Boulder Valley School District Board of Education

Transcription

1 Comprehensive School Counseling Curriculum Propose Adopted March 27, 2007 Division of Learning Services

2 District A Helayne Jones [email protected] voic fax: District B Lesley Smith [email protected] voic District C Laurie Albright [email protected] voic District D Ken Roberge [email protected] voic fax: District E Patti Smith [email protected] voic District F Jean Paxton [email protected] voic fax: District G Jim Reed [email protected] voic BVSD Superintendent Dr. Christopher King [email protected] Phone: Fax: Boulder Valley School District Board of Education 2

3 Boulder Valley School District Comprehensive School Counseling Curriculum Table of Contents DISTRICT COUNSELORS STANDARDS COMMITTEE ELEMENTARY COUNSELORS CURRICULUM COMMITTEE... 5 COMPREHENSIVE SCHOOL COUNSELING CURRICULUM... 6 STANDARDS & BENCHMARKS... 8 HOW STANDARDS AND CURRICULUM FIT TOGETHER I: ACADEMIC DOMAIN STANDARD 1: STANDARD 2: II: CAREER DOMAIN STANDARD STANDARD III: PERSONAL/SOCIAL DOMAIN STANDARD STANDARD 6: STANDARD ELEMENTARY CURRICULUM STANDARD STANDARD STANDARD STANDARD STANDARD 5: STANDARD 6: STANDARD MIDDLE LEVEL CURRICULUM STANDARD STANDARD 2: STANDARD STANDARD STANDARD STANDARD STANDARD HIGH SCHOOL CURRICULUM STANDARD 1: STANDARD STANDARD STANDARD 4: STANDARD STANDARD 6: STANDARD COMPREHENSIVE SCHOOL COUNSELING CURRICULUM CONTINUUM GRADES K COMPREHENSIVE SCHOOL COUNSELING CURRICULUM CONTINUUM GRADES

4 Boulder Valley School District Comprehensive School Counseling Curriculum District Counselors Standards Committee Members: Michael Barta Counselor Casey Middle School Judy Davis Counselor Monarch K-8 Pam Decker Former Counselor BVSD JoAnne Gearhart Counselor Broomfield High School John Happs Counselor Centaurus High School Brenda Longacre Counselor Broomfield Heights Middle School Megan McDonald Counselor Eldorado K-8 Allyson Shambo Counselor Nederland Middle/Senior High School Technical Assistant: Barbara J. Conroy, Ed.D District Counselor Curriculum Committee Members: Judy Davis Chair Counselor on Special Assignment Kristin Borostyan Counselor Louisville Middle School Pam Decker Former Counselor BVSD Susan Dorsey Counselor Broomfield High School JoAnne Gearhart Former Counselor BVSD John Happs Counselor Centaurus High School Megan McDonald Counselor Eldorado K-8 Patty Patterson Counselor Platt Middle School Mary Power Counselor Monarch High School Christine Ross Counselor Monarch K-8 Allyson Shambo Counselor Nederland Middle/Senior High School 4

5 Elementary Counselors Curriculum Committee Sennen Knauer Chair Counselor on Special Assignment, Counselor-Emerald Naomi Moddell Counselor Whittier Elementary Carol Azzolina Counselor Whittier Elementary Melissa Glorioso Counselor Creekside/Uni-Hill Elementary Carl Sanchez Counselor Sanchez Elementary Allison Wheeler Intern Kohl Elementary Gregg Cruger Intern Sanchez Elementary Lisa Hassin Counselor Columbine Elementary Lupe Aguirre Counselor Pioneer Elementary Justin Pacheck Counselor Lafayette/Nederland Elementary Barry Shapiro Counselor Bear Creek Elementary Jennifer Barker Counselor Peak to Peak Elementary Melissa Thompson Counselor Kohl Elementary 5

6 Boulder Valley School District Comprehensive School Counseling Curriculum Introduction Background The Boulder Valley School District Board of Education adopted Standards and Benchmarks for Comprehensive School Counseling in the Winter of The District Counseling Curriculum Committee immediately began work on the development of the Grade Level Learning Results that would provide the necessary framework for implementing the approved standards and benchmarks in the district middle and high schools. The Committee determined, at that time, that the development of Grade Level Learning Results for the elementary schools could be postponed until resources were made available to support elementary counseling programs. In 2007, the district received a grant that provided the resources to support an elementary school counseling program in selected elementary schools. This three-year grant has supported the development of the Grade Level Learning Results for elementary level. While this curriculum only be implemented in the schools that have elementary counselors, it provides a framework for the future when other elementary schools may receive the resources needed to support elementary counseling. It also outlines the student learnings that be possible if adequate counseling staffs are provided to all elementary schools. District counselors had several opportunities to review and provide input into the development of the Grade Level Learning Results contained in this proposed Comprehensive School Counseling Plan. This feedback was solicited with the following guidelines and understandings: The primary purpose of the Comprehensive School Counseling Plan is to support the academic achievement of all students through developing the academic, career, and social/emotional skills and knowledge all students need to succeed in school. The identified grade level is the point at which all students should have achieved a specific learning result. Some schools might combine learning results in such a way that students might acquire the skills or knowledge at an earlier grade level. Counselors were asked to evaluate the proposed curriculum learning results in terms of student need and developmental appropriateness. As individual schools implement the new curriculum, once adopted, they should choose the learning results for their implementation focus that would have the greatest payoff for the achievement of the Standards and Benchmarks for Comprehensive School Counseling in their school. The proposed curriculum, once adopted, would be open to fine tuning in the next few years without going through the entire curriculum development and revision process. 6

7 The curriculum document is organized into five major components: The BVSD Standards and Benchmarks for Comprehensive School Counseling Elementary School Learning Results Middle Level Learning Results High School Learning Results Comprehensive School Counseling Curriculum Continuum These five components comprise the Comprehensive School Counseling Plan which focuses on achievement of the counseling standards and benchmarks within the context of the kindergarten through twelfth grade curriculum continuum. BVSD counselors have begun and continue to work together to identify activities, learning materials, and assessments that support the implementation of the Grade Level Learning Results district-wide. This effort include programs and activities that are already in practice, new evidence-based activities, or a collaboration of activities that have proven to be successful in a variety of BVSD schools. In adopting this curriculum, the Boulder Valley School District places itself in the forefront of the implementation of exemplary school counseling programs based upon The ASCA National Model: A Framework for School Counseling Programs. As District schools and their counseling staffs implement this curriculum, they are continuing in the tradition of excellence that characterizes Boulder Valley. 7

8 Boulder Valley School District Standards & Benchmarks For Comprehensive School Counseling Introduction Background In April of 2005 the Boulder Valley School District counselors and secondary school administrators met to review and discuss the implications for BVSD of The ASCA National Model: A Framework for School Counseling Programs. The results of that meeting were several action plans, including one requesting support for the development of standards and curriculum for a Comprehensive School Counseling model in Boulder Valley. In response to this recommendation, the District allocated funds for the development of these standards and curriculum. A District Counselors Standards Committee was formed to oversee the process and began working on a comprehensive counseling model in the summer of During the school year, under the leadership of this committee, the BVSD Standards and Benchmarks for Comprehensive School Counseling were developed. After input from school counselors and administrators, the standards were presented to the Board of Education on April 25, These standards became the framework within which the curriculum for the Boulder Valley School District Comprehensive School Counseling program was developed. School counseling programs have long been a component of elementary and secondary school programs in the United States. However, over the decades, school counseling programs have often lacked clarity and agreement of purpose. School counselors have found themselves in that uncertain terrain between administrative and teacher/classroom functions. This has resulted in each school developing its own model for counseling programs, resulting in wide variation of opportunity and support for students. The momentum for standards-based education in BVSD has elicited an endeavor to provide clarity of content and common elements to address this variation with regards to counseling. While it is acknowledged that an entire school is responsible for promoting social/emotional health and strong academic achievement with their entire student body, the BVSD Standards and Benchmarks for Comprehensive School Counseling are intended to provide this clarity particularly for all Boulder Valley counseling programs. The BVSD Standards and Benchmarks for Comprehensive School Counseling are based on several models designed to clarify the mission and vision of educational programs. In developing these standards, the committee focused on applying The ASCA National Model: A Framework for School Counseling Programs to the Strategic Initiatives of the Boulder Valley School District and the Vision of the New Century Graduate as well as its accompanying Profile of the New Century Graduate. Additionally, the BVSD Comprehensive School Counseling Standards reflect the goals of the Boulder Valley School District School Climate Survey. 8

