Florida's School Counseling Framework - Florida Department of ...

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Chapter 8 Grades PreK–12 Standards, Competencies, and Sample Indicators Community Involvement and Multicultural/Global Citizenship Development Competency: 7.2 Demonstrate acceptance and respect for cultural and ethnic diversity • Identify similarities and differences between self and others Sample Indicators PreK–3 4–5 6–8 9–12 • • • • • • • • • • • • • • • • • Describe customs of various cultures, including own Recognize that there are different languages Demonstrate appreciation for similarities and differences Identify different cultures that add to the diversity of the community Be aware of conflicts resulting from culture-related beliefs and biases Evaluate how stereotyping affects them and their relationships with others Demonstrate awareness of cultural uniqueness Define the importance of interdependence and cooperation for living in a society Accept others as individuals and as members of a culture Analyze similarities/differences among various cultural groups Analyze conflicts resulting from culture-related beliefs and biases Evaluate how stereotyping affects self and relationships with others Recognize, appreciate, and respect individual differences, alternative points of view, ethnicity, culture, race, religion, and lifestyle Demonstrate respect for own culture and cultures of others Recognize that everyone has human rights and responsibilities Manage conflicts resulting from culture-related beliefs and biases Evaluate the impact of stereotyping 64
9 Problem Solving and Response to Intervention (PS/RtI) Problem Solving/Response to Intervention (PS/RtI) is a process by which professionals from different disciplines identify desired “replacement behaviors” (e.g., improve fluency, increase academic engaged time, improve prosocial skills) and use data to develop and evaluate intervention plans that significantly improve the performance of students. The problem-solving process is applicable to all levels: the student, classroom, and school or district level. Problem solving is designed to maximize student performance, ensure accountability, and evaluate outcomes. The Problem-Solving Process includes four steps: problem identification, problem analysis, intervention development, and intervention evaluation. The fourth step, intervention evaluation, is the degree to which a student actually responds to that intervention (or, RtI). Response to Intervention Is it working? Problem Solving Model Problem Identification What’s the problem? Intervention Design/Implementation What are we going to do about it? 65 Problem Analysis Why is it occurring?
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Florida Department of Education •
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Florida’ s School Counseling Fram
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Table of Contents Acknowledgements
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A special thank you to Zelda Rogers
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Comprehensive School Counseling Pro
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1 Student Learning: The Goal of Sch
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What Do School Counselors Do? Schoo
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Appropriate Activities for School C
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Bright Beginnings Initiative Althou
Page 22 and 23: Chapter 2 Foundation 1. 2. 3. Missi
Page 25 and 26: 3 Foundation The Foundation section
Page 27 and 28: Statewide Program Consistency: Stan
Page 29 and 30: 4 Planning and management strategie
Page 31 and 32: Staff Standard Six: Program Resourc
Page 33 and 34: Teachers also find the resources in
Page 35 and 36: Standard Nine: Curriculum 5 A stude
Page 37 and 38: Standard Eleven: Responsive Service
Page 39 and 40: Advisory Councils: School counselor
Page 41 and 42: 6 Accountability Increasingly, scho
Page 43 and 44: ◊ Standardized test scores (FCAT,
Page 45 and 46: about the contributions of the prog
Page 47 and 48: Standard Fifteen: School Counselor
Page 49 and 50: 7 Developing or Revising Your Distr
Page 51 and 52: ORGANIZE Form committees. program.
Page 53 and 54: in developing and implementing the
Page 55: Impact of the School Counseling Pro
Page 58 and 59: Chapter 8 Standard: Grades PreK-12
Page 62 and 63: Chapter 8 Grades PreK-12 Standards,
Page 70 and 71: Chapter 8 Competency: Sample Indica
Page 74 and 75: Chapter 9 Response to intervention
Page 77 and 78: 10 Students with Special Needs Who
Page 79 and 80: ◊ School counselors work closely
Page 81: current and emerging effective inst
Page 85: Appendix A: References Many state m
Page 88 and 89: Appendix Disaggregated Data: Inform
Page 91 and 92: Appendix C: Benefits of Comprehensi
Page 93 and 94: Appendix D: Ethical Standards for S
Page 95 and 96: an understanding of the legal and i
Page 97 and 98: e. f. g. Monitors the use of assess
Page 99 and 100: D. Responsibilities to the School a
Page 101: F.2. Contribution to the Profession
Page 105 and 106: Florida’s Academic Counseling and
Page 107 and 108: Financial Aid - Fastweb www.fastweb
Page 109 and 110: Accommodations Special Needs Resour
Page 111: Florida Course Descriptions ◊ ◊
Page 115: Annual Guidance Action Plan & Agree
Page 119: 111 Sample Guidance Curriculum Resu
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12. I want the counselor to provide
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STEP ONE: MISSION Mission Connect y
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STEP FIVE: RESULTS Results: Restate
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Faces Behind the Data - Anecdotal O
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123 Standard Foundation 1. Mission
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125 Standard 12. Systems Support -
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Standard 3: The school counselor im
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Standard 11: The school counselor c
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Secondary School Counselor Program
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Your grade this year________ Your s
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Florida Depar tment of Education
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