Tonia Souder Lisa Sperry. Daniel Straub. Beth Stutz. Nicole Sutherland. Tim Tolber Nancy Twynham. Carol Yates

Transcription

1 SCHOOL COUNSELING FRAMEWORK 1

2 Acknowledgements Writing Team Leadership Team School Counselors Karen Brothers Tim Conrad Kathy Bandow Ally Casale Kathleen Rowe Jim Bauer Dawn Chandler Tonia Souder Aaron Bauer Laurie Coon Suzanne Hicks Karen Brothers Jodi Cooper Ally Casale Tim Conrad Dawn Chandler Karen Elfers Laurie Coon Carrie Feltman Jodi Cooper Melissa Gayhart Kara Elfers Rhonda Hanks Carrie Feltman Jenny Harden Melissa Gayhart Suzanne Hicks Jim Gibbons June Murnieks Rhonda Hanks Krista Ranley Jenny Harden Jennifer Rodgers Suzanne Hicks Juan Rolon Sally Jaynes Kathleen Rowe Allison Sampson June Murnieks Pauline Nemecek Katie Smiley Krista Pawloski Tonia Souder Jennifer Rodgers Lisa Sperry Juan Rolon Beth Stutz Kathleen Rowe Nichole Sutherland Peggy Russell Tim Tolber Nancy Twynham Allison Sampson Katie Smiley Tonia Souder Lisa Sperry Daniel Straub Beth Stutz Nicole Sutherland Tim Tolber Nancy Twynham Carol Yates Dublin City Schools School Counseling Framework 2

3 Table of Contents Dublin City Schools Philosophy...4 Dublin City Schools Counseling Mission Statement...4 Guidance and Counseling Beliefs...5 Role of the School Counselor...6 Management System...9 Accountability...10 National Standards for Academic, Career, and Personal/Social Development...13 Student Competencies...15 Elementary School Guidance Curriculum Action Plans...28 High School Guidance Curriculum Action Plans...30 Appendices Calendar...34 Program Alignment...35 Ethical Standards...54 Framework Evaluation...60 Guidance Counselor Evaluation Summary...61 Excellence and Equity School Counseling Action Plan Template...65 References...66 Dublin City Schools School Counseling Framework 3

4 Dublin City Schools Philosophy We believe that all students can and must learn at high levels of achievement. It is our job to create an environment in our classrooms that results in this high level of performance. We are confident that, with our support and help, students can master challenging academic material and we expect them to do so. We are prepared to work collaboratively with colleagues, students and parents to achieve this shared educational purpose. Dublin City Schools Counseling Mission Statement The mission of the counselors of the Dublin City Schools is to provide high quality, comprehensive school counseling services to all students. Our programs are designed to help all students develop and enhance their academic, social, career, and personal strengths in order to become responsible and productive citizens. There is a commitment to individual uniqueness and the maximum development of human potential. Through the skillful use of strategic, timely, and personal interventions, counselors customize educational experiences in order to enhance capabilities, close achievement gaps among high and low performing groups and support positive choices. School Counseling Beliefs Dublin City Schools School Counseling Framework 4

5 The School Counseling Program is based on developmental concepts and theories and recognizes the strengths of each individual. The program is preventative and proactive; it encourages students, staff, and community to appreciate the contributions, rights, and responsibilities of themselves and others. The school counselors in the Dublin City Schools believe: All students can achieve at high levels. Every student is valuable and is treated with dignity and respect. 3. All students will have access to high quality school counseling services, provided by a full-time licensed, professional school counselor. 4. All students ethnic, cultural, racial differences are considered in the design and delivery of school counseling services. 5. All students can expect that school is a safe and nurturing environment. The Dublin City Schools Comprehensive School Counseling Program 1. Is an integral part of the total educational process of the Dublin City Schools Is planned, coordinated, managed, and evaluated by the school counselors. Is available to all students to assist them with personal-social, educational, and career counseling needs Stimulates student learning. Encourages supportive, positive parental involvement in the schools. 6. Helps build a positive school environment by encouraging collaboration among counselors, teachers, administrators, parents and the community to further student achievement. 7. Is continuously refined and improved through systematic review and evaluation of student performance data. All counselors in the Dublin City Schools: 1. Are guided by the Ethical Standards of American School Counseling Association and the Counseling Principles of Good Practice of the National Association of College Admission Counseling. 2. Engage in scholarly professional development activities. Dublin City Schools School Counseling Framework 5

