Table of Contents
Introduction Statement
2
Mission Statement & Philosophy
3
Gysbers Stakeholders & Advisory Board
4
What does our community look like?
6
Needs Assessment
9
MEASURE of the “Stepping Up” Program
11
Report Card
18
School-Wide Action Plan
20
Master Calendar
21
4th Grade Curriculum Calendar
23
Bibliography
25
Appendices
Appendix A: Professional Disclosure Statement(s)
26
Appendix B: Needs Assessment Surveys
33
Appendix C: 4th Grade Curriculum Crosswalk
41
Appendix C: Counselor/Administrator Agreement
50
Appendix E: Steps to Respect Scope & Sequence
54
Appendix F: Second Step Scope & Sequence
56
Appendix G: Career Interest Awareness (CIA) Lesson Plan Materials
59
2
INTRODUCTION STATEMENT
Rationale
Gysbers Elementary School has a comprehensive guidance program that supports the academic, career,
and the personal/social development of each and every student. Our program is constantly evolving
based on the data-driven needs of all students in order to prepare them to meet their fullest potential as
members of our community.
The comprehensive guidance program is founded on the ASCA and Oregon Frameworks as a transformed
school counseling program. It is implemented by the school counselor, administrative staff, teachers,
specialists, and support staff at the school. It is designed in accordance with school and district policies
and expectations and complies with all relevant OARs.
This year, Gysbers Elementary School has identified the following goals as part of the school's annual
school improvement plan:
1. All students will read proficiently at each grade level as determined by state assessments.
2. All students will acquire the mathematical skills necessary to meet grade level benchmarks as
determined by state assessments.
3. Students will learn to make productive life decisions.
A thorough needs assessment conducted by the school counseling department at Gysbers identified
several critical areas in which the guidance program could be utilized to support these goals utilizing
evidenced-based curricula. These include:



Managing conflict and bullying;
Identifying and improving individual learning, test taking, and study skills; and
Respecting others and improving awareness of self and others' interest and abilities
In order for the school to:
 Improve state test scores in reading to 70% meeting or exceeding.
 Improve state test scores in mathematics to 67% meeting or exceeding.
 Reduce serious behavior concerns by decreasing the number of PBiS “Tier 3” discipline referrals
by 75% (8 referrals/week from tier 2 & 3).
3
Portland Public School District Mission
By the end of elementary, middle, and high school, every student by name will meet or exceed academic
standards and will be fully prepared to make productive life decisions.
Gysbers Elementary School Mission
Gysbers is a caring community where everyone is challenged to excel. Students, staff, and families are
expected to continually establish and reach academic, professional, and personal goals. Gysbers
establishes dynamic partnerships and fosters the collaborative efforts of students, staff, parents, and
community members to energize, diversify, and broaden our learning experience.
Gysbers Elementary School Comprehensive Guidance Program
Mission Statement
The mission of the School Counseling Program at Gysbers Elementary School is to create a school climate
and culture where each and every student will be challenged and inspired to achieve in every area
(personal/ social, career, and academic) to their optimal potential.
Philosophy
At Gysbers Elementary School, we believe that all students can and will learn and that each student can
make a positive difference in the world. Through the support of a comprehensive guidance program,
students will leave Gysbers Elementary School with the knowledge and ability to help pursue their
academic and career interests with the confidence and knowledge to do so as positive community
leaders.
4
Gysbers Stakeholders
Students
Our Comprehensive Guidance Plan is ultimately for the benefit of our students, and their role in its
implementation cannot be overstated.
Teachers
Teachers cultivate and maintain a positive school climate for our students. Teachers are responsible for
teaching guidance curriculum through Second Steps, Cooperative Problem Solving, and implementing
school-wide behavior supports through PBIS.
School District
The objectives of our CGP directly align with the district’s CGP. PBIS, Second Steps, and Cooperative
Problem Solving are programs that are in place district-wide. Any change which we hope to foster in our
school community must be achieved with the bigger picture in mind. Collaboration with district personnel
as well as counselors and staff from other nearby schools is crucial for systemic change within our
community at large.
Administration
School administrators model leadership, responsibility, and citizenship for the entire school community.
Administrators are responsible for supporting the implementation of our Comprehensive Guidance Plan
and fostering a school community that is receptive to positive change.
Support Staff
The responsibilities of Gybsers’s support staff varies according to the specific duties of each job. Support
staff members are responsible for much of the work that occurs behind-the-scenes and enables the
functioning of our school and its facilities. Many educational assistants have a good deal of student
contact and are therefore responsible for implementing Cooperative Problem Solving skills and PBIS.
Parents
The involvement of parents in our school community is crucial to its health and vibrance as well as the
success of our Comprehensive Guidance Plan. Parents provide at-home support for the academic,
personal/social, and career development that occurs in the classroom. As a community, we trust our
parents to donate their time and talents to the needs of our students. We trust them to become active
members of our community through community/school events, parent/teacher conferences, and various
parent organizations.
Businesses and Community Support Organizations
The Gysbers’s community is home to numerous businesses. Community partnerships through these local
businesses will provide the resources and support we need to fully implement our CGP. Our school will
utilize relationships with local community support organizations such as Boys and Girls Club, CASA START,
Big Brothers/Big Sisters, Catholic Charities, and other Community Mental Health Agencies.
Community Members
Partnership with our community members will greatly enhance the implementation of our CGP. Though
most of our volunteers and community members will be found through organizations, our school will have
systems in place for individuals in our community who may want to contribute resources or time to our
school community.
5
Guppy Guild (Advisory Board)
Name
Position
Gilbert Blythe
Principal
Anne Shirley
Counselor
Rachel Lynde
School Board Member
Mathew Cuthbert
First year teacher at Gysbers
Ruby Gillis
Teacher (8 years experience at Gysbers)
Diana Berry
Parent
Josie Pye
Parent
Charlie Sloan
Parent
Jen Pringle
Community member (nearby homeowner)
Prissy Andrews
Community member (local business owner)
6
What does our community look like?
Students
Demographics
There are approximately 510 students enrolled at Gysbers Elementary in grades K-5. Students at Gysbers
come from a variety of different cultural and socioeconomic backgrounds, creating a vibrant community
rich in diversity. Most students at Gysbers are part of an ethnic minority. All of Gysbers students are
considered economically disadvantaged. Nearly one quarter of Gysbers students have limited English
proficiency. Students with disabilities make up 14% of the student population at Gysbers.
7
Achievement
Last year students at Gysbers achieved OAKS scores lower than the state average in reading, math, and
science. Furthermore, students at Gysbers earned lower scores than students enrolled in comparison
schools across Oregon. Students with limited English proficiency show lower scores in reading. White
students scored lower in reading and higher in math while Black students scored higher in reading, lower
in math. In general, achievement at Gysbers needs to improve over the next year in order to meet federal
standards for Adequate Yearly Progress.
8
Discipline
During the 2009-2010 school year, Gysbers students were given an average of 29 referrals each week. Of
these referrals, 5 were given for tier 3 behaviors (more serious) and 24 were given for tier 2 behaviors
(more minor infractions). Currently, Gybsers students are earning an average of 16 referrals each week, 2
for tier 3 behaviors and 14 for tier 2 behaviors.
Teachers
There are 18.5 full-time teachers at Gybsers, each of them meet federal standards for Highly Qualified
Teachers. Seventy-three percent of Gysbers’s teachers have earned a Master’s Degree or higher. Teachers
at Gysbers draw from a wealth of experience with an average of 11.4 years of teaching experience. Class
sizes at Gysbers range from 15-30 students with an average class size of 26 students.
Administration and Support Staff
In addition to the teaching staff, Gysbers employs 13 support staff including custodians, food service
workers, secretaries, and educational assistants. Gysbers has two full-time administrators, a principal and
a vice-principal. Gysbers has one full-time school counselor.
9
Needs Assessment
Background
The Gysbers Elementary’s school counseling advisory board, called the Guppy Guild, initially met to
determine the barriers to student development and success. The school had not been successful in
meeting satisfactory levels for state testing in the past three years, and many parents and teachers had
expressed dissatisfaction with both behavioral concerns and a highly transitory population of both
families and staff. The Guppy Guild wished to pinpoint several key concerns, in hopes of focusing the
school community toward common goals.
Purpose
The purpose of this needs assessment was to determine the concerns of all stakeholders in Gysbers
Elementary School in order to focus upon the most relevant barriers to student success. These concerns
would then influence the creation of the “Stepping Up” Comprehensive Guidance Counseling Program for
the school. It was hoped that the needs assessment would also stir up interest on the part of all
stakeholders to be involved in the change process. Training and guidance was then provided to all
stakeholders who expressed interest in taking part in the Gysbers community and the implementation of
the comprehensive guidance program.
Objectives of the needs assessment
1.
2.
3.
4.
Assess the current concerns and barriers to student success
Identify the interest of stakeholders in the Comprehensive Guidance Program
Identify the current strengths within the school and community at large
Prioritize concerns based upon needs and available support
Stakeholders providing input
1.
2.
3.
4.
5.