9 The BVSD Comprehensive School Counseling Standards are designed to promote the Boulder Valley School District Strategic Initiatives. Two initiatives are the focus of the BVSD Comprehensive School Counseling Standards. These are: Maximize learning and achievement Value diversity and promote understanding. The vision of the Boulder Valley School District, as articulated in the Profile of the New Century Graduate, is: To graduate students in the New Century who have the knowledge, skills and personal characteristics that prepare them for the challenges they encounter as adults. In addition to skills and knowledge in reading, math, writing, and speaking, New Century Graduates possess a multicultural and global perspective, including bilingual competencies. New Century Graduates personal characteristics include respect for others, initiative, creativity, ethical behavior and other characteristics that enable them to become contributing members of society. The BVSD Comprehensive School Counseling Standards are designed to promote realization of this vision paying particular attention to the skills and knowledge and personal characteristics that are the appropriate domain of school counseling. The ASCA National Model: A Framework for School Counseling Programs was published in School districts across the country have been reviewing it since, using it as a major influence in the evaluation and modification of their school counseling programs. As stated in the Preface to the document: The ASCA National Model s uggests t hat school counselors can be more accountable when they follow a universal pl an that can be implem ented from... school to school. The ASCA National Model: A Framework for School Counseling Programs is written to reflect a comprehens ive approa ch to program foundation, deliv ery, management and acc ountability.... It not only answers the ques tion, What do school counselors do? but requires us to respond to the question, How are students different as a result of what we do?. (American School Couns elor Association: 2003). Paul Meyers from the California Department of Education is quoted as saying, For school counseling programs, this means moving from services to programs and from measuring processes to measuring results. (American School Counselor Association: 2003). School counseling programs are encouraged to incorporate several characteristics. These characteristics are comprehensive in scope, preventative in design, developmental in nature, integral to the total educational program, collaborative with other staff, and driven by data. Being comprehensive in scope means that the program focus on what all students should know, understand, and be able to do in three critical domain areas: academic, career, and personal/social. Therefore, the BVSD Standards and Benchmarks for Comprehensive School Counseling are organized into these three domains. 9

10 Vision and Beliefs In response to the ASCA National Model and the Profile of the New Century Graduate, the BVSD counselors developed a vision statement for counseling in the Boulder Valley schools. The vision for Boulder Valley School District Counselors is to optimize school success for all students in the academic, career, and personal/social domains. This be accomplished through a Comprehensive School Counseling Program. Therefore, a counselor s role be: To provide curriculum in the areas of academic success, career development, and life skills To teach, promote, and model the New Century Graduate skills To advocate for all students To promote district and school goals such as achievement, cultural diversity, equity, and school safety. The counselors of Boulder Valley strongly believe that all students can succeed when given access to developmentally appropriate knowledge, tools, and skills that are presented and practiced in a variety of ways and in a safe learning environment. The school counseling program supports valuing of diversity by reaching out to all students, recognizing that each student s background and experience lend to different perspectives on learning. The program supports the maximization of learning by helping all students see themselves as effective learners and supporting them in acquiring the skills needed to accomplish that task. Evaluation and Accountability Development of standards and benchmarks is one component in developing an outstanding school counseling program for all of the students in Boulder Valley. Another important component is evaluation and continuous improvement. The school counseling programs be held accountable for these stated outcomes by evaluating relevant data indicating how students are different as a result of a Comprehensive School Counseling program. However, effective delivery of the Comprehensive School Counseling Standards depends on quality staff. In developing the stated outcomes for which they be held accountable, school counselors had the following assumptions: The school counseling program be planned and coordinated by school counseling staff. The school counseling program be evaluated on the stated standards and benchmarks. The school counseling program be managed by state licensed school counselors with Master s Degrees. An ongoing in-service program for counseling focused on the skills and knowledge required to achieve the BVSD Comprehensive School Counseling Standards is necessary to maintain quality programs. All school counselors abide by the professional ethics of school counseling advocated by the American School Counselors Association. The BVSD Comprehensive School Counseling Standards guide the school counselors evaluation by better defining the content knowledge they should have and the skills essential to their area of expertise. The school counselor and the administrator develop an agreement on the standards and benchmarks that be the focus of the evaluation based on their school s needs. 10

11 Realization of this program also require the support and collaboration of administrators and teachers at each of the schools, articulation within feeder systems, the understanding and support of parents, and, as with all programs in the District, adequate resource support, including staff and dedicated time. Additionally, attention must be given to the delivery system that addresses how the program be delivered: the guidance curriculum itself, individual student planning, responsive services, and systems support. The degree to which all students achieve the results outlined in these standards and benchmarks depend on these factors. 11

12 How Standards and Curriculum Fit Together Content Standards K Benchmarks Benchmar ks Benchmar ks Grade/Course Level Grade/Course Level Grade/Course Level Curriculum Curriculum Curriculum (Essential Learning (Essential Learning (Essential Learning Results) Results) Results) Topics/Content Topics/Content Topics/Content Skills Skills Skills Concepts Concepts Concepts Performance Performance Performance Indicators Indicators Indicators (Assessments) (Assessments) (Assessments) 12

13 Comprehensive Boulder Valley School District Standards & Benchmarks For School Counseling I: Academic Domain Standard 1: Students demonstrate attitudes, knowledge, and skills associated with successful learning. RATIONALE: It is important that all students see themselves as capable life-long learners who can build on their strengths and accommodate their limitations, take advantage of numerous learning opportunities, and apply effective study skills to a variety of academic situations. The school counseling program provide all students with opportunities to sustain a positive attitude toward learning, set and attain academic goals, and develop and apply effective study skills.. In Grades K-5 what students know and are able to do includes working both independently and with others, demonstrating the ability to follow instructions and to complete assignments, learning how to prepare for testing situations, developing and implementing a strategies for improving academic skills, identifying and beginning to use good study skills, recognizing the importance of time management, and beginning to identify strengths and needs as a learner. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes developing awareness of learning styles and how they influence school performance, demonstrating the motivation to set goals and achieve individual potential, maintaining a positive interest in learning, using time management and organizational skills, applying the study skills necessary for academic success at each level, and recognizing the need for and developing strategies for obtaining academic assistance. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes identifying attitudes and behaviors that lead to successful learning, setting high but achievable academic goals, continuing to acquire skills for improving learning including effective time management, organizational, and study skills necessary for academic success at each level, becoming familiar with and applying knowledge of learning styles to positively influence academic performance, 13

14 employing strategies for obtaining academic help, including tutoring resources, peer assistance, or other study assistance when needed, and using problem-solving and decision-making skills to monitor one s academic progress. Standard 2: Students graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. RATIONALE: All students need to know the many options available to them after high school graduation and how to prepare for and access those options in a manner that keeps as many options open as possible. The school counseling program provide all students with knowledge and assistance in developing and implementing an educational plan that is not limited to a single path. In Grades K-5 what students know and are able to do includes learning basic goal setting techniques, demonstrating the ability to set short-term educational goals, and identifying the challenges associated with the transition to middle school. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes addressing the challenges experienced with the transition to middle school, beginning to apply goal setting techniques and to identify appropriate strategies, establishing challenging academic goals for middle and high school, developing and implementing an annual plan of study to maximize academic ability and achievement, using problem-solving and decision-making skills to assess progress toward educational goals, applying knowledge of aptitudes and interests to educational goal setting,and preparing for the transition to high school including exploring high school planning and how it impacts post-secondary options. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes addressing the challenges experienced with the transition to high school, developing, implementing, and modifying as appropriate a four-year academic plan, identifying post-secondary options consistent with interests, abilities, and academic achievement, demonstrating an understanding of personal educational goals and opportunities, and the importance of keeping a range of options available, understanding the entrance process for college and other post-secondary institutions, including admissions tests and requirements, and how to obtain information about different colleges and other post-secondary options, 14

15 knowing how to access the various sources of financial support for post-secondary education, and understanding the relationships between various academic decisions and future career and educational opportunities. II: Career Domain Standard 3: Students demonstrate the ability to investigate the world of work and to make informed career decisions. RATIONALE: Students often have limited knowledge about the world of work and how to learn about and understand the opportunities available to them in their future lives. The school counseling program provide all students with knowledge and support in career planning and developing awareness of opportunities for future employment. In Grades K-5 what students know and are able to do includes describing the various roles an individual may have (e.g., friend, student, worker, and family member), developing awareness of the activities associated with a variety of occupations, and relating personal INTERESTS, hobbies and academic abilities to different careers. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes. beginning to develop skills to locate, evaluate and interpret career information, beginning to demonstrate knowledge of career exploration, identifying personal preferences and interests influencing career choice and success, and developing an awareness of the dignity of all careers and that all careers are appropriate to any gender or racial/ethnic group, As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes developing skills to locate, interpret, and evaluate career information, demonstrating knowledge of the career-planning process, knowing how to search for a job, including learning job requirements and how they fulfill them, how to write a resume, and how to interview well, demonstrating an awareness of changing societal patterns regarding gender and racial/ethnic roles in different occupations, identifying personal skills, interests and abilities and relating them to career choices, and applying effective decision-making skills to course selection and career planning. 15

