Independence High School: Comprehensive School Counseling Program Melanie Filby

Independence High School
Comprehensive School Counseling Program

Melanie Filby
Demographic
Information

Demographics:
# of Students: 586
Black, Non-Hispanic: 512- 87.4%
Hispanic: 22- 3.8%
Multiracial: 13- 2.3%
White, Non-Hispanic: 37- 6.2%
Students with Disabilities: 122- 20.9%
Economic Disadvantaged 453- 77.3%
Limited English Proficiency: 17- 3.0%
Achievement:
Performance Index: 69% D
Indicators Met: 20% F
Math: 44.2%
Science: 77.9%
Reading: 41.3%
Graduation Rate: 71.6% F
Attendance:
Chronic Absenteeism Rate: 62.9%
Attendance: 84.1%
School Mission Statement
Independence High School: Mission Statement

The mission of the Independence Local Schools, in
partnerships with parents and community, is to educate
students to be contributing members of a global society.
Independence High School: School Counseling
Program Mission Statement
The mission of the Independence High School Professional
School Counseling Program is to provide a comprehensive,
developmental counseling program that addresses the
academic, career, and personal/social development of
every student. With the collaborative effort of school
personnel, families, and community resources, the school
counseling program will provide every student opportunities
to become effective students, responsible citizens,
productive workers, and lifelong learners in a multicultural
society.
School Counseling
Program Goals
Independence High School Counseling Program Goals
All students will have access to high quality school counseling services, provided by a full-time
licensed, professional school counselor.
Academic:
1. Students will understand the relationship of academics to the world of work and to life at
home and in the community.
2. To help students understand themselves as learners and encourage them to develop skills
that will enable them to reach their academic potential.
3. To identify factors that impact learning and determine a course of action to provide
appropriate support.
Career:
1. To prepare students to be college and/or career ready
2. Students will understand the relationship between personal qualities, education and
training and the world of work
3. To help students choose and advance in a program that will enable them to reach their
future academic and career goals.
4. To help students discover the world of work through various career resources and
exposure to a broad spectrum of careers.
Personal/Social
1. Students will acquire the attitudes, knowledge and interpersonal skills to help them
understand and respect self and others
2. To assist students to be aware of ones beliefs and interests and to develop a positive self-
image.
3. To assist students in developing resiliency and effective coping skills
4. To assist students to develop appropriate problem-solving and decision making skills to
resolve conflicts and to accept responsibility for their choices.

School Counseling
Calendar
Comprehensive School Counseling Program Annual Calendar
Month Career Academic Social/Emotional

August 9/10th- Define Career Learning Style Respect
Goals Organization Gang Awareness
11th-College Visits Schedule Changes
12th-Decide Where
Applying to schools/
what
September 12th-Write College How to Play School Bullying &Sexual

Applications/Apply for Harassment
Jobs 11/12th- SAT Boot
camp Peace Week
9-10: Career
Inventories
11- Research jobs or

possible colleges to
visit
October 12th- Submit college Time Management Coping Skills
*College Application applications/
Month*
9th-12th: Interview
Skills
**PSAT Testing**
November 12th- Applying for Study Skills Conflict Resolution

scholarships/ Career Family Problems
Jobs
9-11th: Job
Shadowing
December School Wide Test Taking Skills Stress Management

Community Service
Project
January Decision Making Where are we now? Nutrition
What I need to do to
be successful for the
rest of the school
year.
Calculating GPA
February 12th-FAFSA Class Taking Pride in Work Multi-Cultural
11th-ACT Bootcamp Awareness
10th- Practice ACT
9th-
March Work and Career Scheduling Suicide Awareness

Ready Stereotyping
April Financial Literacy Transcripts Cooperation/
Teamwork
May Planning for the Lifelong Learning Life Transition
Future
School Counseling
Needs Assessment
Students:
https://docs.google.com/a/swcsd.us/forms/d/
1yQJ7hx_4IFUj_T8ny2E27WIKYuESHLPHNiwMza_Lm3o/viewform?usp=send_form
Parents:
https://docs.google.com/a/swcsd.us/forms/d/1FxJPJOZENuUWoqbq3PO7B3vPFGur2_I81-xmqe-
siHU/viewform?usp=send_form
Teachers:
https://docs.google.com/a/swcsd.us/forms/d/
1ONsww6hHHMu0h4WoQZnVtQF7roFoiJGNSiBtKoh5_Q8/viewform?usp=send_form
Character Education
Program
Program Title: Character Education, Creating Good Citizens
Description: Character education is a triad of individuals, parents, teachers and the

community sharing a respons
What is Character Education?

