Gallatin Gateway School Comprehensive School Counseling Program

Transcription

1 Gallatin Gateway School Comprehensive School Counseling Program

2 Table of Contents Mission.....p.3 Philosophy......p.3 Benefits...p.3 ASCA National Standards for School Counseling...p.3 Montana School Counseling Program Standards...p.3 Gallatin Gateway School Guidance Curriculum...p.4 Guidance Curriculum Component...p.4 Individual Planning Component...p.5 Responsive Services Component...p.6 Systems Support Component.p.6 Data and Surveys...p.6 Role of School Counselor...p.7 GGS Counselor FTE History..p.7 Confidentiality p.7 Appendix..p.10 School Counseling Standards: National and State...Appendix A GATOR WAY Poster/Examples of Application of GATOR WAY Appendix B GGS Counseling Standards..Appendix B Second Step Facility and Playground Bully Identification Survey K-8...Appendix C Gallatin Gateway School Playground Safety Survey K-8...Appendix D Gallatin Gateway School 5 th Grade Middle School Survey.Appendix E Gallatin Gateway School 5 th Grade Strengths Explorer Survey... Appendix F Second Step Middle School Survey Appendix G Pearson My Voice Survey Grades 3-5 and Grades Appendix H Gallatin Gateway School Report Cards K-8.Appendix I Counselor Job Description Cert-004 Appendix J 2

3 MISSION To provide Gallatin Gateway students a comprehensive developmental school counseling program in an environment that is safe, caring, and encouraging. PHILOSOPHY The Gallatin Gateway School Comprehensive School Counseling Program is prevention focused. Our philosophy is to help students help themselves through a proactive program, which is both instructive and responsive, and an integral key in promoting lifelong learning among students. BENEFITS: COUNSELING PROGRAM Providing a comprehensive counseling program, which includes proactive, preventive, and developmental lessons, while promoting a positive climate and environment for learning. Partnerships between counselors, students, families, educators, and the community benefit the well-being of each student in the following ways: Supports personal/social, academic, and career development to increase student success Ensures equitable access to educational opportunities and school and community resources Promotes and increases collaboration between teachers and the counselor for student needs and educational goals Enhances student transition to high school and college readiness Analyzes data to improve school climate and student achievement NATIONAL AND STATE SCHOOL GUIDANCE STANDARDS Gallatin Gateway School constructed its counseling program standards using the ASCA National Standards for School Counseling Programs and the Montana School Counseling Program Standards. Appendix A *ASCA National School Counseling Standards: The National Standards establish goals and expectations for all students. In addition, it provides a rationale for school counselors, school administrators, faculty, parents or guardians, businesses, and the community to engage in conversations about expectations for students academic success and the enhancement of student learning. The standards describe what students should know and be able to do as a result of participating in a school-counseling program: Establish the school counseling program as an integral component of the academic mission of the school Ensure equitable access to school counseling services that are provided by a state-credentialed school counselor Identify the knowledge and skills all students might acquire as a result of the K-8 school counseling program Guarantee the school counseling program is comprehensive in design and delivered systematically to all students *Montana School Counseling Program Standards The Montana Standards provide Gallatin Gateway School a framework for meeting the National Counseling Standards at a local level. The primary focus of the Montana standards includes: 1) Academic development, 2) development, and 3) Personal/Social development: 1. Academic development - includes the acquisition of skills in decision making, problem solving, goal setting and critical thinking, and the application of these to learning 2. development - provides the foundation for students to develop awareness, explore, and prepare to make informed, successful transitions to post-secondary learning and work 3

4 3. Personal/Social development - supports the development skills, attitudes and knowledge necessary for an understanding and respect of self and others, effective interpersonal communication, and to contribute and function in a healthy, caring, and productive community GALLATIN GATEWAY SCHOOL GUIDANCE STANDARDS Gallatin Gateway School Counseling Program Standards were created using a combination of the national and state school counseling standards. With the use of these standards, the GATOR Way counseling theme evolved. The GATOR Way is a group of values, which staff and students at GGS believe and practice. The GATOR Way provides a safe place to learn, make friends, grow, and belong. GATOR is an acronym whose letters stand for character traits. These traits promote success not just in school, but also in life itself. Appendix B G = Generosity and kindness A = Academic effort and achievement T = Tolerance and teamwork O = Organization and self-discipline R = Respect and responsibility The four components of Gallatin Gateway School guidance include: 1) Guidance Curriculum, 2) Individual Planning, 3) Responsive Services, and 4) System Supports. 1) Guidance Curriculum Component The Gallatin Gateway School counseling guidance curriculum provides: Lessons for developmentally appropriate discussion and/or practice of learned skills Lessons for student growth, systematically presented, through classroom discussion and group activities K-8 Resources for teaching and practice in each classroom Behavior expectations for common for staff, students, and community Common language and vocabulary for staff, students, and community Curriculum Resources Second Step (Grade K-3) - Reduces impulsive and aggressive behavior in children and increases their level of social competence by teaching skills in empathy, impulse control, and anger management. This program incorporates interactive photos, classroom discussions, and role-play scenarios to ensure student understanding and application of the topics learned. Steps to Respect (Grade 3-5) - Promotes a whole-school approach to bullying. This program helps to decrease bullying in schools and establishes a safe, caring, and respectful school climate. During skill lessons, students will practice friendship-making skills, recognition of bullying, bully refusal skills, how to reach out to someone who is being bullied, and will develop bullying-reporting skills. Why Try? (Grade K-8) - Improves student retention, academic performance, and school climate. Why Try? provides visual tools to help students change patterns of failure and indifference, and develop motivation to reach goals. It can be used as a tool to help students reach graduation or as an early intervention for helping elementary students deal with increasing challenges at home, school, or peers. Connected and Respected (Grade K-5) This curriculum provides a sequential, developmentally appropriate set of skill-building lessons and activities, which help students 4

