Introduction - Every Kid Needs a Champion
The following quote looks to the future of our students and the challenges that await them.
“The landscape of the workplace is changing rapidly. Future Ready students will need strong leadership and global competencies to be competitive as they meet the expectations of this new environment. Share how you are engaging students in their future pathways with knowledge of labour market information, innovation, creativity and entrepreneurship.” (~ Sourced from the The Ontario School Counsellors’ Association, www.osca.ca)
Rita Pierson engages her students. She believes in her students. She is a champion of kids, all kids. Reflect on how, as a Guidance Counsellor, her 'talk' resonates with you in your responsibilities as a Guidance Counsellor, and educator.
YouTube URL: http://www.youtube.com/watch?v=SFnMTHhKdkw
Task 1: Guidance Curriculum (Discussion Board)
Are you familiar with the Guidance Curriculum? The Guidance Curriculum can be found online on the Ministry website. Flip through the curriculum document to familiarize yourself with the pedagogy of guidance.
Task for I/S qualified teachers:
In order to further familiarize yourself with the Guidance curriculum;
Ask a Question related to the curriculum document
Respond to a Classmate's Question
Share a Learning Activity that supports the curriculum
Submit your responses to the Discussion Board.
Task for P/J qualified teachers:
Guidance counsellors are not always available in elementary schools. Think about the role that you would play as a teacher providing guidance to a P/J class.
What question might you ask to P/J colleagues about how to support P/J student needs?
Answer the question posted by another student in the course.
Share an activity/lesson that you would use in a P/J class to address/promote a guidance related topic - something that a classroom teacher could execute within their practice.
Submit your responses to the Discussion Board.
J/I qualified teachers may choose either task.
As per discussion,
"Greetings,
After reviewing the curriculum document, one question I have is, why doesn't the curriculum expect the student to interview or make an appointment to meet with the guidance counsellor at least once-consider it a mandatory check-in, an opportunity to see where the place is and what it is about, it might feel like that ol'BC reading expection "read in a quie environment for 20 minutes" but realistically, I mean, why wouldn't it be an expectation that the student is meeting with a guidance counsellor if they are expected to identify the information about pathways and OSAP. I mean, ya technically they could meet with their teacher or their teacher might be the guidance counsellor, but there is a difference that is given when it is straightforwardly worded and when it is implied. Especially for a private school where there are many others who teach GLC2O, not solely a guidance counsellor and who may not know about OSAP or other varying aspects that the curriculum entails.
I have included a link to a learning activity from my sellers page on TpT, its free, ties into a larger task, SMART Goal Setting
Rudy_Film Viewing_Goal Setting DEMO (CHV;GLC;GLS;Careers;ENG;HPE)
This is a LITE version of a lesson from GLS class, the teacher introduces SMART Goals and an assignment wherein students are creating SMART Goals. The teacher (in this demo) introduces the film Rudy; see the full assignment for all assignment parts.this assignment demo includes-Lesson Plan-Film View...
TPT
Feel free to comb through and grab whatever you you're interested in,
Cheers"
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Task 2: Guidance & Special Education (Discussion Board)
What is a Guidance Counsellor’s role with respect to IEPs and supporting students with exceptionalities? For this task, we are going to build on one another's ideas in order to gain insight into the role and expectations of a Guidance Counsellor. Review 'the Case Study of Anna' below and choose the scenario that best aligns with your qualification level. If you wish to challenge yourself, you may choose a scenario from an area in which you are not qualified. How and what do you think the Guidance Counsellor should be doing to support Anna?
Before sharing your own response to the Discussion Board, be sure to review your classmates' ideas so that together we are collaboratively building on, and adding on to a success plan for Anna. Note: your instructor may not comment in this discussion thread until all participants have had a chance to add their ideas.
Consider the following when responding:
What are Anna's social and/or emotional needs?
What issues that Anna may be dealing with?
What art the interventions that would support or benefit Anna?
What are Anna’s academic strengths/weaknesses?
What are Anna’s interests/sports?
What communication strategies would you use for Anna and her parents (if applicable)?