Character education is a triad of individuals, parents, teachers and the community sharing
a responsibility to instill core values in todays students.
Why do we need Character Education?
Student Benefits
Ability to develop positive interpersonal relationships with students, teachers and

staff. This will allow the students to carry social skills into work/college
environment.
Learn Tolerance of Others with Different Cultural Backgrounds
Increased Self-Concept- will increase the students academic achievement
Allows Students to Become Positive Role Models
Establishes Core Ethical Values
Learn Responsibility
School Benefits
Reduce school violence and bullying
Reduce disciplinary action
Character Education
Program Evaluation
Program Evaluation
The character education program is expected to increase the values of trustworthiness,
respect, responsibility, fairness, caring and citizenship. These six pillars can be evaluated based
on the overall school climate. The goal of the character education program is to increase the
success of students inside and outside of the classroom by instilling core ethical values in each
students. Character education will increase academic achievement and self-concept, decrease
behavior referrals, and improve attendance rate.
Progress will be evaluated on the following:
A. Overall Number of Discipline Referrals (Increase, Decrease, Remain the Same)
B. Overall School Attendance Rate (Increase, Decrease, Remain the Same
C. Overall Academic Achievement (Increase, Decrease, Remain the Same)
D. Pre-Test and Post-Test
Character Education
1. Being a good person at school is important to me.

Always Usually Agree Rarely Never
agree agree half the time agree agree
2. People at school think I'm a good person.

3. Being a good person at home is important to me.

4. People at home think I am a good person.

5. I know what it means to be a good person at home.

6. I am a good person at home.

7. I am a good person with my friends.

8. I agree with most of my friends on what it is to be a good person.

9. It doesnt matter whether you are good or bad.

10. I do what my friends do.

11. I have rules for myself that I follow.

12. I behave badly.

13. When things go wrong, its other peoples fault.

14. How often do you do a good job on your homework?

Always Usually Half the time Rarely Never
15. How often do you tell the truth?

Always Usually Half the time Rarely Never
16. You should be on time to school or appointments.

Never Rarely Usually Always
Agree Agree Not Sure Agree Agree
17. It is important to support those who are following the rules.

18. You should think of the consequences of your actions before you do
something.
19. It is important for you to warn people when things are broken.
20. It is important for you to be honest with teachers.

21. It is important for you to return things you borrow.

22. You should work hard to reach your goals.

23. It is important to do what your teachers expect of you.

24. You should participate in your class activities.

25. It is important for you to help the homeless.

26. It is important to encourage others to do their share of work.

27. You should report crime to an adult.

Building Wide Programs
Challenge Day
http://www.challengeday.org/
Challenge Day is a program that allows students to create a positive change in their
school. Challenge Day is has evidence-based research to increase intellectual flexibility, task
leadership, emotional control, self confidence and social competence.This program challenges
the negative ideas that students have with one another such as sexism, racism, stereotypes,
bullying and etc. Challenge Day is also a non-profit organization.
Peace Week- Choose Peace, Stop the Violence

http://www.choosepeacestopviolence.org/download
Peace week is the third week of September to represent anti-violence. Students
participate in various activities such as a nationwide sidewalk chalk painting festival across their
school sidewalk, walls, driveways, etc. Their messages represent anti-violence, bullying, peace
and tolerance that creates community awareness. In addition to the chalk festival, students and
community members can create a peace tree for passerbys to write their wish for peace on. The
website provides all templates and follow-up information.
Rachels Challenge
http://rachelschallenge.org/
Rachels challenge is based off of the writings of the first student killed in the Columbine
shooting. This program help with the continuous improvement plan to embed kindness into
students. The program equips students and teachers to create and sustain a safe, caring and
supportive environment. After accruing the knowledge from Rachels Challenge, their should be
an overall increase in academic achievement.
Earth Day
http://www.earthday.org/
Earth Day is a day to create awareness about the environment. Students will clean up
the earth by participating in various activities to help the environment. These activities may
include: cleaning up trash around the school, planting flowers and trees, and working with
community members to create environmental awareness.
Red Ribbon Week

