Standard 4 - Diverse Learners
Uses strategies to deliver instruction that meets the multiple learning needs of students.
The effective school counselor uses a multi-tiered system of supports to establish and implement the school counseling program. The school counselor is an advocate for each student as he understands the inherent diversity of the student population and the differentiated needs for delivery, equity and access for each student.
*Note - - Because classroom instruction is only one aspect of a comprehensive school counseling program, for purposes of this supplement, the criterions of effective instruction (Standard 4) are included in planning (Standard 3) for that instruction.
a. Aligns classroom instruction with local standards and district curriculum.
b. Uses research-based instructional strategies that address the full range of cognitive levels.
c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
e. Connects students’ prior knowledge, life experiences, and interests in the instructional process.
f. Uses available resources, including technologies, in the delivery of instruction
Aligned School Counselor Competencies:
• Articulate and demonstrate an understanding of individual counseling, group counseling and classroom guidance programs ensuring equitable access to resources that promote academic achievement; personal, social and emotional development; and career development including the identification of appropriate post-secondary education for every student (I-A-5).
• Articulate and demonstrate an understanding of collaborations with stakeholders such as parents and guardians, teachers, administrators and community leaders to create learning environments that promote educational equity and success for every student (I-A-6).
• Demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program (I-B-1h).
• Employ principles of working with various student populations based on ethnic and racial background, English language proficiency, special needs, religion, gender and income (III-A-6).
• Understands multicultural and pluralistic trends when developing and choosing school counseling core curriculum (III-B-1g).
• Understands the resources available for students with special needs (III-B-1h).
Criterion:
Equitable Programming
Culturally Responsive Collaboration
Advocacy and Promoting Awareness
Artifacts:
I Have A Plan Iowa Lesson Plan Index and ASCA Crosswalk
Talking About Touching K-2 Scope and Sequence
Second Step Early Learning Scope and Sequence
Second Step K-5 Scope and Sequence
Second Step EL-5 ASCA Crosswalk
Second Step Bullying Prevention Unit K-5 Scope and Sequence
Second Step Bullying Prevention Unit K-5 Alignment with Anti-Bullying Laws
Second Step 6-8 Scope and Sequence
Second Step 6-8 ASCA Crosswalk
Roads to Success Program Manual – Scope and Sequence
Roads To Success 7-8 ASCA Crosswalk
Roads To Success 9-10 ASCA Crosswalk
Roads To Success 11-12 ASCA Crosswalk
Collaborate with stakeholders, community organizations, businesses, and colleges to support the needs of all students and encourage diversity: Colo-NESCO Career and College Fairs; numerous career and college exploration field trips; informational parent meetings such as Financial Aid Night and College Planning Meetings with Iowa College Access Network (ICAN); publicizing college information, scholarship information, and apprenticeship and job opportunities; and make financial assistance programs available to students who qualify such as ACT and AP Exam fee waivers
Serve as a Colo-NESCO Bullying Incident Investigator
Serve as the district Homeless Liaison
Advocate at the district level for more comprehensive school counseling programming and at the state level by meeting with state legislators during Visit the Hill events in Des Moines, IA to discuss school counseling and other educational issues
The effective school counselor uses a multi-tiered system of supports to establish and implement the school counseling program. The school counselor is an advocate for each student as he understands the inherent diversity of the student population and the differentiated needs for delivery, equity and access for each student.
*Note - - Because classroom instruction is only one aspect of a comprehensive school counseling program, for purposes of this supplement, the criterions of effective instruction (Standard 4) are included in planning (Standard 3) for that instruction.
a. Aligns classroom instruction with local standards and district curriculum.
b. Uses research-based instructional strategies that address the full range of cognitive levels.
c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
e. Connects students’ prior knowledge, life experiences, and interests in the instructional process.
f. Uses available resources, including technologies, in the delivery of instruction
Aligned School Counselor Competencies:
• Articulate and demonstrate an understanding of individual counseling, group counseling and classroom guidance programs ensuring equitable access to resources that promote academic achievement; personal, social and emotional development; and career development including the identification of appropriate post-secondary education for every student (I-A-5).
• Articulate and demonstrate an understanding of collaborations with stakeholders such as parents and guardians, teachers, administrators and community leaders to create learning environments that promote educational equity and success for every student (I-A-6).
• Demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program (I-B-1h).
• Employ principles of working with various student populations based on ethnic and racial background, English language proficiency, special needs, religion, gender and income (III-A-6).
• Understands multicultural and pluralistic trends when developing and choosing school counseling core curriculum (III-B-1g).
• Understands the resources available for students with special needs (III-B-1h).
Criterion:
Equitable Programming
Culturally Responsive Collaboration
Advocacy and Promoting Awareness
Artifacts:
I Have A Plan Iowa Lesson Plan Index and ASCA Crosswalk
Talking About Touching K-2 Scope and Sequence
Second Step Early Learning Scope and Sequence
Second Step K-5 Scope and Sequence
Second Step EL-5 ASCA Crosswalk
Second Step Bullying Prevention Unit K-5 Scope and Sequence
Second Step Bullying Prevention Unit K-5 Alignment with Anti-Bullying Laws
Second Step 6-8 Scope and Sequence
Second Step 6-8 ASCA Crosswalk
Roads to Success Program Manual – Scope and Sequence
Roads To Success 7-8 ASCA Crosswalk
Roads To Success 9-10 ASCA Crosswalk
Roads To Success 11-12 ASCA Crosswalk
Collaborate with stakeholders, community organizations, businesses, and colleges to support the needs of all students and encourage diversity: Colo-NESCO Career and College Fairs; numerous career and college exploration field trips; informational parent meetings such as Financial Aid Night and College Planning Meetings with Iowa College Access Network (ICAN); publicizing college information, scholarship information, and apprenticeship and job opportunities; and make financial assistance programs available to students who qualify such as ACT and AP Exam fee waivers
Serve as a Colo-NESCO Bullying Incident Investigator
Serve as the district Homeless Liaison
Advocate at the district level for more comprehensive school counseling programming and at the state level by meeting with state legislators during Visit the Hill events in Des Moines, IA to discuss school counseling and other educational issues