Counselors

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.