Deborah V. Ransom
Supervisor of Elementary Counseling & Related Services

Teesha Peak, Secretary
703.791.7265

The PWCS provides a school counselor in every elementary school to assist students, parents, teachers and other school personnel to foster student potential, enhance student achievement, and prevent personal difficulties.

See VA Dept. of Education - Virginia state enrollment requirements

Virginia Law Provides for the Following:

• A child who has reached his/her fifth birthday on or before September 30 should be enrolled in kindergarten.  However, if in the opinion of the parent or guardian the child is not prepared to attend school, a request for a waiver may be submitted in writing to the local school principal.
• A child who will be six years old on or before September 30 must attend school.

   HOW TO ENROLL

The following documentation is to be presented at the time of enrollment:

Parents requesting information as to which school their child is to attend should contact the Planning Office at 703.791.7312 and make an appointment for enrollment at the appropriate school as soon as possible.  The following documentation is to be presented at the time of enrollment:

• Valid birth certificate, a certified copy, or completion of an affidavit
• Proof of residence in Prince William County
  • One of the following documents must be presented to school staff in order to prove residency:
    • Deed for residential property or contract on a residential property in Prince William County or
    • Current rental or lease agreement for residential property or
    • Notarized Affidavit of Residency attesting to bona-fide residency in Prince William County
  • Additionally, any two of the following showing the residence address must also be presented to school staff:  valid driver's license, car registration, utility bill or utility hook-up paperwork, personal property tax bill, county or town car sticker receipt, voter registration, other bills, or other documentary evidence of similar reliability
• A social security number (no student will be denied enrollment or attendance due to failure to present a social security number)
• A copy of the current IEP if the student has been receiving special education services
• A certificate of physical examination done within one year of school entrance for students entering grades kindergarten through five
• Documentary proof of adequate immunization against diphtheria, tetanus, whooping cough, polio, mumps, mealsles (rubeola), and German measles (rubella).  All students are required to present evidence of having two doses of the rubeola measles vaccine.  Students who have had one dose of rubeola vaccine have ninety days from the date of enrolment to present proof of having  had the second dose.  One dose of DTP or DTaP vaccine must have been taken after age four.  Hepatitis B immunization is required for entry to sixth grade.  Students born after January 1, 1994, must present proof of having received three doses of Hepatitis B vaccine with at least four months' time between the first and third doses.  This also applies to students enrolling in sixth grade on or after July 1, 2001, if previously unvaccinated.  All susceptible children (those who have not had chicken pox) born after January 1, 1997, are required to have a dose of varicella not earlier than the age of 12 months.
• All pre-school, school-age, or adult students who are seeking admission to Prince William County Schools who have been out of the United States for a period of three or more consecurive months during the previous five years are required to submit a tuberculosis screening test prior to admittance.

Students who do not have all of the immunizations and a physical examination will not be allowed to attend school.  However, students may be conditionally enrolled if they provide proof of having received at least one dose of the required immunizations accompanied by a schedule for completion of the required doses within ninety days and a physical examination recorded on the state-approved form (MCH213F).  Objections based on religious or medical grounds may be discussed with the principal.

The Prince William County Public Health Department gives immunizations at its clinics.  There is no fee for routine childhood immunizations.  Call 703.792.6300 (Manassas) or 703.792.7300 (Woodbridge) for information

MISSION STATEMENT

The Comprehensive Prince William County School Counseling Program (K-12) is an essential and effective educational framework that will enable all students in our diverse population to acquire personal/social, career, and academic competencies necessary to function and to contribute as productive citizens in a changing society.

   K-12 COUNSELING CURRICULUM BY GRADE LEVEL

ACADEMIC DEVELOPMENT

GOAL:  Students will acquire the academic preparation essential to chose from a variety of educational, training, and employment options upon completion of secondary school.

CAREER DEVELOPMENT

GOAL:  Students will investigate the world of work in order to make informed career decisions.

PERSONAL / SOCIAL DEVELOPMENT

GOAL:  Students will acquire an understanding of, and respect for, self and others, and the skills to be responsible citizens.

PRE-K/K: 

Academic

• KA.1:  Recognize responsibilities of being a student worker in school.

Career

• KC.1:  Identify areas of interest.
• KC.2:  Develop awareness of careers in the community.

Personal/Social

• KP.1:  Recognize and appreciate one's unique abilities.
• KP.2:  Identify and understand the meaning of various feeling words.
• KP.3:  Develop awareness of empathy.
• KP.4:  Distinguish between appropriate and inappropriate behavior in school.
• KP.5:  Use appropriate communication skills to ask for help when needed.

GRADE 1: 

Academic

• 1A.1:  Develop skills and positive work habits (including task completion) to successfully meet school requirements. 
• 1A.2:  Understand that mistakes are essential to the learning process.
• 1A.3:  Understand the importance of goal setting.

