TO PRIVATE/PAROCHIAL SCHOOLS FOR STIJDENTS

..

FREEHOLD BOROUGH PUBLIC SCHOOLS GUIDANCE CURRICULUM

BOARD OF EDUCATION

Peter DeFonzo, President Stella Mayes, Vice-President

Adam Reich Ron Reich

Victoria Muller Annette Jordan

Luis DeLeon James Keelan

David Loring

ADMINISTRATORS

Mr. Philip J. Meara, Superintendent

Mr. Anthony N. Tonzini, Business Administrator

Mr. James Cosulich, Director of Special Programs

Elizabeth O'Connell, Supervisor ofTechnology

Dennis Levinson, Principal- Freehold Learning Center

Joseph Jerabek, Principal- Park Avenue Elementary School

Nelson Ribon, Principal - Freehold Intetnie'iiiate School


ACKNOWLEDGEMENTS

This Guidance Curriculum Guide has been developed through the collaborative efforts of the guidance counselors and teachinJ

and administrative staff.

This guide is designed as a valuable reference to teachers and administrative staff. It is hoped that they will feel free to add tl

the references and resources in implementing this curriculum.

Thank you to the Board ofEducation and the following staffmembers in the development of this curriculum.

Dennis Levinson, Principal-Freehold Learning Center

Susan Lattman - Elementary Guidance Counselor

Corliss Welch - Intermediate Guidance Counselor

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November, 2002 FREEHOLD BOROUGH PUBLIC SCHOOLS

GUIDANCE CURRICULUM

TABLE OF CONTENTS

PHILOSOPHY

GoALS

OBJECTIVES

SCOPE

COUNSELING

INTERVENTION/PREVENTION.........

STIJDENTPLACEMENT

TESTING

CHILD STIJDY TEAM

OTHER

PROCEDURES

SUMMARY

1~2

3-4

5-7

8-9

10 - 11

12-13

14

15

,. 16

17 -25

26-27

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FREEHOLD BOROLJ\:iH PUBLIC SCHOOLS GUIDANCE CURRICULUM

OUR PHILOSOPHY

Our guidance role within the school must be a dynamic and active one rather than only a reactive one. This is, we mus'

constantly seek out problems and areas of concern and prevent them from becoming obstacles to the student's development. W<

cannot afford to merely react to problems as they arise.

We see the teacher as the key person in the guidance process. The teacher's personal contact and knowledge of their pupill

make them invaluable in understanding and aiding student development.

The Guidance Department supplements the teacher's knowledge and ability with specialized understanding of studen

behavior. In addition, the office provides the teacher with resources and specific information for use in resolving problems.

Guidance is an integral part of the educational program provided by qualified personnel in the areas ofeducational, vocational

life counseling and group guidance. The service is predicated upon the premise of confidentiality; recognized by students, parents

teachers, counselors and school administrators.

We believe that guidance/counseling can assist pupils in achieving their optimum development; to help pupils make gOO(

choices and wise decisions throughout their lives in order to solve problems independently; enable pupils to draw the greatest benefit

from the offerings of the instructional program of the schools; aid pupils in identifying options and making choices in vocational and

academic educational planning; assist pupils in career awareness and planning; help integrate all the pupil's experience so that he/she

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OUR PHILOSOPHY

can better relate school activity to life outside the school; to help pupils to demonstrate a knowledge of and empathy for all people:

and cultures; to teach social skills which will help young people avoid violence and dangerous situations.

No one plan for guidance activities within a school can be set up as a model for all schools. There is no one way of carryin!

on guidance activities - no technique or group oftechniques which will work in every instance. To be successful, a guidance progran

must evolve under the leadership ofthe guidance counselor from the needs ofthe children and the parents of a particular school.

The success of any guidance program is predicated upon the closest kind of cooperation among administrators, teachers an(

other staff members. Basic to this cooperation is an understanding ofwhat the school hopes to accomplish. Our program is designee

to develop a strong relationship with parent and community groups, based on the belief that a major benefit to the child can b(

achieved through contact with the home. In addition, we provide individual child counseling, which we believe is equally important

Wherever the emphasis may be placed, guidance services should be continuous from the kindergarten upwards and should serve al

the children.