http://redribbon.org/theme/
Red Ribbon Week is completed during the month of October. This week is about alcohol,
drug, tobacco and violence prevention awareness. Students participate in daily activities to help
create awareness.
School Counseling
Lesson Plans
Career Oriented
Lesson Plans
Financial Literacy
!
Grades 9 10
Analyzing Your Earning Power
LESSON TARGET(S)
Cost benefit comparison of education versus earning power
MEASURE(S) OF SUCCESS
Students will be able to:
Explain the cost benefits of going beyond high school to achieve a certificate, diploma,
or degree
MATERIALS NEEDED
Washington Career Bridge Booklet, Where Are You Going for each student or
student group
Website access: College Costs in Washington, http://www.collegecalc.org/colleges/
washington/
Student worksheet
FACILITATOR NOTES
Frequent stories in the news suggest that getting an education is too expensive and
frequently places young adults in a life-time of debt. This lesson helps students make
their own decision about whether or not this might be true of their college plans. The
focus is on helping students determine the cost/benefit ratio between higher education
(several different levels) and immediate and/or life-time earnings. The website, College
Costs in Washington, gives you a variety of ways to calculate college costs including
tuition comparisons and total cost comparison. Washington colleges and universities are
rated from most to least expensive and least to most expensive in hand-outs that might
be copied and distributed to students.
CORE ACTIVITY
Introduction
Ask students what they have heard from family members, friends or in the news about the
necessity of getting a college degree. Probe a little bit further if needed to elicit the myth
high school graduates can still earn as much as college graduates. Make sure the
concept that college graduates are under or unemployed is part of the discussion.
Share with students that this lesson will give them an opportunity to test the hypothesis
that college is too expensive.
Activity
1. Write the average cost of completing a degree (direct costs only) on the board as a
discussion starter or if you have time, allow students to research this information.
Certificate Two-year Two-year Four-year Graduate

On-the-job Technical AA or AS BA MA
Earned wage $9,000.00 $9,000.00 $44,000.00
$28,000.00
1. Organize students into 16 teams (this may be partners) with each team
representing one of the Career Clusters. If the class has fewer students, you can
complete the exercise by assigning clusters to individual students or using fewer
clusters.
1. Go over the Student Worksheet with students, modeling how they will need to do
the math to test the hypothesis that higher education is too expensive. . The
example of a minimum wage job is given as a starting point.
1. Give students time to complete the cost/benefit analysis for their career cluster. If
you have time, have the teams share with at least one other team.
1. Bring the entire class back together and ask students to share what they learned.
Questions you may want to ask them to address are:
Where was the smallest cost/benefit?
Where was the largest cost/benefit?
What questions does this raise for students for students as they consider jobs,
occupations, careers and their education?
Be sure to include a discussion of alternative routes to jobs and careers such as the
military.
Closing
Go back to the theories addressed in the opening. Ask students to consider what they
now know about the truth of these theories? How would they describe the cost/benefit of
a higher education.
Student Worksheet: Cost Benefit Comparison

This worksheet helps you compare what an advanced education beyond high school will
cost with the potential wages you will earn over a one-year, five-year and ten-year period.
Your team needs to choose at least one job that represents each educational level from
your Career Cluster and do the math to allow you to compare:
Cost of education beyond High School versus Wage Earnings
Job Level of Cost of Average Average Average Average
Education degree Annual Annual Annual Annual
completion Wage for Wage for Wage for Wage for
one year one year five years ten years
minus cost minus cost minus cost
of of of
education education education
Fast Food Less than 0 $20,210.00 $20,210.00 $101,050.00 $201,200.00

Clerk high
diploma
Class
Example
High
School
Diploma
On-the-Job
Training
Technical
degree
Associates
Degree
Bachelors
Degree
Advanced
Degree
CTE: Financial Literacy
!
Grades 11 - 12
Accepting a Financial Aid Package
LESSON TARGET(S)
Components of a financial aid package

Student choices and responsibilities in regards to a financial aid package
Apply the basic constructs of a financial aid package to their own college situation
MATERIALS NEEDED
Student worksheets
Sample financial aid packages (attached to email as PDFs)
FACILITATOR NOTES
The focus for this workshop is on comparing financial aid packages. Hopefully, students
will be more critical of what colleges are offering them in terms of financial aid and be able
to make more effective decisions about loans. The workshop can be delivered in one of
three formats; a) as a whole group directed exploration, b) as small groups with an
assigned package and compared as a class, and/or c) as a small group where three
individuals share the information about three different packages. The following workshop
plans is written for the last alternative. It is very helpful if facilitators have worked through
the example with at least one of the financial aid letters so that you can model the
information for students.
CORE ACTIVITY
Introduction
Ask students how they would approach buying a big ticket item and what kind of shopping
or research they might do in advance. Make a list on the board of the strategies students
suggest. Apply this to investing in higher education. This is an investment for students
and families and it is important to be a comparison shopper.
Activity
1. Divide students into teams of three. Hand out packets of the three financial aid
award letters so that students each have a letter. Explain to students that they will
need to be able to answer the following questions as a family considering college
for the freshmen year:
1. Is the school that offers the most financial aid the best match for finances
overall?
2. Which financial aid package is most workable for you as a student and for
your family?
3. Which financial aid package best matches your long-term goals?
1. Model each of the following steps for students based on your choice of a financial
aid letter. Allow students in the groups to complete the step individually and then
compare the information as a small group.
1. Cost of Attending College as estimated by the college/university
2. Determination of Estimated Family Contribution (EFC)
3. Total financial aid offered by the college or institution.
4. List of additional scholarships the student may receive
5. What is the net cost (subtracting everything except loans)
6. What options best fit the student/family for remaining costs.
1. Ask the small groups to consider the three comparison questions. Have the small
groups report out.
Closing
Ask students to make a personal list for their portfolio of what their total package for
paying for college will be including financial aid, family support, jobs or loans.
Student Worksheet: Comparing Costs
1. Cost of Attending College (COA)
Workshop Personal Personal Personal