6 DELIVERY SYSTEM Guidance Curriculum Role of the School Counselor Classroom Instruction: School counselors instruct, cooperatively-teach, and provide assistance in teaching the school guidance curriculum. Interdisciplinary Curriculum Development: School counselors participate on interdisciplinary teams to develop and to refine curriculum in content areas. Group Activities: School counselors conduct planned small groups outside the classroom to respond to students identified needs or interests. Parent Workshops and Instruction: School counselors conduct workshops and informational sessions for parents or guardians to address the needs of the school community and to implement the school guidance curriculum. Individual Student Planning Individual or Small-group Appraisal: School counselors work with students analyzing and evaluating students abilities, interests, skills, and achievement. Test information and other data are often used as the basis for helping students develop immediate and long-range plans. Individual or Small-group Advisement: School counselors advise students using personal/social, educational, career, and labor market information in planning personal, educational, and occupational goals. Dublin City Schools School Counseling Framework 6

7 Responsive Services Consultation: School counselors consult with parents, colleagues, and community agencies regarding strategies to help students and families. School counselors serve as student advocates. Individual and Small-group Counseling: Counseling is provided in a small group or on an individual basis for students expressing difficulties dealing with relationships, personal concerns, or normal developmental tasks. Crisis Counseling: Counseling, comfort, and support are provided to students and families facing traumatic situations. School-based crisis response is offered onsite and is timely in nature. Referrals: School counselors use referral sources to address concerns such as suicidal ideation, violence, abuse, depression, anxiety, and family difficulties. Peer Facilitation: Many school counselors train students as peer mediators, conflict managers, tutors, and mentors. Strategic Interventions: School counselors customize educational experiences in order to enhance capabilities and support positive choices. Dublin City Schools School Counseling Framework 7

8 System Support: Professional Development: School counselors are involved regularly in updating and sharing their professional knowledge and skills. Collaboration and Teaming: Through consultation, partnering, collaborating and teaming, school counselors make important educational and psychological contributions to the school system. Program Management and Operations: This includes planning and management tasks needed to support activities conducted in the school counseling program. Data Analysis: School counselors analyze student achievement and counseling program-related data to evaluate the counseling program, to conduct research on activity outcomes, and to discover gaps that exist among different groups of students that need to be addressed. Dublin City Schools School Counseling Framework 8

9 MANAGEMENT SYSTEM Use of Time National Standards recommend 80% of school counselor time in direct contact with students. Use of Data School counseling programs are data driven. Action plans to promote student learning are derived from student data. Use of Calendars A master calendar informs students, parents, teachers, and administrators of the sequence of school counseling activities. Dublin City Schools School Counseling Framework 9

10 ACCOUNTABILITY Program Accountability Components Accountability and evaluation of school counselors and the school counseling program are integral components of the School Counseling Framework. Data inform the practice of school counselors in the Dublin City Schools and align the school counseling program with the District Mission Statement. School counselors and the comprehensive school counseling program must answer the question, How are students better off academically as the result of our efforts? School counselors of data-driven school counseling are able to determine what student change has occurred as a result of their efforts, as well as determining the nature and direction of action plans to enhance future student learning. Student Data Student data inform the school counselor about student progress and gives direction to action plans developed to impact student learning. Student-achievement data are measures of academic progress. Student-achievement data include: Grade point averages Standardized test data including SAT, ACT, AP, IB, OLIB, OAT, and OGT scores Graduation rate Failing grades earned in class % students attending college % graduates completing college in 5 years Dublin City Schools School Counseling Framework 10

