SMC’s School Counselor Program and EALR’s

How does the program prepare school counselor candidates to have a positive impact on student learning (i.e., student achievement of the state learning goals and Essential Academic Requirements) and to support teacher’s efforts to do the same?

(a) School Couselors have training and skills that relate directly to several of the EALR’s by counselor’s either (A) assisting, or (B) teaching, in the following areas:

(1) career counseling ties directly into 2.4 “Write for Career Applications”

2.4 write for career applications
identify the kinds of documents one might be required to write in a career setting	identify particular forms one might be required to use when writing in career settings, for example, software programs or research reports	identify particular writing skills required for occupational/career areas of interest
write non-technical documents that could be used in a career setting such as memos, letters, and directions	produce technical and non-technical documents using resources from career settings such as evacuation manuals, consumer spending graphs, and demographic tables	produce technical and non-technical documents for career audiences such as a homepage, research report, or blueprint
cite sources when writing reports or technical documents	identify different forms used to cite sources when writing reports or technical documents, for example, references, footnotes, and endnotes	understand the importance of using reference style consistently when writing reports or technical documents

(2) our listening and counseling training ties into the following EALR’s: Communications 1.1 “Focus attention,” 1.2 “listen and observe to gain and interpret information,” 1.3 “Check for understanding by asking questions and paraphrasing”,

1. The student uses listening and observation skills to gain understanding.

To meet this standard, the student will:

Benchmark 1 - Grade 4	Benchmark 2 - Grade 7	Benchmark 3 - Grade 10
1.1 focus attention
pay attention while others are talking	give evidence of paying attention such as nodding, maintaining eye contact, taking notes, and asking relevant questions	use attention level appropriate for particular circumstances and contexts
pay attention to oral stories, instructions, reports, assemblies, and daily announcements	pay attention and respond appropriately in particular contexts such as social interactions and receiving information	analyze and reflect on ideas while paying attention and listening in a variety of situations
1.2 listen and observe to gain and interpret information
recognize non-verbal communication	identify the relationship between verbal and non-verbal communication	interpret and draw inferences from verbal and non-verbal communication
identify visual information such as from a science experiment	identify visual information and/or people's behaviors such as in a math activity or an ethnographic study	draw inferences based on visual information and/or people's behaviors
interpret visual texts such as illustrations, comics, and videos	interpret and discuss relationships among ideas, information, and events in visual texts such as illustrations, art, dance, graphs, and diagrams	explore different perspectives on complex issues through viewing a range of visual texts
listen for, identify, and explain: main ideas details fact vs. opinion meaning	listen for, identify and explain: important as well as extraneous details relationships in stories, poems, etc. pitch, intensity, and intonation	listen for, identify and explain: information vs. persuasion inferences emotive rhetoric vs. reasoned arguments
demonstrate listening strategies for following instructions	demonstrate listening strategies for gaining information	use a variety of effective listening strategies
1.3 check for understanding by asking questions and paraphrasing
ask questions to clarify content and meaning including who, what, why, when, where, and how	ask questions to clarify content and meaning in a variety of contexts and situations	ask questions to interpret and evaluate oral and visual contexts based on information from a variety of sources
paraphrase information	paraphrase conversations and information	paraphrase to expand and refine understanding
	ask questions to verify judgments and inferences	make judgments and inferences
select information and give opinions	construct hypotheses	ask questions to refine and verify hypotheses

(3) and 2.1 “Communicate clearly to a wide range of audiences for different purposes”

Benchmark 1 - Grade 4	Benchmark 2 - Grade 7	Benchmark 3 - Grade 10
2.1 communicate clearly to a range of audiences for different purposes
communicate to teacher, small group, and class, for example, by tutoring or giving reports	communicate with an expanding range of audiences such as community members and voice-mail	communicate effectively with different audiences
show beginning awareness of the needs of an audience	determine needs of an audience and make limited adjustments in content and technique	make well-chosen and varied connections between own purposes and audience interests and needs
	communicate for a range of purposes for example, to inform, explain, persuade, or entertain	communicate for a broad range of purposes, for example, to reflect, make inferences, interview, and influence
use narrative and descriptive forms of speech	communicate using different forms of oral presentation such as reports or drama	identify and use different forms of oral presentation

(4) and all of 3 “The student uses communication strategies and skills to work effectively with others.” 4.4 analyze how communication is used in career settings.”

3. The student uses communication strategies and skills to work effectively with others.

To meet this standard, the student will:

