ERIC EJ909073: Integrate Your Program: Aligning the ASCA National Standards with the Georgia Performance Standards

2010·0.09 MB·English

by  ERIC

ASCA National Standards and the Georgia Performance Standards
Integrate Your Program: Aligning the ASCA National Standards With the
Georgia Performance Standards
Lisa L. Schulz
Dr. Schulz is an Assistant Professor at Georgia Southern University.
You may contact her at P. O Box 8131, Statesboro, Georgia 30460 for
additional information about this topic or email her at [email protected].
Abstract and accountability have become the language of the work
in schools. Th erefore, in an eff ort to identify as partners
Professional school counselors must clearly establish and
in student achievement and further defi ne the role of the
articulate the purpose and goals of their school counseling
school counselor, the American School Counseling As-
program and its relationship to student achievement in
sociation (ASCA) developed the national standards for
order to become integral participants in the school reform
school counseling programs (Campbell & Dahir, 1997)
movement. By aligning Georgia’s Performance Standards
and a framework by which they can be administered.
and the ASCA National Standards, counselors can realize
Th e framework of the ASCA National Model (2005)
measurable gains in student achievement as well as dem-
helps to align the comprehensive school counseling pro-
onstrate program eff ectiveness. Designed to assist Geor-
gram with the school’s core mission, that of teaching and
gia’s school counselors in developing programming which
learning. ASCA has created a framework that allows for
aligns counseling standards with academic standards, this
fi ne-tuning on the part of states, individual districts, and
article includes examples of standards alignment at the
departments to defi ne more intimately the needs of stu-
elementary, middle, and high school levels. Suggestions
dents in their respective areas. Th is allows programs to
for program delivery, teacher collaboration, promoting
share a uniformity of vision, but fulfi ll the vision in di-
cultural responsive practices, and assessment of program
verse ways according to the needs of the students. Th e
eff ectiveness are discussed.
clearly stated purpose of the National Model is to encour-
age school counselors to provide leadership and serve as
Integrate Your Program: Aligning the ASCA Na- advocates, change agents, and collaborators to ensure stu-
tional Standards With the Georgia Performance dent success (ASCA, 2005).
Standards An additional response to the educational reform
movement, the Transforming School Counseling Initia-
Since the publication of A Nation at Risk (National
tive [TSCI] (Education Trust, 1997), in collaboration
Commission on Excellence in Education, 1983) and
with the DeWitt Wallace-Readers Digest, the ASCA, the
Th e National Education Goals Report: Building a Nation
American Counseling Association (ACA), and the Asso-
of Learners (National Education Goals Panel, 1991), the
ciation for Counselor Education and Supervision (ACES)
school counseling profession has been struggling to so-
focused on redefi ning the role of the school counselor.
lidify its place in the education reform movement. What
Th is new vision for school counselor training and prac-
has thrived, however, is the movement to a standards-
tice requires a focus on identifying and removing the in-
based educational model. As a result, academic standards
equities and other barriers to student achievement. Th e
in content areas such as English/Language Arts, Social
TSCI promotes a more systems-focused approach where
Science, Mathematics, and Science have been written to
the counselor functions as social justice advocate through
identify content and performance standards applicable to
leadership, collaboration, counseling, consultation, as-
all students across all grade levels. Standards of achieve-
sessment, data analysis, and the implementation of evi-
ment serve both to clarify and to raise expectations, and
dence-based programs designed to eliminate the achieve-
standards provide a common set of expectations. Stan-
ment gap (Education Trust, 1997).
dards-based education, student academic achievement,
6
Georgia School Counselors Association
ASCA National Standards and the Georgia Performance Standards
Being Both Counselor and Educator standards in improving education. Since that time, the
call for higher standards has come from all areas: adminis-
As defi nitions of the school counselor role and identity
trators, teachers, teachers unions, state- and national-level
have evolved, concern and consternation have surfaced in
educational organizations, business and community lead-
terms of who the school counselor is: a counselor or an ed-
ers, parents, and students (North Central Regional Edu-
ucator (Amatea & Clark, 2005; Brown & Trusty, 2005)?
