SAU 90
Hampton School District
School Counselor K-8 Master Calendar and Competencies
(Revised 7-2016)
K-8 Master Model Calendar
| MONTH |
Curriculum |
Systems Support |
Responsive Services |
Individual Student
Planning |
Professional Development |
| Aug. |
Introducing the School Counselor/
Classroom visits
Prepare/
Review Guidance Curriculum
|
Open House
Student Orientation
New Teacher Orientation
Student Schedules
|
Crisis Intervention
Parent
Consults
Teacher
Consults
|
Success/
Behavior Plans
Academic Planning
New Student Registration
504
Coordination
School Board Reports
|
District Professional Development
District School Counselor Meetings
Mentor/
Coach
Responsive Classroom Training
Olweus Training
PBIS Training
|
| Sept. |
All School Morning Meeting
Introducing
the School Counselor
School Expectations
Morning Meeting Visits
School Expectations
Classroom
Rule Development
Classroom Expectations
|
Open House
Curriculum Night
Olweus Class Meetings
Responsive Classroom Planning
PBIS Planning
Committee Meetings
CPT/SAT/RTI
Student Schedules
|
Individual Counseling
Small Group Counseling
Crisis Intervention
Parent Consults
Teacher Consults
Interventionist Consults
School Social Worker Consults
Outside Agency Consults/
Referrals
|
Success/
Behavior Plans
Academic Planning
New Student Registration
504
Coordination
Review & Plan Tier Support
School Board Reports
Student Accommodations for Standardized Assessments
|
District Professional Development
District School Counselor Meetings
Mentor/
Coach
Responsive Classroom Training
Olweus Training
PBIS
Training
|
| Oct. |
All School Morning Meeting
Safety and Awareness
Red Ribbon Week
Personal
Space and Manners
Bully Prevention
Safety
|
Olweus Class Meetings
PBIS Lunch Talks
Committee Meetings
CPT/SAT/RTI
Student Schedules
|
Individual Counseling
Small Group Counseling
Crisis Intervention
Parent Consults
Teacher
Consults
Interventionist Consults
School Social Worker
Consults
Outside Agency Consults/
Referrals
|
Success/Behavior Plans
Academic Planning
New Student Registration
504 Coordination
Review & Plan Tier Support
School Board Reports
Student Accommodations for Standardized Assessments
|
District Professional Development
District School Counselor Meetings
Mentor/Coach
Responsive Classroom Training
Olweus Training
PBIS Training
|
| Nov. |
All School Morning Meeting
Cooperation, Kindness,
and Feelings
Community Building and Acceptance
Leadership Trainings
|
Olweus Class Meetings
PBIS Lunch Talks
Committee Meetings
CPT/SAT/RTI
Student Schedules
|
Individual Counseling
Small Group Counseling
Crisis Intervention
Parent Consults
Teacher
Consults
Interventionist Consults
School Social Worker
Consults
Outside Agency Consults/
Referrals
Holiday Support Planning
Parent Conferences
|
Success/Behavior Plans
Academic Planning
New Student Registration
504 Coordination
Review & Plan Tier Support
School Board Reports
Student Accommodations for Standardized Assessments
|
District Professional Development
District School Counselor Meetings
Mentor/Coach
Responsive Classroom Training
Olweus Training
PBIS Training
|
Hampton School District
Comprehensive Guidance Competencies Kindergarten through Grade 8 (August 2014)
Academic Development
ASCA Student Standards for academic development guides school counseling programs to implement strategies and activities to support and maximize each student’s ability to learn.
National Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
Competency Area: A:A1 - Improve Academic Self –Concept
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
A:A1.2Display a positive interest in learning
|
*School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*Health Education
*Responsive Classroom/PBIS
*School Wide Expectations
*All School Meeting
*Morning Meeting
*Lunch Talks
*Collaboration and Consultation with Professional Staff
|
On going
|
K-8
|
- Evidence of positive classroom climate and community
- Understand and demonstrate the importance of school attendance
- Demonstrate progress with individual behaviors and success plans
- Evidence of homework and project completion
|
|
A:A1.3 Take pride in work and achievement
|
*School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*Celebration of Learning
*Student led conferences
|
On going
|
K-8
|
- Progress and completion of student portfolios
- Contribute to the development of Hopes and Dreams and classroom rule creation
- Participate in Academic Choice
- Contribute to Community Art Displays
- Select participation in district, state and national academic programs (e.g. PTA Reflection Program)
|
|
A:A1:4 Accept mistakes as essential to the learning process
|
*School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*Responsive Classroom
*Parent/Teacher Consultation
|
On going
|
K-8
|
- Demonstrates knowledge and application of critical skills instruction
- Participate in Interactive Modeling resulting in skill application
- Knowledge and acceptance of logical consequences
- Process behavioral incident with teacher, school counselor and /or administration
- Utilize planning room for the purpose of reentering classroom (i.e., “Critical Thinking Forms”)
|
Competency Area: A:A2 – Acquire Skills for Improving Learning
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
A:A2.3 Use communication skills to know when and how to ask for help when needed
|
* School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Teacher Modeling
|
On going
|
K-8
|
- Practice teacher and/or school counselor led scripts (e.g., interactive modeling and role plays)
- Access anchor charts to follow routines and expectations
- Responding to teacher reminders to access assistance appropriately
|
Competency Area: A:A3 – Achieve School Success
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
A:A3.1 Take responsibility for their actions
|
* School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Olweus
|
On going
|
K-8
|
- Acceptance of proactive/reactive discipline
- Completion and application of ”Critical Thinking Forms”
- Fulfilling behavioral contract success plans and planning room interventions
- Participate in re-entry meetings after disciplinary action
|
|
A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students
|
* School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*Executive Skills Training
*Conflict Resolution
|
On going
|
K-8
|
- Demonstrate proficiency with organizational skills
- Respond to verbal and visual prompts
- Develop the skills for staying on task for independent assignments
- Demonstrate skills for partner and group work
- Awareness and demonstration of ”I Can Statements”
- Demonstrate leadership skills acquired through student based programs (e.g., student leaders, student councils, UNH Browne Center)
|
|
A:A3.3 Develop a broad range of interests and abilities
|
* School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*Extracurricular Activities
*Enrichment Programs
|
On going
|
K-8
|
- Utilize decision making skills to select interest based programs (e.g., PTA After School Sponsored Events, Hampton Recreational Department Programs, extracurricular offerings, school based activities / sports programs)
|
National Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
Competency Area: A:B2 – Plan to Achieve Goals
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
A:B2.1 Establish challenging academic goals in elementary, middle/ junior high and high school
|
* School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
|
On going
|
K-8
|
- Demonstrate dependability, productivity and initiative
- Improvement in academic progress
- Achieve or exceed expected academic growth in standardized assessments
- Identify and revise quarterly academic expectations through Hopes and Dreams and progress reports
- Utilize information from technology based programs (i.e., Power School)
- Access available homework support
|
|
A:B2.2 Use assessment results in educational planning
|
*NECAP
*Smarter Balanced
*NWEA
*Curriculum Based Assessments
*RTI/SAT
|
On going
|
K-8
|
- Set personal goals for student achievement
- Participate in teacher conferences to identify skills that need improvement
- Develop plan to achieve improved scores
|
National Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community.
Competency Area: A:C1 – Relate School to Life Experiences
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
A:C1.3 Understand the relationship between learning and work
|
* School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Community Business Partnerships
|
On going
|
K-8
|
- Make connections between curriculum based instruction and field trips, artist in residence, guest speakers, community members and organizations
- Develop awareness that academic success leads to achievement in future personal goals
- Create good school habits with consistent school attendance
- Utilize knowledge of cooperative skills in both school and work settings
|
|
A:C1.5Understand that school success is the preparation to make the transition from student to community member.
|
* School Counseling Core Curriculum
*Classroom Instruction
*Individual/Small Group Counseling
*PBIS
*Early College Awareness
*Community Service Learning
|
On going
|
6-8
|
- Complete and understand personal Career Interest Inventory
- Participate in Career Fair
- Explore post secondary options (i.e., Seacoast School of Technology)
- Acquire knowledge of a variety of community based settings
|
Career Development
ASCA Student Standards for Career Development guides school counseling programs to provide the foundation fro the acquisition of skills, attitudes and knowledge that enable students to make a successful transition from school to the world of work, and from job to job across the life span.
National Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
Competency Area: C:A1 – Develop Career Awareness
|
Student Competency
|
Delivery
|
When
|
Grade level
|
Student Competency Indicator
|
|
C:A1.2 Learn about the variety of traditional and non traditional occupations
|
*Classroom Instruction
|
On going
|
K-8
|
- Acquire knowledge in making informed career decisions
- Investigate career opportunities through both curriculum and extra curricular endeavors
|
|
C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations
|
* School Counseling Core Curriculum
*Classroom Inst.
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Classroom Instruction
*Health Education
*Career Technology
|
On going
|
K-8
|
- Utilize CHOICES Software
- Utilize current technology based programs for course selection/student placement
- Application of technology skills to enhance student understanding of interests and abilities
|
National Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.
Competency Area: C:B1 – Acquire Career Information
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
C:B1.2 Identify personal skills, interests and abilities and relate them to current career choice
|
*Class Instruction
*Seacoast School of Technology
*After School Enrichment Programs
|
On going
|
6-8
|
- Begin to identify a career based on interest abilities
- Explore career opportunities through the use of community guest speakers (e.g., NHHEAF)
|
National Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.
Competency Area: C:C1 – Acquire Knowledge to Achieve Career Goals
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
C:C1.2Explain how work can help to achieve personal success and satisfaction.
|
* School Counseling Core Curriculum
*Classroom Inst.
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Classroom Instruction
*Heath Education
*Community and Business Partnerships
|
On going
|
K-8
|
- Understand the relationship between consistent student attendance and work success
- Develop proficiency with increase self-motivation and planning skills
- Apply cooperative skills to participate effectively in a group setting
- Understand what contributes to future career success
|
Personal/Social Development
ASCA Student Standards for personal/social development guide school counseling programs to provide the foundation for personal and social growth as students progress through school and into adulthood.
National Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
Competency Area: PS:A1 – Acquire Self- Knowledge
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
PS:A1.3 Learn the goal-setting process
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Health Education
|
On going
|
K-8
|
- Understand the school rules associated with the student handbook
- Respect and abide the school and classroom expectations outlined through classroom management programs
- Reinforce prosocial behaviors through student recognition program
|
|
PS:A1.5 Identify and express feelings
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Health Education
|
On going
|
K-8
|
- Demonstrate ability to apply “I can” statements to social emotional settings
- Demonstrate an increased ability to choose and apply appropriate and healthy coping skills
|
|
PS:A1.6 Distinguish between appropriate and inappropriate behavior
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Olweus
|
On going
|
K-8
|
- Understand and demonstrate the benefits of applying the steps of positive decision making skills
|
|
PS:A1.7 Recognize personal boundaries, rights and privacy needs
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Olweus
*School Wide Expectations
*Health
*KIDS & Company
|
On going
|
K-8
|
- Understand the school rules associated with the student handbook
- Increase prosocial behaviors
- Accept consequences of infractions with personal boundaries, rights and privacy needs
|
|
PS: A1.8 Understand the need for self-control and how to practice it
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Olweus
*How Does Your Engine Run
|
On going
|
K-8
|
- Increase prosocial behaviors
- Participate in student surveys identifying behavioral issues
- Practice self control techniques to increase student learning and performance
|
|
PS:A1.9 Demonstrate cooperative behavior in groups
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*UNH Browne Center
|
On going
|
K-8
|
- Develop an awareness of appropriate group behavior
- Apply appropriate group behaviors during transitions and environments outside to the classroom
- Demonstrate a variety of cooperative skills in large and small groups
|
National Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
Competency Area: PS:A2 – Acquire Interpersonal Skills
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
PS:A2.1 Recognize that everyone has rights and responsibilities
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*School Wide Expectations
|
On going
|
K-8
|
- Understand the school rules associated with the student handbook
- Increase prosocial behaviors
- Accept consequences of infractions with violations of peer rights and responsibilities
|
|
PS:A2.3 Recognize, accept, respect and appreciate individual differences
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Olweus
*School Assemblies
*Guest Speakers
|
On going
|
K-8
|
- Understand individual differences as learners
- Demonstrate respectful and cooperative behaviors in classroom and group setting
|
National Standard B: Students will make decisions, set goals and take necessary action to achieve goals.
