success for each and every student. As a leader of the Meadowlark Middle School Guidance and Counseling Program, I am able to provide outreach and support to all students through small group lessons, individual meetings and school community events. I believe in working closely with all students, parents, teachers, and staff, as well as the whole Meadowlark community, to ensure that every student at Meadowlark Middle School has the opportunity to gain the knowledge and skills to become strong learners and powerful contributors to their ever changing world. I can be reached either at my office number, 503-1 23-1 969, or by email, rreich@BSD.k12.us.org. I abide by the American School Counselor Code of Ethics as defined in the ASCA National Model. Formal Education and Training: I hold a Bachelors Degree in Psychology from Lewis and Clark College in Portland, Oregon and a Masters Degree in Counseling Psychology from Santa Clara University in Santa Clara, California. I am currently completing a graduate program in School Counseling at Portland State University in Portland, Oregon, and expect to be recommended for licensure as a School Counselor in June of 2011. I was thrilled to join the School Counseling Department at Meadowlark Middle School as part of a graduate school internship placement. I have worked with children, adolescents and adults in the mental health field for many years, providing both group and individual counseling and case management services. It is my belief that schools are at the very forefront of providing proactive and preventative programs that not only contribute to the mental health benefits of each and every student, but for the greater community at large. Confidentiality: As an individual working as a school counselor it is my ethical duty to abide by both the OSCA State Standards and the ASCA National Standards of Confidentiality. Confidentiality is an important part of the school counselor-student relationship. Information shared between student and counselor is confidential. That information will not be shared with others except under specified circumstances. The meanings and limits to confidentiality will be expressed to students in developmentally appropriate terms. These terms include but are not limited to: if the student expresses that they are a present threat to themselves or others, if legal requirements demand that confidential information be disclosed, and the possible necessity to consult with other professionals. All guidelines of confidentiality are identified in The ASCA National Model, Appendix A.2 Professional Memberships:

15 Oregon School Counselor Association, 2010 American School Counselor Association, 2010 All School Counseling services are free to all students at Meadowlark Middle School. In any case of concern or complaint you may contact The Meadowlark Middle School Principal as well as the Teacher Standards and Practices Commission at: TS PC 465 Commercial St. NE Salem, OR 97301-3414 Phone: 503-378-3586 Fax: 503-378-4448

16 Meadowlark Middle School Advisory Council 2010-2011 The Meadowlark Middle School Advisory Council is a collection of individuals who provide ongoing support to the schools Comprehensive Guidance and Counseling Program. Council members are invested individuals, representative of the school population, who offer their time, skills, and knowledge to help the Meadowlark Comprehensive Guidance Counseling Program function to its full potential. The main roles of the Advisory Council are to provide expert advice, connect the program to the school community, assist in identifying school as well as outside community needs and resources, make recommendations to the Meadowlark Middle School Counseling Department in regard to CGP implementation and improvement, and provide support on critical decisions and advocacy for the Comprehensive Guidance and Counseling Program. Meadowlark Advisory Council Mission Statement It is the mission of the Meadowlark Middle School Advisory Council to function as a collaborative team to ensure the support, achievement, and success of all students through equal access and participation in the Meadowlark Middle School Guidance and Counseling program. The Advisory Council is to function as a collaborative team to work toward ensuring the support, achievement, and success of all students through equal access and participation in the Meadowlark School Guidance and Counseling program. Meadowlark Advisory Council Members 2010-2011 Jennifer Goslin-School Counselor, Meadowlark Middle School, 8th Grade Rachel Reich-School Counselor, Meadowlark Middle School, 6th Grade Timothy Leary- President of the Meadowlark Park Neighborhood Association Carlos Fuentes-Lead ELL Department Teacher Bill Gates-Title 1 Ann Rice-PTA Vice -President Frida Kahlo-Member of the Latino Affairs Committee Stephan Hawkins-Meadowlark Staff, 7th Grade Math

17

About Meadowlark Middle School

Meadowlark Middle School is part of the greater Stumptown School District, the third largest school district in Oregon. Stumptown itself is the fifth largest city in the state. Meadowlark Middle School is home to 830 middle school students. It is classified as a Non Title 1 School with 16.1% of students being on either reduced or free lunch. Out of the 830 students, 61% are Caucasian, 17% are Hispanic, 10% are Asian/Pacific Islander, 9% are of multiple categories, 3% are Black (not of Hispanic origin), and 0% are American Indian/Alaskan Native. 8.1% of students participate in English as a Second Language Programs. The Department of Education has rated Meadowlark Middle School as satisfactory for several years in a row on a scale of in need of improvement, satisfactory, and outstanding. This has been a great concern for all Meadowlark staff, teachers, and school counselors, and to all of our stakeholders in general. In the 201 0-2011 school year, Meadowlark Middle School tested 99.8% of students on the state-wide assessment test. As a result of this test, we were able to closely examine our School Report Card and our final AYP Report. According to the 2010-2011 School Report Card, Federal Adequate Yearly Progress was not met. Students with Disabilities were categorized as NOT MET under English/Language Arts AYP. Students with Disabilities were also categorized as NOT MET under English/Language Arts (Reading), Academic Status and Academic Growth. Students categorized as Limited English Proficient also fell under NOT MET for English/Language Arts (Reading) Academic Status. In Oregon, the statewide goal for the minimum percentage of students expected to meet or exceed standards is 60% in English/Language Arts and 59% in Mathematics. Meadowlark looked at what subcategories of the student population were not meeting these identified benchmarks. According to the Meadowlark Statewide Assessment Results for Student Achievement, 58.8% of Black (not of Hispanic Origin) did not meet state standards in English, 41.7% did not meet in Mathematics and 59.5% did not meet in Science. Under the Hispanic student group, 51.7% did not meet state standards in English/Language Arts, 46.2% did not meet Mathamatic state standards and 59.5% did not meet Science state standards. Of the Students with Disabilities student group, 69.8% did not meet state standards for English/Language Arts, 41% did not meet for Math and 42.9% did not meet for science. 85.5%of Students with Limited English Proficiency did not meet English/Language Arts state standards, 62.9% did not meet in Mathematics and 77.8% did not meet in Math. 46.5% of Economically Disadvantaged students did not meet state Standards in English and 48.5% did not meet in Science. In 2009-2010, all students met their target growth goal in Mathematics under Student Improvement Performance. Student group categories that did not meet their target growth for improvement were: Black (not of Hispanic Origin) at 58.8%, Hispanic at 57.3%, Students with Disabilities at 42.9% and Limited English Proficient at 43.6%. Student participation is expected to be 95% or greater and the statewide goal for the minimum attendance rate is 92%. Meadowlark Middle School attendance rate was above the minimum attendance rate at 94.1%. From the data provided from the state-wide assessment test, the AYP Report, and the School Report Card, a need was unanimously articulated to find out why a certain percentage of the student body was not achieving, what their needs were, what needs were not being recognized, and how to serve this population and their families academically, socially, communally and through career exploration. Meadowlark Middle School sent out several needs assessment surveys to capture data in order to create a revised School Improvement Plan, but also to create a Comprehensive Guidance and Counseling Program that would reach, benefit, and support the achievement and success of all students at Meadowlark Middle School. Needs assessment surveys were sent to the student body, parents and guardians, the outside school community (resources and businesses), and to the Meadowlark staff and administration. The purpose of sending of the

18 various needs assessments surveys was not only to find out how to support and improve students who were not achieving, but also how to do it in a way that also supports and serve the entire student body at the same time. The results of the needs assessment surveys will be detailed in a later section, but overall results pointed to a significant need for academic, emotionally, and community support in minority and limited English proficient populations, as well as students with learning disabilities. Bullying is a prevalent concern that was reported from students, parents/guardians, and faculty/staff, and all of the surveys indicated that cultural competence and inclusion is missing from much of the school and community climate. The Comprehensive Guidance and Counseling Program that we have created reflects these needs and aims to spend the school year building on where we see deficits in a healthy and nurturing school environment that promotes academic success. Meadowlark Middle School is committed to all of its students, parents and guardians, staff, administration, and surrounding community. After reviewing the results of our School State Report Card, our AYP Report, and the results of our needs assessment surveys, it was clear that a fully functioning Comprehensive Guidance and Counseling Program needed to be created and implemented. The Meadowlark Middle School Counseling Department already had a few resources in place, including delivery materials, investment of various stakeholders, and a budget from both yearly departmental allocation and the Meadowlark Middle School Foundation, as well as past department fundraising events that could accommodate the creation of a Comprehensive Guidance and Counseling Program. The Comprehensive Guidance and Counseling Program of Meadowlark Middle School has been developed through the combined efforts of our school counselors, principal, teachers, staff, community members, parents, and students to meet the ever changing needs and demands of all our students. The Meadowlark Comprehensive Guidance and Counseling Program serves to support Oregons state education goals and school improvement plan for all Oregon schools, districts and students. The Comprehensive Guidance and Counseling Program serves to support an environment of academic excellence by motivating and providing the knowledge and skills that will fully equip students to pursue and demonstrate academic achievement, along with preparing all students with the information and confidence to pursue their chosen futures. More specifically, Meadowlark Middle School strives to provide a quality education as stated in Oregon Administrative Rule 329.01 5. OAR 329.015 states that the goals of education, Pre-Kindergarten through 12th grade are: a. To demand academic excellence through a rigorous academic program that equips students with the future of their choice b. To provide an environment that motivates students to pursue serious scholarship and to have experiences in applying knowledge and kills and demonstrating achievement and c. To provide students with lifelong academic skills that will prepare them for the ever changing world. To ensure that Meadowlark Middle School has created a Comprehensive Guidance and Counseling Program that firmly follows the districts guidelines and educational goals for all students, Meadowlark also adheres to OAR 581-022-1510, which directs Oregon school districts to provide a coordinated guidance and counseling program and adopt guidance and counseling goals that help students to: a. Develop decision-making skills b. Obtain information about themselves c. Understand the educational opportunities and alternatives available to them

19 d. Establish tentative career and educational goals e. Accept increasing responsibility for their own actions f. Develop skills in interpersonal relations and g. Utilize school and community resources Furthermore, Meadowlark Middle School has incorporated OAR 881-011-120 and OAR 581-022-1130 into the Comprehensive Guidance and Counseling Program by ensuring that in its program, all students: a. Develop an education plan based upon personal interests and tentative career goals and updated at least annually b. Build an education profile documenting progress c. Demonstrate academic and career-related knowledge and skills in new and complex situations d. Demonstrate career-related knowledge and skills in personal management, problem solving, communications, teamwork, employment foundations and career development e. Participate in career-related learning experiences that are personally relevant and f. Meet specific academic performance standards. Meadowlark Middle School is also committed to providing for and implementing OAR OAR 581 -0220405: Career Education. We believe that as students develop into responsible adults, they do so in conjunction with developing career and employment pathways and opportunities. As part of the Stumptown School District, we provide and implement OAR 5810220405, which states that all districts will create plans for career education with goals for each instructional program and, where applicable, goals for support programs for all of our middle school students.

20 Stakeholders At Meadowlark Middle School, we fully acknowledge the importance and impact that our Comprehensive Guidance and Counseling Program has on all of the invested stakeholders surrounding and connected to the school. The Comprehensive Guidance and Counseling Program allows for all stakeholders: students, school counselors, teachers, principal and administrative staff, site council, parents, local businesses and community centers and resources to benefit from the Meadowlark Comprehensive Guidance and Counseling Program. Among these multiple stakeholders that benefit from Meadowlark Middle Schools Comprehensive Guidance and Counseling Program are the students. Through their participation in the program, students will be equipped and prepared to achieve, prosper, and contribute in their coming future. Students are active and participating individuals in the CGCP and they too take responsibility in their own personal academic success, as well as the success of our whole school community. Meadowlark teachers are also part of the cooperative effort to make the program a success. Teachers take on a partnership role by working with school counselors to help develop and deliver guidance activities as a part of their yearly lesson plan. Meadowlark Middle School administrators participate and support the success of the program by assisting school counselors and teachers in mutual collaboration, allotting adequate time, resources, and facilities to implement the program, and recognizing the various important roles for the facilitation of the program. Parents and guardians of Meadowlark Middle School are as equal and integral to the program as stakeholders as our students, teachers, and school administrators. Parents and guardians serve as part of the overall program team, and work with school counselors to support the success of their students. Parents and guardians are highly encouraged to become involved by serving on various committees, such as the advisory committee or site council, and to collaborate with all school staff in order to help further develop and advocate for Meadowlarks Comprehensive Guidance and Counseling Program. It is also important to recognize our surrounding community as a mutually benefiting stakeholder in our program. Community businesses, volunteers, and other organizations financially support, mentor, and provide resources and learning opportunities for Meadowlark students. These opportunities not only provide support for student academic success but enhance the relationship between our school, students, and community. Meadowlark Middle Schools Comprehensive Guidance and Counseling Program could not be fully functional or successful without our licensed and qualified school counselors. Meadowlark Middle School counselors drive and manage the program to ensure that it is using effective strategies and curriculum in order to support all student success and achievement. The school counselors and school counseling department provide leadership for the design, delivery, and assessment of the counseling program. School counselors frequently and actively engage all stakeholders of the program to ensure the programs success and the success of all students. School counselors also actively provide direct student services to all students to further support the achievement, growth, and success of each and every student at Meadowlark Middle School.

21 Needs Assessment Surveys and Results The Meadowlark Middle School Counseling Department developed a series of needs assessment surveys toward the beginning of the school year. These surveys were distributed and results were computed and compiled to determine key focus areas for the Comprehensive Guidance Counseling Program. Assessment process and results will be outlined here; samples of each survey follow. Students The following plan was developed to ensure feedback from the most students possible: Providing specific times during the school day when students are already on campus. Providing assistance for students who need help in taking the student survey. Providing other test taking options for those missed the set survey day & time. This will take place in classrooms during 2nd period. Students will be provided with up to 50 minutes. If extra time is needed, students may go to one of the computer labs. For students with disabilities, extra help will be provided where needed. For other students who need special assistance, including students who are not proficient in English, staffed labs will be provided with translators. For students who were not in attendance that day, labs will be provided during the following 2 weeks for 2 days each week in which students take the survey. Results: Students who were a combination non-white and had difficulty with English: 62% did not feel like they belonged at the school, 64% were bullied in the past 12 months, and 56% did not feel like teachers or other adults cared about them. 43% of students reported some form of bullying in the past 12 months on school property. The percentage was 60% or above for Hispanic, Gay, Lesbian, Non-proficient English Speaking, and Mixed students. The percentage was 25% or below for males and white students. o 56% of white students did not feel bullying was a problem on campus, while 74% of students in all other race categories felt it was. o Student sense of belonging was generally congruent with percentage breakdown of different races within the school. 36% of students do not think teachers or other adults in the school care about them. 62% of students disagree in 3 or more categories that they feel safe, are treated fairly, feel like part of the school, are happy at the school, or feel close to people at the school. 23% disagreed on all five. 13% disagreed with 1 or less. Average Grades Reported (A, B, C, Etc.) are highest among white and Asian students. Grades are lowest among students with low English skills, Latino, and African American students. Low English speaking and writing skills were highly correlated to length of time living in the U.S. What this data tells us: A very high percentage of students in the minority do not feel cared about by staff, are mistreated by other students, and have difficulty with B or better grades. Students who are not proficient in English are especially vulnerable in our school to bullying, poor grades, and feeling uncared for.

22
o

A great majority of students do not believe the school staff care about them and have a strongly negative view of our school due to safety, not being happy, and not being treated fairly. Bullying is experienced by a high percentage of students. Specific groups have been most vulnerable.

Facu ItylStaff Staff were notified of the survey during a weekly staff meeting, and then reminded via email and via a posting by their mailboxes. Surveys were printed and placed in staff mailboxes, and staff were requested to return surveys to school counselors mailbox. The School Counseling Department computed the results. Results: 45% of staff did not feel that they received adequate professional training to help them examine their own ethnic identity or cultural biases. 27% of staff did not feel that they received adequate professional training needed to work with special education students. 32% of staff felt that only half of the students at the school are motivated to learn. 20% of staff felt that only half of the students felt included by other students and social groups. 38% of staff felt that disruptive student behavior and racial/ethnic conflict between students were moderate problems in the school. o 38% of staff generally disagreed with most if not all of the statements in the section addressing the facilitation of cultural competence in professional development in the school. 18% of staff did not feel that the school has sufficient resources to address sex education needs. Overall, the faculty/staff indicated that they were lacking in appropriate professional training for diverse student groups. Knowing this, the percentages of their perceptions regarding student conflict and sense of inclusion may be skewed because of the lack of awareness. Parents & Guardians Parents and guardians were notified of the survey via take home fliers, postings on the school website and email. Surveys were mailed home with a return, postage-paid envelope included. Parents and guardians, who spoke a language other than English, were given a survey in their language when available. School staff and volunteers tabulated the results. These findings show areas that need improvement: 32% of parents reported their child having experienced some form of bullying, with teasing being the most common. 19% of parents strongly disagreed/ disagreed that their child felt respected by others who are different from them. 15% of parents strongly disagreed/ disagreed that the school provides instructional materials that reflect their childs culture, ethnicity, and identity. 35% of parents strongly disagreed/disagreed that the school prepares students for future work and study. 40% of parents strongly disagreed/ disagreed that the school successfully prepares students for high school. o 27% of parents strongly disagreed/ disagreed that the school enforces school rules equally for their child and all students.

23 15% of parents strongly disagreed! disagreed that their child feels safe at school.

Community The Meadowlark Community Surveys were mailed out through the district office to all surrounding businesses within the Meadowlark district school boundaries with a request to complete and send back in the prepaid envelopes. The survey was also made available online through the Meadowlark Middle School website. The school counseling department compiled all the data and calculated the results. The results of the survey were as follows: o In general, the local outside community and local businesses felt they were aware of issues surrounding Meadowlark Middle School, knew of school and district policies and when opportunities to discuss these policies were available and felt welcome to attend any school town hail meetings such as PTA meeting to discuss any community concerns that might come up. 75 % of community members and businesses received their information about Meadowlark Middle School through other local businesses, neighbors and 20% of community members and businesses received their information about Meadowlark Middle School and school district from the Meadowlark Middle School website. The remaining 5% did not have an opinion or did not know. 82% of community businesses felt comfortable having Meadowlark students visit, shop, volunteer or work at their place of business. 72% believed that it was important for a community to support its neighborhood school and 91% believed that student community involvement was important for a students academic, social and career success and it made students more connected to their community and more involved. At the same time, 80% of local businesses stated that students of color and or their families did not visit, shop, volunteer or work in their establishments and 67% of community businesses stated that only sometimes they treat all Meadowlark students equally regardless of race, gender, place of origin, sexual orientation or economic status. 79% of the businesses were male owned/managed 60% owned a home or lived in the Meadowlark Middle School district and 54% of those residents had school aged children. In general, the majority of the community surrounding Meadowlark Middle School had a good perception/opinion of Meadow Lark School and its students. But, there seemed to be a clear disconnect between the students who shopped, volunteer or worked in those businesses and used those community resources and those who did not. Meadowlark students of color were not represented as being as welcomed or as being as present in local businesses and community life.

24 Meadowlark Middle School Comprehensive Guidance and Counseling Program: Rationale The rationale of building a strong Comprehensive Guidance and Counseling program at Meadowlark Middle School was due in part to the data analysis of four needs assessments surveys that were sent out to all Meadowlark Middle School students, parents, faculty/staff, and the surrounding community. From these surveys, we found that there were some persistent school-wide needs and inequities that as counselors and student advocates we had an immediate need to address, and around which to design and implement a Comprehensive Guidance and Counseling Program. The general results from the surveys were that students and families of color feel less welcome and included in the school environment, and minority students at Meadowlark have lower academic achievement rates and experience a higher rate of violence than non minority students. At Meadowlark Middle School, there is a large discrepancy in how white and non white students experience our school environment. It is thus our duty and mission to create a Comprehensive Guidance and Counseling Program that supports and provides opportunities for all students to succeed, learn, work, and live.

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The ASCA National Model: A Framework for School Counseling Programs

Program Audit
The program audit is used to assess the school counseling program in comparison with ASCAs National Model for School Counseling Programs. Audits serve to set the standard for the school counseling program. Audits are first performed when a school counseling program is being designed and then yearly to appraise the progress of the program development. Using the findings of both program implementation and results, strengths and weaknesses are determined, and goals are created for the following school year.

School

Date

I. BELIEFS AND PHILOSOPHY The philosophy is a set of principles that guides the development, implementation and evaluation of the school counseling program. CRITERIA 1.1 A statement of philosophy has been written for the school counseling program 1.2 Indicates an agreed-upon belief system about the ability of every student to achieve 1.3 Addresses every students right to a school counseling program 1.4 Includes a plan of closing-the-gap activities for underserved student populations 1.5 Focus is on primary prevention, intervention and student-developmental needs 1.6 Identifies the persons to be involved in the delivery of program activities 1.7 Identifies who will plan and who will manage the program 1.8 Defines how the program will be evaluated and by whom 1.9 Includes ethical guidelines and standards 1.10 The statement of philosophy has been presented to and accepted by administration, counselors and the advisory council
None In Progress Completed Implemented NIA

X X X X X X X X X X

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PROGRAM AUDIT
II. MISSION OF SCHOOL COUNSELING PROGRAMS The mission articulates the intentionality of the school counseling program. It represents the immediate and longrange impact (i.e. what is desired for every student five to ten years after graduation). CRITERIA 2.1 A mission statement has been written for the school counseling program 2.2 Written with the student as the primary client 2.3 Written for every student 2.4 Indicates the content or competencies to be learned 2.5 Links with the vision, purpose and mission of the state, district and the school 2.6 Indicates the long-range results desired for all students 2.7 The mission statement has been presented to and accepted by administration, counselors, advisory council and school board.