16 Standard 4: Students understand the relationship between personal qualities, education and training, and the world of work. RATIONALE: All students more likely have successful, satisfying lives if they are able to pursue careers that utilize their best personal qualities as well as enhance those personal qualities that provide the greatest opportunities for successful lives and careers. The school counseling program provide students with knowledge and support in developing the personal skills needed to make effective school to career choices. In Grades K-5 what students know and are able to do includes describing how current learning relates to work and how reading, writing, and mathematics are fundamental to success in life, describing school tasks that are similar to skills essential for job success, understanding the importance of learning and practice and effort, developing an understanding of how work helps to achieve personal success, and describing the importance of personal qualities such as dependability, promptness, and getting along with others to getting and keeping jobs. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes developing an awareness of personal abilities, skills, interests, and motivations, developing an understanding of the relationship between academic achievement and career success, understanding the importance of responsibility, dependability, punctuality, integrity and effort in school and the workplace, and learning to set goals and make decisions. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes understanding the relationship between educational achievement and career success, identifying and evaluating one s academic and personal strengths and limitations and how they relate to broad career paths, demonstrating an understanding of how interests, abilities, and achievement relate to achieving personal, educational, and career goals, demonstrating understanding of how and why such personal characteristics as selfmotivation and discipline, persistence, independence, confidence, curiosity, flexibility, open-mindedness, openness to change, and ingness to risks are valued in the workplace, understanding the importance of taking responsibility for one s own thoughts and actions, including accepting the consequences, demonstrating understanding of the importance of personal responsibility, personal integrity and a sense of justice in the workplace, and developing an awareness of the importance good work habits in both the world of academics and the world of work. 16

17 III: Personal/Social Domain Standard 5: Students demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. RATIONALE: It is important for the future of our democratic society that all students have the interpersonal skills necessary to contribute to and function in a healthy, caring, productive community. The school counseling program model and provide students with the opportunity to develop and practice effective interpersonal skills. In Grades K-5 what students know and are able to do includes describing positive characteristics about self as seen by self and others, recognizing a variety of emotions, their causes and possible consequences, expressing feelings in an appropriate manner, describing how one s behavior influences the feelings and actions of others and developing a sense of community, demonstrating skills in resolving conflicts with peers and adults, and recognizing and respecting individual differences and roles. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes demonstrating a respect and appreciation for individual and cultural differences, identifying personal strengths and assets, developing effective coping skills for dealing with problems, developing a respect for alternative points of view, demonstrating effective listening and communication skills, and understanding the need for self-control and how to practice it. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes demonstrating an understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society and the workplace, exhibiting independence, self-confidence, self-advocacy and resiliency regarding themselves as learners and members of society, using effective inter-personal communication skills to express feelings and resolve conflicts, continuing to improve personal skills and techniques for managing anger and stress, including maintaining self-control and accessing resources for support, demonstrating the capacity to work well with a variety of people, including the ability to compromise and solve problems in a mutually respectful manner, demonstrating effective listening and communication skills, and demonstrating an understanding of the continuum of relationship one may have in friendships, dating relationships, and other interactions. 17

18 Standard 6: Students demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. RATIONALE: It is important for all students to have the skills and knowledge necessary to make good decisions, set high but achievable goals, and take the action to achieve those goals. The school counseling program provide opportunities for students to become informed about, practice, and discuss these skills as they apply to the academic, career, and personal/social domains. In Grades K-5 what students know and are able to do includes describing how personal beliefs and attitudes affect decision making, developing an awareness of the decision-making process, and recognizing decisions have alternatives. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes using a decision-making and problem-solving model, identifying short- and long-term goals and strategies for achieving them, Learning the concept of resiliency and the need to adapt to achieve personal goals, demonstrating when, where and how to seek help for solving problems and making decisions, and understanding the consequences of decisions and choices. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes developing and applying an effective decision-making and problem-solving model to a variety of situations, developing an action plan to set and achieve realistic goals, demonstrating effective time management and the ability to finish tasks (or through the completion of tasks?), and demonstrating the resiliency and adaptability needed to implement plans effectively. Standard 7: Students understand how interpersonal skills and knowledge enhance personal safety. RATIONALE: All students need to have the skills and knowledge needed to prevent potential physical, personal, and emotional harm to themselves and others. The school counseling program build on interpersonal skills as they apply to enhancing personal safety and also include programs that more specifically promote personal safety. 18

19 In Grades K-5 what students know and are able to do includes demonstrating an understanding of showing kindness and respect to others, identifying situations that require adult support and assistance, identifying appropriate and inappropriate physical AND OTHER TYPES OF contact, (E.G., INTERNET), both adult-child and child-child, identifying sources and effects of peer pressure, and beginning to understand the emotional and physical dangers of substance abuse. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes beginning to understand how caring and kindness, showing respect, and acting with civility (including manners) reduces conflict with others, differentiating between situations requiring peer support and situations requiring adult or professional assistance, beginning to demonstrate skills for resisting negative peer pressure and influence, and beginning to demonstrate the ability to set boundaries, assert individual rights, and protect personal privacy, including inappropriate physical contact. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes demonstrating an understanding of the importance of caring for others, including showing respect, kindness and compassion, tolerance, and civility (including manners) in reducing conflict with others, employing effective skills for resisting negative peer pressure and influence, demonstrating the ability to seek assistance when harassed, bullied, or discriminated against at school and within the community, demonstrating the ability to set boundaries and protect rights and personal privacy, distinguishing between appropriate and inappropriate physical contact, and differentiating between situations requiring peer support and situations requiring adult professional help. 19

20 Boulder Valley School District Comprehensive School Counseling Curriculum Elementary Curriculum Standard 1: Students demonstrate attitudes, knowledge, and skills associated with successful learning. To achieve this standard, kindergarten students : Complete one-step tasks independently, and Work cooperatively with others, including listening, raising hands, taking turns, and sharing materials. To achieve this standard, 1 st grade students : Demonstrate the ability to follow simple one- and two-step directions independently, Begin to use the organizing tasks necessary for getting materials to school and turning in assignments, Develop the ability to work effectively in pairs, and Begin to learn how to ask for help as a learner when needed. To achieve this standard, 2 nd grade students : Demonstrate the ability to follow multi-step directions independently, Continue to use the organizing tasks necessary for getting materials to school and turning in assignments, Demonstrate the ability to work independently in pairs, and Demonstrate the ability to ask for help as a learner when needed. To achieve this standard, 3 rd grade students : Begin to learn how to respond to testing situations, Begin to acquire the skills needed to take materials home for completing homework assignments and preparing for classroom tests, Begin to develop skills for budgeting time for completing academic assignments, both in and out of school, Begin to demonstrate the ability to work effectively in groups of three or more, and Begin to identify strengths as a learner. To achieve this standard, 4 th grade students : Reflect on one s experiences with testing situations and identify strategies for improvement, Demonstrate the ability to take materials home for completing homework assignments and prepare for classroom tests, Continue to develop skills for budgeting time for completing academic assignments, both in and out of school, Demonstrate the ability to work effectively in large and small groups, and Review and reflect upon one s strengths and needs as a learner. 20

21 To achieve this standard, 5 th grade students : Continue to reflect upon one s experiences with testing situations and implement strategies for improvement, Demonstrate the ability to follow instructions and complete assignments, including turning them in, Refine skills for budgeting time for completing assignments, both in and out of school, Explain the importance of being a responsible group member, and Continue to review and reflect upon one s strengths and needs as a learner. Standard 2: Students graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. To achieve this standard, kindergarten students : Emphasize learning in the other standards. To achieve this standard, 1 st grade students : Emphasize learning in the other standards. To achieve this standard, 2 nd grade students : Emphasize learning in the other standards. To achieve this standard, 3 rd grade students : Set and report progress on one academic improvement goal, and Develop positive expectations regarding one s educational future. To achieve this standard, 4 th grade students : Continue to set and report progress on one academic improvement goal. Develop strategies for selecting appropriate academic goals, and Begin to develop awareness of and aspirations for future educational opportunities. To achieve this standard, 5 th grade students : Demonstrate the ability to set two short-term academic goals, Identify potential challenges associated with transition to middle school and develop a tentative plan for addressing them, and Continue to develop awareness of and aspirations for future educational opportunities. Standard 3: Students demonstrate the ability to investigate the world of work and to make informed career decisions. To achieve this standard, kindergarten students : Begin to identify the roles of various members of the school community, and Identify careers of community helpers (e.g., firefighter, police officer, etc.). To achieve this standard, 1 st grade students : Begin to identify the various roles one has (e.g., friend, child, student, etc.), and Begin to identify a variety of occupations. 21