cational Laboratory [NCREL], 2010). Sadly, this legis-
Simply by looking at the numbers of students in schools
lation along with other reports and proposals for school
who suff er from biological and environmental barriers to
reform neglected to consider school counseling as inte-
learning (i.e., ADHD, having an alcoholic caregiver), a
gral to improving school success and counseling programs
case can be made for the school counselor to focus solely
“were ignored as a means to improve student achievement
on the mental health needs of students. Often the only
and help students prepare for the future” (Dahir, 2001,
professional in a building with mental health training,
p. 322). In order to address this lack of consideration,
the school counselor is the central contact for supporting
the ASCA National Standards were developed to demon-
immediate and on-going clinical services. Choosing to
strate how vital and integral school counselors and school
work in a school setting is indicative of supporting the
counseling programs are to student success.
teaching and learning process and, therefore, puts coun-
Th e ASCA standards address the content knowledge,
selors in the role of educator. School counselors are at
skills, and attitudes all students need to acquire in a school
the hub of the educational experience, having knowledge
counseling program. Th ey are comprised of three broad
of student, teacher, administrator, family, and commu-
and interrelated areas: academic development, career de-
nity. Th is aff ords the school counselor the opportunity
velopment, and personal/social development (Hogan,
to advocate for each student’s educational achievement at
1998). Each standard is more fully defi ned by skill com-
each of these levels. Th e level of educational attainment
petencies and indicators of desired student learning out-
continues to determine the quality of life for most indi-
come. Th e academic standards describe what students
viduals, and the focus on changing systems which do not
need to know and achieve academically and the career
fully support all students requires an education specialist
standards focus on the successful transition from school
(Paisley, Ziomek-Daigle, Getch, & Bailey, 2006).
to the world of work. Th e personal/social standards pro-
Paisley et al. (2006) encourage that both the roles of
vide a foundation for students’ personal and social growth
counselor and educator be embraced rather than expend
and development which in turn contributes to academic
energy in a debate to determine which is more consistent
and career success (Hogan, 1998). Th e standards iden-
with the current vision of school counseling as defi ned
tify not only the role school counselors must play in sup-
by ASCA and TSCI. Th e practicing school counselor
porting the academic mission of schools, but provide the
quite simply operates as both in order to address student-
basis by which administrators, teachers, and parents can
focused and systems-focused barriers to student achieve-
know how school counseling programming enhances the
ment. Perhaps something to consider in this debate,
core academic standards. A copy of the ASCA standards
however, is that school counselors possess a unique skill
can be downloaded using the following internet address:
set and professional disposition that other school profes-
http://www.schoolcounselor.org/fi les/NationalStandards.
sionals do not. It would seem benefi cial for professional
pdf
school counselors to focus on supporting the core mission
Th e Georgia Performance Standards (GPS) have been
of schools utilizing the unique clinical, consultative, and
developed and systematically implemented in an eff ort
collaborative skills other education professionals do not
to meet the school improvement goals of the Georgia
possess. It is in this way the school counselor can demon-
Department of Education (GADOE). According to the
strate how students are improved given their participation
GADOE website:
in a comprehensive counseling program.
Th e performance standards provide clear expectations
for instruction, assessment, and student work. Th ey
The ASCA Standards and the Georgia Perfor-
defi ne the level of work that demonstrates achieve-
mance Standards
ment of the standards, enabling a teacher to know
“how good is good enough.” Th e performance stan-
With the passage of the Goals 2000: Educate America
dards isolate and identify the skills needed to use the
Act (U. S. Department of Education [USDE], 1994),
knowledge and skills to problem-solve, reason, com-
U.S. lawmakers acknowledged the importance of high
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GSCA Journal 2010 | Volume 17, No. 1
ASCA National Standards and the Georgia Performance Standards
municate, and make connections with other informa- Th e task of aligning or “crosswalking” the Georgia
tion. QCC and the ASCA standards with the GPS will assist
Georgia school counselors and other school leaders in de-
Th ey also tell the teacher how to assess the extent to
veloping exemplary programs in all areas. Crosswalking
which the student knows the material or can manipu-
core academic content standards and school counseling
late and apply the information (GADOE, n.d.).
standards provides students with an integrated perspec-
Th e GPS are comprised of the following content areas:
tive of the core mission of schools and the life skills re-
English Language Arts & Reading,
quired to achieve success in school and beyond.