What are the available programs in schools or communities that may support Anna?
The Case Study of Anna (choose only ONE scenario based on your current teaching position)
Primary/Junior: Anna is a grade 4 student. She has an IEP which she indicates she is LD and struggles with comprehension. She is unable to read or write full sentences and still mixes up some of her letters. Her stepmother and father arrive at the school to meet with someone who could help their daughter. Stepmother is considerably younger than Dad. Anna's parents indicate that she has been stealing items from them and friends. They also indicate that her friends are considerably younger than her and she is still playing with baby toys. They also indicate that she has been taking their cell phones and tablets, using them without supervision. Due to her low comprehension abilities, Anna has navigated to some dangerous websites, and used the camera on two occasions to broadcast her picture to others on-line. Anna's grade 4 teacher has noticed that Anna spends a lot of time drawing when she should be doing her other work. The parents are asking for your help and advice. What do you do?
Junior/Intermediate: Anna is a grade 8 student. She has an IEP which she indicates she is LD and struggles with comprehension. Her stepmother and father arrive at the school to meet with someone who could help their daughter. Stepmother is considerably younger than Dad. Anna's parents indicate that she has been stealing money from them and friends. They also indicate that her friends are considerably younger than her and she is still playing with Barbies. They also indicate that she has been taking their cell phones and using the computers at school to access chat rooms. Anna's grade 8 teacher has not noticed her on the computer recently but has noticed that Anna spends a lot of time drawing when she should be doing her other work. The parents are asking for your help and advice. What do you do?
Intermediate/Senior: Anna is a grade 10 student. She has an IEP which she indicates she is LD and struggles with comprehension. Her stepmother and father arrive at the school to meet with someone who could help their daughter. Stepmother is considerably younger than Dad. Anna's parents indicate that she has been stealing money from them and friends. They also indicate that she has few friends who are considerably younger than her and are not yet in high school. Anna is an attractive young woman who garners the attention of the opposite sex wherever she goes (wanted or unwanted). They also indicate that she has been using her cell phone and home laptop to access chat rooms and Tinder. Anna's teachers have noticed that Anna spends a lot of time drawing when she should be doing her other work. The parents are asking for your help and advice. What do you do?
Adult: Anna is 26-year-old woman with 3 children under 7 years of age - each with a different birth father. Anna did not do well in school - she states she struggles with reading and can't understand 'things with a lot of words'. She states that she didn't have an IEP because her mother didn't want her in the 'stupid class'. She is on Ontario Works and must come to school as part of the Ontario Works support plan. Anna does not have contact with any of the birth fathers or her own parents. Her father is in jail, and her mother has been in and out of rehab many times. Anna admits that she uses drugs and alcohol and often parties at her apartment when the children are in bed. In the initial evaluation of Anna's records, you find a notation that "Anna spends a lot of time drawing when she should be doing her other work". Anna is in your office asking to register for adult day school because she is required to in order to satisfy Ontario Works. Anna admits that she doesn't see herself finishing high school because she isn't smart enough. What do you do?
As per discussion
"What are Anna's social and/or emotional needs?
-Anna's social and/or emotional needs seem to be related to attention and family issues.
What issues that Anna may be dealing with?
-Anna seems to have a step mother who is quite young in relation to her father, there are many different (potentially) family issues that may be rooted in social/emotional needs.
What are the interventions that would support or benefit Anna?
-Peer-tutoring would be a beneficial support that might allow her to feel she can be social and also get support in her needs (socially-emotionally); Development of a personal portfolio
What are Anna’s academic strengths/weaknesses?
-Arts
-Socializing with Others
What are Anna’s interests/sports?
-Socializing
-Drawing/Arts
What communication strategies would you use for Anna and her parents (if applicable)?
-Meet with the student first in a safe space, complete a deeper understanding of the student, if a portfolio does not alreayd exist.
-Offer insights into productive ways to socialize or meet people on a more social and professional level
-Offer to bring the parents in to meet and discuss the positive successes; during the sit-down, parents and student will only use single sentence communication around-table as 6 worded statements (max) with regards to responses regarding whether or not the various ideas introduced to the student seem acceptable or intersting enough to try.