Students (510 enrolled)
Teachers and support staff (18.5 FTE, 13 specials and support)
Parents and families, including Parent Teacher Association (317 households, 25 PTA)
Administration (Principal and Vice Principal) and School Counselor
Community members
Methods
Initially, a questionnaire was given to advisory board members and PTA members regarding the general
concerns or issues that Gysbers Elementary students faced. This questionnaire consisted of 25 issues (i.e.dealing with divorce, student safety, etc) to check off, then a request to rank the top five concerns and list
any other concerns or needs. All ten advisory board members as well as the vice principal completed this
survey, and fifteen surveys were returned by PTA members.
The student, parent/ family, and teacher surveys were aligned to one another and are a shortened version
of the empirically researched Intermediate Elementary Students Counseling Needs Survey, or IESCNS
(http://www.schoolcounselor.org/files/7-1-35%20Thompson.pdf). All three versions consist of 25
questions on a four point, Likert-style scale, and ask questions regarding student perceptions and
behaviors within the academic, personal/ social, and career domains. This survey was sent home within
10
the introduction packets at the beginning of the school year to all parents and families with a return rate
of 107 out of 317 households; it was also given to teachers at the first staff meeting, with a return rate of
28 out of 31 staff. In addition, Ms. Shirley administered the pre-test to all third through fifth graders when
she visited their classroom the first week of school, with a completion rate of 242 out of 255 students. At
the end of the year, 95 parents and families, 27 teachers, and 225 third through fifth graders completed
the post-test.
In addition, the Guppy Guild, led by the school counselor, analyzed demographics (gender, ethnicity,
attendance, grade level, language proficiency, discipline referrals, and SES), teacher quality, and state
testing results for the past three years.
Findings
From the results of these questionnaires, as well as a thorough analysis of the state testing results and
demographics from the previous school year, the advisory board determined three areas of concern and
need for improvement:
1. Students struggled to manage conflict or demonstrate concern for others.
2. Students had difficulty determining interests, abilities, and motivations and how these related
to their future career options.
3. Students do not yet understand their own learning needs and where to find help.
Essentially, the Advisory Board determined, students must learn to appreciate and respect their own and
others’ unique strengths and areas of improvement.
Recommended Goals
When students improve in these areas:
 Managing conflict and preventing bullying;
 Identifying and improving individual learning, test taking, and study skills; and
 Respecting others and improving awareness of self and others' interest and abilities
The school will then:
 Improve state test scores in reading to 70% meeting or exceeding.
 Improve state test scores in mathematics to 67% meeting or exceeding.
 Reduce serious behavior concerns by decreasing the number of PBiS “Tiers 2 & 3” discipline
referrals (from 29 to 16 referrals/week from tiers 2 & 3).
11
MEASURE of the “Stepping Up” Program
Background Information
Name and Address of the School
Gysbers Elementary School
237 N Prince Edward Way
Portland, OR 97000
Principal
Gilbert Blythe
Name of Counselor
Anne Shirley
Enrollment
510 Students
School Demographics
100% Economically Disadvantaged
58% Black
25% Hispanic
8% White
4% American Indian
3% Multi-racial/ Multi-ethnic
STEP ONE: MISSION
What is the connection between the school and district missions and the school’s comprehensive
guidance program?
Portland Public School District Mission
By the end of elementary, middle, and high school, every student will meet or exceed academic standards
and will be fully prepared to make productive life decisions.
Gysbers Elementary School Mission
Gysbers is a caring community where everyone is challenged to excel. Students, staff, and families are
expected to continually establish and reach academic, professional, and personal goals. Gysbers
establishes dynamic partnerships and fosters the collaborative efforts of students, staff, parents, and
community members to energize, diversify, and broaden our learning experience.
Gysbers Elementary School Comprehensive Guidance Program
Mission Statement
The mission of the School Counseling Program “Stepping Up” at Gysbers Elementary School is to create a
school climate and culture where each and every student will be challenged and inspired to achieve in
every area (personal/ social, career, and academic) to their optimal potential.
Gysbers Elementary School Comprehensive Guidance Program
12
Philosophy
At Gysbers Elementary School, we believe that all students can and will learn and that each student can
make a positive difference in the world. Through the support of a comprehensive guidance program,
students will leave Gysbers Elementary School with the knowledge and ability to help pursue their
academic and career interests with the confidence and knowledge to do so as positive community
members.
STEP TWO: ELEMENT
What critical data elements are you trying to impact? What is the baseline for the data elements?
Where do you hope to move (goal)?
Element: The Gysbers Elementary’s school counseling advisory board, called the Guppy Guild, initially
met to determine the barriers to student development and success.The school had not been successful in
meeting satisfactory levels for state testing in the past three years, and many parents and teachers had
expressed dissatisfaction with both behavioral concerns and a highly transitory population of both
families and staff. The Guppy Guild wished to pinpoint several key concerns, in hopes of focusing the
school community toward common goals.
Baseline Data:
2009-2010 School Year Test Results
Discipline Referrals
Based on Principal’s Report to the district for 2009-2010, the weekly average school-wide was 26
discipline referrals. Of these, 3 were in Tier 3 (most critical issues) and 23 were Tier 2. These numbers are
higher than the district average.
13
“Stepping Up” Program Goal(s):
When students improve in these areas:
 Managing conflict and preventing bullying;
 Identifying and improving individual learning, test taking, and study skills; and
 Respecting others and improving awareness of self and others' interest and abilities
The school will then:
 Improve state test scores in reading to 70% meeting or exceeding.
 Improve state test scores in mathematics to 67% meeting or exceeding.

Reduce serious behavior concerns by decreasing the number of PBiS “Tiers 2 & 3”
discipline referrals (from 29 to 16 referrals/week from tiers 2 & 3).
STEP THREE: ANALYZE
Baseline data collected through surveys given to students, teachers, and members of the Parent Teacher
Association and the Guppy Guild (advisory board). In addition, the Guppy Guild analyzed demographics
(gender, ethnicity, attendance, grade level, language proficiency, discipline referrals, and SES), teacher
quality, and state testing results for the past three years.
Initial Teacher Survey
At the beginning of the school year, 28 of 31 classroom, special and support teachers completed this
survey. This survey was administered at the first and last faculty meetings. The top 5 needs indicated by
teachers at beginning of the year:
1. My students understand that doing well in school will help them do well when they get older
(57% SD (strongly disagree), 15% D (disagree))
2. My students understand that everyone is different (25% SD, 50% D)
3. My students know how to solve problems at school. (9% SD, 46% D)
4. My students decide on what grades they want to earn and makes plans on how to get those
grades. (46% SD, 9% D)
5. My students feel that they are successful in school (29% SD, 61% D)
Initial Student Surveys
At the beginning and end of the school year, 225 of 242 students in third through fifth grades completed
the survey. The top 5 needs indicated by students at beginning of year:
1. I like to find out more about something interesting I learned at school even if I do not need to.
(69% marked SD or D, 155 students)
2. Before I solve a problem, I think about what will happen. (64% marked SD or D, 144 students)
3. The things I learn at school will help me with the job I do when I grow up. (57% marked SD or D,
128 students)
4. It is okay for others to act and think in a different way than I do. (55% marked SD or D, 124
students)
5. I work well with other students in teams. (40% marked SD or D, 90 students)
Initial surveys- other stakeholders
Parent Teacher Association (PTA)
At the first PTA meeting of the year, Ms. Shirley distributed 25 surveys, 15 of which were returned. Of
those 15, the following top five needs were reported by the parent sample:
1. Managing conflict with others (14/15)
14
2. Transient/ highly mobile families (13/15)
3. Study skills (13/15)
4. Bullying/safety (11/15)
5. Dealing with people of differing ethnicity (9/15)
Guppy Guild (Advisory Board)
At the first meeting of the school’s advisory board, called the Guppy Guild, surveys were given to the
eleven members. The top six needs reported by the Guild are as follows:
1. Study Skills/test taking (11/11)
2. Understanding their abilities, interests, and aptitudes (10/11)
3 (tie). Dealing with people of differing ethnicity (9/11) & Managing conflicts (9/11)
4. Coping with pressures from school, home, & friends (8/11)
5. Bullying/student safety (7/11)
Findings from the surveys
Needs most often mentioned by students, teachers, parents, and other stakeholders:
1. Managing Conflict/bullying (personal/social)
2. Independent learning/test-taking/study skills (academic)
3. Respect and awareness of self and others’ interests and abilities (career)
STEP FOUR: STAKEHOLDERS-UNITE
Stakeholder
School Counselor
Strategies













Presented Gysbers’s “Stepping Up” CGP to staff
Educated students, teachers, and administration about the role of the
school counselor and clarified specific job responsibilities.
Assisted teachers in teaching guidance curriculum using Second Steps,
Steps to Success, and Oregon CIS.
Collaborated with teachers on the most effective methods of using
Second Steps and Steps to Success curriculum in the classroom.
Emphasized the importance of recognizing individual uniqueness through
bulletin board design and Second Steps curriculum.
Taught test-taking skills and relaxation techniques through Yoga Calm.
Supported students through individual, small groups, IEP counseling, and
504 plans.
Participated in faculty meetings.
Facilitated advisory council meetings.
Developed a comprehensive needs assessment to identify specific needs
at Gysbers Elementary.
Facilitated counseling groups of students with specifically identified needs
throughout the school year.
Prepared and taught a workshop for parents: Enrolling Your Child in
Middle School
Made regular visits to the parent room to meet with parents and discuss
the needs of their students.