5 develop social and emotional literacy. These lessons use a spiraling approach to teaching conflict resolutions skills. Clifton Youth Strengths Explorer (Grade 5) - This research-based survey identifies each student s unique talents. Following the computer-based survey, fifth graders are encouraged to discover their individual talents and develop these talents throughout their lives. Exploration (Grade 6-8) - Students explore their learning styles, interests & hobbies, communication skills, future goals and academic progress in MBI lessons throughout the school year. exploration is also implemented school wide through classroom field trips, guest speakers, and participation in business related courses. STAR (Grade 7) - Students participate in a workshop entitled YOU Are the STAR of Your Life. The workshop allows the students to express themselves, build confidence and push their limits through acting. They express and explain their personality traits, strengths, and what their hopes are for the future. Each student has the opportunity to display leadership skills by playing different roles of movies. Participation in these roles allow students to see how they will be role models for their peers as eighth-grade students and how their decisions can influence others. i-safe Grade (Grade K-8) - This e-safety education is designed to provide a comprehensive curriculum materials and learning tools for equipping students with the critical thinking and decision-making skills they need to be safe, responsible and technologically proficient cyber citizens in a global society and economy. Book Inventory (Grade K-8) - The school counselor has an extensive school inventory of books that assist in teaching lessons about personal/social, academic and career development. The books in the counseling inventory are selected based on the Montana state school counseling standards as well as lessons teaching and demonstrating the GATOR way. Magazine subscriptions (Instructional Grade K-8) - Teaching Tolerance, Montana College 101, etc. Library magazine subscriptions (Grade 3-5) Discovery Girls GGS Website (Grade K-8) - topics and teaching schedule Notebooks (Grade 3-8) - Interactive notebooks students begin in third grade as a future resource for possible career investigation. Students use the notebooks as resources for other cross-curricular projects and self-exploration for the selection and focus of high school courses. 2) Individual Planning Component Student planning consists of the school counselor coordinating ongoing systemic activities designed to assist the individual student in establishing personal goals and developing future plans. Solution Focused Brief Therapy (SFBT) (Grade K-8) - based on solution-building rather than problem solving. It explores current resources and future hopes of each student rather than present problems and past causes. SFBT typically involves only three to five sessions, which is ideal for the school environment. This method has great value as a sufficient intervention and can be used safely as an adjunct to other treatments. Middle School Transition Shadow Program (Grade 5) - Shadow Day is an in-school field trip. Fifth-grade students are paired with a sixth grader for the day to observe and participate in middle school classes. The goal of this program is to reduce anxiety during the transition to middle school. Students are offered an opportunity to meet and ask questions of the middle school teachers to prepare for the following year. High School Transition (Grade 8) 1. Counselor Visit (Fall/Spring) - Counselors from Bozeman High School (BHS) discuss with students about scheduling for the upcoming Ninth grade year. Students are informed of expectations such as attendance, credits, available courses, etc. 5

