Comprehensive Career Counseling Program Development Paper

February 23, 2017
Comprehensive Career
Development Program &
Lessons
ASSINGMENT #2
BRITTANY SILL
Calendar: (“GPS to College - 9th Grade,” n.d.)
Fall:
August:
• Prior to the first day of school: Staff will have college/career information sheet in either
their window door, or front of desks. The goal is to get students to talk to different
teachers/staff about what steps were taken to get into their chosen career.
• First Day of School: Grade level Assembly *

Topics:
§ Extracurricular Activates
§ Connection between GPA and grades
§ Resume building, college applications, scholarship applications, etc.
§ Review of important dates, school rules, etc.
September:
Counselors will go into each homeroom classroom, one per week. (For the first month of
school ONLY). *
o Students will have the opportunity to ask questions one-on-one and as a group.
o Review important dates
o Review class schedules (Encourage students to make appointments with their
counselors to review next quarters class options)
o Educational Goals
§ Students will have the option to submit questions to their counselors a
week prior to the classroom visits. The counselors will compile the
questions.
§ Review the different types of postsecondary institutions
• colleges and universities
• community colleges and technical institutes
October:
Counselors will go into each homeroom classroom and begin classroom guidance
lessons. (One day per week). *
§ Guidance Lesson One:
o 9 grade: Career Planning: Students will write out their High school and Beyond
th
Plan .
o Source: (“Rev. September 2013 Basic 12 for High School ¾ Workshop 3 : Have you developed
a career plan ?,” 2013).
§ Counselor will begin the lesson by asking students to discuss the steps
they would take to achieve one of their educational/career goals.
§ Each student will receive a stack of 3X5 note cards. They will write the
GOAL on the first card and the necessary steps to obtain their goal on the
remaining notecards.
*Happens at all grade levels

§ The High School and Beyond Plan gets all students thinking about their
future and how to get the most out of high school, so that they’re ready to
pursue their adult lives, no matter what direction they plan to take.
§ Student will write their plan by explain:
§ Their personal story (what experiences, interests and goals are shaping
who they are now and who they want to become).
§ Their learning style
§ Their goals for high school (what their four years of high school look like,
including classes, extracurricular activities, sports, a job, etc.).
§ Their goals for immediately after high school (a student’s plan should
include the classes needed in preparation for a 2 to 4-year college,
vocational or technical school, certificate program or the workforce
• Student will use the outline provided by knowhow2go to help form
their plan.
§ Encourage students to take a variety of classes in different subjects to
explore their interests.
§ Counselor will discuss the importance of beginning to keep a
career/college portfolio/resume. (Next lesson)
§ Competencies Addressed:
o Standard A: Students will acquire the skills to investigate the world of work in
relation to knowledge of self and to make informed career decisions.
§ C:A1.4 Learn how to interact and work cooperatively in teams
§ C:A1.5 Learn to make decisions  
§ C:A1.6 Learn how to set goals
§ C:A1.7 Understand the importance of planning  
§ C:A2.1 Acquire employability skills such as working on a team, problem-
solving and organizational skills  
o Standard B: Students will employ strategies to achieve future career goals with
success and satisfaction.
§ C:B1.1 Apply decision-making skills to career planning, course selection
and career transition  
§ C:B1.2 Identify personal skills, interests and abilities and relate them to
current career choice  
November:
Classroom guidance lessons *
§ Guidance Lesson Two:
o Self-Discovery: My college/career professional statement
o Source:(“Rev. September 2013 Basic 12 for High School ¾ Workshop 3 : Have you
developed a career plan ?,” 2013).reviewing the brainstorm activity from last class.
o Students will write their profession statement and begin their portfolio.
o Counselors will go over the steps and information necessary to complete a
useful college/career portfolio.
o Counselor will hand out the list of information important for a portfolio.
There will be a separate sheet regarding personal records/information that is
important to have readily accessible at home.

o Standard A: Students will acquire the skills to investigate the world of work
in relation to knowledge of self and to make informed career decisions.
§ C:A1.6 Learn how to set goals  
§ C:A1.8 Pursue and develop competency in areas of interest
§ C:A1.9 Develop hobbies and vocational interests  
o Standard B: Students will employ strategies to achieve future career goals
with success and satisfaction.
§ C:B1.2 Identify personal skills, interests and abilities and relate them
to current career choice  
§ C:B1.3 Demonstrate knowledge of the career-planning
process  
§ C:B2.1 Demonstrate awareness of the education and training
needed to achieve career goals  
§ C:B2.2 Assess and modify their educational plan to support career
 