15
Administrators








Teachers




Students



Parents


Supported teachers through student discipline and reward systems
Facilitated bi-weekly staff meetings
Filled out needs survey
Monitored OAKS testing
Collected and reported data to teachers and staff through OAKS online
Participated in Guppy Guild
Supported counselors by assigning duties in line with the “Stepping Up”
CGP
Facilitated school assemblies related to CGP
Taught Second Steps and Steps to Success Curriculum
Provided regular feedback on classroom behaviors and needs through
surveys
Collaborated with counselors during IEP meetings
Referred and allowed students to participate in small group counseling
during the school day
Actively participated in Second Steps and Steps to Success lessons
Practiced independent learning skills in order to raise achievement and
reach individual potential
Decreased misbehavior led to fewer discipline referrals

Participated in Guppy Guild
Provided regular feedback through surveys and participation in Parent
Room activities
Maintained contact with teachers and staff
Community
Members



Participated in Guppy Guild
Provided mentoring to select students
Volunteered in a variety of capacities within the school and classrooms
School
Improvement Team


Disaggregated testing data to identify needs of specific student subgroups
Collected discipline referral numbers and reported progress monthly
16
STEP FIVE: RESULTS
Toward the end of the school year, data was again collected to begin to measure progress in reaching the
“Stepping Up” goals. Surveys were given out to students and teachers in April 2010, and testing and
discipline referral records for the current school year were analyzed.
Concluding Teacher Surveys
At the faculty meeting in April, 31 teachers and support staff were asked to complete a post- test. Of
these, 27 surveys were returned. Teachers reported an improvement in the following areas:
My students understand that doing well in school
will help them do well when they get older.
My students understand that everyone is different.
My students know how to solve problems at school.
My students decide on what grades they want to
earn and make plans on how to get those grades.
My students feel that they are successful in school.
September 2009
57% SD, 15% D
April 2010
40% SD, 19% D
25% SD, 50% D
9% SD, 46% D
46% SD, 9% D
11% SD, 41% D
7% SD, 33% D
41% SD, 11% D
29% SD, 61% D
19% SD, 55% D
(SD= Strongly Disagree; D= Disagree)
Concluding Student Surveys
In April, Ms. Shirley administered a post-test during her weekly visits to third through fifth grade
classrooms. Of 230 students in these grades, 213 surveys were completed. Improvements were found in
four of the five needs identified from the initial survey:
September 2009
April 2010 (213 surveys)
(225 surveys)
I like to find out more about something interesting I
155
159
learned at school, even if I don’t need to.
Before I solve a problem, I think about what will happen.
144
127
The things I learn at school will help me with the job I do
128
114
when I grow up.
It is okay for others to act and think in a different way
124
95
than I do.
I work well with other students in teams.
90
86
(marking either “not usually” or “never”)
State Testing Results
17
Discipline Referral Reports
Based on Principal’s Report to the district for 2009-2010, the weekly average school-wide was 26
discipline referrals. Of these, 3 were in Tier 3 (most critical issues) and 23 were Tier 2.
In the soon-to-be published Principal’s Report for the current school year, discipline referrals were down
to 16. Of these the average for Tier 3 was 1.5 referrals, and 14.5 Tier 2 referrals.
Met Goal: ___ Yes __X_ No
STEP SIX: EDUCATE
The school counselor will create a monthly report card to attach to the school newsletter. This report card
will reflect the progress of the Comprehensive Guidance Program, and includes systemic changes, data,
stakeholders, results, as well as anecdotes from program participants. A sample is provided below.
18
GYSBER’S
STEPS to SUCCESS
Report Card for December 2010
Principal: Mr. Gilbert Blythe
School Counselor: Anne Shirley
The Principal Steps Up
In September, our professional educators began teaching lessons from the well-known Second Steps
curriculum, as well as materials supplied by the school counselor. These lessons focus on the social
and career skills that each Gysbers student needs in order to achieve maximum success.
The School Counselor Steps Up
As teachers have focused on specific social skills and individual interests, students have been making
better choices! Students have been overheard giving positive feedback to one another. Also, there
have been fewer discipline referrals so far this year than at the same time last year!
Taking Steps
One step forward would be our career interest lessons. Students completed two informal surveys in
order to identify their own interests and skill sets. They were then asked to recognize the unique
abilities of others, and create positive statements regarding the differences they discovered. These
statements can be seen on the “On a Positive Note” bulletin board at the front office.
Moving Forward
Perhaps for the first time, students are acknowledging that it is okay for people to be different. As
students appreciate the uniqueness of others, conflict is reduced and there are fewer behavioral
concerns and office referrals.
Footprints
School-wide Discipline Referrals: A Comparison
Week 1
Week 2
Week 3
December 2009
26
30
28
December 2010
16
13
18
19
“Steppers”
Teachers: not only taught the Second Steps lessons, but have been actively encouraging students to
provide positive feedback to one another.
School counselor: created the “On a Positive Note” Board. As she visits classrooms to teach lessons,
she collects students’ written comments about one another.
Principal: recognizes students who are making positive changes by inviting them to have breakfast
with him. He has also planned a “On a Positive Note” assembly, where students’ unique skills and
positive changes were recognized.
Parents: had the opportunity to discover their own and their children’s skills sets, attended PTA
meetings regarding Second Steps, and reinforced positive feedback within the home.
Students: learned more about themselves and others, and have been writing and telling others how
appreciated they are.
Success!



The “On a Positive Note” Assembly was a big success! Two guests from the community, Dr.
Lisa Aasheim and Mr. Greg Oden, shared their own unique skill set and how they have been
encouraged and supported by the differences in others.
The “On a Positive Note” bulletin board features over 100 compliments to students and staff,
and are changed out weekly.
Lydiana, a fourth grader, shared how the lessons have helped her to make better choices. “Mr.
Blythe invited us to his office because we have been saying nice things, not getting referrals,
and making better choices. He even gave me hot chocolate!”
20
Gysbers Elementary
School-Wide Action Plan
Academic
Each student will take responsibility for his/her learning by acquiring and applying skills for academic
success.
Objective (Students will…)
ASCA Nat’l
Standard
NOICC
1. Identify and adopt attitudes that
contribute to successful learning.
A:A1.3; A:A1.5;
A:2.2; A:B1.1
IV. 4; V.3; V.4 21, 22, 24
2. Demonstrate skills for independent
learning.
A:A2.2; A:A2.3;
A:A3.2
IV. 2; V.3; V.4 23, 25, 32
3. Display motivation to achieve individual
potential.
A:A1.2; A: B1.1;
A: A1.3
IV. 2; V.2;
V.3, V. 4
Developmental Assets
21, 22, 37, 40
Career
Each student will demonstrate increased awareness of individual skills and interests and how these relate
to the world of work.
Objective (Students will…)
ASCA Nat’l
NOICC
Developmental Assets
Standard
1. Demonstrate knowledge of the wide
C: A1.2; C:A2.3; VI.5; VI.6; VI.7; 40, 32, 14
variety of jobs available to them in the
C: B1.4
V.1
world of work.
2. Develop an awareness of individual skills C:A1.3; C:A1.9; IV.2; VI.3; VI.4; 37-40, 22
and interests.
C:A2.5; C:A1.8 I.1; I.4; I.5
3. Develop skills to become better workers. C:A1.4; C:A2.5; VII.1; VII. 3; VII. 33, 34, 35, 36, 9,26-31
C:A2.8; C:A2.1 2; VII.4; VIII.1
Personal/Social
Each student will recognize, respect, and appreciate individual differences.
Objective (Students will…)
ASCA Nat’l Standard NOICC
Developmental Assets
1. Acquire communication skills.
PS: A2.6; PS:A2.7;
PS:A1.5; PS:A1.9
II.2; II.4; III.1;
III.5; II.3
26, 33-36
2. Demonstrate problem-solving skills. PS: B1.1; PS:B1.2;
PS:B1.4; PS:B1.6
II.3; II.4; II.6;
III.5
32, 36, 33
3. Display an appreciation for the
contribution of others.