Example Award Letter Award Letter Award Letter
Tuition and fees
Books
Housing
Travel
Living
Expenses
Other
Total cost of
Attendance
Things to consider:
1. Can you use used books, e books or rentals to reduce the cost of books.
2. Where will it be most cost effective to live? Can you live at home and go to college? Can
you share expenses with friends?
3. Travel needs to include gas and parking or bus tickets if you live close by? If you go away
to school, will you need to take travel like trains or planes?
4. Living expenses can vary greatly by person. What do you really need to include?
2. What is the Expected Family Contribution?

Student
Contribution
Family
Contribution
Total EFC
Financial
Need
3. Total Institutional Financial Aid Offer

Tuition Waiver
Federal Pell
Grant
Federal Supple
Ed Opp Grant I
State Need
Grant
College Bound
Scholarship
Student Work
Study
Federal Perkins
Loan
Fed. Direct
Subsidized
Loan
Fed. Direct
Unsubsidized
Loan
Fed. Direct
Parent PLUS
Loan
4. List Additional Scholarships Student May Receive
Scholarships Workshop Personal Personal Personal

List Amount
5. Net Cost to Student and Family
Total cost of attendance _______________________
Subtract financial aid ________________________

that does not need to be paid back
Balance needed ________________________

6. Personal options
Start with the balance __________________________
Subtract what the family can do _________________________
Subtract what the student can earn __________________________

or has saved
Can you pay for college? _____________________

(Balance)
Yes: You are done.
No: Consider loans
Subtract loan options __________________________
What will the loans cost you? __________________________
What does that mean you will

__________________________
really pay for college?
Financial Aid Questions:
Is the school that offers the most financial aid the best match for finances overall?
Which financial aid package is most workable for you as a student and for your
family?
Which finance aid package best matches your long-term goals?
Increasing Aspirations
!
Lesson #2 Grades 9 10
How to Get Fired (Really!)
LESSON TARGET(S)
Extend student information regarding the qualities, skills, and behaviors employees
are expected to demonstrate in the workplace
Identify and discuss the behaviors that cause someone to be fired
MATERIALS NEEDED
Setting and character cards
FACILITATOR NOTES
This workshop helps students explore expected work behaviors in a role play setting.
Students will be given a setting and an issue and asked to add dialog to the situation as
an employer and employee. The classroom must be a safe place in order for students to
feel comfortable with the role play. Determine how many of the students have done role
plays before and make sure to give enough support that they can be successful. Be
specific about what is expected and set boundaries for what is appropriate for students to
do in their role as the employer or the employee.
While the scenario cards have suggested settings, based on what you know about your
class choose a particular type of business that students will be familiar with and the type
of job within that business to use as a model. There are empty cards included so that you
can also design settings and issues.
CORE ACTIVITY
Introduction
Share with the students that they are going to role play situations where an employer is
talking to an employee about a behavior that may get them fired. Explain that you will
provide students with the business setting and the issue. Their job will be to create the
dialog between the employer and employee.
Outline your expectations as you would for any assignment. Share that the objective is for
students to identify personal qualities or behaviors that are likely to get you fired. It is their
choice if they want to make the actual presentation serious or comedic.
Activity
1. Model one of the scenarios for the class so that they have an idea of length and
relationships.
2. Allow students to choose a partner and draw a scenario card.
3. Give the teams time to read through the scenario and try out different characters and
presentation modes. Allow enough time so that students can exchange roles and find
where they are most comfortable.
4. Ask for presentations of the scenarios and include as many as time allows.
1. As a class, discuss what are the common factors (behaviors, attitudes) that will
cause an employer to fire an employee.
Closing
Talk with the students about the effect of being fired on an individuals career path.
!
School to Work, Career and College Options
!
Lesson #2 Grades 11 12
Researching Employment Outlooks
LESSON TARGET(S)
Steps to use in assessing an employment outlook