Mathematics, Science, Social Studies, Fine Arts, Health
Education, Physical Education, Modern Languages &
Crosswalking the Standards
Latin, and Career, Technical, and Agricultural Education
(CTAE). Generally, the GPS are divided into grade level Th e vision to integrate school counseling standards
standards by K-5, 6-8, and 9-12. Currently, several ar- with the academic mission of schools is infused through-
eas (i.e. CTAE and Science) are under review for future out the ASCA National Model (ASCA, 2005). Th e Na-
implementation. Public schools across the state have tional Model, created to “more clearly defi ne and unify
based their curricula on these standards and state-wide professional identity and practices” (Schellenberg, 2008,
assessments such as the Criterion-Referenced Compe- p. 10), provides a framework to establish comprehensive,
tency Tests (CRCT), End-of-Course Tests (EOCT), and developmental programs. Th e standards, competen-
Georgia High School Graduation Tests (GHSGT) are in- cies, and indictors complement a more academic-focused
tended to assess how well students perform according to school counseling program as opposed to the more men-
these learning standards. tal-health focused model of the past. Th is does not mean
the mental health needs of students have been aban-
doned, as such services are built into the model, only that
Character Education and Guidance Quality
school counselors link interventions to the core mission
Core Curriculum
of schools and become accountable for the contributions
to student outcomes (Paisley & Hayes, 2003).
Th e development and implementation of the GPS re-
places the Quality Core Curriculum (QCC) for all con- Crosswalking, or standards blending as coined by
tent areas previously used throughout Georgia as part of Schellenberg (2008, p. 32), is a “systems-focused, inte-
the Georgia Learning Connections material. Th e pro- grative, and student centered approach that directly and
cess of replacing the QCC standards with the GPS has overtly aligns school counseling programs with academic
been taking place gradually since 2004 and is virtually achievement missions.” Th is programmatic approach re-
complete for all the core academic areas. At this time, quires that school counselors use their dual role of coun-
the author is unaware of any plan for development or selor and educator in an eff ort to meet the mental health
implementation of new school counseling standards by and educational needs of all students. Schellenberg rec-
the Georgia Department of Education. Currently, the ommends focusing on language arts and mathematics
QCC for both Character Education and Guidance are standards as both content areas have traditionally been
available online and may be used to bring stated goals for the basic core of the teaching and learning process. In
Georgia students into alignment with the GPS and ASCA addition, the focus on language arts and mathematics will
standards. support schools in attaining the reading and math profi -
ciency requirements as outlined by NCLB.
Th e Georgia Character Education and Guidance QCC,
like the GPS, are divided into grade level by K-5, 6-8, Th e national standards in school counseling describe
and 9-12. Th e Character Education QCC consists of “what students should know and be able to do as a re-
the same three strands for each grade level: Citizenship, sult of participating in a school counseling program”
Respect for Others, and Respect for Self. Each strand (Campbell & Dahir, 1997, p.1). Just as for Math and
has identifi ed topics and performance standards for each English teachers, counselors are accountable for creating,
topic. Th e Guidance QCC also consists of three strands delivering, and m ensuring the eff ectiveness of their cur-
in each grade level: Self Knowledge, Educational and Oc- ricula. School counselors can select which standards to
cupational Exploration, and Career Planning, each with align based on instructional guidelines, consultation with
identifi ed topics and standards. teachers, and as identifi ed by examination of test scores,
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Georgia School Counselors Association
ASCA National Standards and the Georgia Performance Standards
state and/or classroom assessment data, and other per- learners into the lesson. Given the counselors’ under-
formance data (Schellenberg, 2008). Appendix A dem- standing of the developmental diversity of students, even
onstrates the alignment of an ASCA standard from each for those within the same grade, such a consideration
domain (academic, career, and personal/social) with both makes sense. However, planning for multiple learning
a Georgia Guidance QCC and a GPS. Th e academic needs is still a challenge.
