Madison Public Schools
Elementary School Counseling
Written by:
Megan Figarella
Libby Marotta
Michael Shugrue
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Brett Levine
Director of School Counseling
Approval date:
October 14, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Course Overview
Description
The Elementary School Counseling Curriculum addresses the academic, career, and personal/social
domains of all students and adheres to the American School Counselor Association model. Students
will explore and delve into topics related to anti-bullying, conflict resolution, character, internet
safety, and peer relationships. This curriculum will utilize the six pillars of character developed by
the Character Counts program and the six steps of conflict resolution developed by the New Jersey
State Bar Foundation. The elementary school counseling program will offer opportunities for
students to develop as critical thinkers, problem solvers, and effective communicators, and foster an
environment that appreciates diversity, difference, uniqueness, and individuality.
Goals
This program aims to:
● develop critical thinking and interpersonal problem-solving skills needed to function
successfully as global citizens.
● develop effective communication skills and the ability to present one’s thoughts, feelings, and
opinions in a respectful, coherent manner.
● develop the ability to work collaboratively with others in a productive manner.
● promote and encourage a school environment that supports diversity, respect, and
understanding different cultural perspectives.
● educate students on personal safety and internet safety issues.
● encourage and promote positive behaviors.
Resources
Suggested activities and resources page
Unit 1 Overview
Unit Title: Kindergarten/Grade 1
Unit Summary:
This unit provides students with an introduction to the school counseling program at the elementary
level. Students will discover what the school counselor does and how to seek out help when
necessary. The counselor will address behavioral expectations at the elementary level, how to treat
others with respect, and the golden rule (“treat others the way you would like to be treated”).
Suggested Pacing: 1 lesson
Learning Targets
Unit Essential Questions:
● What does my school counselor do?
● What do I do if I have a problem and need help?
● What is appropriate behavior of an elementary student?
Unit Enduring Understandings:
● Students will know and recognize what acceptable behavior looks like.
● Students will know how to advocate for themselves.
Evidence of Learning
Unit Benchmark Assessment Information:
A coloring exercise where students circle and color in the correct answer to check for understanding.
For example, circle the picture of their school counselor. This will be done as a pre/post activity.
Objectives
(Students will be able to…)
Describe and explain
the role of the school
counselor.
Essential
Content/Skills
Content: Introduction
to school counselor,
strategies to use when
help is needed,
multiple ways to
access services.
Suggested
Assessments
Each student will
verbally articulate
that they know how
to find the school
counselor.
Skills:
Name the school
counselor.
Articulate how to
make a self referral to
meet with the school
counselor.
Describe appropriate
behaviors.
Content: positive
behavior, appropriate
behavior,
inappropriate
behavior, school code
of conduct, the golden
rule, how to treat
others, behavioral
expectations
Describe
inappropriate
behaviors.
Skills:
Identify appropriate
behaviors.
Identify inappropriate
behaviors.
Verbalize the golden
rule.
L.CCR.1: Demonstrate command
of standard English grammar and
usage when writing or speaking.
Pacing
1 lesson
9.1.4.A.1: Recognize a problem
and brainstorm ways to solve the
problem individually or
collaboratively.
2.2.4.B.2: Differentiate between
situations when a health-related
decision should be made
independently or with the help of
others.
Locate the school
counselor’s office.
Compare and contrast
appropriate and
inappropriate
behaviors in the
school setting.
Standards
(NJCCCS CPIs, CCSS, NGSS)
2.2.2.A.1: Express needs, wants,
and feelings in health- and
safety-related situations.
Pre/post test
9.1.8.A.1 Develop strategies to
reinforce positive attitudes and
productive behaviors that impact
critical thinking and
problem-solving skills.
2.2.2.A.1 Express needs, wants,
and feelings in health- and
safety-related situations.
1 lesson
Unit 2 Overview
Unit Title: Grade 2
Unit Summary:
This unit will focus on teaching certain aspects of character development to students. This unit will
address two of the six pillars of character (caring and fairness) as defined by Character Counts.
Even more, students will learn what it means to be a good friend, characteristics and qualities of a
good friend, and how to be a good friend. Counselors will explore topics with students focused on
peer relationships, cooperation, and effective communication.
Suggested Pacing: 2 lessons
Learning Targets
Unit Essential Questions:
● What is a healthy friendship?