6 2. Student Orientation Night (January) - Students, along with their parents, are invited to an orientation night at BHS that begins at 7pm. The event helps students and parents understand the important aspects of the high school registration process. 3. Principal Visit (April) - An administrator from BHS comes to GGS to speak with the Eighth grade students about the transition from eighth grade to high school. Students engage in an active discussion with the administrator. The administrator also stresses the importance of a strong finish to the academic middle school years to be prepared for high school. 4. Jump Up Day (May) - During this field trip, GGS students travel to the BHS campus. This high school visit allows students to see the high school while classes are in session. Students are taken on a guided tour of the school by BHS students. On this tour, they enter classrooms, observe students moving from class to class, view the locker setup, etc. 5. Final Orientation (August before school starts) - This event is presented by BHS staff at the high school. It allows students and their families to visit with BHS staff and tour the school. 3) Responsive Services Component The responsive services component consists of activities to meet students immediate needs, such as: individual and small group counseling, consultation with students, parents/guardians, teachers, individual, teacher, and/or parent referral, peer mediation, and crisis intervention. 4) Systems Supports Component System supports are activities that establish, maintain, and enhance the total school counseling program including: professional development, consultation, collaboration and teaming, and program operations. DATA AND SURVEYS The Gallatin Gateway School is data-driven and focused on closing the achievement gap between high-and low-performing students. This use of data to effect change within the school system promotes the goal for all students to receive the necessary skills to achieve success. The GGS school counselor and staff analyze data regarding student needs, program standards and indicators, student achievement, and related areas to determine program effectiveness. Student needs surface when data is disaggregated and analyzed. Data is used to determine where the school-counseling program is focused now, and where it should be focused in the future. Gallatin Gateway School Counseling Survey and Data Collection Tools Second Step Facility and Playground Bully Identification Survey K-8, Appendix C Gallatin Gateway School Playground Safety Survey K-8, Appendix D Gallatin Gateway School 5 th Grade Middle School Transition Survey Appendix E Gallup Clifton Youth 5 th Grade Strengths Explorer Survey, Appendix F Second Step Middle School Attitude Survey 6-8, Appendix G Pearson My Voice Survey, Appendix H GGS Guidance Curriculum Semester report cards, Appendix I 6

7 SCHOOL COUNSELOR ROLE Professional school counselors are certified/licensed professionals with a masters degree or higher in school counseling or the substantial equivalent and are uniquely qualified to address the developmental needs of all students. Professional school counselors deliver a comprehensive school-counseling program encouraging all students academic, career, and personal/social development and helping all students in maximizing student achievement. The complete job description for the Gallatin Gateway School Counselor is in Appendix K and below is a chart outlining the duties of the school counselor in each of the four component areas of the counseling role. Appendix J Gallatin Gateway School FTE History: School counselor FTE for the school year -.1 FTE 7-8 grades and.4 FTE K-6 grades School counselor FTE for the school year -.1 FTE 7-8 grades and.3 FTE K-6 grades School counselor FTE for the school year -.1 FTE 7-8 grades and.3 FTE K-6 grades Components Guidance Curriculum Provides guidance content in a systematic way to all students Individual Planning Helps students monitor and understand their own development Responsive Services Addresses immediate concerns of students System Supports Includes program and staff support activities and leadership Duties of the School Counselor Implement the developmental guidance curriculum designed to help students achieve standards and competencies Collaborate with faculty in teaching activities related to personal/social, academic, and career development Facilitate the infusion of counseling activities into the regular education curricula to support the developmental needs of students Guide individuals and groups of students through the development of educational, career, and personal plans Help to coordinate parent participation in the student individual planning process Interpret test results appropriately (ITBS, CRT, AIMS, DIBELS) Counsel students individually about their concerns using Solution Focused Therapy and techniques appropriate to school counseling Conduct structured, goal oriented groups to meet students needs for learning Consult and collaborate with parents, teachers, and educators to maximize student achievement Help students and families access special in-district programs and community resources Implement, maintain, and enhance the total school counseling program through assessment and evaluation Coordinate or participate in school improvement initiatives Pursue professional growth through staff development Attend relevant workshops and conferences sponsored by state and national organizations Confidentiality Students and their parents entrust schools with their personal information with the expectation that this information will be used to serve the needs of students effectively and efficiently. This information is a vital resource in planning comprehensive education programs and designing individual education plans 7

8 and providing responsive services. The school and parents share a common interest in ensuring that this information is kept confidential. Confidentiality is the obligation to keep information and the contents of conversations private, unless there is a duty to inform others. Information shared with a school counselor is confidential, except in certain circumstances, the school counselor will not tell other individuals what is shared between the counselor and student. A counselor protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor s ethical obligation. Parents and Confidentiality Counselors are frequently confronted with questions regarding their duty of disclosure to parents and the relationship between this duty and the confidential nature of the counseling relationship. Each counselor recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their child s life. The American School Counselor Association sets forth the following guidelines with regard to counselors and the parents. The counselor: Informs parents/guardians of the counselor's role with emphasis on the confidential nature of the counseling relationship between the counselor and counselee. Provides parents with accurate, comprehensive and relevant information in an objective and caring manner, as appropriate and consistent with ethical responsibilities to the counselee. Makes reasonable efforts to honor the wishes of parents and guardians concerning information that he/she may share regarding the counselee. Adheres to federal and state laws and district policies and procedures guiding the maintenance and release of student information. Limits to Confidentiality Limits to confidentiality exist to protect the safety and well-being of students. The counselor will protect the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. The meaning and limits of confidentiality are defined in developmentally appropriate terms for students. Information can and will be shared with the appropriate person, agency or authority using the following guidelines and circumstances: Potential harm to self - a belief or information that a student is in danger of hurting oneself, or is in danger of being hurt by someone else. Potential harm to others - a belief or information that a student is in danger of hurting someone else. Suspected child abuse/mandatory Reporter - a belief or information that a child under the age of 18 has been abused by a person responsible for the care of the child. Legal jurisdiction - a law or court order to disclose information. Informed consent - the permission by a legally responsible adult to consult with others in order to provide better counseling services. Disclosure Disclosure includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. Such information is only 8