11 Achievement-related data measure those areas shown to be correlated to academic success. Achievement-related data include: Suspension and expulsion rates Alcohol, tobacco, and other drug violations Attendance rates Participation in extracurricular activities Disaggregated Data Ensuring academic success for every student includes school counselor-initiated activities designed to meet the needs of under-served, under-performing, and under-represented populations. School counselors do this by examining student academic achievement data and developing action plans to help students succeed. School counselors must be able to separate data by variables to determine if there are any groups of students who may not be performing as well as others. Disaggregated data often precipitate change because they bring to light issues of equity and focus the discussion upon the needs of specific groups of students. Examples of subgroups to be examined are: Gender Ethnicity SES Students qualifying for free and reduced lunch ELL populations Special education populations Data Over Time Collecting immediate, intermediate, and long-range data allows the school counselor to gain a true picture of the impact of the school counseling program. Immediate data measure the impact of knowledge, skills, and attitude change as a result of school counselor activity or intervention. Intermediate data measure the application of knowledge, skills, and attitudes over a short period of time. Long-range data are longitudinal and examine trends from year to year. Assessing the current school counseling program reveals how well the program is meeting the academic, career, and personal/social needs of students. The process of data gathering and analysis ensures that the implementation of school counseling plan is rooted in a clear understanding of the particular and unique needs of students. Dublin City Schools School Counseling Framework 11

12 School counselors should determine student needs that are unique to their school and community and develop an action plan to drive the data. Data analysis is the mechanism by which the practicing school counselor is able to acquire specific information to best understand these needs. Program Alignment Program alignment is first performed when the School Counseling Framework is developed. The tool used to align the School Counseling Framework with the ASCA national model is the ASCA Program Audit included in the appendix. Program Evaluation Program evaluations are conducted yearly and guide the direction of the school counseling program. The tool used to complete the program evaluation is the school counselor evaluation located in the appendix. Appropriate School Counselor Responsibilities Designing individual student academic programs Interpreting cognitive, aptitude and achievement tests Counseling students with problem behaviors Interpreting student data in relationship to achievement Assisting the school principal with identifying and resolving student issues, needs and problems Collaborating with teachers to present proactive, prevention-based guidance curriculum lessons Assuming leadership in academic and personal, social, and college career domains within the school district Collaborating with stakeholders to provide strategic, timely interventions Advocating for the student Intervening in crisis situations Facilitating group counseling based on student needs Seeking professional development Dublin City Schools School Counseling Framework 12

13 NATIONAL STANDARDS FOR STUDENT,, AND DEVELOPOMENT Academic Development: A. Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. B. Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. C. Students will understand the relationship of academics to the world of work and to the life at home and in the community. Career Development: A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. B. Students will employ strategies to achieve future career goals with success and satisfaction. C. Students will understand the relationship between personal qualities, education, training, and the world of work. Personal/Social Development: A. Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. B. Students will make decisions, set goals and take necessary action to achieve goals. C. Students will understand safety and survival skills. Dublin City Schools School Counseling Framework 13

14 K-5 FOCUS AREAS 6-8 FOCUS AREAS 9-12 FOCUS AREAS Elementary school years are the entry level for students to participate in the school counseling program. Learning is focused on: Middle school years allow students to continue awareness activities, and learning is focused on: High school years encourage continued awareness and exploration activities, learning is focused on skill development and planning activities, and learning is focused on: Increasing Self-Awareness Increasing Social Skills Improving Academic Self-Efficacy Understanding Self and the Career Transitioning to Post-secondary Education Learning Safety Skills Developing Self-Efficacy Exploration Process Respecting Self and Others Establishing Effective Relationships Improving Academic Self-Efficacy Respecting Self and Others Relating School to Life Dublin City Schools School Counseling Framework 14

15 ASCA National Standards: Developmental Crosswalking Tool DEVELOPMENT DOMAIN K Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span. Competency A1 Improve Academic Self-concept A:A1.1 articulate feelings of competence and confidence as learners A:A1.2 display a positive interest in learning A:A1.3 take pride in work and achievement A:A1.4 accept mistakes as essential to the learning process A:A1.5 identify attitudes and behaviors which lead to successful learning Competency A2 Acquire Skills for Improving Learning A:A2.1 apply time management and task management skills A:A2.2 demonstrate how effort and persistence positively affect learning A:A2.3 use communications skills to know when and how to ask for help when needed A:A2.4 apply knowledge and learning styles to positively influence school performance Competency A3 Achieve School Success A:A3.1 take responsibility for their actions A:A3.2 demonstrate the ability to work independently, as well as the ability to work cooperatively with other students A:A3.3 develop a broad range of interest and abilities A:A3.4 demonstrate dependability, productivity, and initiative A:A3.5 share knowledge Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college. Competency B1 Improve Learning A:B1.1 demonstrate the motivation to achieve individual potential A:B1.2 learn and apply critical thinking skills A:B1.3 apply the study skills necessary for academic success at each level A:B1.4 seek information and support from faculty, staff, family and peers A:B1.5 organize and apply academic information from a variety of sources A:B1.6 use knowledge of learning styles to positively influence school performance A:B1.7 become a self-directed and independent learner Dublin City Schools School Counseling Framework 15