None

In Progress

Completed

Implemented

N/A

X X X X X X X

III. DOMAINS AND GOALS Goals are the extension of the mission and focus on the results students will achieve by the time each student leaves the school system. The ASCA National Standards domain areas serve as the foundational goals for the school counseling program: academic, career and personal/social development. The National Standards provide a structure for the definition of goals related to competencies. CRITERIA 3.1 Goals have been written for the school counseling program 3.2 Reflect the domains in the ASCA National Standards for School Counseling Programs 3.3 Identifies a framework for organization of goals and competencies (knowledge, attitudes and skills) 3.4 Identifies the developmental structure for the school counseling program from K-12 (and beyond) and what will be measured 3.5 Goals have been presented to and accepted by administration, counselors and the advisory council
None In Progress Completed Implemented

N!A

X X X

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PROGRAM AUDIT
IV. ASCA NATIONAL STANDARDICOMPETENCIES Competencies are knowledge, attitudes or skills that are observable and can be transferred from a learning situating to a real-life situation and that involve the production of a measurable outcome. Competencies are indicators that a student is making progress toward the goals of the school counseling programs. They are developed and organized into content areas. CRITERIA 4.1 Student competencies have been written that directly relate to the domains: (academic, career, oersonal/social) 4.2 Developmentally appropriate student competencies are specified for each grade-level grouping 4.3 Selected competencies are based on assessment of student needs and are measurable or observable 4.4 Goals demonstrate the link with the school counseling program mission, the schools mission and expected student results 4.5 Written student competencies have been presented to and accepted by the administration, counselors and the school counseling advisory council
None In Progress Completed Implemented N/A

V. GUIDANCE CURRICULUM Consists of structured developmental lessons designed to assist students in achieving the competencies and is presented systematically through classroom and group activities, K-12. The purpose of the guidance curriculum is to provide all students with the knowledge and skills appropriate to their developmental level. The curriculum is organized to help students acquire, develop and demonstrate competencies within the three domains: academic, career and personal/social. CRITERIA 5.1 Guidance curriculum for all three domains has been written and adopted based on local site needs. 5.2 All students receive, in a systemic way, the content to acquire knowledge, attitudes and skills to enhance their academic, career and oersonal/social development. 5.3 Content is measurable (by pre-post tests, oroduct creation or other methods)
None In Progress Completed Implemented N/A

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PROGRAM AUDIT

CRITERIA 5.4 Materials, equipment and facilities are available to support the program delivery. 5.5 Effectiveness of curriculum is evaluated annually 5.6 The school counseling curriculum has been presented to and accepted by administration, counselors, and the school counseling advisory council

None

In Progress

Completed

Implemented

NIA

X X
-

VI. INDIVIDUAL STUDENT PLANNING Individual student planning consists of school counselors coordinating ongoing systemic activities designed to assist the individual student in establishing personal goals and developing future plans. CRITERIA 6.1 There is a systemic approach to helping students make appropriate education plans. 6.2 There is a systemic approach to helping students understand themselves through interpretation of standardized and individual tests 6.3 A tool exists at the secondary level to assist students in making appropriate educational plans (i.e. six-year plan) 6.4 Individual student planning includes: individual appraisal, individual advisement and appropriate student placement 6.5 Accurate, appropriate and effective printed material is distributed to support the individual planning efforts of student and their parents 6.6 The districtwide tools used for educational planning have been presented to the board
None In Progress Completed Implemented NIA

X X

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PROGRAM AUDIT
VII. RESPONSIVE SERVICES Responsive services within the school counseling program consist of activities to meet the immediate need of students. These needs or concerns require counseling, consultation, referral, peer mediation or information.

CRITERIA 7.1 Every student K-12 receives prevention education to address life choices in academic, career and personal/social development (i.e. ATOD, violence etc) 7.2 Students are assisted in solving immediate problems that interfere with their academic, career and personal/social development (i.e. conflict resolution, peer mediation) 7.3 There is a systemic and consistent provision for the referral of students who exhibit barriers to learning 7.4 Responsive services include: Individual_and_small-group_counseling Crisis counseling Peer facilitation Consultation/collaboration Referral system 7.5 A system is in place to ensure intervention for identified students.

None

In Progress

Completed

Implemented

N/A

X X X X X X

VIII SYSTEM SUPPORT System support consists of management activities that establish, maintain and enhance the total counseling program. CRITERIA 8.1 System support services have been created collaboratively with counselors and administrators 8.2 Counselors provide professional development to staff regarding the school counseling program 8.3 Counselors participate in professional development activities 8.4 Counselors serve on departmental curriculum committees, district-level subject councils, community committees or advisory councils
None In Progress Completed Implemented N/A

x x x

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PROGRAM AUDIT

The management system is the process by which accountability for results is established and indicates who will be responsible for which students acquiring predetermined competencies. IX. SCHOOL COUNSELOR I ADMINISTRATOR AGREEMENTS Agreements are statements of responsibility by each counselor specifying the results and students the counselor is accountable for. These agreements are negotiated with and approved by the designated administrator. CRITERIA 9.0 There is a clear division between assumed accountability for results and assigned duties 9.1 The expected results are clearly delineated 9.2 Counselors and administrators agree on assignments of counselors 9.3 Counselors have decided how to distribute caseload and access to students alpha assignments, domain specialization, grade level, random, counselor of the day, etc.

None

Tn Progress

Completed

Implemented

N/A

X X X X

X. ADVISORY COUNCIL An advisory council is a group of persons appointed to review the program audit, goals and results reports of the school counseling program and to make recommendations to the school counseling department, principal and/or the superintendent. The membership has representation of groups affected by the school counseling program: student, parents, teachers, counselors, administrators and community. CRITERIA 10.1 An advisory council has been organized and has established meeting dates and has identified tasks 10.2 The advisory council has appropriate representative membership 10.3 The advisory council meets at least twice a year 10.4 The advisory panel reviews the guidance program audit, a summary of the program results reports and makes appropriate recommendations
None In Progress Completed Implemented N/A

X X X

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PROGRAM AUDIT
XI. USE OF DATA and STUDENT MONITORING Analysis of data drives the program. Monitoring students progress ensures each student acquires the identified competencies. Monitoring may be systemic by district or specific to school site, grade, class or individually, depending on site and student need. The process includes recording verification of the completion of the competency on a form (planning folder, portfolio, computer disc or other document) and measuring student improvement over time. CRITERIA 1 1.1 District- and site-specific data on student achievement are collected and disaggregated 1 1.2 District- and site-specific data on achievement related data are collected and disaggregated 1 1.3 Standards and competency-related data are collected and disaggregated 11.4 Counselors are accountable for monitoring the progress of every student 11.5 There is an established means to monitor students progress in guidance-related competencies, including academic achievement 11.6 Each student has a means to document his/her own progress, knows where documentation is kept and how to access documentation 1 1.7 Monitoring activities are determined by district, school site and grade level and are assessed over time
None In Progress Completed Implemented N/A

X X

X X X

XII. USE OF DATA and CLOSING THE GAP Analysis of data drives the program. The needs surface when program and individual data are analyzed monitoring equity and access to rigorous academic programs for every student. Monitoring of individual progress reveals interventions may be needed to support the student in achieving academic success. Data are necessary to determine: Where are we now? Where should we be? Where are we going to go? Needs are identified discrepancies between the desired results and the results currently being achieved. CRITERIA 12.1 The data are disaggregated by variables such as gender, ethnicity and grade level. 12.2 The data are systemically analyzed to determine where students are and where they ought to be 12.3 The identified discrepancies are aligned with the ASCA National Standards 12.4 The identified needs become sources for the determination of closing-the-gap activities
None In Progress Completed Implemented N/A

X X

X X

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PROGRAM AUDIT
XIII. ACTION PLANS (GUIDANCE CURRICULUM AND CLOSING THE GAP) For every competency taught or result anticipated by counselors, there must be a plan of how the responsible counselor intends to achieve the desired competency or result. Each plan contains 1) the domain, standard and competency addressed; 2) description of actual activity and curriculum used; 3) the data driving the decision to address this competency; 4) time activity is to be completed; 5) who is responsible for delivery; 6) the means of evaluating student success process, perception or results data; and 7) the expected result for student(s).

CRITERIA 13.0 Action plans are drafted by the counseling team during a planning meeting 13.1 Closing-the-gap plans are drafted by the counseling team at a planning meeting 13.2 The action plans are consistent with the programs goals and competencies 13.3 Action plans address every aspect of the program and the academic, career and personal/social domains 13.4 Plans include 1) the domain, standard and competency addressed; 2) description of actual activity and curriculum used; 3) curriculum or materials to be used; 4) time activity is to be completed; 5) who is responsible for delivery; 6) means of evaluating student success i.e. process or outcome data; and 7) the expected result for student(s). 13.5 Results are stated in terms of what will be demonstrated by the student 13.6 Every student is included in the results 13.7 Counselors have identified specific results that they are accountable for 13.8 Plans have been reviewed and signed by the administrator 13.9 Action plans and closing-the-gap plans are completed in the spring for the next year and signed by the counselor and principal 13.10 There are written action plans on file with the administration in charge of the school counseling program

None

In Progress

Completed

Implemented

N/A

X X X X

X X X X X

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PROGRAM AUDIT
XIV. USE OF TIM EICALENDAR A master calendar of events is developed and published to effectively plan and promote the school counseling program. To maximize active participation in the program, the calendar provides students, parents, teachers and administrators with knowledge of what is scheduled and the location and time indicating when and where activities will be held. CRITERIA 14.1 The counselors total time spent in each component of the delivery system has been compared to the ASCA National Model recommendations (see Use of Time). 14.2 The time study is conducted and analyzed along with the program results to determine delivery system priorities. 14.3 A list of appropriate system support services (i.e. counseling/noncounseling activities) has been created. 14.4 The approved list of counseling/noncounseling activities has been approved by the board 14.5 Master calendar exists 14.6 The master calendar identifies grade level(s), dates and activities 14.7 Master calendar is published and distributed to appropriate persons: students, staff, parents and community 14.8 The counselors weekly/monthly schedule is oosted
None In Progress Completed Implemented N/A

X X X

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PROGRAM AUDIT

XV. RESULTS REPORT For every competency or result assumed by counselors, there must be a plan of how the responsible counselor intends to achieve the desired competency or result. Each results report contains 1) the domain, standard and competency addressed; 2) description of actual activity and curriculum used; 3) the data that drove the decision to address this competency; 4) when it was completed; 5) who was responsible for delivery; 6) the means used to evaluate student success process or outcome data; and 7) the final result for student(s).

CRITERIA 15.1 There is an established timeline for reporting evidence of the results obtained 15.2 Every student is included in the results 15.3 The administrator responsible for the school counseling program has been actively involved in the negotiation of the results agreement 15.4 A results form for the collection of results data is written and accepted by administration and school counselors. 15.5 A results form for the collection of data from Closing-the-gap activities is accepted by the administrators and the counselors 15.6 There is a results agreement addressing every aspect of the program and the academic, career and personal/social domains 15.7 Process data are collected 15.8 Perception data is collected which measures knowledge, attitudes and skills (i.e. pre-post tests; activity completed) 15.9 Results data is collected and disaggregated measuring behaviors (i.e. graduation rates, attendance, behavior, academic achievement data over time) 15.10 Immediate, intermediate and long-range data are collected and reviewed 15.10 Results are reported to administrators, counselors and the school board 15.11 Results are analyzed and used to improve the orogram in subsequent years.

None

In Progress

Completed

Implemented

NIA

X X X

X X

X X X

2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

10

35

PROGRAM AUDIT
XVI. COUNSELOR PERFORMANCE EVALUATION The school counselors performance standards used for evaluation contain basic standards of practice expected of school counselors implementing a comprehensive school counseling program. These performance standards serve as both a basis for counselor evaluation and as a means for counselor self-evaluation. CRITERIA 16.1 Is written to assess the school counselors ability to understand and implement the foundation of the comprehensive school counseling program based on ASCA National Standards 16.2 Is written to assess the counselors ability to implement the delivery system (i.e. guidance curriculum, individual planning with students, responsive services, system support) 16.3 Is written to assess the counselors ability to manage the school counseling program 16.4 Is written to assess the school counselors ability to measure the results of the program 16.5 Is written to assess the counselors use professional communication within the school corn munity 16.6 Is written to determine the school counselors fulfillment of professional growth responsibilities (i.e. use of data, technology and ethical standards) 16.7 Is written to assess the school counselors ability to be a leader, student advocate and systems change agent.
None In Progress Completed Implemented NIA

X X X

XVII. PROGRAM AUDIT The program audit provides evidence of the programs alignment with the ASCA National Model. The primary purpose for collecting information is to guide future actions within the program and to improve future results for students. CRITERIA 17.1 The program is audited annually 17.2 The audit aligns with and includes all program components 17.3 The results of the audit are shared in the spring and drive the program training and behavior for the following year 17.4 A written long-range plan for the improvement of the school counseling program is published and revised each year 17.5 The school counseling program has been approved by the school districts board of education
None In Progress Completed Implemented NIA

X X X

2003, ASCA National Model: A Framework for School counseling Programs. American School counselor Association

11

36 Meadowlark Middle School Comprehensive Guidance and Counseling Program: Philosophy The philosophy behind building and maintaining a Comprehensive Guidance and Counseling program at Meadowlark Middle School is to provide our students with a strong foundation to grow, learn, live, and participate in the world they live in, now and in the future. At Meadowlark Middle School, we believe that we hold the responsibility to empower and ensure that every student will be fully equipped to go out into the world with the knowledge and skills necessary to achieve, prosper, and contribute. We strive to provide an outstanding education that allows for and demands all students to reach their academic, social, and future career potentials, as well as to become a productive contributor to their community and society as a whole. At Meadowlark Middle School it is the belief of all counselors, teachers, and administrators that all students have the right to an equal opportunity to achieve academically, personally, socially, in preparing and exploring future career paths, and in participation inside the Meadowlark Middle School community, as well as in the outside world. We believe that all students, regardless of race, gender, place of origin, disability, sexual orientation, or economic background have dignity, worth, and the ability to reach their potential. We believe that all students have the right to participate in a Comprehensive Guidance and Counseling Program, delivered by a Masters level licensed School Counselor at Meadowlark Middle School. The Counseling Department at Meadowlark Middle School believes that the Meadowlark Comprehensive Guidance and Counseling Program should be designed and implemented on specific and identified goals that reflect developmental competencies for all of our students. The program is designed and delivered by the licensed school counseling team, and utilizes input and coordination with school teachers, administrators, staff, parents and guardians, and other community representatives and resources. The Comprehensive Guidance and Counseling Program is data-driven, based on Meadowlark Middle Schools assessed needs of its student body, parents, teachers, and community, and is subject to ongoing audit and evaluation in order to create improvements in the program and for the counseling team to monitor all students results. At Meadowlark Middle School, all counselors in the counseling department strictly abide by the professional school counseling ethics as defined by both the American School Counselor Association and the Oregon School Counselor Association. In addition, in order to design and maintain an effective Comprehensive Guidance and School Counseling Program, the school counselors at Meadowlark Middle School participate in professional development activities on a regular basis.

37
Meadowlark Middle School Comprehensive Guidance and Counseling Program: Mission Statement The Mission of Meadowlark Middle Schools Comprehensive Guidance and Counseling Program is to provide high quality educational opportunities for all students to help them become productive members of a changing society. Meadowlark Middle School is committed to creating a climate that contributes to a sense of belonging and well-being on the part of the people who work and learn in our school. We aim to provide developmental and systemic support for the intellectual, creative, social, emotional, and physical growth of each individual student, and provide programs that recognize unique needs and special characteristics of early adolescence and that foster a smooth transition from elementary to high school. The Comprehensive Guidance and Counseling Programs mission is to create an environment that supports and promotes outstanding academic, career, and social development and achievement so that our students are able to fully participate in and contribute to the greater community. The Meadowlark Middle School Comprehensive Guidance and Counseling Program is proactive and preventative, It enhances the learning of all students by assisting each and every student in the acquisition of the skills and knowledge to become productive in the present and in their future.

38 Meadowlark Middle School Yearly Counseling Calendar The yearly calendar is a way for school counselors to identify the school counseling program priorities and their commitment to them (ASCA, 2005, p.58). August Meet with administrator to establish management agreement including goals for year. Introduce counselors and counseling department to all faculty and administration and explain role. Set up potential meetings for CGCP clarification and delivery planning; finalize any adjustments to counseling calendar, locate/obtain needed delivery materials for CGCP. Review with administrators and all staff; crisis plan, identify any flight plan information and team members. Review drug and alcohol policies, mental health referral procedures, child abuse reporting procedures, etc. Collect data and assist in developing school-wide expectations for student behavior and present expectations to faculty and staff. August-June Respond to requests of parents, students, teachers, and outside agencies. Put significant information on physical bulletin board inside school and up on the school website for staff, parents, and students. August-June Identify, train and prepare peer mediators to provide support, mediation, and other services to Meadowlark students. August-June Attend faculty, school department, all counseling department, professional development meetings, IEPs, 504 and district meetings. August-September Introduce counselors and Counseling Department to all students and parents. Conduct orientation activities for transition grades. Assist with scheduling and advising new students. Review grade requirements and eighth grade graduation requirements for all students. Identify and review rewards for regular and improved attendance. Schedule check-ins for all previously red-zoned students and their parents or guardians. Provide parents/guardians with referrals to outside agencies to meet medical/academic/basic needs (ongoing as needed). September Assist with opening of school. Plan and provide parent information night and Back to School Night. Meet with late enrolled students (continuous). Start middle school guidance activities. Initiate meeting with eighth grade cohorts and begin high school planning. Initiate beginning of peer mediation program. September-November Meet with administrators and teachers about EXPLORE Test and scheduling test dates in schedule. Inform students and parents about the EXPLORE Test. September-June Begin regular guidance lessons throughout grade levels/classrooms. Conduct small counseling/guidance groups as reflected by initial needs assessments. Facilitate crisis/personal counseling and appropriate referrals and as needed. Continue to work with students, staff and parents when academic and behavior issues impact academic achievement. Review and

39 respond to each progress and grade report. Send any failing/poor performance letters to parents. Meet with grade level teams to get feedback on student academic, career, behavioral/emotional, physical, and social needs. September-May Counseling and support groups through available resources. Referrals and alternative placements if needed and necessary. Identify students with special needs for IEP and 504 assessments. September-May Administer Oaks Test on provided schedule. October Start Homework Clubs. Continue classroom guidance activities. November Contact parents/guardians of students that continue to have frequent tardy or late slips and/or academic concerns. Arrange support meetings with teachers, students, parents, admin to address any and all concerns. Assess holiday needs and provide support and referrals as appropriate. December Facilitate holiday food drive and deliver to families in need. Continue holiday support and service referrals. Support and participate and of semester awards and holiday celebrations. Offer informational meeting to eighth graders and their parents/guardians about enrollment and transfer process for high school. January Review/revise school counseling program calendar. Review training for administration of EXPLORE TEST with staff. Administer EXPLORE test to eighth grade students. Revisit school rules with students and teachers. January-June Advertise and assist students with academic and recreational summer opportunities, provide scholarship information for summer opportunities. Assist students and parents with any summer opportunity registration needs. January-March Structure time for high school presentations to the eighth grade cohorts. Advertise registration dates and deadlines for high school registration. Coordinate with elementary school feeder for Meadowlark about transition planning for outgoing 5th graders/incoming 6th graders. Forecast incoming 6th grade numbers. Coordinate forecasting for neighborhood high schools. March Review list of incoming students for next school year. Continue to review grades and student needs. Continue with classroom guidance activities. April Send home questionnaire to forecast returning students. Review forecasting sheets for processing. Compile second semester honor roll, send honor roll letters home plan awards assembly.

40

May Awards/honor roll assembly. Provide parents with summer school information and registration. Articulation-5th grade visits. Plan for individual, small group and homework club closure. Closing activities for peer mediators, students, and school (school dance/field day, end of year activities, etc.). Send 504 Accommodation Plans to high schools. May-June Prepare schedules and school counseling calendar for next year. Assess and evaluate current counseling calendar and CGCP for revisions. Continue to post summer activities/opportunities for students and parents. Provide summer support and referrals for student and family summer needs. June Support any final end of school year celebrations and activities. Conduct program audits and complete action plans for next year. Meet with administrators to share results of school counseling program.

41
.1 At ii I? I C: A N

S C H C) 0 1 COVNSEIX)R
Ac
OI

Meadowlark Middle School 8th Grade Guidance Curriculum Action Plan

Year 2011-2012 Objeettve OevetepmeotolAssetjn)S Currlrralum arid Prejented Stoat? Projected Projected
Namberol

At ON

Grade

Galrtaeae Lessen

Lose?

Content

ASCA t3emalrsl
Standaed

Materlats

End Each student will understand the 7. Community values youth importance of the relationship 0. Youth as resources between personal qualities, 14. Adult role models education, responsibility, 40. Positive view of organization and effort in school personal tolure as preparaton for the workplace 0. Caring schoot climate IS. Safety 12. Schoot boundaries 27. Equality and social justice 28. Integrity 30. Responsibility 33. Interpersonal competence 36. Peaceful conflict resolution 37. Personal power 5. Caring school climate 10. Safety 12. School boundaries 27. Equality and social (notice 28. Integrity 29. Honesty 30. Responsibility 31. Restraint 33. Interpersonal competence 35. Resistance skills 36. Peaceful conflict resolution 37. Personal power

Students Affected

Leesen Will Be PaeaentedloWhlnt, Class? Sapient?

Evaluation Meltroc

HoWWllltfre
R000ltn be Measured?

Person to t3etlver Matelafs

tmptementallen
CoetactPeasen

Career Exploration

Career ABC

Creatiues & Trades Career Fair

Jun 2011 Nov 2012

275

Dan Blumhardt, Dan Blamhardt, Pre-Post Surveys, School Counselor; School Counselor. After school/evenings student career putt Karel Chan, School Fare? Chan, plans Counselor School Counselor

Viotence Prevention

To promote cultural awareness, sensitivity, and competence in Personal/Social students, staff, and families. / To AC teach students conflict resolution and problem solving skills

Bullied documentary & lesson plans, Teaching Tolerance

Sep2011

275

Social Studies

Pre-Post Tests, Farel Chan, School Karel Chan, Number of violent Counselor School Counselor incidents

Violence Prevention

To promote cullural awareness, sensitluly, and competence in Personal/Social students, staff, and families. / To ABC leach students conflict resolution and problem solving skills

Second Slep

Sep 2011 Jun 2012

275

Homeroom

Student & teacher saSsfaction Rachel Reich, Rachel Reich, surveys, Number 0 School Counselor; School Counselor referrals, MidJenny Goslin, Jenny Goslin, stream School Counselor School Counselor Implementation Assessment

8
Eanh student will

Career Eaploration

Career ABC

develop the 7. Commonily nalaos youth skills to make decisions end 16. High eopeclaoons develop and educational end 21. Achievement motuation post high school plan based on 22. School engagement personal skills and interests. / 30. Responsibility Pathways/CIS Each student will underfand the 32. Planning and decision (Career Informalion importance of Ihe relationship making System> between personal qualities, 37. Personal power education, responsibility, 39. Sense of purpose urganizatiss and effort in school 40. Positive view of as preparatios tor the workplace. personal future 2. Pcsilive family communication 6. Parent involvement in schooling 27. Equality and social justice 33. Interpersonal Competence
3d Cultural Competence

Oct 2011 Jun 2012

275

Computer Skills

Slodent career search portfolios, student career path plans

Justin Bieber. Computer Skills Teacher

Rachel Reich, School Counselor

Cultural Competence

Personal/Social A

To promole cultural awareness, sensitivity, and competence in studenls, staff, and families.