Competency Area: PS:BI – Self-knowledge Application
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
PS:B1.2 Understand consequences of decisions and choices
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Olweus
|
On going
|
K-8
|
- Describe, associate and predict results of chosen behaviors
- Take responsibility for their course of action
- Accept consequences of personal choices
|
|
PS:B1.3 Identify alternative solutions to a problem
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
|
On going
|
K-8
|
- Follow prescribed steps in problem solving strategies.
|
|
PS:B1.4 Develop effective coping skills for dealing with problems
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
|
On going
|
K-8
|
- Follow prescribed steps in problem solving strategies and /or stress reduction techniques
- Demonstrate when, where, and how to seek help for solving problems and making decisions
|
|
PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
|
On going
|
K-8
|
- Understand individual differences regarding culture, race and ethnicity
- Develop awareness of different lifestyles
|
|
PS:B1.8 Know when peer pressure is influencing a decision
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Health
*SRO
|
On going
|
5-8
|
- Recognize existence of peer pressure
- Follow prescribed steps in problem solving strategies.
- Demonstrate when, where, and how to seek help for solving problems and making decisions
|
National Standard C: Students will understand safety and survival skills.
Competency Area: PS:C1 – Acquire Personal Safety Skills
|
Student Competency
|
Delivery
|
When
|
Grade Level
|
Student Competency Indicator
|
|
PS:C1.1 Demonstrate knowledge of personal information (i.e., telephone number, home address, emergency contact)
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Classroom Instruction
*Responsive Classroom
*PBIS
*Health
*KIDS and Company
|
On going
|
K-8
|
- Independently demonstrate knowledge of personal safety information
|
|
PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Olweus
*Health
*KIDS and Company
*SRO
|
On going
|
K-8
|
- Demonstrate the ability to recognize the importance boundaries
|
|
PS:C1.6 Identify resource people in the school and community, and know how to seek their help
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*Olweus
*KIDS and Company
*Social Studies Curriculum
*SRO
|
On going
|
K-8
|
- Access trusted adults when feeling unsafe and/or threatened.
|
|
PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
*School Wide Prevention Activities and Assemblies
*Health
|
On going
|
K-8
|
- Follow prescribed steps in problem solving strategies.
- Demonstrate when, where, and how to seek help for solving problems and making decisions
|
|
PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*PBIS
*Health/School Nurse
*SRO
|
On going
|
6-8
|
- Demonstrate healthy and safe choices utilizing good decision making skills
- Demonstrate the effects of substance abuse and its negative consequences on daily living
|
|
PS:C1.10 Learn techniques for managing stress and conflict
|
* School Counseling Core Curriculum
*Individual/Small Group Counseling
*Responsive Classroom
*PBIS
|
On going
|
K-8
|
- Follow prescribed steps for healthy stress reduction skills
- Apply prescribed steps to manage school and academic expectations to help insure regular school attendance
|
References:
ASCA National Model: A Framework for School Counseling Programs – Third Edition (2012). Alexandria, VA
Comprehensive Developmental Counseling Program (2006). Rochester School District. Rochester, NH
Ethical Standards for School Counselors (2010). American School Counselors Association Position Statements, American School Counselors Association.
New Hampshire Implementation Manual for Comprehensive School Guidance and Counseling (2004). New Hampshire Department of Education.
New Hampshire Rules for Education (2005). Ed 306.15 Provision of Staff and Staff Qualifications
New Hampshire Rules for Education (2014). 507.07 (Draft) Guidance and Counseling Program
The Professional School Counselor and Comprehensive Guidance Programs (2012). American School Counselors Association Position Statements, American School Counselors Association.