16 Competency B2 Plan to Achieve Goals A:B2.1 establish challenging academic goals in elementary, middle/junior high, and high school A:B2.2 use assessment results in educational planning A:B2.3 develop and implement an annual plan of study to maximize academic ability and achievement A:B2.4 apply knowledge of aptitudes and interests to goal setting A:B2.5 use problem-solving and decision-making skills to assess progress toward educational goals A:B2.6 understand the relationship between classroom performance and success in school A:B2.7 identify post-secondary options consistent with interests, achievement, aptitude, and abilities STANDARD C: Students will understand the relationship of academics to the world of work, and to life at home and in the community. Competency C1 Relate School to Life Experience A:C1.1 demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life A:C1.2 seek co-curricular and community experiences to enhance the school experience A:C1.3 understand the relationship between learning and work A:C1.4 demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining, and maintaining life goals A:C1.5 understand that school success is the preparation to make the transition from student to community member A:C1.6 understand how school success and academic achievement enhance future career and vocational opportunities Dublin City Schools School Counseling Framework 16

17 DEVELOPMENT DOMAIN K 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 A:1 Develop Career Awareness C:A1.1 develop skills to locate, evaluate, and interpret career information C:A1.2 learn about the variety of traditional and nontraditional occupations C:A1.3 develop an awareness of personal abilities, skills, interests, and motivations C:A1.4 learn how to interact and work cooperatively in teams C:A1.5 learn to make decisions C:A1.6 learn how to set goals C:A1.7 understand the importance of planning C:A1.8 pursue and develop competency in areas of interest C:A1.9 develop hobbies and vocational interests C:A1.10 balance between work and leisure time Competency A:2 Develop Employment Readiness C:A2.1 acquire employability skills such as working on a team, problem-solving and organizational skills C:A2.2 apply job readiness skills to seek employment opportunities C:A2.3 demonstrate knowledge about the changing workplace C:A2.4 learn about the rights and responsibilities of employers and employees C:A2.5 learn to respect individual uniqueness in the workplace C:A2.6 learn how to write a resume C:A2.7 develop a positive attitude toward work and learning C:A2.8 understand the importance of responsibility, dependability, punctuality, integrity, and effort in the workplace C:A2.9 utilize time and task-management skills Dublin City Schools School Counseling Framework 17

18 STANDARD B: Students will employ strategies to achieve future career goals with success and satisfaction. Competency B:1 Acquire Career Information C:B1.1 apply decision making skills to career planning, course selection, and career transition C:B1.2 identify personal skills, interests, and abilities and relate them to current career choice C:B1.3 demonstrate knowledge of the career planning process C:B1.4 know the various ways in which occupations can be classified C:B1.5 use research and information resources to obtain career information C:B1.6 learn to use the internet to access career planning information C:B1.7 describe traditional and non-traditional occupations and how these relate to career choice C:B1.8 understand how changing economic and societal needs influence employment trends and future training. Competency B:2 Identify Career Goals C:B2.1 demonstrate awareness of the education and training needed to achieve career goals C:B2.2 assess and modify their educational plan to support career C:B2.3 use employability and job readiness skills in internship, mentoring, shadowing, and/or other work experience. C:B2.4 select course work that is related to career interests C:B2.5 maintain a career planning portfolio Dublin City Schools School Counseling Framework 18

