1. Benefits of Fully Implemented School Counseling Program including Classroom Guidance
Higher grades
More positive school climate
Opportunities for social development
Learn to problem solve
Engage in meaningful discussions about important life skills
Demonstration by adults of expectation for students’ success

2. Barriers to Classroom Guidance
Time consumption of state and national assessments
Teacher reluctance to lose instructional time
Lack of value for the Noncognitive Factors of students; Mindsets and Behaviors

3. Crosswalking Standards
Teachers are less likely to deny school counselors delivering classroom guidance when the lesson is tied to the teaching standards
Enhances Teacher and school counselor relationship.
Provides common effort to address standards

4. High Impact Strategies (identified via meta-analyses & listed by effect size)
1. Identify similarities & differences
Enhances students’ understanding & ability to use knowledge. Classroom & homework tasks & opportunities that involve: comparing & contrasting, metaphors & analogies, classification.
2. Summarizing & Note-Taking
Summarizing requires the ability to delete, substitute & keep some information in order to synthesize & distill. It also requires analysis at a deep level & awareness of structure of information. Can promote summarizing & note-taking by having students: generate verbal & written summaries, take notes & revise notes
3. Reinforcing Effort & Providing Recognition
Students who believe that effort is the primary attribute achieve higher outcomes. Teachers can teach students to change their beliefs about success to an emphasis on effort by rewarding & recognizing student effort.
Marzano, R. (2007). The art and science of teaching. Alexandria, VA: ASCD.

5. 4. Homework & Practice
Mastery of skill requires focused practice during which students adapt & shape their learning & should result in extending & refining knowledge. Homework & practice provide opportunities to deepen understanding & skills relative to identified content. Teachers should provide specific feedback on all assigned homework, assign homework for the purpose of students practicing skills & procedures that have been the focus of instruction.
5. Nonlinguistic presentations
Two methods are used to store information-semantic & imagery; nonlinguistic presentations represent the imagery mode. Teachers may ask students to represent content by: generating mental images, drawing pictures or pictographs, constructing graphic organizers, making physical models of the content, making revisions of their images/pictures, etc.
6. Cooperative Learning
Students are grouped based on a variety of criteria & may be informal (pair-share), formal (task specific), or time-based (created to provide support throughout year). Teachers may choose to use the following criteria to organize students in cooperative groups (interest, ability, demographics)

6. 7. Setting Objectives & Providing Feedback
Setting objectives establishes direction for learning & students benefit when they personalize goals set by teachers. Teachers should: set specific learning goals at beginning of unit, have students set their own goals & keep track of their progress toward the learning goal & assess themselves at the end of unit
Feedback should be formative (provided through the unit), & summative (at the end of the unit)
8. Generating & Testing Hypotheses
Involves the application of knowledge through inductive &/or deductive thinking. Students must be explicitly taught how to generate, test & explain hypotheses. Teachers engage students in projects that involve students in projects that generate & test hypothesis through tasks that involve: problem-solving, decision-making, investigations, experimental inquiry, systems analysis, invention
9. Cues, Questions, & Advanced Organizers
Assist students to retrieve what they already know about a topic. Prior to presenting new content, teachers can: ask questions that help students recall what they already know about the content, provide students with direct links with what they have studied previously, & provide ways to organize to think about the topic

7. Curriculum Development
Needs assessment- identified target based on student needs
based on data not perception
includes accessible data
Scope and sequence articulation
Horizontal Articulation: Depth and breadth of curriculum content
Vertical Articulation: connection of information from one grade level to the next.

8. Additional Curriculum Considerations
Learning profiles of students
Differentiations techniques
Student groupings
Cultural awareness
Methods of evaluation

9. Developmental Considerations
Piaget theory of cognitive development
Kohlberg’s theory of moral development
Erikson’s theory of psychosocial development
Super’s theory of career development

10. Classroom Guidance Delivery
School Counselor Delivery
Classroom Teacher Delivery
Collaboration of Teacher and School Counselor Delivery

11. Classroom Guidance Differentiation
Promotes focus on educational needs of individual students, multiple pathways for students to learn
use of a variety of learning strategies
consideration of students’ learning styles, cultural diversity, English Language proficiency, socio-economic background, learning challenges

12. Assessment and Evaluations
Evaluate the impact of the school counseling lesson or unit.
Assessment principles:
Tied to educational stance
Driven by learning goals
Systematic
Tied to instruction
Inclusive of learners
Integrated into a manageable system

13. Types of Classroom Guidance Assessments
Technology based: Ex Polleverywhere.com
Rounds
Exit Ticket
board blitz
Gallery tour
Role plays
Journaling
Student presentations

14. Lesson Planning Utilize Needs assessment data
Review of literature on subject
Search evidence-based curriculums
Develop a proposal
identify data to prove need
review literature
Crosswalk standards
develop goals and objectives
Identify baseline data
Present to stakeholders

15. Developing Goals
Overarching aspirations about what the students know, will be able to do, and the behaviors that will be.
Intended to be broad and general
Three domains: Cognitive, Affective, Psychomotor
Involve the teacher in this planning

16. Objectives Statements about the expected outcome of the goals
ABCD Model for development of objectives includes
A = Audience
B= Behaviors expected
C= Conditions of how and when for measurement
D=Description of expected performance

17. Intentional Classroom Delivery Strategies
Attention getter for buy-in from the students
List goals and objectives
Review agenda
Consider every step of the presentation
From how you will divide students into groups to debriefing questions
Create interactive and inductive activities for the lesson
Debrief the activities and the lesson
Assessing value of the lesson is a responsibility
Use a variety of data;
process data
perception data
Outcomes data

18. Classroom Management Follow teacher’s classroom behavior expectations
Understand the delicate balance between disciplinarian or passive classroom presentation style
Maintain relationship with the students
Avoid power struggles
Develop procedures to avoid confusion and negative behaviors
Prepare for all transitions in the lesson to avoid difficulties

19. Connecting Strategies
Understand the culture
Validate students’ experiences
Relate your lesson to the students’ world
Know students names
Be “real”

20. Respectful and Positive Classrooms
Treat all learners with dignity and respect
Actively prevent misbehaviors
View discipline as an opportunity for students to gain independence and responsibility.
Address discipline issues in many ways and multiple levels
Understand the culture students are living in