22 To achieve this standard, 2 nd grade students : Begin to identify the differences in one s personal roles, and Begin to develop an awareness of the kinds of things people in a variety of occupations do. To achieve this standard, 3 rd grade students : Identify effective behaviors associated with the variety of one s personal roles, and Continue to develop an awareness of the kinds of things people do in a variety of occupations. To achieve this standard, 4 th grade students : Begin to learn the behaviors associated with being an effective leader in school, and Begin to relate personal interests, hobbies, and academic abilities to different careers. To achieve this standard, 5 th grade students : Continue to learn the behaviors associated with being an effective leader in school, and Continue to relate personal interests, hobbies, and academic abilities to different careers. Standard 4: Students understand the relationship between personal qualities, education and training, and the world of work. To achieve this standard, kindergarten students : Begin to identify tasks associated with one s job as a student. To achieve this standard, 1 st grade students : Continue to identify tasks associated with one s job as a student. To achieve this standard, 2 nd grade students : Continue to identify tasks associated with one s job as a student. To achieve this standard, 3 rd grade students : Describe school tasks that are similar to skills essential for job success, and Describe how current learning relates to work and how reading, writing, and mathematics are fundamental to success in life. To achieve this standard, 4 th grade students : Develop an awareness of the importance of learning, practice, and effort, and Describe the importance of personal qualities such as dependability, promptness, and getting along with others to getting and keeping jobs. To achieve this standard, 5 th grade students : Develop understanding of the importance of learning, practice, and effort, and Develop understanding of how work helps to achieve personal success. 22

23 Standard 5: Students demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. To achieve this standard, kindergarten students : Begin to develop a common understanding of the meaning of respect for self and others, Begin to learn how to express feelings appropriately, Begin to recognize basic emotions as expressed by self and others, Begin to develop a sense of classroom and school community Begin to recognize situations involving conflict and how to respond using positive choices, and Begin to understand the difference between tattling and telling. To achieve this standard, 1 st grade students : Continue to develop a common understanding of the meaning of respect for self and others, Continue to learn how to express feelings appropriately, Recognize basic emotions as expressed by self and others, Begin to identify situations and events that arouse strong emotional responses, Continue to develop a sense of classroom and school community, Continue to recognize situations involving conflict and how to respond using positive choices, and Acknowledge and understand the difference between tattling and telling. To achieve this standard, 2 nd grade students : Begin to recognize and respect individual differences and roles, Begin to recognize and describe positive characteristics of self, Recognize a variety of emotions and develop strategies for appropriately managing them, Begin to develop awareness of how one s behaviors affect the feelings and actions of others, Begin to demonstrate the ability to respond to feelings of others appropriately, Begin to demonstrate, with adult assistance, conflict resolution skills in situations involving peers, and Continue to acknowledge and understand the difference between tattling and telling. To achieve this standard, 3 rd grade students : Continue to develop and begin to demonstrate respect for individual differences and roles, Begin to recognize personal strengths and assets, Begin to recognize how one is perceived by others, Begin to demonstrate effective strategies for managing feelings, Continue to develop awareness of how one s behaviors affect the feelings and actions of others, Continue to demonstrate the ability to respond to feelings of others appropriately, Begin to develop awareness of personal behaviors that contribute to the classroom community, Demonstrate independently conflict resolution skills in situations involving peers, and Review and expand one s understanding of the difference between tattling and telling. 23

24 To achieve this standard, 4 th grade students : Demonstrate respect for individual differences and roles, Continue to recognize personal strengths and assets, Demonstrate and expand strategies for productively managing one s feelings, Recognize behaviors in self and others that positively or negatively impact a sense of school community, Begin to develop skills for resolving conflicts with adults, and Expand and strengthen skills for resolving conflicts with peers. To achieve this standard, 5 th grade students : Continue to demonstrate respect for individual differences and roles, Continue to recognize personal strengths and assets, Continue to demonstrate and expand strategies for productively managing one s feelings, Demonstrate behaviors that foster a positive sense of classroom and school community, Demonstrate appropriate skills for constructively resolving conflicts with adults, and Demonstrate expanded skills for resolving conflicts with peers. Standard 6: Students demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. To achieve this standard, kindergarten students : Begin to develop an awareness of making positive and negative choices. To achieve this standard, 1 st grade students : Expand their awareness of making positive and negative choices, and Begin to develop an awareness of the consequences of choices. To achieve this standard, 2 nd grade students : Begin to identify typical school-related social and behavioral decisions, and Begin to understand the consequences of one s choices in the classroom and school community. To achieve this standard, 3 rd grade students : Identify alternative responses to typical social and behavioral school-related decisions, and Demonstrate understanding of the consequences of choices and actions. To achieve this standard, 4 th grade students : Develop awareness of the steps involved in a decision-making model, Recognize that all decisions have alternatives, and Describe how personal beliefs and attitudes affect decision making. To achieve this standard, 5 th grade students : Demonstrate awareness of the steps involved in a decision-making model, Continue to recognize that all decisions have alternatives, and Continue to describe how personal beliefs and attitudes affect decision making. 24

25 Standard 7: Students understand how interpersonal skills and knowledge enhance personal safety. To achieve this standard, kindergarten students : Begin to recognize when telling an adult is necessary to keep self or others safe and unhurt, Begin to recognize appropriate and inappropriate physical contact, and Begin to demonstrate awareness of kind behavior. To achieve this standard, 1 st grade students : Identify when telling an adult is necessary to keep self or others safe and unhurt, Begin to identify appropriate and inappropriate physical contact and strategies for responding, Demonstrate awareness of kind behaviors and develop awareness of how kindness makes others feel, and Begin to develop age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers. To achieve this standard, 2 nd grade students : Identify age-appropriate situations that acquire adult support to maintain the safety of self and others, Demonstrate appropriate strategies for responding to inappropriate physical contact, Demonstrate skills for showing and acknowledging kindness, Begin to develop an understanding of feeling welcomed and accepted, Begin to demonstrate age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers, and Develop awareness of peer pressure what it is and what it looks like in operation. To achieve this standard, 3 rd grade students : Demonstrate strategies for getting adult support to maintain the safety of self and others, Begin to develop an awareness of using the internet safely, Demonstrate age-appropriate strategies for responding to inappropriate physical contact, Begin to understand how kindness makes others feel welcomed and accepted, Demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers, and Begin to identify sources of peer pressure. To achieve this standard, 4 th grade students : Continue to demonstrate strategies for getting adult support to maintain the safety of self and others, Recognize a variety of potential internet dangers, Demonstrate age-appropriate strategies for responding to inappropriate physical contact, Understand how kindness makes others feel welcomed and accepted, 25

26 Demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers, Continue to identify sources of peer pressure and begin to identify the effects, and Begin to develop an awareness of the emotional and physical dangers of gang activity.. To achieve this standard, 5 th grade students : Continue to demonstrate strategies for getting adult support to maintain the safety of self and others, Continue to recognize a variety of potential internet dangers, Demonstrate age-appropriate strategies for responding to inappropriate physical contact, Demonstrate how kindness makes others feel welcomed and accepted, Continue to demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers, Begin to acquire and demonstrate skills for responding effectively to peer pressure, Develop an awareness of the emotional and physical dangers of gang activity, and Begin to understand the emotional and physical dangers of substance abuse. 26

27 Boulder Valley School District Comprehensive School Counseling Curriculum Middle Level Curriculum Standard 1: Students demonstrate attitudes, knowledge, and skills associated with successful learning. To achieve this standard, 6 th grade students : Develop an awareness of basic learning styles and which style is personally strongest (auditory, visual, kinesthetic), Demonstrate understanding of the importance of effective study skills (e.g., note-taking, test-taking, or task management), Know the various resources available for academic assistance, identify when needed, and implement strategies for accessing, as appropriate, Develop and implement structured routines for organizing and planning school work, and Identify the attitudes and behaviors that lead to successful learning. To achieve this standard, 7 th grade students : Continue to implement structured routines for organizing and planning school work, and Develop an understanding of the difference between internal and external motivation. To achieve this standard, 8 th grade students : Describe how one has used knowledge of basic learning styles to help one s self as a learner, Apply the study skills that are personally most effective for enhancing academic success, Evaluate the effectiveness of routines for planning and organizing school work and identify areas for improvement, and Demonstrate understanding of what motivates one s self and set goals that help maintain a positive interest in learning. Standard 2: Students graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. To achieve this standard, 6 th grade students : Identify the significant differences between elementary and middle school and address the challenges these differences present, and Select 7 th grade courses with a beginning awareness of long-term educational goals and to maximize academic achievement. To achieve this standard, 7 th grade students : Identify the significant differences between 6 th and 7 th grade and address the challenges these differences present, Explore personal academic aptitudes and interests, and Select 8 th grade courses with an awareness of long-term educational goals and to maximize academic achievement. 27