II.7; II.4; II.3
33, 34
PS: A2.2; PS:A2.3;
PS:A2.4; PS:A2.5
21
Counseling Department Master Calendar
Gysbers Elementary School 2011-20012
August
Review 504 plans from previous year and establish
schedule for renewals
February
Teacher surveys/comments on Second Step
program and updates on students in small
groups/other small group referrals
Staff training—Present CGP and review role of counselor
& referral process
PbiS Awards Assembly
Test preparation skills
September
Back to school night
Teacher training on Second Step
March
Teacher surveys/comments on Second Step
program and updates on students in small
groups/other small group referrals
Review counseling schedule with teachers
Test preparation skills
Identify students in need of small group/individual
services
Advisory Council Meeting
October
Second Step question and answer session with teachers
April
Teacher surveys/comments on Second Step
program and updates on students in small
groups/other small group referrals
Career Awareness
November
Teacher surveys/comments on Second Step program and
updates on students in small groups/other small group
referrals
May
Teacher surveys/comments on Second Step
program and updates on students in small
groups/other small group referrals
Conferences with parents
PbiS Awards Assembly
Complete Second Step program—Teacher
discussion and survey on effectiveness of
program
December
Teacher surveys/comments on Second Step program and
updates on students in small groups/other small group
referrals
June
Teacher surveys/comments on Second Step
program and updates on students in small
groups
PbiS Awards Assembly
Advisory Council Meeting
22
January
July
Teacher surveys/comments on Second Step program and
updates on students in small groups/other small group
referrals
Parent workshop: Enrolling your child in middle school
Second Step question and answer session with teachers
Advisory Council Meeting
23
4th Grade Curriculum Calendar
Grade Level
Guidance
Lesson
Content
4
Role of the
School
Counselor
Organization
and Planning
4
4
Empathy and
skills for
learning
4
Interpersonal
Effectiveness,
Empathy, and
Getting Along
with Others
4
Emotion
Management
4
Problem
Solving
ASCA
Curriculum Projected Projected Evaluation
Domain/ and Materials Start/ End number of Methods
Standard
Dates
Students
Affected
Information
9/201185
Pre and Post
sheet
9/2011
Survey
A:A2.1
School year
9/2011A:B1.1
planner
6/2012
A:B1.3
A:B1.5
A:B2.3
A:B2.5
C:A1.7
C:A2.9
A:A1.4 Second Step: 9/2011C:A2.5
Unit 1
12/2011
PS:A2.2
PS:A2.3
PS:A2.4
PS:A2.8
A:A1.1
Steps to
10/2011A:A2.3 Respect: Level 6/2011
A:A3.1
2
A:A3.2
C:C2.2
C:C2.3
PS:A1.9
PS:A2.6
PS:A2.7
PS:A1.5 Second Step: 1/2012PS:A1.8
Unit 2
3/2012
PS:A1.1
PS:A1.2
A:A3.1 Second Step:
A:B2.5
Unit 3
C:A1.4
C:C2.2
PS:A1.9
PS:B1.1-8
PS:C1.5
PS:C1.7
PS:C1.10
3/20125/2012
85
85
85
85
85
Teacher
report
Implementation Contact
Person
School Counselor
Classroom Teachers
Reduction of
Classroom Teachers in
behavioral
consultation with School
referral.
Counselor
IESCNS at
beginning and
end of year.
Reduction of
School Counselor
behavioral
referral.
IESCNS at
beginning and
end of year.
Reduction of
Classroom Teachers in
behavioral
consultation with School
referral.
Counselor
IESCNS at
beginning and
end of year.
Reduction of
Classroom Teachers in
behavioral
consultation with School
referral.
Counselor
IESCNS at
beginning and
end of year.
24
4
Anxiety,
Stress, and
Anger
Management
4
Career
Awareness
PS:A2.1
PS:A1.5
PS:A1.8
PS:C1.10
Yoga Calm
2/20123/2012
85
A:A2.2 Career Interest 4/2012A:A2.4
Code Survey
4/2012
A:B1.6
A:C1.3
C:A1.2
C:A1.3
C:A1.6
C:B1.2
C:C2.1
C:C1.3
C:C1.4
85
Reduction of
behavioral
referral.
Improvement
on OAKS test
scores.
Completion of
survey and
“What Is This
Job Like”
activity
School Counselor and
Classroom Teachers
School Counselor
25
Bibliography
Sink, C.A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school students
through comprehensive school counseling programs. Professional School Counseling. 6 (5) 350364.
Auger, R. W. & Blackhurst, A.E. (2005). The development of elementary-aged children's career
aspirations and expectations. 8 (4) 322-328.
Committee for Children (2011). Review of research: Kindergarten-grade 5. Second step: Skills for social
and academic success. Retrieved from http://www.cfchildren.org/programs/ssp/research/.
Durlak, J. A., Dymnicki, A. B., Weissberg, R.P., Taylor, R. D. (2011). The impact of enhancing student social
and emotional learning: A meta-analysis of school-based universal interventions. Child
Development, 82 (1) 405-432.
American School Counseling Association. (2003). The American School Counseling Association national
model: A framework for school counseling programs. Alexandria, VA: Author.
Wittmer-Thompson, D., Loesch, L.C., Seraphine, A.E. (2003). Development of an instrument to assess the
counseling needs of elementary students. Professional School Counseling. 7 (1) 35-39.
26
Appendix A: Professional Disclosure Statements
27
Katrina de Boer, LSC LPC CADCI ATR-BC
Gysbers Elementary School
237 N Prince Edward Way
Portland, OR 97000
503-916-3235
SCHOOL COUNSELOR PROFESSIONAL DISCLOSURE STATEMENT
This statement is provided to inform you about our school's counseling program and my role in
the educational growth of the children who attend school here.
Philosophy and Approach:
As the school counselor at Gysbers Elementary School Counselor, it is my goal to help all students
develop the skills needed to reach their fullest potential in their academic, personal and social,
and career growth. Services provided by the counseling department include individual
counseling, group counseling, and classroom guidance lessons.
Additionally, assistance is offered as students encounter any of the many choices and challenges
that their individual life situations require them to meet. The developmental level of each child is
taken into consideration as assistance is offered. All students are
entitled to access to counseling services and may be referred by their parent, classroom
teacher or other school staff member, as well as by asking for counseling assistance by
themselves. I am happy to provide community referrals for parents when their
child’s needs are outside of the realm of what the school and the counseling department can
offer.
Formal Education and Training: I hold a Masters Degree in Art Therapy from George Washington
University and an School Counseling endorsement from Portland State University. Major
coursework included foundations in school counseling, individual counseling, group dynamics,
assessment of individuals, and behavioral analysis of adults and children with an emphasis on the
use of art in the therapeutic process. I received additional training in career development from
Lewis and Clark College. I hold a license as a school counselor which is issued by the Teachers
Standard and Practice Commission of Oregon and an additional license in professional counseling
issued by the Oregon Board of Licensed Professional Counselors and Therapists. I am also
recognized as a level I Certified Alcohol and Drug Counselor by The Addiction Counselor
Certification Board of Oregon and as a registered and board certified art therapist by the
American Art Therapy Association.
Confidentiality
Trust is important in any counseling situation and communication between counselor
and student and/or parent is confidential except in those instances covered by law.
Those situations might include but are not limited to the threat of harm to another person or
self or suspected child abuse or neglect. Parents and guardians of minor children have
certain privileges and can be entitled to information about their minor children in a
28
counseling relationship. Such information will ethically be given only in helpful ways, in
the interest of maintaining the counseling relationship, and will be discussed with the
student. In a school setting, it sometimes becomes necessary to inform the student’s classroom
teacher or an administrator of information about a student. This will also be
discussed with the student and will only be shared on a need to know and helpful basis.
Confidentiality is harder to maintain in group settings. However, the students will be
informed about confidentiality in developmentally appropriate ways when they join a
group. Typically, they are told they may share things about themselves that they shared
in group, but not about other people. Generally, parent permission is asked for when
students attend groups where family topics are discussed. In groups where schoolrelated topics are discussed, permission is not necessary, however parents will be
informed that their child is participating in a group. Parents are informed of individual
counseling of their child on a case by case basis, depending on the seriousness of the
issue their child is having and/or if informing their parent is determined to be necessary
in order to be helpful.
Fees: No fee will be charged for services provided by the counseling department at Gysbers
Elementary School.
29
Stephanie Graupmann, MS, LPC
Gysbers Elementary School
237 N Prince Edward Way
Portland, OR 97000
503-916-3235
Professional Disclosure Statement
As your child’s school counselor at Gysbers Elementary, I look forward to supporting the
academic, emotional, social, career, and overall development of each student. It is my hope to
work alongside family members and school staff to provide such support to your child. The
following is brief summary of my role as the school counselor.
Philosophy- As a counselor, I work primarily within the Control-Mastery Theory, an approach
which assumes that every individual wants to gain control over their problems and to master
negative thoughts. My goal is to help students to build up positive beliefs and thoughts through
building warm, nurturing relationships. My approach will vary according to each child’s needs, so
I will also use techniques from narrative, art therapy, cognitive behavioral, and choice theories. It
is my hope that you will feel free to talk with me about my approach at any point in the school
year; I would appreciate your own thoughts, as well.
Formal Education- I hold a Masters in School Counseling from Portland State University. I am a
National Certified Counselor (NCC), a National Certified School Counselor (NCSC), and a Licensed
Professional Counselor (LPC) through the State of Oregon. The Counselor Education Program at
Portland State University is accredited by the Council on Accreditation of Counseling and Related
Education Programs (CACREP). Further, I am committed to ongoing learning beyond my degree,
in order to remain current in the field of school counseling. Previously, I received my Bachelor’s
in K-8 Education from the University of Arizona, as well as a Certified K-8 Education License
through the State of Arizona. With this certification, I taught fourth through seventh grades for
six years in public schools.
Your Rights and Responsibilities- As the parent/ guardian of a client of an Oregon licensee you
have the following rights:
 To expect that a licensee has met the minimal qualifications of training and experience
required by state law;
 To examine public records maintained by the Board and to have the Board confirm
credentials of a licensee;
 To obtain a copy of the Code of Ethics;
 To report complaints to the Board;
 To be informed of the cost of professional services before receiving the services;
 To be assured of privacy and confidentiality while receiving services as defined by rule
and law, including the following exceptions: 1) Reporting suspected child abuse; 2)
Reporting imminent danger to client or others; 3) Reporting information required in court
proceedings or by client’s insurance company, or other relevant agencies; 4) Providing
information concerning licensee case consultation or supervision; and 5) Defending claims
brought by client against licensee;
30

To be free from being the object of discrimination on the basis of race, religion, gender,
or other unlawful category while receiving services.