Tools for learning more about the employment outlook and labor statistics
To describe their personal career choices based on current employment and labor
statistics
MATERIALS NEEDED
Student Worksheet
Occupational Outlook Handbook
http://www.bls.gov/ooh/about/sources-of-career-information.htm
FACILITATOR NOTES
This workshop is different than other workshops because it requires students to do
research during and outside of the class period. It is recommended that you plan the
activity to span several weeks (interspersing with other activities if needed) to allow
students to complete the outside work.
CORE ACTIVITY
Introduction
Begin the class period by asking students, How many of you want to train for a job that
does not have very many job openings or may even not exist in the future? Continue the
discussion with students eliciting whether or not they are aware of jobs that used to exist
but do not today. Are students aware of jobs that are currently disappearing? Talk about
the importance of having a strategy for doing a personal employment outlook BEFORE
you begin your postsecondary training or education.
Activity
1. Explain to students that they will be conducting employment research for jobs/
occupations that interest them over the next several weeks. Help students group
into occupational groups that have at least some similarities. (This will increase the
group discussion as the projects continue.)
1. Have groups determine the jobs they are going to research within their
occupational area and which person is going to use which two resources to gather
information for the team summary on the employment outlook for this area. Groups
of three work well so that each student is required to use at least two of the
resources. Students can duplicate areas if they believe that they can gain
additional information i.e. interviewing two different people.
1. Give students time in class to research and compile information. Make sure that
the teams understand they are going to present their summary report to the entire
class. Set a specific time frame for the research and the presentations.
1. Group Presentations: Have each group present their summary report. Have the
whole class analyze the data and whether or not it seems advantageous to
continue to look for jobs in this occupational area
1. Reiterate with the students that there are multiple variables that go into
determining an employment outlook. Remind them that having a systematic way to
research and analyze the employment information is critical.
Closing
Require each student to write a short response to the question: Is the occupational
area(s) Im considering for my first career step likely to have jobs? Why or why not? Is this
still an area of interest for me? Why or why not?
Student Worksheet: Employment Outlook
Team Summary
Specific Occupational Education/ Entry Level Employment

Jobs Group Training Earnings or Outlook
Required for Salary
Entry Level
Positions
Individual Research
Research Step Outlook Information
People You Know
Interview People in
the Field
Information in High
School Guidance
Office
Internet Search of
Employers
Internet search of
Professional
societies, trade
groups, and labor
unions.
WorkSource Office
or similar
vocational areas
U.S. Department of
Labor One Career
Stop
http://
www.careeronestop.org/
Other
Individual Student Response:
Is the occupational area(s) Im considering for my first career step likely to

have jobs?
Why or why not?
Is this still an area of interest for me?
Why or why not?
Personal/Social Career Lesson Plans

Lesson Name: Healthy Relationships and Personal Choices
Target: Students will be able to identify qualities of a healthy relationship
Materials:
Projector
Pen/Pencil
Access to Youtube
Procedure:
School counselor will begin lesson by asking the class what are characteristics of a
healthy relationship. As students answer, the school counselor will write the
characteristics on the board. After a compiled list of 10 or more qualities is produced, the
school counselor will begin Degrassi- Season 4, Episode 14 & 15 secret. The school
counselor will tell the students to keep in mind the qualities of a healthy relationship when
watching the video. Students will need to complete the worksheet after watching the
video.
Use Links:
http://www.teennick.com/videos/clip/degrassi-twitfave-secret-1-full-episode.html
http://www.teennick.com/videos/clip/degrassi-twitfave-secret-2-full-episode.html
Name: ____________________ Date: _____________________
Part 1: Review
In your opinion, what are some of the qualities of a healthy relationship?

_______________________________________________________________________
_________________________________________________________
In your opinion, what are some of the qualities of an unhealthy relationship?

_______________________________________________________________________
_________________________________________________________
Part 2: Video
After watching the Degrassi episode Secret, answer the following questions:
Is the relationship between Jay and Alex healthy or unhealthy?

_______________________________________________________________________
_______________________________________________________________________
__________________________________________________
________________________________________________________________
Is the relationship between Jay and Emma healthy or unhealthy?

_______________________________________________________________________
_______________________________________________________________________
__________________________________________________
________________________________________________________________
Why do you think Emma is under pressure? What or who could be making her feel
pressured?
_______________________________________________________________________
_______________________________________________________________________
__________________________________________________
Who or what might influence the decisions this character makes?

_______________________________________________________________________
_______________________________________________________________________
__________________________________________________
Why might someone have sex when they dont want to or arent sure?
_______________________________________________________________________
_______________________________________________________________________
__________________________________________________
What other issues were addressed in this episode?

