Pattonville model (REFRENSI)

COMPREHENSIVE
GUIDANCE PROGRAM
GRADES 6-12
Pattonville School District
11097 St. Charles Rock Road
St. Ann, Missouri 63074
(314) 213-8000
http://achieve.psdr3.org
Approved: December 11, 2007

BOARD OF EDUCATION
2007-2008
Ron Kuschel, President
Ruth Petrov, Vice-President
Ralph Stahlhut, Secretary
Cindy Candler, Treasurer
Pat Bryant, Director
Bob Dillon, Director
Keith Gillming, Director
SUPERINTENDENT OF SCHOOLS
Dr. Michael A. Fulton
ASSISTANT TO THE SUPERINTENDENT, SPECIAL SERVICES
Donette Green
GUIDANCE STAFF
Holman Middle School
Nick Chandler
Liz Clauss
Martha Meyer
Pattonville Heights Middle School
Shereyl O’Neal
Linda Pflueger
Ann Sommer
Pattonville High School
Sue Caimi
Vicki Cooper
Cathy Fogarty
Jean Harmon
Stacey Leonard
Julie Kampschroeder
Carolyn Niederkorn, Chair
Trudy Steins
Trenay Wallace
©2008 Pattonville School District Page 2 of 42

A MODEL FOR PROGRAM
DEVELOPMENT,
IMPLEMENTATION AND
EVALUATION
COMPREHENSIVE MODEL GUIDANCE
MANUAL
TABLE OF CONTENTS
Mission ……………………………………………………………………………… 4
Philosophy …………………………………………………………………………. 4
Purpose …………………………………………………………………………….. 5
Beliefs about students …………………………………………………………….. 6
Beliefs about the program ……………………………………………….............. 6
Overview …………………………………………………………………………… 7
Definitions ………………………………………………………………………….. 12
Middle School Program …………………………………………………………… 14
Grade 6 …………………………………………………………………….. 18
Grade 7 …………………………………………………………………….. 25
Grade 8 …………………………………………………………………….. 29
High School Program ……………………………………………………………... 34
Grade 9-12 …………………………………………………………………. 36
Abbreviations: MCGP Missouri Comprehensive Guidance Program
CG Comprehensive Guidance

Mission
The Pattonville School Counseling and Guidance program supports the district
philosophy that all students will learn and nurtures personal development in the school
and community.
Philosophy
The Pattonville School Counseling and Guidance program is an integral part of the
overall educational process. It prepares students to be responsible citizens of society
by facilitating their intellectual, physical, moral, emotional, career and social
development.
The district recognizes that students are individuals with unique talents, learning styles,
and capabilities. With this purpose in mind, a school counseling and guidance program
that is sequential and developmental in nature is provided for all students.

Purpose
The Guidance and Counseling Program of the Pattonville School District consists of
responsive services as well as structured developmental experiences presented
systematically through individual classroom and group activities sixth through twelfth
grade. The purpose of the program is to:
• Assist students in educational planning
• Assist students in the development of decision-making skills
• Facilitate personal growth and development
• Assist students in the development of skills, for college, career, and post
secondary.
Successful implementation of the program requires the active participation and support
of families and the entire school organization, including faculty, staff, administrators and
school board members.
Goals:
The Guidance Department is committed to providing comprehensive counseling and
guidance services to all students. Guidance and counseling services are provided
within the context of a developmental approval which accepts students where they are
in their personal development while providing resources to help them more fully
actualize their own unique potential.
The fundamental goals are to help students:
• Learn effective problem solving and decision making skills
• Understand and accept themselves and others
• Develop a greater sense of responsibility
• Discover career pathways and options within them
• Plan course selections and sequence within different subject/context area.
• Discuss educational and career path for future
• Meet State and District requirements for High School Graduation
• Explore post secondary educational opportunities
• Improve relationships with others (family, teachers, peers)

Beliefs About Students
• Each student can learn.
• Each student has individual needs and abilities.
• Each student is capable of developing responsibility for his or her own learning.
• Each student has the capacity to change personal attitudes and behaviors.
• Each student brings to the learning environment academic, psychological, social
and physical strengths and needs.
• Each student benefits from a warm, safe, nurturing, and supportive school
environment.
• Each student grows and learns in the context of relationships.
• Each student is positively influenced by a learning environment which provides
challenges and sets high expectations.
• Each student has educational experiences that are enriched within an
environment of diversity.
• Each student is part of a community of learners.
• Each student has a right to access an education.
• Each student has a right to equity in educational opportunities.
• Each student has the capacity to become a responsible, productive, and self-
directed citizen.
Beliefs About the Program
School counseling is most effective when the program
• Is student centered.
• Is an integral part of the total educational system.
• Engages all students in sequential developmental activities.
• Addresses all the personal domains of the child: cognitive, affective,
behavioral, experiential, and environmental.
• Is founded upon developmental psychology, educational philosophy, and
counseling methodology.
• Provides a combination of proactive and responsive services.
• Is based on a systems approach where counselors work in cooperation with
the student, family, school and community members.
• Is accessible to all students.
• Recognizes the importance of the counselor as teacher.
• Encourages counselors to engage in research and reflective practice.
• Is guided by the ethical standards of the counseling profession.

Overview
The school counseling program is an integral part of the total educational system in the
School District of Pattonville. Counseling services are provided for all students and their
families from initial pre-kindergarten screening to post high school planning. The
program is a blend of two types of counseling services; responsive services- services
which offer individual support and planning in response to individual needs; and the
counseling curriculum- K-12 series of sequential activities developed for all students
focusing on personal, emotional, social, and academic growth.
Consistent with the Missouri Model Guidance Program, the focus of the school
counseling program shifts from greater emphasis on curriculum at the elementary level
to more involvement with individual planning and support throughout middle and high
school. In both responsive services and in the guidance curriculum, the mission of the
program is to advocate for each child and to facilitate learning and personal
development in the educational setting.

Responsive Services
Responsive services include counseling, consultation, and referrals. Students and their
families have access to counselors at each grade level. Counselors seek to develop
one on one helping relationships that focus on the students’ growth and adjustment as
well as problem-solving and decision-making needs. Counseling relationships are built
on trust and respect and provide a safe, nurturing environment where students can
discuss concerns in a confidential manner. Counselors insure that all students,
regardless of gender, race, or socioeconomic background are afforded equal access
and equally positive guidance in making educational and life choices.
Counseling
Counselors conduct goal-oriented counseling sessions to meet identified needs of
individuals or groups of students. Session topics at the elementary level may include
self-awareness, self-identity, academic concerns, peer issues, family issues, or
behavioral concerns. The same issues may be addressed at the middle school level
and also includes topics such as conflict mediation, peer pressure and relationships,
substance abuse, and sexuality issues. Similar topics are further explored at the high
school level.
Often a number of students may developmentally be faced with similar concerns.
Students may find that dealing with these issues in a group setting is more comfortable;
therefore, group counseling is established at each level on an as-needed basis. Such
groups may be facilitated by the district counselors or may be co-led by district
counselors and community professionals. These groups may focus on topics such as
divorce, substance abuse, recovery, stress management, relationships, and transition.
In groups and individual conferences, counselors protect the confidentiality of
information received in the counseling relationship. Counselors are responsible for
explaining to students the meaning and limits of confidentiality.
Counseling is also provided in times of crisis. When events warrant, a team of district
counselors, the Assistant to the Superintendent for Special Services and district
administrators meet to formulate a response plan. Appropriate specialists may be
scheduled to conduct sessions with students and faculty as needed. The designated
counselor, often in conjunction with the building administrator, manages individual crisis
situations.

