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Guidance Curriculum for Counselors. Danise Ackelson Office of Superintendent of Public Instruction Program Supervisor for Guidance & Counseling June 2013. Introductions Who are you? Where are you from? Why are you here?. WA State Board of Education Career & College Readiness . . .

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guidance curriculum for counselors
Guidance Curriculum for Counselors

Danise Ackelson

Office of Superintendent of Public Instruction

Program Supervisor for Guidance & Counseling

June 2013

ospi guidance curriculum and advisory
OSPI Guidance Curriculum and Advisory





No Skills




No Heart


Intensive Intervention

TIER 3: 5% of Students




Responsive Services

TIER 2: 15% of Students

TIER 2: 15% of Students

Navigation 101


Core Instruction


Safe & Civil Schools

TIER 1: 80% of Students

TIER 1: 80% of Students

all guidance lessons on ospi web page
All Guidance Lessons on OSPI Web Page


  • Career Guidance WA
  • Sparking the Future
  • My Dreams, My Story, My Voice
curriculum has flexibility
Curriculum has Flexibility
  • Consolidation of lessons and variety to choose
  • Connection between lessons and HSBP
  • Lessons are meaningful for students if delivered with enthusiasm and authenticity
  • Teachers/counselors can build relationships with students through lessons
  • Grade specific vs. cross-graded lessons
where are lessons delivered
Where are Lessons Delivered?
  • Delivered in Advisory/Homeroom, Career Centers, and/or Core Classes
  • Career Specialist and/or Counselor in classroom
  • Train teachers to teach lessons
    • Daily, weekly, monthly
    • All Lessons can be found onOSPI Website
    • Aligned with Common Core and ASCA model
common core state standards ccss
Common Core State Standards (CCSS)

ASCA National Standards for Students

A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students

A:A2.2 Demonstrate how effort and persistence

positively affect learning

A:B1.2 Learn and apply critical-thinking skills


Aligned with Common Core Student Standards

  • Aligning with the school leadership team to ensure school practices and processes:
    • celebrate student achievement
    • signal a culture of college and career readiness for all students
    • support dual credit opportunities
    • identify and remove access barriers to rigorous coursework
    • provide strong academic supports
    • support a culturally relevant career and college readiness guidance curriculum for all students

Elements of Career and College Readiness



Key Cognitive Strategies

Structure of Knowledge

Challenge Level




Problem Formulation




Precision & Accuracy

Key Content Knowledge

Key Learning Skills and Techniques

Key Transition Knowledge and Skills



Postsecondary Awareness

Postsecondary Costs


Career Awareness

Role and Identity


Ownership of Learning

Learning Techniques


CCSS Assoc. Collab. Meeting, 3/21/13

Source: Dr. David Conley, Educational Policy Improvement Center

operational p lan includes
Operational Plan Includes
  • Curriculum-delivered Advisories/Homeroom
  • Individual Planning Student Planning Portfolios
  • Student-led Conferences
  • Forecasting & Student-informed Scheduling
  • Evaluation – Evidence-based Data Collection
  • Program Management and Leadership
  • Comprehensive Guidance & Counseling Program Connection and Integration

HSBP Portfolios–What’s in it?

Goal Setting

4-Year Plan for Success (starting in MS)