9 to be revealed to others with the informed consent of the student, consistent with the counselor s ethical obligation. The counselor keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception. 9

10 Appendix 10

11 Appendix A School Counseling Standards National: State: eling_program.pdf : Standards and Indicators STANDARDS Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the lifespan. Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college. Students will understand the relationship of academics to the world of work, and to life at home and in the community. INDICATORS K-6 A. Take pride in work and in achievement B. Use communication skills to know when and how to ask for help when needed C. Articulate feelings of competence and confidence as a learner D. Accept mistakes as essential to the learning process E. Demonstrate how effort and persistence positively affect learning F. Take responsibility for their actions G. Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students 7-8 A. Display a positive interest in learning B. Apply time management and task management skills C. Develop a broad range of interests and abilities K-6 A. Establish challenging academic goals at each grade level B. Demonstrate the motivation to achieve individual potential C. Become self-directed and independent learners D. Understand the relationship between classroom performance and success in school E. Seek information and support from faculty, staff, family, and peers 7-8 A. Apply the study skills necessary for academic success B. Use assessment results in educational planning C. Apply knowledge of aptitudes and interests to goal setting D. Use knowledge of learning styles to positively influence school performance K-6 A. Seek co-curricular and community experiences to enhance the school experience B. Understand the relationship between learning and work 7-8 A. Understand how school success and academic achievement enhance future career and avocation opportunities B. Demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life 11

12 Development: Standards and Indicators STANDARDS Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Students will employ strategies to achieve future career goals with success and satisfaction. Students will understand the relationship between personal qualities, education, training and the world of work. INDICATORS K-6 A. Learn how to interact and work cooperative in teams B. Learn about the variety of traditional and nontraditional occupations C. Learn to make decisions D. Learn how to set goals E. Acquire employability skills such as working on a team, problemsolving, and organizational skills 7-8 A. Develop a positive attitude toward work and learning B. Develop skills to locate, evaluate, and interpret career information C. Develop an awareness of personal abilities, skills, interests, and motivations D. Understand the importance of planning E. Develop hobbies and vocational interests F. Utilize time- and taskmanagement skills K-6 A. Demonstrate knowledge of the career planning process B. Identify personal skills, interests, and abilities and relate them to current career choices 7-8 A. Apply decision-making skills to career planning, course selection, and career transitions B. Describe traditional and nontraditional occupations and how these relate to career choice C. Demonstrate awareness of the education and training needed to achieve career goals D. Learn how to use the Internet to access career planning information K-6 A. Learn to work cooperatively with others as a team member B. Identify personal preferences and interests which influence career choices and success C. Learn how to use conflict management skills with peers 7-8 A. Demonstrate how interests, abilities, and achievement relate to achieving personal, social, educational, and career goals B. Understand the relationship between educational achievement and career success C. Explain how work can help to achieve personal success and satisfaction D. Understand that work is an important and satisfying means of personal expression Personal/Social Development: Standards and Indicators STANDARDS Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Students will make decisions, set goals, and take necessary action to achieve goals. Students will understand safety and survival skills. K-6 A. Develop a positive attitude toward INDICATORS K-6 A. Demonstrate a respect and K-6 A. Demonstrate knowledge of 12

13 STANDARDS self as a unique and worthy person B. Identify and express feelings C. Distinguish between appropriate and inappropriate behaviors D. Learn how to make and keep friends E. Understand the need for selfcontrol and how to practice it F. Learn the goal-setting process G. Recognize personal boundaries, rights, and privacy needs H. Demonstrate cooperative behavior in groups I. Identify personal strengths and assets J. Recognize that everyone has rights and responsibilities K. Recognize, accept, respect, and appreciate individual differences L. Recognize, accept, and appreciate ethnic and cultural diversity appreciation for individual and cultural differences B. Understand consequences of decisions and choices C. Demonstrate when, where, and how to seek help for solving problems and making decisions D. Know how to apply conflict resolution skills personal information (i.e., telephone number, home address, emergency contact) B. Learn the difference between appropriate and inappropriate physical contact C. Demonstrate the ability to assert boundaries, rights, and personal privacy D. Learn techniques for managing stress and conflict E. Learn coping skills for managing life events 7-8 A. Identify values, attitudes, and beliefs B. Understand change as a part of growth C. Respect alternative points of view D. Use effective communication skills E. Know that communication involves speaking, listening, and nonverbal behavior 7-8 A. Use a decision-making and problem-solving model B. Identify alternative solutions to a problem C. Develop effective coping skills for dealing with problems D. Know when peer pressure is influencing a decision E. Use persistence and perseverance in acquiring knowledge and skills 7-8 A. Differentiate between situations requiring peer support and situations requiring adult professional help B. Apply effective problem-solving and decision-making skills to make safe and healthy choices C. Learn about the emotional and physical dangers of substance use and abuse D. Learn how to cope with peer pressure 13

