Hampton School District SAU 90

COUNSELORS

SAU 90

Hampton School District

School Counselor K-8 Master Calendar and Competencies

(Revised 7-2016)

K-8 Master Model Calendar

MONTH	Aug.	Sept.	Oct,	Nov.
Curriculum	Introducing the School Counselor/ Classroom visits Prepare/ Review Guidance Curriculum	All School Morning Meeting Introducing the School Counselor School Expectations Morning Meeting Visits School Expectations Classroom Rule Development Classroom Expectations	All School Morning Meeting Safety and Awareness Red Ribbon Week Personal Space and Manners Bully Prevention Safety	All School Morning Meeting Cooperation, Kindness, and Feelings Community Building and Acceptance Leadership Trainings
Systems Support	Open House Student Orientation New Teacher Orientation Student Schedules	Open House Curriculum Night Olweus Class Meetings Responsive Classroom Planning PBIS Planning Committee Meetings CPT/SAT/RTI Student Schedules	Olweus Class Meetings PBIS Lunch Talks Committee Meetings CPT/SAT/RTI Student Schedules	Olweus Class Meetings PBIS Lunch Talks Committee Meetings CPT/SAT/RTI Student Schedules
Responsive Services	Crisis Intervention Parent Consults Teacher Consults	Individual Counseling Small Group Counseling Crisis Intervention Parent Consults Teacher Consults Interventionist Consults School Social Worker Consults Outside Agency Consults/ Referrals	Individual Counseling Small Group Counseling Crisis Intervention Parent Consults Teacher Consults Interventionist Consults School Social Worker Consults	Individual Counseling Small Group Counseling Crisis Intervention Parent Consults Teacher Consults Interventionist Consults School Social Worker Consults Outside Agency Consults/ Referrals Holiday Support Planning Parent Conferences
Individual Student Planning	Success/ Behavior Plans Academic Planning New Student Registration 504 Coordination School Board Reports	Success/ Behavior Plans Academic Planning New Student Registration 504 Coordination Review & Plan Tier Support School Board Reports Student Accommodations for Standardized Assessments	Success/Behavior Plans Academic Planning New Student Registration 504 Coordination Review & Plan Tier Support School Board Reports Student Accommodations for Standardized Assessments	Success/Behavior Plans Academic Planning New Student Registration 504 Coordination Review & Plan Tier Support School Board Reports Student Accommodations for Standardized Assessments
Professional Development	District Professional Development District School Counselor Meetings Mentor/ Coach Responsive Classroom Training Olweus Training PBIS Training	District Professional Development District School Counselor Meetings Mentor/ Coach Responsive Classroom Training Olweus Training PBIS Training	District Professional Development District School Counselor Meetings Mentor/Coach Responsive Classroom Training Olweus Training PBIS Training	District Professional Development District School Counselor Meetings Mentor/Coach Responsive Classroom Training Olweus Training PBIS Training

Hampton School District

Comprehensive Guidance Competencies Kindergarten through Grade 8 (August 2014)

Academic Development

ASCA Student Standards for academic development guides school counseling programs to implement strategies and activities to support and maximize each student’s ability to learn.

National Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

Competency Area: A:A1 - Improve Academic Self –Concept

Student Competency	A:A1.2Display a positive interest in learning	A:A1.3 Take pride in work and achievement	A:A1:4 Accept mistakes as essential to the learning process
Delivery	School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling Health Education Responsive Classroom/PBIS School Wide Expectations All School Meeting Morning Meeting Lunch Talks Collaboration and Consultation with Professional Staff	School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling Celebration of Learning *Student led conferences	School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling Responsive Classroom *Parent/Teacher Consultation
When	On going	On going	On going
Grade Level	K-8	K-8	K-8
Student Competency Indicator	Evidence of positive classroom climate and community Understand and demonstrate the importance of school attendance Demonstrate progress with individual behaviors and success plans Evidence of homework and project completion	Progress and completion of student portfolios Contribute to the development of Hopes and Dreams and classroom rule creation Participate in Academic Choice Contribute to Community Art Displays Select participation in district, state and national academic programs (e.g. PTA Reflection Program)	Demonstrates knowledge and application of critical skills instruction Participate in Interactive Modeling resulting in skill application Knowledge and acceptance of logical consequences Process behavioral incident with teacher, school counselor and /or administration Utilize planning room for the purpose of reentering classroom (i.e., “Critical Thinking Forms”)

Competency Area: A:A2 – Acquire Skills for Improving Learning

Student Competency	A:A2.3 Use communication skills to know when and how to ask for help when needed
Delivery	* School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling Responsive Classroom PBIS *Teacher Modeling
When	On going
Grade Level	K-8
Student Competency Indicator	Practice teacher and/or school counselor led scripts (e.g., interactive modeling and role plays) Access anchor charts to follow routines and expectations Responding to teacher reminders to access assistance appropriately