§ C:B2.5 Maintain a career-planning portfolio  
§ Standard C: Students will understand the relationship between personal
qualities, education, training and the world of work.
• C:C1.1 Understand the relationship between educational
achievement and career success  
• C:C1.3 Identify personal preferences and interests influencing
career choice and success  
• C:C2.1 Demonstrate how interests, abilities and achievement
relate to achieving personal, social, educational and career goals  
Winter:
December:
§ Guidance lessons will take a break until after winter break.
o Students will be encouraged to meet with their counselors regarding class
schedules.
January:
§ Counselors will hold their Counselor Advisory Meeting: Comprised of students,
parents, administrators, teachers and district staff. Counselors will review their
counseling program and the different fieldtrips, guidance lessons, academic
support, and college/career internships and mentorships programs that students
are participating. The idea is to receive feedback from different stakeholders and
make any necessary adjustments.
§ Guidance Lessons Two: (Example lesson in class, lesson information attached)
§ 9 grade: Career Planning: Exploration of Career Interests.
th
§ The counselor will begin the lesson by assigning each student a career title
(selecting those you think your students have heard of before) and have them
write their career title in big letters on a sheet of paper. Tell students that this is
their career “identity” for the next exercise.

§ Next, the counselor will explain that there are are more than 10,000 different
types of careers. To make it easier to think about careers, they are often put into
“clusters” or groups. Ask students to stand up and, using the career “identity” you
gave them, find other students whose career identities have something in common
with theirs and form a group with those students. For example, the accountant
might start calling out, “careers that work with numbers,” and several students
who career “identity” works with numbers would cluster around that person. At
the same time, other students may be clustering into groups of “outdoor careers,”
“science-related careers,” or “careers requiring apprenticeship training.” Once all
students are in groups, have groups call out their cluster name. Ask student to re-
cluster around new themes twice more.
o Source: (“South Dakota Department of Labor and Relations,” n.d.) and
(Marston, 2014)
o Next, the students will be allowed to complete the career cluster survey on
their own.
o Once complete, the students will spend the remaining time considering the
different careers within the top three career clusters.
o Next, students will spend time studying the college/career requirements
for their top three career choices.
o Students will begin considering the cost of colleges, universities, trade
schools, and community college.
o Students will become aware of the class requirements for college/trade
school and can begin to plan class schedules accordingly.
o Competencies Addressed:
o Standard A: Students will acquire the skills to investigate the world of
work in relation to knowledge of self and to make informed career
decisions.
o Standard B: Students will employ strategies to achieve future career goals
with success and satisfaction.
§ C:B1.2 Identify personal skills, interests and abilities and relate
them to current career choice  
§ C:B1.3 Demonstrate knowledge of the career-planning process
§ C:B1.4 Know the various ways in which occupations can be
classified  
§ C:B1.5 Use research and information resources to obtain career
information  
§ C:B1.6 Learn to use the Internet to access career-planning
information  
§ C:B1.7 Describe traditional and nontraditional career choices and
how they relate to career choice  

§ Standard C: Students will understand the relationship between

personal qualities, education, training and the world of work.
• C:C1.3 Identify personal preferences and interests
influencing career choice and success  
• C:C2.1 Demonstrate how interests, abilities and
achievement relate to achieving personal, social,
educational and career goals  
• C:C2.3 Learn to work cooperatively with others as a team
member  
February:
§ Guidance Lessons Three:
§ College and career planning cont.
o Source: (“South Dakota Department of Labor and Relations,” n.d.) and
(Marston, 2014)
o Counselor will review the information from the previous lesson
o The counselor will explain the different types of career clusters.
o The class will get into small groups based on who had similar career
clusters.
o Students will discuss their results
o Each student will continue to explore different careers and comprise a list
of their top five interests on-line.
o Students will explore career requirements, career salaries, changes to the
field, and ways students can continually stay up to date on information.
o Students will be asked to discuss the information they found with their
classmates and parents.
o Students will then either create a reflection paper or conduct a short
interview with their parents about their career path (the pros and cons,
exploration, etc.). (Connected with English class assignment).
decisions.
o Standard B: Students will employ strategies to achieve future career
goals with success and satisfaction.

classified  
information  
information  
o Standard C: Students will understand the relationship between personal
§ C:C1.3 Identify personal preferences and interests influencing
career choice and success  
§ C:C2.1 Demonstrate how interests, abilities and achievement
§ C:C2.3 Learn to work cooperatively with others as a team member
Spring: 
March:
§ Students will be encouraged to meet with their guidance counselor to plan classes
for next year.
§ Guidance Lessons Four:
§ 9 grade: Sample Career Plan
th
o Source: (Coffman, 2014)

o The primary reason for this lesson is to provide each student with some
reflection time. Taking the information that has been collected from the
past lessons, which has been added to their portfolio. Students will review
and reflect on the information they have collected.
o Using this information, students will create a sample career plan.
o Students will create, in small groups (career clusters) a career plan with
the following information:
§ Career Goal
§ Career Requirements
§ Current Skills/Interests
§ Plan to reach career
§ Historical changes to this career
§ Additional information
o Counselor will close the lesson by asking groups to share out their sample
career plan.
decisions.