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GOALS

The goals of the district guidance programs shall be:

1. To help all students discover their abilities in school life and to encourage them to work to their academic and social

capacity by giving direction to topics of relevant school and social problems.

2. To assist each student in developing realistic aims and appropriate social behavior.

3. To help students become worthy citizens and cooperating members of society.

4. To help each student to recognize his/her abilities and needs and to have greater understanding and effectiveness in his/her

school experience.

5. To help each student to make more effective and self-fulfilling plans for his/her educational future. As part of this process,

those students applying to private and/or parochial schools are assisted in processing their applications. Students are also

helped to make high school course selections which will aid in their future goals.

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GOALS

6. To have teaching and administrative personnel who are keenly aware of the uniqueness of individual growth patterns of

readiness, maturity expectations and variations; offundamental personal developmental needs (physical, physiological,

mental, emotional, and social).

7. To have the parent body enlightened about the aims and objectives of the guidance program.

8. To have extensive knowledge ofall available resources of the community, (clinical, social, recreational, educational) for

the most effective utilization of theses services.

9. To develop a systematic referral policy to all agencies offering special consultation services to the school.

10. To operate on the premise that teachers' efforts become more meaningful when carried out within the framework of the

total school guidance program. Teacher participation in planning and programming will ensure more nearly complete

acceptance, understanding and responsibility for the efficiency of this program.

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OBJECTIVES

The Guidance Counselors will work with the various teacher-teams individually and in groups, consulting with each other in I

joint effort to aid student development.

Our major objective is the satisfactory and fruitful entrance of the student into new environmental situations, both in schoo

and out of school in obtaining maximum benefit from hislher educational experiences.

The function of the guidance program is also to provide a full range of services to assist each student in obtaining maximun

benefit from his/her educational experiences.

OBJECTIVES OF THE GUIDANCE CURRICULUM INCLUDE:

1. To COUNSEL students who are underachieving or in academic difficulty or who have social or emotional problems; to

assess the needs of these youngsters and if necessary to refer for more comprehensive services.

2. To WORK with classroom teachers and parents so as to help them gain greater understanding of student's potential needs

and problems and to offer strategies for working effectively with the children.

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GUIDANCE CURRICULUM SCOPE

5.

COUNSELING

To ATIEND GRADE LEVEL :MEETINGS WHEN APPROPRIATE TO DISCUSS SPECIFIC CONCERNS.

K

x

1

x

2

x

3

x

4

x

§

x

6

x

7

x

6. To OFFER. "DISCUSSION SESSIONS" AT LUNCH TI:ME FOR STUDENTS.

x x x x

7. To REVIEW STUDENT REPORT CARDS TO DETERMINE POTENTIAL CANDIDATES FOR COUNSELING AND MONITOR STUDENTS IN DANGER OF FAILING AND STUDENTS AT RISK.

x x x x x x x x

8. To DEVELOP, ORGANIZE AND HELP MAINTAIN A CUMULATIVE FILE FOR TEACHERS, ADMINISRATORS AND COUNSELOR USE.

x x x x x x x x

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INTERVENTION I PREVENTION

1. To COORDINATE ACTIVITIES RELATING TO SUICIDE AWARENESS AND IT'S PREVENTION.

2. To COORDINATE ACTIVITIES WITH TEACHERS RELATING TO PHYSICAL AND SEXUAL ABUSE PREVENTION PROGRAMS.

3. To OFFER PARENTING WORKSHOPS FOR BOTH ELE~NTARY AND INTERMEDITE SCHOOLS AS NEEDED.

K 1 2 3 4 § § z x x x x x x x x

x x x x x x x x

x x x x x x x x

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OSJECTNES

3. To DEAL with crisis situations as they occur. This would include counseling and working with students who might feel

depressed or suicidal, working with youngsters who have recent loss, etc. Referral to a more comprehensive and trained

professional would be made as needed.

4. To PROVIDE feedback and suggestions to those responsible for school planning and operation so they might better

understand the needs ofpupils and provide a more effective and fruitful school experience.