Culture Pair

Nov2011 Mar 2012

275

Social Studies

Pro-Post Tests

Selena Gnmez, Social Studies Teacher

Jenny Goslin, School Counselor

38. Self-esteem 5. Cadng school climate 27. Equality and social justice 30. Responsibitity 33. Interpersonal PAIR (Fairness for All Competence lndivdaals lhrough 34. Callural Csmpetence Respecl> 36. Peaceful conflict resolufion 30. Self-esteem

To promote cultural awareness, Cultural Competence Personal/Social

sensitivity, and competence in students, staff, and families. / To

teach students cnnflict resolution and problem solving skills

Mar2012Jan 2812

275

Language Arts

Pie-Post Tests

Jun Jonas, Language Arts Teacher

Dan Blumhardt, School Counselor

Principals Signature

Itate

Prepared by

02003. AOCA NOional Mcdel:

FOmewcrk tor Ox/co Coursetng PreSume. Ame/can Onhool Snurselor Asscnalun

42 Meadowlark Middle School 8th Grade Goals & Objectives PersonallSocial Development Objective 1: To promote cultural awareness, sensitivity, and competence in students, staff, and families. ASCA STANDARD AND INDICATORS: Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity NOICC COMPETENCIES AND GUIDELINES: Competency II: Skills to interact positively with others. 3. Demonstrate tolerance and flexibility in interpersonal and group situations. o 7. Demonstrate understanding of different cultures, lifestyles, attitudes, and abilities. Objective 2: To teach students conflict resolution and problem solving skills. ASCA STANDARD AND INDICATORS: Standard C: Students will understand safety and survival skills. PS:C1 .7 Apply effective problem-solving and decision-making skills to make safe and healthy choices NOICC COMPETENCIES AND GUIDELINES: Competency II: Skills to interact positively with others. 1. Demonstrate respect for the feelings and beliefs of others. 4. Demonstrate effective skills in responding to criticism. Career Development Objective 1: Each student will develop the skills to make decisions and develop and educational and post high school plan based on personal skills and interests. ASCA STANDARD AND INDICATORS: Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. C:A1 .3 Develop an awareness of personal abilities, skills, interests and motivations C:A1 .5 Learn how to make decisions C:A1 .6 Learn how to set goals o C:A1 .7 Understand the importance of planning NOICC COMPETENCIES AND GUIDELINES: Competency IX: Understanding how to make decisions. 3. Identify and assess problems that interfere with attaining goals. 6. Describe how personal beliefs and attitudes affect decision-making. Objective 2: Each student will understand the importance of the relationship between personal qualities, education, responsibility, organization and effort in school as preparation for the workplace. ASCA STANDARD AND INDICATORS: Standard B: Students will employ strategies to achieve future career goals with success and satisfaction. C:B1.1 Apply decision-making skills to career planning, course selection and career transition o C:B1 .2 Identify personal skills, interests and abilities and relate them to current career choice NOICC COMPETENCIES AND GUIDELINES: Competency V: Awareness of the relationship between work and learning.

43 4. Demonstrate an understanding of the importance of practice, effort, and learning. 5. Describe how current learning relates to work.

Academic Development Objective 1: Improve student motivation for learning. ASCA STANDARD AND INDICATORS: Standard A: Improve Academic Self-concept o A:A1 .5 Identify attitudes and behaviors that lead to successful learning NOICC COMPETENCIES AND GUIDELINES: Competency IV: Knowledge of the benefits of educational achievement to career opportunities. 1. Describe the importance of academic and occupational skills in the work world. Objective 2: Incorporate cultural diversity and competence into classroom materials and curriculum ASCA STANDARD AND INDICATORS: Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. o A:B1 .4 Seek information and support from staff, family, and peers in terms of cultural/ethnic development (emphasis added) NOICC COMPETENCIES AND GUIDELINES: Competency V: Understanding the relationship between work and learning. 3. Describe the relationship of personal attitudes, beliefs, abilities, and skills to occupations. Community Involvement (Academic Development, Standard C) Objective 1: Increase student participation and feeling of inclusion in the community. ASCA STANDARD AND INDICATORS: Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community. o A:C1 .2 Seek co-curricular and community experiences to enhance the school experience o A:C1 .5 Understand that school success is the preparation to make the transition from student to community member

44

Search Institutes 40 Developmental Assets: Importance and Role in Meadowlark Middle Schools Comprehensive Guidance and Counseling Program
When developing Meadowlark Middle Schools Comprehensive Guidance and Counseling Program, we took care to incorporate Search Institutes 40 Developmental Assets and teach to them in each piece of the curriculum. Search Institutes longitudinal research has indicated that the development of these assets has a significant impact on student achievement and well-being. The Developmental Assets are broken into two buckets, External and Internal Assets, and are then further classified into categories such as: Support, Empowerment, Commitment to Learning, and Social Competencies. They are then modified according to age bracket to be developmentally appropriate. As we drafted each grade levelspecific program, we assigned relevant assets to each curriculum or activity. While we as a school aim to cultivate each and every one of these assets, the categories that we are most focused on, according to the needs we found from our needs assessment surveys, are Positive Values, Social Competencies, and Positive Identity. The table below is an excerpt from the comprehensive list:

Positive Values

Social Competencies

Positive Identity

Caring Equality and social justice Integrity Honesty Responsibility Restraint Planning and decision making Interpersonal competence Cultural competence Resistance skills Peaceful conflict resolution Personal power Self-esteem Sense of purpose Positive view of personal future

45 ASCA PersonallSocial Development Domain According to our needs assessment survey results, there is an undeniable need at Meadowlark Middle School for more cultural and diversity education and inclusion, as well as support for conflict resolution and decision-making skills. Students need to learn how to understand and empathize with their peers who are different from them, and also how to protect themselves from the effects of bias and discrimination. We will be using several different curricula throughout the year to achieve our goals. Bullied is a DVD from Teaching Tolerance (tolerance.org) that aims to instill empathy and action in students who experience bullying from both ends of the spectrum; we plan to open the school year with this lesson to set the stage for the violence prevention and cultural competence curricula to follow. From there we will move into the powerful and evidence-based Second Step curriculum, which teaches about empathy, bullying, emotion management, goal setting, and substance abuse prevention. Our hope is that students will maintain the message of Bullied and its accompanying discussion and lesson throughout their experience with Second Step to move toward a safer, more tolerant school community. We will also be engaging students in the long-term project of preparing to present at a spring Culture Fair. This will involve them each researching and learning about their own racial, ethnic, or cultural background, whether it be the story of their immigrant ancestry, their familys traditions, or the history of their unique family structure (adoption, same-sex parents, etc). Each student will turn in their project and have the opportunity to present their family history at a school wide fair. Through this project we aim to instill importance and pride in each students experience, in both the research and the sharing aspects of their work. Finally, we will close out the year with the FAIR (Fairness for All Individuals through Respect) curriculum (fair. cahs.colostate.ed u), which features five interactive lessons based around a carnival theme that allow students to see and experience diversity and the challenges that specific groups face in their own lives and community.

46 ASCA Career Development Domain/OSCA Career Development Domain The Meadowlark Counseling Department has decided to use and incorporate a few different career curriculums that have been previously used by different districts to engage students in the Career Development Domain. The rationale behind using curriculum that is already developed is that it was developed on researched data and identified as program that would support all students in the Career Development Domain and address standards and competencies to support student achievement. At Meadowlark Middle School there was a need to engage and connect our minority classified students to career resources and opportunities as we saw from our needs assessments. The results showed that these students and their families did not have the same access to resources or success as the rest of the student body. At Meadowlark Middle School we are dedicated to fully engaging all students in the Career Development Domain, whether they decide to go to a 4-year college or learn a trade, increasing the development of interpersonal skills, how to work with others, how to organize and plan for their 4 year high school experience are all competencies that will support a students success academically and beyond. In the fall we plan to run a Creatives and Trades Fair, to specifically highlight for students aspects of career options and planning that may not be covered as comprehensively in a traditional career planning curriculum. Local artisans and tradespeople will be invited to showcase their trials and successes as a means to inspire students to think about channeling their extracurricular hobbies and interests into jobs and careers. With permission from the Portland Public School District, Meadowland Middle School was allowed to use the PPS Pathways curriculum as part of our CGP. Pathways is a PPS initiative that was developed for 7-12 grade students to offer them an academic foundation and career related skills in order to prepare students for college, technical institutions and other post secondary training and skills.

47 Measurement & Evaluation Summary: We use the MEASURE tool yearly to evaluate different aspects of our program. The same assessments and data we analyzed for our initial planning will be reviewed at the end of the year (conducting the same assessments laid out in APPENDIXA) See following pages for a description of this tool and a sample report that would be provided to stakeholders from our results. We utilize an evaluation tool to be used with the supervising administrator in receiving his or her evaluation of our performance, which provides specific measures in line with ASCA and appropriate measurement of school counselor specific duties.

48
MEASURE- jug Success MEASURE, a six-step accountability process, demonstrates the impact of the school counseling program on critical data, those components of the school report card that are the backbone of the accountability movement. MEASURE requires school counselors to collaborate and team with administrators, faculty, and stakeholders to identify and have a positive impact on the critical data elements that are important barometers of student success (Dahir & Stone, 2003). MEASURE also supports the accountability component of the American School Counselor Association (2003) National Model by helping school counselors move from a counting tasks system to aligning the school counseling program with standards-based reform and the requirements of the No Child Left Behind Act. MEASURE enables school counselors to demonstrate how they are accountable for results and contribute to student achievement. MEASURE is a way of using information such as retention rates, test scores, and postsecondary going rates to develop specific strategies for connecting school counseling to the accountability agenda of todays schools. 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 dis aggregated and why Stakeholders Unite: determine which stakeholders need to be involved in addressing these school-improvement issues and unite to develop strategies
-

A detailed summary of the MEASURE process follows: Mission Student achievement and success in rigorous academics are at the heart of every schools 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 every students academic success and is congruent with the goals of the school board. Elements Critical data elements can usually be found on the schools 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. 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 specifically target so as to move in a positive direction. Because data alone do not tell the whole story, it is important to disaggregate the critical data elements and to look at them in terms of gender, race/ethnicity, socioeconomic status, and perhaps by teacher to shed light on areas of success or areas in need. The data elements that have an impact on the school improvement plan then become more apparent. Stakeholders-Unite These individuals will become part of a team to create an action plan of the critical data elements, and all concerned members of the internal and external school community should be included. How to secure their commitment and who will bring them together are key elements, and an existing school action committee or advisory board is a good starting point. By collaborating with other stakeholders, school counselors avoid tackling issues in isolation. Creating and implementing an action plan that contains

Reanalyze: rethink and refine the strategies, refocus efforts as needed, and reflect on success Educate: show the positive impact the school counseling program has had on student achievement and on the goals of the school improvement plan.

263

49
strategies, a timeline, and responsibilities will begin to move the data in a positive direction.

Reanalyze, Refleci; and Revise

When the targeted results are met, there is still reflection and refining to do. Did the results of everyones efforts show that the interventions and strategies successfully moved the critical data elements in a positive direction? If so, the next steps toward continuous school improvement may also include changes in the school counseling program. If the targeted results were not met, then reanalyzing and refocusing to determine why the interventions were unsuccessful in moving the data in a positive manner is necessary. Replicating what is working and then developing new or different strategies for what did not workis essential. Based on the analysis, the question, What changes need to be made to the school counseling program to keep the focus on student needs? must be answered. By examining what worked well, and what strategies need to be modified, adjusted, or perhaps changed altogether, the action plan can be revised for the following year in order to continue to move the critical data elements 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 achievement. As partners in school improvement, school counselors have demonstrated a willingness to be accountable for changing critical data elements and are thereby viewed as essential to the schools mission.

pk pm Frthv Ak
re Schor Middle School Principal: Richard A. Hueston Enrollment: 529 School Counselor(s): Wendy Johansen & Irene Guarino Total Student Recognitions for Academic Success
Total Recognitions for Academic Success

The Soaring ii. 1 Reac ing New Heights Program gives students who otherwise would never have had the opportunity a chance to celebrate their accomplishments. It gives them hope.

all A s and Recognized students who Bs (Soaring High) as well as those who improved by at least one letter grade in two or more subjects, without going down or failing any subjects (Reaching New Heights) on their report cards.

For the first time, Schor Middle School honored students each marking period who demonstrated academic improvement in two or more subject areas.

Counselor(s) Conducted morning announcements and classroom presentations, monitored student progress, developed student pledge, designed awards, facilitated celebratory breakfasts, maintained student recognition bulletin board. Administrator: Presented awards at recognition ceremony; worked with faculty to address student achievement. Teachers: Encouraged students and met with counselors to discuss student efforts. Parents: Monitored their childs progress and consulted with teachers and counselors. Students: Signed Soaring High and Reaching New Heights Student Pledge.

Quinton, an 8 grader, happily announced that he went from a D to an A during the 3 marking period and proudly accepted his certificate. Teachers are enthusiastic with the program. Many teachers attended the Soaring High and Reaching New Heights Celebration. grade students volunteered to create the Two Soaring High and Reaching New Heights bulletin board located in the cafeteria.

NOTE: The Educate step in MEASURE has been adapted

with permission from the Student Personnel Accountability Report Card sponsored by the California Department of Office of Education. Education and Los

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SCHOOL COUNSELOR
ASSOCIATION A M E R I C A N

ASCA NATIONAL STANDARDS: DEVELOPMENTAL CROSSWALKING TOOL

K-2

This form is a tool that can be used to assist you in planning your overall guidance curriculum.

ACADEMIC DEVELOPMENT DOMAIN

Standard A: Students will acquire the attitudes, knowledge, and skills effective learning in school and across the life span. Competency Al Improve Academic Self-concept A:Al .1 articulate feelings of competence and confidence as learners A:Al .2 display a positive interest in learning A:Al .3 take pride in work and achievement A:Al .4 accept mistakes as essential to the learning process A:Al .5 identify attitudes and behaviors which lead to successful learning Competency A2 Acquire Skills for Improving Learning A:A2.l apply time management and task management skills A:A2.2 demonstrate how effort and persistence positively affect learning A:A2.3 use communications skills to know when and how to ask for help when needed A:A2.4 apply knowledge and learning styles to positively influence school performance Corn petency A3 Achieve School Success A:A3.1 take responsibility for their actions A:A3.2 demonstrate the ability to work independently, as well as the ability to work cooperatively with other students A:A3.3 develop a broad range of interest and abilities A:A3.4 demonstrate dependability, productivity, and initiative A:A3.5 share knowledge -Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college. Competency BI Improve Learning A:Bl .1 demonstrate the motivation to achieve individual potential A:Bl .2 learn and apply critical thinking skills A:Bl .3 apply the study skills necessary for academic success at each level A:Bl .4 seek information and support from faculty, staff, family and peers A:Bl .5 organize and apply academic information from a variety of sources A:Bl .6 use knowledge of learning styles to positively influence school performance A:Bl .7 become a self-directed and independent learner

3-5

6-8

9-12

2003, ASCA National Model: A Framework for School counseling Programs. American School counselor Association

54

ASCA National Standards: Developmental Crosswalking Tool

ACADEMIC DEVELOPMENTDOMAIN
Competency B2 Plan to Achieve Goals A:B2.1 establish challenging academic goals in elementary, middle/junior high, and high school A:B2.2 use assessment results in educational planning A:B2.3 develop and implement an annual plan of study to maximize academic ability and achievement A:B2.4_apply_knowledge of_aptitudes_and interests to_goal_setting A:82.5 use problem-solving and decision-making skills to assess progress toward educational goals A:82.6 understand the relationship between classroom performance and success in school A:B2.7 identify post-secondary options consistent with interests, achievement, aptitude, and abilities STANDARD C: Students will understand the relationship of academics to the world of work, and to life at home and in the community. Corn petency Cl Relate School to Life Experience A:C1 .1 demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life A:C1 .2 seek co-curricular and community experiences to enhance the school experience A:C1 .3 understand the relationship between learning and work A:C1 .4 demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining, and maintaining life goals A:C1 .5 understand that school success is the preparation to make the transition from student to community member A:C1 .6 understand how school success and academic achievement enhance future career and vocational opportunities

K-2

3-5

6-8

9-12

CAREER DEVELOPMENT DOMAIN

STANDARD A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Corn petency A:1 Develop Career Awareness C:A1 .1 develop skills to locate, evaluate, and interpret career information C:A1 .2 learn about the variety of traditional and nontraditional occupations C:A1 .3 develop an awareness of personal abilities, skills, interests, and motivations C:A1 .4 learn how to interact and work cooperatively in teams C:A1 .5 learn to make decisions C:Al .6 learn how to set goals C:A1 .7 understand the_importance_of_planning C:Al .8 pursue and develop competency in areas of interest C:A1 .9 develop hobbies and vocational interests C:A1.1O balance between work and leisure time

K-2

3-5

6-8

9-12

x x
X X X X X

2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

55

ASCA National Standards: Developmental Crosswalking Tool

CAREER DEVELOPMENTDOMAIN Competency A:2 Develop Employment Readiness C:A2.1 acquire employability skills such as working on a team, problem-solving and organizational skills C:A2.2 apply job readiness skills to seek employment opportunities C:A2.3 demonstrate knowledge about the changing_workplace C:A2.4 learn about the rights and responsibilities of employers and employees C:A2.5 learn to respect individual uniqueness in the workplace C:A2.6 learn how to write a resume C:A2.7_develop_a_positive_attitude_toward work_and_learning C:A2.8 understand the importance of responsibility, dependability, punctuality, integrity, and effort in the workplace C:A2.9 utilize time and task-management skills STANDARD B: Students will employ strategies to achieve future career goals with success and satisfaction. Competency B:1 Acquire Career Information C:81.1 apply decision making skills to career planning, course selection, and career transition C:B1 .2 identify personal skills, interests, and abilities and relate them to current career choice C:B1.3 demonstrate knowledge of the career planning process C:B1 .4 know the various ways in which occupations can be classified C:B1 .5 use research and information resources to obtain career information C:B1 .6 learn to use the internet to access career planning information C:B1 .7 describe traditional and non-traditional occupations and how these relate to career choice C:B1 .8 understand how changing economic and societal needs influence employment trends and future training. Competency B:2 Identify Career Goals C:B2.1 demonstrate awareness of the education and training needed to achieve career goals C:B2.2 assess and modify their educational plan to support career C:B2.3 use employability and job readiness skills in internship, mentoring, shadowing, and/or other work experience. C:B2.4 select course work that is related to career interests C:B2.5 maintain a career planning portfolio
-

K-2

3-5

6-8

9-12

X X

X
X X X X X

2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

56

ASCA National Standards: Developmental Crosswalking Tool

CAREER DEVELOPMENT DOMAIN
STANDARD C: Students will understand the relationship between personal qualities, education, training, and the world of work. Competency C:l Acquire Knowledge to Achieve Career Goals C:C1.1 understand the relationship between educational achievement and career success C:C1 .2 explain how work can help to achieve personal success and satisfaction C:C1 .3 identify personal preferences and interests which influence career choice and success C:Cl .4 understand that the changing workplace requires lifelong learning and acquiring new skills C:C1 .5 describe the effect of work on lifestyle C:C1 .6 understand the importance of equity and access in career choice C:Cl .7 understand that work is an important and satisfying means of personal expression Competency C2 Apply Skills to Achieve Career Goals C:C2.1 demonstrate how interests, abilities and achievement relate to achieving personal, social, educational, and career goals C:C2.2 learn how to use conflict management skills with peers and adults C:C2.3 learn to work cooperatively with others as a team member C:C2.4 apply academic and employment readiness skills in work-based learning situations such as internships, shadowing, and/or mentoring_experiences

K-2

3-5

6-8

9-12

PERSONA USOCIAL DOMAIN

STANDARD A Students will acquire the knowledge attitudes and interpersonal skills to help them understand and respect self and others Competency Al Acquire Self-Knowledge PS:A1.1 develop positive attitudes toward self as a unique and worthy person PS:A1 .2 identify values, attitudes and beliefs PS:A1 .3 learn the goal-setting process PS:A1 .4 understand change is a part of growth PS:A1 .5 identify and express feelings PS:A1 .6 distinguish between appropriate and inappropriate behavior PS:A1 .7 recognize personal boundaries, rights, and privacy needs PS:A1 .8 understand the need for self-control and how to practice it PS:A1 .9 demonstrate cooperative behavior in groups PS:A1.1O identify personal strengths and assets PS:A1 .11 identify and discuss changing personal and social roles PS:A1.12 identify and recognize changing family roles

K-2

3-5

6-8

9-12

x
X

x
X

x
X

x x x x x

2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

57

ASCA National Standards: Developmental Crosswalking Tool

PERSONALJSOCIAL DOMAIN
Competency A2 Acquire Interpersonal Skills PS:A2.1 recognize that everyone has rights and responsibilities PS:A2.2 respect alternative points of view PS:A2.3 recognize, accept, respect and appreciate individual differences PS:A2A recognize, accept and appreciate ethnic and cultural diversity PS:A2.5 recognize and respect differences in various family configurations PS:A2.6 use effective communications skills PS:A2.7 know that communication involves speaking, listening, and nonverbal behavior PS:A2.8 learn how to make and keep friends STANDARD B: Students will make decisions set goals, and take necessary action to achieve goals. Competency BI Self-Knowledge Application PS:B1.1 use a decision-making and problem-solving model PS:B1 .2 understand consequences of decisions and choices PS:B1.3_identify_alternative_solutions to a problem PS:B1 .4_develop_effective_coping_skills_for_dealing_with_problems PS:B1 .5 demonstate when, where and how to seek help for solving problems and making decisions PS:B1.6 know how to apply conflict resolution skills PS:B1 .7 demonstrate a respect and appreciation for individual and cultural differences PS:B1.8 know when peer pressure is influencing a decision PS:B1.9 identify long- and short-term goals PS:B1.1O identify alternative ways of achieving goals PS:B1 .11 use persistence and perseverance in acquiring knowledge and skills PS:B1.12 develop an action plan to set and achieve realistic goals STANDARD C Students will understand safety and survival skills Competency Cl Acquire Personal Safety Skills PS:Cl.1 demonstrate knowledge of personal information (i.e. telephone number, home address, emergency contact) PS:C1 .2 learn about the relationship between rules, laws, safety, and the protection of rights of the individual PS:C1 .3 learn about the differences between appropriate and inappropriate physical contact PS:C1 .4 demonstrate the ability to set boundaries, rights and personal privacy PS:C1.5 differentiate between situations requiring peer support and situations requiring adult professional help PS:C1 .6 identify resource people in the school and community, and know how to seek their help PS:C1 .7 apply effective problem-solving and decision-making skills to make safe and healthy choices PS:C1 .8 learn about the emotional and physical dangers of substance use and abuse PS:C1 .9 learn how to cope with peer pressure PS:C1.1O learn techniques for managing stress and conflict PS:Cl .11 learn coping skills for managing life events K-2

3-5

6-8

9-12

x
X

x
X

x
X X X

x x x

2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

Closing the Gap Action Plan

Year: 2011-2012

Target Group: Hispanic English Language Learners Students who have not met the English/Language Arts standard Target Group selection is based upon the following criteria: Data that drove this decision: 62% of Hispanic English Language Learners did not meet the above standard and 60% of this population misses more than 3 days of school in a quarter. Frojectecl Type of Number of Intended Activity to be Students Evaluation Method Effects on ASCA Delivered in Affected How will you measure Project Academics, Domain! What Resources (Process results? (Perception start! Behaviors or ASCA Student Manner? Needed data) and results data) Project end Counselor Attendance Competency Standard
A:B1.4 Seek Academic and 1) Individual 1)Compiling a information and Personal! Social and/or group list of counselingtranslators! support from focus on problem interpreters. faculty, staff, family solving skills, 2)Bilingual and peers counselors! PS:A1.1 Develop planning skills and leadership therapists. positive attitudes 3)Bilingual skills. toward self as a 2)Weekly volunteers to unique and worthy help with person meetings tutoring. A:B1.3 Apply the between the Counseling 4)Curriculum study skills Department and for group necessary for ELL Department. counseling. academic success 3) After school at each level tutoring. 40 students 1) Scores on the English/ Language Arts standard. 2) Attendance records. 3) GPA 4) Pre-Post group evaluation. 9/2011 to 6/2012

1)Counseling Department will oversee the implimentation. 2)lndividual Counseling will be conducted with an interpretor, as needed. 3)Groups will be facilitated by a bilingual counselor! therapist.