● How do I treat friends?
● How do I expect to be treated by friends?
● What does caring and fairness mean?
Unit Enduring Understandings:
● Students will know how to cooperate in a group setting.
● Students will recognize positive behavior.
● Students will recognize the characteristics of a good friend.
Evidence of Learning
Unit Benchmark Assessment Information: Using writing prompts or drawing, children will describe
the traits of a good friend.
Writing prompt question: Please write down 5 words that describe a good friend.
Objectives
(Students will be able to…)
Work productively in
a small group.
Essential
Content/Skills
Content:
Cooperation
techniques and skills.
Suggested
Assessments
Pre/post test
Content:
Characteristics of a
good friend.
9.1.8.B.1 Use multiple points of
view to create alternative
solutions.
Pacing
1 lesson
9.1.8.D.1 Employ appropriate
conflict resolution strategies.
Skills:
Students will learn
about compromising
and listening to their
peers.
Describe and explain
the characteristics of
a healthy friendship.
Standards
(NJCCCS CPIs, CCSS, NGSS)
9.1.8.C.1 Determine an
individual’s responsibility for
personal actions and contributions
to group activities.
Pre/post test
Skills:
Identify behaviors
that promote a
healthy friendship.
2.2.4.A.1 Demonstrate effective
interpersonal communication in
health and safety related
situations.
1 lesson
2.2.2.C.1 Explain the meaning of
character and how it is reflected
in the thoughts, feelings, and
actions of oneself and others.
Identify behaviors
that promote an
unhealthy friendship.
Describe and explain
what “caring” is.
Describe and explain
what “fairness” is.
Content: caring, six
pillars of character,
Character Counts,
fairness
Skills:
Name the two pillars
of character that were
discussed during the
lesson.
Identify what
“caring” means.
Identify what
“fairness” means.
Identify examples of
how to be caring and
fair in their lives.
Pre/post test
2.2.4.C.1. Determine how an
individual’s character develops
over time and impacts personal
health.
2.2.4.C.2. Explain why core
values (such as respect, empathy,
civic mindedness, and good
citizenship) are important in the
local and world community.
1 lesson
Unit 3 Overview
Unit Title: Grade 3
Unit Summary:
This unit will focus on teaching aspects of character development to students. This unit will address
four of the six pillars of character (trustworthiness, respect, responsibility, and citizenship) as
defined by Character Counts. Students will learn what the four pillars are, what they mean, how to
implement the pillars into their lives, and the ways these pillars make the school and community a
better place. These four pillars or traits will be woven into the third grade curriculum and will be a
focus for the entire school year.
Suggested Pacing: 2 lessons
Learning Targets
Unit Essential Questions:
● What is positive communication?
● How do my feelings about myself influence the way I feel about others?
● How does the way I treat myself influence the way I feel others?
● How can I resolve a conflict with a friend in a positive a way?
● What is trustworthiness, respect, responsibility, and citizenship?
Unit Enduring Understandings:
● The way I feel about myself influences how I feel about everything else.
● Being emotional (angry/upset) affects my judgement.
● There is always a positive way to address a conflict.
Evidence of Learning
Unit Benchmark Assessment Information: Students will demonstrate understanding by completing
a writing prompt which will be an open ended question regarding one of the four pillars and an
example from their own life.
Writing Prompt question:
Please explain one of the four pillars (trustworthiness, respect, responsibility, and citizenship.)
Please give an example of how you displayed this in your own life.
Objectives
(Students will be able to…)
Students will learn to
communicate
positively and
effectively.
Students will learn to
identify positive traits
in themselves and
others.
Students will learn to
identify their
emotional responses to
events and express
them appropriately.
Essential
Content/Skills
Content: character
development,
communication,
empathy
Skills: effective
communication,
conflict resolution,
self respect.
Content: emotional
education, conflict
resolution
Suggested
Assessments
Students will verbally
summarize what the
learned in the module
and and verbally
identify one positive
trait in themselves
and a peer.
Standards
(NJCCCS CPIs, CCSS, NGSS)
9.1.8.D.1 Employ appropriate
conflict resolution strategies.
Pacing
1 lesson
9.1.8.A.1 Develop strategies to
reinforce positive attitudes and
productive behaviors that impact
critical thinking and
problem-solving skills.