standard is aligned with 3rd grade Science, the career
Akos et al. (2007) off er a two-prong preparation model
standard is aligned with a 7th grade Social Studies, and
for planning and delivering diff erentiated classroom guid-
the personal/social standard is aligned with high school
ance. First, determine students’ needs by assessing their
English Language Arts and Reading. Th e blending of
(a) readiness to understand and apply new knowledge and
the standards into one unit compliments each area and al-
skills, (b) interest levels in order to determine the vary-
lows students to build both extrinsic and intrinsic mean-
ing levels of motivation, and (c) learning styles, given not
ing given the integration of the counseling component.
all students learn by the same delivery method or pace.
Secondly, after determining student needs, counselors can
Inclusion and Program Delivery then diff erentiate lessons based on content (what the stu-
dents need to learn), process (the manner in which they
With regard to program delivery, the ASCA National learn), and product (the way student understanding is as-
Model (ASCA, 2005) identifi es large group guidance les- sessed). Identifi ed as a school counselor best practice,
sons, small group work, and individual work as the tra- diff erentiating curriculum gives the school counselor lan-
ditional forms of instruction and intervention. Class- guage with which to work collaboratively with teachers
room guidance, consisting of structured developmental and ensure the material is delivered in an appropriate and
lessons, is identifi ed as an eff ective means to deliver the eff ective manner.
counseling standards to students (Whiston & Quinby,
Small group work and individual work within the class-
2011). Developmental guidance lessons provide an ideal
room setting is another possible method of delivering cur-
format by which to integrate academic and counseling
riculum (Clark & Breman, 2009). Focusing on a more
curriculum as opposed to pulling students out of class or
systemic defi nition of integration, Clark and Breman
usurping their recess, music, or P.E. time. Teachers are
describe an “inclusion model [which] ideally would be
not requested to sacrifi ce academic or instructional time
one that embraces the concept of providing academic and
spent in preparation for high-stakes testing (Clark & Bre-
social-emotional support to all students through a myriad
man, 2009). Guidance lessons off er both counselors and
of approaches, a variety of services and innovation inter-
teachers an opportunity to integrate content as well as
ventions in classroom settings” (p. 7). Also identifi ed as
increase the relevance for students. According to Akos,
a best practice in educating a diverse student population,
Cockman, and Strickland (2007):
this model purports the use of student collaboration and
…classroom guidance has inherent variance that in- peer-mediated instruction, teaching responsibility, peace-
cludes how systematically it reaches all students, how making, self-determination, the use of technology, and
sequential it is (building on previous curricula), how the use of supports and accommodations. As an exam-
classroom dynamics interact (subject, teacher, student ple, Clark and Breman off er utilizing a peer tutoring or
confi gurations), and how numerous pedagogical class- peer mentoring program whereby students follow-up on
room considerations operate (e.g., teacher- or student- a counselor/teacher introduced lesson without oversight.
centered lessons, lecture or activity based, classroom
A similar, favorite delivery method of the author is to
management) (p. 456).
divide classes into groups, each group having a unique
Helping students understand the relationship of aca- task to perform within the time allotted. (Each task is
demic content to the possibilities and potentials of life related to the central theme of the aligned standards).
during and after high school increases student interest Th e teacher leads one group, the counselor another, and
and participation. the remaining groups are student-managed. Th e student-
managed groups can incorporate group work or indi-
In the planning and delivery of classroom guidance,
vidual work depending on the nature of the curriculum
Akos et al. (2007) ask school counselors to consider the
being introduced or reinforced. Students rotate through
concept of diff erentiation. Prevalent as an instructional
the diff erent tasks and are accountable for the content of
strategy for teachers, diff erentiating instruction means
each. Incorporating small group and individual work
to incorporate the varying learning styles of the various
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GSCA Journal 2010 | Volume 17, No. 1
ASCA National Standards and the Georgia Performance Standards
into the classroom further integrates the school counsel- and impact on student academic achievement and social-
ing program by meeting the diverse academic and social- emotional development. Indirect assessments such as
emotional needs of students while supporting the core feedback from parents, employers, counselors, and teach-
mission of schools. ers can also be indicators of student progress.