1)To have at least 80% of this population meeting the English! Language Arts standard 2)To have at least 80% of this population missing no more than 3 days in a quarter. 3) Improvement in GPA.

Principals Signature

Date

Prepared by

Submit copy to district school counselor administrator

Appendix A: School Data and Reports Meadowlark MS AYP Report Meadowlark MS School Report Card Meadowlark MS School Improvement Plan Needs Assessment Survey Students Needs Assessment Survey Parents/Guardians Needs Assessment Survey Faculty/Staff Needs Assessment Survey Community

p. p. P. p. p. p.
ii

1-4 5-9 10-13 14-23 24-31 32-36 37-46

2009-10 Final AYP Report (PubIic

Surnrnay

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rk T1i d:d [e Sh Gol

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STATEWIDE ASSESSkM1 RESULTS

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2009-2010 School Report Card

MeadowI

Middle Sct

TUCENT ACHIEVEMENT
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SCHOOL AT A GLANCE

tteridance
TtS In E9E 1st Fer:aQe tU1 Laiu3a P.ars

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Ax PubiH VerIen

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OREGON Dp2rtrnent 9 r EduatIon 255 CapIx4 ee NE, arn O 9?O Wedry, OtE- 3. 20 0

OverI Schoo[ RatinJ

Satisfactory

School Rating Sumrnanj Data

AcMevement Index
epg2.

873

Sat.

actory

Attendance Rate

943

Outstandnq
Outstanding
A YF

Participation Rate
pgI
t

998
IJI IiL.1

vn c+ F YUJLLJS

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Satisfadory

t Idec f any of the Other dics The O,eil &IXd Paling is sec c- the k ern ianc, cwerlhan net Ce Schccl Paling is recd 10 Guation cr Partic the sl rat cf reCtheF tndicatcrs. Hce, iteAYP Status s Met, the Over ScJ, Rating rc be Ior trn Sfactor,
are

Schoo Performance Data

4 Meets % Exceds % Meets or Excd ts Growth % Met. Exads or M

42.8

33.5
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7.52 719

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89.7

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Achievement Index Ratings Satisfactory Schod ievement nx : ( Redig index + Math Itdex 2
( 76.9 +97k )t 2 :.7.3
Satifactorg Rai ng index 3xre In Need of Improveniet Less Outstdi ng

O.O

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Reading and Math Achievement Index Data

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OREGON parm1nt oEducat1on 25 CapI e: NE, 1rn O 973O 2O0 Wedre5y,

Additional indicators Attendance Rate

Attendance: Outstanding
Twc-y werage Mndano
=

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ace R1e 20-20 1 o: 12

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800

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2009-20 O Participation n Statewide Assenients Grade Readn Non-Ptic. Partic
C C C 0 0 0

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Participa:ion in 3:a:eide Assessmerv.s Participants I (Participants + 9an-Partidparitsi =21O1(21O+5i =!
Rating In Keed of hnprovement

Outstding
045 or Hig

Fdpa& Rate

Less than 04 5

School improvement Action Plan 2010-11

Date: January 28 21 1 MedowIark Staff and Site Council Team Members: hQol: Medowlark Members Previous Goal and results: Accomplishments 20031:0 Math Strategies implemented new math adoption, unwrapped math learning targets by grade level, held regular meetings to discuss curriculum and student performance, and finally collaborated with district middle school math teachers to review learning targets, scoring rubrics, and assessments practices. 2009-10 Reading Strategies Provided literacy workshop classes focusing on use of word knowledge and vocabulary strategies unwrapped reading learning targets by grade level., held regular meetings, to discuss curriculum and student performance. and finally collaborated with district middle 1 scoring rubrics, and assessments practices. school humanities teachers to review learning targets 2009-2010 Science Strategies Unwrapped science learning targets by grade level, held regular meetings to discuss curriculum and student performance, and finally coUaboratcd with district middle school science teachers to review learning targets, scoring rubrics. and assessments practices..
-

Prioritized Needs with supporting data: . 1 Oregon Department of Education has rated Me&lGwlark as Satisfactory on a scale of in need of improvement, satisfactory, and outstanding qeadovjlark tested 99.8% of their students on the state-wide assessment test. Meadowlark is paying very close attention to students in all 1 r 1 economically disadvantaged, and under-represented categories and student groups from limited English proficiency, student with disabilities. students.

We are continuing to examine our scores, while at ti-ic same time, implement formative assessments which offers a clearer picture of what our 1 as a result, a better understanding of our students know and are able to do. As we gain a better understanding of best assessment practices and students, we are much better prepared to address the specific needs of each and every student.

At the same time, as a staff, we will continue to make agreements about curriculum and provide access to a rigorous education with high learnig expectations for alL As a staff and district we are making curriculum agreements and common learning expectations and assessments. We expect to see continued gains in increasing achievement for all students and have an increase in students meeting or exccsding state benchmarks.

SMART Goal Statement: ART Specflc, Measurabie, AcNeab1e, R&eant, 1rrely The percentage of 8th grade students meeting District college and career readiness benchmarks will increase from 3% by the end of the 201t-2012 school year. This growth model, uses the ACT college-readiness benchmarks EXPLORE testing and results. These benchmarks predict the success of students in grades B-ti in reading, math, science and English during their first year of college. By linking the performance of BSD students in grades 3-7 on OAKS tests with the ACT college readiness tests, the District has identified College arid Career Readiness (CCR benchmarks for the OAKS tests in reading and math.

3tuden Education Plan and ProiIe StEPP) Goal: Every student will receive excellent education every clay in every class. Theory Gf Action: How these strategies will improve student achieverment is described in the District Sategic Plan posted at:

.lP J-11

Pci

StrategyA etion Person Res poiis ible 0 utco Inc

(Tb qu

Ti me tine

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iTh

what dut dor tudat

kw1dge, a.bilitias, ki1Is 1

dirrn.iin tha axtei f th

titu4s r bt[iis will ur

Goal #1 Teachers will effectively use multipe teaching strategies to meet the needs of ALL students and will be supported with appropriate staff deve I am ent.
A. Teachers will
post

learning

Ongoing

AdmraterTeachr

targets which guide daily nstruction.

Ongoing Ad initrater?I cher

SrwW cnnui c.atc ecrnhg ard ae flr cosci Ir tte iacroon.

ya

% cNeach psig tre a Iicabr orsators.

ob.ac

targets

Teachers will ensure that students will have a clear understanding of the [earning within each content area

ncc3se tie c :tdertc whc car aftjlate e fly ewae earr

Cacrocn oseratbn
tasKs
ar -c L3rcts.

too

cccptet?d y thnMlst-ator,

ard daa

C. Teachers will provie instniction

using

Ongoing

Beaverton School District

Cntet raa grsd le1 teims

Tci-s wil ldccxirse a rao-s, s:dents, arc

to acTir

ccc o scccl sIte. arec wttt Iearn,g

learning targets for their assigned

grade level content area.

0. Teachers will

effectively use

best

teaching practices in conjunction with formative assessment to keep the teaching focused on student learning and critical thinking .ski[[s..

Ongoing

AdmnictraterTeachr

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,Ip }-11

Page 2

E SLff W Provide targeted

Ongain AmiisErator/Techers erventions

addition to

:jler iderLite for lremrdor yl ncra.e cMeereiL

1ce3eed pe naic a pfi del Dy

ssroom instruction for

u i.derperforrning students.

F. Thachers will use Sleltered lnsructior Qbseriatioft Protoool

{SIOPJ strategies 1E1 all classes to meet the needs of the Erglish

Yearly

Tea cherJSIOP Triier3

Tea ee pI-tca: g r rnee ir r1ne OP trar1n

eest1 deveopre1l.

4roroarticlpante ami sete1ieIr. repcitMg usP- arcuage % of i

ro oirer obeee.

beroOPsc1scr?aVeo ad

Language Learners.

rIJr osr.J s:rabqee. hcrease D EJ rJ leit :ter D1gL3e DquJDo rtnie eei.

G. The administrative tea rn previde teachers with staff dev&oprnen time to improve
wifl

Monthly

Adimixti trt,Teacher

teachn g through best professional practices.

Pove e:aT Iec.ecprrei o ippor ertaLor a eDtWe nDt rort e 3e1er sen r Dtg rstruDllr t nee rDrgrDr.. 1d:Ja rr i
re

staff

Drrert veur

LC tine

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FocJ i Se Yareg z Arif
-D irurs c FLC :ne to eaci che Iaborate1r ai opcortur

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oessloTaI pracce 1d h1e stent aetteeTert

!Lc docunetahn eubin:e lli idMiai tears.

H. Teachers will proride opportunities for students to read

across the cjrricuFum as wel as a dedicated time for choice reading

Daiy

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D-11

.3

Goal 2 Meadowlark gaff will foster a caring community knowing that it is essential to an effective learninq environment.
A. Staff will fostei positive inter ctons with stiidents Au Ongoing
af will b lroug1cJthrioi aa and a Jrrg tre

re1ecii e 4 PIartar a ra:o o at east 3 pctr cc. ailcre er 1 cDrr

!rftria

raIo,

B. Staff will cc

inuetocultivat a

Ongoing

Afl;tsff

coflegLa professional community.

crHias opotrfflle tc ariclpate h la1T acllles ud a seize of

staff irlccna cD

rcaci

Sootal op mte e.: H afe Scclals tr!S5 AoIts1

lie: PLCa

ef tofleotor

C. Staff will enoourage rospect f& Mead:owlark s physical

environment

Ongoing

Afl Steff nd Sudentt

ET ari Luarila wU
rantamlraIec3n laflg

to
eiylrc1r1er, spec. of Dn 1OIh, aid rewct cptopet.

Comnilner: tucoaes tilde4lnee

CostodalaroonniriloaIIor aid e1eoIloie.

F tovca arc strWe for eixi ent jua:c, every day r Kp qi: ard a4uer: islor a,leer,enL at The oc of rjk. oc wrlsptteacrertearra, la oorrTLnles. ai ecic a a oie. Adrnhiitr1we

tL Meadowlrk will hav a. schedube which supports a caring Co rn niun ity.

On going

tarn with
rtaif iuput

Coee aid Carearreadrese aala

FweracDllary ;5-LC. ircease Ailerdaroe Student r

E. Meadowlark wi1 provide programs that will alow students

Ongoing

uder eta actaa

E;ta ceoi erlI

!e:zclaaril ,teel lus.E .i C e.vArr :

re,F,a je rcor

and parcts opportmiies to

participate in our school community.
.

e:

5aic:: 3ctoo qr:oDiur:er

Cc ::ri itt

C jea r

Je,sleier Cerke rcects..

Cip .-11

age4

Meadowlark Middle School Student Survey

I Meadowlark Middle School Student Survey This survey asks about your experiences who you and about your experiences at Meadowlark Middle School. It includes questions about use of alcohol, tobacco, and other drugs; bullying and violence; and what you do at school and how you feel about it. We will not make you answer these questions, but we really appreciate your answers so that they can help us make this school a better place for you and for every student. Please do not write your name on this form or the answer sheet. Do not identify yourself in any other way. This survey asks about things you may have done during different periods of time, such as during the past 12 months, or 30 days. Each provides different information. Please pay careful attention to these time periods. Most importantly, because we ask you to not provide your name, all of your responses are anonymous. This means that your answers are a secret known only to you. We hope that this respects your privacy and helps you fill it out honestly so that your answers can help us make this a better school! Thank you for taking this survey!

Meadowlark Middle School Student Survey

2. About Me
1. How old are you? 10 years old 11 years old 12 years old

Ei 13 years old
14 years old 15 years old 2. What is your sex? Male Female 3. What grade are you in?

LI 6th
7th 8th 4. What is your race? American Indian or Alaska Native Asian Black or African American

LI Hispanic/Latino LI Native Hawaiian or Pacific Islander LI White LI Mixed (two or more) races

Meadowiark Middle School Student Survey

5. If you are Asian or Pacific Islander, which groups best describe you? (Mark all that apply.) If you are not of AsianlPacific Islander background, mark A. Does not apply. Does not apply; I am not Asian or Pacific Islander Asian Indian Cambodian Chinese

Filipino Hmong Japanese Korean

LI Laotian LI Vietnamese LI Native Hawaiian, Guamanian, Samoan, Tahitian, or other Pacific Islander LI Other Asian

Meadowlark Middle School Student Survy

3.. Me and My School
Please share how YOU really feel about each of the following statements. Remember, your answers are anonymous (your secret) and only you will know the responses you mark.
1. Do you agree or disagree that your family loves you and gives you help and support when you need it? Strongly agree Agree

El Not sure
Disagree Strongly disagree 2. At my school... Strongly Disagree I feel close to people at school I am happy to be at school I feel like I am part of the school The teachers treat me fairly The teachers treat others students fairly I feel safe Disagree Dont agree or disagree Agree Strongly Agree

Q (3 Q (3

Q Q (3 Q Q

Q C) 0 Q Q

0 (D 0 Q

Meadowiark Middle School Student urvey

3. At my school, there is a teacher or some other adult... Strongly Disagree Who really cares about me Who tells me when I do a good job Who notices me when I am not there Who always wants me to do my best Who listens to me when I have something to say Who believes that I will be a success Who Ican talk to when I have a problem 4. At school... Strongly Disagree I do interesting activities I help decide things like activities or rules I do things that make a difference Disagree Dont agree or disagree Agree Strongly Agree Disagree Do not agree or disagree Agree Strongly Agree

El El El El El El

El El

El El El El

El El El

El El El

El El El El El El El

El El El

El

El

5. During the past 30 DAYS, on HOW MANY days ON school property did you.. 3-9 Days 2 Days 1 Day 0 Days Smoke cigarettes 9 Have at least one drink of alcohol? Smoke Marijuana? Use any other illegal drug or pill to get high?

10-19 Days

20-30 Days

El El El El

El El El El

El El El El

El El El El

LI El El El

LI El El El

Meadowlark Middle School Student Survey

6. During the past 12 MONTHS, how many times ON SCHOOL PROPERTY have you.. 2-3 times 1 time 0 times
4 or more times

Been pushed, shoved,

slapped, hit, or kicked by someone who wasnt just kidding around? Been afraid of being beaten up? Been in a physical fight? Had mean rumors or lies being spread about you? Had sexual jokes,comments, or gestures made to 9 you Been made fun of because of your looks or the way you talk? Had your property stolen or deliberately damaged, such as your clothing or books? Been offered, sold, or given illegal drugs? Damaged school property on purpose? Carried a gun? Carried any other weapon (such as a knife or club?) Been threatened or injured with a weapon? Seen someone carrying a gun, knife, or other weapon?

El

El

LI

El

El El El El El El

El El LI El El

El El [Z El El El

LI El El El El El

El El El El El El

El El El El El El

El El El El El El

El El El El El El

Meadowlark Middle School Student Survey

7. How safe do you feel when you are at school? Very safe Safe Not safe or unsafe

El Unsafe El Very unsafe

8. When you are at school, how often do you feel safe from physical harm?

El Never El Rarely El Sometimes El Most of the time El Always

9. Do you agree or disagree that violence is a problem at your school?

El Strongly agree
Agree

El Not sure El Disagree

Strongly Disagree 10. Do you agree or disagree that harassment and bullying by other students is a problem at your school? This question asks about bullying. Bullying is when I or more students tease, threaten, spread rumors about, hit, shove, or hurt another student over and over again. It is not bullying when 2 students of about the same strength or power argue or fight or tease each other in a friendly way.

El Strongly Agree El Agree El Not Sure El Disagree El Strongly Disagree

Meadowlaik Middle School Student Survey

II. During the past 12 months, how many times did other students spread rumors or lies about you on the internet (i.e. Facebook,MySpace, email, texting, instant message)?

LI 0 times (never)
1 time 2-3 times
4 or more times

12. During the past 12 months, how would you describe your grades in school? Al As Mostly As & Bs Mostly Bs & Cs Mostly Cs & Ds Mostly Ds & Fs All Fs Not sure 13. Do you agree or disagree that your teachers really care about you and give you a lot of encouragement? Strongly agree Agree Not sure Disagree

LI Strongly Disagree
14. Do you agree or disagree that you get along with students who think, act, or look different than you?

LI Strongly agree LI Agree LI Not sure LI Disagree LI Strongly Disagree

Meadowlark Midd School Student Survey

15. Do you agree or disagree that choices you make influences what other students do or think? Strongly agree

J Agree
Not sure Disagree Strongly Disagree

Meadowlark Middle School Student Survey

4 One last important question
Is there anything else you would like to tell us that we didnt ask you about?

0/i
JdW

Meadowlark Middle School

School Survey for Parents and Guardians
The Counseling Department welcomes your thoughts and opinions about your experience at Meadowlark Middle School. We will also be collecting surveys from students, school staff and community members. This feedback will help identify important areas that our department will be addressing through various counseling activities throughout the year. Please do not put your name on this survey in order to protect your confidentiality. Mail your survey to the school in the enclosed envelope. Please call Jennifer Goslin at 555-345-3403 with any questions.

Thank you for being a vital part of this process!

1. You are a...

of at least one child at this school other relative, and/or legal guardian of a child at this school

parent of a child of this school

2. Your childs grade is...

3. Your childs gender is...

4. What is your chHds race or ethnicity? Islander or Caucasian (Not Hispanic) or Multiethnic:

American

Indian or Alaska Native

or Asian American

or Latino/a

5. What is your race or ethnicity? Islander or Caucasian (Not Hispanic) or Multiethnic:

American

Indian or Alaska Native

or Asian American

or Latino/a

6. What is the highest grade or year of school you completed? school college or technical school graduate degree

high school

school graduate

7. Does one or more of your children receive a free or reducedprice breakfast or lunch at school?

8. Your childs grades are mostly... Cs Ds Fs

9. Check any programs your child participates in...

Education program or has had an IEP Club Drama

English Language Learner

and Gifted

This SchooL.

Strongly Agree A A A A A A A A
3

Agree

Disagree

Strongly Disagree B B B B B B B B C C C C C C C C D D D D D D D

10. provides a safe and secure learning environment

11. provides academic success for all students

12. prepares students for future work and study

13. prepares students to become responsible citizens

14. maintains a highly committed and qualified staff

15. provides a challenging curriculum

16. helps students find meaning in learning by connecting prior knowledge to new skills and concepts

17. helps students learn to respect and appreciate each other

18. provides opportunities for students to serve their school and community B A A A A A B B B B B A A

Strongly Agree A Agree

Disagree C

Strongly Disagree D

19. promotes a sense of belonging for all students

C C C C C B B

D D D D D

20. provides opportunities for students to be leaders

21. successfully helps students transition from elementary school

22. successfully prepares students for high school

23. clearly tells students in advance what will happen if they break school rules

24. keeps you wellinformed about school activities

C C A B B A A B B C C C C

D D D D D D

25. provides quality counseling for students with social or emotional needs

26. allows input and encourages parents contributions

27. communicates the importance of respecting all cultural beliefs and A practices

28. provides instructional materials that reflect your childs culture, ethnicity, and identity

29. enforces school rules equally for your child and all students
4

Strongly Agree Agree A B B B B A A C C C

Disagree

Strongly Disagree D D D D C

30. keeps you wellinformed about your childs progress in school

31. promptly responds to your phone calls, messages, or emails

32. encourages you to be an active partner with the school in educating your child A

33. has a welcoming environment when you visit

My ChiId..
A A A A A A A A A
5

34. has positive relationships with teachers and peers

B B B B B B B B B

C C C C C C C C C

D D D D D D D D D

35. is happy to be at this school

36. feels safe at school

37. struggles with peer pressure

38. has tried drugs/alcohol

39. feels respected by others who are different from them

40. has had a boyfriend/girlfriend

41. uses his/her daily planner regularly

42. attends after school events

Strongly Agree A A A A B B B B

Agree

Disagree

Strongly Disagree C C C C D D D D

43. feels valued and appreciated by the adults at school

44. is motivated and strives to do well in school

45. usually hands in homework on time

46. has a clear sense of their ethnic background and what it means to them.

47. has been teased at school

A A A A A A A A

B B B B B B B B

C C C C C C C C

D D D D D D D D

48. has been threatened at school

49. has been physically assaulted at school

50. has had rumors spread about them at school

51. has experienced sexual harassment at school

52. has had personal belongings stolen from them

53. has been excluded from a group of friends

54. has missed school due to feeling unsafe, uncomfortable or nervous about some situation at school

Thank you for taking the time to answer these questions!

We invite you to share any comments and/or concerns that would help us better understand the needs of our students:

32 Meadowlark Middle School Needs Assessment Survey Staff

-

The Meadowlark Middle School Counseling Department would like your input regarding several aspects of the school climate. Your participation in this survey will ensure accurate and relevant data to aid our development and implementation of a comprehensive counseling program for the school. Please respond to the questions as they apply to your experience at this school, not in any other school or district where you may have worked. All responses are anonymous and confidential. You will be asked several identifying questions, such as your job at the school and your race/ethnicity, but all reports to the district will be presented in percentages for all respondents combined. If there are less than 6 respondents per group, that data will not be reported. For each question, please circle the appropriate response in the scale. If you feel that a question does not apply to your experience at this school, circle N/A. Please make every effort to answer every question. Place completed surveys in the Counseling Department inbox. Thank you for your help in making Meadowlark a safe and happy place to learn and work!

Meadowlark Middle School Staff Survey

Meadowlark SchooL..

Strongly Disagree Agree

Disagre Neutral e

Not Strongly Applicabi Agree e

is a welcome and supportive learning environment for students.