Career Interest Inventory results

Examples of Best Work

Records / Assessments / Checklist

Activity list/Resume

Reflections/ Plan for Next Year


Student-led Conferences at-a-Glance

  • In SLCs, students will organize their presentation around three statements that answer the question, “What will I do with my life?”:
  • Who I Am (a record of who the student is, and what they know NOW)
      • Self-Aware
      • Knowledgeable
  • What I Have Accomplished (this is a record of the student’s PAST)
      • Qualified (Work Samples)
  • What I Plan To Do With My Life (a record of the student’s planned FUTURE)
      • Plan Ready (6th to 7th to 8th to High School)
      • Financially Ready
why student led conferences
Why Student-led Conferences?
  • Helps students take responsibility for learning, show leadership, and develop their future plans
  • Increases advisor involvement
  • Opportunity for students to positively showcase and take responsibility for goals and academics
  • Students are empowered by SLC format, especially senior year
  • Creates a forum for school, students and parent communication
  • Many schools have 90 percent parent attendance
  • Increase in parent involvement
more about student led conferences
More About Student-led Conferences
  • Once or twice a year with advisor
  • Students can use pre-made PowerPoint, students use printout for notes
  • Makeups are done with advisor, counselor, or principal
  • Schools strive to get 100% students completed
  • Common to see 90% students with at least one parent at conference
best practices for student led conferences
Best Practices for Student-led Conferences
  • Incentives for parent attendance include raffle, college career readiness information table, surveys
  • Schools report SLC’s are “powerful” for students, staff, and parents
  • Parents connect with school for college and career information
  • Through professional-quality presentations on High School & Beyond Plan and exemplary senior or culminating projects, it shows students care about their futures
  • Having more than one student-led conference (SLC)a year so that traditional conference can address specific academic concerns
forecasting and student informed scheduling
Forecasting and Student-informed Scheduling

Connect SLC with registration

Gatekeeper courses and rigor linked key to later success

Students select courses to help with transition to high school and beyond

School bases schedule on student informed choices

Students may need help to succeed

  • Advisories
    • Develop meaningful relationships;
    • Alignment with academic programs
    • Consistent schedule
  • Curriculum
    • Develop scope and sequence using year-long curriculum map
    • Flexibility
    • Variety in delivery
  • Portfolio
    • Students take ownership of goals and HSBP
  • Student-led Conference
    • Powerful way for students to showcase
    • Parent connection
    • Can be CP/Senior Project
  • Student-informed Scheduling
    • Access to challenging classes for students
  • Evaluation
    • Use evidence-based data to inform and make changes
  • Program Management
    • Supports improvement plan and distributive leadership
    • Consists of principal, counselor, and teachers
  • Connection to CGCP
    • Foundation
    • Counselors as leaders
    • Counselors can make “change” in school
    • Vertical teaming between MS and HS for seamless transition
what is role of school counselor to lead teaching guidance curriculum
What is Role of School Counselor to lead teaching Guidance Curriculum?
  • Primary Leader?
  • Guidance Curriculum in Core Classes?
  • Extra Activities?
    • Publications / Communications
    • Evening Presentations
  • Transition Activities?
  • Other?
  • Other factors
    • Size of School
    • Number of Counselors
    • ASCA Model – Four Domains
evaluation says
Evaluation says…
  • Curriculum-delivered Advisories: Increase in alignment with other academic programs such as AVID, professional development opportunities, and increase in career and college conversations.
  • Portfolios: Increase of e-portfolios and digital storytelling along with effortless connection to High School and Beyond Plan/Culminating Project.
  • Student-led Conferences: Increased parent involvement and goals of 100 percent participation.
  • Student-informed Scheduling: Increase in middle school algebra and increase in gateway class enrollment such as high school chemistry and physics.
  • Evaluation: Positive school climate as a result of program and positive perception data from parents, students, and teachers about student-led conferences.
  • Program Management: Program supports school improvement efforts, distributive leadership, and strengthened community partnerships.
  • Comprehensive Guidance and Counseling Program: The longer the engagement, the greater the increase in college-direct rates and increased connection with career centers.
how to do curriculum mapping
How to do Curriculum Mapping

Faculty surveyed; Part of School Improvement Plan

Time set aside to plan

Counseling Team develop next year’s plan

Use time wisely by using a combination of OSPI and other lessons; limit re-writes

Spiral lessons year to year to keep fresh for students

Set aside time for online lessons and electronic portfolio development for HSBP and Senior CP

Decide who will teach which lessons – advisors, counselors in core classes or career center, and/or core classroom teachers

organize lessons by topic
Organize Lessons by Topic

Topic Examples:

Goal Setting

Career Development

High School &Beyond Plan

Senior/Culminating Project

Student-led conference prep

Postsecondary planning

Financial Literacy

Planning for next year

WA State Resources23 lessons 6th-12th8 PowerPoints
curriculum goals
Curriculum Goals
  • Help students chart pathways to college
  • Highlight Washington requirements
  • Highlight Washington resources and opportunities
lesson format
Lesson Format
  • Lesson plans are 3 pages
  • Each includes:
    • Lesson goals
    • Alignment with standards
    • Materials needed
    • Core, enrichment, exploration activities
    • List of Washington resources
    • Student worksheet, family handout
  • Many are packaged withPower Point presentations
family handout format
Family Handout Format
  • Introduce families tocollege and careerissues
  • Recap lessons to startfamily discussions
  • Provide links to Washington resources
presentation format
Presentation Format
  • Many lessons include Power Point presentations
  • Presentations share resources and info
  • Engage students
  • Deepen understanding
grades 6 7 intro to stem
Grades 6-7: Intro to STEM
  • Introduces 4 components of STEM
  • Explains importanceof STEM
  • Shows how studentscan do STEM
  • Easy to customize with your district’sprograms
grades 6 7 explore apprenticeship
Grades 6-7: Explore Apprenticeship
  • Introduces conceptof apprenticeship
  • Explores LNI Web site
  • Shows many careersstudents can pursue
  • Easy to customize withyour district’s programs
grades 6 7 hs beyond plan
Grades 6-7: HS & Beyond Plan
  • Introduces students toHS graduation requirements
  • Students think ahead to setgoals for high school
  • Start planning now forcourse goals in high school
grades 6 8
Grades 6-8
  • 3 lessons span all 3middle school grades
  • Help students think ahead to high school
  • Lessons on:
    • Career Interest Survey
    • College Bound Scholarship
    • GET Savings
grade 8
Grade 8
  • 4 lessons specificallyfor Grade 8 students
  • Each focuses on highschool transition
  • Lessons on:
    • HS graduation requirements
    • HS course selection
    • HS & Beyond Plan
    • Postsecondary admission
grades 8 hs graduation requirements
Grades 8: HS Graduation Requirements
  • Introduces students toHS graduation requirements
  • Students can plan ahead
  • Explains difference between graduation requirements and collegeadmission requirements
grade 8 making the most of hs
Grade 8: Making the Most of HS
  • Provides a guide to high school course planning
  • Ties courses tostudents’ goals
  • Introduces resources forstudents: dual credit, honors, CTE, etc.
grade 8 hs beyond plan
Grade 8: HS & Beyond Plan
  • Students set goals for life after high school
  • Complete a preliminaryHS & Beyond Planchecklist
  • Learn about reason for HS & Beyond Planrequirement
grades 9 10
Grades 9-10
  • 6 lessons specifically for Grade 9-10 students
  • Focus is on making themost of high school
  • Lessons on:
    • Career Interests
    • HS graduation requirements, course selection, HS & Beyond Plan
    • Postsecondary Admission
    • Paying for College
grades 9 10 making the most of hs
Grades 9-10: Making The Most of HS
  • 3-lesson series covers:
    • HS graduation requirements
    • HS course planning
    • HS & Beyond Plan
  • Lessons help studentsfind CTE, Skills Center, dual credit opportunities
grades 9 10 postsecondary admissions
Grades 9-10: Postsecondary Admissions
  • Students review collegeadmission requirements
  • Research entry requirements of a college choice
  • Plan for remaining yearsin high school
grades 11 12
Grades 11-12
  • 7 lessons specificallyfor Grade 11-12 students
  • 1 lesson on careerexploration
  • 3 lessons on makingthe most of high school
  • 3 lessons on preparing for postsecondary
grades 11 12 career bridge
Grades 11-12: Career Bridge
  • Career explorationbased on WA Career Bridge
  • Students explore postsecondary programs for careers of interest
  • Students researchpostsecondary requirements
grades 11 12 making the most of hs
Grades 11-12: Making The Most of HS
  • 3-lesson series covers:
    • HS graduation requirements
    • HS & PS course planning
    • HS & Beyond Plan
  • Help students ensure they are prepared for on-time graduation