Teacher collaboration and consultation. Teachers Regardless of the method, it is vital that data be col-
are actively interested in being collaborative with school lected and the results shared in order to demonstrate the
counselors (Clark & Amatea, 2004). In fact, in their eff ectiveness of the school counseling program. To be
study of teachers’ perceptions and expectations of school viewed as simply support rather than integral to the core
counselors, Clark and Amatea indicate that the theme mission of schools could result in the loss of jobs which
which emerged most frequently for teachers was that of clearly means the loss of protective services for students.
“teacher-counselor communication, collaboration, and Th e contributions of school counseling must not be lost
teamwork” (p. 135). Th ey continue: or diminished because of a lack of data collection.
Teachers and pre-service counselors commented
on the need to work together for the good of their Addressing the Achievement Gap
students. Th is theme ties in very well with the phi-
losophy of the ASCA National Standards (Camp- For school counseling, eff ectiveness can be measured in
bell & Dahir, 1997) and the ASCA National Model terms of students’ academic achievement and increased
(2003a), particularly with regard to the delivery sys- social capital. Of particular concern is being able to mea-
tem component (Clark & Amatea, 2004, p. 137). sure the increased achievement by those students who are
impacted by academic and non-academic barriers to that
Th e work must begin in small steps. Integrating school
achievement. School counseling programs must address
counseling standards across the curriculum will take time
these barriers to student learning and accomplishment re-
and dedication. Start with one teacher-ally and a will-
gardless of their origins. In as much as school counselors
ingness to measure the eff ectiveness of the lesson for both
are trained to be social justice advocates, they must also
sets of standards. Appendix B provides the reader with a
incorporate and model culturally responsive practices.
potential lesson plan developed for another 3rd grade Sci-
ence standard. Based on an on-line unit created by Lori Gay (2006) defi nes culturally responsive practice as the
Miller (2009) of Wacona Elementary School in Waycross, use the cultural knowledge, prior experiences, and perfor-
GA, a school counselor could work collaboratively with mance styles of diverse students to make learning more
such a teacher to incorporate the indicated ASCA stan- appropriate and eff ective; it teaches to and through the
dard and Georgia QCC. By adding a question or two strengths of students. Translating this defi nition to the
to the existing worksheets or adding an additional piece classroom means identifying and using the diverse nature
to the assessment process, the school counselor could not of students to construct the teaching and learning experi-
only align counseling standards, but convey how such de- ence based on the array of lived experience each brings.
cision-making builds valuable life skills such as problem- Th is concept views diversity as an asset rather than a defi -
solving and maintaining personal safety. cit and thus, requires a shift in the pedagogical core of a
system. Understanding how students and teachers make
While it is still necessary that school counselors convey
meaning is critical to the creation of empowered and en-
to the teachers and administrators the role and specialized
gaged students. A curriculum that aligns itself with that
training they possess, working to align standards can lead
construct will undoubtedly produce quality outcomes for
to increased mutual respect, understanding, and higher
previously marginalized students.
student achievement.