14 Appendix B The GATOR Way The GATOR Way is the foundation of the guidance and counseling curriculum at Gallatin Gateway School. The curriculum consists of personal, social, and academic counseling delivered to students through individual counseling, group activities, and classroom guidance lessons. GATOR is an acronym whose letters stand for character traits highly valued by the Gateway community, traits which promote success not just in school, but also in life itself. The acronym translates as follows: G = Generosity and kindness A = Academic effort and achievement T = Tolerance and teamwork O = Organization and self-discipline R = Respect and responsibility 1) An application of the GATOR WAY at GGS: THE GATOR WAY AND THE SCHOOL LUNCHROOM As was the case last year, this year s Counseling Corner will feature articles on The GATOR Way, the guidance and counseling curriculum at Gallatin Gateway School. The curriculum consists of personal, social, and academic counseling delivered to students through individual counseling, group activities, and classroom guidance lessons. Within the title, GATOR is an acronym whose letters stand for character traits highly valued by the Gateway community, traits which promote success not just in school, but also in life itself. The acronym translates as follows: G = Generosity and kindness A = Academic effort and achievement T = Tolerance and teamwork O = Organization and self-discipline R = Respect and responsibility The purpose of the guidance and counseling program is to help every Gateway student develop these GATOR traits. As the school counselor, I will be working with students individually, in group, and through classroom Montana Behavior Initiative (MBI) lessons to convey The GATOR Way. I will also address GATOR principles in newsletter articles throughout the year. While my intention in this year s newsletter articles is to articulate the content of the counseling program and the Gator principles it promotes, it is important to note that The GATOR Way is really not new to Gateway School. In numerous ways, the administration and staff have been educating students in Gator principles for years, with the Montana Behavioral Initiative and the STEPS to Respect bully prevention program perhaps most obvious. Less obvious, however, are the smaller ways through which Gator values are taught to students. I would like to address one of those smaller ways in this article: the lunchroom-seating chart. The lunchroom-seating chart is one of the most important ways that prized Gator values including generosity and kindness, tolerance, and respect are conveyed to students. The seating chart allows students to interact with children from different peer groups and grade levels, children with whom they might not otherwise connect. The seating chart is changed at midterm every quarter and new seats are assigned so that students continually meet new peers. The seating chart fosters inclusion and friendship among students and is a means of bully prevention. Having used a lunchroom seating chart for eight years now, Gallatin Gateway School is not only on the cutting edge of educational research it is, in fact, way ahead of the research. It is only in the last few years that educational 14

15 researchers have recognized the power of arranged lunchroom seating to promote good social skills in children. A 2005 study of middle school students in Black River Falls (Wisconsin) Middle School, for example, showed that when seating was assigned rather than determined by student choice, there was a steep decline in the number of students who reported feeling left out. In short, there was less bullying. And West Pines Middle School in Ely, Nevada earned major coverage by ABC Nightly News last year for the same reason. When the school implemented a lunchroom-seating chart, lunchroom bullying declined markedly. In recent years a national bully prevention initiative called MixItUp, aimed at reducing social isolation among students by encouraging them to talk with students they usually don t, endorsed lunchroom seating charts as an important way to encourage student interaction. Westminister, Maryland middle and high schools have adopted cafeteria seating charts as a part of their MixItUp bully prevention program. Results over the last three years show that at least one-fifth of students in the program reported meeting new friends through the lunchroom program. These schools all learned what Gallatin Gateway School knew a long time ago: a lunchroom-seating chart reduces social isolation and nurtures friendship among students. It instills those important Gator values of generosity, kindness, and respect. It helps Gateway students be the best Gators they can be. ~written by Dr. Christensen (2010) 15