28 To achieve this standard, 8 th grade students : Identify the significant differences between 7 th and 8 th grade and address the challenges these differences present, Apply knowledge of personal academic aptitudes and interests to educational goal setting, Use decision-making strategies to establish an educational goal and to identify strategies for achieving it, Prepare for the transition to high school by developing an awareness of four-year academic planning, and Develop an awareness of how educational planning impacts post-secondary options. Standard 3: Students demonstrate the ability to investigate the world of work and to make informed career decisions. To achieve this standard, 7 th grade students : Develop an awareness of the dignity of all careers and that all careers are accessible to any gender or racial/ethnic group, and Develop an awareness of resources for career exploration. To achieve this standard, 8 th grade students : Demonstrate knowledge of career exploration and develop skills to locate, evaluate and interpret career information, and Identify personal preferences, interests and skills influencing career choice and success. Standard 4: Students understand the relationship between personal qualities, education and training, and the world of work. To achieve this standard, 6 th grade students : Understand the importance of responsibility, dependability, punctuality, integrity and effort in school and personal life. To achieve this standard, 7 th grade students : Apply the skills and/or knowledge related to this standard as appropriate. To achieve this standard, 8 th grade students : Develop an awareness of personal qualities and motivations, and Develop understanding of the relationship between academic achievement and career success. 28

29 Standard 5: Students demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. To achieve this standard, 6 th grade students : Demonstrate respect for others, Develop awareness of and demonstrate respect and appreciation for individual and cultural differences, Develop effective coping skills for dealing with problems, including learning how to access resources for support, Develop skills in resolving conflicts with peers and adults, Identify personal strengths and assets, and Develop good listening skills. To achieve this standard, 7 th grade students : Demonstrate respect for others, Continue to develop and demonstrate respect and appreciation for individual and cultural differences, Develop expanded skills in conflict resolution and effective coping skills, Develop knowledge and understanding of alternative points of view, and Develop effective communication skills. To achieve this standard, 8 th grade students : Demonstrate respect for others, Develop understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society, and Demonstrate respect for alternative points of view. Standard 6: Students demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. To achieve this standard, 6 th grade students : Learn that decisions and choices have consequences, and Learn when, where and how to seek help for solving problems and making decisions. To achieve this standard, 7 th grade students : Learn a model for decision making and problem solving, Identify short- and long-term goals and strategies for achieving them, Understand the consequences of decisions and choices, and Demonstrate when, where and how to seek help for solving problems and making decisions. To achieve this standard, 8 th grade students : Demonstrate use of a decision-making model in a given personal situation. 29

30 Standard 7: Students understand how interpersonal skills and knowledge enhance personal safety. To achieve this standard, 6 th grade students : Define bully, victim, and bystander behavior, Identify effective strategies for responding to bullying/harassment as a bully, victim, or bystander, Identify strategies for seeking assistance when harassed, bullied, or discriminated against at school, Develop an understanding of the need for resisting negative peer pressure and influence, Understand how to set personal boundaries, assert individual rights, and protect personal privacy, Identify the generally accepted standards for appropriate and inappropriate touching, Differentiate between situations requiring peer support and situations requiring adult or professional assistance, and Understand how caring and kindness, showing respect, and acting with civility reduce conflict with others. To achieve this standard, 7 th grade students : Develop personal awareness of one s own behavior as a bully, victim, or bystander, Continue to identify strategies for seeking assistance when harassed, bullied, or discriminated against at school. Develop effective skills for resisting negative peer pressure and influence, Develop skills for setting personal boundaries, asserting individual rights, and protecting personal privacy, Review the differences between appropriate and inappropriate touching, Continue to differentiate between situations requiring peer support and situations requiring adult or professional assistance, and Demonstrate how caring and kindness, showing respect, and acting with civility reduce conflict with others. To achieve this standard, 8 th grade students : Demonstrate effective skills for resisting negative peer pressure and influence, Continue to develop skills for setting personal boundaries, asserting individual rights, and protecting personal privacy, and Understand the personal importance of knowing the differences between appropriate and inappropriate touching. 30

31 Boulder Valley School District Comprehensive School Counseling Curriculum High School Curriculum Standard 1: Students demonstrate attitudes, knowledge, and skills associated with successful learning. To achieve this standard, 9 th grade students : Expand knowledge of learning styles to include more sophisticated models (e.g., LSA or multiple intelligences) and apply knowledge of one s own style to developing effective learning strategies, Refine and apply the study skills that are personally most effective for enhancing academic success, Know the various resources available for academic assistance at the high school level and develop strategies for self-advocating to obtain academic help, Review to-date academic performance and set a goal for improvement, Use problem-solving and decision-making skills to monitor one s academic progress and respond appropriately, and Learn effective time management skills and the importance of completing tasks on time as it applies to personal, academic, and career goals. To achieve this standard, 10 th grade students : Refine and apply study skills to enhance success in more rigorous academic course work, Review to-date academic performance and set a goal for improvement, Use problem-solving and decision-making skills to monitor one s academic progress and respond appropriately, and Identify any attitudes or behaviors that inhibit successful learning in high school and use problem-solving and decision-making skills to respond appropriately. To achieve this standard, 11 th grade students : Review to-date academic performance and set a goal for improvement, and Use problem-solving and decisions-making skills to monitor one s academic progress and respond appropriately. To achieve this standard, 12 th grade students : Continue to apply knowledge and skills related to this standard. Standard 2: Students graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. To achieve this standard, 9 th grade students : Identify the significant differences between middle level and high school and address the challenges these differences present, Understand the relationship between academic decisions, including participation in cocurricular activities, and career and educational opportunities, 31

32 Use decision-making strategies to establish an educational goal and identify strategies for achieving it, and Develop and implement a four-year academic plan consistent with personal educational goals. To achieve this standard, 10 th grade students : Review the transition to high school and continue to address the remaining challenges, Review and revise personal educational goals with an awareness of the future implications of one s choices, Review and modify as appropriate the four-year academic plan consistent with personal educational goals, Identify post-secondary goals consistent with interests, abilities, and academic achievement, and Develop knowledge of the college admissions process. To achieve this standard, 11 th grade students : Continue to review and revise personal educational goals with an awareness of the future implications of one s choices, Evaluate and modify four-year academic plans consistent with personal educational and post-secondary goals, Demonstrate understanding of the entrance process for college and other postsecondary institutions, including admissions tests and requirements, and how to obtain information about different colleges and other post-secondary options, and Develop knowledge of various sources of financial support for post-secondary education and awareness of the process to access them. To achieve this standard, 12 th grade students : Continue to review and revise personal educational goals with an awareness of the future implications of one s choices, Evaluate and modify four-year academic plans consistent with personal educational and post-secondary goals, Know how to complete the entrance process for college and other post-secondary institutions as appropriate, and Know how to complete the process of applying for financial support for post-secondary education. Standard 3: Students demonstrate the ability to investigate the world of work and to make informed career decisions. To achieve this standard, 9 th grade students : Locate and interpret career information, using multiple resources, and Identify personal skills, interests, and abilities, and relate them to career choices. To achieve this standard, 10 th grade students : Develop and demonstrate an awareness of changing societal patterns regarding gender and racial/ethnic roles in different occupations, Continue to locate and interpret career information, using multiple resources, 32

33 Demonstrate an understanding of the connection between careers, occupations and jobs, Continue to identify personal skills, interests, and abilities, and relate them to career choices, and Learn how to search for a job, including learning job requirements and determining how one meets them. To achieve this standard, 11 th grade students : Continue to interpret and evaluate career information, Continue to identify personal skills, interests, and abilities, and relate them to career choices, and Write a resume and demonstrate how to interview well. To achieve this standard, 12 th grade students : Use effective decision-making skills in career planning. Standard 4: Students understand the relationship between personal qualities, education and training, and the world of work. To achieve this standard, 9 th grade students : Identify how personal responsibility, personal integrity, and a sense of justice are important in school and personal life, Develop an awareness of the importance of good work habit in both the world of academics and the world of work, and Continue to develop understanding of the relationship between academic achievement and career success. To achieve this standard, 10 th grade students : Identify how personal responsibility, personal integrity, and a sense of justice are important in the work place, Review current academic achievement and develop strategies that enhance opportunities for future career success, and Identify and evaluate one s academic and personal strengths and limitations and how they relate to broad career paths. To achieve this standard, 11 th grade students : Demonstrate understanding of how and why such personal characteristics as selfmotivation and discipline, persistence, independence, confidence, curiosity, flexibility, open-mindedness, openness to change, and ingness to take risks are values in the workplace, Review current academic achievement and develop strategies that enhance opportunities for future career success, and Continue to identify and evaluate one s academic and personal strengths and limitations and how they relate to broad career paths. To achieve this standard, 12 th grade students : Develop understanding of how interests, abilities and achievement relate to achieving personal, educational and career goals, 33