In an eff ort to close the achievement gap through stan-
Assessment. Most evaluation methods include behav-
dards alignment, Schellenberg and Grothaus (2009) used
ioral observations and measurement of knowledge and
small group work as the strategy with 3rd grade African-
content standards. Formal assessments such as student
American males. Th ey reported gains for these students
self reports, needs assessments, case studies, portfolios,
in both academic and counseling curriculum areas as well
student resumes, journal entries, school records, stan-
as increased self-esteem. Th e academic areas reinforced in
dardized assessments, surveys and questionnaires, and
the group were Math and Language Arts. Th e counseling
pre/post inventories can be utilized to demonstrate the
curriculum “off ered opportunities to appreciate students’
eff ectiveness of the collaboration between professionals
cultural backgrounds and the strengths these provide”
10
Georgia School Counselors Association
ASCA National Standards and the Georgia Performance Standards
(Schellenberg & Grothaus, 2009, p. 442) so as to coun- dent achievement. Students may become more motivated
teract projected negative messages and attitudes. Th is re- to invest in the overall school program given the increased
search is promising in that it supports school counselor’s relevance they glean from integrated lessons. Ultimate-
eff orts to close the achievement gap. In addition, the in- ly, aligning school counseling standards with academic
fusion of academic content in counseling work supports achievement provides school counselors the opportunity
the overall mission of schools. to function as both education specialist by reinforcing
academic standards, and simultaneously as mental health
Such integration allows counselors, teachers, and ad-
specialist by addressing the personal/social and emotional
ministrators another means by which to implement more
development of students (Schellenberg, 2008).
culturally responsive practices. Steen and Kaff enberger
(2007) also advocate for the integration of academics into
counseling work. Again using small group work as the in- References
tervention strategy, improvement of student attitude to-
ward academic achievement was realized. Th e purpose of Akos, P., Cockman, C. R., & Strickland, C. A.
the group for was to “help students increase learning be- (2007). Diff erentiating classroom instruction.Profes-
haviors (i.e., actions such as asking questions, completing sional School Counseling, 10, 455-463.
assignments, and staying on task) and improve academic Amatea, E. S. & Clark, M. A. (2005). Changing
achievement, while addressing their personal/social con- schools, changing counselors: A qualitative study
cerns such as changing families, friendships, and/or anger of school administrators’’ conceptions of the school
management” (Steen & Kaff enberger, 2007, p. 516). An- counselor role. Professional School Counseling, 9,
other facet of this intervention was to use communica- 16-27.
tion strategies to collaborate with teachers and parents to
American School Counselor Association. (2005).
support student learning. It is in these ways the school
Th e ASCA national model: A framework for school
counselor can implement systems- and student-focused
counseling programs (2nd ed.). Alexandria, VA: Au-
interventions in order to reduce and eliminate barriers.
thor.
Brown, D. & Trusty, J. (2005). School coun-
Conclusion
selors, comprehensive school counseling programs,
and academic achievement: Are school counselors
Th e decision of which ASCA standards to align with
promising more than they can deliver? Professional
which GPS is often made given the needs of a particular
School Counseling, 9, 1-8.
group of students. Ideally, the state’s professional orga-
nizations (i.e., Georgia School Counseling Association, Campbell, C. & Dahir, C. (1997). Sharing the
Georgia Association of Educational Leaders) could initi- vision: Th e national standards for school counseling
ate the development of a state model for school counsel- programs. Alexandria, VA: American School Coun-
ing programs. State-level leadership can infl uence local selor Association.
practice through the development and implementation of
Clark, M. A. & Amatea, E. S. (2004). Teacher
a state model (Martin, Carey, & DeCoster, 2009) which
perceptions and expectations of school counselor
includes a standards crosswalk. ASCA has available the
contributions: Implications for program planning
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and training. Professional School Counseling, 8, 132-
as well as the materials needed to crosswalk the counsel-
140.
ing and academic standards. Providing Georgia’s school
counselors with a unifying document containing a phi- Clark, M. A. & Breman, J. C. (2009). School
losophy of practice and counselor-led strategies and inter- counselor inclusion: A collaborative model to pro-
ventions for each content area and level can only further vide academic and social-emotional support in the
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educational and culturally responsive practices. opment, 8, 6-11.