19 DEVELOPMENT DOMAIN K STANDARD C: Students will understand the relationship between personal qualities, education, training, and the world of work. Competency C:1 Acquire Knowledge to Achieve Career Goals C:C1.1 understand the relationship between educational achievement and career success C:C1.2 explain how work can help to achieve personal success and satisfaction C:C1.3 identify personal preferences and interests which influence career choice and success C:C1.4 understand that the changing workplace requires lifelong learning and acquiring new skills C:C1.5 describe the effect of work on lifestyle C:C1.6 understand the importance of equity and access in career choice C:C1.7 understand that work is an important and satisfying means of personal expression Competency C2 Apply Skills to Achieve Career Goals C:C2.1 demonstrate how interests, abilities and achievement relate to achieving personal, social, educational, and career goals C:C2.2 learn how to use conflict management skills with peers and adults C:C2.3 learn to work cooperatively with others as a team member C:C2.4 apply academic and employment readiness skills in work-based learning situations such as internships, shadowing, and/or mentoring experiences Dublin City Schools School Counseling Framework 19

20 DOMAIN K STANDARD A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Competency A1 Acquire Self-Knowledge PS:A1.1 develop positive attitudes toward self as a unique and worthy person PS:A1.2 identify values, attitudes and beliefs PS:A1.3 learn the goal-setting process PS:A1.4 understand change is a part of growth PS:A1.5 identify and express feelings PS:A1.6 distinguish between appropriate and inappropriate behavior PS:A1.7 recognize personal boundaries, rights, and privacy needs PS:A1.8 understand the need for self-control and how to practice it PS:A1.9 demonstrate cooperative behavior in groups PS:A1.10 identify personal strengths and assets PS:A1.11 identify and discuss changing personal and social roles PS:A1.12 identify and recognize changing family roles Competency A2 Acquire Interpersonal Skills PS:A2.1 recognize that everyone has rights and responsibilities PS:A2.2 respect alternative points of view PS:A2.3 recognize, accept, respect and appreciate individual differences PS:A2.4 recognize, accept and appreciate ethnic and cultural diversity PS:A2.5 recognize and respect differences in various family configurations PS:A2.6 use effective communications skills PS:A2.7 know that communication involves speaking, listening, and nonverbal behavior PS:A2.8 learn how to make and keep friends STANDARD B: Students will make decisions set goals, and take necessary action to achieve goals. Competency B1 Self-Knowledge Application PS:B1.1 use a decision-making and problem-solving model PS:B1.2 understand consequences of decisions and choices PS:B1.3 identify alternative solutions to a problem PS:B1.4 develop effective coping skills for dealing with problems PS:B1.5 demonstrate when, where and how to seek help for solving problems and making decisions PS:B1.6 know how to apply conflict resolution skills Dublin City Schools School Counseling Framework 20

21 PS:B1.7 demonstrate a respect and appreciation for individual and cultural differences PS:B1.8 know when peer pressure is influencing a decision PS:B1.9 identify long- and short-term goals PS:B1.10 identify alternative ways of achieving goals PS:B1.11 use persistence and perseverance in acquiring knowledge and skills PS:B1.12 develop an action plan to set and achieve realistic goals STANDARD C: Students will understand safety and survival skills. Competency C1 Acquire Personal Safety Skills PS:C1.1 demonstrate knowledge of personal information (i.e. telephone number, home address, emergency contact) PS:C1.2 learn about the relationship between rules, laws, safety, and the protection of rights of the individual PS:C1.3 learn about the differences between appropriate and inappropriate physical contact PS:C1.4 demonstrate the ability to set boundaries, rights and personal privacy PS:C1.5 differentiate between situations requiring peer support and situations requiring adult professional help PS:C1.6 identify resource people in the school and community, and know how to seek their help PS:C1.7 apply effective problem-solving and decision-making skills to make safe and healthy choices PS:C1.8 learn about the emotional and physical dangers of substance use and abuse PS:C1.9 learn how to cope with peer pressure PS:C1.10 learn techniques for managing stress and conflict PS:C1.11 learn coping skills for managing life events Dublin City Schools School Counseling Framework 21