2.2.6.A.1: Demonstrate verbal
and non-verbal interpersonal
communication strategies
Students will explain
how a specific event
made them feel.
9.1.8.D.1 Employ appropriate
conflict resolution strategies.
1 lesson
9.1.8.A.1 Develop strategies to
reinforce positive attitudes and
productive behaviors that impact
critical thinking and
problem-solving skills.
Skills: the students
will learn appropriate
ways to express
themselves
2.2.2.c.2 Explain the meaning of
character and how it is reflected
in the thoughts, feelings, and
actions of oneself and others.
Describe and explain
what
“trustworthiness” is.
Describe and explain
what “respect” is.
Content:
trustworthiness,
respect,
responsibility,
citizenship, six pillars,
Character counts,
character education
Describe and explain
what “responsibility”
is.
Skills:
Name the four pillars
that are discussed
during the lesson.
Describe and explain
what “citizenship” is.
Identify what
“trustworthiness”
means.
Identify what
“respect” means.
Identify what
“responsibility”
means.
Identify what
“citizenship” means.
Identify examples of
how to be
trustworthy,
respectful,
responsible, and a
good citizen in their
lives.
Writing sample
2.2.4.C.1. Determine how an
individual’s character develops
over time and impacts personal
health.
2.2.4.C.2. Explain why core
values (such as respect, empathy,
civic mindedness, and good
citizenship) are important in the
local and world community.
1 lesson
Unit 4a Overview
Unit Title: Grade 4
Unit Summary: In this unit, students will learn the six steps of conflict resolution (developed by the
NJ State Bar Foundation) and how to effectively implement the process. The counselor will describe
and explain the difference between conflict and bullying. This unit will provide opportunities for
students to explore and identify when a situation or scenario is a conflict that can be helped
independently by using the six steps of conflict resolution or a bullying situation that must be
reported to an adult.
Suggested Pacing: 1 lesson
Learning Targets
Unit Essential Questions:
● How do I resolve a conflict with a peer?
● What is the difference between bullying and conflict?
Unit Enduring Understandings:
● Students will know how to formulate an “I-message.”
● Students will understand the conflict resolution process.
● Students will know the difference between conflict and bullying.
Evidence of Learning
Unit Benchmark Assessment Information:
Each student will demonstrate understanding by writing an “I-Statement.” For example, “I feel
hurt when….”
Objectives
(Students will be able to…)
Essential
Content/Skills
Recognize the
difference between
conflict and bullying.
Content: bullying,
conflict,
Compare and contrast
conflict and bullying.
Skills:
Identify the difference
between conflict and
bullying.
Suggested
Assessments
Writing prompt
demonstrating
understanding.
Standards
(NJCCCS CPIs, CCSS, NGSS)
9.1.8.D.1 Employ appropriate
conflict resolution strategies.
Pacing
1 lesson
9.1.8.D.3 USe effective
communication skills in
face-to-face and online
interactions with peers and adults
from home and from diverse
cultures.
Define bullying.
Define conflict.
Describe and explain
the six steps of the
conflict resolution
process.
Identify when it is
appropriate to employ
the conflict resolution
process.
Content: conflict
resolution, NJ State
Bar Foundation six
steps to conflict
resolution, peer
relationships
Skills:
Name the six steps of
the conflict resolution
process.
Pre/post test
9.1.8.B.1 Use multiple points of
view to create alternative
solutions.
9.1.8.C.1 Determine an
individual’s responsibility for
personal actions and contributions
to group activities.
1 lesson
Unit 4b Overview
Unit Title: Grade 4
Unit Summary: In this unit, students will explore the positive and negative aspects of the Internet
and social media. Students will learn how to navigate the Internet and social media in a safe way.
The counselor will address what is appropriate and inappropriate to post on the Internet and social
media, the impact of posts, and that the information one puts online leaves a digital footprint. The
counselor will address what cyberbullying is, what to do when it happens to you, and ways to avoid
being the offender.
Suggested Pacing: 1 lesson
Learning Targets
Unit Essential Questions:
● How do I navigate the Internet and social media in a safe way?
● What are the pros and cons of using the Internet and social media?
● What are some of the repercussions if I use social media inappropriately?
Unit Enduring Understandings:
● Students will know how to stay safe on social media.
● Students will recognize that what they post on the Internet and social media will last forever.