Career

• 1C.1:  Develop an understanding of roles and contributions of workers in school, home, and community.
• 1C.2:  Identify personal skills, abilities, and interests in the areas of academic, career, and personal/social development.

Personal/Social

• 1P.1:  Describe how to express feelings in constructive ways (i.e. "I statements.")
• 1P.2:  Develop an awareness of the importance of personal safety (i.e. Know telephone number, home address, emergency contact information, Stranger Danger).
• 1P.3:  Identify situations requiring adult professional help.
  

GRADE 2: 

Academic

• 2A.1:  Develop awareness of goal-setting steps.
• 2A.2:  Recognize the relationship between goal setting and accomplishing work.
• 2A.3:  Work independently to achieve academic success.
• 2A.4:  Identify and utilize test-taking skills.
  

Career

• 2C.1:  Learn about the variety of traditional and non-traditional occupations in a changing work place.
• 2C.2:  Identify resource people in the school and community and understand how to seek their help.

Personal/Social

• 2P.1:  Identify forms of communication (e.g., listening, speaking, body language, etc.)
• 2P.2:  Develop awareness of individual differences.
• 2P.3:  Define "friend" and describe what is meant by "friendship."
• 2P.4:  Recognize how personal behavior affects group dynamics.
• 2P.5:  Recognize peer pressure and bullying situations.
• 2P.6:  Recognize different coping strategies to deal with situations.
  

GRADE 3: 

Academic

• 3A.1:  Set realistic short-term goals.
• 3A.2:  Recognize the relationship between learning/achievement and personal effort.
• 3A.3:  Identify and utilize study, organizational, and test-taking skills.
• 3A.4:  Display a positive work ethic (persistence, self-motivation, punctuality, etc.)
• 3A.5:  Identify how group participation contributes to learning.
  

Career

• 3C.1:  Demonstrate how a positive outlook regarding self, education and work enhances potential and increases productivity.
• 3C.2:  Recognize that skills, abilities, and interests are considerations in the choice of careers.
• 3C.3:  Understand that jobs with similar characteristics may be grouped as job families or career clusters.

Personal/Social

• 3P.1:  Identify different modes of interpersonal communication (verbal, non-verbal).
• 3P.2:  Positively communicate thoughts, feelings, and needs to others in a variety of situations.
• 3P.3:  Demonstrate and accept responsibility for individual behavior and how it affects others.
• 3P.4:  Demonstrate self-control.
• 3P.5:  Demonstrate how to communicate positively in a conflict situation.
• 3P.6:  Explain the skills needed to function effectively in groups.
• 3P.7:  Identify the decision-making process.
• 3P.8:  Understand that diversity exists in the United States of America and appreciate the similarities and differences of all ethnic backgrounds.
  

GRADE 4:  

Academic

• 4A.1:  Identify and describe how decision-making, problem-solving, and coping skills support or interfere with academic achievement.
• 4A.2:  Identify and utilize effective test-taking skills.
• 4A.3:  Demonstrate time management and organizational skills.
• 4A.4:  Understand how personal learning styles can impact school achievement.
• 4A.5:  Explain the importance of lifelong learning.
  

Career

• 4C.1:  Identify hobbies and interests.
• 4C.2:  Relate each step of the decision-making/problem-solving process to career development (awareness, exploration, and preparation).

Personal/Social

• 4P.1:  Evaluate methods of expressing feelings.
• 4P.2:  Identify and describe the steps in a decision-making/problem-solving process.
• 4P.3:  Identify factors that influence personal decisions.
• 4P.4:  Generate alternative solutions to problems and consider/evaluate consequences.
• 4P.5:  Demonstrate the decision-making process.
• 4P.6:  Recognize that group members may have differing opinions.
• 4P.7:  Demonstrate different coping strategies for various situations and life changes.
• 4P.8:  Identify factors that impact personal safety and well-being (i.e. substance abuse, etc.).
• 4P.9:  Demonstrate self-reliance.

GRADE 5: 

Academic

• 5A.1:  Set realistic long-term goals.
• 5A.2:  Apply personal learning style.
• 5A.3:  Recognize the benefits of individual initiative and teamwork.
  

Career

• 5C.1:  Compile a list of personal abilities.
• 5C.2:  Describe how personal strengths in school work affect future goals and career options.
• 5C.3:  Understand that the changing workplace requires lifelong learning and acquiring new skills.
• 5C.4:  Acquire employability skills such as teamwork, problem-solving, and organization.
• 5C.5:  Identify career choices through various means of exploration.
• 5C.6:  Describe changes as inevitable and necessary to adapt to new situations, (e.g., middle school).