Power Point Example





where will you go
  • Four-year public college:
    • University of Washington
    • Washington State University
    • Western Washington University
    • The Evergreen State College
    • Eastern Washington University
    • Central Washington University
  • Community or technical college:
    • 34 in Washington State
  • Private college or out-of-state public:
    • More than 3,000 in the US
  • Military, apprenticeship, training
how should you prepare
  • Learn about postsecondary programs based on interests
  • Learn about requirements (courses & exams)
  • Document your activities (sports, clubs, jobs, volunteer)
  • Learn about financial aid
  • Make a timeline for junior & senior year
learn about programs
  • Research colleges & programs:
  • Talk with your school counselor
  • Visit colleges if you can
  • Match your interests to program offerings
learn about requirements

Required for four-year public college and recommended for two-year college, students must have a MINIMUM of:

  • College Academic Distribution Requirements (these are MORE than HS graduation requirements)
  • 2.0 minimum GPA
  • Official SAT/ACT test scores sent directly to the college
college academic distribution requirements

The MINIMUM for a Washington State college or university

document your activities
  • In addition to academics, show colleges your interests and skills:
    • Join clubs
    • Participate in activities
    • Play a sport
    • Get a job
    • Volunteer at school or in your community
  • Prepare a resume or activity log
learn about financial aid
  • Find scholarship matches:
  • Complete the FAFSA after January 1 senior year:
  • Complete the CSS Profile if required:
make a timeline
  • Junior year
    • Research programs
    • Visit colleges if possible
    • Talk with your counselor
    • Take entrance exams (SAT/ACT)
  • Senior year
    • Take entrance exams (SAT/ACT)
    • Apply to programs (during fall)
    • Complete FAFSA (after Jan 1)
    • Make your decision (during spring)
    • Prepare for graduation!
Sparking the Future




curriculum goals1
Curriculum Goals

Help students understand the importance of college

Explore a range of college and career options

Learn how to apply and be admitted to college: two-year, technical, or four-year

lesson format1
Lesson Format
  • Lesson plans are 2 pages
  • Each lesson plan shows:
    • Learning goals
    • Alignment with standards
    • Materials needed
    • Activities
    • Student products
    • Additional resources
  • Each lesson plan has sameformat
grades 7 9
Grades 7-9
  • Six lessons focus on the importance of college
  • Themes include:
    • Education after high school
    • Knowing yourself
    • Career interests
  • Help with transition to high school
grades 9 101
Grades 9-10
  • Seven lessons focus on exploring options for the future
  • Topics include:
    • Why go to college?
    • Two-year and four-year colleges
    • Admission requirements vs. graduation requirements
  • Help students plan for highschool success
grades 11 121
Grades 11-12
  • Nine lessons focus on career options and the college admissions process
  • Topics include:
    • What kind of job do I want?
    • Apprenticeships and high- growth jobs
    • Application timelines and tasks
    • Financial aid
  • Help students plan for lifeafter high school
what kind of job do i want
What Kind of Job Do I Want?
  • Lessons 1-3 for grades 11-12 focus on career exploration
  • Students explore:
    • The need for postsecondarytraining
    • High-growth career areas
    • Apprenticeship programs
  • Lessons help students getspecific about next steps
application milestones
Application Milestones
  • Lessons 4-5 for grades11-12 focus on junior/senior year milestones
  • Students explore:
    • Application milestones
    • Progress to date
    • Possible areas of study and entry requirements
  • Students focus on the specific tasks to complete
application process
Application Process
  • Lessons 6-8 for grades11-12 focus on the collegeapplication process
  • Students explore:
    • College research andinquiries
    • Admissions essays
    • Completing a college application
  • Students get support tocomplete their applications
financial aid
Financial Aid
  • Lesson 9 for grades 11-12focuses on financial aid
  • Students explore:
    • Financial aid options
    • The FAFSA & PROFILEforms
    • scholarship match
  • Cost can be a barrier–thislesson helps students findand apply for financial aid
My Dreams, My Story, My Voice



more supplemental guidance curriculum
More Supplemental Guidance Curriculum
  • Aspirations
  • Planning and Follow Through
  • Academic and School Behaviors
  • Contextual skills and Awareness