34 Review current academic achievement and identify strategies that enhance opportunities for future career success, and Demonstrate an understanding of how interests, abilities, and achievement relate to achieving personal, educational, and career goals. Standard 5: Students demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. To achieve this standard, 9 th grade students : Demonstrate respect for others, Continue to develop an understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society, Use effective inter-personal communication skills to express feelings and resolve conflicts, Develop personal skills and techniques for managing anger and stress, including maintaining self-control and accessing resources for support, and Develop an understanding of the continuum of relationships one may have in friendships, dating relationships, and other interactions. To achieve this standard, 10 th grade students : Demonstrate respect for others, Continue to develop an understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society, and Develop independence, self-confidence, self-advocacy, and resiliency as a learner and a member of society. To achieve this standard, 11 th grade students : Demonstrate respect for others, Demonstrate an understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society and the workplace, and Demonstrate the capacity to work well with a variety of people, including the ability to compromise and solve problems in a mutually respectful manner. To achieve this standard, 12 th grade students : Demonstrate respect for others, Demonstrate an understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society and the workplace, and Exhibit independence, self-confidence, self-advocacy and resiliency as a learner and member of society. Standard 6: Students demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. To achieve this standard, 9 th grade students : Develop personal awareness of the relationship between personal/social goals, actions, and outcomes, and Understand the concept of resiliency and the need to adapt to achieve personal goals. 34

35 To achieve this standard, 10 th grade students : Develop and apply an effective decision-making and problem-solving model to a variety of situations, Develop an action plan to set and achieve realistic personal goals, Describe and reflect on how one s own thoughts or actions have resulted in specific outcomes, and Review the concept of resiliency and the need to adapt to achieve personal goals effectively. To achieve this standard, 11 th grade students : Continue to apply the skills and knowledge related to this standard. To achieve this standard, 12 th grade students : Continue to apply the skills and knowledge related to this standard. Standard 7: Students understand how interpersonal skills and knowledge enhance personal safety. To achieve this standard, 9 th grade students : Develop strategies for seeking assistance and coping with the reactions when harassed, bullied, or discriminated against at school or within the community, Review and demonstrate effective skills for resisting negative peer pressure and influence, Demonstrate understanding of the need to set personal boundaries and protect rights and personal privacy in the high school environment, Continue to understand the personal importance of distinguishing between appropriate and inappropriate physical contact, Differentiate between situations requiring peer support and situations requiring adult professional help in the high school environment (e.g., substance abuse, mental health, etc.), and Develop knowledge of the expectations for caring for others, showing respect, kindness and compassion, tolerance, and civility at the high school level. To achieve this standard, 10 th grade students : Continue to demonstrate effective skills for resisting negative peer pressure and influence, Demonstrate strategies for setting personal boundaries and protecting rights and personal privacy in the high school environment, Understand the generally accepted standards for appropriate and inappropriate physical contact, and Demonstrate understanding of the importance of caring for others, including showing respect, kindness and compassion, tolerance, and civility in reducing conflict with others. To achieve this standard, 11 th grade students : Continue to apply the skills and knowledge related to this standard. To achieve this standard, 12 th grade students : Continue to apply the skills and knowledge related to this standard. 35

36 Boulder Valley School District Comprehensive School Counseling Curriculum Standard 1: Students demonstrate attitudes, knowledge, and skills associated with successful learning. (Academic) Kdg. students 1 st grade students 2 nd grade students Complete one-step tasks independently. Work cooperatively with others, including listening, raising hands, taking turns, and sharing materials. Demonstrate the ability to follow simple oneand two-step directions independently. Begin to use the organizing tasks necessary for getting materials to school and turning in assignments. Develop the ability to work effectively in pairs. Begin to learn how to ask for help as a learner when needed. Demonstrate the ability to follow multi-step directions independently. Continue to use the organizing tasks necessary for getting materials to school and turning in assignments. Demonstrate the ability to work independently in pairs. Demonstrate the ability to ask for help as a learner when needed. 3 rd grade students Begin to learn how to respond to testing situations. Begin to acquire the skills needed to take materials home for completing homework assignments and preparing for classroom tests. Begin to develop skills for budgeting time for completing academic assignments, both in and out of school. Begin to demonstrate the ability work effectively in groups of three or more. Begin to identify strengths as a learner. 4 th grade students Reflect on one s experiences with testing situations and identify strategies for improvement. Demonstrate the ability to take materials home for completing homework assignments and preparing for classroom tests. Continue to develop skills for budgeting time for completing academic assignments, both in and out of school. Demonstrate the ability to work effectively in large and small groups. Review and reflect upon one s strengths and needs as a learner. 5 th grade students Continue to reflect upon one s experiences with testing situations and implement strategies for improvement. Demonstrate the ability to follow instructions and complete assignments, including turning them in. Refine skills for budgeting time for completing assignments, both in and out of school. Explain the importance of being a responsible group member. Continue to review and reflect upon one s strengths and needs as a learner. 36

37 Standard 2: Students graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. (Academic) Kdg. students 1 st grade students 2 nd grade students Emphasize learning in Emphasize learning in Emphasize learning in the other standards. the other standards. the other standards. 3 rd grade students Set and report progress on one academic improvement goal. Develop positive expectations regarding one s educational future. 4 th grade students Continue to set and report progress on one academic improvement goal. Develop strategies for selecting appropriate academic goals. Begin to develop awareness of and aspirations for future educational opportunities. 5 th grade students Demonstrate the ability to set two short-term academic goals. Identify potential challenges associated with transition to middle school and develop a tentative plan for addressing them. Continue to develop awareness of and aspirations for future educational opportunities. Standard 3: Students demonstrate the ability to investigate the world of work and to make informed career decisions. (Career) Kdg. students 1 st grade students 2 nd grade students Begin to identify the Begin to identify the Begin to identify the roles of various various roles one has differences in one s members of the school (e.g., friend, child, personal roles. community. student, etc.). Identify careers of community helpers (e.g., firefighter, police officer, etc.). Begin to identify a variety of occupations. Begin to develop an awareness of the kinds of things people in a variety of occupations do. 3 rd grade students Identify effective behaviors associated with the variety of one s personal roles. Continue to develop an awareness of the kinds of things people do in a variety of occupations. 4 th grade students Begin to learn the behaviors associated with being an effective leader in school. Begin to relate personal interests, hobbies, and academic abilities to different careers. 5 th grade students Continue to learn the behaviors associated with being an effective leader in school. Continue to relate personal interests, hobbies, and academic abilities to different careers. 37

38 Standard 4: Students understand the relationship between personal qualities, education and training, and the world of work. (Career) Kdg. students 1 st grade students 2 nd grade students Begin to identify tasks Continue to identify Continue to identify associated with one s tasks associated with tasks associated with job as a student. one s job as a student. one s job as a student. 3 rd grade students Describe school tasks that are similar to skills essential for job success. Describe how current learning relates to work and how reading, writing, and mathematics are fundamental to success in life. 4 th grade students Develop an awareness of the importance of learning, practice, and effort. Describe the importance of personal qualities such as dependability, promptness, and getting along with others to getting and keeping jobs. 5 th grade students Develop understanding of the importance of learning, practice, and effort. Develop understanding of how work helps to achieve personal success. Standard 5: Students demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. (Personal/Social) Kdg. students 1 st grade students 2 nd grade students Begin to develop a Continue to develop a Begin to recognize and common understanding common understanding respect individual of the meaning of of the meaning of differences and roles. respect for self and respect for self and others. others. Begin to recognize and describe positive characteristics of self. 3 rd grade students Continue to develop and begin to demonstrate respect for individual differences and roles. Begin to recognize personal strengths and assets. 4 th grade students Demonstrate respect for individual differences and roles. Continue to recognize personal strengths and assets. 5 th grade students Continue to demonstrate respect for individual differences and roles. Continue to recognize personal strengths and assets. Begin to recognize how one is perceived by others. 38