1 1 1 3 3 3 3 3 3 3 3 2 2 2 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 2 4 4 4 4 4 4 4 4 4 4 4 4 4 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 4 2 3 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 3 4 5

2 3 4

N/A

sets high academic expectations for all students.

N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

provides and emphasizes helping students academically when needed.

provides adequate counseling and support services for students.

emphasizes teaching to different learning styles and abilities.

provides access to current and relevant teaching resources.

is a welcome and supportive place for staff to work.

promotes trust, collaboration, and mutual respect among staff.

provides the materials and resources needed to do your job effectively.

provides adequate professional training for you to grow in your career.

provides materials and resources needed to work with special education students.

provides adequate professional training needed to work with special education students.

gives all students equal opportunity to participate in the classroom.

gives all students equal opportunity to participate in extracurricular activities.

gives all students equal opportunity to help others, the school, or the community.

considers closing the racial/ethnic achievement gap a high priority.

encourages academic rigor in course selection and achievement in all students, regardless of race, ethnicity, or nationality.

emphasizes the use of instructional materials and practices that reflect or are sensitive to the culture or ethnicity of its students. provides professional development to help staff examine their own ethnic identity and cultural biases.

creates an environment of appreciation and respect for student diversity.

emphasizes and sets an example of inclusion and respect for all students cultural beliefs and practices.

clearly communicates to students the consequences of breaking school rules.

effectively and fairly handles student discipline problems.

is a safe place for students.

Meadowlark Middle School Staff Survey

is a safe place for staff. 1 1 2 3 4 5 2 3 4 5

N/A N/A N/A

facilitates and welcomes family involvement.

has clean and well-maintained facilities and property.

How many adults at this school... 1 1 1 3 3 3 3 1 1 1 2 2 2 2 2 3 4 4 4 4 4 2 3 4

Very Few Adults

Some Adults

Half the Adults

Most Adults

Nearly All Adults 5 5 5 5 5 5

N/A N/A N/A N/A N/A N/A N/A

really care about every student?

encourage every student to do his or her best?

believe in the best of every student?

treat all students fairly and with respect, regardless of race, ethnicity, gender, sexuality, nationality, or any other factor?

have close professional and collaborative relationships with each other?

feel a responsibility to improve this school?

Based on your experience, how many students at this school... 1 1 1 1 1 1

Very Few Students

Some Half the Most Nearly All Students Students Students Students 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5

N/A N/A N/A N/A N/A N/A N/A

are healthy and physically fit?

are emotionally sound?

have healthy peer relationships?

are motivated to learn?

are well-behaved?

feel included by other students and social groups?

How much of a problem at this school is:

Not A Problem 1 1 1 1 1

Moderat Severe Mild e Problem Problem Problem 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4

N/A N/A N/A N/A N/A N/A

student alcohol and drug use?

student tobacco use?

harassment or bullying among students?

physical fighting between students?

disruptive student behavior?

Meadowlark Middle School Staff Survey

racial/ethnic conflict between students? 1 2 2 3 N/A N/A N/A N/A N/A N/A 4 4 N/A N/A 3 3 3 3 3 4 3 3 4 4 4 4 4 2 2 2 2 2 2 2 3 4 N/A 1 1 1 1 1 1 1 1

sexuality/gender conflict between students?

student depression or other mental health problems?

students lack of respect for staff?

truancy or cutting class?

gang-related activity?

weapons possession?

vandalism?

theft?

The following questions address the facilitation of cultural competence in professional development in this school. Strongly Disagree 1 1 1 1 1 1 2 2 2 2 2 2 Disagre e Neutral 3 3 3 3 3 3 Agree 4 4 4 4 4 4 Strongly Agree 5 5 5 5 5 5 N/A N/A N/A N/A N/A N/A N/A

Professional development and professional attitudes in this schooL.

treat racial awareness with importance.

provide information about and exposure to various cultural groups, which reflect the schools community and population.

emphasize sensitivity to experiences that are different from ones own.

provide training on how to interact with and be inclusive of all family structures, e.g. same-sex parents, adoption.

provide training on intervening in a cultural conflict in a sensitive way.

emphasize the importance of adequate support for students with learning disabilities or in special education.

The following questions are ONLY for staff who have responsibilities pertaining to health, prevention, discipline, counseling and/or safety. Strongly Disagre Disagree e Neutral 1 1 1 1 2 2 2 2 3 3 3 3 Agree 4 4 4 4 Strongly Agree 5 5 5 5 N/A N/A N/A N/A N/A

This schooL.

collaborates well with community organizations to address various behavioral problems with youth.

collaborates well with law enforcement organizations.

has sufficient resources to create a safe campus.

has sufficient resources to address substance use prevention needs.

Meadowlark Middle School Staff Survey

has sufficient resources to address suicide prevention needs. 1 1 1 1 1 2 3 4 2 3 4 5 5 2 3 5 4 2 5 3 4 2 3 5 4

2 5

N/A N/A N/A N/A N/A N/A

has sufficient resources to address sex education needs.

enforces zero tolerance policies.

provides effective confidential support and referral services for students needing help.

provides adequate health services for students.

emphasizes helping students with their social, emotional, and behavioral problems.

Meadowlark Middle School Community Survey

https://spreadsheets.google.com/viewform?formkey=dDl2eW...

37

Meadowlark Middle School Community Survey

This Survey has been developed to help Meadowlark Middle School understand the needs of its surrounding community and identify ways to support positive interactions between Meadowlarks school, Meadowlark Students and the community at large. Completing this survey is voluntary. Do not write your name on this survey, all answers will be kept private and used for the benefit of collecting data for school improvement. Meadowlark Middle School truly appreciates your time and feedback. I feel I am kept well informed about issues concerning Meadowlark Middle School

0 Strongly agree
C) Agree

O disagree
1)

strongly disagree

C I have no opinion or I dont know

When important decisions are made about school programs or policies, residents and community members are informed far enough in advance to allow for discussion.

() Strongly agree
C) Agree

O Disagree 0 Strongly Disagree

C) I have no opinion or I dont know

Community businesses, organizations and residents are invited to participate in important decisions about school programslpolicies

0 Strongly Agree O Agree

Disagree

0 Strongly Disagree
I have no opinion or I dont know

What are the two most common ways you learn about what is happening at Meadowlark Middle School? Please check all that apply QThe schools newsletter.

0 The schools web site. 0 Conversations with school employees.

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0 Conversations with friends and/or neighbors. Personal involvement. Local news media. My children.

O 0 O

I am aware of opportunities for meaningful volunteer work at Meadowlark Middle School

Yes

tO No

During the past calendar year, how many school activities, meetings or events (excluding sports and musical sliced theatrical event) did you attend? None.

1 to 3.

Ct 4 to 6. Ci 7 or more.

Meadowlark Middle School invites the community to participate in school sponsored cultural events? C Strongly agree QAgree

0 O

Disagree Strongly disagree I dont know or I have no opinion

The Meadowlark School encourages the community who do not have children currently attending school to be involved in school district activities Strongly agree ()Agree

C O 0

Disagree Strongly disagree I have no opinion or I dont know

Meadowlark Middle School has a high level of community involvement and participation

0 C

Strongly agree Agree Disagree

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0 Strongly disagree 0 I have no opinion or I do not KNow

Meadowlark School teachers welcome community involvement

()

Strongly agree Agree Disagree

C) Strongly disagree
I have no opinion or I dont know

Meadowlark School administrators welcome community involvement.

C) Strongly agree Q Sgree 0 Disagree C) Strongly Disagree C) I have no opinion or I do not know
Over the past three years, would you characterize your overall attitude toward the Meadowlark Middle Schools as C) More favorable. Less favorable. About the same. I have no opinion or I do not know

Did you cast a vote on the most recent school budget? C) Yes

No

Do Meadowlark Middle School Students visit, participate or utilize the resources provided by your community organization?

C)

Very often

Often C) Not often Never C) I have no opinion or I do not know

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As a community business or organization, do Meadowlark Students feel welcome to visit your location?

O 0 O

Very often often Not often Never

O I have no opinion or I do not know

Do you treat all Meadowlark students who visit your place of business equal regardless of race, gender, place of origin or sexual orientation?

Always Often

0 Sometimes

Never I dont know or I do not have an opinion

How often do Meadowlark Students come into your place of business or organization?

0 O 0 0 0

Very often Often Not often Never The question does not apply to me

How often do students of color and their families visit your place of business?

0 0 ()

Very Often Often

( Almost never Never I dont know or I dont have an opinion

Do any Meadowlark Students work or volunteer at your site during the school year of during the summer?

O 0 0 0

Very often Often Not often Never

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I have no opinion or I dont know

As a neighboring business/community organization I provide opportunities for Meadowlark Students to work or volunteer at my site Very often Often Not Often Never I have no opinion or I dont know

Do any Meadowlark students of color work or volunteer in your business during the school year of Summer? Very often Often Almost never Never I dont know or I have no opinion

I feel that there are plenty of opportunities for Meadowlark students to volunteer and participate our community
Strongly agree Agree Disagree Strongly disagree I have no opinion or I dont know

I feel that students achieve more when communities are actively involved with the schools.
Very often Often Not often Never I have no opinion or I do not know

As a community member/business I regularly contribute to The Meadowlark Scholarship Fund to help fund after School-activities for students who cannot afford full price?
Very often

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Often ()Almost never

C) Never O I do not know or I do not have an opinion

As a community member, I feel I respect and value young people for who they are and who they are learning to be

C Very often
()Often

() Not often O Never C) I have no opinion or I do not know

Have you ever been witness to or heard about drug or alcohol use by Meadowlark Students?

O Very often C) Often

()Not Often

C) Never
C) I have no opinion or I do not know

As a community member do you feel students of color at Meadowlark School have the same educational opportunities as non-students of color? Very often

C) 0 O C):

Often Not often Never I dont know or I have no opinion

Have you ever been witness to or heard of Meadowlark Students threatening or bullying other students?

C) 0 C) C) 0

Very often Often Not often Never I have no opinion or I do not know

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Have you ever been witness to or heard of conflict between Meadowlark Students school on race, culture, religion, sexual orientation, gender, or disabilities.

Very often Often Not often Never I have no opinion or I do not know

I have been witness to or have heard of gang activity involving students at Meadowlark Middle School

0 0 0

Very often Often Not often Never I have no opinion or I do not know

I feel I can predict, with good certainty, which Meadowlark Students are likely to commit violent acts in the community Very often Often Not often Never I have no opinion or I do not know

Have you ever felt afraid or fearful when Meadowlark Students are in your place of business or community organization? Very Often Often Not often Never I have no opinion or I dont know

Do you feel comfortable informing Meadowlark School of students you are concerned with or if you are not safe when at your business?

Yes No

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Do you know who to contact at Meadowlark Middle School if you have a complaint, concern or a question? Yes No

Do you feel the Meadowlark Middle School Administration needs to do more to make Meadowlark School and the surrounding community safe. Yes No I have no opinion or I do not know

As a community member, do you feel that the community needs to do more to make Meadowlark School and the surrounding community a safer place? Yes No I have no opinion or I do not know

As a community business andlor organization, do you feel responsible for monitoring Meadowlark students behaviors when they are at your location or when you see them out in the greater comunity? Very often Often Not often Never I have no opinion or I do not know

As a community member I would participate in and welcome school sponsored multi-cultural events and presentations Very often Often Not often Never I have no opinion or I do not know

I feel like Meadowlark Students are visable, active and a positive force in community life Very often Often

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Q Not often Never

C)

I have no opinion or I do not know

What is your Age

C) C) C) C)

20

35 years old

36 45 years old
-

46

60 years old

61 years old

What is your gender?

C) () C)

Male Female Other

What is your highest level of education? High school diploma or GED

C) C) C)

Collage Career or trade school Other

C Graduate School

What type of business do you own or manage?

C) 0 C)

Retail Non-profit restaurant Other

What is your parental status? (Check all that apply). ( No children.

C:
C)

Preschool children.

C) School age children. Children beyond high school age.

If you have school age children, are they (Check

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Q Attending a public school. Q Attending a private/parochial school Home schooled 0 Other

Are you a homeowner in the school district?

fl Yes QNo

Are you, or an immediate member of your family, employed by a school district? C) Yes C) No

Please include any comments, questions or suggestions in regard to this survey or for Meadowlark Middle School specifically.

Submit

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Contents
PART ONE

Using Bullied in the Classroom

Guidelines for Viewing and Discussion Preparing to See Bullied Starting Points Your School Survey After Viewing 2 3 4
7

PART TWO

Using Bullied in Your School and District

Common Questions About Bullied Using Bullied in Staff Development Assess Your School Climate Resources The Nabozny Case 12 15 15 17 19

x
>-

I
>

PART ONE
4

Using Bullied in the Classroom

A Guide for Teachers

Iii 11 Ti

The film tells an inspiring story of a young gay man who took a stand against the bullying he experienced in school. It is designed to create empathy for victims and to encourage others to take action.

GUIDELINES FOR VIEWING AND DSCUSSON Before viewing Bullied, discuss ground rules with students. Post the agreed-upon guidelines in a prominent place. Here are some suggestions: o One person speaks at a time Listen with understanding and empathy No slurs Refrain from labeling individuals as gay or as bullies Focus on school climate, rather than religious beliefs/morality After viewing the film, share your impressions about what you noticed as students watched the film. When discussing issues relating to sexual orientation, refrain from placing any student in the spotlight. Allow students to enter the conversation as they feel comfortable.

For additional suggestions on how to create a discussionfriendly classroom, visit www.tolerance.org/bullied.

PART ONE

PREPARING TO SEE BULLIED Objectives Activities will help students: Think about the problem of bullying Consider the role students, teachers and administrators play in ensuring that schools are safe for all students Before you watch Bullied, complete the following activities. Make photocopies of pages 4-7 to distribute to students. Starting Points Review Starting Points (pages 4-6) and discuss the following in small groups. 1. Examine the statistics presented in Bullying by the Numbers. What do you observe from the data? Do any of the statistics surprise you? Why? What conclusions can you draw? 2. How do you explain the fact that 70 percent of teachers surveyed claim that educators almost always intervene when bullying occurs while another statistic says 66 percent of bullying victims believe school professionals respond poorly? 3. Do any of the facts in the bullying quiz relate to your school? Which ones? Rights and Responsibilities Take the anonymous How Safe Is Your School? survey (page 7), and discuss class responses and survey results. What is the significance of the results?

USING BULLIED IN THE CLASSROOM

STARTING POINTS What Is Bullying? Bullying happens when someone is subjected to negative actions from one or more people and has a hard time defending himself or herself. Bullying takes various forms, including: Teasing, taunting or verbal abuse o Punching, shoving and physical acts o Spreading rumors Excluding someone from a group Ganging up on others In your own words, how would you define bullying? Cyberbullying is when bullies use the Internet, mobile phones or other electronic devices. It can include: Sending mean text, e-mail or instant messages Posting damaging pictures or hurtful messages in blogs or on Web sites Spreading rumors or lies about someone, sometimes using a fake identity
Adaptedfrom the US. Dept. ofHealth and Human Services (www.stopbullyingnow. hrsa.gov) and Psychology Today

CURCULUM STANDARDS Bullied addresses a range of curriculum standards. A comprehensive list of standards aligned with the film and classroom activities can be found at www.tolerance.org/ bullied.

PARTONE

QUICK QUIZ FACTS AND MYTHS ABOUT BULLYING

1. Nearly one-third of American teens are involved in bullying. 2. Fewer than 10% of American teens admit to bullying others. 3. Students who are bullied usually participate in class and have good attendance. 4. Most students who bully are insecure. 5. Male bullies are not usually bigger and physically stronger than their peers. 6. Witnesses often end friendships with the victim and feel guilty for not reporting the incident. 7. Bullies have trouble making friends. 8. Bullies do poorly in school compared to students who do not bully. 9. Most bullies discontinue aggressive behavior in adulthood. 10. Nine out of 10 LGBT students have been bullied.
>-

Adaptedfrom www.safeyouth.org

Answers to the quiz are on page 11.

USING BULLIED IN THE CLASSROOM

VOICES Ive often wondered about the kids who watched [the bullying] happenwhy they didnt say anything, how they felt about what was going on?
P. C. LARGAESPADA SOCIAL WORKER AT YOUTH SHELTER

Largaespadas quote refers to bystanders. A bystander is a person who sees unacceptable behavior but does nothing to stop it. What do you think prevents bystanders from taking action?

jr tL
i BULLYING BY THE NUMBERS

160,000Estimated number of U.S. students who skip school daily to avoid being bullied 32%Students who report being bullied at school during the school year 86%Gay or lesbian students who report being bullied 70%Teachers surveyed who say that educators almost always intervene when bullying occurs 35%9th graders who believe their teachers are interested in trying to stop bullying 66%Bullying victims who believe school professionals responded poorly to the bullying they observed 1020%Bystanders who provide any real help
>

Visit www.tolerance.org/bullied for more statistics and sources.

PART ONE

HOW SAFE S YOUR SCHOOL?

Assessing the Climate of Your School Community Take this anonymous survey by checking AGREE or DISAGREE for each statement. Bullying is a problem in my school. Someone I know is sometimes afraid to come to this school because of harassment. My school is unsafe for some students. Im not sure what the procedures are for reporting bullying in my school. Ive heard adults in my school make negative remarks about a student or about a particular group of students. I feel uncomfortable reporting bullying and harassment. At my school, there are no consequences for bullying. In my opinion, some kids deserve to be picked on or bullied. TOTALS LI AGREE LI DISAGREE LI AGREE LI DISAGREE LI AGREE LI DISAGREE LI AGREE LI DISAGREE LI AGREE LI DISAGREE LI AGREE LI DISAGREE LI AGREE LI DISAGREE LI AGREE LI DISAGREE
_AGREE _DISAGREE

Understanding Survey Results Compile student responses. What do the results suggest about bullying in your school?
Adaptedfrom Responding to Hate at School (www.tolerance.org), Mix It Up (www.mixitup.org), and the U.S. Department ofEducations Creating a Safe and Connected School Climate (www.scusd.edu/safeschools)

USING BULLIED IN THE CLASSROOM

10

AFTER VEWNG Themes and Voices After viewing Bullied, select one of these quotations. Write a reflection on what it means in the context of the film and in relation to one or more of these themes: discrimination, courage, empathy and justice. Kids get harassed for all kinds of reasons. Theyre too fat. Theyre too thin. Theyre too tall. They are too smart. Theyre too dumb. Gays and lesbians are picked on.
NINA BUXBAUM, HOME ECONOMICS

Mrs. Podlesny said TEACHER AT ASHLAND HIGH that boys will be boys, and that if Jamie was going to act so openly gay he had to expect this stuff to happen to him.
CAROL ROSIN, JAMIES MOTHER

Themes in Focus After watching Bullied, talk about these questions in small groups and share in class discussion. Suggested answers available online at www.tolerance.org/bullied. Courage and Empathy 1. What did Jamie hope to accomplish by filing a lawsuit? 2. What do you think Jamie felt on a typical day? The Impact of Bullying: Dealing with Discrimination 1. What role did bystanders play in Jamies bullying? 2. What are some common misconceptions about bullying? Making History: Standing Up for Justice 1. What is the constitutional basis of Jamies case? 2. What are Jamies key messages when he speaks at the assembly? What lessons do you take away from his story? (Seepage 19for more details on Naboznyv. Podlesny.)
8 PART ONE

11

RESPONDING TO BULLYING WHAT WOULD YOU DO? Objectives Activities will help students: Understand the bystander effect by using scenarios from Bullied and their own lives o Propose appropriate action in response to acts of bullying A bystander is a person who sees unacceptable behavior including bullyingbut does nothing to stop it. Consider this story: When Steve Tower, a youth health coordinator visited a fifth-grade class as part of an anti-bullying program, he showed students a photograph of an 11-year-old boy in a football uniform and invited the students to write down as many things about what you imagine that person in the picture is like. Later, he showed them a second photo of the same boy but this time, the boy was in a casket. When students asked how the boy died, Tower explained: He was bullied some boys accused Carl of being gay, even though he wasnt, and then mercilessly taunted him. And no one, no one, did anything. There were no leaders in that bystander group. All of you are bystanders, Tower says. All of you can be leaders.
... ... ...

Adapted from The Secret to Stopping a Bully? by Neil Swidey, The Boston Globe Discuss: What is a bystander? What can bystanders do to protect victims and prevent bullying?

USING BULLIED IN THE CLASSROOM

12

Acting with Courage In a small group, consider one of the Bullied scenes below. 1. In each of these scenarios If you had witnessed the scene, what might you have done? If you saw this happening to a friend, what would you do? If you saw this happening to someone you didnt knowor to someone you didnt likewhat would you do? If someone you know was doing this, what would you do? SCENARIO I BULLY: Hey, homo. JAMIE NABOZNY: I just know that it hurt a lot to hear those words on a daily basispeople calling me queer, fag, homo saying really disgusting things about sex
...

SCENARIO II JAMIE: When I was walking down the hallway Id have things thrown at me Id be kicked, tripped, spit on, kicked.
...

SCENARIO III One day Jam ies science teacher stepped out ofthe classroom. JAMIE: And the two boys started harassing me. And they had started touching my legs and telling me, you know, that you like it and stuff, and I kept pushing them away. And then eventually I tried to get away from them and they pushed me to the ground. One of them got on top of me and were just continuing toto touch me and being vulgar, I guess.
2. Now come up with your own scenarios to discuss with classmates. What would you do?

10

PART ONE

13

NEXT STEPS: MAKING A DIFFERENCE What can you do to bring about change in your school and community? Revisit the questions in the How Safe Is Your School? survey (page 7) to identify your schools needs. Develop an action plan. Here are some possible ideas. Screen the film for other classes and lead a discussion Create a guide for parents and other members of the community Plan a No Bullying in Our School day, week or assembly Plan to participate in GLSENs No Name-Calling Week Launch an anti-bullying awareness campaign

Answers to Quick Quiz from page

1. TRUE In a recent survey, 13 percent admit to bullying, 11 percent admit to being bullied and 6 percent have been bullied and also bully others 2 FAL.SE See above 3. FALSE Students targeted by bullies sometimes avoid school or have trouble concentrating. They can also develop disorders like depression and anxiety.
4. FALSE Studies show that most bullies have confidence and high self-esteem.

5. FALSE Male bullies are usually bigger and stronger than their victims. 6. TRUE Witnessing an act of bullying has negative consequences even if you are not directly involved.
7. FALSE Bullies seem to make friends easily, particularly with other students

who are aggressive and may join them in bullying. 8. TRUE Behaviors associated with bullying include impulsiveness, disliking school and getting in trouble often.