16 2) An application of the GATOR WAY at GGS: Dear Eighth-grade student, Each year an academic award (based on GPA) and a Citizenship Award are presented to an eighth-grade student at graduation in the spring. As you prepare to begin in your eighth-grade year at Gallatin Gateway School, be mindful that these are the qualities your supervisors will be looking for during the school year in anticipation of giving this award. CITIZENSHIP AWARD This award recognizes and rewards an individual who possess the qualities of dependability, helpfulness, and leadership, in his or her daily life. The Gallatin Gateway School staff selects a student who has demonstrated these qualities to an outstanding degree especially during their eighth-grade year at Gallatin Gateway School. A good citizen is someone who respects others and their property regardless of their age. He or she is prompt and timely, Shows respect for others space, Respects authority, Works well with others, Is organized and prepared, Makes good choices or sincerely apologies and accepts responsibility for his or her actions, Contributes, Is helpful and considerate, willing to put others first, Listens to the views of others and thinks about what they have to say, Helps people who are not in a position to help themselves, Is respectful of the school and community environment, Works hard, Is tolerant of the needs and differences of others, Is well mannered and pleasant, Is always willing to learn, Is always willing to improve, Is an independent thinker and make decisions based on facts, not peer pressure, and Is respected as a role model. In summary, this person does the right thing even when no one is watching by following the GATOR WAY. Resources: Expectations are based on the Montana Behavior Initiative goals and character development instruction at GGS. 16

17 GALLATIN GATEWAY SCHOOL K-8 GUIDANCE STANDARDS Kindergarten Proficiencies for Counseling Curriculum Domain Standard Proficiency A:A1.2 Take pride in work and achievement A:A2.3 Use communication skills to know when and how to ask for help when needed 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 C:A1.4 Learn how to interact and work cooperatively in teams C:A1.6 Learn to make decisions Personal/Social PS:A1.1 Develop positive attitudes toward self as a unique and worthy person Personal/Social PS:A1.5 Identify and express feelings Personal/Social PS:A 1.6 Personal/Social Personal/Social Personal/Social PS:A2.1 PS:C1.1 PS:C1.4 (Begin to) Distinguish between appropriate and inappropriate behavior Recognize, accept, respect and appreciate individual differences Demonstrate knowledge of personal information (i.e., telephone number, home address, emergency contact) Learn about the differences between appropriate and inappropriate physical contact First Grade Proficiencies for Counseling Curriculum Domain Standard Proficiency A:A1.2 Take pride in work and achievement A:A1.4 Accept mistakes as essential to the learning process A:A2.3 Use communication skills to know when and how to ask for help when needed A:A3.1 Take responsibility for their actions A:B1.4 C:A1.6 Learn how to set goals C:C2.2 Seek information and support from faculty, staff, family and peers Learn how to use conflict management skills with peers and adults C:C2.2 Learn to work cooperatively with others as a team member Personal/Social PS:A1.6 Distinguish between appropriate and inappropriate behavior Personal/Social7 PS:A1.7 Recognize personal boundaries, rights and privacy needs Personal/Social PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity Personal/Social PS:A2.8 Learn how to make and keep friends Second Grade Proficiencies for Counseling Curriculum Domain Standard Proficiency A:A1.2 Take pride in work and achievement 17

18 A:A1.4 Accept mistakes as essential to the learning process A:A2.3 Use communication skills to know when and how to ask for help when needed A:A3.1 Take responsibility for their actions A:B1.4 Seek information and support from faculty, staff, family and peers A:B1.7 Become a self-directed and independent learner C:C2.2 Learn how to use conflict management skills with peers and adults C:C2.2 Learn to work cooperatively with others as a team member Personal/Social PS:A1.3 Learn the goal-setting process Personal/Social PS:A1.8 Understand the need for self-control and how to practice it Personal/Social PS:A1.10 Demonstrate cooperative behavior in groups Third Grade Proficiencies for Counseling Curriculum Domain Standard Proficiency A:A1.2 Take pride in work and achievement A:A1.4 Accept mistakes as essential to the learning process A:A2.2 A:A2.3 Demonstrate how effort and persistence positively affect learning Use communication skills to know when and how to ask for help when needed A:A3.1 Take responsibility for their actions A:B1.1 Demonstrate the motivation to achieve individual potential A:C1.3 Understand the relationship between learning and work C:A1.6 Learn how to set goals C:C2.2 Learn how to use conflict management skills with peers and adults Personal/Social PS:A1.6 Distinguish between appropriate and inappropriate behavior Personal/Social PS:A1.10 Identify personal strengths and assets Personal/Social PS:A2.1 Recognize that everyone has rights and responsibilities Personal/Social PS:B1.2 Understand consequences of decisions and choices Personal/Social PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions Fourth Grade Proficiencies for Counseling Curriculum Domain Standard Proficiency A:A1.2 Take pride in work and achievement A:A1.4 Accept mistakes as essential to the learning process A:A2.2 Demonstrate how effort and persistence positively affect learning A:A3.1 Take responsibility for their actions A:B2.6 C:A1.6 Learn how to set goals Understand relationship between classroom performance and success in school 18