What are the available programs in schools or communities that may support Anna?
-Peer-Mentoring
-Cheer-Leading
-Various Art Clubs
-Volunteering Opportunities with Children and Visual Literacy; soup kitchen
The Case Study of Anna (choose only ONE scenario based on your current teaching position)
-->Intermediate/Senior
This "success plan" is focused on a generic case study where in a student is expressing themselves through maldaptive behaviours and rather than progressing forwardly through their student career academically, they are socially digressing as they are making friends with a significantly younger audience and are disengaged in academic/constructive activities.
A case for exploration into puberty and decision-making processes specifically could be made here, however for the simplicity of "initial introductions", as there is no clear indication that the student is sexually active or at risk physically-yet, there in lies the rub.
The student is on an IEP, as counsellors, we don't seem to have this information, but all the same, there seems to be a lot of details missing, which might imply that this student has not formally worked with a guidance counsellor before or that the previous guidance counsellor was rather absent for the student and thus this case comes to your desk. Hypothetically."
find a copy of the success plan PDF here,
https://www.teacherspayteachers.com/Product/Guidance-and-Careers-Resource-Success-Plan-Case-Study-11325681
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Task 3: Guidance Counsellor's Knowledge (Review Resources)
There is an expectation that Guidance Counsellors have all the answers and will be able to provide students, parents and teachers in their school communities with the resources they require to succeed/help them make informed decisions.
In previous modules, we have discussed the Counsellor’s role with respect to social and emotional issues. In this module we are focusing on career pathways. Most teachers have followed a career path, which included university, so in order to assist today’s youth a Guidance Counsellor may need to explore all avenues available to students:
Secondary Topics
Co-operative Education
Alternative Education
Dual Credit Programs
Apprenticeships/OYAP
Gap Years
College
University
Alternate pathways to get to a goal i.e., Bridge programs from diplomas to degrees or from an entry level position to specialization (i.e., RPN to RN or Vet Assistant to Vet Tech to Vet)
College programs for students with IEPs that include significant learning challenges
Transition Planning - to post-secondary
Community Living
Workplace options
Post-secondary study options in other countries
Elementary Topics
Transition planning - grade 8 to 9, junior to intermediate, primary to junior
Enrichment opportunities for elementary students
Reach-ahead opportunities for elementary students
Career Exploration/Experiential Learning at the elementary level
Unique educational summer opportunities for elementary students (music camp, math camp, robotics camp, coding camp, etc.) - create a repository of information about these opportunities within Ontario
Check out the "What’s Next" guide for information on the various education pathways for students.
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Task 4: Creating Pathways for Students Case Study AssignmentTask 4: Creating Pathways for Students Case Study Assignment
Guidance Counsellors help students plan for their academic futures, but also support students in so many ways!
For this assignment, you will review the case studies below and choose one student to 'support'. As a Guidance Counsellor, how will you support your student? What is your plan?
Depending on the Case Study you choose, below are some guiding questions that will help you develop a plan for your student's success. They are guiding questions only. You may present and submit your student plan in a format of your own choosing however, an organizer format is highly recommended.
Below you will find some things that you may want to consider as part of your case study. Remember to deal with the 'whole' student - not just the student you see at school.
What issues is your student dealing with ...? (e.g., academic, social, emotional)
In what area does your student require support or what supports does your student need?
What career or education pathway options would you suggest for your student? (e.g., apprenticeship, college, university, other)
How would you involve your student in the process?
What strategies would you implement to engage, communicate, and include your student?
Are there specific courses or programs, which your student would benefit from participating in? Use of the Ontario curriculum may be referenced here.
Given your student's background, experiences and/or interests, are there specific supports you would recommend?
What Ministry documents would you reference?
What interventions, if any, need to be put in place for your student?
Are there any programs/activities in the school and community that would help to support your student? Are there part-time jobs or volunteer activities that would help your student?