_______________________________________________________________________
_______________________________________________________________________
__________________________________________________
Stereotyping
Time Required: 30-45 minutes
Content Standards:
AA.S.7 Students will acquire the knowledge, attitudes and interpersonal skills to
help them understand and respect self and others.
Indicators:
AA.PSD.8.7.13 Understand personal and global affects of stereotyping.
AA.PSD.8.7.16 Maintain positive relationships with peers to create a cohesive
environment.
GOAL: Students will understand personal and global effects of stereotyping.
Activity Statements: Students will participate in a social activity to demonstrate the

harm of labeling and stereotyping.
Materials:
Peel and stick labels (with stereotypes/labels written or typed), using Teacher Resource 1
of 1 as the guide
NOTE: no student handouts for this lesson
Procedures:
1. Share with students that you will be conducting an experiment with them and that for it
to work, you need them to follow your directions exactly.
2. Let them know you will be placing a label on their foreheads and that they need to
place a hand over the label until you ask them to remove their hand.
3. After everyone is labeled, explain that you all are pretending you are at a social
gathering (dance, football game, party, etc.) and will be discussing the topic of who should
win a music award this year.
4. Tell them that as they are milling around the room, they are to talk with different people
and not just the same person.
LABEL SHIRTS, NOT PEOPLE
5. Let them know that the most important part of the experiment is not what they say, but
how they react to the labels. They are to react to the person based upon what is on the
persons forehead. Remind them that they are not to tell the person what the labels say,
just react to them.
6. Mill around for 8 10 minutes (the advisor is encouraged to participate, even if
s/he doesnt wear a label), then begin the discussion as follows.
Discussion:
1. Ask each student to guess what their forehead said based upon how people
reacted to them. After guessing, they can remove the label. Give the opportunity
for them to share how they felt during the activity.
2. After everyone has had the opportunity to share, explain that that is the tough
part about labels; people often dont treat us as a whole person and really arent
hearing what we have to say because they are more focused on the stereotype of
the label. Did you find yourself focused on the labels or what others were saying
and why?
3. Discuss how stereotyping can cause global conflict as well. Brainstorm various
stereotypes of Americans, Iraqis, Muslims, women, etc. How can these
stereotypes cause problems in our world?
4. Brainstorm stereotypes of students at school: nerds, preps, skaters, stoners,
jocks, etc. Reinforce the idea that clumping people together can not only cause
conflict, but can result in missing out on interactions with interesting persons as
well. How do you handle stereotypes at school?
4. End by having students self-reflect on becoming aware of labels they place on
others and consider setting a goal to see individuals for who they are.
Additional Resources:
Website for articles, activities and lesson plans on tolerance and diversity:
www.teachingtolerance.org
Article for parents or teachers to discourage stereotyping:
http://www.pbs.org/parents/childrenandmedia/article-stereotypes.html
Article for how to talk about stereotypes with your kids:
http://www.zinkthezebra.org/dnav/92/page.htm
Extension Activities:
Have students research a cultural stereotype. Students will gather information
on-line, at the library, etc. Have students present their findings as a PowerPoint or other
media presentation.
Other activities as assigned by advisor.
Either print these on peel and stick labels or cut out and use scotch tape to
attach to students heads.
Laugh at my ideas Hard of hearing Pregnant
Bad breath
Bad body odor Have a booger Very agitated

Drunk
Very depressed Wielding a knife Turning purple

Contagious
Cant speak English Keep interrupting me Tell me Im okay

Nerdy
Back away as you talk Invisible / not here Cant hear

Elderly
Dont let me talk Treat me like a baby Comfort me

Look bored
ACADEMIC LESSON PLANS

LEARNING STYLES ASSESSMENT
GRADE LEVEL(S) 7 - Adult

1) All students identify their personal learning style(s).
STUDENT INDICATOR(S) 2) All students will develop learning strategies related to their personal learning
style(s).
TIME REQUIRED 60 minutes (two TAP sessions)
Copies of: Learning Styles Inventory (one per student)

MATERIALS NEEDED Learning Styles Strategies (one per student)
TAP Group Summary (one per TAP group)
Students will complete a learning styles assess and then read about how each type
ACTIVITY SUMMARY of learner learns best. Students will then complete a list of strategies for their
individual learning.
PART ONE: Explain to students that three main learning

styles exist: visual (learning by seeing), auditory (learning by
hearing), and tactile (learning by touching / doing). Introduce the
purpose of todays activity to help students identify their
personal learning style so they can become better learners.
Stress that no one uses one of the styles exclusively. There is
usually significant overlap in learning styles. Also introduce the
idea that while teachers may teach to one learning style only,
students can adjust the learning to their personal style by
developing and using strategies.
PART TWO: Pass out copies of the Learning Style
Inventory and ask students to check off each response.
PART THREE: Help the students score their individual
assessments. Again, stress that students often use more than
one learning style, but may have a predominant method of
PROCEDURE learning.
PART FOUR: Ask students to circle and read about the
learning style(s) that apply to them on My Learning Style My
Strategies.
PART FIVE: Ask students to write several strategies (related
to their learning style) they will use to help them be better
learners.
ASK STUDENTS TO PLACE THEIR LEARNING
STYLE PAPERS BEHIND THE ACADEMIC DEVELOPMENT
TAB OF THEIR GUIDANCE PORTFOLIO
PART SIX: Fill out the master list of students in your TAP
group and identify the students predominant learning style. This
information will be entered into the Counseling Center student
database to help with future academic advising and course
selection.
EVALUATION: How will