Additionally, as a parent/ guardian you should be aware that as a school counselor, I comply with
the American School Counseling Association (ASCA)’s Ethical Standards, which include:
 Keeping information confidential unless disclosure is required to prevent clear and
imminent danger to the counselee or others or when legal requirements demand that
confidential information be revealed. Counselors will consult with other professionals
when in doubt as to the validity of an exception (Standard A2b).
 Requesting of the court that disclosure not be required when the release of confidential
information without a counselee's permission may lead to potential harm to the
counselee (Standard A2d).
 Protecting the confidentiality of counselee's records and releases personal data only
according to prescribed laws and school policies. Student information maintained in
computers is treated with the same care as traditional student records (Standard A2e).
 Protecting the confidentiality of information received in the counseling relationship as
specified by federal and state laws, written policies, and applicable ethical standards.
Such information is only to be revealed to others with the informed consent of the
counselee, consistent with the counselor's ethical obligation. In a group setting, the
counselor sets a high norm of confidentiality and stresses its importance, yet clearly
states that confidentiality in group counseling cannot be guaranteed (Standard A2f).
Questions or Concerns- If you have any concerns regarding my services, I encourage you to
speak with me or the school principal, Mr. Gilbert Blythe. If your questions have not been
resolved, contact the Oregon Board of Counselors and Therapists at: 3218 Pringle Rd SE #250;
Salem, OR 97302-6312; (503) 378-5499.
Final Thoughts- I look forward to working with your child as s/he participates in counseling
programs provided at Gysbers. I encourage you to visit me at my office or contact me at 503-916
3235. Note that I do not charge fees in addition to my salary. Please sign and date below and
return to your child’s teacher. Thank you!
I have read and understand the information above.
Child’s name: ________________________________________ Date _____________
Parent/ Guardian name (please print) _________________________________________
Signature: ______________________________________________________________
31
Hi! My name is Ms. Crosby, and I am the school counselor here at Gysbers Elementary. You may
be wondering what I do here at school, so let me take a minute to introduce myself.
What is my job?
It's my job to help you become the very best learner you can be. Sometimes it can be hard to do
well in school when there are problems at home, in your classroom, or even if you're just feeling
sad. I'm here to help you with any of these things that might be getting in the way of your
learning.
How can I help you?
Sometimes I work with groups of students and sometimes I work with your teachers and parents.
You will see me all around school: at lunch, in the hallways, in your classroom, and sometimes
even at recess! If you ever feel like you need to talk to someone, please come and visit me, my
office is right next to Mr. Blythe's blue door and I would love to talk to you!
I promise...
As your school counselor, I promise that anything you tell me will be kept just between us.
However, there are a few exceptions to this rule. If I am concerned that you are going to hurt
yourself or someone else, or if you are being hurt yourself, or if a judge asks me to tell what
you've told me, I will share what you've told me because I want to make sure you are safe
always.
I want each of you to feel like you belong here and I'm so excited to meet you!
~Ms. Crosby
32
Dear Parent/Guardian,
I am so thrilled to be a part of the Gysbers Community! This is my first year as Gysbers's school
counselor, and I am thrilled to be stepping into such a friendly and supportive school community.
Prior to my training as a school counselor, I worked in the public schools as a substitute teacher
and instructional assistant. I am passionate about education and thrive in the school community,
which I strongly believe is brimming with hope and promise. I am licensed as a school counselor
in Oregon and hold a Master's degree in School Counseling from Portland State University. In
addition to my school counseling certification I have also earned a certificate in Couples,
Marriage, and Family Counseling which I feel will greatly enhance the work I am able to do here
at Gysbers.
My role at Gysbers
As Gybsers's school counselor, I coordinate our schools comprehensive guidance plan, that
supports the academic, career, and personal/social development of each of our students. My job
here at Gysbers has many different facets. I ensure that our school’s guidance curriculum is
being taught in each classroom, advocate for students who may be facing barriers to learning,
collaborate with teachers, staff, and parents to meet the unique needs of each student, and
counsel our students in small groups or individually as needed.
What you can expect from me
The majority of the work I do with students at Gysbers is done in small groups and classrooms.
Though I am clinically trained in individual and family counseling, I spend relatively little of my
time at Gysbers in this setting. If you feel your child needs counseling services beyond what I can
offer at Gysbers, I would be happy to refer you to other area professionals more able to meet the
needs of your child.
Anything your child shares with me will be kept confidential, except when I feel she is in danger of
harming herself or others, or if she is in danger herself, or if I am asked by a judge to reveal what
has been shared. I will request your consent before including your child in any group counseling
activities.
I work from systemic viewpoint in my individual and group counseling, recognizing each student
as part of his/her classroom, family, school, and community. I utilize a variety of therapeutic
techniques at Gysbers to meet the needs of all students. Many of my techniques are very handson and centered around play. I strive to foster a safe and controlled therapeutic setting, always
with your child's best interest in mind. If, at any time, you are concerned with my practice and/or
techniques, please contact myself or Mr. Blythe.
How to contact me
My office is located just off the main office, right next door to Mr. Blythe. I am in my office and
available to meet with you in person every Wednesday from 3-4:30 and on Tuesday mornings
from 8-9. My email address and phone extension are listed below.
It is such an honor to be working with your students and I look forward to meeting each of you as
the year progresses!
Sincerely,
Kendra Crosby
kendra_crosby@Gysbers.k12.or.us
(458)563-6847 X 2448
33
Appendix B: Needs Assessment Surveys
34
Initial Needs Assessment for Gysbers Elementary School
I participate in:
_____ The Guppy Guild
_____ Parent Teacher Association _____ Other
Please put a check next to the issues that you see as important to Gysbers’ students.
_____ 1.
_____ 2.
_____ 3.
_____ 4.
_____ 5.
_____ 6.
_____ 7.
_____ 8.
_____ 9.
_____ 10.
_____ 11.
_____ 12.
_____ 13.
_____ 14.
_____ 15.
_____ 16.
_____ 17.
_____ 18.
_____ 19.
_____ 20.
_____ 21.
Bereavement/ grief
Exploring future career choices
Hygiene
Setting and carrying out goals
Managing conflict with others
Coping with pressures from school, home & friends
Transient families (who move often)
Understanding their abilities and interests
Dealing with divorce
Asking for what they want or need in an assertive, respectful manner
Improving independent learning and test- taking skills
Drugs/ alcohol
Bullying/ student safety
Nutrition and healthy living
Learning to live in a new culture
Dealing with people of a different ethnicity, race, or religion
Time management and organization
Making friends
How to express feelings
Self-esteem
Other: ___________________________________________
From the list above, please write the numbers of what you feel are the five most important issues at
Gysbers.
1. _________ 2. __________ 3. __________ 4. __________ 5. __________
Please write additional comment, suggestions, or questions on the back of this paper.
35
Gysbers Elementary Student Counseling Survey
Date: __________ Grade (circle):
3
4
5
Read each sentence. Circle ONE answer that describes what is true for you.
1. I am successful at school.
Always
Sometimes
Not usually
Never
2. When I do well in school, I feel proud.
Always
Sometimes
Not usually
Never
3. I turn my homework in on time.
Always
Sometimes
Not usually
Never
4. I ask for help at school when I need it.
Always
Sometimes
Not usually
Never
5. I choose to have good behavior when I am at school.
Always
Sometimes
Not usually
Never
6. I learn from my mistakes.
Always
Sometimes
Not usually
Never
7. I share what I have learned with other students.
Always
Sometimes
Not usually
Never
8. I like to find out more about something interesting I learned at school
Always
Sometimes
Not usually
Never
even if I do not need to.
9. I decide what grades I want to earn and make a plan on how to earn those grades.
Always
Sometimes
Not usually
Never
10. After school I finish my assignments and still have time to do other things I like to do.
Always
Sometimes
Not usually
Never
11. I know what I can do well.
Always
Sometimes
Not usually
Never
12. It is okay for others to act and think in a different way than I do.
Always
Sometimes
Not usually
Never
13. The things I learn at school will help me with the job I do when I grow up.
Always
Sometimes
Not usually
Never
14. I like myself.
Always
Sometimes
Not usually
Never
15. I know the difference between good behavior and bad behavior.
Always
Sometimes
Not usually
Never
36
16. I get along well with family and students.
Always
Sometimes
Not usually
Never
17. I work well with other students in teams.
Always
Sometimes
Never
Not usually
18. Before I solve a problem, I think about what will happen.
Always
Sometimes
Not usually
Never
19. I know how to set goals for myself.
Always
Sometimes
Not usually
Never
20. I can make and keep friends.
Always
Sometimes
Not usually
Never
21. I do what I think is right even if my friends say I should do something else.
Always
Sometimes
Not usually
Never
22. I understand and follow rules set by my school, my family, and the law.
Always
Sometimes
Not usually
Never
23. When bad things happen in my life I know what to do to make them better.
Always
Sometimes
Not usually
Never
24. I understand that my interests and skills will help me to do well in the job I do when I grow up.
Always
Sometimes
Not usually
Never
25. I can tell friends and family what I feel or need.
Always
Sometimes
Not usually
Never
37
Gysbers Elementary School Counseling Needs
Survey for Parents
Date: ______ Child’s grade: _____ Child’s name (optional): ______________________
Respond to each question by choosing one of the choices.