Is there an outside agency, with specific resources and tools, to address and support your student's specific issues?
For assessment details, review the Assignment Assessment Rubric - Assignment Assessment.docx Assignment Assessment.docx - Alternative Formats
Submit your assignment to the Dropbox when completed. Be sure it is in a file format your instructor is able to access/open.
The following case studies are intentionally vague in nature to encourage you to think of the possibilities. If you make assumptions to ground your response - please list those assumptions at the onset so your instructor has an understanding of your student from your perspective.
Student Case Studies
Student #1: Afrim has exhibited significant difficulties with most of his classes except his automotive course. His behaviour in class can be disruptive but he loves his technology classes. His family believes that graduating high school may not be a possibility. His teachers are frustrated with his behaviour and see him struggle maintaining focus in class. He is not identified but struggles with writing. Afrim arrives in your office and asks you to help him decide what to do after high school. Afrim is first generation Canadian and his parents do not have a full understanding of what the skilled trades entail.
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Student #2: Ellicia is 17 years old with a 14-month-old child. The father of the child is not in the picture to support her, or the child. Ellicia is committed to finishing school. She hopes that she can continue on to post-secondary studies. Ellicia mentions that she likes working with both kids and animals. She struggles with math but excels in her biology class. Ellicia has never had a part-time job and is currently supported by the Children’s Aid Society but since she is 17 – she is considered an emancipated minor (she can make her own decisions without approval from CAS or parents). Ellicia has not had contact with her family since she announced to them that she was pregnant. Ellicia hopes to make a better life for herself and her child. Ellicia walks into your office and asks you to help her decide what to do now and to help her decide on her future.
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Student #3: Amanpreet is a headstrong and at times confrontational student. When teachers describe her, the word angry is always mentioned. She has been removed from class several times by her teachers and administration because of confrontations with teachers and support staff. She believes that she is going to university but is currently failing her grade 10 academic math class. Her teacher recommends that she take grade 11 college math but she wants to take math in the university pathway in grade 12. She states that she has to go to university to study physics. Her parents do not believe that she should take the grade 11 college math class, but they cannot stand the anger and frustration she exhibits when she is working on her math homework - they simply don't think she is trying hard enough. Amanpreet and her parents arrive in your office asking what they should do regarding math and how she will make it to university to study physics.
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Student #4: Oliver is a shy grade 9 student who does not want to bother anyone. He prefers to sit quietly alone in the library at lunch and read. Oliver is determined to be a teacher. He loves science and math but worries that he lacks the confidence to stand in front of a class. He is committed to improving his confidence in front of people. Oliver arrives in your office and wants help planning his future and to work towards improving his public speaking.
(Selected)
Student #5: Patrick (Pat) struggles in school and knows that attending university and college is out of the question. Pat is creative with a talent for painting. Pat wants to work in a hair salon but worries that without attending college or university success will be difficult. Pat has begun to experiment with marijuana and has begun to distance himself from his peer group. You are aware that Pat has been questioning his gender orientation recently, but it is not something that Pat feels he can discuss at home due to his parents' strong religious beliefs. Pat has indicated that he have his pronouns changed to “they/them” while he figures out where he is on the gender spectrum. Pat arrives in your office and says “Help me. Who am I? What will I do for the rest of my life? If I don’t go to college or university, am I limiting myself?”
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Student #6: Jonah was a Crown Ward and up to 18 years of age had been in 8 different foster homes. He is now living in a one-room basement apartment near the school and is supported by Ontario Disability Support Program (ODSP). Jonah has had a string of bad relationships throughout high school, but ODSP has supported him remaining in school in attempt to obtain his high school diploma. Jonah is 20 years old and is about to age out of the traditional high school system. He is unsure of his future goals. He has a criminal record, but all offences were committed as a youth (under 18 years of age). He has mentioned that he would like to either work as a youth counsellor or in construction. Jonah arrives at your door on the verge of tears. He utters a few words; “he feels alone, and he needs to have a plan for next year”. What would you do to help Jonah?
