Presented by: K – 12 School Counselors February 9, 2010 Comprehensive School Counseling Curriculum

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Text of Presented by: K – 12 School Counselors February 9, 2010 Comprehensive School Counseling Curriculum

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  • Presented by: K 12 School Counselors February 9, 2010 Comprehensive School Counseling Curriculum
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  • The Curriculum Team Adam Coppola: Counseling Intern H-KMS Jim Downey: Educational Consultant Peter Ettlinger: Counselor H-KHS Alan Fortin: Counselor H-KMS Maryann Grimaldi: Counselor H-KHS Joan Hill: Counselor H-KMS Larry Leone: Counselor H-KHS Stacey Mahoney: Counselor Elementary Schools Kaitlin Sullivan-Freimuth: Counselor H-KHS Kerry Smith: Social Worker H-KHS/MS Tracy Whaples: Director of Pupil Services Liz Young: Counselor H-KMS
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  • Curriculum Background The Connecticut Comprehensive School Counseling Program (CCSCP) is based on competencies set forth by American School Counselor Associations national standards. The 2008 CCSCP is a product of collaboration among the Connecticut State Department of Education, the Connecticut School Counseling Association and the Connecticut State Department of Education and Supervision. The aim is to support and enhance student achievement and success, contributing to better outcomes for all students.
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  • The Nine Content Standards: (and related domains) 1.Skills for Learning (Academic) 2.School Success (Academic) 3.Academics to Life Success (Academic) 4.Investigate Careers (Career) 5.Career Success (Career) 6.Relationship between School and Work (Career) 7.Respect for Self and Others (Personal/Social) 8.Goal Setting and Attainment (Personal/Social) 9.Survival and Safety Skills (Personal/Social)
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  • Region 17 K-12 Comprehensive School Counseling Curriculum Over the past several school years the school counseling staff worked collaboratively (as a K-12 entity) and individually (at school levels) on scheduled professional development days. The district approved Understanding By Design (UBD) model served as the structure of the curriculum.
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  • Personal/Social Standard Content Standards/Performance Goals: Standard 7- Respect Self and Others Standard 8- Goal Setting and Attainment Standard 9- Survival and Safety Enduring Understandings: Learners will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. Concepts include, but are not limited to, developing positive relationships, respect for others and effective communication. Learners will demonstrate the ability to make decisions, set goals, and to take necessary action to achieve the goals. Concepts include, bit are not limited to, goal setting, criteria for decision making, and understanding outside influences on setting priorities. Learners will demonstrate the proper application of safety and survival skills to their personal and physical well-being. Concepts include, but are not limited to, the influence of peer pressure, communication and conflict resolution skills, and anger management Essential Questions: What is needed to understand self and respect self and others? What are the necessary steps for decision making and goal attainment? What are safety and survival skills for students?
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  • Elementary Curriculum: Personal/Social Standard (G.4) Students will Know what skills are needed to be cooperative with others Strategies that will help them keep control and recognize when they need to use them Identify how others may feel as a result of how they are treated Know problem solving steps and understand why they are helpful Connect ones behavior to the outcome Know how to initiate conversation, express feelings to others and listen well Identify steps in making a decision and predict the possible outcomes Recognize one of their goals and think about how they can reach it Students will be able to.... Demonstrate skills for getting along with others 7.3-4.1 Understand the need for self control and how to practice it 7.3-4.4 Demonstrate an understanding of the impact that actions and words have on others 7.3-4.5 Discuss ways to solve problems with friends.7.3- 4.6 Understand the difference between assertive and aggressive behavior 7.3-4.7 Explore communication and the role it plays in getting along with others 7.3-4.8 Demonstrate an understanding of the decision making process 8.3-4.2 Understand the importance of goal setting and follow through 8.3-4.4