Competency Area: A:A3 – Achieve School Success

Student Competency	A:A3.1 Take responsibility for their actions	A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students	A:A3.3 Develop a broad range of interests and abilities
Delivery	* School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling Responsive Classroom PBIS *Olweus	* School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling Executive Skills Training Conflict Resolution	* School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling Extracurricular Activities Enrichment Programs
When	On going	On going	On going
Grade Level	K-8	K-8	K-8
Student Competency Indicator	Acceptance of proactive/reactive discipline Completion and application of ”Critical Thinking Forms” Fulfilling behavioral contract success plans and planning room interventions Participate in re-entry meetings after disciplinary action	Demonstrate proficiency with organizational skills Respond to verbal and visual prompts Develop the skills for staying on task for independent assignments Demonstrate skills for partner and group work Awareness and demonstration of ”I Can Statements” Demonstrate leadership skills acquired through student based programs (e.g., student leaders, student councils, UNH Browne Center)	Utilize decision making skills to select interest based programs (e.g., PTA After School Sponsored Events, Hampton Recreational Department Programs, extracurricular offerings, school based activities / sports programs)

National Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.

Competency Area: A:B2 – Plan to Achieve Goals

Student Competency	A:B2.1 Establish challenging academic goals in elementary, middle/ junior high and high school	A:B2.2 Use assessment results in educational planning
Delivery	* School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling Responsive Classroom PBIS	NECAP Smarter Balanced NWEA Curriculum Based Assessments *RTI/SAT
When	On going	On going
Grade Level	K-8	K-8
Student Competency Indicator	Demonstrate dependability, productivity and initiative Improvement in academic progress Achieve or exceed expected academic growth in standardized assessments Identify and revise quarterly academic expectations through Hopes and Dreams and progress reports Utilize information from technology based programs (i.e., Power School) Access available homework support	Set personal goals for student achievement Participate in teacher conferences to identify skills that need improvement Develop plan to achieve improved scores

National Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community.

Competency Area: A:C1 – Relate School to Life Experiences

Student Competency	A:C1.3 Understand the relationship between learning and work	A:C1.5Understand that school success is the preparation to make the transition from student to community member.
Delivery	* School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling Responsive Classroom PBIS *Community Business Partnerships	* School Counseling Core Curriculum Classroom Instruction Individual/Small Group Counseling PBIS Early College Awareness *Community Service Learning
When	On going	On going
Grade Level	K-8	6-8
Student Competency Indicator	Make connections between curriculum based instruction and field trips, artist in residence, guest speakers, community members and organizations Develop awareness that academic success leads to achievement in future personal goals Create good school habits with consistent school attendance Utilize knowledge of cooperative skills in both school and work settings	Complete and understand personal Career Interest Inventory Participate in Career Fair Explore post secondary options (i.e., Seacoast School of Technology) Acquire knowledge of a variety of community based settings

Career Development

ASCA Student Standards for Career Development guides school counseling programs to provide the foundation fro the acquisition of skills, attitudes and knowledge that enable students to make a successful transition from school to the world of work, and from job to job across the life span.

National Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Competency Area: C:A1 – Develop Career Awareness

Student Competency	C:A1.2 Learn about the variety of traditional and non traditional occupations	C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations
Delivery	*Classroom Instruction	* School Counseling Core Curriculum Classroom Inst. Individual/Small Group Counseling Responsive Classroom PBIS Classroom Instruction Health Education *Career Technology
When	On going	On going
Grade level	K-8	K-8
Student Competency Indicator	Acquire knowledge in making informed career decisions Investigate career opportunities through both curriculum and extra curricular endeavors	Utilize CHOICES Software Utilize current technology based programs for course selection/student placement Application of technology skills to enhance student understanding of interests and abilities

National Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.

Competency Area: C:B1 – Acquire Career Information

Student Competency	C:B1.2 Identify personal skills, interests and abilities and relate them to current career choice
Delivery	Class Instruction Seacoast School of Technology *After School Enrichment Programs
When	On going
Grade Level	6-8
Student Competency Indicator	Begin to identify a career based on interest abilities Explore career opportunities through the use of community guest speakers (e.g., NHHEAF)

National Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.

Competency Area: C:C1 – Acquire Knowledge to Achieve Career Goals

Student Competency	C:C1.2Explain how work can help to achieve personal success and satisfaction.
Delivery	* School Counseling Core Curriculum Classroom Inst. Individual/Small Group Counseling Responsive Classroom PBIS Classroom Instruction Heath Education *Community and Business Partnerships
When	On going
Grade Level	K-8
Student Competency Indicator	Understand the relationship between consistent student attendance and work success Develop proficiency with increase self-motivation and planning skills Apply cooperative skills to participate effectively in a group setting Understand what contributes to future career success

Personal/Social Development

ASCA Student Standards for personal/social development guide school counseling programs to provide the foundation for personal and social growth as students progress through school and into adulthood.

National Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

Competency Area: PS:A1 – Acquire Self- Knowledge

Student Competency	PS:A1.3 Learn the goal-setting process	PS:A1.5 Identify and express feelings	PS:A1.6 Distinguish between appropriate and inappropriate behavior	PS:A1.7 Recognize personal boundaries, rights and privacy needs	PS: A1.8 Understand the need for self-control and how to practice it	PS:A1.9 Demonstrate cooperative behavior in groups
Delivery	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Health Education	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Health Education	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Olweus	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Olweus School Wide Expectations Health *KIDS & Company	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Olweus *How Does Your Engine Run	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS UNH Browne Center
When	On going	On going	On going	On going	On going	On going
Grade Level	K-8	K-8	K-8	K-8	K-8	K-8
Student Competency Indicator	Understand the school rules associated with the student handbook Respect and abide the school and classroom expectations outlined through classroom management programs Reinforce prosocial behaviors through student recognition program	Demonstrate ability to apply “I can” statements to social emotional settings Demonstrate an increased ability to choose and apply appropriate and healthy coping skills	Understand and demonstrate the benefits of applying the steps of positive decision making skills	Understand the school rules associated with the student handbook Increase prosocial behaviors Accept consequences of infractions with personal boundaries, rights and privacy needs	Increase prosocial behaviors Participate in student surveys identifying behavioral issues Practice self control techniques to increase student learning and performance	Develop an awareness of appropriate group behavior Apply appropriate group behaviors during transitions and environments outside to the classroom Demonstrate a variety of cooperative skills in large and small groups

National Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

Competency Area: PS:A2 – Acquire Interpersonal Skills

Student Competency	PS:A2.1 Recognize that everyone has rights and responsibilities	PS:A2.3 Recognize, accept, respect and appreciate individual differences
Delivery	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS School Wide Expectations	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Olweus School Assemblies Guest Speakers
When	On going	On going
Grade Level	K-8	K-8
Student Competency Indicator	Understand the school rules associated with the student handbook Increase prosocial behaviors Accept consequences of infractions with violations of peer rights and responsibilities	Understand individual differences as learners Demonstrate respectful and cooperative behaviors in classroom and group setting

National Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

Competency Area: PS:BI – Self-knowledge Application

Student Competency	PS:B1.2 Understand consequences of decisions and choices	PS:B1.3 Identify alternative solutions to a problem	PS:B1.4 Develop effective coping skills for dealing with problems	PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences	PS:B1.8 Know when peer pressure is influencing a decision
Delivery	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Olweus	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom *PBIS	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom *PBIS	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom *PBIS	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Health *SRO
When	On going	On going	On going	On going	On going
Grade Level	K-8	K-8	K-8	K-8	5-8
Student Competency Indicator	Describe, associate and predict results of chosen behaviors Take responsibility for their course of action Accept consequences of personal choices	Follow prescribed steps in problem solving strategies.	Follow prescribed steps in problem solving strategies and /or stress reduction techniques Demonstrate when, where, and how to seek help for solving problems and making decisions	Understand individual differences regarding culture, race and ethnicity Develop awareness of different lifestyles	Recognize existence of peer pressure Follow prescribed steps in problem solving strategies. Demonstrate when, where, and how to seek help for solving problems and making decisions

National Standard C: Students will understand safety and survival skills.

Competency Area: PS:C1 – Acquire Personal Safety Skills

Student Competency	PS:C1.1 Demonstrate knowledge of personal information (i.e., telephone number, home address, emergency contact)	PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact	PS:C1.6 Identify resource people in the school and community, and know how to seek their help	PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices	PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse	PS:C1.10 Learn techniques for managing stress and conflict
Delivery	* School Counseling Core Curriculum Individual/Small Group Counseling Classroom Instruction Responsive Classroom PBIS Health KIDS and Company	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Olweus Health KIDS and Company *SRO	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS Olweus KIDS and Company Social Studies Curriculum *SRO	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom PBIS School Wide Prevention Activities and Assemblies *Health	* School Counseling Core Curriculum Individual/Small Group Counseling PBIS Health/School Nurse SRO	* School Counseling Core Curriculum Individual/Small Group Counseling Responsive Classroom *PBIS
When	On going	On going	On going	On going	On going	On going
Grade Level	K-8	K-8	K-8	K-8	K-8	K-8
Student Competency Indicator	Independently demonstrate knowledge of personal safety information	Demonstrate the ability to recognize the importance boundaries	Access trusted adults when feeling unsafe and/or threatened.	Follow prescribed steps in problem solving strategies. Demonstrate when, where, and how to seek help for solving problems and making decisions	Demonstrate healthy and safe choices utilizing good decision making skills Demonstrate the effects of substance abuse and its negative consequences on daily living	Follow prescribed steps for healthy stress reduction skills Apply prescribed steps to manage school and academic expectations to help insure regular school attendance

References:

ASCA National Model: A Framework for School Counseling Programs – Third Edition (2012). Alexandria, VA

Comprehensive Developmental Counseling Program (2006). Rochester School District. Rochester, NH

Ethical Standards for School Counselors (2010). American School Counselors Association Position Statements, American School Counselors Association.

New Hampshire Implementation Manual for Comprehensive School Guidance and Counseling (2004). New Hampshire Department of Education.

New Hampshire Rules for Education (2005). Ed 306.15 Provision of Staff and Staff Qualifications

New Hampshire Rules for Education (2014). 507.07 (Draft) Guidance and Counseling Program

The Professional School Counselor and Comprehensive Guidance Programs (2012). American School Counselors Association Position Statements, American School Counselors Association.

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