you know what percentage 1. Students will demonstrate mastery of indicator #1 by successfully completing
the Learning Styles Assessment.
of the students have
2. Students will demonstrate mastery of indicator #2 by successfully completing
mastered the identified the activity sheet, Learning Strategies I Will Try.
guidance indicators?
CITATION(S)
You may include copyrighted I Like Your Style Learning Styles Inventory
materials in materials needed, Honolulu Community College Faculty Development Teaching Guidebook
but do not reproduce copyrighted 874 Dillingham Boulevard, Honolulu, Hawaii 96817
materials in your lesson plan.
Non-copyrighted materials should Phone: 808-845-9211
be included in your lesson plan
and cited here.
I Like Your Style!
LEARNING STYLES INVENTORY
(Honolulu Community College Faculty Development Teaching Guidebook)
DIRECTIONS: To gain a better understanding of yourself as a learner, you need to evaluate the way you
prefer to learn or process information. By doing so, you will be able to develop strategies which will
enhance your learning potential. The following evaluation is a short, quick way of assessing your learning
style(s). This 24-item survey is not timed. Answer each question as honestly as you can.
Often Sometime Seldom

s
1 I can remember more about a subject through the lecture
method with information, explanation, and discussion.
2 I prefer information to be written on the chalkboard, with the
use of visual aids and assignment readings.
3 I like to write things down or to take notes for visual review.

4 I prefer to use posters, models, or actual practice and some
activities in class.
5 I require explanations of diagrams, graphs, or visual
directions.
6 I enjoy working with my hands or making things.
7 I am skillful with and enjoy developing and making graphs
and charts.
8 I can tell if sounds match when presented with pairs of
sounds.
9 I remember best by writing things down several times.

10 I can understand and follow directions on maps.
11 I do better at academic subjects by listening to lectures and
tapes.
12 I play with coins or keys in pockets.
13 I learn to spell better by repeating the words out loud than
by writing the words on paper.
14 I can better understand a news article by reading about it in
the paper than by listening to the radio.
15 I chew gum or snack during studies.

16 I feel the best way to remember is to picture it in your head.
17 I learn spelling by finger spelling, (drawing the letters with
a finger).
18 I would rather listen to a good lecture or speech than read
about it.
19 I am good at working and solving jigsaw puzzles and
mazes.
20 I grip objects in my hands during learning periods.
21 I prefer listening to the news on the radio rather than
reading about it in the newspaper.
22 I obtain information on an interesting subject by reading

relevant materials.
23 I feel very comfortable touching others, hugging,
handshaking, etc.
24 I follow spoken directions better than written ones.
I Like Your Style!

LEARNING STYLES INVENTORY
SCORING PROCEDURES
Place the point value on the line next to the corresponding item.
OFTEN = 5 / SOMETIMES = 3 / SELDOM = 1
NUMBER POINTS NUMBER POINTS NUMBER POINTS