Benchmark 1 - Grade 4	Benchmark 2 - Grade 7	Benchmark 3 - Grade 10
3.1 use language to interact effectively and responsibly with others
demonstrate conversation skills, for example, entering in, taking turns, responding to others' remarks, and closing a conversation	use language to interact with others, for example, to greet people, compliment, give encouragement, or express feelings	use language to influence others, for example, to persuade, convince, correct, or disagree
distinguish between types of speech such as a chat, a warning, or a joke	respond to different types of speech and audiences	use appropriate humor, slang, idioms, and conversational styles with both peers and adults
use language that is respectful of others feelings and rights	use language that is free from stereotyping, bias, libel, slander, or harassment	use language that is accurate and equitable
show awareness of possible difficulties when communicating cross-culturally	identify cultural assumptions and perspectives	show awareness of cultural premises, assumptions, and world views in order to effectively communicate cross-culturally
3.2 work cooperatively as a member of a group
assume a variety of assigned roles within a group to perform a task	assume roles or tasks within a group to perform a task	participate in a group to write, work toward consensus, propose solutions, or achieve results
contribute to group with ideas and effort	contribute to group with suggestions, research, and effort	make individual contribution to the group and extend the contribution of others
respect others' feelings and right to participate in a group	demonstrate respect for others' opinions by allowing time for responses	encourage group members to offer ideas and points of view
3.3 seek agreement and solutions through discussion
identify and share ideas and points of view	acknowledge others' ideas and points of view; identify similarities and differences	respect that a solution may require honoring other points of view
	check for understanding in group interactions	analyze group interaction to anticipate consequences
accept responsibility for personal actions	contribute responsibly to group efforts	accept accountability for group results
formulate ideas and identify possible alternatives	choose a position and develop a plan of action	advocate, implement, and evaluate a plan
suggest solutions and initiate action	define challenges and encourage others to action	influence by encouraging and supporting others to act independently

(3) Our training in human growth and development, social skills and drug prevention directly relate to the following Health and Fitness EALR’s: 2.1 “Recognize patterns of growth and development,”

2. The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks, and live safely. To meet this standard the student will:

Components	Benchmark 1	Benchmark 2	Benchmark 3
2.1 Recognize patterns of growth and development.	Describe the structure and function of human body systems. ------------------------------------------- Identify hereditary factors that affect growth and development. ------------------------------------------- Describe the influence of nutrition on health and development.	Describe the physical, emotional, intellectual, and social changes that occur during puberty. ------------------------------------------- Identify hereditary factors that affect growth, development, and health. ------------------------------------------- Describe how nutrition, exercise, and rest influence physical growth and lifelong health.	Identify and plan for coping with situations related to the physical, social, and emotional transition from adolescence to adulthood as related to reproductive health. ------------------------------------------- Develop strategies to manage hereditary factors that affect growth development and health. ------------------------------------------- Describe how nutrition, rest, exercise, disease, and substance abuse influence health throughout the life span.

2.3 “Acquire skills to live safely,”

2. The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks, and live safely. To meet this standard the student will:

Components	Benchmark 1	Benchmark 2	Benchmark 3
2.3 Acquire skills to live safely and reduce health risks.	Explain one’s right to personal and physical safety. ------------------------------------------- Identify abusive and risky situations and demonstrate safe behaviors to prevent injury to self and others at home, school, and in the community. ------------------------------------------- Identify sources to ask for help in an emergency or crisis. ------------------------------------------- Identify the differences between harmful and helpful stress; recognize signals of too much stress and when to ask an adult for help. ------------------------------------------- Identify physical, emotional, and legal consequences of using nicotine, alcohol, and other drugs, and apply skills to resist any harmful use of substances.	Explain the adverse physical, emotional, and economic consequences of being sexually active. ------------------------------------------- Anticipate abuse and risky situations and demonstrate safe behavior to minimize risk and prevent injury to self and others at home, school, and in the community. ------------------------------------------- Recognize emergency situations and respond appropriately and safely. Demonstrate skills that help self and others in an emergency or crisis. ------------------------------------------- Identify ways to use stress positively and develop short-term strategies to reduce harmful stress. ------------------------------------------- Anticipate situations that involve pressure to abuse legal or use illegal drugs and plan how to reduce drug risks.	Describe the responsibilities associated with abstinence, sexual activity, and the avoidance of pregnancy and sexually transmitted diseases (STDs). ------------------------------------------- Develop strategies for self and others to promote non-abusive and safe environments and to demonstrate safe and respectful behaviors at home, school, and in the community. ------------------------------------------- Maintain emergency first-aid skills to assist self and others, when necessary. ------------------------------------------- Develop strategies to manage stress and know how to modify these strategies throughout life. ------------------------------------------- Analyze the implications of decisions regarding the use of nicotine, alcohol, and other drugs, based on laws, and the steps leading to dependence or addiction.

3.3 “Use social skills to protect health and safety in a variety of situations”

3. The student analyzes and evaluates the impact of real-life influences on health.

To meet this standard the student will:

Components	Benchmark 1	Benchmark 2	Benchmark 3
3.3 Use social skills to promote health and safety in a variety of situations.	Express emotions constructively and form safe and respectful relationships. ------------------------------------------ Recognize social skills to keep out of trouble and resist pressure from others.	Express opinions and resolve conflicts constructively while maintaining safe and respectful relationships. ------------------------------------------ Identify effective social skills to avoid risky situations.	Negotiate conflict situations constructively while maintaining safe and respectful relationships. ------------------------------------------ Demonstrate social skills to encourage self and others to choose healthy behaviors.

and 3.4 “Understand how emotions influence decision making.”

3.4 Understand how emotions influence decision making.

Recognize a variety of emotions and how they affect self and others. Develop strategies about how to act in emotional situations.

Describe how emotions may influence decision making and develop strategies about how to act in emotional situations.

Anticipate emotional situations and develop strategies to act in ways that are safe to self and others.

Counselors in our program are taught to be consultants and change agents and can help as change agents in schools on how to achieve learning goals and EALR’s.

Counselors graduating from our program will be encouraged to be on curriculum committees for their schools and districts so that their expertise can be used as part of the curriculum development for their school or district (being where the decisions are made!.