Consultation
As consultants, counselors work indirectly on behalf of individual students. Counselors
may confer with parents, teachers, administrators, and other helping professionals to
assist the student with identified needs. Counselors at each level are members of child
study or support teams and as such serve to identify strategies and interventions to
meet individual student needs. Counselors conduct staffings, arrange conferences,
attend meetings, and conduct in-service programs to share expertise and act as
advocates for groups or individual students.
Counselors are active in planning strategies for students with disabilities. They
coordinate aspects of the diagnostic process and are participants in individual
educational plans, diagnostic conferences, re-evaluation conferences, 504 plans, and
homebound teaching. Counselors also help students make arrangements for non-
standardized college tests and help students explore post-secondary options where
support for students with disabilities is available.
Consultation at the high school level additionally includes individual placement activities
to insure successful transition to post high school opportunities. These activities
include, but are not limited to, the following: scheduling visits to meet college
representatives; writing letters of recommendation; visiting college campuses; preparing
reports; designing the high school profile; maintaining transcripts; identifying scholarship
opportunities; talking to employers; publishing the counseling newsletter; tracking
graduation requirements; and conducting the follow-up study with graduates.
Referrals
Counselors initiate and develop positive, cooperative working relationships with outside
agencies and resources. Students and families are best served by the cooperative
efforts of school and community resources. The Department of Pupil Services has
developed a list of appropriate and effective references. The list is updated annually
and shared with counselors across grade levels. Among referral resources are mental
health professionals, academic enrichment of remedial programs, summer programs,
assessment programs, VICC counseling, Juvenile Court, vocational placement
resources, and special education programs. Referrals are made after initial
assessments indicate that further counseling or assessments are warranted for the
student to be successful in the school setting. Referrals to outside agencies and
resources often involve the counselors providing background or feedback to the referral
sources if releases of information have been exchanged.

Counseling Curriculum
The Counseling Curriculum consists of structured developmental experiences
presented systematically for all students throughout classroom and group activities from
kindergarten to grade twelve. The counseling curriculum is organized around four areas
of learning: 1) educational planning, 2) making decisions, 3) personal growth and
development, and 4) college, career and post-secondary planning. The counseling
department developed a guidance plan, which addressed competencies in each of
these areas of learning. Input for the development was gained from a review of the
program standards of the Missouri School Improvement Program, the results of the
Missouri Comprehensive Guidance Students Needs Surveys (which include parent and
faculty/staff survey results).
The work of our local counseling advisory committee, a review of current literature, site
visits to exemplary programs and collaboration with professional colleagues also
provided a basis for determining student needs in these four learning areas.
Educational Planning
Counselors are involved in educational planning for students with special emphasis in
the areas of assessment, transition, academic development, and self-advocacy.
Counselors at each level coordinate standardized achievement testing and provide
interpretation of test results to students, parents and teachers. Counselors are
represented on the district assessment committee and work closely with the Assistant
Superintendent for Planning and Assessment to facilitate efficient, accurate and
relevant assessments of each student. Beyond standardized tests, counselors try to
identify emerging traits of individual students to insure the probability that each student
will have his or her talents and potential identified and his or her own development
encouraged and assisted.
Counseling activities are also planned so that positive transitions are made from one
educational setting to the next. Counselors plan orientation programs, collaborate with
other counselors, discuss appropriate course placement, inform parents and students of
available resources, and help students formulate realistic post-secondary plans.
The school counselor monitors academic development of each student. Performance in
classroom settings in combination with performance on various assessments may
identify areas in which students need further challenge or remediation. Counselors
routinely communicate to students and families about resources and opportunities that
serve their academic needs.

Making Decisions
The development of decision-making skills is an important component in overall
personal growth. Students are encouraged to make and value healthy, responsible
lifetime choices. Healthy decision-making includes drug and alcohol awareness,
understanding and accepting consequences and developing personal responsibility.
Personal Growth and Development
The enhancement of personal and social skills is a key factor in students being able to
live with themselves and with others. In the area of personal growth and development,
counseling activities revolve around self-assessment. From elementary self-awareness
activities, to life skills activities at the middle school, to personal and group sessions at
the high school, students are encouraged to develop an understanding and acceptance
of themselves and others. Leadership skills are also encouraged throughout various
peer programs in place at each level such as service learning projects, peer teaching,
and other peer conflict mediation programs. All students are given the opportunity for
self-assessment in terms of abilities, aptitudes, special interests, learning styles and
personality types.
College, Career and Post-Secondary Planning
College and career planning is another major area of learning of the school counseling
curriculum. Special emphasis in this strand is given to self-assessment, information and
resources and self-advocacy. Lessons on self-discovery in the elementary program and
career exploration in the middle school equip students to make specific choices
throughout high school and beyond.
Career and college planning assessments include the Self-Directed Search, the PLAN
(a pre ACT assessment with components of career exploration), choices career interest
inventory, Strong Interest Inventory, Keirsey Temperament Sorter and the senior
interview. These assessments help students analyze their personal interests, talents,
achievements, and attitudes and apply that knowledge to their future planning.
The school counseling program has an extensive variety of information and resources
regarding college and career planning and employs various methods of delivery.
Classroom units on career awareness and exploration, career seminars, counseling
newsletters and other publications, vo-tech presentations, college videos, computerized
college/career searches, meetings with college representatives, college and career
programs, financial aid seminars are all designed to equip families with accurate,
relevant, and current information with which to make post-secondary decisions.
Counseling centers in each building have resources available for student and parent
use.
Self advocacy skills vital to college and career planning are developed through
participation in various counseling activities. From elementary lessons on decision-
making and self-discovery to exploration on opportunities at the middle and high school
levels, students learn to identify their desires and needs and communicate them clearly
and appropriately to others.

Definitions
Guidance – refers to the services available to assist students with gathering information
and setting goals in the areas of career planning, career exploration, knowledge of self
and others and educational development.
Counseling – refers to assisting students in identifying problems, causes, alternatives
and possible consequences so that appropriate action may be taken. Crisis intervention
is also provided to students and family for support in emergency situations.
Pattonville Model Guidance Program – refers to the districts guidance and counseling
program that covers a variety of activities and efforts to help students gain important
guidance skills. This is accomplished through individual contacts/conferences, small
group sessions, classroom presentations, consultation with students, parents, teachers,
administrators and other professional resources.
Missouri Model Guidance Program – refers to a guidance and counseling program
which was developed for school districts by a group of Missouri guidance professionals.
This framework serves as a roadmap for assisting students with their educational and
career plans as well as personal development. It allows schools to plan, implement,
and evaluate a comprehensive guidance program.
Guidance Curriculum – includes structured experiences presented through small
groups, in classrooms and in large group meeting places. The curriculum emphasizes
career exploration, college planning, self-understanding, decision making and
improvement of study skills.
Individual Planning – services include counseling activities to assist all students to
plan and manage their own learning as well as their personal and career development.
Individual planning emphasizes test interpretation, advisement, graduation credit
reviews, post secondary education assistance and financial aid information.
Responsive Services – include counseling, consultation, and referral activities to meet
immediate needs and concerns of students. Responsive services include personal
counseling, crisis counseling, agency referral, consultation for parents, teachers and
other professionals, support groups and problem solving.
System Support – includes guidance management activities that maintain and
enhance the total guidance program. Responsibilities in this component include staff
and community relations, program evaluation, research projects, committee work and
professional development.
Career Planning – involves a four-year process which includes completion and review
of student interest inventories, student strength assessments, career awareness
activities, goal setting and use of career pathway areas to reach goals.