5. To MAINTAIN a comprehensive and systematic test program that will provide measures of performance and ability. This

will allow for staff and administration to make effective judgments about appropriate and educational programs for

individual youngsters and for the school as a whole. It will also allow students and parents to make meaningful judgments

regarding educational plans.

6. To GATHER, review and disseminate information about educational and social issues of importance to teachers and

students. Publications, films, invited speakers, and guidance programs will be utilized to effectively present this

information.

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OBJECTIVES

7. To UTILIZE crisis counseling techniques.

8. To DEVELOP individual and/or group counseling sessions.

9. To SECURE information on the student's cognitive abilities, aptitudes, occupational interests and academic achievement

through objective tests and assist with appropriate student placement.

10. To ACCUMULATE records concerning the student in order to be able to interpret his/her abilities and potentialities to

him/her, his/her parents, hislher teachers, future employers and college admissions' officers.

11. To AID the classtoom teacher in discovering and using opportunities for guidance.

12. To COORDINATE the guidance opportunities and services of the school system.

13. To INTERPRET the guidance program to parents and the community.

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1.

COUNSELING

To COUNSEL CHILDREN AND THEIR PARENTS IN THE SCHOOL RELAlED PROBLEMS.

K

X

1

X

2

X

3

X

4

X

§

X

6

X

z X

8

x

2. To CONSULT WITH PARENTS, lEACHERS, CHILD STUDY TEAM, AND ADMINIS1RATORS REGARDING MATlERS DIRECTLY OR INDIRECTLY INVOLVING THE STUDENTS.

X X X X X X X X x

3. To VISIT THE CLASSES OF STUDENTS WITH WHOM THE COUNSELOR IS WORKING IN ORDER TO OBSERVE THE CHILD IN IDS/HER CLASSROOM ENVIRONMENT.

X X X X X X X X x

4. To PROVIDE INDIVIDUAL OR GROUP WORK FOR CHILDREN AFFEClED BY DIVORCEIDEATII (AS NEEDED).

X X X X X X X X x

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INTERVENTION I PREVENTION K 1 ~ 3 4 5 6 ?.

4. To OFFER GROUP WORK IN SELF-AWARENESS AND SELF ESTEEM.

x x x x x x x x

5. To SERVE AS A PARTICIPATING TEAM MEMBER OF PUPIL ASSISTANCE COMMITTEES AND MAKE AVAILABLE RELEVANT STIJDENT DATA.

x x x x x x x x

6. To COMMUNICATE WITII COMMUNITY AGENCIES SUCH AS DYFS, CRISIS lNrERVENTION, WELFARE, POLICE, LEGAL ASSISTANCE, AND FAMILY COURT.

x x x x x x x x

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STUDENT PLACEMENT K 1 2 3 4 5

1. To GAlHER INFORMATION AND TO CONFER WIlli TEACHERS AND ADMINISTRATORS ON MATTERS OF STIJDENT ACCELERATION OR RETENTION.

x x x x x x

2. TO CONSULT WITH ADMINISTRATORS AND STAFF REGARDING CLASS PLACEMENT OF STIJDENTS FOR lHE SUBSEQUENT SCHOOL YEAR.

x x x x x x

3. To BE RESPONSIBLE FOR PROVIDING INFORMATION TO EIGHlli GRADE STIJDENTS REGADING mE RECEIVING HIGH SCHOOL AND ALL OlHER HIGH SCHOOL ALTERNATIVES INCLUDING PERTINENT ADMISION DATES AND APPLICATION PROCEDURES. RECOMMENDATIONS FOR COURSE SELECTIONS WILL BE MADE

BY mE COUNSELOR TO ALL HIGH SCHOOLS REQUESTING SUCH INFORMATION. THE COUNSELOR IS RESPONSIBLE FOR PROCESSING APPLICATIONS AND TRANSFERRING RECORDS TO THE RECEIVING HIGH SCHOOL AND PRIVATEIPAROCHIAL SCHOOLS.

2

x

7

x

x x

x

4. To PROCESS APPLICATIONS TO TRANSFER STIJDENT RECRODS x x X ":''X x x x xt:TO PRIVATE/PAROCHIAL SCHOOLS FOR STIJDENTS K-8.