Modeling collaborative relationships with teachers sup- Dahir, C. A. (2001). Th e national standards for
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ting into action an aligned curriculum can foster critical implementation. Professional School Counseling, 4,
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GSCA Journal 2010 | Volume 17, No. 1
ASCA National Standards and the Georgia Performance Standards
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Georgia School Counselors Association
ASCA National Standards and the Georgia Performance Standards
Appendix A
ASCA Standard, Guidance QCC & GPS – Sample
ASCA Domain & Standard ASCA Competencies & GA Guidance QCC GA Performance Standard
Indicators
Academic Competency C1 Strand: 3B:8 3rd grade: Life Science
Relate school to life Topic: Awareness of how S3L2. Students will
Standard C experiences. work relates to the needs and recognize the effects of
Students will understand the functions of society. pollution and humans on the
relationship of academics to A:C1.6 Standard: Describe how work environment.
the world of work and to life at Understand how school can satisfy personal needs. a. Explain the effects of
home and in the community. success and academic Describe the products and pollution (such as littering)
achievement enhance services of local employers. to the habitats of plants and
future career and vocational Describe ways in which work animals.
opportunities. can help overcome social and b. Identify ways to protect the
economic problems. environment.
• Conservation of resources
• Recycling of materials
Career Competency C1 Strand: 7B:5 7th grade: Social Studies
Acquire knowledge to Topic: Understanding the SS7E5 The student will
Standard C achieve career goals. relationship between work and analyze different economic
Students will understand the learning. systems.
relationship between personal C:C1.5 Standard: Demonstrate a. Compare how traditional,
qualities, education, training Describe the effect of work on effective learning habits command, and market
and the world of work. lifestyle and skills. Demonstrate economic economies answer
an understanding of the the economic questions of (1)
C:C1.6 importance of personal skills what to produce, (2) how to
Understand the importance and attitudes to job success. produce, and (3) for whom to
of equity and access in career Describe the relationship produce.
choice. of personal attitudes, b. Explain how most countries
beliefs, abilities, and skills to have a mixed economy locates
occupations. on a continuum between pure
market and pure command.
Personal/Social Competency A2 Strand: 9-12A:2 Grades 9-12: English
Acquire interpersonal skills. Topic: Skills to interact positively Language Arts and Reading
Standard A with others ELABLRC2 The student
Students will acquire the PS:A2.5 Standard: Demonstrate participates in discussions
knowledge, attitudes, and Recognize and respect effective interpersonal skills. related to curricular learning
interpersonal skills to help differences in various family Demonstrate interpersonal in all subject areas. The
understand and respect self confi gurations skills required for working students
and others. with and for others. Describe a. Identifi es messages and
PS:A2.7 appropriate employer and themes from books in all
Know that communication employee interactions in subject areas.
involves speaking, listening and various situations. Demonstrate b. Responds to a variety of
nonverbal behavior. how to express feelings, texts in multiple modes of
reactions, and ideas in an discourse.
appropriate manner. c. Relates messages and
themes form one subject
area to those in another area.
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GSCA Journal 2010 | Volume 17, No. 1
ASCA National Standards and the Georgia Performance Standards
Appendix B
School Counseling Lesson Plan Worksheet
Grade Level: 3rd grade
Lesson Title: Pollution and people.
ASCA Standard(s) & Competency(ies):
PS: B Students will make decisions, set goals and take necessary action to achieve goals.
PS:B1 Self-Knowledge Application
PS: C Students will understand safety and survival skills
PS:C1 Acquire Personal Safety Skills
GA Guidance QCC:
3:C.9 Topic: Understand how to make decisions
Standard: Describe how choices are made. Describe what can be learned from making mistakes. Identify and access
problems that interfere with attaining goals. Identify strategies used in solving problems. Identify alternatives in decision
making situations. Describe how personal beliefs and attitudes affect decision making. Describe how decisions affect self
and others.
GA Performance Standard: 3rd grade Science – Life Science
S3L2. Students will recognize the eff ects of pollution and humans on the environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.
b. Identify ways to protect the environment.
- Conservation of resources
- Recycling of materials
Objectives (indicators):
PS:B1:2 Understand consequences of decisions and choices
PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
Activity(ies):
Learning module lesson on pollution - http://www.alienteacher.com/pollution/pollution.html
Materials:
Computer access, pens, markers, crayons for poster, recycling bags
Evaluation: Pre – post survey
Total Time: One – two weeks.
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Georgia School Counselors Association