39 Begin to learn how to express feelings appropriately. Begin to recognize basic emotions as expressed by self and others. Continue to learn how to express feelings appropriately. Recognize basic emotions as expressed by self and others. Begin to identify situations and events that arouse strong emotional responses. Recognize a variety of emotions and develop strategies for appropriately managing them. Begin to develop awareness of how one s behaviors affect the feelings and actions of others. Begin to demonstrate the ability to respond to feelings of others appropriately. Begin to demonstrate effective strategies for managing feelings. Continue to develop awareness of how one s behaviors affect the feelings and actions of others. Continue to demonstrate the ability to respond to feelings of others appropriately. Demonstrate and expand strategies for productively managing one s feelings. Continue to demonstrate and expand strategies for productively managing one s feelings. Begin to develop a sense of classroom and school community. Begin to recognize situations involving conflict and how to respond using positive choices. Begin to understand the difference between tattling and telling. Continue to develop a sense of classroom and school community. Continue to recognize situations involving conflict and how to respond using positive choices. Acknowledge and understand the difference between tattling and telling. Begin to demonstrate, with adult assistance, conflict resolution skills in situations involving peers. Continue to acknowledge and understand the difference between tattling and telling. Begin to develop awareness of personal behaviors that contribute to the classroom community. Demonstrate independently conflict resolution skills in situations involving peers. Review and expand one s understanding of the difference between tattling and telling. Recognize behaviors in self and others that positively or negatively impact a sense of school community. Begin to develop skills for resolving conflicts with adults. Expand and strengthen skills for resolving conflicts with peers. Demonstrate behaviors that foster a positive sense of classroom and school community. Demonstrate appropriate skills for constructively resolving conflicts with adults. Demonstrate expanded skills for resolving conflicts with peers. 39

40 Standard 6: Students demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. (Personal/Social) Kdg. students 1 st grade students 2 nd grade students Begin to develop an Expand their awareness Begin to identify typical awareness of making of making positive and school-related social positive and negative negative choices. and behavioral choices. decisions. Begin to develop an awareness of the consequences of choices. Begin to understand the consequences of one s choices in the classroom and school community. 3 rd grade students Identify alternative responses to typical social and behavioral school-related decisions. Demonstrate understanding of the consequences of choices and actions. 4 th grade students Develop an awareness of the steps involved in a decision-making model. Recognize that all decisions have alternatives. Describe how personal beliefs and attitudes affect decision making. 5 th grade students Demonstrate an awareness of the steps involved in a decision-making model. Continue to recognize that all decisions have alternatives. Continue to describe how personal beliefs and attitudes affect decision making. Standard 7: Students understand how interpersonal skills and knowledge enhance personal safety. (Personal/Social) Kdg. students 1 st grade students 2 nd grade students Begin to identify when Identify when telling an Identify age-appropriate telling an adult is adult is necessary to situations that require necessary to keep self keep self or others safe adult support to or others safe and and unhurt. maintain the safety of unhurt. self and others. Begin to recognize appropriate and inappropriate physical contact. Begin to identify appropriate and inappropriate physical contact and strategies for responding. Demonstrate appropriate strategies for responding to inappropriate physical contact. 3 rd grade students Demonstrate strategies for getting adult support to maintain the safety of self and others. Begin to develop an awareness of using the internet safely. Demonstrate ageappropriate strategies for responding to inappropriate physical contact. 4 th grade students Continue to demonstrate strategies for getting adult support to maintain the safety of self and others. Recognize a variety of potential internet dangers. Demonstrate ageappropriate strategies for responding to inappropriate physical contact. 5 th grade students Continue to demonstrate strategies for getting adult support to maintain the safety of self and others. Continue to recognize a variety of potential internet dangers. Demonstrate ageappropriate strategies for responding to inappropriate physical contact. 40

41 Begin to demonstrate awareness of kind behavior. Demonstrate awareness of kind behaviors and develop awareness of how kindness makes others feel. Begin to develop ageappropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers. Demonstrate skills for showing and acknowledging kindness. Begin to develop an understanding of feeling welcomed and accepted.. Begin to demonstrate age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers. Develop awareness of peer pressure what it is and what it looks like in operation. Begin to understand how kindness makes others feel welcomed and accepted. Demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers. Begin to identify sources of peer pressure. Understand how kindness makes others feel welcomed and accepted. Demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers. Continue to identify sources of peer pressure and begin to identify the effects. Demonstrate how kindness makes others feel welcomed and accepted. Continue to demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers. Begin to acquire and demonstrate skills for responding effectively to peer pressure. Begin to develop an awareness of the emotional and physical dangers of gang activity. Develop an awareness of the emotional and physical dangers of gang activity. Begin to understand the emotional and physical dangers of substance abuse. 41

42 Boulder Valley School District Comprehensive School Counseling Curriculum Continuum Grades 6-12 Standard 1: Students demonstrate attitudes, knowledge, and skills associated with successful learning. (Academic) 6 th grade students Learning Develop an awareness of basic learning styles and which style is personally strongest (auditory, visual, kinesthetic). Study Skills Demonstrate understanding of the importance of effective study skills (e.g., note-taking, test-taking, or task management). Academic Assistance Know the various resources available for academic assistance, identify when needed, and implement strategies for accessing, as appropriate. 7 th grade students Know 8 th grade students Describe how one has used knowledge of basic learning styles to help one s self as a learner. Apply the study skills that are personally most effective for enhancing academic success. 9 th grade students Expand knowledge of learning styles to include more sophisticated models (e.g., LSA or multiple intelligences) and apply knowledge of one s own style to developing effective learning strategies. Refine and apply the study skills that are personally most effective for enhancing academic success. the various resources available for academic assistance at the high school level and develop strategies for selfadvocating to obtain academic help. 10 th grade students Refine and apply study skills to enhance success in more rigorous academic course work. 11 th grade students 12 th grade students 42

43 Academic Goal Setting & Problem Solving Review to-date academic performance and set a goal for improvement. Use problemsolving and decision-making skills to monitor one s academic progress and respond appropriately. Review to-date academic performance and set goal for improvement. Use problemsolving and decision-making skills to monitor one s academic progress and respond appropriately. Review to-date academic performance and set a goal for improvement. Use problem-solving and decision-making skills to monitor one s academic progress and respond appropriately. Organizing Develop and implement structured routines for organizing and planning school work. Attitudes re: Successful Learning Identify the attitudes and behaviors that lead to successful learning. Continue to implement structured routines for organizing and planning school work. Develop an understanding of the difference between internal and external motivation. Evaluate the effectiveness of routines for planning and organizing school work and identify areas for improvement. Demonstrate understanding of what motivates one s self and set goals that help maintain a positive interest in learning. Learn effective time management skills and the importance of completing tasks on time as it applies to personal, academic, and career goals. Identify any attitudes or behaviors that inhibit successful learning in high school and use problem-solving and decision-making skills to respond appropriately. 43

44 Standard 2: Students graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. (Academic) 6 th grade students 7 th grade students 8th grade students 9 th grade students 10 th grade students 11 th grade students 12 th grade students Transition Identify the significant differences between elementary and middle school and address the challenges these differences present. Identify the significant differences between 6 th and 7 th grade and address the challenges these differences present. Identify the significant differences between 7 th and 8 th grade and address the challenges these differences present. Identify the significant differences between middle level and high school and address the challenges these differences present. Review the transition to high school and continue to address the remaining challenges. Aptitudes and Interests Educational Decision making Educational Planning Select 7 th grade courses with a beginning awareness of longterm educational goals and to maximize academic achievement. Explore personal academic aptitudes and interests. Use Select 8 th grade courses with an awareness of long term educational goals and to maximize academic achievement. Apply knowledge of personal academic aptitudes and interests to educational goal setting. decisionmaking strategies to establish an educational goal and to identify strategies for achieving it. Prepare for the transition to high school by developing an awareness of 4 year academic planning. Understand the relationship between academic decisions, including participation in cocurricular activities, and career and educational opportunities. Use decisionmaking strategies to establish an educational goal and identify strategies for achieving it. Develop and implement a 4 year academic plan consistent with personal educational goals. Review and revise personal educational goals with an awareness of the future implications of one s choices. Review and modify as appropriate the four-year academic plan consistent with personal educational goals Continue to review and revise personal educational goals with an awareness of the future implications of one s choices. Evaluate and modify four-year academic plans consistent with personal educational and post-secondary goals. Continue to review and revise personal educational goals with an awareness of the future implications of one s choices. Evaluate and modify four-year academic plans consistent with personal educational and post-secondary goals. 44