1. My child think s/he is successful at school.
Strongly Agree
Agree
Disagree
Strongly Disagree
2. When my child does well in school, s/he feels proud.
Strongly Agree
Agree
Disagree
Strongly Disagree
3. My child turns in homework on time.
Strongly Agree
Agree
Strongly Disagree
Disagree
4. My child asks for help at school when s/he needs it.
Strongly Agree
Agree
Disagree
Strongly Disagree
5. My child chooses to have good behavior at school.
Strongly Agree
Agree
Disagree
Strongly Disagree
6. When my child makes a mistake, s/he doesn’t repeat it.
Strongly Agree
Agree
Disagree
Strongly Disagree
7. My child shares what s/he has learned with other students.
Strongly Agree
Agree
Disagree
Strongly Disagree
8. My child is interested in learning more about things s/he learned at school.
Strongly Agree
Agree
Disagree
Strongly Disagree
9. My child decides what grades s/he wants to earn and makes plans to earn those
Strongly Agree
Agree
Disagree
Strongly Disagree
grades.
10. After school my child finishes homework and still has time to do other things.
Strongly Agree
Agree
Disagree
Strongly Disagree
11. I know my child can do well.
Strongly Agree
Agree
Disagree
Strongly Disagree
12. My child understands that everyone is different.
Strongly Agree
Agree
Disagree
Strongly Disagree
13. My child understands that doing well in school will help him/ her do well when they
Strongly Agree
Agree
Disagree
Strongly Disagree
14. My child has good self esteem.
Strongly Agree
Agree
Disagree
Strongly Disagree
get older.
38
15. My child knows the difference between good and bad behavior.
Strongly Agree
Agree
Disagree
Strongly Disagree
16. My child gets along well with others.
Strongly Agree
Agree
Disagree
Strongly Disagree
17. My child works well with others when asked to work as a team.
Strongly Agree
Agree
Disagree
Strongly Disagree
18. My child knows how to solve problems at school.
Strongly Agree
Agree
Disagree
Strongly Disagree
19. My child knows how to set goals.
Strongly Agree
Agree
Strongly Disagree
Disagree
20. My child makes and keeps friends.
Strongly Agree
Agree
Disagree
21. My child knows how to handle peer pressure.
Strongly Agree
Agree
Disagree
Strongly Disagree
Strongly Disagree
22. If s/he got in trouble, my child is able to tell me why.
Strongly Agree
Agree
Disagree
Strongly Disagree
23. My child knows which adults can be trusted and which ones are not safe.
Strongly Agree
Agree
Disagree
Strongly Disagree
24. My child understands how their interests and abilities connect to higher
the world of work.
Strongly Agree
Agree
Disagree
Strongly Disagree
25. My child can communicate well with family and others.
Strongly Agree
Agree
Disagree
Strongly Disagree
What are some other ways the counseling department can support your child?
Please return to the office before _____________________________.
education and
39
Gysbers Elementary School Counseling Needs
Survey for Teachers
Date: _________ Grade level (optional): ________
Respond to each question by choosing the ONE option which best suits the students in your current
classroom as a whole.
1. My students think they are successful at school.
Strongly Agree
Agree
Disagree
Strongly Disagree
2. When my students do well in school, they feel proud.
Strongly Agree
Agree
Disagree
Strongly Disagree
3. My students turn in homework on time.
Strongly Agree
Agree
Disagree
Strongly Disagree
4. My students ask for help at school when they need it.
Strongly Agree
Agree
Disagree
Strongly Disagree
5. My students choose to have good behavior at school.
Strongly Agree
Agree
Disagree
Strongly Disagree
6. When my students make mistakes, they don’t repeat it.
Strongly Agree
Agree
Disagree
Strongly Disagree
7. My students share what they have learned with other students.
Strongly Agree
Agree
Disagree
Strongly Disagree
8. My students are interested in learning more about things they learned at school.
Strongly Agree
Agree
Disagree
Strongly Disagree
9. My students decide what grades they want to earn and make plans to earn those
Strongly Agree
Agree
Disagree
Strongly Disagree
grades.
10. I provide the appropriate amount and challenge when assigning homework.
Strongly Agree
Agree
Disagree
Strongly Disagree
11. I know my students can do well.
Strongly Agree
Agree
Disagree
12. My students understand that everyone is different.
Strongly Agree
Agree
Disagree
Strongly Disagree
Strongly Disagree
13. My students understand that doing well in school will help them do well when they
older.
Strongly Agree
Agree
Disagree
Strongly Disagree
14. My students have good self esteem.
are
40
Strongly Agree
Agree
Disagree
Strongly Disagree
15. My students know the difference between good and bad behavior.
Strongly Agree
Agree
Disagree
Strongly Disagree
16. My students get along well with others.
Strongly Agree
Agree
Disagree
Strongly Disagree
17. My students work well with one another when asked to work in teams.
Strongly Agree
Agree
Disagree
Strongly Disagree
18. My students know how to solve problems at school.
Strongly Agree
Agree
Disagree
Strongly Disagree
19. My students know how to set goals.
Strongly Agree
Agree
Disagree
20. My students can make and keep friends.
Strongly Agree
Agree
Disagree
Strongly Disagree
Strongly Disagree
21. My students know how to handle peer pressure.
Strongly Agree
Agree
Disagree
Strongly Disagree
22. If they get into trouble, my students are able to explain why.
Strongly Agree
Agree
Disagree
Strongly Disagree
23. My students know which adults can be trusted and which ones are not safe.
Strongly Agree
Agree
Disagree
Strongly Disagree
24. My students understand how their interests and abilities connect to higher
education and the world of work.
Strongly Agree
Agree
Disagree
Strongly Disagree
25. My students can communicate well with family and others.
Strongly Agree
Agree
Disagree
Strongly Disagree
What are some other ways the counseling department can support your efforts as an educator?
Please return to Anne Shirley by __________________.
41
Appendix C: 4th Grade Curriculum Crosswalk
42
Curriculum Crosswalking Tool
ACADEMIC
1
2
3
4K
5
6
7 8
9
1
0
1
1
1
2
SC K-12.2.1 Academic Development: Standard A
Students will acquire the attitudes, knowledge, and sills that contribute to effective learning in school and across the
life span.
Improve Academic Self-Concept
Articulate feelings of competence and confidence as a
learner
x
Display a positive interest in learning
x
Take pride in work and in achievement
x
Accept mistakes as essential to the learning process
x
Identify attitudes and behaviors which lead to successful
learning
x
Acquire Skills for Improving Learning
Apply time management and task management skills
x
Demonstrate how effort and persistence positively affect
learning
x
Use communication skills to know when and how to ask for
help when needed
x
Apply knowledge of learning styles to positively influence
school performance
Achieve School Success
Take responsibility for their actions
x
Demonstrate the ability to work independently, as well as
the ability to work cooperatively with other students
x
Develop a broad range of interests and abilities
Demonstrate dependability, productivity and initiative
Share knowledge
x
SC K-12.2.2. Academic Development: Standard B
Students will complete school with the academic preparation essential to choose from a wide range of substantial
43
postsecondary options, including college.
Improve Learning
Demonstrate the motivation to achieve individual potential
x
Learn and apply critical thinking skills
x
Apply the study skills necessary for academic success at
each level
x
Seek information and support from faculty, staff, family,
and peers
Organize and apply academic information from a variety of
sources
Use knowledge of learning styles to positively influence
school performance
Become self-directed and independent learners
x
Plan to achieve Goals
Establish challenging academic goals in elementary,
middle/junior high and high school
Use assessment results in educational planning
Develop and implement an annual plan of study to
maximize academic ability and achievement
Apply knowledge of aptitudes and interests to goal setting
Use problem-solving and decision-making skills to assess
progress toward educational goals
Understand the relationship between classroom
performance and success in school
x
Identify post-secondary options consistent with interests,
achievement, aptitude and abilities
SC K-12.2.3 Academic Development: Standard C
Students will understand the relationship of academics to the world of work, and to life at home and in the
community.
Relate School to Life Experiences
Demonstrate the ability to balance school, studies,
extracurricular activities, leisure time and family life
44
Seek co-curricular and community experiences to enhance
the school experience
Understand the relationship between learning and work
Demonstrate an understanding of the value of lifelong
learning as essential to seeking, obtaining, and maintaining
life goals
Understand that school success is the preparation to make
the transition from student to community member
Understand how school success and academic achievement
enhance future career and avocational opportunities
Career Development
1
2
3 K4
5
6
7
8
9
1
0
1
1
SC K-12.1.1 Career Development: 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.