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STUDENT PLACEMENT K 1 2 ~ 4 5 6 7

5. To COORDINATE THE ARTICULATION PROGRAM FOR

EIGHllI GRADE STUDENfS GOING INTO HIGH SCHOOL.

6. To COORDINATE GUIDANCE SERVICES SUCH AS TESTING

PROGRAMS, NEW ENfRANCE PROCEDURES, AND

CONfACTS WIlli HIGH SCHOOL GUIDANCE PERSONNEL.

7. INTERVIEW CHILDREN lRANSFERRING INTO mE x x x x x x x x DISTRICT AND RECOMMEND TIffiIR PROPER PLACEMENT

TO mE APPROPRIATE PRINCIPAL

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TESTING K 1 2 3 4 § 6 z 1. To PROVIDE ACADEMIC TEST RESULTS AND THEIR

IN1ERPRETATION TO STIJDENTS, PARENTS, AND TEACHERS UPON REQUEST,

x x x x x x x x

2. To ASSIGN NEW EN1RANTS TO APPROPRIATE TEACHER FOR TESTING.

x x x x x x x x

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1.

CHILD STUDY TEAM

To PROVIDE PRE-REFERRAL INTERVENTION.

K

X

1

X

2

X

~

X

4

X

5

X

6

X

z X

2. To ATTEND CHILD STUDY TEAM MEETINGS WHEN NEEDED.

X X X X X X X X

3. To COUNSEL CLASSIFIED STUDENTS AS DIREC1ED BY mE STUDENT'S IEP.

X X X X X X X X

4. To SERVE AS A GENERAL CONSULTANT WITH SCHOOL STAFF CONCERNING STRA1EGIES AND LEARNING STYLES OF ALL CLASSIFIED STUDENTS.

X X X X X X X X

5. To ASSIST IN PROVIDING INTERVENTION STRA1EGIES TO ADMINISTRATORS AND FACULTY IN CRISIS SITUATIONS.

X X X X

t: .' "',

X X X X

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OTHER K 1 2 3 4

1. To ASSIST IN ORIENTATING NEW STUDENTS TO BE X X X X X SUCCESSFULLY INTEGRATED INTO THE SCHOOL.

2. To PARTICIPATE IN THE ORJENTATION PROGRAM FOR X KINDERGARTEN AND INCOMING INTERMEDIATE SCHOOL STUDENTS.

3. To BE INFORMED ABOUT AND INVOLVED IN X X X X X CURRICULUM DEVELOPlvIENT.

4. To BE FAMILIAR WTIHANDMAKE CONTACT WITH X X X ' X X OUTSIDE RESOURCES WHICH MAYBE OF SERVICE TO OUR

STUDENTS. EXAMPLES: TUTORS AND HOME INSTRUCTION. .: ""\

§ 6 7

X X X

X

X X X

X X X X

16


PROCEDURES

A. CURRICULUM RELATED:

Fused into the Health/Family Living curriculum at all grade levels, counseling is addressed in a group mode through units

of study such as, but not limited to:

a. Personal Health

b. Emotional, Mental and Social Health

c. Use and Misuse of Substances

d. Family Living.

In a more pervasive sense, curricular topics in Language Arts and Social Studies focus widely on patterns of behavior, pee

relationships, cultural differences, and all provide opportunity for personal growth and development

B. TEACHERS AS "COUNSELORS":

Serving as a first line of communication, the child's teacher (Le., classroom teacher, subject area teacher, homeroor

teacher) is available. Very often, this immediate means of discourse promotes the kind of interaction that satisfies

particular concern. Additionally, the student, guided by his/her teacher, can seek the attention of other professiona

.personnel. "\

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PROCEDURES

C. SUPPORT STAFF INTERACTION:

1. SCHOOL NURSE: The school nurse has a relationship with students that is neither hindered nor complicated

by an academic and lor grading responsibility. Consequently, students, very often, feel free and are encouraged

to seek advice from the health professional. Equally important, the school nurse is most keenly aware of

specific health problems, school attendance patterns, and peer relationships that might require counseling of a

more individual nature.