19 C:C2.3 Learn to work cooperatively with others as a team member Personal/Social PS:B1.2 Understand consequences of decisions and choices Personal/Social PS:B1.6 Know how to apply conflict resolutions skills Personal/Social Personal/Social PS:B1.7 PS:C1.4 Demonstrate a respect and appreciation for individual and cultural differences Demonstrate the ability to set boundaries, rights and personal privacy Personal/Social PS:C1.10 Learn techniques for managing stress and conflict Personal/Social PS:C1.11 Learn coping skills for managing life events Fifth Grade Proficiencies for Counseling Curriculum Domain Standard Proficiency A:A1.2 Take pride in work and achievement A:A1.4 Accept mistakes as essential to the learning process A:A3.1 Take responsibility for their actions A:B2.6 A:B2.1 Understand relationship between classroom performance and success in school Establish challenging academic goals in elementary, middle and high school A:C1.2 Understand the relationship between learning and work C:A1.2 C:A2.1 Learn about the variety of traditional and nontraditional occupations Acquire employability skills such as working on a team, problem-solving and organizational skills C:C2.3 Learn to work cooperatively with others as a team member Personal/Social PS:B1.2 Understand consequences of decisions and choices Personal/Social Personal/Social PS:B1.7 PS:C1.4 Demonstrate a respect and appreciation for individual and cultural differences Demonstrate the ability to set boundaries, rights and personal privacy Personal/Social PS:C1.10 Learn techniques for managing stress and conflict Personal/Social PS:C1.11 Learn coping skills for managing life events Sixth Grade Proficiencies for Counseling Curriculum Domain Standard Proficiency A:A1.1 Articulate feelings of competence and confidence as learners A:A1.2 Take pride in work and achievement A:A1.4 Accept mistakes as essential to the learning process A:A3.1 Take responsibility for their actions A:B2.6 A:B2.1 A:C1.2 Understand relationship between classroom performance and success in school Establish challenging academic goals in elementary, middle and high school Seek co-curricular and community experiences to enhance the school experience 19

20 C:A1.2 C:A2.1 C:B1.2 Learn about the variety of traditional and nontraditional occupations Acquire employability skills such as working on a team, problem-solving and organizational skills Identify personal skills, interests and abilities and relate them to current career choice C:B1.3 Demonstrate knowledge of the career-planning process C:C1.3 Identify personal preferences and interests influencing career choice and success Personal/Social PS:B1.2 Understand consequences of decisions and choices Personal/Social PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy Personal/Social PS:C1.10 Learn techniques for managing stress and conflict Personal/Social PS:C1.11 Learn coping skills for managing life events Seventh Grade Proficiencies for Counseling Curriculum Domain Standard Proficiency A:A1.2 Display a positive interest in learning A:A2.1 Apply time-management and task-management skills A:A3.3 Develop a broad range of interests and abilities A:B1.3 A:B1.6 Apply the study skills necessary for academic success at each level Use knowledge of learning styles to positively influence school performance A:B2.2 Use assessment results in educational planning A:B2.4 Apply knowledge of aptitudes and interests to goal setting A:C1.1 A:C1.6 C:A1.1 C:A1.3 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life Understand how school success and academic achievement enhance future career and vocational opportunities Develop skills to locate, evaluate and interpret career information Develop an awareness of personal abilities, skills, interests and motivation C:A2.7 Develop a positive attitude toward work and learning C:A2.9 Utilize time- and task-management skills C:B1.1 C:C1.1 C:C1.7 Apply decision-making skills to career planning, course selection and career transition Understand the relationship between educational achievement and career success Understand that work is an important and satisfying means of personal expression Personal/Social PS:A1.2 Identify values, attitudes and beliefs Personal/Social PS:A1.4 Understand change is a part of growth Personal/Social PS:A2.2 Respect alternate points of view Personal/Social PS:A2.6 Use effective communication skills 20