Develop Career Awareness
Develop skills to locate, evaluate, and interpret career
information
x
Learn about the variety of traditional and non-traditional
occupations
x
Develop an awareness of personal abilities, skills, interests,
and motivations
x
Learn how to interact and work cooperatively in teams
x
Learn to make decisions
x
Learn how to set goals
x
Understand the importance of planning
x
Pursue and develop competency in areas of interest
x
Develop hobbies and vocational interests
x
Balance between work and leisure time
Develop Employment Readiness
1
2
45
Acquire employability skills such as working on a team,
problem-solving and organizational skills
x
Apply job readiness skills to seek employment
opportunities
Demonstrate knowledge about the changing workplace
Learn about the rights and responsibilities of employers
and employees
Learn to respect individual uniqueness in the workplace
x
Learn how to write a resume
Develop a positive attitude toward work and learning
x
Understand the importance of responsibility, dependability,
punctuality, integrity and effort in the workplace
Utilize time- and task-management skills
SC K-12.1.2 Career Development: Standard B
Students will employ strategies to achieve future career goals with success and satisfaction.
Acquire Career Information
Apply decision-making skills to career planning, course
selection, and career transitions
Identify personal skills, interests, and abilities and relate
them to current career choices
Demonstrate knowledge of the career planning process
Know the various ways which occupations can be classified
Use research and information resources to obtain career
information
Learn to use the internet to access career planning
information
Describe traditional and non-traditional occupations and
how these relate to career choice
Understand how changing economic and societal needs
influence employment trends and future training
Identify Career Goals
46
Demonstrate awareness of the education and training
needed to achieve career goals
Assess and modify their educational plan to support career
goals
Use employability and job readiness skills in internship,
mentoring, shadowing and/or other world of work
experiences
Select course work that is related to career interests
Maintain a career planning portfolio
SC K-12.1.3 Career Development: Standard C
Students will understand the relationship between personal qualities, education, training, and the world of work.
Acquire Knowledge to Achieve Career Goals
Understand the relationship between educational
achievement and career success
x
Explain how work can help to achieve personal success and
satisfaction
x
Identify personal preferences and interests which influence
career choices and success
x
Understand that the changing workplace requires lifelong
learning and acquiring new skills
Describe the effect of work on lifestyles
Understand the importance of equity and access in career
choice
Understand that work is an important and satisfying means
of personal expression
Apply Skills to Achieve Career Goals
Demonstrate how interests, abilities, and achievement
relate to achieving personal, social, educational and career
goals.
Learn how to use conflict management skills with peers and
adults
x
Learn to work cooperatively with others as a team member
x
Apply academic and employment readiness skills in workbased learning situations such as internships, shadowing,
47
and/or mentoring experiences
Personal/Social Development
1
2
3 K4
5
6
7
8
9
1
0
1
1
1
2
SC K-12.1.4 Personal/Social Development: Standard A
Students will acquire the knowledge, attitudes, ad interpersonal skills to help them understand and respect self and
others.
Acquire Self-Knowledge
Develop a positive attitude toward self as a unique and
worthy person
x
Identify values, attitudes and beliefs
Learn the goal setting process
Understand change as a part of growth
Identify and express feelings
x
Distinguish between appropriate and inappropriate
behaviors
Recognize personal boundaries, rights and privacy needs
x
Understand the need for self-control and how to practice it
x
Demonstrate cooperative behavior in groups
x
Identify personal strengths and assets
Identify and discuss changing personal and social roles
Identify and recognize changing family roles
Acquire Interpersonal Skills
Recognize that everyone has rights and responsibilities
x
Respect alternative points of view
x
Recognize, accept, respect and appreciate individual
differences
x
Recognize, accept and appreciate ethnic and cultural
diversity
x
Recognize and respect differences in various family
48
configurations
Use effective communication skills
x
Know that communication involves speaking, listening, and
nonverbal behavior
x
Learn how to make and keep friends
x
SC K-12.1.5 Personal/Social Development: Standard B
Students will make decisions, set goals, and take necessary action to achieve goals.
Self-Knowledge Applications
Use a decision-making and problem-solving model
x
Understand consequences of decisions and choices
x
Identify alternative solutions to a problem
x
Develop effective coping skills for dealing with problems
x
Demonstrate when, where, and how to seek help for
solving problems and making decisions
x
Know how to apply conflict resolution skills
x
Demonstrate a respect and appreciation for individual and
cultural differences
x
Know when peer pressure is influencing a decision
x
Identify long- and short-term goals
Identify alternative ways of achieving goals
Use persistence and perseverance in acquiring knowledge
and skills
Develop an action plan to set and achieve realistic goals
SC K-12.1.5 Personal/Social Development: Standard C
Students will understand safety and survival skills.
Acquire Personal Safety Skills
Demonstrate knowledge of personal information (i.e.,
telephone number, home address, emergency contact)
Learn about the relationship between rules, laws, safety,
and the protection of an individual’s rights
49
Learn the difference between appropriate and
inappropriate physical contact
Demonstrate the ability to assert boundaries, rights, and
personal privacy
Differentiate between situations requiring peer support
and situations requiring adult professional help
x
Identify resource people in the school and community, and
know how to seek their help
Apply effective problem-solving and decision-making skills
to make safe and healthy choices
x
Learn about the emotional and physical dangers of
substance use and abuse
Learn how to cope with peer pressure
Learn techniques for managing stress and conflict
Learn coping skills for managing life events
x
50
Appendix D: Counselor/Administrator Agreement
51
52
53
54
Appendix E: Steps to Success Scope & Sequence
55
56
Appendix F: Second Step Scope & Sequence
57
58
59
Appendix G: Career Interest Awareness (CIA) Lesson Plan Materials
60
CAREER INTEREST AREAS - What's your CIA code?
You can find your favorite Career Interest Area (CIA Code) by doing this exercise. For
each of the 66 items, choose which activity you would rather do. It doesn't matter if you
love them both or don't like either - you have to pick the one you would rather do and circle
it! Have fun!
WOULD YOU RATHER:
1.
A. Write a book
B. Study the weather
2.
C. Work on a farm
D. Fight fires
3.
E. Measure and grade logs (logging industry)
F. Teach someone how to run a machine
4.
G. Use computer programs in an office
H. Help people figure out where to go on vacation (travel agent)
5.
I. Cut and style hair
J. Help someone find a new job
6.
K. Write a computer program
L. Teach sports at a fitness center/athletic club
7.
C. Be in charge of replanting forests
61
A. Teach drama (acting)
8.
B. Solve pollution problems
D. Solve a burglary
9.
E. Design an airport
G. Keep business records for a company
10.
F. Put a special tool together
H. Sell advertising space for a newspaper
11.
I. Greet and help hotel guests
K. Teach in a public school
12.
A. Teach art
D. Supervise police officers
13.
C. Work on a ranch
B. Do surgery to cure a sick animal
14.
H. Sell clothes
E. Fix a car
15.
F. Check products in a factory to make sure they were made right
G. Be in charge of people working in an office (office manager)
62
16.
I. Be the host or hostess in a restaurant
L. Coach basketball
17.
J. Teach people who are blind or deaf
K. Argue cases in front of a judge (lawyer)
18.
E. Drive a truck for a company
A. Design a poster on a computer
19.
B. Test evidence used in crimes
F. Help assemble (build) an airplane
20.
G. Use a calculator to figure out how much money a company makes each day
C. Train animals
21.
D. Be in charge of security of a company
H. Run a department in a big store
22.
J. Help people at a mental health clinic (counseling)
L. Scout baseball players for a college or minor league team
23.
A. Take pictures for a newspaper or magazine
F. Be in charge of factory workers
24.
B. Figure out why someone is sick and take care of him/her
E. Fly an airplane
63
25.
C. Manage a farm
H. Sell cars
26.
I. Work as a flight attendant for an airline
D. Guard prisoners
27.
G. Type, file and greet people for a lawyer
J. Help take care of elderly people
28.
G. Help customers in a bank
A. Draw and paint signs and billboards
29.
B. Help do medical tests in a laboratory
H. Convince someone to buy something
30.
C. Take care of animals
I. Serve meals to customers
31.
D. Give traffic tickets
J. Help patients make injured arms and legs stronger (physical therapy)
32.
E. Bulldoze land for a new home
K. Write for a newspaper
64
33.
F. Test electronics to make sure they were made right
L. Perform in a circus
34.
H. Sell musical instruments
A. Play a musical instrument
35.
G. Run a cash register
B. Fill prescriptions in a pharmacy
36.
E. Operate heavy equipment on a road crew
C. Manage a fish hatchery
37.
L. Coach a high school sports team
A. Model for an artist or photographer
38.
I. Drive people in a limousine
E. Cook in a fancy restaurant
39.
J. Help people with disabilities
H. Help a customer decide what gift to buy
40.
A. Make jewelry
I. Help people lose weight
41.
B. Do experiments with plants and animals
I. Caddie on a golf course (carry gear for golfers)
65
42.
C. Plant and trim trees
J. Take care of children at a day-care center
43.
D. Guard money in an armored car
K. Study why people do the things they do (psychology)
44.
E. Fix a TV set
L. Run a tennis camp
45.
F. Fix controls in an airplane
J. Help someone with a personal problem
46.
L. Be in charge of the timers at a track meet
G. Answer multi-line phones for an office
47.
J. Help feed people in a hospital
A. Pick and announce the music for a radio station
48.
K. Work to get someone elected
B. Take blood from people for a blood bank (like the Red Cross)
49.
L. Referee a sports event
C. Be the boss of a logging crew
66
50.
D. Be in charge of the boats in a harbor
E. Do drawings for an architect
51.
I. Sell coffee in a coffee shop
F. Use a machine to make something out of metal
52.
K. Set up concerts for a band
G. Ask people questions for a survey
53.
