Nicole Galley Preview

Grades K-2 / Elementary Counseling Curriculum

Social and Emotional Development Benchmark 1: The student will acquire and use self-knowledge

Standard 1: The student will acquire knowledge, attitudes, and
interpersonal skills to help them understand and respect self
and others.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
K-2.CSE.1.1.1 identifies a variety of feelings Essential Questions: Recommended Resources:
K-2.CSE.1.1.2 describes behaviors associated with 1. What are feelings that people experience through their day?  iPad apps
various feelings  Classroom Guidance Games
K-2.CSE.1.1.3 identifies people who can help them 2. What do these feelings look and sound like?  PlantLoveGrow.com
understand their feelings  Feelings Bingo
K-2.CSE.1.1.4 identifies positive attitude toward self 3. Who are people at school and home who can help you understand  Social Thinking (SuperFlex)
your feelings?  5-Point Scale
 Conscious Discipline
4. What are personal strengths, talents, and/or characteristics that  Rachel’s Challenge
help you develop a positive attitude?  Cooperative Learning (Kagan Structures)

Essential Learning Tasks Assessment Tasks
 Describe these feeling words happy, sad, angry, scared, worried,  Exit slips
 EPR
jealous, frustrated, and embarrassed  Task completion
 Seek adults that can help  KAHOOT
 Identify strengths/areas for improvement, likes/dislikes, talents,  Journal/self-reflection
 Pre/Post tests
and interests

Critical Vocabulary: emotion, self-esteem, strength(s), self-control,
respect to self

1 Olathe Public Schools, Olathe, Kansas BOE Approved (May/2016)
This material was developed for the exclusive use of USD #233 staff.

Grades K-2 / Elementary Counseling Curriculum

Social and Emotional Development Benchmark 2: The student will acquire and use interpersonal skills.

Standard 1: The student will acquire knowledge, attitudes, and
interpersonal skills to help them understand and respect self
and others.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. What is the difference between a cooperative and uncooperative  iPad apps
K-2.CSE.1.2.1 recognizes the differences between behavior?  Classroom Guidance Games
cooperative and uncooperative behaviors 2. What are some characteristics that make you the same and  Social Thinking (SuperFlex)
different from others?  Steps to Respect
K-2.CSE.1.2.2 recognizes similarities and differences 3. What helps people make and keep friends?  Conscious Discipline
between self and others 4. When are appropriate times to talk and play?  Rachel’s Challenge

K-2.CSE.1.2.3 makes and keeps friends Essential Learning Tasks Assessment Tasks
K-2.CSE.1.2.4 identifies appropriate times to talk and  Social skills (i.e. listening skills, communication skills, sharing,  Exit slips
play  EPR
problem-solving/conflict resolution, taking turns, manners).  Task completion
 Use of “I-Messages”.  KAHOOT
 Tattling vs. reporting/telling.  Journal/self-reflection
 Use self-control (i.e. appropriate times to talk and play).  Pre/Post tests
 What makes “me” unique
 How am “I” different & alike from others
 Accepting others & our own strengths & stretches (limitations).

Critical Vocabulary: tolerance, empathy, diversity, respect,
cooperation, conflict, teamwork, acceptance, flexibility

2 Olathe Public Schools, Olathe, Kansas BOE Approved (May/2016)
This material was developed for the exclusive use of USD #233 staff.

Grades 3-5 Elementary Counseling Curriculum

Social and Emotional Development
Standard 1: The student will acquire knowledge, attitudes, and Benchmark 1: The student will acquire and use self-knowledge.
interpersonal skills to understand and respect self and others.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. How can I have a positive attitude towards myself?  iPad apps
3-5.CSE.1.1.1 identifies positive attitudes toward self 2. How can I recognize my feelings and know appropriate ways to  Classroom Guidance Games
 PlantLoveGrow.com
3-5.CSE.1.1.2 recognizes and expresses feelings in handle them?  Feelings Bingo
an appropriate manner 3. What are the consequences of my behavior and how can I  Social Thinking (SuperFlex)
 5-Point Scale
3-5.CSE.1.1.3 recognizes the effects of responsible recognize responsible behavior?  Conscious Discipline
behavior 4. Who are the resources in my community/school/home that can  Rachel’s Challenge
 Bully Prevention curriculum
help me?
5. How do changes impact self, family and others? Assessment Tasks
 Exit slips
3-5.CSE.1.1.4 identifies resources in the school and Essential Learning Tasks:  EPR
community that provide assistance  Identifies what having a positive self-esteem means  Task completion
 Identifies what responsible behavior looks like  KAHOOT
3-5.CSE.1.1.5 recognizes impact of personal, family,  Lists people they can ask for help  Journal/self-reflection
and social changes  Pre/Post tests

Critical Vocabulary:
feelings, respect, responsibility, self-esteem, positive attitude,
consequences, coping skills, impact, helpful adults

1 Olathe Public Schools, Olathe, Kansas BOE Approved (May/2016)
This material was developed for the exclusive use of USD #233 staff.