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Student #7: Santos is a lively grade 11 student. Many teachers are annoyed by his lack of motivation but are charmed by his personality. He is a solid college pathway student. Santos has been moody lately and appears to have a swollen cheek. Santos’ dad arrives to meet with you smelling of alcohol and mentions he has been actively trying to keep Santos in line lately. Santos demonstrates a talent in Phys-ed and is thinking of a career that keeps him active. Santos and his father sit down at your desk to talk. Santos' body language is very guarded when his father moves or starts talking. What issues - academic, social, emotional, and physical do you address? What is the plan?
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Student #8: Gabriella (never ‘Gabby’ as she reminds people often) is a very talented dancer. Her evenings and weekends are spent in the dance studio or at dance competitions. Her academic life has suffered because of her commitment to the craft. She is a grade 10 student who is consistent in the applied pathway when she prioritizes her academics. Her dream is to be a high school dance teacher. She excels in science but struggles in everything else because of her commitments. Gabriella pirouettes into your office and tells you if she can’t become a dance teacher, she is going to kill herself. Can Gabriella reach her goal? What alternatives might be out there for her to consider?
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Student #9: Malik is a grade 7 student in a senior public school (grade 7 – 9 only). He is frequently absent and as a result, has fallen significantly behind in his classes. He has missed an entire strand in math. His father is a single parent and a note in the OSR indicates that mom is to have no access to Malik's records or information. Malik's grandmother arrives and demands to talk to someone who can help Malik. As the teacher with a period of guidance in the school, you are called to this meeting. A quick examination of school records indicate that grandma is not listed as a guardian. She reveals that dad is facing charges of impaired driving and mom has reappeared after having not contact with Malik for two years. How can you help Malik?
(Selected)
Responding to Parental/Caregiver Concerns
1) The guidance counsellor will ask the grandmother to wait a moment while the documents are provided for request to access the requested documents.
+Protocol and Procedures of School Record Keeping
2) The guidance counsellor will inform the principal of the situation and seek legal representation from the school board to get details on legal actions/responses as needed.
+MFIPPA
+Education Act
3) With regards to liability, first and Foremost, the courts need to provide documentation as recognized by school board in order to release said documents to anyone not listed as “caregiver”
4) Provide family request documents as needed, offer them a scheduled follow-up a week later “to allow for communications to take place”
Providing Student with Academic Supports and Guidance
Addressing the emphasized concerns of Mathematics literacy in the case,
1) The guidance counsellor will ask the the math teacher (or general classroom teacher if applicable) to provide insights into Malik’s performance prior to the current math strand, giving an idea of Malik’s performance of the last strand for a better picture of Malik’s abilities.
+Accommodation
+Modification
2) The guidance counsellor will meet with the principal based on the evidence from the Math teacher’s anecdotal notes/triangulation and brainstorm any potential assistance that the administration can offer him in regards to planning math classes for the upcoming year, a 7/8 Mathematics split class versus an 8th grade Mathematics class.
+Student pressure offloaded
As for other courses,
3) The guidance will touch base with the teacher(s) and opt to provide the teacher resources that might promote safe classrooms and discussions wherein ask that teachers keep anecdotal notes on Malik regarding absences and his mood/behaviour prior to leaving as well as when he returns in hopes that we can better gauge the direction Malik is developing in.
4) The guidance counsellor will set a meeting with Malik’s mother once the paperwork for access to the OSR has gone through.
+The guidance counsellor will seek to get the whole picture from the mother with regards to dates and implications of the father’s charges (will he be away or still present as a guardian) from her perspective
5) The guidance counsellor will ask teachers to observe and document Malik’s emotional states periodically, if the guidance counsellor is privy to dates from the mother regarding court appearances, the counsellor can schedule meetings with Malik around those times to have a sit down or chat with him in the form of a Check-in prior to heading out.
6) If Malik is willing, follow-up check-in’s would be an opportunity for the student to debrief and share their perspective on things with an unbiased set of ears.