B. Install, check and fix medical equipment in a hospital
L. Keep score for a sports event
54.
A. Design a new product that will be made in a factory
K. Run a health program
55.
J. Show and sell houses and land (real-estate)
B. Test people to see if they need glasses
56.
F. Drive a forklift truck
C. Be a commercial fisherman (fish for a living)
57.
D. Be someone's bodyguard
G. Deliver mail
58.
K. Run a store
F. Put together toys following written instructions
67
59.
G. Be in charge of all the mail for an office
I. Drive a taxi
60.
H. Sell supplies to dentists
J. Judge a dog show
61.
F. Build a bicycle by following drawings
D. Enforce fish and game laws (police officer for hunting and fishing)
62.
C. Find a home for abandoned animals
K. Check buildings for fire hazards
63.
H. Sell sporting goods
I. Collect tickets at a movie or play
64.
E. Manage a factory
J. Work as a nurse
65.
K. Be in charge of a company
H. Sell computers
66.
L. Teach people how to ski
D. Make an arrest
68
*******************************************
Tally the number of times each letter was circled next to the letter below. Then match your
top choices with the Career Interest Areas below. The 12 Career Interest Areas can help
you match your interests with possible careers. Each Career Interest Area has hundreds of
occupations, some of which are listed below.
*************
A__________= ARTISTIC
B__________= SCIENTIFIC
C__________= PLANTS AND ANIMALS
D__________= PROTECTIVE
E__________= MECHANICAL
F__________= INDUSTRIAL
G__________= BUSINESS DETAIL
H__________= SELLING
I__________= ACCOMODATING
J__________= HUMANITARIAN
K__________= LEADING/INFLUENCING
L__________= PHYSICAL PERFORMING
A. ARTISTIC - Interest in creative expression of feelings and ideas, in writing, music, art,
acting, dance, crafts or modeling. LITERARY ARTS (novelist, poet, screenwriter, film
editor, critic). VISUAL ARTS (commercial artist, cartoonist, florist, interior designer,
photographer)/DRAMA (actor, announcer, disc jockey, drama teacher)/MUSIC (musician,
music teacher, singer)/ DANCE (dancer, dance instructor)/ CRAFT ARTS (graphic artist,
jeweler, model maker)/ AMUSEMENT (fortune teller)/ MODELING (model, modeling
instructor)
69
B. SCIENTIFIC - Interest in discovering, collecting and studying information about the
world, and using findings to solve problems in medicine and science. PHYSICAL SCIENCES
(chemist, environmental scientist, geologist, astronomer, mathematician, physicist,
statistician)/ LIFE SCIENCES (biologist, botanist, food technologist, soil conservationist)/
MEDICAL SCIENCES (audiologist, dentist, optometrist, physician, psychiatrist, speech
pathologist, veterinarian)/ LABORATORY TECHNOLOGY (emergency medical technician,
medical lab technician, pharmacist, surgical technician)
C. PLANTS AND ANIMALS - Interest in caring for plants and animals, usually in an
outdoor setting. MANAGERIAL WORK (farmer, forester, fish hatchery manager)/
GENERAL SUPERVISION (forester aid, logging supervisor, park workers supervisor)/
ANIMAL TRAINING SERVICE (animal trainer, groomer)/ PHYSICAL WORK (farm or ranch
worker, lumber worker, logger, fisher)
D. PROTECTIVE - Interest in protecting people and property. SAFETY AND LAW
ENFORCEMENT (detective, fish and game warden, police officer)/ SECURITY SERVICES
(firefighter, park ranger)
E. MECHANICAL - Interest in using machines, tools or equipment, including making and
fixing things. ENGINEERING (architect, electrical technician, engineer, tool designer, TV radio technician)/ MANAGERIAL WORK (construction superintendent, production
superintendent)/ ENGINEERING TECHNOLOGY (drafter, surveyor, air traffic controller)/
AIR AND WATER VEHICLE OPERATION (airplane pilot, ferryboat pilot)/ CRAFT
TECHNOLOGY (airplane mechanic, appliance repairer, auto mechanic, business machine
repairer, carpenter, dental lab technician, dietitian, electrician, heating/refrigeration
repair, computer technician, machinist, plumber, printer, dressmaker)/ SYSTEMS
OPERATION (power plant operator)/ QUALITY CONTROL (safety inspector, test driver,
log grader)/ LAND AND WATER VEHICLE OPERATION (deck hand truck driver)/
MATERIALS CONTROL (shipping-receiving clerk)/ SKILLED HAND AND MACHINE WORK
(roofer, meat cutter, service station attendant, TV-radio service technician, scuba diver,
bicycle repairer, film projectionist, cook-chef)/ EQUIPMENT OPERATION (bulldozer
operator, miner)/ PHYSICAL WORK (building custodian, hotel maid, kitchen helper, tire
repairer)
F. INDUSTRIAL - Interest in repeated, organized activities in a factory setting machine
70
or computer/technology oriented. PRODUCTION TECHNOLOGY (machine setter, watch
repairer)/ PRODUCTION WORK (iron worker, assembly supervisor)/ PRODUCTION
CONTROL (product tester)/ PHYSICAL WORK (buzz saw operator, book bindery worker,
dry cleaner worker)
G. BUSINESS DETAIL - Interest in activities requiring accuracy and attention to detail,
mostly in an office setting. ADMINISTRATIVE DETAIL (office manager secretary, clerktypist, driver license examiner)/ MATHEMATICAL DETAIL (accounting clerk, bookkeeper)/
FINANCIAL DETAIL (bank teller, cashier, ticket agent, postal clerk)/ ORAL
COMMUNICATIONS (hotel clerk, receptionist, telephone operator)/ RECORDS
PROCESSING (mail carrier, stenographer)/ (CLERICAL MACHINE OPERATION (word
processor, computer operator, typist)/ CLERICAL HANDLING (file clerk, library page)
H. SELLING - Interest in persuading others, using sales and promotion techniques.
SALES TECHNOLOGY (advertising worker, insurance agent)/ GENERAL SALES (automobile
salesperson, real estate agent, retail salesperson, travel agent)/ VENDING (peddler,
vendor)
I. ACCOMMODATING - Interest in providing services to others, usually 1-n-1, including
helping others look good, have fun, travel or enjoy eating. HOSPITALITY SERVICES (flight
attendant, host-hostess, recreation worker)/ BARBER AND BEAUTY SERVICES (barberhairstylist, cosmetologist)/ PASSENGER SERVICES (bus driver, taxi driver)/ CUSTOMER
SERVICES (bartender, waiter-waitress)/ ATTENDANT SERVICES (massage therapist,
caddy)
J. HUMANITARIAN - Interest in helping others with physical, mental, spiritual or social
needs. SOCIAL SERVICES (psychologist, social worker, counselor, minister, caseworker)/
NURSING AND THERAPY SERVICES (nurse, dental hygienist, physical therapist, X-ray
technician)/CHILD AND ADULT CARE (nursing aide, day care worker, homemaker, dental
71
assistant, ambulance attendant, foster parent)
K. LEADING-INFLUENCING - Interest in leading others, using words or numbers at a
high level. MATHEMATICS AND STATISTICS (computer programmer, financial analyst)/
EDUCATIONAL AND LIBRARY SERVICES (teacher, librarian, home economist)/ SOCIAL
RESEARCH (employment interviewer, urban planner)/ LAW (lawyer, paralegal, personnel
director)/ BUSINESS ADMINISTRATION (business manager, bank office, administrator,
purchasing agent)/ FINANCE (accountant, stockbroker)/ SERVICES ADMINISTRATION
(institution director, athletic director, public health educator)/ COMMUNICATIONS
(newspaper, reporter-editor, technical writer, newscaster, translator)/ PROMOTION
(public relations worker, fund-raiser, lobbyist)/ REGULATIONS ENFORCEMENT (bank
examiner, fire inspector) BUSINESS MANAGEMENT/ CONTRACTS AND CLAIMS
L. PHYSICAL PERFORMING - Interest in physical activities performed before an
audience. SPORTS (professional athlete, coach, official sports instructor/ acrobat, juggler)
72
SCHOOL SUBJECTS AND CAREERS *Website: www.bls.gov/k12
Directions: Choose one of the areas that interests you, select it, and then choose one
career from those listed and select it. For that job, read “What is this job like?”
**Then complete the chart below by finding the information you need from
“How do you get ready?”, “How much does this job pay?”, “How many jobs are
there?”,and “What about the future?”
JOB INTEREST AREA (ex: Helping people)_____________________________________
JOB TITLE (ex: Teacher) _________________________________________________
How do you get ready for
this job?
ex: training, education,
highschool degree,
college, licenses…
$ How much
does this job
pay?
(Hourly or
salary)
How many jobs
are available for
your JOB TITLE?
In the future…
Is the need for this
job growing fast,
average or
declining?
**If you have time, pick another career and complete the chart below:
73
JOB INTEREST AREA (ex: Helping people)_____________________________________
JOB TITLE (ex: Teacher) _________________________________________________
How do you get ready for
this job?
ex: training, education,
highschool degree,
college, licenses…
$ How much
does this job
pay?
(Hourly or
salary)
How many jobs
are available for
your JOB TITLE?
In the future…
Is the need for this
job growing fast,
average or
declining?