2. TEACHERS OF ART, MUSIC, AND PHYSICAL EDUCATION: At most grade levels and, in particular, a

grades K-8, the "special subject" teachers interact with the entire student population. As such, they are in i

position to observe patterns and cliques of student interaction not readily observable by classroom teachers

Also, the nature of their curricular and co-curricular assignments (Le., chorus, extra physical education

provides students with the opportunity of choice and the responsibility of decision-making.

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PROCEDURES

3. BUILDING ADMINISTRATION: The building administrators continue to serve a traditional role as

"disciplinarians". However, the modus operandi in all cases is to affect an appropriate and positive change in

student behavior. Consequently, all student-administrator interaction assumes a counseling posture.

4. ROUTINE FUNCfIONS THAT PRECEDE INDIVIDUAL OR SMALL GROUP COUNSELING INCLUDE:

a. Review of interim progress repots

b. Review of report card

c. Grade level or subject area meetings with faculty to discuss individual and student group performance.

d. Individual student conferences.

5. INTERVENTION AND REFERRAL SERVICE) is a building based problem solving group of educationa professionals

whose purpose is to assist teachers with strategies for working with students who have learning and/or

behavioral problems. Members of the IIR&S function collaboratively and capitalize on the strengths 0

each

individual member. They seek creative ways to increase the use of available resources of school and

community by assisting teachers and parents in helping students becoVIe'l;tlore successful.

19


PROCEDURES

D. COUNSELING GUIDELINES:

1. There are three sources of referrals; student referrals, parent referrals, and school personnel referrals. The

counselor may meet with the student from time to time and if the counselor feels continued counseling could

be beneficial to the student, the parent is contacted.

2. Psychotherapy is not within our purview. It is precluded by lack of appropriate training, the consequent danger

of malpractice litigation and the lack oftime for the long-tern commitment required.

3. It is assumed that counseling, when undertaken, has defined goals, is essentially short term in nature, is orientec

towards improving school functioning and will include provision for some measure of outcome.

4: The role of Guidance personnel in the case of severe and/or dangerous problems of an emotional nature consist~

of:

a. Consultation

b. Provision of referral resources

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c. Monitoring - maintenance of liaison with the agency which has treatment responsibility and making periodic check ups regarding student status and progress.


PROCEDURE

d. When required, providing occasional counseling sessions for purposes ofde-fusing a specific situation. However, repeated need for such interventions should suggest the need for dealing with the problem via the person who has primary treatment responsibility.

e. Upon completion ofthe consultation, the referring person will be advised of the consultant's impressions and either the guidance counselor, administrator, or Child Study Team member will advise the parent ofthe result of the consultation and/or arrange a meeting between parent, guidance counselor and consultant. The referring person may also attend this meeting.

5. Upon completion ofan intervention or assessment, the outcome, recommendation, action taken, etc., should be recorded in writing.

6. With reference to regularly scheduled counseling, Child Study Team personnel will assume primary responsibility for this function when classified students are involved. When non-classified students are involved, the primary responsibility will be that ofthe guidance counselor.

a) Should counseling responsibility be assumed by the Child Study Team member, he or she will be responsible for defining a set ofcounseling goals and for determining exit criteria as well as for managing future contingencies; e.g., the advisement of parent's regarding the need for further referral.

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b) Should consultation result in treatment of the student at an outside agency, the consulting Chile Study Team member will maintain liaison with the treatment agency, the Guidance Counselor and building administrator.


PROCEDURE

c) While guidelines are helpful, they should be applied with some degree of sensitivity.

Since counseling is a goal-oriented process, "walk-in" counselees would not ordinarily be

encouraged. However, if a student requests to see a counselor, that request should certainly be

honored and an appointment be made to at least allow expression of the student's concerns.

E. COUNSELING SERVICES:

The Guidance Counselor provides an array of services both within the school and in conjunction with outside agencies.

1. Character Education is a program initiated at each level of instruction, grades K-8, to aid the students in

making wise decisions in life. Through curricular projects and multi-cultural information the students

will gain respect for and appreciation of the tenets of loyalty, courage and honesty in their lives.

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2. Banana Splits is a school support program for children living in one parent families as a result of

divorce, separation or death which is facilitated by the Guidance Counselor in grades K - 5.


PROCEDURE

3. Get Real About Violence is a K-8 program, which targets the attitudes and behaviors that underlie

violence. It addresses a wide range of violent behaviors, and focuses teaching social skills that help

young people avoid violence.