9. FALSE 60 percent of bullies will go on to have at least one adult criminal conviction because the behavior carries over.
10. TRUE The 2007 National School Climate Survey released by GLSEN found that nearly 9 out of 10 LGBT students (86.2%) experienced harassment at school in the past year.
Adaptedfrom www.safeyouth.org

US{NGBULLIEDINTHECLASSROOM

11

PART TWO
14

Using Bullied in Your School and District

A Guide for Teachers and Administrators COMMON QUESTIONS ABOUT BULLIED What is the film, Bullied, about? Bullied:A Student, aSchoolanda Case that Made History tells the story of Jamie Nabozny, a gay student who endured relentless bullying in both middle and high school despite seeking help from school administrators. The film shows how Jamies legal battle helped him secure justice and underscores how important it is to confront anti-gay bullying.
Why is a film on anti-gay bullying necessary? Some educators are wary of raising issues relating to sexual orientation or gender identity because the subject is seen as politically or religiously charged. While they would promptly take action in the case of bullying based on race, religion or ethnicity, they may hesitate when bullying is based on sexual orientation or the perception that a student is gay. What are the risks to students? Victims of anti-gay bullying often believe that no safe haven exists. Subject to physical and verbal harassment, as well as isolation, they endure an array of physical, behavioral and emotional effects, including lower grades, suicide attempts and depression. What is at stake for the school? Schools that dont deal explicitly with anti-gay bullying risk sending the message that some bullying is acceptable. School personnel must understand that, unless all students feel safe, the school is not providing the best environment in which to learn. Treating all studentsincluding those who are lesbian, gay, bisexual or transgender (LGBT) with fairness and respect is essential.

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PART TWO

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Does the ruling depicted in Bullied apply to my school? Nczbozny, together with numerous other federal cases across the country, established that districts and administrators may be held liable for the harassment of LGBT students. Although these rulings have arisen in the public school context, private schools are likely to be found to have an obligation to provide safe school environments for all students as a contractual matter or as a consequence of receiving federal funds. What about a teachers, students or parents personal beliefs? Whatever one may think about homosexuality, we can all agree on the need to protect students from psychological and physical harm. Schools must be safe for ALL students.
COMPARED TO THEIR PEERS, LGBT YOUTH ARE

Visit www.tolerance.org/bullied for more statistics and sources.

USING BULLIED IN YOUR SCHOOL AND DISTRICT

13

16

How can I explain the decision to use Bullied to my school community? Some members of the community may not understand the need for school programs that address equality for all students, including those who are LGBT. As an educator, you can point out that the film and accompanying lessons: Are motivated by the need to protect all children, especially those most vulnerable to harassment Uphold the principle that schools must provide a safe environment for each and every student Underscore the legal obligation of school leaders to respond promptly and effectively to student harassment Bullied can be used in school while accepting the fact that some administrators, teachers, students and their families may object to homosexuality on religious or other grounds. My school already has an anti-bullying policy that protects all students. Anti-bullying policies that simply state that all students must be protected are not as effective as those that enumerate specific types of bullyingbased on race, religion and sexual orientation, for examplethat are particularly common and destructive.

14

PART TWO

17

USING BULLIED IN STAFF DEVELOPMENT Screen the film for staff Bullied carries a powerful message about the need and obligation to take action to protect LGBT students, and those perceived as such, from harassment and bullying. After viewing the film with staff, consider using these questions to lead a discussion about the situation in your school. Could this happen at our school? Does it happen here? Are we prepared to stop it? Do we have an effective anti-bullying policy? Does our staff know the policy? o Do we think students know the policy? Are students scared to come forward here? Do educators understand their obligations? Are we comfortable discussing this topic with students and their parents? o What kinds of reaction should we anticipate from students viewing the film? How can we defuse inappropriate responses?

ASSESS YOUR SCHOOL CLIMATE Using the survey on page 16 in a staff development session can help you to assess the situation in your school. As an alternative to a pen-and-paper survey, consider having teachers indicate their response by, for example, standing up to express their views. Some schools find it useful to poii students separately, using the student survey on page 7. Do teachers and students share a common view of the schools policy and safety? If not, what actions should administrators and staff take?

USING BULLIED IN YOUR SCHOOL AND DISTRICT

15

18

STAFF SURVEY I have heard students use slurs or have seen derogatory graffiti. Bullying is a problem in our school. Students feel comfortable approaching me about bullying. I feel comfortable intervening when I witness bullying. Students and adults listen to each other at our school. Some students are afraid to come to school for fear of being harassed. Our school has an effective anti-bullying policy. The school has a clear procedure for reporting acts of bullying. Members of our school staff work actively to create a safe and welcoming environment for all students. Red Flags
Any staff member sees a problem.

El AGREE El DISAGREE
El AGREE El DISAGREE

El AGREE El DISAGREE El AGREE El DISAGREE El AGREE El DISAGREE El AGREE El DISAGREE

DAGREE

El AGREE El DISAGREE El AGREE El DISAGREE

A gap between staff responses and student perceptions.

16

PART TWO

19

RESOURCES Find Youth Info bullyinginfo.org A clearinghouse for information prepared by the federal government to help prevent and address bullying in communities.
Gay, Lesbian and Straight Education Network (GLSEN) glsen.org A leading national educational organization focused on LGBT issues in K-12 schools. GLSEN offers a variety of resources and materials focused on anti-LGBT bullying, including No NameCalling Week and Ally Week. Safe Schools Coalition safeschoolscoalition.org This public-private partnership aims to reduce bias-based bullying in schools by raising awareness among students, educators and parents. The site has classroom materials, content on public policy and Spanish-language resources. National Education Association (NEA) nea.org/tools/30420.htm The NEA provides a Diversity Tool Kit, links to anti-bullying resources and a school employees guide to LGBT issues. Parents and Friends of Lesbians and Gays (PFLAG) community.pflag.org PFLAG provides tools to create safe schools, a training program, updates on national legislation and advice for supporting LGBT parents of school-aged children. Committee for Children cfchildren.org The Committee for Children develops evidence-based bullying, child abuse and violence prevention education curricula that teach social-emotional skills to children, families and educators. For a more comprehensive list of resources visit www.tolerance.org/bullied.
USING BULLIED IN YOUR SCHOOL AND DISTRICT 17

20

ACTION STEPS FOR EDUCATORS TO TAKE TO STOP BULLYING

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Use this chart as a starting point to help participants in your staff training identify specific actions they can take. A printable chart can be found at www.tolerance.org/bullied.
18 PART TWO

21

THE NABOZNY CASE In 1995,19-year-old Jamie Nabozny sued the school district and administrators from his middle school and high school. Nabozny based his suit on the 14th Amendment to the U.S. Constitution, which provides for equal protection.

A district court dismisses Jamies case. Jamie appeals.

The Seventh Circuit reverses the lower courts dismissal. The court held that Jamie presented a viable claim that the defendants had violated his right to equal protection by discriminating against him based on his gender or sexual orientation. The idea behind this holding was that the defendants would have protected Jamie from harassment from other boys had he been a girl or had he not been gay. The court also held that the defendants were not immune from liability because a reasonable person in their position would have concluded that discrimination against Nabozny based on his sexual orientation was unconstitutional.

Based on this appeal, Nabozny and his lawyers return to a lower court and present their case to a jury. The jury returned a verdict against school officials. The school district settled the lawsuit for $900,000. This landmark case was the first successful legal challenge to anti-gay violence in public schools.

USING BULLIED IN YOUR SCHOOL AND DISTRICT

19

22

ENDORSEMENTS
Anti-Defamation League adl.org Committee for Children cfchildren.org Encompass encompass.org Fortunate Families fortunatefamilies.org GLSEN glsen.org Groundspark groundsparlcorg Mississippi Safe Schools Coalition mssafeschools.org New York State United Teachers nysut.org PFLAG National community.pflag.org Welcoming Schools/HRC hrc.org/welcomingschools Charles Haynes, Senior Scholar First Amendment Center Kevin Gogin, Program Coordinator Support Services for LGBT Youth, SFUSD Sandra Lee Fewer, Commissioner San Francisco Unified School District For a complete list of endorsers, visit www.tolerance.org/bullied.
20

24

J.

---

Student Success Through Prevention

Second
Grade 6 Scope and Sequence
Empathy and Communication
Lesson 1: Working in Groups

25

Grade 6 Scope and Sequence

Lesson 5: Being Assertive

Students will be able to: Identify behaviors involved in listening and respecting others ideas Apply group communication skills Define empathy Apply empathy skills while identifying feelings
Lesson 2: FrIends and Allies

Students will be able to: Distinguish differences between passive, assertive, and aggressive communication styles Identify and assume the physical and verbal characteristics of assertive communication Apply assertive communication skills

Bullying Prevention
Lesson 6: Recognizing Bullying

Students will be able to: Apply empathy skills Apply active listening skills Identify ways to make friends and join groups Define the term ally and identify when and how to be one
Lesson 3: Considering Perspectives

Students will be able to: Recognize and define bullying Understand how bullying can affect them and their peers Empathize with individuals who are bullied Understand what they can do if they or someone they know is bullied
Lesson 7: Bystanders

Students will be able to: Understand that peoples perspectives are based on their feelings, experiences, and needs or wants Recognize the value in being able to consider anothers perspective Apply perspective-taking skills
Lesson 4: Disagreeing Respectfully Students will be able to:

Students will be able to: Recognize and define the role of a bystander in bullying Understand how a bystander can be a part of the problem or part of the solution Apply empathic concern and perspective taking Identify ways to be part of the solution to bullying

Apply perspective-taking skills Distinguish between disrespectful and respectful disagreement Identify and apply effective communication skills Apply skills to give constructive feedback

Emotion Management
Lesson 8: EmotionsBrain and Body

Students will be able to: Understand what happens to their brains and bodies when they experience strong emotions Identify the first three Steps for Staying in Control Understand why using self-talk is a key to managing emotions Apply self-talk strategies

www.cfchildren.org

800-634-4449, ext. 200

2008 Committee for Children

Grade 6 Scope and Sequence

Emotion Management, continued Lesson 9: Calming-Down Strategies

Student Success Through Prevention

Second

Lesson 13: Alcohol and Inhalants

Students will be able to: Apply centered breathing techniques correctly Recognize self-talk that intensifies or calms down strong feelings Use self-talk to manage emotions Identify calming-down strategies that work best for them

Students will be able to: Identify the personal, health, and social consequences of using alcohol and inhalants Identify consequences that they consider their personal best reasons for not using alcohol or inhalants
Lesson 14: Identifying Hopes and Plans

Problem Solving
Lesson 10: Using the Action Steps

Students will be able to: Analyze a problem by stating what the problem is and identifying the perspectives of those involved Generate multiple options for solving a problem Understand how to consider each option and decide on the best one Apply the first four Action Steps
Lesson 11: Making a Plan

Students will be able to: Identify their hopes and plans for the future Identify the ways that using alcohol, tobacco, marijuana, and inhalants can interfere with their hopes and plans for the future o Identify how people who care about their future would be affected if they knew they were using alcohol or other drugs
Lesson 15: Making a Commitment

Students will be able to: o Generate a plan for carrying out an option Apply the Action Steps Understand how to make amends

Students will be able to: o Generate individual commitments to stay free from alcohol and other drugs Identify skills to help maintain their commitments o Review and apply Stepping Up skills to certain situations

fr

Substance Abuse Prevention

Lesson 12: Tobacco and Marijuana Students will be able to:

Define addiction and understand its dangers Identify the personal, health, and social consequences of using tobacco and marijuana Identify consequences that they consider their personal best reasons for not using tobacco and marijuana

www.cfchildren.org

800-634-4449, ext. 200

2008 Committee for Children

Student Success Through Prevention

Second
Grade 7 Scope and Sequence Empathy and Communication
Lesson 1: Working in Groups

27

Grade 7 Scope and Sequence

Bullying Prevention
Lesson 5: Responding to Bullying

Students will be able to: Understand the relevance of the Stepping In program to their lives Identify skills that contribute to successful group work Apply communication skills Define empathy and apply empathy skills
Lesson 2: Disagreeing Respectfully

Students will be able to: Recognize and define bullying and bystander behaviors Empathize with people who are bullied Identify strategies to deal with bullying and help others who are bullied Understand how a bystander can be part of the problem or part of the solution
Lesson 6: Cyber Bullying

Students will be able to: Distinguish between disrespectful and respectful disagreement Apply perspective-taking skills Apply skills for communicating their own perspective effectively Apply skills for giving constructive feedback
Lesson 3: Negotiating and Compromising

Students will be able to: Recognize that technology is sometimes used for bullying Understand ways they can be part of the solution to cyber bullying Understand strategies for dealing with cyber bullying
Lesson 7: Sexual Harassment

Students will be able to: Identify how to solve a problem using the Action Steps Identify a problem from the perspectives of those involved Generate solutions to scenarios using strategies of negotiation and compromise (win-win strategies) Apply the Action Steps to problem solving in given scenarios
Lesson 4: Giving and Getting Support

Students will be able to: Recognize and define sexual harassment Differentiate between flirting or joking and sexual harassment Apply assertiveness skills to refuse sexual harassment Understand their schools sexual harassment policy and legal implications

Emotion Management
Lesson 8: Understanding Anger

Students will be able to: Apply empathy skills Understand when and how to give support by being an ally Identify when and how to go to an adult for help and when to encourage friends to seek help from an adult Apply assertive communication skills

Students will be able to: Understand that out-of-control anger can result in destructive outcomes Understand what happens to their brains and bodies when they experience strong emotions Recognize the physical and mental signs that lead to strong emotions Identify and apply strategies for staying in control of their emotions
2008 Committee for Children

www.cfchildren.org

800-634-4449, ext. 200

Grade 7 Scope and Sequence

Emotion Management, continued
Lesson 13: Making Good Decisions

Lesson 9: Staying in Control Students will be able to: Understand why it is important to check their assumptions Understand and apply calming-down strategies Apply the Think Twice Step for checking assumptions Apply the Steps for Staying in Control for managing emotions
Lesson 10: Coping with Stress

Students will be able to: Apply the Action Steps to making decisions about avoiding substance abuse Understand how friends can support each other to remain substance-free

Students will be able to: Understand that coping means consciously doing something positive to handle stress Understand that avoiding dealing with stress can make feelings worse Understand how positive self-talk can change your attitude Identify coping strategies (calming down, getting support, taking action)

Substance Abuse Prevention Lesson 11: Myths and Facts Students will be able to: Identify basic facts about how their brains and bodies are affected by substance abuse Identify how substance abuse can negatively affect their lives Distinguish myths from facts about substances and substance abuse Lesson 12: Norms and Attitudes Students will be able to: Recognize that the majority of people their age do not use substances Clarify their attitudes about alcohol and other drug abuse Generate a personal commitment not to use alcohol and other drugs for the next year

www.cfchildren.org

800-634-4449,

ext.

200

2008 Committee for Children

Student Success Through Prevention

5econd
Grade 8 Scope and Sequence Empathy and Communication
Lesson 1: Working in Groups

29

Grade 8 Scope and Sequence

Bullying Prevention
Lesson 5: Bullying in Friendships

Students will be able to: Identify skills, behaviors, and attitudes that contribute to successful group work Apply communication and group-work skills Define empathy
Lesson 2: Leaders and Allies Students will be able to: Understand the importance of being a positive leader Identify actions that will inspire younger students Apply empathy skills Define ally and identify how to be one Lesson 3: Handling a Grievance

Students will be able to: Recognize and identify bullying within social or friendship groups Understand what they can do about bullying within relationships Understand how a bystander can be part of the problem or part of the solution o Apply empathic concern and perspective taking
Lesson 6: Labels, Stereotypes, and Prejudice

Students will be able to: Identify skills for effectively communicating about a grievance with someone Apply perspective taking to handling a grievance Apply assertiveness skills to communicating about a grievance Apply constructive feedback skills
Lesson 4: Negotiating and Compromising

Students will be able to: Recognize that labels, stereotypes, and prejudice can contribute or lead to bullying or unfair treatment of others Recognize that all people are individuals beyond a label or stereotype o Understand that increased empathy can reduce the negative effects of labeling, stereotypes, and prejudice Identify and practice empathic skills
Lesson 7: Bullying in Dating Relationships

Students will be able to: Solve a problem using the Action Steps Identify a problem from the perspectives of those involved Generate solutions using strategies of negotiation and compromise (win-win strategies) Apply the Action Steps to problem solving

Students will be able to: Recognize and identify bullying within dating relationships Understand what they can do about bullying within dating relationships Identify strategies to assess risk and safely avoid bullying in dating relationships

www.cfchildren.org

800-634-4449, ext. 200

2008 Committee for Children

Grade 8 Scope and Sequence

Emotion Management
Lesson 8: De-Escalating a Tense Situation

Student Success Through Prevention

Second

Substance Abuse Prevention

Lesson 12: Identifying Future Goals

Students will be able to: e Understand what happens to their brains and bodies when they experience strong emotions Identify personal strategies to pause and calm down Understand how self-talk can lead to escalation or de-escalation of anger, aggression, and conflict Understand how spectators responses can lead to escalation
Lesson 9: Coping with Stress

Students will be able to: Explain how using alcohol and other drugs can interfere with goals, hopes, and plans Understand how positive self-talk can help them avoid using substances, such as alcohol and other drugs Apply positive self-talk skills to drug and alcohol resistance strategies
Lesson 13: Keeping Your Commitment

Students will be able to: Identify their individual style of dealing with stress o Understand that avoiding dealing with stress can make feelings worse Understand that coping means consciously doing something positive to handle stress Identify steps and strategies for coping with stress

Students will be able to: o Generate assertive statements to counter thoughts or beliefs that interfere with making a decision not to use alcohol and other drugs o Generate a one-year commitment to stay free of alcohol and other drugs Identify skills that will help them maintain their commitments

Goal Setting
Lesson 10: Making Your Plan

Students will be able to: Define a goal Understand the process and benefits of setting goals Apply the Action Steps to goal setting Identify a group goal and the steps to reach it
Lesson 11: Evaluating Your Plan

Students will be able to: Evaluate goal-setting strategies used by themselves and others Understand the motivational power of goals Apply the Action Steps to their individual goals Understand the importance of small steps and learning from failure

www.cfchildren.org

800-634-4449, ext. 200

2008 Committee for Children

31

Culture Fair
2 Essays and one presentation board Essay One This essay is based on interviews with members of your family. From your family interviews, you will choose one aspect of your families culture and/or history and learn more about it from other family members, family artifacts or research in books or the internet. This essay is written in first person narrative. Essay Two This essay is a more in-depth look at some aspect of history associated to your family story. This is an expert essay and so will be written in the third person. Books, databases and the internet will be the resources used to collect information about the topic. Family Culture Essay Past family members who performed in circuses in the 1930s and 1940s Ancestors who immigrated from Ireland during the potato famine of 1846 and came through Ellis Island, NY. Family who has made the same Swedish Christmas cookies in their family for generations. Ancestors who came to Oregon on one of the first wagon trains. My family has shared a love of sports for generations. Our family makes special dishes to celebrate the Chinese New Year Historical Essay History of small, family circuses in America during the 1940s and 1950s or History of Aerial acrobatics An Immigrants Experience at Ellis Island in the 1840s and 50s or The Causes of the Potato Famine of 1846 History of Christmas Cookies or Swedish Christmas Traditions or Swedish Immigration to America in the 1850s Everyday life on the Oregon Trail in the I 800s or The founding of Oregon City Origins of football or Trailblazers and the National Championship Win of 1976 Celebrating the Chinese New Year in China and the United States, the similarities and differences or Life in the US for a Chinese immigrant in the 1980s. The tradition of binding feet in China or The Chinese revolution and womens rights

My great-grandmother had bound feet

Your presentation board will be a visual synthesis or combining of the two essays.

32

The essays, your name, a project title and Works Cited sheet will be included on the presentation board. Other items can include photos, graphs, regalia (things) that illustrate or document your families culture/history and your expert essay.

33

Culture Fair Calendar & Grading

1. Culture Fair Workdays-You will have very little time to work on your project at ** Let us know if you will need school. Most of the work will be done at home! support. 2. Culture Fair grade distribution: The grades you receive for your Culture Fair preparation and written essays will be reflected in your 2nd Trimester grade (dates below). The grades you receive for your Culture Fair speech and poster board will be reflected in your 3rd Trimester grade.
(The items below are given out the last school week of December prior to break; they are due the first week back after break)

3. Culture Fair preparation and written essays (230 points) December December December December Signed Parent Letter Cultural Questionnaire Cultural Collage w/speech Brainstorm/Plan Sheet

10 25 25 20

(If you see extended family over the winter break be sure to conduct interviews and gather information)

20 Personal Rough Draft w/self/parent edit January 21 20 Outline for Historical Resources and February 4 are taken off for missing for Requirements-points Sheets Self/Parent Edit Grade (For both RDs see
requirements)

February February February February February February February

11 11 11 18 18 25 25

Historical Rough Draft w/self/parent edit Looking at Specifics Signed Parent Letter #2, reminder Story Board (Your poster layout) Final Draft Personal Essay Signed Parent Letter #3, reminder Final Draft Historical Essay

20 10 10 20 20 10 20

(Both final drafts will be turned in WITH your rough drafts and RD grade sheets-its necessary to keep these)

4. Culture Fair speech (100 points): Speeches will be delivered in class, prior to Culture Fair night, and will be CIM scored. You must have your board complete in order to give your speech. Speech grades go on Trimester 3. Your grade is determined by multiplying your CIM scores by 5. Because a passing CIM score is all 4s (4x5= points, 20 max.), a passing CIM speech would receive 20x4 or 80/1 00 points. As you can see, a higher CIM score would result in more credit. 5. Completed poster board display on Culture Fair night (200 points): See grading rubric/scoring guide on the back of this handout. Poster board grades go on Trimester 3.