Career Exploration - refers to providing students the opportunity to preview the world
of work through various methods which include College Fair Program, Job Fair, College
and tech school visits, Job Shadowing, Career Speaker Series, Tech Fair, course
scheduling and computer software programs.
Knowledge of Self & Others – The counselor is trained to counsel students on how to
raise their level of personal awareness. It is important for each student to be able to
identify his/her values and set goals, particularly as they relate to life planning.
Educational Development – Counselors work with students and parents through a
four-year planning process to develop appropriate educational course programs that
prepare the student for post secondary goals.
Vocational Development – Counselors help students develop career and vocational
interests and guides him through appropriate coursework and experiences to develop
necessary skills to achieve vocational goals. It is an ongoing process of students’
learning about own aptitudes and interests and how these relate to the world of work.
Career Portfolio – a file document that records and plans students’ career exploration
activities, extracurricular activities, employment, long/short term goals and helps format
a four-year plan for course selection.
Four Year Plan – Students meet with their counselor to sketch out course selections for
the high school years. The students review their selections with their parents for input
and involvement. This allows the student and their parents to begin planning steps
towards post secondary education and/ or career objectives utilizing the career portfolio.

MIDDLE SCHOOL PROGRAM
GRADES 6-8
Abbreviations: MCGP Missouri Comprehensive Guidance Program
CG Comprehensive Guidance

Middle School Guidance Program Chart
Guidance Curriculum
 Provides guidance content in a systematic way to all students 6-8th
grade.
Purpose
 To promote student awareness, career development, and application of skills
needed in everyday life.
Areas and Activities Addressed
 Personal and Social Development
o Self Concept
o Balancing Life Roles
o Citizenship
o Quality Relationships
o Respect for Self and Others
o Personal Responsibility in Relationships
o Safe and Healthy Choices
o Personal Safety of Self and Others
o Coping Skills
 Academic Development
o Lifelong Learning
o Self Management for Educational Achievement
o Transitions
o Educational Planning for Lifelong Learning
 Career Development
o Integration of Self Knowledge into Career and Life Plans
o Adaptations to World of Work Changes
o Respect for All Work
o Career Decision Making
o Education and Career Requirements
o Personal Skills for Job Success
o Job Seeking Skills
Counselor’s Role
 Structured Groups
 Classroom Presentations
 Guidance Curriculum Related Field Trips

Middle School Instructional
Experiences And Activities
Strand PS: Personal and Social Development
BIG IDEA 1: Understanding Self as an Individual and as a Member of Diverse Local
and Global Communities.
CONCEPTS:
A. Self-Concept
a. GLE’s, Experiences and Activities for 6-7-8 grades
B. Balancing Life Roles
C. Citizenship and Contribution Within a Diverse Community
BIG IDEA 2: Interacting With Others in Ways That Respect Individual and Group
Differences.
CONCEPTS:
A. Quality Relationships
B. Respect for Self and Others
a. GLE's, Experiences and Activities for 6-7-8 grades
C. Personal Responsibility in Relationships
BIG IDEA 3: Applying Personal Safety Skills and Coping Strategies.
CONCEPTS:
A. Safe and Healthy Choices
B. Personal Safety of Self and Others
a. GLE’s, Experience and Activities for 6-7-8 grades
C. Coping Skills
a. GLE’s, Experience and Activities for 6-7-8 grade
Strand AD: Academic Development
BIG IDEA 4: Applying Skills Needed For Educational Achievement
CONCEPTS:
A. Life Long Learning
B. Self-Management For Educational Achievement
a. GLE’s. Experiences and Activities for 6-7-8 grades

BIG IDEA 5: Applying the Skills of Transitioning Between Educational Levels
CONCEPTS:
A. Transitions
BIG IDEA 6: Developing and Monitoring Personal Educational Plans
CONCEPTS:
A. Educational Planning For Life-Long Learning
Strand CD: Career Development
BIG IDEA 7: Applying Career Exploration and Planning Skills in the Achievement of
Life Career Goals.
CONCEPTS:
A. Integration of Self-Knowledge into Life and Career Plans
B. Adaptation to World of Work Changes
C. Respect for All Work
BIG IDEA 8: Knowing Where and How to Obtain Information About the World of Work
and Post-Secondary Training/Education.
CONCEPTS:
A. Career Decision Making
B. Education and Career Requirements
BIG IDEA 9: Applying Employment Readiness Skills and the Skills For On-The-Job
Success.
CONCEPTS:
A. Personal Skills For Job Success
B. Job Seeking Skills

GUIDANCE – GRADE 6
Counseling
Desired Results
(Grade-level Expectations)
Evidence of Learning
(Assessments)
Mastery
Min. %
Instructional Strategies and Experiences
(include links to Units)
I. Strand PS: Personal and Social Development
1. Big Idea 1: CG1 Understanding Self as an Individual and as a Member of Diverse, Local, and Global Communities
A. Self Concept
Identify individual
strengths and areas
for personal growth
and good citizenship.
Application and understanding of goals will be
observed through discussion, question and
answer and the performance activity. Through
discussion students will learn the importance of
regular school attendance.
85% MCGP-The Box: Category B
Understanding and Accepting Self
Competency: I Understand What is Important to Me.
Lesson 1: There is No One Like Me
Lesson 2: What is Important to Me?
Lesson 3: Personal Web Page
I Have Confidence in Myself
Lesson 1: Setting Goals
Lesson 2: Yes, I Can!
Lesson 3: The Art of Communicating
Lesson 4: Why I Do the Things I Do
Unit Title: TEAMS: Together Everyone Assures My
Success
Identify and develop
personal planning
strategies to manage
individual, family, and
school
responsibilities.
Understanding of each lessons concepts will be
assessed through review of the objectives,
reflection worksheets, and their ability to plan
and implement strategies for managing their
personal responsibilities.
85% MCGP-The Box: Area 3: Category E: Competency 17
I’m Just a Few Minutes Late
Lesson 2: So Much to Do, So Little Time: How Do I
Tie All the Loose Ends Together?
Lesson 3: What is Important to Me? (MCGP)
C. Citizenship and
Contribution Within a
Diverse Community
Demonstrate skills
needed to participate
in team building.
The counselor will check for understanding by
reviewing qualities of a team member(i.e., group
discussion skills, respecting the rights of
individuals to express ideas, disagreeing in an
appropriate manner, etc.) and the impact on the
desired outcomes when working with others.
85% Unit Title: TEAMS: Together Everyone Assures My
Success
Lesson 1: Getting Caught In the Web. (MCGP)