lesson example explore with a partner
Lesson Example: Explore with a partner
  • Why did you want to go to college?
  • Where did you find help?
  • Who was instrumental in supporting or encouraging you?
  • Why do today’s students want to go to college?
  • Where do first generation students find the help they need?
  • Who is instrumental in supporting or encouraging them?
project rationale research
Project Rationale/Research
  • Providing first-generation students with strong self-advocacy skills lessens their stress andincreases their ability to access critical college- going information.
  • Students that understand the building blocks of self-advocacy
    • Experience greater academic satisfaction, higher grades, and
    • Have an increased level of ability to succeed in college and life.
    • (Astramovich, R. & Harris, K.. 2007, Downing, S., 2008), Engle, J. & Tinto, V. 2008).
embedded concepts
Embedded Concepts

Habits of the Mind:

  • Provide a framework and common language for students, teachers, school leadership, parents and the wider school community to share when discussing and planning for the development of student thinking.

Common Core Standards:

  • Provide a consistent, clear understanding of what students are expected to learn.
  • Are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
key messages
Key Messages
  • You have “what it takes” to be successful in higher education.
  • You can add new learning and strategies to compete with other students at a high level.
  • Individuals just like you who are first generation,low-income or under-represented minorities,have been very successfulin college and beyond.
big themes focus on the learning targets
Big Themes Focus On The Learning Targets

Attitudes and Beliefs


Planning and Follow Through

Academic and School Behaviors

  • Asset Recognition and Asset Building
  • Aspirations and the First Generation Student
  • Contextual Skills and Awareness
lesson format2
  • Lesson plans aretwo pages
  • Each lesson planshows
        • Learning Targets
        • Measures of Success
        • Materials needed
        • Facilitator notes
        • Core Activity
          • Introduction
          • Activities
          • Closing
        • Enrichment Activities
Vertical / Transition from

middle school

to high school



how does guidance curriculum prepare students for their next steps
How does guidance curriculum prepare students for their next steps?


Transition work

Development of four-year plan – High School and Beyond Plan

Postsecondary plan


  • Foundational Work
  • Develop sense of self and community
  • Readiness for high school
how does middle school differ from high school
How does middle school differ from high school?



Academic Expectations?


Why are transition activities important?

- Produces student retention of knowledge- Causes less duplication and repetition of information- Helps student feel comfortable with less fear of change


guidance and counseling student visitations faculty meetings transition of portfolios
Guidance and Counseling?

Student visitations?

Faculty meetings?

Transition of portfolios?

What are some transitional ACTIVITIES from middle school to high school?


& Answer



transition discussion questions
Transition Discussion Questions
  • How can you make transition “seamless” from middle school to high school?
  • What are some ways to organize counselor teams from middle school and high school to discuss transition activities? Meeting times? Early spring? Schedule?
  • How can lessons be coordinated between middle school and high school? Shared curriculum map?
  • How can portfolio – binder or digital portfolio- transfer with ease from middle school to high school?
  • What are ways to assist parents to gain a better understanding of transition and moving to the next level?
questions about advisories
Questions about Advisories
  • How can advisories impact student achievement in your school?
  • How can advisories impact your school climate ?
  • How can advisories impact your school’s c & c readiness?

OSPI Web Resources

  • OSPI/Secondary Education
  • Bi Monthly Newsletter

  • Daily/Weekly Listserv

state board of education graduation 2013 16 chart http www sbe wa gov documents 2012 06
State Board of Education Graduation 2013-16 Chart
college admission standards
College Admission Standards
where are you going career interest guide http www wtb wa gov whereareyougoing careerguide asp
“Where are you going?” Career Interest Guide
career bridge career interest inventory http www careerbridge wa gov
Career BridgeCareer Interest Inventory
ospi wsca partnership the washington framework
OSPI / WSCA Partnership & the Washington Framework

OSPI and the Washington School Counselor Association continue to actively partner in the ongoing development of a state guidance and counseling framework.


Danise Ackelson, Program Supervisor

Guidance & Counseling

Cell: 360-339-3512

Office: 360-725-4967

Mike Hubert, Director Tim Stensager, Director

Guidance & Counseling Data Governence

Dan Newell, Assistant Superintendent,

Secondary Education