34
Scoring Guide-Culture Fair Color Colors are complimentary, effective, and express the idea or ideas of the project (background, borders, lettering)-x2 Working Towards 1 2 3 4 Highly Proficient 5 EXTRA CREDIT Title Title is selected that compliments and is specific to project, shows some insight, and grabs-x2 FOOD: reader/s attention
+

Working Towards 1

Highly Proficient 5 --x3

Borders Every item is bordered. Borders are straight, neat and in a complimentary color COSTUMEIDRESS UP: Working Towards 1 2 3 4

Highly Proficient 5

Lettering All text for essays, citations, captions and information is word-processed using the SAME -x2 ARTIFACTS: type font, titles excepted Working Towards 1 2 3 4 Highly Proficient 5
+

Captions All visuals have well developed explanations and sources of pictures are included somewhere-x2 (back of poster is fine as long as a description of picture are with corresponding citation) Working Towards 1 2 3 4 Highly Proficient 5

Neatness Wrinkles, smudges, eraser/pencil marks, and folds do not appear in project; size of board is 2 x 3-x4 Working Towards 1 2 3 4 Highly Proficient 5

Layout Layout is uncluttered, pleasing and interesting to the eye. White space does not detract from presentation x3
-

Working Towards 1

Highly Proficient 5

Visuals Presentation uses a combination of charts, graphs, timelines, maps flags or other visual representations -x 4 to add to the meaning of the project Working Towards 1 Connectivity 2 3 4 Highly Proficient 5

35
A clear connection exists between the information presented, building meaning as a whole, highlighting the students x6 cultural background Working Towards 1 2 3 4 Highly Proficient 5

Originality Project shows originality, creativity, and other exceptional qualities-x 2 Working Towards 1 2 3 Highly Proficient 4 5

Content Project adequately reflects the students own or cultural background it is evident that student did adequate research x 10 Highly Proficient Working Towards 4 5 2 3 1 TOTAL: 1200

36

Activity One (Tent One): Images in Our Minds The facilitator tells several short stories about people with different roles and responsibilities. After each story is read, students are asked what images came to their minds regarding the various people. The group discovers that it is common to associate gender, race, and class with certain roles and responsibilities. Media images are examples of some that reinforce our images. The activity encourages expanding our images and challenging our stereotypes. Power-Point Presentation: This is an optional visual aid facilitators can use to present the activity using Microsoft Office Power Point. Coding Sheet: This is an optional aid that children can use during the activity. Printer Friendly Version: This is a printable version of this page as well as the stories and pictures that go along with the activity. Follow-Up Activity: This can be given as homework or used in class as a supplement to this activity. Key points to integrate throughout the activity: Many times, the first image that comes to mind when we think of a person is based on what we have learned from television, magazines, or advertisements. Media images sometimes lead us to believe that our roles and responsibilities are determined by gender, race and class. These beliefs can lead to images in our minds that are narrow in terms of all the roles and accomplishments we each can have. We all have stereotypes based on gender, race, and class. Recognizing our own stereotypic images is an important step in creating alternative images of ourselves and others in order to believe in more possibilities for all people. Some of our images can be based on statistics. Statistically, there are more male police officers than there are female police officers. However, police work is done by many people of many races, including both men and women. We need to recognize that changes are taking place, accept these changes, and embrace them (i.e., the increase in number of stay at home fathers and working mothers, more women training to be doctors). Supplies: 1 copy of each of story to read to students Optional: Copies of the each story for the students to follow along Optional: Copies of the coding sheet for the students to record their responses, with four columns labeled character, gender, race, and class. Instructions: 1. Read each short story to the students. Ask open-ended questions about the characters in the story. For example, after reading Story 1, you might ask, When you heard me read the word, parent, did you think of a woman or a man? Continue with these questions as they relate to race, gender, and class. Optional: As you read, students can record their thoughts on the coding sheet provided prior to sharing in order to help keep their thoughts organized. 2. Delve deeper into the discussion and ask the participants what they think the reasons for their responses might be. Be sensitive not to embarrass any students and create a safe

37

atmosphere for discussion. Also, try not to answer these questions for them. Elicit the information from them using phrases such as What influenced you to. or What has been your experience with or why do you think many of us imagine a mom when you hear parent? Can you think of comments on T.V. that frequently show a mom when advertised? 3. Discuss how to challenge youths stereotypes by talking about a diverse array of people who do the same job or do the activity portrayed in each story. 4. Heres a great way to end the discussion. Remember: We must believe and act in ways that show that men and women of all races are able to be anything, but only if we allow one another to be freed from limiting stereotypes and harmful assumptions. How will you start making a difference? Try by getting to know yourself, your likes and dislikes. Get to know each person as an individual and as part of a community, not by projecting yourself on others. Think of integration, not separation. Be curious, not afraid!
. .
.

38

Activity Two (Tent Two): Prize Sorting In this activity, students will learn how gender is a major sorting force in our society and that this can lead to rigid gender roles that do not encourage the development of the whole person. The group is presented with several toys, including domestic, scientific, nursery, athletic, and medical toys, as well as board and computer games. They will be asked to sort the toys and place them into one of two boxes, one pink and one blue. Printer Friendly Version: This is a printable version of this page. Follow-Up Activity: This can be given as homework or used in class as a supplement to this activity. Key points to integrate throughout the activity: Messages of roles and who we should be are all around us and are often based on gender schema. These messages can be helpful and unhelpful. It is up to us to notice the difference and understand how they influence our choices for good or for bad. Notice how a lot of the toys in the pink boxes have to do with domestic tasks, beauty, fashion, self-improvement, nurturing roles, and externally focused imagination. Although girls do and can strive to have futures full of nurturing relationships, they also deserve to be free to choose fulfilling careers and feel good about themselves just the way they are, with or without these feminine features. Notice how a lot of the toys in the blue boxes have to do with adventure, being active, independent roles, and an internally focused imagination. Although boys can and do strive to have futures with fulfilling careers, they also deserve to be free to explore ways to develop nurturing relationships and feel good about themselves just the way they are, with or without these masculine features. How did youth know that pink box was for girls and the blue box was for boys? The media advertises that certain forms of entertainment are appropriate for girls or boys with colors. We are not saying that girls should wear pink, or that boys should wear blue. Messages about gender are pervasive, sneaky, and restrictive. If we keep sending messages with toys that girls can only do certain things and boys can only do certain things, then their options for establishing their identity can be very limited. We need to celebrate differences, not exaggerate them. Supplies: o 2 boxes of similar sizes. Each should be large enough to hold 8-10 toys. One should be covered with pink paper and one with blue paper (or one box painted blue and another box painted pink). 1 net. This could be something like a grocery net bag or a stuffed animal hammock, and should be large enough to hold 15-20 toys. Several toys, games, books, movies for participants to sort into gendered categories. Here are some examples: Toys in the pink boxes have to do with domestic tasks, beauty, fashion, self-improvement, nurturing roles, and externally focused imagination. Toys in the blue boxes have to do with adventure, being active, independent roles, and an internally focused imagination.

39

Instructions: 1. Set up: Put all the toys into a pile at the front of the room. Place each box on either side of the pile. Put the net aside for now. 2. Direct the participants attention to the stack of toys and the two boxes. Without any prompting or additional directions, tell them to sort the toys into the boxes. Usually, stereotypical feminine toys are automatically placed into the pink box and stereotypical masculine toys into the blue box. 3. Once the students are done sorting the toys, ask them to sit down. Start a discussion about the gender messages given by the toys that were sorted. This will help them to deconstruct the gender socialization process. Hold up specific toys and ask them questions like, a. What do you notice about the toys in the pink box? The blue box? b. How did you know which box to put those toys in? c. What do the toys in the pink box say about the roles of girls, who they can be and what they can do? The roles of boys, who they can be and what they can do? d. What toys were difficult to sort and why? 4. After a few minutes of discussion, ask the students about how they are limited in terms of what toys they are encouraged to play with. Some examples of questions you might ask are: a. What happens when a girl wants to play with.. [pick up a toy from the blue box] or what happens when a boy wants to play with. [pick up a toy from the pink box] b. Tell me about a time when you have felt limited by the toys you are encouraged to play with. c. Tell me about a time when you limited somebody else by the toys you encouraged him/her to play with. 5. Ask a volunteer to stand in one of the boxes (or a girl in the pink box and a boy in the blue box). a. Ask the group, What it would feel like to the volunteers if they had to fit entirely within the box? Usually, students reply with squished, uncomfortable, claustrophobic, stuck, etc. b. Explain that when you place expectations of girls and boys to behave in certain ways and be interested in certain activities, this is what we are doing to them. We are putting them in an uncomfortable, squishy box where they cannot be themselves. 6. Introduce the common net (aka the trapeze net) as a supportive environment, rather than the confining environment of a box. A script to use might be, In this net, we share all the toys and encourage each other and whoever wanted to play with them. We play with what we think will be fun and what interests us, not what others will think of us. Ask the students to take the toys out of the pink and blue boxes and help you put them in the common net. End the discussion by saying, Play with any and all toys and games. Read as many diverse books about men and women as you can, and explore these diverse scenes of texture, music, and
.
. .

40

scenery. Choose those things that interest and inspire you, and embrace your individuality! Be yourself!

41

Activity Three (Tent Three): In-the-Box/Out-of-the-Box Participants will go through magazines or collections of pictures to identify in-the-box and out-of-the-box images. In-the-box is a metaphor for rigid messages that limit our free expression to just be ourselves. The pictures are then pasted in the in-the-box or the out-ofthe-box category to reflect such qualities as they learn to recognize the limitations of these messages. The group discovers that toys often give us early messages about what girls and boys should do. The activity encourages the group to play with whatever they want to play with and to be themselves with less gender rigidity. Power-Point Presentation: This is an optional presentation to help facilitate a discussion for those with Microsoft Power Point Printer-Friendly Version: This is a printable version of this page and the pictures that can be used to facilitate a discussion. Follow-Up Activity: This can be given as homework or used in class as a supplement for this activity. Key points to integrate throughout the activity: During Activity Two (Prize Sorting), we introduced the idea about being in-the-box. This activity demonstrates the meaning of in-the-box and out-of-the-box. Imagine you were living inside a box. You would be cramped, with little room in which to move around. Sometimes messages from society limit us in this same way in terms of who we are and what we can do based on gender and race. Making us believe we are confined to certain ways of living is a lot like it would be living in a box. o What does it mean to be in-the-box? o Boys think they have to act like a man by being aggressive, tough, muscular, overly independent, and afraid to express their feelings. o Girls think they have to be a lady by being passive, weak, extremely thin and beautiful, overly dependent and afraid to express their intelligence! What does it mean to be out-of-the-box? Both boys and girls are: o assertive as well as passive, o strong and sensitive, o capable of being nurturing in relationships while being serious about their schoolwork, careers and activities, o able to express their thoughts and feelings o satisfied with their healthy bodies just the way they are Boys and girls should be free to be themselves, while knowing who they are and where they belong. It is okay to do in-the-box things, as long as you feel empowered to explore yourself out-of-the-box. Some people have trouble coming out of the box. They often get called names and are less likely to be accepted. Society puts them in a position where they cant come out-of the-box because of an uneven distribution of resources, prejudices, and fear. Supplies: o Chalkboard, white board, or flip chart sized paper e Laminated pictures of out-of-the-box images, or pasted or printed images on card stack

42

One medium-sized cardboard box for every 4-5 students Enough magazines so that each participant has one Scissors and glue/tape

Instructions: 1. Start a discussion by giving students specific examples of what we mean by limiting messages from the media. Refer back to Activity 2, when students were asked what it feels like to be fit into a very small box. 2. Draw two boxes on the board. Ask the students to help you fill in the first box with several characteristics, interests, and behaviors that society prescribes as the values of being a boy. Then, do the same for girls in the second box. Here is an example:

Boys In-the-Box Play with trucks and guns Excel at Math and Science Lead & initiate Be aggressive Limit expression of feelings Be independent

Girls In-the-Box Play with houses & self-improvement toys Excel at English & Art Follow others Be quiet Be vulnerable & weak Be beautiful and skinny

3. Once the descriptions in the boxes are finished, ask the children to describe what happens when boys and girls do things that are outside the gender box. For instance, girls and boys get called names (e.g., sissy, wuss, mamas boy, bossy, tomboy, mean). 4. Show the participants laminated pictures of in-the-box and out-of-the-box images and ask them what they see. The purpose of this is to replace the ideas that girls and boys need to act in-the-box to display valuable qualities. Showing them out-of-the-box images will encourage them to become more comfortable to come out of their gendered boxes. Tell everyone to choose from a variety of characteristics, try them on, and celebrate what fits! After you have discussed and everyone understands the in-the-box/out-of-the-box 5. metaphor, divide them into groups of four or five and give each group a flattened cardboard box. Also, give each student a magazine, along with scissors and glue. 6. Ask all the students to find an in-the-box picture in the magazine they have and cut it out. After a few students have found an in-the-box picture, ask one of them to stand up and describe it to the rest of the participants. Then give everyone 5-10 minutes to find three in-the-box images, cut them out and paste them on the inside of the boxes. 7. After 5-10 minutes have passed, ask the students to find an out-of-the-box picture in the magazine they have and cut it out. After a few students have found an out-of-the-box picture, ask one of them to stand up and describe it to the rest of the participants. Then give everyone 5-10 minutes to find three out-of-the-box images and paste them to the outside of the boxes. 8. Once all the pictures are pasted on the boxes, guide the students to close their boxes so that all the in-the-box images make up the inside of the box, and the out-of-the-box images make up the outside of the box. (You may use tape or staples to keep the boxes in form.)

43

9. When the boxes are reconstructed, have each group share pictures, either outside or inside the box, and tell the rest of the participants about what messages the pictures give to girls or boys. Talk about how these messages are helpful and unhelpful as they are portrayed in the media. 10. Encourage youth to recognize and choose images that give out-of-the-box messages. Its okay to be who they are and to encourage others to be who they are, too!

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45

Activity Four (Tent Four): Build a House For this activity, youth are asked to reflect on how in our society, people are often expected to have the same outcome in life, regardless of the resources with which they begin. Students are divided into groups and given different amounts and kinds of materials to construct a model of a house. They are then asked to talk about the process of building the house in order to dispel class based (socioeconomic status) stereotypes. The group learns that you cant tell the character of a person by how much money they have. Power-Point Presentation: This is an optional presentation to use at the end of the activity to facilitate a discussion for facilitators who have Microsoft Power Point. Printer-Friendly Version: This is a printable version of this page and some pictures to facilitate a discussion afterward. Follow-Up Activity: This can be given as homework or used in class as a supplement to this activity. Key points to integrate throughout the activity: o Our society often expects people to have the same outcome in life, regardless of the resources with which they begin. We need to be aware of the power of what we do not see, hear, or know on a daily basis in regard to others access to resources, and what influences peoples behavior. This activity gives children a glimpse at the reality of the haves and have nots, and the value our society unfairly prescribes to the amount of money people have as a reflection of individuals worth. There is an unequal distribution of resources. Sometimes people cannot get a better job or even try harder due to the uneven distribution of resources, prejudices, fears of others and their own fears. Most things valued in our society have to do with money and the things money can buy such that people will feel valuable. However, things that money can buy, such as shoes and houses, do not determine how important a person is. The media often gives us messages about wealth. It tells us that characteristics like being fun, interesting, generous, hard-working, and loving are determined by the amount of money that people have. But money cannot truly buy happiness! Happiness is a feeling, whereas money buys material things. Supplies: Materials from recycling or trash bins that can be used to construct a house (cardboard, Styrofoam, paperboard, bubble wrap, wrapping paper, etc.) 4 large, black garbage bags o Bag One (Most/best resources): the highest quality and most abundant building supplies. Includes items such as sturdy cardboard, thick poster board, strong duct tape, ample furniture, wallpaper, carpet, or other fabrics. o Bag Two (Some/average resources): reliable quality and just enough building supplies. Includes items such as decent cardboard, packing tape, some furniture, and some decorative items. o Bags Three and Four (Least/worst resources): the least quality and limited building supplies. Includes small amounts of items such as Styrofoam, scrap

46

o o o

paper, masking or scotch tape, and little to no decorative items, such as markers, fabric, or carpet Pile of books to represent education Play money (or green construction paper to represent money) Attribute printouts (4 copies of each printout)

Instructions: 1. Divide the participants into four groups by counting off randomly by 4s. 2. Give each group a bag of building supplies and instruct them to build a house with the materials they have in their bags. Give everyone a specific amount of time to do this; 20 minutes usually works well. Once everyone understands what to do, send Group 4 into another room or out into the hallway to build their house. 3. While the groups are building their houses, write down your observations about what happens in the different groups. What do you notice about their interactions, the way they express their feelings, and their behavior? Here are some trends you might notice: a. Group 1 (the most resources) tends to get along well; they usually appear to have a good time, with lots of laughter and excitement. Each person will often have an individual project or is able to be creative. The group tends to waste a lot of resources and does not clean up as they go along. The group also does not notice what is going on in other groups. b. Group 2 (average amount of resources) frequently gets along well; they diligently work together. The group tends to build a sturdy home without a lot of extra (surplus) items in it. This group is not wasteful and cleans up as they go along. They may or may not notice what is going on in other groups; either way, the actions of other groups do not seem to bother them. c. Group 3 (the least resources that stay in the room with the other groups) usually engages in a lot of arguing. They get upset about the unfair distribution of resources, vocalize their feelings, and may steal from other groups. Although they do not waste their supplies, they do not use them efficiently, building accessories before the house. They tend to be very aware of the other groups and often finish before them. d. Group 4 (the least resources who leave the room) often get along fairly well and work as a team. They usually use all of their supplies efficiently and constructively, without concentrating on accessories. They are not concerned with other groups, although they are curious as to why they are asked to leave the room. 4. Let the students know when they have five minutes left to finish building their houses. Once the allotted time is over, invite Group 4 back into the classroom to share their house. 5. Start a discussion about the building process of the houses. Here, you may use your observations as a reference point or a guide to discussion. Some examples of questions to address to the class are: a. Do you notice a difference in resources and materials in each of the houses? When did you notice any differences? * Address this question specifically to the children in Group 1. Typically, they will say they did not notice any frustration in the other groups, particularly the group with the least amount of supplies.

47

b. Was there any arguing or fighting within or between any of the groups? Why might groups who had more and nicer supplies argue less than those who had supplies of a lesser quality? c. Did the group who was sent out of the room get along differently than the other groups? Why? What were their reactions when they entered the room and saw the other houses? 6. Continue the discussion with this written-out verbatim. This really hits the lesson home for the participants, but would be most effective with your own genuine wording and spontaneity. a. I have a few more things that I would like to give you, according to what kind of house you have. This may determine what you are able to buy and provide for yourselves. b. Pass out money for groceries and medical care. Give each group an amount relative to their SES level. For example, Group 1 should receive most of the money. A lot of times, it is very difficult to buy foods that are good for our bodies, or medical care for when we are sick. c. Pass out books. Give each group an amount relative to their SES level. For example, since Group 1 has the most money, they should receive the most books. Money allows people to pay for schooling, which in turn helps them get jobs that pay more money. d. Now, I have some characteristics that I wanted to give you, but I could not figure out who should get what based on how much money they have. For example, I have the attribute Hard Working. I cannot determine who is hard working based on the amount of money you all have. You could all be hard working. I also have characteristics of Smart and Wise to give. However, being smart and wise has nothing to do with how much money you have. How about Generous and Giving? Everyone can be generous and giving, regardless of how much money they have or do not have. Same with the qualities Honest and Truthful. No amount of money can make people be honest and truthful. I also have the qualities Well-loved and Brave. You all deserve to be loved by others and are more than capable of showing courage when you stand up for what you believe in. No one can tell you otherwise. e. Hand out the value cards to all groups. Everyone should be valued and viewed as important. Feeling valued and important is not based on how much money you have.

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49

Activity Five (Tent Five): Marine Life Story In this story, there are four animal creatures: a shark, a carp, a crab, and a dolphin. Each of these creatures resides in us all. After reading the story, students are asked to write or draw about times that they themselves acted like the shark, the carp, the crab, or the dolphin, and are asked to share these stories. This activity ends with youth making a commitment similar to the dolphin as they begin to work toward social justice in their everyday lives. Power-Point Presentation: This is an optional visual aid facilitators can use to present the activity using Microsoft Office Power Point. Printer-Friendly Version: This is a printable version of this page, as well as the pictures of the Shark, Carp, Crab, and Dolphin for those facilitators who do not have Power Point. Marine Life Template: This is a worksheet that can be used during the activity while students cite times in which they were each creature. Follow-Up Activity: This can be given as homework or used in class as a supplement to this activity. Key points to integrate throughout the activity: This activity tells a story about a variety of feelings individuals have and the way they behave as a result of feeling inadequate. There are four creatures talked about: the shark, the carp, the crab, and the dolphin. We all have each of these creatures within us; it is up to us to choose which one we are going to act like at any given time. There are times when we have acted like each one of these sea creatures. Give examples using people of diverse races, genders, and socio-economic status to depict the thoughts and behaviors of the creatures. We should try to be the Dolphin as often as possible. Do not think that you are above or below anyone else, treat others as equals, stand up for what you think is right, believe in yourself, and believe in others. Get to know people and build a community of safe curiosity and free of fear. Supplies: Marine life pictures Drawing paper for each participant OR copies of marine life templates Pens, pencils, markers, and crayons Instructions: 1. Introduce each creature and what it does. Tell the story of these creatures, giving them the metaphor of how we behave and what we are thinking. 2. Here is a suggested way to tell the story. Remember to get creative; the story is told much better when you tell it with your own words and spontaneity. a. I want to talk to you about four animal creatures: a shark, a carp, a crab, and a dolphin. All of us can decide to act like any of these creatures at any time in our day to-day interactions. b. Sharks tend to swim on the surface of the water in order to watch all that goes on below them. Sharks put other people down to make themselves feel like they are above and better than all others. They are afraid that there will not be enough of the

50

good things in life to go around, so they want to make sure that they get their good things. c. Carp are similar to Sharks in that they are afraid there will not be enough of the good things to go around. But instead of believing that they are better than others, the Carp do not believe they are as good as others. They swim on the bottom of the ocean, eating whatever falls to the bottom, trying not to upset the shark. Carp believe that if Sharks think they are better than Carp, then it must be true. d. Crabs see what goes on between the Shark and the Carp but are too frightened to do anything about it. The Crabs walk side-to-side, afraid to stand up straight and stand up to the Shark. Crabs are bystanders. They do not defend against unfairness because they do not know what to say or do and are too afraid to help out. e. Dolphins are able to swim at the bottom of the water, where Carps live, and at the top of the water, where Sharks swim. They know there are plenty of good things in life to share with everyone. Dolphins believe they are equal with all others. They believe in win-win outcomes and cooperation. They have the courage to stand up for what they know is fair and right. Ask the participants about their experiences being a Shark, a Carp, a Crab, and a Dolphin. 3. They can draw their thoughts and experiences, write a descriptive story, or jot down some thoughts. Ask everyone to show and describe what theyve drawn or written.