2. Big Idea 2: CG2 Interacting With Others in Ways That Respect Individual and Group Differences
Identify interpersonal
skills needed to
maintain quality
relationships
The students will identify ways to maintain
relationships using a variety of interpersonal
skills in various social settings. Students will
complete the Relationship Quality Control
Checklist.
100% Unit Title: What Do Skills Have to Do With It?
Lesson 1: Ingredients of a Relationship Recipe
(MCGP)
B. Respect for Self and
Others
Identify and develop
strategies to promote
acceptance and
respect in the school
and community
The students will identify and implement
strategies which promote acceptance and
respect among their peers and in their
communities.
85% Unit Title: Find Out What It Means To You (and Me)
Lesson 1: Respect: Looks Like, Sounds Like, Feels
Like (MCGP)
MCGP-The Box: Category H
Knowledge of Self and Others
Category: Understanding and Getting Along With Others
Lesson: Walk a Mile in My Shoes
C. Personal
Responsibility in
Relationships
Apply problem
solving and conflict
resolution skills to
new challenges.
Students will complete a variety of worksheets
and perform a variety of role-play situations to
assess their understanding and ability to
demonstrate accepting responsibility in conflict
situations.
80% Unit Title: Conflict Resolution-I am Part of the Solution!
Lesson 1: My Problem…Your Problem…Our Problem
(MCGP)
CG2-6-Lesson 3-1 Page 1 of 5
MCGP-The Box: Category H
Understanding and Getting Along With Others
Lesson: Managing Hassles
3. Big Idea 3: CG3 Applying Personal Safety Skills and Coping Strategies
A. Safe and Healthy
Choices
Identify problem
solving, decision
making, and refusal
of skills needed to
make safe and
healthy choice in
social situations.
Given a pre-selected situation for which a
decision is to be made, the students will write,
answer questions, role play each of the decision
making steps used to solve a particular situation
85% Unit 1 Title: Decisions, Decisions, Decisions!
Lesson 1: Opportunity Knocks, But It Costs Too!
(MCGP: CG3-6-Lesson 1-1 Page 3-6)
MCGP-The Box: Category F
Making Decisions
Lesson: Brainstorming: Problem Solving Group Style
Lesson: To Do or Not To Do…That is the Question!
(MCGP-The Box)

B. Personal Safety of
Self and Others
Identify behaviors
that compromise
personal safety of
self and others
Student comprehension will be assessed by
counselor observations of oral and written
responses given during discussion and written
reflection and narratives. Final evaluation will be
completed through the assessment of students’
personal safety plans. Students will be able to
define and identify behaviors associated with
sexual harassment.
95% MCGP-The Box: Category F:
Making Decisions
Lesson: Dealing with Negative Peer Pressure
Lesson: Making Good Decisions
Unit 2 Title: Risky Business
Lesson 1: Caution: Thin Ice!
(MCGP:CG3-MS-Unit 2 Page 2 of 3)
Sexual Harassment – Presentation of pamphlet “Teens
and Sexual Harassment” Review and Discuss
C. Coping Skills
Review and revise
strategies to cope
with life changing
events.
Given a scenario, students will identify positive
and negative coping strategies. They will identify
through discussion and role play, the impact of
positive and negative coping strategies on their
personal lives.
85% Unit 3 Title: It’s Life…Deal With It!
Lesson 1: The Hope to Cope: Coping Skills
(MCGP:CG3-6-Lesson 3-1 Page 5)
II. Strand AD: Academic Development
1. Big Idea 4: CG4 Applying Skills Needed for Educational Achievement
D. Life-long Learning
Develop and practice
study skills and test-
taking strategies
specific to each
academic area and
identify available
resources.
Students will practice steps to help them improve
their testing taking scores. Students will
complete the Self-Rating Chart For Your Study
Habits and review this in order to make positive
changes to promote academic success.
Students will review the How to Improve Your
Study Habits and Grades in combination with the
other activities to help them set and achieve their
academic goals.
90% 1. Introductory discussion.
2. Students will practice steps to improve their test
scores. See Improving Test Scores lesson plans.
3. Students will complete A Self-Rating Chart For Your
Study Habits.
4. Students will review these results for strengths and
areas that need improvement.
5. Students will review the How to Improve Your Study
Habits and Grades and other information from the
day to develop a system for promoting academic
success.
* Use supplements 6.1, 6.2, and 6.3

6. Self-management for
Educational Achievement
Develop and practice
a self-management
system to promote
academic success.
Students will complete the Discover Your Attitude
Toward Studying questions and get an idea of
their general attitude toward studying. Students
will complete the Study Skills Survey and
develop ways to improve their study habits.
2. Students will complete the Discover Your Attitude
Toward Studying and discuss the questions on the
lesson outline.
3. Students will complete the Study Skills Survey and
do the group activity on the lesson outline
* Use supplements 6.4, 6.5, and 6.6
2. Big Idea 5: CG 5 Applying the Skills of Transitioning Between Educational Levels
D. Transitions
Demonstrate the
ability to adjust to
changing school
structures and
continue to meet
academic
expectations.
Students will complete the When In Doubt, Write
It Out! worksheet to show their understanding of
using a planner. Students will write their
assignments and other important information in
their planners daily.
90% 1. Students will complete the When in Doubt, Write It
Out! Worksheet.
2. Students will practice using a planner.
* Use supplement 6.7
3. Big Idea 6: CG 6 Developing and Monitoring Personal Educational Plans
B. Educational Planning
for Life-long Learning
Utilize goal-setting
skills to identify the
impact of academic
achievement on an
educational plan.
Students will work toward their personal written
goal on the I Am the Best worksheet.
90% 1. Have students review previous activities they have
completed and handouts in Big Ideas 4 and 5.
2. Students will complete the I Am the Best goal setting
activity.
III. Strand CD: Career Development
4. Big Idea 7: CG 7 Applying Career Exploration And Planning Skills In The Achievement Of Life Career Goals.
A. Integration of Self-
knowledge into Life
and Career Plans
Use current interests,
strengths, and
limitations to guide
individual career
exploration.
Students will complete Which Interest Area(s)
Motivate You? They will raise their hand for
each of the Holland Codes that best fit them.
They will identify occupations from the
Occupations list of careers that best fit each of
their particular codes.
2. Students will complete Which Interest Area(s)
Motivate You? and score it themselves.
3. Students will raise their hands for each of the Holland
Codes that best fit them.
4. Distribute the Occupations list of careers that fit
each Student’s particular code.
* Use supplement 6.9, 6.10, 6.11, 6.12, 6.13, 6.14,
and 6.15

B. Adaptations to World
of Work Changes
Recognize the
career path concepts
as an organizer for
exploring and
preparing for careers
now and in the future.
Students will cut out wants ads from the
newspaper and glue them in the right career
path. Students will complete the What Do You
Enjoy Doing? Worksheet to determine what
career path may best suit them. They will share
their results with the class.
2. Distribute the Career Paths Reference Sheet.
Read over the paths and examples.
3. Distribute paper and newspaper want ads.
Students will cut out wants ads and glue them in
the right career path.
4. Discussion.
5. Students will complete the What Do You Enjoy Doing?
Worksheet.
6. Students will share their results with the rest of the
class.
* Use supplement 6.16, 6.17, and 6.18
Identify males and
females in non-
traditional work roles.
Students will discuss various careers and the
skills necessary to have these jobs. Students will
complete the Personality Profiles worksheet.
Students will list five jobs for the male and for the
female on this worksheet. Students will discuss
their responses. Students will list a job they
personally would choose and discuss why they
would be able to do this job well.
2. Ask students for ideas of what kinds of jobs they might
like to have when they grow up. Put examples of the
board.
3. Under each title, have the students brainstorm what
Skills would be needed to do the job.
4. Distribute copies of the Personality Profiles
worksheet.
5. Allow time for students to think of five jobs for each of
the people listed on the Personality Profile.
6. Discuss the student’s responses on the worksheet.
7. Summarize the lesson by having the students turn
Their paper over and write the job they personally
would choose and why they think they would be able
to do the job well.
* Use supplements 6.19 and 6.20