45 Post secondary Options and Planning Develo p an awareness of how educational planning impacts post-secondary options. Identify postsecondary goals consistent with interests, abilities and academic achievement. Develop knowledge of the college admissions testing process. Demonstrate understanding of the entrance process for college and other post-secondary institutions, including admissions tests and requirements, and how to obtain information about different colleges and other postsecondary options. Develop knowledge of various sources of financial support for post-secondary education and awareness of the process to access them. Know how to complete the entrance process for college and other postsecondary institutions as appropriate. Know how to complete the process of applying for financial support for post-secondary education. 45

46 Standard 3: Students demonstrate the ability to investigate the world of work and to make informed career decisions. (Career) 6 th grade students 7 th grade students 8th grade students 9 th grade students 10 th grade students Careers & Social Develop an Develop and Norms awareness of the demonstrate an dignity of all careers awareness of and that all careers changing societal are accessible to patterns regarding any gender or gender and racial/ethnic group. racial/ethnic roles in different occupations. Career Exploration Develop an Demonstrate Locate and interpret Continue to locate awareness of knowledge of career career information, and interpret career resources for career exploration and using multiple information, using exploration. develop skills to resources. multiple resources. locate, evaluate and Demonstrate an interpret career understanding of information. career pathways and the career process. Self & Career Identify personal Identify personal Continue to identify Planning preferences, skills, interests, and personal skills, interests and skills abilities and relate interests, and influencing career them to career abilities and relate choice and success. choices. them to career choices. Employment Skills Learn how to search for a job, including learning job requirements and determining how one meets them. 11 th grade students Continue to interpret and evaluate career information. Continue to identify personal skills, interests, and abilities and relate them to career choices. Write a resume and demonstrate how to interview well. 12 th grade students Use effective decision-making skills in career planning. 46

47 Standard 4: Students understand the relationship between personal qualities, education and training, and the world of work. (Career) 6 th grade students Personal Attributes and Work: Understand the importance of responsibility, dependability, punctuality, integrity, and effort in school and personal life. Personal Work Skills Academic Achievement & Careers Academic and Personal Strengths & Careers 7 th grade students Develo Dev 8th grade students p an awareness of personal qualities and motivations. Develo elop understanding of the relationship between academic achievement and career success. 9 th grade students Identify how personal responsibility, personal integrity, and a sense of justice are important in school and personal life. p an awareness of the importance of good work habits in both the world of academics and the world of work. Continue to develop understanding of the relationship between academic achievement and career success. 10 th grade students Identify how personal responsibility, personal integrity and a sense of justice are important in the work place. Review current academic achievement and develop strategies that enhance opportunities for future career success. Identify and evaluate one s academic and personal strengths and limitations and how they relate to broad career paths. 11 th grade students Demonstrate understanding of how and why such personal characteristics as selfmotivation and discipline, persistence, independence, confidence, curiosity, flexibility, openmindedness, openness to change, and ingness to take risks are values in the workplace. Review current academic achievement and develop strategies that enhance opportunities for future career success. Continue to identify and evaluate one s academic and personal strengths and limitations and how they relate to broad career paths. 12 th grade students Develop understanding of how interests, abilities, and achievement relate to achieving personal, educational and career goals. Review current academic achievement and develop strategies that enhance opportunities for future career success. Demonstrate understanding of how interests, abilities, and achievement relate to achieving personal, educational and career goals. 47

48 Standard 5: Students demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. (Personal/Social) 6 th grade students Individual & Cultural Differences Demonstrate respect for others. Develop awareness of and demonstrate respect and appreciation for individual and cultural differences. Stress/Conflict Management Skills Develop effective coping skills for dealing with problems, including learning how to access resources for support. Demonstrate skills in resolving conflicts with peers and adults. Personal Strengths and Assets Identify personal strengths and assets. 7 th grade students Demonstrate respect for others. Continue to develop and demonstrate respect and appreciation for individual and cultural differences. Develop expanded skills in conflict resolution and effective coping skills. 8th grade students Demonstrate respect for others. Develop understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society. 9 th grade students Demonstrate respect for others. Continue to develop understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society. Use effective interpersonal communication skills to express feelings and resolve conflicts. Develop personal skills and techniques for managing anger and stress, including maintaining selfcontrol and accessing resources for support. 10 th grade students Demonstrate respect for others. Continue to develop understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society. Develop independence, selfconfidence, selfadvocacy, and resiliency as a learner and member of society. 11 th grade students Demonstrate respect for others. Demonstrate understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society Exhibit 12 th grade students Demonstrate respect for others. Demonstrate understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society independence, selfconfidence, selfadvocacy and resiliency as a learner and member of society. 48

49 Alternative Points of View Interpersonal Communication Skills Develop good listening skills. Develop knowledge and understanding of alternative points of view Develop effective communication skills. Demonstrate respect for alternative points of view. Demonstrate the capacity to work well with a variety of people, including the ability to compromise and solve problems in a mutually respectful manner. Interpersonal Relationships Develo p an understanding of the continuum of relationships one may have in friendships, dating relationships and other interactions. 49

50 Standard 6: Students demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. (Personal/Social) 6 th grade students Learn & Use Decision Making Apply Decision making to Goal Setting Individual Efficacy Learn that decisions and choices have consequences. Self-Advocacy Learn when, where and how to seek help for solving problems and making decisions. 7 th grade students Learn a model for decision making and problem solving. Identify short- and long-term goals and strategies for achieving them Understand the consequences of decisions and choices. Demonstrate when, where and how to seek help for solving problems and making decisions. 8th grade students Demonstrate use of a decision-making model in a given personal situation. Develo Und 9 th grade students Develo p personal awareness of the relationship between personal/social goals, actions, and outcomes. erstand the concept of resiliency and the need to adapt to achieve personal goals. 10 th grade students p and apply an effective decision-making and problemsolving model to a variety of situations. Develop an action plan to set and achieve realistic personal goals. Describe and reflect on how one s own thoughts or actions have resulted in specific outcomes. Review the concept of resiliency and the need to adapt to achieve personal goals effectively. 11 th grade students 12 th grade students 50

51 Standard 7: Students understand how interpersonal skills and knowledge enhance personal safety. (Personal/Social) 6 th grade students Bullying & Harassment Define bully, victim, and bystander behavior. Identify effective strategies for responding to bullying/harassment as a bully, victim, or bystander. Identify strategies for seeking assistance when harassed, bullied, or discriminated against at school. 7 th grade students Develop personal awareness of one s own behavior as a bully, victim, or bystander. Continue to identify strategies for seeking assistance when harassed, bullied, or discriminated against at school. 8th grade students 9 th grade students Develop strategies for seeking assistance and coping with the reactions when harassed, bullied, or discriminated against at school or within the community 10 th grade students 11 th grade students 12 th grade students Resisting Negative Peer Influence Develop an understanding of the need for resisting negative peer pressure and influence. Boundaries and Self Advocacy Understand how to set personal boundaries, assert individual rights, and protect personal privacy. Develop effective skills for resisting negative peer pressure and influence. Develop skills for setting personal boundaries, asserting individual rights, and protecting personal privacy. Demonstrate effective skills for resisting negative peer pressure and influence. Continue to develop skills for setting personal boundaries, asserting individual rights, and protecting personal privacy. Review and demonstrate effective skills for resisting negative peer pressure and influence. Demonstrate understanding of the need to set personal boundaries and protect rights and personal privacy in the high school environment. Continue to demonstrate effective skills for resisting negative peer pressure and influence. Demonstrate strategies for setting personal boundaries and protecting rights and personal privacy in the high school environment. 51

52 Appropriate Physical Contact Identify the generally accepted standards for appropriate and inappropriate touching Seeking Support Differentiate between situations requiring peer support and situations requiring adult or professional assistance. Caring Attitudes Understand how caring and kindness, showing respect, and acting with civility reduce conflict with others. Review the differences between appropriate and inappropriate touching. Continue to differentiate between situations requiring peer support and situations requiring adult or professional assistance Demonstrate how caring and kindness, showing respect, and acting with civility reduce conflict with others. Understand the personal importance of knowing the differences between appropriate and inappropriate touching. Develo Continue to understand the personal importance of distinguishing between appropriate and inappropriate physical contact. Differentiate between situations requiring peer support and situations requiring adult professional help in the high school environment, (e.g., substance abuse, mental health, etc.). p knowledge of the expectations for caring for others, showing respect, kindness and compassion, tolerance, and civility at the high school level. Understand the generally accepted standards for appropriate and inappropriate physical contact. Demonstrate understanding of the importance of caring for others, including showing respect, kindness and compassion, tolerance, and civility in reducing conflict with others. 52