● Students will realize that there can be legal repercussions for inappropriate usage.
Evidence of Learning
Unit Benchmark Assessment Information: Students will demonstrate understanding by completing
a pre and post test.
Objectives
(Students will be able to…)
Essential
Content/Skills
Identify and describe
how to navigate the
Internet and social
media in a safe way.
Content: How the
internet connects an
individual to the
world: pros and cons.
Report any
inappropriate
internet usage to the
appropriate people.
Skills:
Identify what
information is
acceptable to post
online.
Suggested
Assessments
Pre/Post test
Describe and explain
what to do when
cyberbullying occurs.
Content:
cyberbullying
Internet safety
Skills:
Define what
cyberbullying is.
Identify what to do
when cyberbullying
occurs.
9.1.8.E.4 Determine the undesired
consequences of unethical use of
media.
9.1.8.D.3 Use effective
communication skills in
face-to-face and online
interactions with peers and adults
from home and from diverse
cultures.
Identify what a
digital footprint is.
Describe and explain
what cyberbullying
is.
Standards
(NJCCCS CPIs, CCSS, NGSS)
Pre/Post test
Pacing
1 lesson
Unit 5a Overview
Unit Title: Grade 5
Unit Summary:
This unit will cover healthy decision-making or making good choices in areas such as Internet safety,
peer pressure, and drugs/alcohol/tobacco abuse. Counselors will discuss appropriate usage of social
media and the effects that cyber-bullying may have on children. Students will learn about different
types of peer pressure and ways to make healthy, productive decisions.
Suggested Pacing: 1 lesson
Learning Targets
Unit Essential Questions:
● How do I use the internet safely?
● What are healthy decisions?
● What are the possible effects of peer pressure?
● What is cyber-bullying?
Unit Enduring Understandings:
● Students will recognize peer pressure.
● Students will understand healthy peer relationships.
● Students will recognize and understand healthy choices and the consequences of poor choices.
Evidence of Learning
Unit Benchmark Assessment Information:
Students will demonstrate understanding by completing a pre and post test.
Objectives
(Students will be able to…)
Recognize peer
pressure and the
implications.
Recognize healthy
choices and the
possible effects of
unhealthy choices.
Demonstrate how to
use social media in an
appropriate manner.
Essential
Content/Skills
Content:Definition of
peer pressure and the
various ways it
occurs.
Skills: Students will
learn to identify peer
pressure in it’s
various forms.
Suggested
Assessments
Pre and post testing.
Standards
(NJCCCS CPIs, CCSS, NGSS)
9.1.8.D.1 Employ appropriate
conflict resolution strategies.
9.1.8.E.4 Determine the undesired
consequences of unethical use of
media.
9.1.8.D.3 Use effective
communication skills in
face-to-face and online
interactions with peers and adults
from home and from diverse
cultures.
Pacing
1 lesson
Unit 5b Overview
Unit Title: Grade 5b
Unit Summary:
In this unit, students will think to the future as they set goals for entering Madison Junior School.
Counselors will discuss transitions and change with students. Students will discuss their different
feelings and experiences regarding change.
Suggested Pacing: 2 lessons
Learning Targets
Unit Essential Questions:
● How do I set goals for myself?
● What is the purpose of setting goals?
● What concerns do I have about Madison Junior School?
● How do I feel about change?
Unit Enduring Understandings:
● Students will know the importance of setting goals.
● Students will understand that change can be difficult and good at the same time.
Evidence of Learning
Unit Benchmark Assessment Information: Students will demonstrate understanding by completing
an action plan using a template which will then be placed in the PRF. This action plan will cover goals
(academic and personal) for their junior school experience.
Objectives
(Students will be able to…)
Set academic and
personal goals for
middle school.
Recognize their
feelings about change.
Essential
Content/Skills
Content: introduction
to middle school
academics,
Skills: goal setting,
dealing with
positively change.
Suggested
Assessments
Students will write
their own goals and
objectives for middle
school.
Standards
(NJCCCS CPIs, CCSS, NGSS)
9.1.8.A.1 Develop strategies to
reinforce positive attitudes and
productive behaviors that impact
critical thinking and
problem-solving skills.
9.1.8.C.1 Determine an
individual’s responsibility for
personal actions and contributions
to group activities.
L.CCR.1 Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
Pacing
1 lesson