21 Personal/Social PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior Personal/Social PS:B1.1 Use a decision-making and problem-solving model Personal/Social PS:B1.3 Identify alternative solutions to a problem Personal/Social PS:B1.4 Develop effective coping skills for dealing with problems Personal/Social Personal/Social PS:B1.11 PS:C1.5 Use persistence and perseverance in acquiring knowledge and skills Differentiate between situations requiring peer support and situations requiring adult professional help Personal/Social PS:C1.9 Learn about how to cope with peer pressure Eighth Grade Proficiencies for Counseling Curriculum Domain Standard Proficiency A:A1.2 Display a positive interest in learning A:A2.1 Apply time-management and task-management skills A:A3.3 Develop a broad range of interests and abilities A:B1.3 Apply the study skills necessary for academic success at each level A:B2.2 Use assessment results in educational planning A:B2.4 Apply knowledge of aptitudes and interests to goal setting A:C1.1 A:C1.6 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life Understand how school success and academic achievement enhance future career and vocational opportunities C:A1.7 Understand the importance of planning C:A1.9 Develop hobbies and vocational interests C:A2.7 Develop a positive attitude toward work and learning C:A2.9 Utilize time- and task-management skills C:B1.6 C:B1.7 C:B2.1 C:C1.2 C:C2.1 Learn to use the internet to access career-planning information Describe traditional and nontraditional career choices and how they relate to career choice Demonstrate awareness of the education and training needed to achieve career goals Explain how work can help to achieve personal success and satisfaction Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals Personal/Social PS:A1.2 Identify values, attitudes and beliefs Personal/Social PS:A1.4 Understand change is a part of growth Personal/Social PS:A2.2 Respect alternate points of view Personal/Social PS:A2.6 Use effective communication skills Personal/Social PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior Personal/Social PS:B1.1 Use a decision-making and problem-solving model Personal/Social PS:B1.3 Identify alternative solutions to a problem Personal/Social PS:B1.4 Develop effective coping skills for dealing with problems 21

22 Personal/Social PS:B1.8 Know when peer pressure is influencing a decision Personal/Social Personal/Social Personal/Social PS:B1.11 PS:C1.7 PS:C1.8 Use persistence and perseverance in acquiring knowledge and skills Apply effective problem-solving and decision-making skills to make safe and healthy choices Learn about the emotional and physical dangers of substance use and abuse Personal/Social PS:C1.9 Learn how to cope with peer pressure 22

23 Appendix C Second Step Facility and Playground Bully Identification Survey K-8 Second Step is a bully prevention program in the Gallatin Gateway School Counseling program. This Second Step survey allows staff to question the students about the bullying occurring at the school. The data from the survey provide location, duration, and the types of bullying happening during the school day. Identification allows GGS staff to develop improved safety for all students. 23

24 Appendix C (Continued) Example: Second Step Survey This test was adapted from the CDC manual Measuring Violence Related Attitudes, Beliefs, And Behaviors: A Compendium of Assessment Tools and is found on page 152 as the Modified Aggression Scale. This scale is composed of four subscales: fighting, bullying, anger, and cooperative/caring behavior. This is not a knowledge test, but rather a behavior scale. It is recommended to give this before or during the teaching of Second Step and then to follow up days later. This could be used in the beginning of the year and then again at the end of the year or after teaching Second Step. We believe this should be used with grades 3-8. The fighting subscale is calculated by reverse coding Item 5 and summing across all five items. A total of 20 points is possible and a high score indicates more aggression or fighting. The other three scales are calculated by summing across all responses. High scores indicate a higher incidence of the behavior and can provide data for improvement planning. Pre/Post Survey Choose how many times you did this activity or task in the last 30 days. 24

25 Appendix D Playground Safety Survey K-8 Students mark on the map the safe areas in green and the fearful or unsafe areas in red. Results are posted to the school website: 25

26 Appendix E Gallatin Gateway School 5 th Grade Middle School Transition Survey 1. How do you feel about attending middle school? Happy/Excited Relaxed/Calm Nervous Terrified Other (explain) 2. I look forward to middle school because.. New friends Sports More choices/freedom Learning more Other (explain) 3. My concerns/worries about middle school are (select all that apply) Changing classes Lockers Tardies Peer pressure Size of classes Homework Bullying Grades Friends Older kids Schedule/Remembering where to go Organization Work load Other (explain) 4. What are you most interested in receiving additional information about in order to help make your transition into middle school smoother (select all that apply)? Attendance/Tardies Lockers Cafeteria Responsibilities/Expectations of Classes Students Daily Schedules Student supplies Field Trip Experiences Tests Assessments Grading Recess/breaks Homework Other (explain) 26

27 Appendix F Gallatin Gateway School 5 th Grade Strengths Explorer Survey The Strengths Explorer For Ages package includes: Youth Workbook Parent Guide one online youth strengths assessment access code StrengthsExplorer For Ages 10 to 14 was developed with the renowned rigor and expertise of Gallup researchers, many who participated in the development of StrengthsFinder for adults. The program is a fun, simple way for adolescents to discover and develop their own unique gifts and abilities. An ID code allows teens to access a specially designed website. Then, by answering a series of questions about themselves, they learn about their strengths. An activity-filled workbook helps them focus on those strengths, while a parent s guide suggests ways that parents can learn more about their child s abilities and encourage their continued development. 27

28 Appendix G Second Step Middle School Attitude Survey 6-8 The Second Step program aims to reduce aggressive and other hurtful behaviors by promoting students cognitive, emotional, and behavioral skills. The program involves teaching these skills directly and promoting pro-social attitudes. The Attitude Survey for Middle School Students assesses attitudes related to aggressive behavior. The survey can thus be used as a pre/post measure to evaluate effects of the Second Step program. 28