5. Big Idea 8: CG 8 Knowing Where And How To Obtain Information About The World Of Work And Post-Secondary Training/Education.
A. Career Decision
Making
Evaluate career
and educational
information
resources.
Students will use the Classified ads and ONET
printouts to find careers that match their
interests. Students will discuss the availability of
jobs in their area, the kind of education and/or
training that is required, and the kind of salary
that they will make.
90% (Continuation of Big Idea 7; Concept A)
1. Break students into groups based on Holland codes.
2. Students will search through the Classified ads and/or
ONET printouts to find out what types of jobs are
available for their given career.
3. Use overhead to show students questions they should
be thinking about.
4. Refer students to a career website to check out:
http://online.onetcenter.org/
B. Education and
Career Requirements
Compare different
types of post-
secondary training
and education as
they relate to career
choices.
Students will write a goal related to any career
and/or post-secondary education exploration
plan they have for the near future. They will
share the results of their plan during class at a
later date. The information that they share may
contain talking to someone in their career interest
field, doing some job shadowing, visiting their
high school counselor about career/post-
secondary education options, doing a college
search to see if majors are offered for their
career field of interest, and doing an internet
search on career(s) of interest, etc.
90% (Continuation of Big Idea 8; Concept A)
1. Distribute a piece of cardstock to each student to
write a goal related to any career and/or any
post-secondary education exploration plans they have
for the near future.
2. Share the outcome of these goals during class
one day the next week.

6. Big idea 9: CG 9 Applying Employment Readiness Skills And The Skills For On-The-Job Success.
A. Personal Skills for
Job Success
Assess and
analyze personal,
ethical, and work
habit skills as they
relate to individual
student success.
Students will complete the Good Workers activity
sheet. Students will share their answers orally
by reading the items in the order they ranked
them.
2. Ask students to give examples of good work habits
that everyone should have. Write these on the
chalkboard.
3. Distribute copies of the Good Workers activity
Sheet. Allow students time to complete their
answers.
4. Let students share their answers orally with the
class by reading the items in the order they rank
them. Encourage as many students as possible to
participate and discuss the good work habits as time
permits.
* Use supplement 6.23 and 6.24
Develop a
resume of work
experiences for home
and school.
Students will write their own resumes using the
Resume worksheet. Students will fill out the
Resume Rating Sheet regarding their own
resume or the resume of a classmate. Students
will make suggestions for improvement.
2. Distribute copies of the Resume worksheet. Review
the worksheet with students. Allow students time
to complete their individual resume.
3. Distribute copies of the Resume Rating Sheet.
4. Students should use this form to rate their resumes, or
the resume of another student.
5. Suggestions for improvements for each category
should be written.
* Use supplement 6.25 and 6.26

Counseling
Desired Results
(Assessments)
Mastery
Min. %
1. Big Idea 1: CG1 Understanding Self as an Individual and as a Member of Diverse, Local, and Global Communities
A. Self Concept
Demonstrate
understanding of
individual strengths
and personal
challenges and how
they relate to a
positive self-concept
The counselor will check with the students
throughout the year to check for progress toward
goals or change in behavior.
80% Unit Title: The Balancing Act (MCGP)
Lesson 1: Survivor
Lesson 2: The Quest for Magic Minutes
Apply personal
planning strategies to
balance individual,
family, and school
responsibilities
Students will complete and discuss Personal
Strength Worksheet.
Lesson 1: Survivor
C. Citizenship and
Diverse Community
Identify and practice
ways to be a
contributing group
member
Students will demonstrate one time saving tip
and be able to explain verbally their reasons for
selecting that tip.
Lesson 2: The Quest for Magic Minutes
Practice effective
interpersonal skills in
a variety of social
situations
Students will discuss and complete the
Relationship Quality Control Checklist
90% Unit Title: Relationship (MCGP)
Lesson 1: Guidelines Ingredients for Relationship
Recipe
Lesson 2: Giving and Getting the Big R
Lesson 3: Respect for Self and Others
B. Respect For Self and
Others
Promote acceptance
and respect for
individual differences
Student will describe what Respect Looks Like,
Sounds Like and Feels Like.
80% Unit Title: Relationship (MCGP)
Lesson 1: Planning to Use the Respect Activity Sheet
#2

C. Personal
Responsibility in
Relationships
Practice problem-
solving and conflict
resolution skills.
Students will participate in question and answer
discussion and in completing the activity sheet
82% Unit Title: Conflict Relationship (MCGP)
Lesson 3-2: How Am I Responsible (Why is it my
problem)?
A. Safe and Healthy
Choices
Utilize effective
problem-solving,
decision-making and
refusal skills needed
to make safe/healthy
choices in social
situations
Students will discuss decision making skills
applied to problematic social situations
85% Unit Title: Decisions, Decisions, Decisions! (MCGP)
Lesson 2: To Give In or Not To Give In-That is the
Question
Lesson 1-2: Steps to Effective Problem Solving
Self and Others
Develop strategies to
maintain personal
safety.
Student comprehension will be assessed by
counselor observation of oral responses, and
behavior throughout the school year
90% Unit Title: Risky Business
Lesson 2: Putting on Armor
Lesson: Sexual Harassment-Teens and Sexual
Harassment Pamphlet
Guidance Department Handout
C. Coping Skills
Apply coping skills to
manage life changing
events
Students will review, apply and evaluate their
personal coping skills related to major life
changing events
95% Unit Title: It’s Life…Deal With It
Lesson 2: Lean Mean Coping Machine
1. Big Idea 7: CG7 Applying Career Exploration And Planning Skills In The Achievement Of Life Career Goals
D. Integration of self
knowledge into life
and career plans.
Students will learn to understand relating to possible choices for careers and career paths.
Use current interests,
students, and
limitations to solve
career exploration
and educational
planning.
Students will also learn how an interest inventory
would help someone better understand him or
herself.
95% Unit Title: How do the Pieces Fit
Lesson 1: If the Career Fits, Explore It (Part 1-3)
(MCGP)

E. Adaptations to world
of work changes.
Students will learn “why” they chose a certain career. These are points to consider in an inappropriate method to
choosing a career.
Be aware of
occupations as they
relate to career paths,
personal interests,
and aptitudes.
Students will also learn that the best way to
choose the right career is by examining their
interests, abilities, and the careers that combine
both of those things.
90% Unit Title: Career Planning and Exploration
Lesson 1: “Career Assessment” (The “box”)
M/JH 1
C. Respect for all work Students will explore all different types of jobs and occupations. Students will learn that all jobs are significant in some
manner.
Recognize the
relevance of all work
and workers and their
existence in a social
society.
Students will examine their interests and abilities,
and identify careers that provide a combination of
job responsibilities that interest you and that you
do well.
95% Unit Title: Career Path Inventory
Lesson 2: “Career Assessment” (The “box”)
M/JH - 13
2. Big Idea 8: CG8 Knowing Where And How To Obtain Information About The World Of Work And Post – Secondary Training/Education.
A. Career Decision
Making
Students will learn about career clusters. Hand out the “career clusters” worksheet and review the 15 clusters.
Recognize after
students have
learned the
relationship between
their interests,
abilities and career
choices. They need
to remember to
research “career
clusters”.
Students will learn to research the clusters of a
specific interest or career. A follow up session
could have students sharing information that they
gathered in their research.
95% Unit Title: Career Planning and Exploration
Lesson 1: “Career Assessment” – (“The Box”)
M/JH - 12
B. Education and Career
Requirements
Students will learn to use and Informational Career Fair to meet adults in different careers who are willing to share their
knowledge and expectations.
Utilize a variety of
resources to obtain
information about the
levels of training and
education required for
various occupations.
Students will make a collective list of possible
participants in the career fair.
95% Unit Title: Educational and Vocational Development