51

Creatives and Trades Career Fair

th 8 grade Introduction. The Creatives and Trades Career Fair is geared toward ar extracurricul students and their families, and will highlight what may be considered interests and show students how it can become a career. It will expose students and their families to successful people in a creative, trades, or skilled worker field and provide them with valuable job-seeking and job-acquiring skills. Participants will include school personnel and local small business owners, artisans, and trades workers. The fair will last for 2 days, after school and in the evenings. Rationale. As a school counselor preparing students for graduation and the great beyond after, it is crucial to provide resources about all of the different options for success. College fairs and employment fairs are common, but often lost is the emphasis on cultivating students hobbies and illuminating to them the possibility of creating a career out of them. Alternatives to 4-year colleges tend to be more practical fields of employment, such as mechanical labor; while not aiming to diminish these options, the desire is to highlight other possible areas of focus as well, such as artistic, creative, and organizational pursuits. With public education lacking in adequate funding and focus on providing a wealth of non-academic tracks and classes for students to fully explore their intellectual talents and interests, this fair is instrumental in exposing students not only to the possibilities of learning and engaging their skills, but also seeing role models in each field who have found success. Having the fair open to students families, and hosting it both after school and in the evenings, will enable parents or guardians to attend at a time that is convenient for them. When exploring options for post-high school life and later making decisions about next steps, parental support is important and influential, yet often absent from the process. Engaging the students families and having specific activities at the fair geared toward them would increase support, involvement, and understanding as the student moves through the decision-making process. Location and Setup. The fair will be held in the school cafeteria. Tables will be arranged around the perimeter of the space, allowing for maximum room for students and their families to walk around and for the presenters to have use of the wall behind them for signage. Depending on actual size of the space, tables may also be set up as islands in the middle. One corner will be designated for and set up to accommodate interactive workshops. Near the entrance will be a station for the school counselor to hand out general printed material, have signups for follow-up conferences, and collect raffle tickets for various prizes. Participants. As a thank you, all participants will be given advertising space in upcoming issues of PTA or school newsletters. Local businesses, contractors, and artisans. Efforts will be made to include as many different kinds of businesses as possible, such as: Carpenters Metalsmiths Masons Interior designers Graphic designers Jewelers

52

Fashion designers Chefs Bakers Restaurateurs Hairstylists Painters Sculptors Arborists Masseuses Photographers Other artisans and entrepreneurs Participants will be asked to bring samples of their work and be prepared to speak to their journey to success, including challenges and roadblocks they may have encountered and any formal training or education they went through. Donations of products or services will also be requested of them to be included in the raffle list. If any artisans would like to, they are welcome to hold project demonstrations, e.g. basic woodworking, knitting, graphic design, to engage students in hands-on activities. They may also give scheduled question and answer sessions if desired. The Event. Barring any scheduling roadblocks or conflicts, the fair will be held on a Thursday-Friday block in the first marking period of the school year. Hours for the fair will be 3:OO-5:OOpm, then 6:3Opm-8:3Opm on each night, with raffle drawings each night to include fairgoers from both the afternoon and evening sessions. Each fairgoer will receive two raffle tickets and be able to choose which prizes raffle to enter. Prizes will be different for each day of the fair. There will be no food offered at the actual fair, but ideally there will be enough participation and resources to provide a PTA-sponsored potluck from 6:OO-7:OOpm before the evening session each night. This potluck will be held in a separate room from the fair, and fairgoers will be asked to not bring any food into the cafeteria for the fair. The reason for this is because many of the participants may have their products for display or demonstration, and having food while handling these items may cause staining or damage. Teachers and other school personnel will be highly encouraged to volunteer their chaperones for the fair. As chaperones they will be responsible for manning the as time entrance and raffle booth, directing fairgoers to specific booths if needed, and generally overseeing the event to ensure that it runs smoothly. As an incentive, there will be a separate raffle specifically for school faculty and staff who volunteer, with prizes such as free massages, restaurant gift certificates, or other appropriate gifts. Preparation and Fundraising. Preparation for the fair may begin as early as the end of the previous school year, or late in the summer leading up to the current school year, in reaching out to local businesses to request their participation. It will be crucial to have a list of various fields and then several businesses or people in each field to contact, in case of declines. Every effort will be made to ensure an adequate variety of types of businesses. Another crucial aspect in the fairs actualization and success is the cooperation of the PTA. The school counselor will likely have to rely on the PTAs website or newsletter

53

to donate advertising space to offer each participant as an incentive to be a part of the fair, as well as their knowledge of the community and outreach opportunities to get in touch with these businesses. The PTA is also a key player when it comes to fund raising. While the desire is that the participants are willing to take part in exchange for advertising space, the reality may be that some require a bit more coaxing. Some more high-profile businesses may require financial compensation; as well, it would be an appreciative gesture to offer each participant a small token at the end, such as a gift card to a local coffee shop. In leveraging the PTAs fundraising expertise, the school counselor may institute several efforts to raise money for the fair. Outcome and Follow-up. The anticipated and desired outcome for the Creatives and Trades Career Fair is that students and their families walk away with a more comprehensive outlook on the possibilities for the student after high school. Perhaps a student who has always enjoyed tinkering with photo editing or graphic programs on her computer will see that it could be something more than tinkering, or another student who is always rearranging the furniture in his room will make the connection between a habit and a potential future in interior design. As well, a parent who has worked in the same field and perhaps for the same employer for decades may find a new and more current way of thinking in order to support his child, whose interests may not lie in the same place as her parents expectations. At minimum, students will know that there is a wealth of resources for them, with many different avenues for exploration. As mentioned above, the school counselor will have signup slots for conferences available at the entrance booth, for both students and parents. Through these conferences, the counselor will be able to follow up on how the fair impacted them and address any questions that have come up. Outside of conferences, she will also visit various classrooms in the weeks following the fair to gather thoughts and feedback from students who attended, and find out reasons for those who did not attend.

Career Domain: Learn to Work 8th Grade Guidance Action Plan Lesson 1
Career Related Learning Curriculum and Projected Start! ASCA Domain! Standard Projected End Materials Standards Projected Number of Students Affected Lesson Will Be Presented in Which Class! Subject? Evaluation Methods How Will the Results be Measured?

2011-2012

Grade Level

Pathway Lesson

Guidance Lesson Coitent

Implementation Contact Person

8th

Lesson 1 Refelection: My Srengths, Talents and interests Exhibit appropriate ethis and behaviors Pathways Lesson 1, Refelction worksheet Demonstrate career development skills in planning for post high school
experiences

PS Standard A: Students will Initiate studens refelective squire the knowledge. attitides thoughts about their strengths, and interpersonal skills to help talents and interests prior to them understand and respect taking personal inventory in CIS Self and others Pathways lesson I will be presented during All 8th Grade Students first half of wilting block, PS: Al .1: Identify personal strengths and assests

Students will have documented reflection School Counselors worirsheet in CIS Karel Chan and Rachel Students will Reich understand career vocabulary before taking CIS inventory

Introduction to vocabulary in CIS

career uevelopment tanaaro A: Students will acquire the skills to investgate the world of work in relation to knowledge of self & to make informed career
Apply decision making and problem-solving techniques

C:Al.1: Develop skills to locate, eveluste and interpret career information,

Demonstrate effective communication skills to give and receive information

Meadowlark Middle School Counseling Department

pals Signature

Date

Prepared by

xi

2003. ASCA National Model A Framework ton School Counseliot Programs. American school CounSelor Association

55

Career Domain: Learn to Work 8th Grade Guidance Action Plan Lesson 2

57

Projected Career Related Learning Curriculum and Projected Start! Number of Projected End Materials Standards Students Affected
.

Exhibit appropriate ethis and behaviors

.

Computer Lab & copies of Creating your Career Planning Portfolio

.

Blank date to blank date every other week

All 8th Grade Students

Demonstrate dareer development skills in planning for post high school experiences

Apply decision-making and problem-solving techniques

Demonstrate effective communication skills to give and receive information

59

2011-2012

Lesson Will Be Presented in

a,k;.I..

Evaluation Methods How Will

4k

Implementation

JIeasur
Students will nave craeted their portfolio School Counselors: Pathways lesson 2 will entered in the Karel Chan and Rachel be presented during Reflection: My Reich block, first half of writing 1 Strengths, Talents and I nte rests

Career Domain: Learn to Work 8th Grade Guidance Action Plan Lesson 3
2011-2012

Grade Level ASCA Domain! Standard

Pathway Lesson

Guidance Lesson Content

Career Related Learning Curriculum and Projected Start! Standards Projected End Materials

Projected Number of Students Affected

Lesson Will Be Presented in Which Class! Subject? Evaluation Mathods How Will the Results be Measured?

Implementation Contact Person

8th

Lesson 3Identifying Career interests and Career Goal Setting Exhibit appropriate ethis and behaviors Blank date to blank date, every other week C;A1;1; Develop skills to locate, evaluate, and interpret career information Demonstrate career development skills in planning for post high school pvnpripnces Apply decision-making and problem-solving techniques

Help students learn more indepth about careers and identity career goals

Career Development Standard A; Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career_decisions Completed Self Assessment and Occupations and Refelection Worksheet

Students will have Pathways lesson 3 will completed a career School Counselors; be presented during All 8th Grade Students cluster inventory saved Karel Chan and Roche first half of writing three occupations and Reich block, completed reflection

C;A1;2; Learn about the variety of traditional and nontraditional occupations Career Development Standard B; Students will employ strategies to achieve future career nook with slirrecs and C;B2;1; Demonstrate awareness of the education and training needed to achieve rarpernnals Demonstrate effective communication skills to give and receive information

pals Signature

Date

Meadowlark Middle School Counseling Department Prepared by

Career Domain: Learn to Work 8th Grade Guidance Action Plan Lesson 4
Projected Career Related Learning Curriculum and Projected Starti Number of ASCA Domain! Standard Projected End Materials Standards Students Affected
Academic Development
Exhibit appropriate ethis and behaviors High school word search Blank date to blank date, every other week

2011-2012

Grade Level

Pathway Lesson

Guidance Lesson Content

Lesson Will Be Presented in Which Class! Subject? Evaluation Methods How Will the Results be Measured?

Implementation Contact Person

8th

Lesson 4 Planing for High School Demonstrate career development skills in planning for post high school
eynpnenr.pc

Standard A: Students will Have students understand High complete high school auth the School vocabulary and the academic preparation essential forcasting process to choose from a wide range of substantial nost-secondarv A:B2:1: Establish challenging academic goals in middle school and for high school

Students will have Pathways lesson 3 will completed word search School Counselors: be presented during Karel Chan and Rachel and reviewed high All 8th Grade Students first half of writing Reich wchool graduation block, requirements

Review the district requirements necessary to graduate from high school

Apply decision-making and problem-solving techniques

copies of forecastinng guides and the essenhal skins Have students prepare questions for high school personnel when they come to forecast

Demonstrate effective communication skills to give and receive information

Meadowlark Middle School Counseling Department Date

pals Signature

Prepared by

63

7/8th Grade PlAN

$

Career Pathways and Personalized Learning

INOTC oS

The goal of this curriculum unit is to provide students the opportunity to:

Learn more about themselves Increase career awareness and vocabulary Know how their interests will apply to high school and career choices Understand forecasting process and vocabulary Understand the district requirements for graduation Meet district and state requirements for personalized learning

64

th 718

Grade PPS Career Pathway/PLR Requirements

Create/Update CIS Portfolio Reflection: My Strengths, Talents and Interests Complete a Career Cluster Inventory Research/Save 3 Occupations Reflection: If I Became My High School Plan Optional Activities Reality Check Participate in CRLEs Read On Track Magazine

65

Lesson I
Purpose

Reflection: My Strengths, Talents and Interests

To initiate students reflective thoughts about their strengths, talents, and interests prior to taking the personal inventory in CIS. Introduction to vocabulary in CIS.

Counseling Standard Learning Target Counseling Standard Learning Target Time Materials Preparation

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. PS: Al. 10 Identify personal strengths and assets. Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. C:A1 :1 Develop skills to locate, evaluate and interpret career information. 45 Minutes N/A Attached Reflection: My Strengths, Talents and Interests Worksheet. It is recommended that you do the worksheet in class, collect the answers and then have students enter the information in to CIS after they have created their portfolio (lesson Ii). Have home page CIS on screen to show them the features. An example of a result of a career interest nventory.

Steps 1. Give students overview of the lesson objective. Emphasize how this is the first step for students to think about what they would like to do after high school. Distribute Reflection Worksheet. Have students do a pair share when finished.

2.

3. 4.

Distribute handout (or show them the home page for CIS). Review vocabulary. Recommended: Showing them an example of the results of a career inventory.

Assessment

Students have documented reflection worksheet in CIS. Understand career vocabulary before taking inventory in CIS.

66

Document in CIS

Reflection: My Strengths, Interests and Talents

Five Things I Really Like About Myself and/or Five things That I Do Well 1. 2. 3. 4.
D.

Other people like my ability to_________________________________

Subjects I enjoy most are:

My best subjects:

Type of work I like to do outside of school

When Im not at school I like to

I like these activities because

Turn to the person next to you in the classroom to share your answers.

67

CI5 Vocabulary

Welcome Create My Career Planning Portfolio

Gr Reflection: My Strengths, Talents, Interests Comolete a Career Cluster Inventory Research Occupations Reflection: If I Became Mv High School PLAN

Optional Activities Get a Reality Check Participate in CRLEs

Career:

Ones calling in life or profession which evolves, changes and grows as you get older. Clusters a group of similar occupations in a meaningful way for planning. A tally of ones personality traits, aptitudes, skills, etc. The computer then matches the tally of their interests to information about occupations to create a list of suggestions. How we organize the world of work so we can talk about what people do in a way that is neither too specific nor too general. A place to keep your results from taking the interest inventory as well as other CIS research and activities.

Cluster:

Career Inventory

Occupations

Portfolio

68

Example of a Career Cluster Inventory

Career Clusters
Agriculture Food and Natural Resources Architecture and Construction Arts Audio/Visual Technology and Communications Business Management and Administration Education and Training Finance Government and Public Administration Health Science Hospitality and Tourism Human Services Information Technology Law, Public Safety, Corrections, and Security Manufacturing Marketing Science, Technology, Engineerina. and Mathematics Transportation, Distribution, and Logistics

Score
8 5

IWIIIIIIIIIIIIIIIIIIII

10 9 9 7 10 8 8

L1I1

5 7 4 6 6 11

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Lesson II
Purpose

My Career Portfolio
Students will create their CIS portfolio, complete career cluster inventory and save three occupations. Standard B: Students will employ strategies to achieve future career goals with success and satisfaction. C: B2.5 Maintain a Career Planning Portfolio

Counseling Standard Learning Target Time Materials Preparation 45

Computer lab Reserve Computer Lab Have your school computer code Copies of Creating Your Career Planning Portfolio

Steps 1. Tell students the purpose of the lesson. Distribute Student Worksheet: Creating Your Career Planning Portfolio. Students create their CIS portfolio at http://oregoncis.uoregon.edu. Have them enter your SCHOOL user name and password. Students click on Create My Career Planning Portfolio. They are a new user so they will click on Create Mj Career Planning Portfolio. Students enter the information on their personal mformation. For the user name and password make sure they enter their first and last initial and their student id for both. It will ask them the question, Is it okay for the person helping me to review my portfolio? Make sure they click YES! Have them click submit. Students then need to return to the home page and click on Career Cluster Inventory. Students complete the inventory. Have them review the occupations in their career cluster inventory and save a minimum of three.

2. 3. 4. 5. 6.

7.

8.

9.

Assessment

Students have created their portfolio and entered in the Reflection: My Strengths, Talents and Interests. In December 2010, CIS Jr. will be customized for PPS and have a direct link for students. Until then, you can guide students to Mj Career Planning Portfolio, the tab Who am I? and then ThinkingAboutMe and then click on Mj Strengths, Talents and Interests. Some of the questions will be different because the form has been changed for PPS.

Note:

70

Student Handout

Creating Your Career Planning Portfolio

Step 1: Go to http://oregoncis.uoregon.edu

Step 2:

Click on Sign In: CIS for Internet

Step 3:

Enter School username and password. Username: Password: Click on Sign In

Step 4:

Click on Create My Career Planning Portfolio

StepS:

You are a NEW USER: Click on Create My Career Planning Portfolio

Step 6:

Enter the following information: First name: Last name: Graduation Year: User Name
(first and last initial and your student ID. Example: EC 123456)

Password
same as your user name (Example: EC123456)

Step 7:

Click YES on It is okay for the person helping me to review my portfolio.!

Step 8:

Click submit.

Step 9:

You should see your name under your school name.

My user name:

My password:

71

Lesson III
Purpose

Identifying Career Interests and Career Goal Setting

The purpose of this lesson is to help students learn more in-depth about careers and identify a career goal. Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. C: Al.l: Develop skills to locate, evaluate and interpret career information. C: Al .2: Learn about the variety of traditional and non traditional occupations. Standard B: Students will employ strategies to achieve future career goals with success and satisfaction. C:B2:l Demonstrate awareness of the education and training needed to achieve career goals. 45 Minutes for in class instruction Homework or in class Completed Self Assessment and Occupations Attached Reflection worksheet

Counseling Standard Learning Target

Counseling Standard Learning Target Time

Materials

Steps 1. Tell students the purpose of the lesson. Remind them that this activity will be used to start working on a plan for high school. Students go to CIS at http://oregoncis.uoregon.edu. Have them enter your SCHOOL user name and password. Students click on Career Cluster Inventory. Students complete the inventory. Have them review the occupations in their career cluster inventory and save a minimum of three. Have students complete If I Became
....

2. 3. 4. 5.

6. 7.

If time, have students divide in to groups based on their career cluster. Have them share their If I Became
. .

Assessment

Students have completed a career cluster inventory, saved three occupations and, completed reflection. In December 2010, CIS Jr. will be customized for PPS and have a direct link for students. Until then, you can guide students to Mj Career Planning Porolio, the tab Where am Igoing? and then IfI Became on the right hand side of the page.

Note:

Document in (IS

IF

I BECAME...

What would it be like fyou were a firefighter or a bank teller? You will research one occupation in this worksheet and describe what your life would be like ifyou worked in that occupation.

CHOOSE AN OCCUPATION Choose one of the occupations you saved in your portfolio. Answer the following questions.
If I became a(n)

(name of the occupation) What skills and abilities would I need for this occupation? List three. 1. 2. 3. What would I study in high school?

How would I prepare after high school?

Where would I work?

How much does it pay?

Is this occupation for me? Why or Why not? Give two reasons.

4.
5.

73

Lesson IV
Purpose

Planning for High School

The purpose of this lesson is to: Have students understand high school vocabulary and the forecasting process. Review the district requirements necessary to graduate from high school. Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-. secondary options, including college. A:B2.1 Establish challenging academic goals in elementary/middle/junior high and high school. 45 Minutes High School Word Search

Counseling Standard

Learning Target

Time Materials

Steps 1. 2. Tell students the purpose of the lesson. Distribute the word search. Review worksheet of graduation requirements and the essential skills.

Optional Activities: Distribute copies of forecasting guides and highlight courses that relate to careers. Have students prepare questions for high school personnel when they come to forecast. Assessment Students have completed word search and reviewed high school graduation requirements.

74

Student Handout

High School Vocabulary Word Search

S SRDCDKBEGN B LAH YAWQKMW AYIJEVMRKERN MGUI FORE CAS OZCWKSNDEES LTIHOSOEGRI PXRXZ LLEVUA I LRABVLAQ 10 0 IULNLDE I CT TOCWOSRAUTI CEACSECZUGN UORSRDERIUQ ROT PD IABI LD TTXFXJLHZPA VYECRED I TPT OKNF ZHAE YCTX TING SMPP DYAA UIJFQ AEKG LUAO CJYN RECA ERLO DSUE IS SD TGGE

Career College Credit Diploma Dual Credit Elective Eligible Essential Skills Extracurricular Activities Forecasting GPA OUS

Prerequisite Required Transcript

Ones calling in life which changes and evolves. Bachelors degree (4 Year University) Recognition a course has been completed Document certifying completion of high school Opportunity to earn high school and college credit Non-required class GPA and credits to participate in school activities Demonstration of skills you need to graduate Outside of school (sports, school play) Choosing high school classes Grade Point Average a measure for academic achievement Oregon University System Oregons Four-Year Universities Required class before you can take another Class you have to take in order to graduate Official document of grades/classes

75

Teacher Use Only

Solution
S+R+C++++++ ++++ LA + + A + + + + + +++E A+ L + + + R + + + + + +T + M+U I FORECAS T ING O+C+K+++EE+S++P LTI++S+EGRI D + +A P+R+++LEVU+ I +RA+ + LAQ I + AE + + D+U+NL+E I +T L+++ ++C+05R++TIC+++ + +AC + E C + + G NRE++ ++R+RDERIU QERLO ++TP+++BI + +DSUE ++X+++L++P+I5S+ ++ECREDIT+TT++E
+

(Over, Down, Direction) CAREER(5, 1, SE) COLLEGE (4, 11,NE) CREDIT (4, 15, E) DIPLOMA(1, 9,N) DUALCREDIT (12,6,S) ELECTIVE (15, 13,NW) ELIGIBLE (13, 8,5W) ESSENTIALSKILLS (15, 15,NW) EXTRACURRICULAR (3, 15,N) FORECASTING(5, 4, E) GPA(15, 4,S) OUS (15, 12, SW) PREREQUISITE (4, 13,NE) REQUIRED(13, 12,W) TRANSCRIPT (2, 6, SE)

Student Handout

PPS High School Requirements

Language Arts Math Science Social Science Physical Ed Health Fine/Applied Arts World Language Electives 4.00 3.00 3.00 3.00 1.00 1.00 1.00 2.00 6.00 24.00

Total Credits:

Student Handout

How Can I Prepare for the Essential Skills?

Oaks Benchmark My Score

Read Write Apply Math Speak/Listen Use Technology Think Critically/Analytically Personal Management/Teamwork Civic/Community Engagement Global Literacy

236 40 236 TBD TBD TBD TBD TBD TBD N/A N/A N/A N/A N/A N/A

Think Critically/Analytically El Ask for help from teachers/staff/parents if you have questions/concerns about work. U Identify problems and solutions (i.e. coming for help before or after school) El If your plan isnt working, ask for help again. Dont worry about looking bad!

Personal Management/Teamwork El Write down assignments in planner El Check locker each night for work to take home El Turn in my homework El Come to school regularly El Employ positive behavior in class El Get the best work done .on time
. . .

El Treat others as you wish to be treated El Do your share of work in class activities El Help others to get along better

Civic/Community Engagement El Listen attentively in class. El Use respectful language when working with teachers, parents and other students El Be involved in activities that help your community El Be a positive role model for others Global Literacy El Be respectful and value others from another background or culture. El Learn more about other cultures and understand their way of looking at the world.

Lesson V
Purpose

My High School Plan

Students are able to reflect on the high school courses, activities and steps in order to prepare them for their career goal. Standard B: Students will employ strategies to achieve future career goals with success and satisfaction. C:B2:2 Assess and modify their educational plan to support career Standard B: Students will make decisions, set goals and take necessary action to achieve goals. PS:B1.9 Identify long and shortterm goals 15 20 Minutes N/A

Counseling Standard Learning Target Counseling Standard Learning Target Time Materials

Steps 1. 2. Tell students the purpose of the lesson. Distribute the plan and answer questions.

Assessment

Students have completed their high school PLAN.

Document in CIS

My High School PLAN

You now have had time to learn about yourself and what type of career you might be interested in. What is Your PLAN? P (Pathways): The career(s) area that you are interested in:

L (Learning): What classes/skills do you need to take to prepare for this career?

A (Activities): What type of high school activities (in school and outside of school) are going to help you prepare for this career?

N (Next Steps): What do you need to do to prepare for this career (check the boxes if you have accomplished the next steps): LI Meet with my high school counselor and forecast for classes that will help me prepare for this career Activities for the Summer:
El Volunteer Work at

LI

LI Paid Work at LI Summer School LI Camps LI Other Next Steps