Collegiate Guidance Counseling Mission and Curriculum Overview

The mission of the Guidance Counseling Department of Collegiate Charter School of Lowell is to advocate for every student. We aim to provide a comprehensive guidance program that will assist all students in gaining the knowledge and skills needed to be college—and career-ready.   

The school counseling program that Collegiate is continuing to develop is based on the Massachusetts Model for Comprehensive School Counseling.  We take a systemic approach to deliver a standards-based curriculum to students 6-12 through individual counseling, small group counseling, and classroom guidance lessons that will facilitate student learning and development. Our focus is on three primary areas:  personal/social development, academic achievement, and college/career planning as students begin to lead fulfilling lives as engaged and responsible members of their communities.   

Grade 9: Welcome to High School

Grade 10:  Who are you, and who will you become?

Grade 11: Post-Secondary Planning

Grade 12:  Transition:  What comes next and a plan to get there

Grade 9: Welcome to High School

• Every student knows their counselor.
• Understand how to seek out help when needed and who to ask
• Key people to know in the building 
• Clubs/Activities and how to join
• What is a high school transcript?
• How to make an appointment
• Given access and info on Naviance

Though individual meetings can be set between students and counselors, the following timeline ensures that ALL students have access to counseling services at Collegiate.  

Year-round: Students meet with counselors in small groups during Wolf Block for an introductory lesson, including goal setting and intro to high school details

Year-round: Intro to Naviance and Interest Inventory/goal planning during Wolf Block in small groups.  Entire class given feedback form to assess knowledge of department and department goals thus far.

Year-round: Counselors meet in small groups or individually with students to begin an exploration of careers and majors.  Students will complete “Career Interest Profiler” to begin identifying and exploring options they might pursue going forward.  Discussion of matching personality type and interests “Achieve Works Personality” Assessment in Naviance. Students will identify at least 2 career/major paths and research with a counselor.  Discussions will center on key components of job area, related majors in college, salary, and job opportunity predictions.

Winter/Early spring: The course selection process begins under coordination with administration. Counselors and/or administration go into Wolf Blocks to explain the process and options. During this time, counselors are available on a drop-in basis for questions and help.

Spring: End-of-year review in small groups (Wolf Block).  Assess goals set at the start of the year.  Provide feedback and encouragement to 8^th graders. Provide final feedback to a counselor. Career and College Fairs will be offered during the school day.

The following standards from MASCA’s Career Development Education Benchmarks are addressed over the course of these activities: A1-1, A1-3, A4-1, A4-2, A4-3, W1-1, W1-2, W1-3, PS1-2, PS1-3, PS2-4, PS3-1, and PS3-2.

Grade 10:  Who are you, and who will you become?

• Ensure that sophomores are in the appropriate academic setting
• Continued support and encouragement to join clubs/activities/after-school employment
• Understand the course selection process and graduation requirements
• Personality/career interest inventory 

Though individual meetings can be set between students and counselors, the following timeline ensures that ALL students have access to counseling services at Collegiate.

Winter/Early spring: The course selection process begins under coordination with administration. Counselors and/or administration go into Wolf Blocks to explain the process and options. During this time, counselors are available on a drop-in basis for questions and help.

Spring:  Assess and amend goals stated during 9^th grade.  Plan for useful/necessary summer activities and opportunities. End-of-year feedback for counselors. Career and College Fairs will be offered during the school day.

These activities address the following standards from MASCA’s Career Development Education Benchmarks: A1-3, A2-5, A3-2, A4-3, W1-4, W2-2, W2-3, and PS1-2.

Grade 11: Post-Secondary Planning

• Ensure that juniors are in the appropriate academic settings with an eye toward graduation requirements.
• Understand how to sign up for appropriate testing.
• Use Naviance data and personality info to identify and learn to research potential post-high school academic paths.
• Understand how to request teacher recommendations
• Know how to visit a post-secondary institution
• Understand the initial steps for applying to college, financial aid programs, and scholarships
• Discussions about every student applying to at least one college during senior year
• Discussions about other paths post-high school, including vocational training programs, employment opportunities, and/or military options if requested.
• Understand options for dual enrollment programs.

Individual meetings will be set between students and counselors during junior year in winter and spring to ensure understanding of the above goals. 

Additionally, students will meet in small groups for the following reasons:

Winter/Early Spring: The course selection process begins in coordination with the administration.  Counselors and/or administration go into Wolf Blocks to explain the process and options.  Discussions about dual enrollment programs/planning future courses with an eye toward post-high school plans will also happen at this time.  Counselors are available on a drop-in basis for questions and help during this process.

Spring: End-of-year and summer planning. Guidance on what to do during junior year summer to prepare for a successful start of senior year at Collegiate. Career and College Fairs will be offered during the school day.

Juniors will also be offered weekly Guidance advisory lessons to cover this material, including bringing in guest speakers on a variety of topics.

The following standards from MASCA’s Career Development Education Benchmarks are addressed over the course of these activities: A1-3, A2-1, A2-4, A2-5, A3-2, A4-1, A4-2, A4-3, W1-1, W1-2, W1-3, W1-4, W1-5, W2-2, W2-3, PS3-1, and PS3-2.

Grade 12:  Transition:  What comes next and a plan to get there

• Ensure students are in appropriate courses for their academic plan
• Develop a very specific post-high school plan
• Understand how to sign up for appropriate testing if applicable
• Ensure all students have a plan to meet all graduation requirements and understand individual timelines for completion
• Develop a list of colleges if applicable and understand how/when to apply
• Understand the timeline and application process for financial aid and scholarships
• Ensure students have information to access stress management and mental health services post-high school
• Understand and gain knowledge on interview etiquette for college admissions and/or employment

Individual meetings will be set between students and counselors to ensure an understanding of the above goals during senior year in the Fall. Small group sessions may be deemed necessary on a year-to-year basis.

Fall: Seniors will meet once per week for the semester in small groups for classroom guidance courses.

Spring: Career and College Fairs will be offered during the school day.

Additionally, the counseling department will host multiple Financial Aid and Scholarship Presentations with experts in the field.

The following standards from MASCA’s Career Development Education Benchmarks are addressed over the course of these activities: A1-3, A2-1, A2-2, A2-3, A2-4, A2-5, A3-2, A4-1, A4-3, W1-1, W1-2, W1-3, W1-4, W1-5, W2-1, W2-2, W2-3, PS1-2, PS1-3, PS3-1, and PS3-2.