3. Big Idea 9: CG9 Applying Employment Readiness Skills And The Skills For On The Job Success
Job Success
Students will need to understand strengths and weaknesses and how these can enhance or restrict our growth as
individuals.
Utilize information
about personal,
ethical and work habit
skills to enhance
individual student
success.
Students will do an “Interpersonal Relations
Checklist”, and discuss this information.
95% Unit Title: Knowledge of Self and Others.
Lesson 1: Understanding and Accepting Self
(“The Box” ) M/JH-131
B. Job Seeking Skills Students will learn how to fill out an application. One should be hand written and the other typed.
Identify and
demonstrate basic job
seeking skills by
interviewing and
completing
applications.
Students will complete two job applications from
the local business community.
95% Unit Title: Using Job-Seeking Skills
Lesson 2: Using Job – Seeking Skills (MCGP)

Counseling
Desired Results
(Assessments)
Mastery
Min. %
1. Big Idea 1: CG1 Understanding Self as an Individual and as a Member of Diverse, Local and Global Communities
A. Self Concept
Identify thoughts and
feelings and how they
relate to self concept
Through follow up discussions students will show
understanding of how thoughts and feelings
relate to self concept
90% Unit Title: Color Your World
Lesson 1: Color Your Destiny (MCGP)
Recognize the
different roles and
responsibilities
people play in the
family, school and
community, and how
those roles and
responsibilities are
interrelated
Students will brainstorm, list and discuss
responsibilities for each member of the family
90% Area 2:Category P-Competency 60
Lesson Title: Sharing the Load (MCG-The Box)
Lesson Title: It’s Not My Job!
C. Citizenship and
Diverse Community
Recognize personal
ways for the
individual to
contribute as a
member of the school
community
Students will discuss the outcome of the
Community Service Project and how their part
contributed to the success of the project
90% Unit Title: Color Your World
Lesson 2: Color Your Community (MCGP)
Self-assess
interpersonal skills
that will help maintain
quality relationships
Students will complete the Relationship Quality
Control Checklist
85% Unit Title: Relationships: What Do Skills Have to Do With
It?
Lesson 3: 8
th
Grade-Relationships…Quality Control
(MCGP)
Lesson 4: 8
th
Grade- I Know What You Did This
Summer (MCGP)
Lesson 5: 8
th
Grade-Relationships…Going Up While
You’re Growing Up (MCGP)

B. Respect For Self and
Others
Apply strategies that
promote acceptance
and respect of others
within our global
community
Students respond to the question about what a
person is missing out on by not getting to know
people who are different.
Through discussion students realize how bad
habits of tardiness effect school and work place.
85%
95%
Unit Title: R-E-S-P-E-C-T…Find Out What It Means To
Me
Lesson 3: 8
th
Grade-A Stranger Among Us (MCGP)
Area III – Category E-Competency 17
Lesson Title: I’m Just a Few Minutes Late(MCG-The
Box)
C. Personal
Responsibility In
Relationships
Exhibit an awareness
of personal
responsibility in
conflict situations
Through class discussion performance and use
of checklist, students will demonstrate
awareness of their personal responsibility in
conflicts
85% Unit Title: Conflict Resolution-I Am Part of the Solution
Lesson 3: Grade 8- My Conflict Shield (MCGP)
Lesson 4: Grade 8- Put Yourself In Check (MCGP)
A. Safe and Healthy
Choices
Recognize peer
influence on risk
taking behaviors and
consequences
Students will respond to situations using problem
solving, decision making and refusal skills
Students will demonstrate through group activity
and skit how to say no to peer pressure
Through discussion and completing Risk Sheet,
students will recognize risks and positive and
negative consequences
85% Unit Title: Decisions, Decisions, Decisions!
Lesson 3: Grade 8- If It’s To Be, It’s Up To Me
(MCGP)
Area II-Category F-Competency 24
Lesson Title: Dealing With Negative Peer Pressure
(MCG-The Box)
Area II-Category F-Competency 26
Lesson Title: Thinking About Taking Risks (MCG-The
Box)
Self and Others
Apply strategies
related to personal
safety issues
Students will create a Personal Safety Plan to
protect them from risky behaviors.
Students will be able to identify and define
behaviors associated with sexual harassment
90% Unit Title: Risky Business
Lesson 3: Grade 8-Ready to Remain Safe (MCGP)
Lesson: Sexual Harassment presentation and
discussion using the Teens and Sexual Harassment
pamphlet
C. Coping Skills
Evaluate coping skills
to manage life-
changing events
Students will demonstrate awareness of their
own coping skills by making and discussing a
collage showing their effective coping traits
95% Unit Title: It’s Life…Deal With It
Lesson 3: Grade 8-Life…Bring It On! (MCGP)

1. Big Idea 4: CG 4 Applying Skills Needed for Educational Achievement
A. Life-long Learning
Consistently apply a
system of study skills
and test-taking
strategies to promote
academic success.
Just Checking checklist 90% MCGP Lesson CG4-8 Title: Just Checking
Discussion of management systems – Completion and
discussion of Just Checking checklist – Review and
discussion of Effective Management Tips referencing
middle school assignment notebook – Review and
discuss Tips for Setting Goals – Goal Setting Activity
Sheet – Review student goals individually or in group
B. Self-management for
Educational
Achievement
Consistently apply a
self-management
system to promote
academic success.
Just Checking checklist 90% MCGP Lesson CG4-8 Title: Just Checking
Discussion of management systems – Completion and
discussion of Just Checking checklist – Review and
discussion of Effective Management Tips referencing
middle school assignment notebook – Review and
discuss Tips for Setting Goals – Goal Setting Activity
Sheet – Review student goals individually or in group
2. Big Idea 5: CG 5 Applying the Skills of Transitioning Between Educational Levels
A. Transitions
Identify the
information and skills
necessary to
transition to high
school.
Moving On… Transitioning to the High School
checklist
90% MCGP Lessons CG5-8 Titles: Give Yourself Some Credit
and Options and Extras!!!
Discuss, compare/contrast middle school and high school
– Explain/discuss high school course description booklet,
graduation requirements, credits, courses offered,
teacher recommendations, registration form – Complete
and review Moving On… Transitioning to the High
School checklist