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  • Elementary Curriculum: Personal/Social Standard (Gr.4) Students will: ( continued) Understand what prioritizing means Recognize that their decisions not only affect themselves but others Know what time management means and why you need it Know what peer pressure is and identify times they may have felt peer pressure Understand what stress is and what their stressors are Identify when they are feeling stressed and know how to use strategies to help them calm down Know how to communicate to others how they are feeling and what they need Understand certain actions help people work well together while other actions make it difficult Understand that people may see things differently than them Identify their own feelings and be able to express their feelings to others Students will be able to: ( continued) Describe the importance of priorities in the goal setting process 8.3-4.5 Demonstrate how decisions affect themselves and others around them 8.3-4.7 Discuss how effective use of time influences success in school 8.3-4.8 Describe the influence of peer pressure on the choices they make 9.3-4.1 Identify and describe causes of stress and conflicts 9.3-4.3 Demonstrate ways of handling stress and conflicts 9.3-4.4 Demonstrate the ability to assert boundaries, rights and personal privacy 9.3-4.5 Identify behaviors that help and hinder group cooperation 9.3-4.6 Demonstrate respect for alternative points of view 9.3-4.7 Interpret their feelings to others 9.3-4.8
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  • Elementary Curriculum: Personal/Social Standard (Gr.4) Performance Tasks/Product(s): Completed Web of Support Web Demonstrate coping skills/ problem solving strategies through role play Individual personality test and completed questionnaire Recipe for a good friend index card Group poster about excitement/fears about going to the middle school Group performance of a human machine The Caring Being Poster made by the class Key Evaluation Criteria/Rubric Titles: Teacher Assessment pre/post Discipline referrals CMTs Report Card Standards
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  • Elementary Curriculum: Personal/Social Standard (Gr.4) Other Evidence: Parent Contact/Feedback Teacher Evaluations/Reports Team meetings PPT meetings Parent Conferences Teacher Narratives Informal Observation Student Self Assessment: Self Reporting and referral Journaling and self reflection
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  • Elementary Curriculum: Personal/Social Standard (Gr.4) Key Learning Activities : Tier 1- Universal Lunch Bunch and Snack Bunch ( reinforcing socialization groups) Recess Groups ( cooperation groups) Whole Classroom Lessons: Creating a positive classroom environment The caring being activity. Connected and Respected K-2 Stress Monster- tips from the stress monster. Role Plays to reinforce coping strategies and problem solving skills A way to understand yourself and others I- sight personality inventory. Dimensions of Behavior The popular crowd, A lesson about friendship and peer pressure More Lively Lessons from Classroom Sessions, 2004. Web of Support Puzzle Pieces, Classroom Guidance Connection. Discussion and poster about Going to the Middle School Human Machines- cooperating together General classroom curriculum given by classroom teacher
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  • Elementary Curriculum: Personal/Social Standard (Gr.4) Tier 2- Supplemental/Targeted Coping/Anxiety Groups Social Skill reinforcement groups Friendship Groups Divorce/Separation Groups Making Choices Anger Management Tier 3- Intensive Individual Counseling Mentoring Counselor/Parent meeting Consultation with outside agencies Youth and Family services ( referrals, consultations, collaboration)
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  • Elementary Curriculum: Personal/Social Standard (Gr.2-3) Tier 1- Universal- Whole Classroom Grade 3 An apple a day who I am Torn Heart (Dont Laugh at Me) Left out Game - An odd Dot Attractor/Repellor Bingo English Roses (by Madonna) Cat &Dogs (Importance of Tolerance) Problem solving/coping skills role plays Stress/Coping story and group brainstorms General classroom curriculum given by classroom teacher Tier 1 Universal Whole classroom Grade 2 Torn Heart by Dont Laugh at Me curriculum Friendship Chain Secret Sunshine/Snowflakes- ( compliments) I messages- self advocacy with problem solving role playing Volcano demonstration with tools to calm down You Bug Me video General classroom curriculum given by classroom teacher
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  • Elementary Curriculum: Personal/Social Standard (K-Gr.1) Tier 1- Universal- Whole Classroom Grade 1 Double Dip Feelings Book Bug Feelings- ( feelings that bug us and how they affect us) Volcano of bug Feelings- introduce strategies for anger management I am Different book and picture describing a difference Role plays for problem solving ( A.S.K.) Tattle Tongue Book- tattling versus telling The worst best friend book and discussion General classroom curriculum given by classroom teacher Tier 1- Universal- Whole Classroom Kindergarten Personal Space Camp and activity- book Julia Cook Its Okay to Feel. ( book) Tattle Tongue- book by Julia Cook Calming Down Strong Feelings- Applying the ways to calm down to manage strong feelings( Second Step Program) We Feel Feelings in Our Bodies Using physical Cues to identify our own bodies ( Second Step Program) Same or Different- Understand that others can have different feelings about the same situation