22 DUBLIN CITY SCHOOLS ELEMENTARY GUIDANCE CURRICULUM ACTION PLAN Grade level Lesson Content K-1 Intro/Listening Communication K-2 Self Awareness/Identify Feelings ASCA Domain/ Standard K-3 Anger Management K-4 How to Make a friend/be a friend K-5 Recognizing Ind. Differences K-6 Conflict Management/Bullying K-7 Decision Making K-8 Healthy Choices/Stress Management K-9 Personal Safety Curriculum and Materials Books, puppets, role-plays etc. Books, puppets, role-plays, etc. Books, puppets, role-plays Fall Fall Fall Projected Date Evaluation Methods Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback etc. Multi-media Winter Observation Parent, teacher, student feedback Multi-media Winter Observation Parent, teacher, student feedback Multi-media Winter Observation Parent, teacher, student feedback Multi-media Spring Observation Parent, teacher, student feedback Multi-media Spring Observation Parent, teacher, student feedback Multi-media Spring Observation Parent, teacher, student feedback Dublin City Schools School Counseling Framework 22

23 DUBLIN CITY SCHOOLS ELEMENTARY GUIDANCE CURRICULUM ACTION PLAN Grade level Lesson Content 1-1 Intro/Listening Communication 1-2 Self Awareness/Identify feelings/empathy ASCA Domain/ Standard 1-3 Anger Management 1-4 How to Make a friend/be a friend 1-5 Recognizing Ind. Differences 1-6 Conflict Management/Bullying 1-7 Decision Making 1-8 Healthy Choices/Stress Management 1-9 Personal Safety Curriculum and Materials Books, puppets, role-plays, etc. Books, puppets, role-plays, etc. Books, puppets, role-plays etc. Multi-media Role-plays Projected Date Fall Fall Fall Winter Evaluation Methods Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Multi-media Winter Observation Parent, teacher, student feedback Multi-media Role-plays Multi-media Role-plays Multi-media Role-plays Multi-media Role-plays Winter Spring Spring Spring Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Dublin City Schools School Counseling Framework 23

24 DUBLIN CITY SCHOOLS ELEMENTARY GUIDANCE CURRICULUM ACTION PLAN Grade level 2-1 Intro/Listening Communication Lesson Content ASCA Domain/ Standard 2-2 Self Confidence/Identify Feelings/Empathy 2-3 Anger Management 2-4 Friendship Responsibility/How to Make a friend/be a friend/compliments/put-downs 2-5 Recognizing Ind. Differences/Empathy 2-6 Conflict Management/Bullying 2-7 Decision Making 2-8 Healthy Choices 2-9 Personal Safety Curriculum and Materials Books, puppets, role-plays, etc. Books, puppets, role-plays, etc. Books, puppets, role-plays, etc. Multi-media Role-plays Fall Fall Fall Projected Date Winter Evaluation Methods Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Multi-media Winter Observation Parent, teacher, student feedback Multi-media Role-plays Multi-media Role-plays Multi-media Role-plays Multi-media Role-plays Winter Spring Spring Spring Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Observation Parent, teacher, student feedback Dublin City Schools School Counseling Framework 24

25 DUBLIN CITY SCHOOLS ELEMENTARY GUIDANCE CURRICULUM ACTION PLAN Grade level 3-1 Intro/Listening Communication Lesson Content 3-2 Responsibilities: School, Learning, Home ASCA Domain/ Standard Curriculum and Materials Books, role-plays, Multimedia, etc. Books, roleplays, etc.. Fall Fall Projected Date Evaluation Methods Parent, teacher, student feedback Parent, teacher, student feedback 3-3 Anger Management 3-4 How to Make a friend/be a friend 3-5 Cooperative Learning/Recess Management 3-6 Conflict Management/Bullying 3-7 Decision Making 3-8 Healthy Choices/Stress Management 3-9 Personal Safety Books, puppets, role-plays, multimedia, etc. Multi-media Role-plays Multi-media Role-plays Group work Multi-media Role-plays Multi-media Role-plays Group work Multi-media Role-plays Multi-media Role-plays Fall Winter Winter Winter Spring Parent, teacher, student feedback Parent, teacher, student feedback Parent, teacher, student feedback Parent, teacher, student feedback Parent, teacher, student feedback 958 Parent, teacher, student feedback Spring Parent, teacher, student feedback Dublin City Schools School Counseling Framework 25