School Counseling Curriculum

Mission Statement

The Yorkshire Elementary School Counseling Program strives to be a collaborative community that supports the whole child. We use data-informed practices and interventions so that students have access to a world-class education and can achieve individualized personal / social, career and academic success that is necessary to develop strong character and achieve optimal success.


Vision Statement

The Yorkshire Elementary School Counseling Program envisions a future in which all students learn to their fullest potential and exhibit qualities of a leader. Students from our school are successful lifelong learners and productive citizens throughout their educational career and beyond.

 

Beliefs and Philosophy Statement

The professional school counselors at Yorkshire believe that:

  • All students can achieve and will succeed.
  • All students should be supported to meet the needs of the whole child.
  • All students deserve equitable access to a world-class education.
  • The school counselors will collaborate with all stakeholders & coordinate opportunities for growth academically, socially, and emotionally in every student.
  • The school counselors will gather and analyze data to deliver appropriate services.
  • The school counselors will use research-based programs to achieve program goals.
  • The school counselors will apply the ASCA professional school counseling standards and ethics.
  • The school counselors will maintain culturally responsive practices.
  • The Yorkshire School Counseling Advisory Committee (school counselors, administration, staff, parents, and community members) will reflect annually to define, manage, deliver and assess the school counseling program.

 


Elementary Guidance Curriculum

GRADE LEVEL OBJECTIVES

KINDERGARTEN
KA.1: Understand responsibilities of being a student worker in school.
KC.1: Identify areas of interest and one's unique abilities.
KC.2: Demonstrate awareness of careers in the community.
KP.1: Identify areas of interest and one's unique abilities.
KP.2: Identify and appropriately express various feeling words.
KP.3: Distinguish between appropriate and inappropriate behavior in school.
KP.4: Use appropriate communication skills to ask for help when needed.
KP.5: Demonstrate awareness of empathy and bully prevention skills and strategies.

FIRST GRADE
1A.1: Demonstrate positive work habits by paying attention, following directions, and completing tasks.
1A.2: Understand the importance of goal setting.
1A.3: Understand that mistakes are essential to the learning process.
1C.1: Develop an understanding of roles and contributions of workers in school, home, and community.
1C.2: Identify personal skills, abilities, and interests in the areas of academic, career, and personal/social development.
1P.1: Describe how to express feelings in constructive ways (i.e. "I statements.")
1P.2: Demonstrate an awareness of the importance of personal safety (i.e. Know telephone number, home address, emergency contact information, safety plan, Stranger Danger.)
1P.3: Identify situations requiring adult professional help (tattling vs. reporting.)
1P.4: Demonstrate awareness of empathy and bully prevention skills.

SECOND GRADE
2A.1: Demonstrate goal-setting steps.
2A.2: Recognize the relationship between goal setting and accomplishing work.
2A.3: Achieve academic success by working independently.
2A.4: Identify test-taking skills to be utilized.
2C.1: Learn about the variety of traditional and non-traditional occupations in a changing work place.
2C.2: Identify resource people in the school and community and know how to seek their help.
2P.1: Identify forms of communication (e.g., listening, speaking, body language, etc.)
2P.2: Demonstrate awareness of diverse differences.
2P.3: Understand how to make and keep friends.
2P.4: Recognize how personal behavior affects group dynamics and show how to work cooperatively.
2P.5: Recognize peer pressure and bullying situations.
2P.6: Recognize different coping strategies to deal with situations.

THIRD GRADE
3A.1: Set realistic short-term goals.
3A.2: Describe the relationship between learning/achievement and individual effort (work ethic.)
3A.3: Identify study skills to be utilized.
3A.4: Identify organizational skills to be utilized.
3A.5: Identify test-taking skills to be utilized.
3A.6: Work cooperatively in small and large groups towards a common goal.
3C.1: Identify attitudes and behaviors which lead to successful learning and productivity.
3C.2: Recognize that skills, abilities, and interests are considerations in the choice of careers.
3C.3: Understand that jobs with similar characteristics may be grouped as job families or career clusters.
3P.1: Identify different modes of interpersonal communication (written, verbal, and non-verbal).
3P.2: Demonstrate how to positively communicate thoughts, feelings, and needs to others in a variety of situations.
3P.3: Describe the importance of accepting responsibility for individual behavior and its effect on others.
3P.4: Demonstrate self-control.
3P.5: Demonstrate how to communicate positively in conflict and bullying situations.
3P.6: Explain the skills needed to function effectively in groups.
3P.7: Identify the decision-making process.
3P.8: Identify and demonstrate respectful behavior characteristics toward students in a diverse population.

FOURTH GRADE
4A.1: Identify and describe how decision-making, problem-solving, and coping skills support or interfere with academic achievement.
4A.2: Identify effective test-taking skills to utilize.
4A.3: Demonstrate time management and organizational skills.
4A.4: Understand how personal learning styles can impact school achievement.
4C.1: Identify hobbies and interests.
4C.2: Relate each step of the decision-making/problem-solving process to career development (awareness, exploration, and preparation).
4P.1: Demonstrate methods of appropriately expressing feelings and handling conflict in a peaceful and safe way.
4P.2: Identify factors that influence personal decisions.
4P.3: Demonstrate the decision-making process by generating alternative solutions to problems and considering/evaluating consequences.
4P.4: Recognize that group members may have differing opinions.
4P.5: Demonstrate different coping strategies for various situations and life changes.
4P.6: Identify factors that impact personal safety, self-reliance, and well-being (i.e. substance abuse, bullying, etc.)

FIFTH GRADE
5A.1: Set realistic long-term goals.
5A.2: Apply personal learning style.
5A.3: Recognize the benefits of individual initiative and teamwork.
5C.1: Compile a list of personal abilities.
5C.2: Describe how personal strengths in school work affect future goals and career options.
5C.3: Understand that the changing workplace requires lifelong learning and acquiring new skills.
5C.4: Acquire employability skills such as teamwork, problem-solving, and organization.
5C.5: Identify career choices through various means of exploration.
5C.6: Describe changes as inevitable and necessary to adapt to new situations, (e.g., middle school).
5P.1: Describe how verbal and non-verbal behavior influence interpersonal relationships.
5P.2: Demonstrate how to communicate with others.
5P.3: Demonstrate appreciation and respect for similarities and differences.
5P.4: Describe strategies for getting along with others.
5P.5: Demonstrate how to disagree with others without provoking them.
5P.6: Demonstrate appropriate responses to ease conflict and bullying situations.
5P.7: Demonstrate effective responses to peer pressure.
5P.8: Identify and analyze group dynamics in a variety of situations.