4. Bullying & Harrassment Hurts, presented by the Freehold Municipal Alliance for the prevention of

Alcohol & Drug Abuse, in grades K - 5, is a program, which deals with self-esteem and bullying

conflict resolution. It increases the children's problem solving skills and encourages self worth and

promotes a good feeling about oneself through a variety of self-esteem building activities.

5. The ADAPT program, presented in grades 6 - 8, by the Freehold Borough High School, is a program

which guides students to avoid drugs, alcohol and tobacco.

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6. The Girl Scouts of America presents varied programs in grades K - 5 which teach conflict resolution

skills and solving problems through a non-violent manner along with anger management.

7. The Centra State Student Health Awareness Center provides varied programs to the school which

include substance abuse, bullying, stress, anger management and problem solving skills.


PROCEDURE

F. DISTRICT SERVICES: Orientation sessions are held for transition grades.

1. Handbooks and/or periodic newsletters are provided that introduce students to routine requirements,

schedule, and school program.

2. The evaluation system is complete with provision for parent conferences, progress reports, and mid-term

progress reports.

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3. There are established routines for conduct referrals, Intervention and Referral Service, Banana Splits

referrals and to any other support group.

4. Affective areas of student growth are discussed routinely at faculty, grade level and subject area meetings.


PROCEDURE

G. COMMUNITY SERVICES: It is recognized that counseling services can be provided in many ways. Therefore,

other assistance is made available on a cooperative basis with outside support groups such as:

1. Freehold Community Counseling Service

2. Freehold Drug and Alcohol Alliance

3. Project Open House

4. Child Psychiatric Center Mental Health Services

5. Crisis Intervention at Centra State Hospital t ....'\

25

6. Division of Youth and Family Services

7. Private Therapists

8. Freehold Borough Police Department

9. Freehold Municipal Alliance for the Prevention of Alcohol & Drug Abuse

Guidelines apply to outside support groups. Ifa referral is deemed necessary to any of the above groups or

agencies, the Guidance Counselor, Administrator and/or staff member will make the referrals.

H. PARENTS: In all the above areas, parent involvement and permission is sought except when a referral is made

to the Division of Youth and Family Services involving suspected abuse or neglect.


SUMMARY

Guidance and counseling services contribute significantly to the accomplishment ofeducational goals by focusing on three ke:

conditions for learning and development considered essential in the design of a thorough and efficient education for each pupil. Thes

are:

1. Pupil distinctiveness, which recognizes that individual experience and perceptions of reality are unique and influence each

pupil's response in a given situation.

2. Compatibility of goals that stress the need for each pupil to understand his or her own goals, and how they relate to the

goals of the school. * "\

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3. The importance of integrating pupils' in-school and out-of-school experiences.

Three basic guidance and counseling services, Le., counseling, consulting and information management, are essential in

helping each pupil develop his/her own abilities and in learning how to recognize and cope with situational and growth

experiences as they occur. Specific functions and personal qualities are required of school counselors to deliver these services

Skills, values and knowledge needed by school counselors, and professional development for growth, are critical to effective

school counselor functioning.


SUMMARY

To deliver guidance and counseling services, adequate facilities and an organizational framework necessary for th

administration of a thorough and efficient program must be considered. Minimum requirements include office space that provide

privacy for each school counselor, access to essential equipment and adequate supplies ofboth office and professional materials.

The pupil personnel services concept represents an appropriate and useful model to guide the effective functioning of school

counselors. The suggested organizational framework stresses the importance of coordinating activities performed by pupil personnel

I: .' .'\

27

services specialists. This model also emphasizes the interdepenoence of the pupil personnel services, administration and instructional

units in meeting district program goals.

In summary, the goal of the guidance and counseling program is to help pupils examine the world they are creating and the

way they define their personal experience. Consequently, the primary objective of the school counselor is to help the pupils to know

themselves and the selves which they are becoming.

With this as a focus, guidance and counseling services are an integral rather than peripheral part of the educational process. It

is hoped that the use of this document will encourage district personnel to improve their local guidance and counseling services and

programs.

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Documents

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