2 1 4
3 5 6
7 8 9
10 11 12
14 13 15
16 18 17
19 21 20
22 24 23
Total Total Total

Visual Auditory Tactile
VISUAL LEARNINGS: Visual learners relate most effectively to written information, notes, diagrams and
pictures. Typically they will be unhappy with a presentation where they are unable to take detailed notes
to an extent, information does not exist for a visual learner unless it has been seen written down. This is
why some visual learners take notes even when they have printed course notes on the desk in front of
them. Visual learners will tend to be most effective in written communication, symbol manipulation, etc.
Visual learners should look at all study materials. They should use charts, maps, filmstrips, notes, and
flashcards. Visual learners should practice visualizing or picturing words / concepts in their heads. Visual
learners should write down everything for frequent and quick visual reference. Visual learners make up
around 65% of the population.
AUDITORY LEARNERS: Auditory learners relate most effectively to the spoken word. They will tend to
listen to a lecture, and then take notes afterwards, or rely on printed notes. Often information written down
will have little meaning until it has been heard it may help auditory learners to read written information
aloud. Auditory learners may be sophisticated speakers, and may specialize effectively in subjects like law
or politics. Auditory learners may want to use tapes. Taped lectures may help fill in the gaps in the
students notes. Auditory learners should sit in front of the classroom where they can hear well. Auditory
learners should do reading assignments out loud, or recite summaries of written materials. Auditory
learners make up about 30% of the population.
TACTILE LEARNERS: Tactile learners learn effectively through touch, movement and space. They learn
skills by imitation and practice. Tactile learners often work slowly because information is normally not
presented in a style that suits their learning methods. Tactile learners may also benefit from typing notes,
and/or acting out (role playing) different situations. For example, tactile learners might pretend they are
different parts of the cell and actually move about the classroom when studying cell structure. Tactile
learners make up about 5% of the population.
Learning Strategies I Will Try
Based on My Learning Style(s)
Name:
Learning style(s):
Instructions:
After reading about your learning style(s), write several strategies you will do to improve your learning.
1.
2.
3.
4.
5.
Learning Styles Group Summary
Name of Group:
To help the counselors advise students, please list the members of your advisory group below and write
each students total score for each learning style as determined by the I Like Your Style assessment. This
information will be used when helping students develop learning strategies and with academic planning
(course selection).
AUDITOR
STUDENT NAME VISUAL TACTILE
Y
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Calculating my GPA
Link to 20 slide worksheet
https://drive.google.com/a/swcsd.us/file/d/0ByMwjNZJn384N1QxQ3hBbTNNazA/view?
usp=sharing
Time: 2 Class Sessions

Session One:
Goal of session:
Students will understand how their grade point average (GPA) is calculated
Students will understand how college selectivity works
Students will be able to reflect on where they currently stand to get into a
competitive college
Students will identify goals to increase GPA
Materials:
Handouts
Paper/Pen
Project
Student Transcripts
Calculator
Procedure:
Counselor will pass out transcripts to each student
Counselor will pass out handout #1- Calculating your GPA,Calculating your
Cumulative GPA, College Selectivity, and Reflection Sheet
Counselor will read over directions and have student complete worksheets
Counselor will go over college selectivity
Students will complete reflection worksheet
Session Two:
Goal of Session:
Students will understand weight of grades and how it affects their GPA.
Procedure:
School counselor will review how to calculate a GPA
Students will complete practice sheet
School counselor will explain what a weighted GPA is
Students will complete weighted GPA sheet

Independence High School: Comprehensive School Counseling Program Melanie Filby

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Independence High School: Comprehensive School Counseling Program Melanie Filby

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Independence High School

Comprehensive School Counseling Program

Independence High School

Independence High School: Mission Statement

Independence High School Counseling Program Goals

Independence High School

Month Career Academic Social/Emotional

September 12th-Write College How to Play School Bullying &Sexual

11- Research jobs or

November 12th- Applying for Study Skills Conflict Resolution

December School Wide Test Taking Skills Stress Management

March Work and Career Scheduling Suicide Awareness

Description: Character education is a triad of individuals, parents, teachers and the

What is Character Education?

Why do we need Character Education?

Ability to develop positive interpersonal relationships with students, teachers and

1. Being a good person at school is important to me.

2. People at school think I'm a good person.

3. Being a good person at home is important to me.

4. People at home think I am a good person.

5. I know what it means to be a good person at home.

6. I am a good person at home.

7. I am a good person with my friends.

8. I agree with most of my friends on what it is to be a good person.

9. It doesnt matter whether you are good or bad.

10. I do what my friends do.

11. I have rules for myself that I follow.

12. I behave badly.

13. When things go wrong, its other peoples fault.

14. How often do you do a good job on your homework?

15. How often do you tell the truth?

16. You should be on time to school or appointments.

17. It is important to support those who are following the rules.

20. It is important for you to be honest with teachers.

21. It is important for you to return things you borrow.

22. You should work hard to reach your goals.

23. It is important to do what your teachers expect of you.

24. You should participate in your class activities.

25. It is important for you to help the homeless.

26. It is important to encourage others to do their share of work.

27. You should report crime to an adult.

Peace Week- Choose Peace, Stop the Violence

Red Ribbon Week

Certificate Two-year Two-year Four-year Graduate

Student Worksheet: Cost Benefit Comparison

Fast Food Less than 0 $20,210.00 $20,210.00 $101,050.00 $201,200.00

Components of a financial aid package

Student Worksheet: Comparing Costs

1. Cost of Attending College (COA)

Workshop Personal Personal Personal

2. What is the Expected Family Contribution?

Workshop Personal Personal Personal

Workshop Personal Personal Personal

4. List Additional Scholarships Student May Receive

Scholarships Workshop Personal Personal Personal

5. Net Cost to Student and Family

Total cost of attendance _______________________

Subtract financial aid ________________________

Balance needed ________________________

Start with the balance __________________________

Subtract what the family can do _________________________

Subtract what the student can earn __________________________

Can you pay for college? _____________________

Name: Date: _