§ C:A2.1 Acquire employability skills such as working on a team,
problem-solving and organizational skills  
§ C:A2.3 Demonstrate knowledge about the changing workplace  
§ C:A2.7 Develop a positive attitude toward work and learning  
§ C:B1.1 Apply decision-making skills to career planning, course
selection and career transition  
classified  
information  
information  
§ C:B2.4 Select course work that is related to career interests  
§ C:C1.4 Understand that the changing workplace requires lifelong
learning and acquiring new skills  
§ C:C2.2 Learn how to use conflict management skills with peers
and adults  
 
April:
§ Students will be encouraged to meet with their guidance counselor to plan classes
for next year.
§ Guidance Lessons Five:
§ 9 grade: Respecting All Work – Interview Skills
th
o Source: (Coffman, 2014)

o Students will have opportunities to better understand how their career
choice relates to others. They will compare their school and community
activities with their career goals and project what their life may be like in
the future.
o Students will get into groups of 3-4 and identify 5-10 positive skills that
enhance their school and neighborhood communities.
o Students will show they understand their own personality type and how it
relates to career choice and personal/social relationships by group
discussion and the activity worksheet. What aspects do students need to

work on and how will they begin? The counselor will explain to students
that in interviews, discussing strengths and weakness is necessary. With
weaknesses, it is important to discuss the steps you plan on taking to turn
that weakness into a strength.
o The counselor will also explain the importance of interview skills and that
practice is one of the best ways of improving. As students navigate
throughout HS, there will be many opportunities for them to participate in
interviews, summer jobs, internship opportunities, clubs, etc.
o Next, each group will review the information they have comprised. Each
group will have 5-10 minutes to prepare for a mock interview. Each
student will be broken up into groups of 2, one person the interviewer and
the other, the interviewee, they will switch after 10 minutes.
o Students will be provided with 2 different sets of questions pertaining to
their future career that are around their interpersonal skills, academics, and
extracurricular activities.
o This lesson is to help familiarize students with what an interview looks
like. Interviews are a part of their mentorship/internship opportunities that
begin their sophomore year.
decisions.
§ C:A1.4 Learn how to interact and work cooperatively in teams  
§ C:A1.8 Pursue and develop competency in areas of interest  
§ C:A1.9 Develop hobbies and vocational interests
§ C:A2.8 Understand the importance of responsibility,
dependability, punctuality, integrity and effort in the workplace  
§ C:B1.8 Understand how changing economic and societal needs
influence employment trends and future training 
§ C:B2.4 Select course work that is related to career interests  
§ C:C1.4 Understand that the changing workplace requires lifelong
learning and acquiring new skills  
§ C:C2.1 Demonstrate how interests, abilities and achievement
§ C:C2.2 Learn how to use conflict management skills with peers
and adults  

 
§ C:C2.4 Apply academic and employment readiness skills in work-
based learning situations such as internships, shadowing and/or
mentoring experiences  

Tiered Interventions:
**Professional school counselors implement a comprehensive school counseling program that

addresses the needs of all students. Through the review of data, school counselors identify
struggling students and collaborate with other student services professionals, educators and
families to provide appropriate instruction and learning supports (“The School Counselor and
Multitiered System of Supports,” 2014).
Tier 1: According to ASCA 2014, the learning supports at the Tier 1 level are universal core
instructional interventions for all students; they are preventative and proactive (“The School
Counselor and Multitiered System of Supports,” 2014). The following is a list of supports that
would be implemented at the tier one level:
• Standards and Competencies
• School Counseling Core Curriculum
• Individual Student Planning Direct Students
• Curriculum Action Plan
• Curriculum Results Reports
• School Data Profile
Some examples of tier 1 interventions for students/families are:
• Whole School Guidance Lessons
• Family night for PSAT information*
• Family night for FAFSA information *
• 9 grade information night for families
th
• Study Skills
• Importance of success
• Internships/Mentorships
• Field Trips
• College/Career Fair Opportunities
• Con-current credit opportunities