Personal/Social

• 5P.1:  Describe how verbal and non-verbal behavior influence interpersonal relationships.
• 5P.2:  Demonstrate how to communicate with others.
• 5P.3:  Demonstrate appreciation and respect for similarities and differences in opinions.
• 5P.4:  Describe strategies for getting along with others.
• 5P.5:  Demonstrate how to disagree with other without provoking them.
• 5P.6:  Demonstrate appropriate responses to ease a conflict situation.
• 5P.7:  Demonstrate effective responses to peer pressure and bullying situations.
• 5P.8:  Identify and analyze group dynamics in a variety of situations.
  

ACADEMIC DEVELOPMENT

GOAL:  Students will acquire the academic preparation essential to chose from a variety of educational, training, and employment options upon completion of secondary school.

CAREER DEVELOPMENT

GOAL:  Students will investigate the world of work in order to make informed career decisions.

PERSONAL/SOCIAL  DEVELOPMENT GOAL:  Students will acquire an understanding of, and respect for, self and others, and the skills to be responsible citizens.

GRADE 6:

Academic

• 6A.1:  Explain the unique skills needed at the middle school level to function effectively in groups and to review and apply group participation skills that impact positively on learning.
• 6A.2:  Utilize the decision-making process in resolving problems that interfere with learning.
• 6A.3:  Discover and incorporate study strategies consistent with learning style.
• 6A.4:  Identify and apply time management and organizational skills to middle school tasks.
• 6A.5:  Identify and utilize test-taking skills appropriate for middle school.
• 6A.6:  Describe how participation in extracurricular activities can enhance educational and personal growth.
• 6A.7:  Apply knowledge and learning styles to positively influence school performance.

Career

• 6C.1:  Recognize that occupations and work and life situations are interrelated.
• 6C.2:  Relate identified skills, abilities, and interests to future careers and life situations.
• 6C.3:  Analyze the relationship between a positive outlook regarding education/work and enhanced potential and increased productivity.
• 6C.4:  Develop positive work ethic standards to include task oriented work, attendance, cooperation, and recognizing the dignity of work.

Personal/Social

• 6P.1:  Set relevant and achievable short-term and long-term goals.
• 6P.2:  Recognize bullying behaviors and identify resource people in school and how to seek their help.
• 6P.3:  Recognize that one experiences a wide variety of feelings.
• 6P.4:  Describe how verbal and non-verbal behavior influences interpersonal relationships.
• 6P.5:  Recognize, accept and appreciate ethnic and cultural diversity.
• 6P.6:  Differentiate between situations requiring peer support and situations requiring adult professional help.
• 6P.7:  Identify resource people in the school and community, and know how to seek their help.

GRADE 7:

Academic

• 7A.1:  Identify which technological and other resources could best be utilized to solve a problem.
• 7A.2:  Identify and utilize test-taking skills appropriate for middle school.
• 7A.3:  Recognize the relationship between learning and personal effort.
• 7A.4:  Explain the relevance of learning to one's life.
• 7A.5:  Apply knowledge and learning styles to positively influence school performance.

Career

• 7C.1:  Critique how career selection is influenced by abilities, interests, and skills.
• 7C.2:  Use technology and other available resources for researching career/education training opportunities.
• 7C.3:  Explore tentative career goals.

Personal/Social

• 7P.1:  Demonstrate responsible behaviors that support personal safety, well-being, and compliance with PWCPS Code of Behavior.
• 7P.2:  Communicate thoughts, feelings, and needs in a positive manner.
• 7P.3:  Assume personal responsibility for respecting differing opinions and working cooperatively with others.
• 7P.4:  Demonstrate the skills necessary to interact effectively.
• 7P.5:  Apply critical thinking skills to analyze and evaluate potential solutions to interpersonal problems.
• 7P.6:  Explain why peer groups are important.
• 7P.7:  Describe ways a peer can help when someone is in crisis.
• 7P.8:  Demonstrate effective group participation.
• 7P.9:  Conclude that feelings influence decisions and affect actions.
• 7P.10:  Apply the steps in the decision-making/problem-solving process.
• 7P.11:  Define and identify forms of harassment and identify resource people in school and how to seek their help.
• 7P.12:  Understand the emotional and physical dangers of substance use and abuse.
• 7P.13:  Recognize, accept and appreciate ethnic and cultural diversity.

GRADE 8:

Academic

• 8A.1:  Identify and utilize test-taking skills appropriate for middle school.
• 8A.2:  Develop an understanding that the learning process occurs throughout the life span.
• 8A.3:  Understand effective organizational, time management and study skills appropriate for success in high school.
• 8A.4:  Understand high school graduation requirements.
• 8A.5:  Apply knowledge & learning styles to positively influence school performance.