Grades 3-5 Elementary Counseling Curriculum

Social and Emotional Development
Standard 1: The student will acquire knowledge, attitudes, and Benchmark 2: The student will acquire and use interpersonal skills.
interpersonal skills to understand and respect self and others.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
3-5.CSE.1.2.1 demonstrates effective communication 1. How can I communicate my thoughts respectfully?  iPad apps
skills 2. How can I make and keep friends?  Classroom Guidance Games
3-5.CSE.1.2.2 recognizes and demonstrates the skills 3. How does my behavior affect others?  Social Thinking (SuperFlex)
necessary to make and keep friends 4. In what ways do I show that I appreciate others’ individual and  Bully Prevention curriculum
3-5.CSE.1.2.3 understands how behavior affects  Conscious Discipline
school and family relationships cultural differences?  Rachel’s Challenge
3-5.CSE.1.2.4 develops an appreciation of individual 5. How can I cooperate and get along with others?  Social maps
and cultural differences 6. How can I show respect for another’s perspective?
3-5.CSE.1.2.5 learns that cooperation takes thought
and planning Essential Learning Tasks Assessment Tasks
3-5.CSE.1.2.6 demonstrates self-management/self-  Understands and uses I-messages  Exit slips
regulation in the ability to consider another’s  Demonstrates ability to reflect on feelings  EPR
perspective  Demonstrates effective communication skills  Task completion
 KAHOOT
Critical Vocabulary:  Journal/self-reflection
Communication, cooperation, body language, tone of voice, friendship,  Pre/Post tests
acceptance, perspective, empathy, compassion

2 Olathe Public Schools, Olathe, Kansas BOE Approved (May/2016)
This material was developed for the exclusive use of USD #233 staff.

Grades 3-5 Elementary Counseling Curriculum

Social and Emotional Development

Standard 1: The student will acquire knowledge, attitudes, and Benchmark 3: The student will consider perspective and emotions of
interpersonal skills to understand and respect self and others. others.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
3-5.CSE.1.3.1 recognizes a broader spectrum of Essential Questions: Recommended Resources:
emotions 1. What are different intensities of the four core feelings (happy,  Stress triggers for school
3-5.CSE.1.3.2 consider the differences of emotions  Conscious Discipline
people experience angry, sad, and scared)?  Rachel’s Challenge
3-5.CSE.1.3.3 initiates a caring response 2. How can I show consideration for another’s feelings?  Do2Learn.com
3-5.CSE.1.3.4 demonstrates necessary skills to 3. How can I respond in a caring way?  Relaxation techniques
participate in diverse groups 4. How do I work in a group with people different from me?  Bully Prevention curriculum
 Feelings scale
Essential Learning Tasks:  Social mapping templates
 Knows appropriate responses to a variety of feeling levels
 Completes social maps Assessment Tasks
 Shows skills necessary to successful group participation  Exit slips
 EPR
Critical Vocabulary:  Task completion
Intensity, consideration, empathy, compassion, diverse, emotions  Journal/self-reflection

3 Olathe Public Schools, Olathe, Kansas BOE Approved (May/2016)
This material was developed for the exclusive use of USD #233 staff.



Elementary Counselor Curriculum Standard Documentation

K-2 Career Development

Standard 1: The student will acquire the skills to investigate career.



Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will develop career
awareness.



Benchmark 2: The student will develop
employment readiness.





K-2 Career Development
Standard 2: The student will employ strategies to achieve future career goals with success

and satisfaction.



Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will acquire career
information.



Benchmark 2: The student will identify career

goals.





K-2 Career Development

Standard 3: The student will understand the relationship between personal qualities,

education, training and career success.



Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will acquire knowledge
to achieve career goals.



Benchmark 2: The student will apply skills to
achieve career goals.

Elementary Counselor Curriculum Standard Documentation

3-5 Social and Emotional Development

Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help

them understand and respect self

and others.

Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will acquire and use

self-knowledge

Benchmark 2: The student will acquire and use
interpersonal skills.

Benchmark 3: The student will consider
perspective and emotions of others.



3-5 Social and Emotional Development

Standard 2: The student will make decisions, set goals, and take necessary action to

achieve goals.



Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will acquire knowledge
and skills to make decisions and set goals.







3-5 Social and Emotional Development
Standard 3: The student will understand personal safety skills.



Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will acquire personal
safety skills and demonstrates digital citizenship.



Benchmark 2: The student will acquire skills to

ensure health and well-being.

Elementary Counselor Curriculum Standard Documentation

3-5 Academic Development

Standard 1: The student will acquire the attitudes, knowledge and skills that contribute to

effective learning in school and across the life span.

Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will demonstrate
academic self- confidence and skills and
attitudes to enhance learning.
Benchmark 2: The student will achieve school

success.





3-5 Academic Development

Standard 2: The student will complete school with the academic preparation to choose

from post-secondary options.



Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will plan to achieve
goals for lifelong learning.








3-5 Academic Development

Standard 3: The student will understand the relationship of academics to life skills and

college and career readiness.



Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will relate school to life
experience.

Elementary Counselor Curriculum Standard Documentation

3-5 Career Development

Standard 1: The student will acquire the skills to investigate careers in relation to

knowledge of self and to make informed career decisions.

Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will develop career
awareness.



Benchmark 2: The student will develop
employment readiness.





3-5 Career Development
Standard 2: The student will employ strategies to achieve future career goals with success

and satisfaction.



Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will acquire career
information.



Benchmark 2: The student will identify career

goals.





3-5 Career Development

Standard 3: The student will understand the relationship between personal qualities,

education, training and career success.



Specific Benchmarks Ways this standard has been met

Benchmark 1: The student will acquire knowledge
to achieve career goals.



Benchmark 2: The student will apply skills to
achieve career goals.