7) If his time at home with his mother is something that is seemingly bothering him, the guidance counsellor can open a discussion with the parent and get more insight in regards to what might be going on at home that makes him seem uneasy about going home. Likewise, with a student like Malik he will likely be going into court and this would have a huge negative impact on his emotional states, it might be worth keeping teachers aware of dates that Malik may be missing moving forward to get assessments prior to the absence as well as maybe planning more lessons on social emotional learning based subject matter during those times (where possible).
8) Following-Up with the Father and Mother together may be requested by the guidance counsellor if/when things have been settled in order to establish a fluid recuperation of Malik’s academics moving forward.
9) On-going observations and meetings with Malik will be arranged as needed.
Reference:
Student #10: Hope is a grade 4 student who has lived what seems like a lifetime already. Hope was diagnosed with cancer in her eye at birth. She subsequently lost that eye to the cancer. Even with treatment, the cancer and the vision loss never hindered Hope. She met all developmental milestones, excelled in her schoolwork, made friends easily and kept an upbeat and positive attitude throughout her first years at school. Hope also lost her father in a car crash when she was an infant. Recently, she has become withdrawn and complacent. Her schoolwork has suffered, and she is not the hopeful, positive child of the past. Another teacher has mentioned that she seems to avoid any male staff and any of the boys in her class or in the school. You do know that Mom has a boyfriend living at the house. How do you proceed to figure out what is causing Hope's change of attitude and what actions do you take?
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Task 5: Role of Guidance in Test Administration and Interpretation (Journal)
Read through the Leadership and Peer Support Programs and Measurement and Evaluation sections (to the end of page 43) of the 2022 OSCA Ethical Guidelines.
Choose ONE of the following tasks for your journal response.
Task A: The ethical guidelines identify a number of essential topics for which peer assistants should receive as much training as possible prior to being placed in a helping situation. Choose one of the topics and provide a detailed outline on how you would provide training for students on that topic.
OR
Task B: Choose one test, assessment or evaluation method. Describe the test and test purpose, how a counsellor may assist students in preparation for the test/assessment or evaluation, how to support students during the test/assessment or evaluation, and the role the counsellor may play in the debriefing of students and/or parents after the test/assessment or evaluation is complete and the results are available.
Examples:
Strong Interest Inventory/other formal interest inventories-aptitude tests
WISC (Weschler Intelligence Scale for Children)
SATs for entry to U.S. Colleges and Universities
My Blueprint or Xello career inventory tests
Woodcock Diagnostic Reading Battery
STAR Math or the Scholastic Math Inventory
General test taking skills/study skills
Assessments/diagnostics for IEP development/IPRC review
Early identification of learning difficulties in children
Literacy and numeracy assessment for elementary students
Complete your journal entry and submit it by clicking on the Journal tab on the left.
As per journal,
The OSCA Ethical Guidelines for Ontario School Counsellors 2022 introduces the need to address peer-mentoring training. Peer-mentors need to take on the skills and habits that we as teachers are expected to exhert on a regular basis. For a student, especially at the Grade 11 level, could prove to be challenging. As instructors we want to promote positive accumulation of said attributes and allow peer-mentors to develop their skills as leaders as well as focus on the needs of the mentee as well.
Through a "lecture, listen and let them do" approach, I seek to introduce in two days, the importance of the professional relationship they have as well as the appropriate communication skills needed to be successful in their position.
This topic is important, especially with regards to the content of the 21st century learning because this is where education becomes hands on in applicability to diversity and acknowledgment of empathetic practices/inclusive listening. What that means, is where students are able to recognize what they have and what they can offer is half the battle, but the ability to listen to what they can understand better to offer their mentees more, this is the mist important part. For many mentors, there will be instances where they feel, like many teachers, in that, it doesn't matter how many times you express the content, the student doesn't get it, the difference between the mentor and the teacher though is that the mentor can choose what it is they want to focus on in a conversation without a great deal of pressure on themselves to reach any other audience for the duration of the time set aside.
To begin the lesson I have prepared for students, the idea of introducing the Peer-mentors to communication skills would be best done in a group setting where they would be given inputs and then be applying these inputs in a practical setting.
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