Tier 2: According to the ASCA 2014, the learning supports at the tier 2 level are supplemental
or strategic and target students that are at some risk. (“The School Counselor and Multitiered
System of Supports,” 2014). The following is a list of supports that would be implemented at the
tier 2 level:
• Individual Student Planning Direct Students
o Small-group action plan
• Responsive services direct student services
o Consultation
o Individual counseling
o Small-group counsing
• Closing-the-Gap action plan
• Closing-the-Gap Results Reports
Some examples of tier 2 supports for students/families are:
• Small Group Guidance Lessons
• Individual Student Planning
• ELL or other families needing additional support for PSAT and FAFSA information
• Second information night for families (different time)
• ELL Guidance Lessons
• Special Ed Classroom Guidance Lessons
• Parent volunteer/student mentorship programs around academic and college/career
preparedness (Small group/individual)
• Sun program (one-on-one support for academics and career planning)
Tier 3: According to the ASCA 2014, the learning supports at the tier 3 level are intensive,
individual intervention for students who are at high risk (“The School Counselor and Multitiered
System of Supports,” 2014). The following is a list of supports that would be implemented at the
tier 3 level:
• Responsive services directed student services
o Consultation
o Induvial counseling
o Small group counseling
o Referral to school or community services
• Closing-the-Gap action plan
• Closing-the-Gap results report
Some examples of tier 2 supports for students/families are:
• Individual consultation/counseling with Students – With help from teachers, students
needing individualized support and information around college/career readiness will
meet one-on-one with their guidance counselors
• Families who need one on one support with PSAT/FAFSA information
• One-on-one parent meetings who would like more information around how to support
their students throughout high school.

• Referrals to school or community services (Sun program, mentorship program, peer
tutors, etc.)

Family Engagement Strategies:
Source: (“Sample best practices for parent involvement in schools,” 2016)
• Create a welcoming school climate/environment
• Provide families information related to child development and creating supportive

learning environments.
• Establish effective school-to-home and home-to-school communication
• Send home two different needs assessment at the beginning of the year, one for parents
on student needs and one for parents around their needs/questions.
• Engage families in school planning, leadership and meaningful volunteer opportunities.
• Strengthen families’ knowledge and skills to effectively support/strengthen their

children’s learning, well-being and success, throughout their high school career
beginning in 9 grade* and connect students and families to community resources.
th
o Offer two different times on two different nights

o Provide translation for families as needed
o Provide childcare for families

References:
The School Counselor and Multitiered System of Supports. (2014). Retrieved February 16, 2017,
from American School Counselor Association,
https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_MultitieredSupportSys
tem.pdf
GPS to College - 9th Grade. Retrieved February 23, 2017, from GPS to College -9th Grade,
http://teammates.org/wp-content/uploads/2016/06/GPS-to-College-9th-Grade.pdf
Rev. September 2013 Basic 12 for High School ¾ Workshop 3 : Have you developed a career
plan ? (2013, September). Retrieved February 17, 2017, from
https://collegesuccessfoundation.org/document.doc?id=161
Coffman, C. (2014, December 17). High school unit and lesson plans. Retrieved February 18,
2017, from https://dese.mo.gov/college-career-readiness/guidance-counseling/curriculum/high-
school-unit-and-lesson-plans
South Dakota Department of Labor and Relations. Retrieved September 25, 2016, from
https://dlr.sd.gov/lmic/publications/career_wonders/cwonders_interest_survey.pdf
Marston, K. (2014, June 16). The School Counselor Kind. Retrieved February 23, 2017, from
The School Counselor Kind, https://theschoolcounselorkind.wordpress.com/category/career-
awareness/
Sample best practices for parent involvement in schools. (2016, July 6). Retrieved February 24,
2017, from Department of Education Ohio, http://education.ohio.gov/Topics/Other-
Resources/Family-and-Community-Engagement/Getting-Parents-Involved/Sample-Best-
Practices-for-Parent-Involvement-in-Sc

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February 23, 2017

• First Day of School: Grade level Assembly *

*Happens at all grade levels

*Happens at all grade levels

*Happens at all grade levels

*Happens at all grade levels

§ Standard C: Students will understand the relationship between

*Happens at all grade levels

o Source: (Coffman, 2014)

*Happens at all grade levels

o Source: (Coffman, 2014)

*Happens at all grade levels

*Happens at all grade levels

*Happens at all grade levels

**Professional school counselors implement a comprehensive school counseling program that

*Happens at all grade levels

*Happens at all grade levels

*Happens at all grade levels

• Create a welcoming school climate/environment

• Provide families information related to child development and creating supportive

• Establish effective school-to-home and home-to-school communication

• Engage families in school planning, leadership and meaningful volunteer opportunities.

• Strengthen families’ knowledge and skills to effectively support/strengthen their

o Offer two different times on two different nights

*Happens at all grade levels

*Happens at all grade levels

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