B. Educational Planning
Design a four to six-
year educational plan.
Discussion 90% MCGP Lessons CG6-8 Titles: Finding My Pathway,
Mapping My Pathway, and My Four to Six Year Plan
Review high school vocabulary and how choices affect
goals – Students perform Pitfalls skit – Review and
discuss Career Paths (6) list – Complete and discuss
Choosing My Path sheet and 9
th
grade portion of high
school career pathways form
4. Big Idea 7: CG7 Applying Career Exploration And Planning Skills In The Achievement Of Life Career Goals
knowledge into Life
and Career Plans
Develop an
educational and
career plan based on
current interests,
strengths, and
limitations.
Question/answer discussions following My
Puzzle, My Future! And Back to the Future…
activities
90% MCGP Lessons CG7 CG8-8 Titles: Putting It All Together
Parts 1-2
Discuss “puzzle pieces” (strengths, etc.) and the “final
picture” (the future) – Complete and discuss My Puzzle,
My Future! – Discuss “putting the pieces together” to plan
the future – Complete and discuss Back to the Future…”
activity
of Work Changes
Identify and explore a
variety of resources
to aid in career
exploration and
planning now and in
the future.
activities
Parts 1-2
activity
Identify personal
contributions made to
school and
community.
Discussion 90% MCGP Lesson CG9-8 Title: Putting It All Together Part 3
Discuss goals related to future – Complete and discuss
Consider This… sheet – Discuss high school academic
choices related to future – My Design for My Life
narrative – Review 9
th
grade portion of career pathways
form

5. Big Idea 8: CG 8 Knowing Where And How To Obtain Information About The World Of Work And Post-Secondary Training/Education
A. Career Decision
Making
Compare personal
interests with
information about
careers and
education.
activities
Parts 1-2
activity
Requirements
Identify the training
and education
required for
occupations in career
paths of interest
th
form
6. Big Idea 9: CG 9 Applying Employment Readiness Skills And The Skills For On-The-Job Success
Job Success
Evaluate personal,
ethical, and work
habit skills as they
relate to achieving the
student’s educational
career plan.
activities
Parts 1-2
activity
Utilize a portfolio of
middle school/jr. high
school academic and
work experience.
th
form

HIGH SCHOOL PROGRAM
GRADES 9-12

Pattonville High School
Missouri Comprehensive Guidance Program
Content Standards Grade Level Expectations (GLE)
Grades 9-12
STRAND: PS Personal and Social Development
Big Idea 1: Understanding Self as an Individual and as a Member of Diverse Local
and Global Communities
Concept A. Self- Concept
Concept B. Balancing Life Roles
Concept C. Citizenship and contribution within a diverse community
Big Idea 2: CG2 Interacting with Others in Ways That Respect Individual and
Group Differences
Concept A. Quality Relationships
Concept B. Respect for Self and Others
Concept C. Personal Responsibility in Relationships
Big Idea 3: CG 3 Applying Personal Safety Skills and Coping Strategies
Concept A. Safe and Healthy Choices
Concept B. Personal Safety of Self and Others
Concept C. Coping Skills
STRAND: AD Academic Development
Big Idea 4: CG 4 Applying Skills Needed for Educational Achievement
Concept A. Life-Long Learning
Concept B. Self-Management for Educational Achievement
Big Idea 5: CG 5 Applying the Skills of Transitioning Between Educational Levels
Concept A. Transitions
Big Idea 6: CG 6 Developing and Monitoring Personal Educational Plans
Concept A. Educational Planning for Life-long Learning
STRAND: CD Career Development
Big Idea 7: CG 7 Applying Career Exploration and Planning Skills in the
Achievement of Life Career Goals
Concept A. Integration of Self-knowledge into Life and Career Plans
Concept B. Adaptations to World of Work Changes
Concept C. Respect for All Work
Big Idea 8: CG 8 Knowing Where and How to Obtain Information About the World
of Work and Post-Secondary Training/Education
Concept A. Career Decision Making
Concept B. Education and Career Requirements
Big Idea 9: CG9 Applying Employment Readiness Skills and the Skills for On-the-
Job Success
Concept A. Personal Skills for Job Success
Concept B. Job Seeking Skills

GUIDANCE - GRADES 9-12
Counseling
Desired Results
(Assessments)
Mastery
Min. %
1. Big Idea 1: CG 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities
A. Self-Concept
Develop, Implement,
Practice and Utilize
skills needed to
maintain a positive
self concept.
Students will develop and utilize skills needed to
exhibit and maintain a positive self concept.
90% Students will complete the Self-Concept Checklist from
the Missouri Guidance Lessons Unit: 9 Lesson 1 Title:
Juggling New Opportunities Handouts.
Students will participate in various activities ie; Teen
Screen, Strong Inventory, Explore, Plan, ACT and
Meyers Briggs.
Classroom discussions and role playing.
Recognize, Prioritize,
Identify and Exhibit
the increased roles
and responsibilities of
family, school, work
and community.
Students will complete the activity sheet and
participate in group discussions to evaluate their
roles in society and how to balance them.
90% Classroom discussions on self-talk and messages that
families communicate to each other. Completion of the
“Looking at Me In My family, School, and Community”
worksheet. CG1 – 10 – Lesson 1-2.
C. Citizenship and
contribution within a
diverse community.
Analyze and build
upon activities and
experiences that
assist the student in
becoming a
contributing member
of the global
community.
Students will complete the related worksheets
and participates in classroom discussions to
recognize their role as it relates to the global
community.
90% Read “The Clique” worksheet from CG2-9- Lesson 1-1,
group activity and reflection writing assignment.
Complete the Bursting Stereotypes activity in the CG2 -9-
Lesson1-2.

2. Big Idea 2: CG 2 Interacting With Others in Ways That Respect Individual and Group Differences
Students will exhibit
the interpersonal
skills needed to
maintain quality
relationships.
Principal reports, including fewer verbal and
physical altercations, and insubordination
referrals.
90% MCGP CG2
Lesson 3—Listening Exercise
Lesson 4—Origins
Individual and Small Group sessions with Counselor
PALS Lessons
B. Respect for Self and
Others
Students will promote
acceptance and
respect for cultural
differences within the
global community.
Student surveys reporting fewer incidents of
bullying, harassment, and/or racial slurs.
90% MCGP CG2
Lesson 6—Diversity Day
Lesson 8—A Place at the Table
International Club
Gay/Straight Alliance
Foreign Exchange Program
Amnesty International
C. Personal
Responsibility in
Relationships
Students will accept
personal
responsibility in
conflict situations.
Principal reports, including fewer verbal and
physical altercations, and insubordination
referrals.
90% MCGP CG2
Lesson 5—Using Negotiation to Settle Differences
Lesson 7—Managing Conflicts
Male/Female Anger Management Groups
PALS Conflict Mediations
Individual and group sessions with Counselor
Risk Assessment at Local Hospital if indicated
A. Safe and Healthy
Choices
Students will utilize
decision-making skills
to make safe and
healthy life choices.
Students will make healthy choices when using
the internet, driving, and when exposed to drug
use and sexual situations.
90% MCGP CG3
Lesson 1—Safe and Healthy Life Choices
Lesson 2—Safe and Healthy Choices (Part II)
9
th
Grade Health Curriculum