Career

• 8C.1:  Explore and develop an understanding of the relationship between the variety and complexity of career pathways and course selection.
• 8C.2:  Analyze the relationship of the basic skills learned in school and academic strengths to future goals and career options.
• 8C.3:  Understand the importance of high school courses, program selection and extra curricular activities selection in relation to future academic and career options.
• 8C.4:  Describe how future technological trends and career patterns affect life-long learning.
• 8C.5:  Explain the influence of career choice upon work and life situations.
• 8C.6:  Understand that behaviors such as punctuality, courtesy, proper dress and language, and hard work are essential to success in the job market.

Personal/Social

• 8P.1:  Develop the coping strategies necessary for successful transition to high school.
• 8P.2:  Describe how peers' expectations influence behavior.
• 8P.3:  Demonstrate effective techniques to resist peer/group pressure.
• 8P.4:  Demonstrate appropriate responses to ease a conflict situation.
• 8P.5:  Recognize, accept and appreciate ethnic and cultural diversity.

ACADEMIC DEVELOPMENT

GOAL:  Students will acquire the academic preparation essential to chose from a variety of educational, training, and employment options upon completion of secondary school.

CAREER DEVELOPMENT

GOAL:  Students will investigate the world of work in order to make informed career decisions.

PERSONAL/SOCIAL DEVELOPMENT GOAL:  Students will acquire an understanding of, and respect for, self and others, and the skills to be responsible citizens.

Grade 9:

Academic

• 9A.1:  Develop and demonstrate effective organizational, time and task management and study skills appropriate for success in high school.
• 9A.2:  Incorporate study strategies consistent with personal learning style and high school requirements.
• 9A.3:  Develop the necessary skills and a plan for completing those tasks appropriate to career/educational goals.

Career

• 9C.1:  Develop proficiency in applying the decision-making/problem-solving model to everyday situations such as the selection of appropriate courses and post-secondary training (technical schools, apprenticeships, colleges, etc.)
• 9C.2:  Understand how the changing global economy effects career choices.
• 9C.3:  Demonstrate a positive outlook toward education and work and understand its relationship to potential and increased productivity.

Personal/Social

• 9P.1:  Demonstrate the ability to express independent views in a way that others can accept.
• 9P.2:  Understand and demonstrate the personal benefits of effective group participation.
• 9P.3:  Demonstrate the importance of the ability to get along with people.
• 9P.4:  Define bullying and sexual harassment and understand how to report to school staff.

Grade 10:

Academic

• 10A.1:  Assess progress towards meeting high school requirements for graduation.

Career

• 10C.1:  Compare and contrast personal skills, abilities, and interests of individuals successful in a chosen career field.
• 10C.2:  Review career and educational plans and revise as needed.
• 10C.3:  Use technology to analyze economic factors and relate them to life-long learning and personal economics.
• 10C.4:  Demonstrate successful work habits and behaviors necessary in any work role.

Personal/Social

• 10P.1:  Understand and appreciate personal achievement.
• 10P.2:  Understand the need for self-control and how to practice it.
• 10P.3:  Create positive thoughts and actions to achieve caring and cooperative human relationships.
• 10P.4:  Understand the value of a group situation.

Grade 11:

Academic

• 11A.1:  Demonstrate competency in accurately completing letters of inquiry, college essays, resumes, job/college/financial aid applications, follow-up letters, and preparation for job/college interviews.

Career

• 11C.1:  Design an action plan and establish goals for post-secondary transitions that utilize a variety of resources.
• 11C.2:  Develop an awareness of the economics of occupational interests and choices.
• 11C.3:  Demonstrate the skills required to secure employment.

Personal/Social

• 11P.1:  Demonstrate confidence in ability to assert self and to express personal opinions.
• 11P.2:  Continue to identify and develop strategies for maintaining personal safety and well-being.
• 11P.3:  Demonstrate the skills necessary to manage and be responsible for personal behavior.
• 11P.4:  Demonstrate mediating, negotiating, and compromising skills.

Grade 12:

Academic

• 12A.1:  Develop a post-secondary plan that analyzes and evaluates information about the personal costs and benefits related to educational, vocational training, and employment opportunities prior to and after graduation.
• 12A.2:  Evaluate how political and economic factors influence personal and governmental  choice.

Career

• 12C.1:  Utilize and evaluate the decision-making/problem-solving process in a variety of career related decisions.
• 12C.2:  Demonstrate transferable skills that can apply to a variety of occupations and changing work requirements.

Personal/Social

• 12P.1:  Evaluate personal effectiveness in utilizing personal, educational, and career resources.
• 12P.2:  Maintain responsibility for personal behavior.
• 12P.3:  Critique personal ability to cope with change.

American Counselors Association
American School Counselors Association
Virginia Counselors Association

Internship/Practicum Requirements
Viriginia School Counselors Association
Virginia Department of Education - Student Services Guidance & Counseling

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