Along with a fellow counselor, I was asked to give an update on our district "character education." I used the opportunity to review the state model for guidance and counseling. Then, I focused in on the guidance curriculum component and how we are meeting the objectives through our guidance curriculum.

1. Guidance Program
Graham ISD

2. State Model - Four Components
• Responsive Services
• Individual Planning
• System Support
• Guidance Curriculum

3. Responsive Services - “Getting the child out of the bookshelf!”
• academic success • adolescent and child suicide • child abuse and
neglect • school drop-outs • severe stress • substance abuse • school-age
pregnancy • gang pressures/involvement • harassment issues •
attendance • school attitudes and behaviors • peer relationships • study
skills • being new to the school • emergent issues in intervention or
postvention of a traumatic event; and • violence on campus (school
safety)• career indecision • financial aid • college choice • death of a family
member or friend • family divorce • family abuse • harassment issues, and •
suicide prevention

4. Elementary Jr. High
High School

5. Individual Planning - Scheduling, Course Selection, Next Steps
• Set challenging educational, career, and personal-social goals that are based on
self-knowledge and information about school, the world of work, and their society;
• Make plans for achieving short-, intermediate-, and long-
term goals; • Analyze how their strengths and weaknesses enhance or hinder
the achievement of their goals; • Assess their current progress toward their goals;
and • Make decisions that reflect their plans. As part of the developmental
guidance program, the individual planning system includes: • age-appropriate,
objective-based activities; • relevant, accurate, and unbiased information; and •
coordinated advisement procedures to facilitate appropriate placement decisions
by students and their parents. Parent involvement is essential.

6. Elementary Jr. High
High School

7. System Support - “Other duties as assigned”
• consultation with teachers; • support for the parent education program and
community relations efforts; • participation in the campus-based school
improvement plans and goals; • implementation of the state and local
standardized testing program; • cooperation with relevant research projects; and •
provision of input from the students’ perspective to policy-makers and
instructional/curriculum planners. • program development and management; •
counselor staff development; • community outreach; and • development of
appropriate written policies, procedures and guidelines.
504
Meetings
and
Evaluations
RtI/SST
LPACS
G/T Testing
State
Assessment
ARD Meetings
Woodland 5K
UIL
Coach
Updating Facebook

8. Elementary Jr. High
High School

9. Guidance Curriculum - “Character Education”
• Self-confidence Development • Motivation to Achieve • Decision-making, Goal-
setting, Planning, and Problem-solving Skills • Interpersonal Effectiveness •
Communication Skills • Cross-cultural Effectiveness • Responsible Behavior

10. Elementary Jr. High
High School

11. Self-Confidence Development
Have accurate self-concepts • Value their uniqueness • Manage their feelings
Virginia’s House
Mentor Program Learning Styles

12. Motivation to Achieve
Develop their own academic potential • Take advantage of educational
opportunities • Identify career opportunities that will allow them to fulfill their
potential • Development of leadership skills
Career Exploration Day
Woodland
Leadership
Teams
College
Spotlight
A’rick
Jackson
Leadership
ACT/SAT
Bootcamp

13. Decision-Making, Goal-Setting,
Planning, Problem-Solving Skills
• Make decisions • Develop a plan of action • Set goals • Gather information •
Solve problems • Manage change • Manage transition
New Student Welcome
Committee
Campus
Transition,
planning, and
counselor
visits
Class
Meetings
BUG
Awards

14. Interpersonal Effectiveness
Respect others • Relate well with others • Participate effectively in groups •
Develop healthy friendships
Social
Circles
KC - Kindness Club

15. Communication Skills
Understand basic communication skills • Express themselves • Listen to others
Mediatio
n
Restorative
Discipline

16. Cross-Cultural Effectiveness
• Appreciate their own culture • Respect others as individuals and accept them for
their cultural membership • Relate effectively with others based on appreciation for
differences/similarities • Evaluate how stereotyping affects them and their
relationships with others

17. Responsible Behavior
Behave responsibly • Take responsibility for own behaviors • Be self-disciplined
Happy
Visits
conscious
discipline
When Sean
Speaks

18. Ideas for improvement?