Self and Others
Students will analyze
the impact of
personal decisions on
the safety and health
of self and others.
Fewer teen pregnancies
Fewer referrals for students under the influence,
in possession of, or intending to distribute drugs
or alcohol
Fewer students reporting risky behavior in
student surveys
90% “Breakdown”—A Local Abstinence Production (grades 9-
11)
Adolescent Parenting Program
9
th
Grade Health Curriculum
Substance Abuse Support Group
Abstinence By Choice Program
Referrals to Local Support Groups
CG3 Lesson 3—Risk Taking Behaviors
Care Team
C. Coping Skills
Students will analyze,
refine, and exhibit
coping skills needed
to manage life-
changing events.
Students will seek outside help and/or participate
in PHS support groups as needed.
90% Grief and Loss Support Group
Individual sessions with Crisis Counselor/Counselor
Stress Management Support Group
Referrals to Mental Health Professionals
Adolescent Parenting Program
Counseling Department Website
Care Team
1. Big Idea 4: CG 4 Applying Skills Needed for Educational Achievement
A. Life-long Learning
Students will know
general information
and expectations
about high school life.
9
th
grade students will identify high school
personnel, available resources and
characteristics required to be successful in high
school during registration.
90% Class discussion, role playing and discussions with
counselor
Students will know
specific information
required to function
successfully in a new
environment. (high
school)
Students will incorporate tools provided, such as
planners, schedules, lockers, maps and adult
personnel, in order function successfully in the
high school environment.
90% Class discussions, role playing

B. Self-management for
Educational
Achievement
Students will
understand the
significance of their
grade point average,
credits, transcripts,
and discipline logs
and how it relates to
educational success.
Students will synthesize these concepts gained
through their instruction in 9
th
grade academic
labs with the Peer Leaders.
Students will also meet will their designated
counselor to review these ideas.
90% Class instruction, individual and group counseling
2. Big Idea 5: CG5 Applying the Skills of Transitioning Between Educational Levels
A. Transitions
Students will set
challenging and
developmental
appropriate
educational goals and
identify the steps
need to reach them.
Students will examine and pursue high school
options relative to their aptitudes, interests, and
abilities.
90% Students will participate in the Explore, Plan, Strong
Inventory, and ACT to examine and pursue their high
school and post secondary options. All Juniors will
register online with connect.edu and meet with the
college counselor.
A. Educational Planning
Students will organize
time and materials in
order to reach
educational goals.
Students will evaluate their current adjustment to
the high school environment and identify related
concerns and problems and how they relate to
postsecondary options.
All students will complete and update yearly their
4 year plan.
90% Students will discuss and analyze their progress with
their counselor yearly. Classroom discussions and
presentations by counselors.

1. Big Idea 7: CG7 - Applying Career Exploration and Planning Skills In the Achievement of Life Career Goals
knowledge into Life
and Career Plans
Utilize knowledge of
the world of work;
personal interests;
and strengths and
limitations to develop
short- and long-term
post secondary plans
Students will pursue courses that relate to post
high school plans Students will select/change
career pathways when needed.
80% All Freshman identify at least one career related to their
interests as indicated by the A+ interest inventory and by
developing their 4 year plan
All Sophomores, Juniors and Seniors will update their 4
year plan as it relates to their career choices
of Work Changes
Utilize knowledge of
career exploration
and planning to adapt
new career and
educational
opportunities as the
world of work
changes
Students will utilize career planning resources
(Discover and Choices computer programs,
PLAN test, Explore test, Strong Interest
Inventory, career Books, Videos, Myers Briggs)
Students taking the Explore Test
Students taking the PLAN test
Students taking the PSAT Test
Students taking the Strong Interest Inventory
Students taking the Discover Program
Counselors provide group presentations to
students to explain Test results and career
information at each grade level. Counselors will
answer student questions to insure they
understand information presented.
80% All Freshman and Sophomores will be instructed about
the college/career resource area. All 9
th
grade students
will take the Explore test and Interest inventory which will
indicate 3 areas of interest. Students in the 9
th
grade
academic lab will take an interest inventory using the
Discover Computer program and identify areas of interest
that relate to careers.
All Sophomores will take the PLAN test and
Career/Interest Inventory. This will generate 3 career
interest areas for exploration.
All Juniors will take the Strong Interest Inventory which
will refine their interests in specific occupations that
match their interests.
Seniors and Juniors will take the ACT which will provide
interest areas based on an Interest Inventory.

Respect all work as
important, valuable,
and necessary in
maintaining a global
society
All 9
th
10
th
, 11
th
and 12
th
grade students will
complete 50 hours of community service.
9
th
grade students will take the Explore Test and
interest Inventory
10
th
grade students will take the PLAN test and
interest inventory
11
th
grade will take the Strong Interest Inventory
12
th
grade will take the Act Test and Interest
Inventory
100%
80%
As part of the community service requirement students
will follow specific requirements and work expectations
when at the non-for profit agency.
All students will have the opportunity to take the PLAN
Test, Explore Test and Strong Interest Inventory which
will allow them the opportunity to analyze their career
options and academic skills and how that relates to
community contributions.
2. Big Idea 8: CG8 Knowing Where and How to Obtain Information About the World of Work and Post-Secondary Training/Education
A. Career Decision
Making
Utilize career and
educational
information in career
decision-making
Students will pursue courses that relate to post
high school plans.
Students in 9
th
, 10
th
and 11
th
grade will meet
individually with academic counselor to pick
classes that meet high school requirements,
college admission requirements, technical school
requirements
Seniors will make an appointment with
college/career counselor with parent when
possible
80% All Freshman will have developed a personal plan of
student for high school based on a selected career path.
All Sophomores and Juniors will adapt their 4 year plan
annually to their career pathway, high school requirement
coursework and college admission
requirements/vocational work requirements.
Seniors will meet with College/Career counselor or
academic counselor to make final plans for post
secondary choice.
Requirements
Know and understand
the levels of training
and education
required for life career
goals
Students will complete a short follow-up quiz to
check for understanding after classroom visits by
counselor.
80% Counselors will make classroom visits to 9
th
and 10
th
grades to review high school requirements and college
admission requirements. Counselors will review this
information from the Student course description book.
This information is also available on the Pattonville High
School website.
Juniors will visit the college/career center and a
presentation will be made regarding preparation for
college admission requirements, applications and
financial aid.
Seniors will meet with academic counselor and/or
college/career counselor to confirm a post-secondary
plan.

3. Big Idea 9: CG 9 Applying Employment Readiness Skills and The Skills For On-The-Job Success.
Job Success
Apply personal,
ethical, and work
habit skills that
contribute to job
success
9
th
graders in academic lab will follow the
curriculum led by the peer mentors. See PALS
curriculum in high school communication arts
curriculum guide.
80% Students will demonstrate interpersonal skills for conflict
medication, communication and teamwork. Peer leaders
are available for mentoring and conflict mediation at all
school levels
Utilize appropriate
job-seeking skills to
obtain employment
Students in grades 9
th
, 10
th
, 11
th
and 12
th
grade
students will complete the 50 hour community
service requirement need for graduation
Students in the 9
th
, 10
th
, 11
th
and 12
th
grade will
have the opportunity to enroll in classes to
prepare them for a job after highs school.
The technical school representative will make
classroom visits to 10
th
grade classes to explore
the tech school programs. The Tech school
representative will complete application
interviews for 10
th
grade students.
80% All students will complete 50 community service hours at
an approved non-for-profit agency. This experience
helps the student refine the skills necessary to work for a
community agency.
Students will enroll in business/marketing courses,
technology courses and demonstrate the technological
skills necessary to compete in the world of work.
Students will apply to technical school in the 10
th
grade
for the exploratory program and apply in the 11
th
grade
for a specific vocational program. The Tech school
program will provide them with the necessary skills to be
employed after graduation.

Pattonville model (REFRENSI)

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Pattonville model (REFRENSI)