Cullen Preview

Olathe Public Schools 2021 — 2022
USD #233
JULY 2021 JANUARY 2022
School Year Calendar Dates
S M T W T F S
Official “open to the public” date for school buildings. . . . . . . . July 19 S M T W T F S
Online Registration available starting on. . . . . . . . . . . . . . . . . . July 22 1
New Educators Report . . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 2, 3 & 4 1 2 3 2 3 4 5 6 7 8
Professional Days. . . . . . . . . . . . . . . . . . . . . . . . . Aug. 5, 6, 9, 10 & 11 4 5 6 7 8 9 10 9 10 11 12 13 14 15
½ Day (AM) Grades K—5, 6, 9 (No EC, 7, 8, 10, 11, 12). . . . . Aug. 12 11 12 13 14 15 16 17 16 17 18 19 20 21 22
½ Day (PM) Professional Day (No Students). . . . . . . . . . . . . . Aug. 12 18 19 20 21 22 23 24
Full Day of Classes K—12 (No EC) . . . . . . . . . . . . . . . . . . . . . . Aug. 13 25 26 27 28 29 30 31 2330 2431 25 26 27 28 29
First Day for Early Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 16
½ Day (AM) Grades K—12 (No EC) . . . . . . . . . . . . . . . . . . . . . Sept. 3 AUGUST 2021 FEBRUARY 2022
Labor Day (No School). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sept. 6
Professional Day (No Students). . . . . . . . . . . . . . . . . . . . . . . Sept. 24 S M T W T F S S M T W T F S
Professional Day (No Students). . . . . . . . . . . . . . . . . . . . . . . . . Oct. 8
½ Day (AM) Grades K—12 (No EC) . . . . . . . . . . . . . . . . . . . . . Oct. 13 1 2 3 4 5 6 7 1 2 3 4 5
Conferences — Conference times provided by buildings. . . . . . . . . . . . . . . Oct. 13 8 9 10 11 12 13 14 6 7 8 9 10 11 12
Conferences (No Students). . . . . . . . . . . . . . . . . . . . . . . . . . . . Oct. 14 15 16 17 18 19 20 21 13 14 15 16 17 18 19
No School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Oct. 15 22 23 24 25 26 27 28 20 21 22 23 24 25 26
Fall Break (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nov. 22—26 29 30 31 27 28
½ Day (AM) Grades K—12 (No EC) . . . . . . . . . . . . . . . . . . . . . Dec 17
½ Day (PM) Professional Day (No Students). . . . . . . . . . . . . . Dec 17 SEPTEMBER 2021 MARCH 2022
Winter Break (No School). . . . . . . . . . . . . . . . . . . . . . . Dec. 20—Jan. 3
Professional Day (No Students). . . . . . . . . . . . . . . . . . . . . . Jan. 4 & 5 S M T W T F S S M T W T F S
Dr. Martin Luther King Jr. Holiday (No School). . . . . . . . . . . . . Jan. 17
Professional Day (No Students). . . . . . . . . . . . . . . . . . . . . . . . . Feb. 4 1 2 3 4 1 2 3 4 5
½ Day (AM) Grades K—12 (No EC) . . . . . . . . . . . . . . . . . . . . . . Feb. 9 5 6 7 8 9 10 11 6 7 8 9 10 11 12
Conferences — Conference times provided by buildings. . . . . . . . . . . . . . . . Feb. 9 12 13 14 15 16 17 18 13 14 15 16 17 18 19
Conferences (No Students). . . . . . . . . . . . . . . . . . . . . . . . . . . . Feb. 10 19 20 21 22 23 24 25 20 21 22 23 24 25 26
No School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Feb. 11 26 27 28 29 30 27 28 29 30 31
Presidents’ Day (No School). . . . . . . . . . . . . . . . . . . . . . . . . . . Feb. 21
Kindergarten Enrollment (No Kdg students). . . . . . . . . . . . . . . Feb. 24 OCTOBER 2021 APRIL 2022
Spring Break (No School). . . . . . . . . . . . . . . . . . . . . . . . . . Mar. 14—18
Professional Day (No Students). . . . . . . . . . . . . . . . . . . . . . . . Mar. 21 S M T W T F S S M T W T F S
½ Day (AM) Grades K—12 (No EC) . . . . . . . . . . . . . . . . . . . . . Apr. 14
Professional Day (No Students). . . . . . . . . . . . . . . . . . . . . . . . Apr. 15 1 2 1 2
Seniors Last Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 19 3 4 5 6 7 8 9 3 4 5 6 7 8 9
Senior Commencement Ceremonies . . . . . . . . . . . . . . . . . May 20—22 10 11 12 13 14 15 16 10 11 12 13 14 15 16
Early Childhood Last Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 24 17 18 19 20 21 22 23 17 18 19 20 21 22 23
Last ½ Day (AM) Grades K—11. . . . . . . . . . . . . . . . . . . . . . . . . May 25 2431 25 26 27 28 29 30 24 25 26 27 28 29 30
½ Day (PM) Professional Day (No Students). . . . . . . . . . . . . . May 25
Professional Day—last day for staff. . . . . . . . . . . . . . . . . . . . . . May 26 NOVEMBER 2021 MAY 2022
Summer Conference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . June 1-3
Reporting Periods S M T W T F S S M T W T F S

1st Quarter . . . . . . . . . . . . . . Aug. 12 — Oct. 7. . . . . . . . . . . . . . 39 Days 1 2 3 4 5 6 1 2 3 4 5 6 7
7 8 9 10 11 12 13 8 9 10 11 12 13 14
2nd Quarter . . . . . . . . . . . . . Oct. 11 — Dec. 17. . . . . . . . . . . . 43 Days 14 15 16 17 18 19 20 15 16 17 18 19 20 21
21 22 23 24 25 26 27 22 23 24 25 26 27 28
3rd Quarter . . . . . . . . . . . . . . Jan. 6 — Mar. 11. . . . . . . . . . . . . 42 Days 28 29 30 29 30 31

4th Quarter . . . . . . . . . . . . . . Mar. 22 — May 25. . . . . . . . . . . . 46 Days

Regular School Hours Hours for Aug. 12

Early Childhood (AM) ��������8:20 — 11:30 Grades K — 5 . . . . . . . . . 8:20 — 11:15

Early Childhood (PM) . . . 12:30 — 3:40 Grades 6 . . . . . . . . . . . 7:50 — 12:20 DECEMBER 2021 JUNE 2022

Grades K — 5 . . . . . . 8:20 — 3:40 Grades 9 . . . . . . . . . . . 8:00 — 12:20 S M T W T F S

Grades 6 — 8 . . . . . . 7:50 — 3:10 H ours for Sept. 3, Oct. 13, Dec. 17, 1 2 3 4 S M T W T F S
Grades 9 — 12 . . . . . . 8:00 — 3:00 Feb. 9, April 14 and May 25 5 6 7 8 9 10 11
12 13 14 15 16 17 18 1 2 3 4
High School Finals Schedule Grades K — 5 . . . . . . . . . 8:20 — 12:00 19 20 21 22 23 24 25 5 6 7 8 9 10 11
26 27 28 29 30 31 12 13 14 15 16 17 18
Dec. 15 & May 23. . . . . . . . 8:00 — 3:00 Grades 6 — 8 . . . . . . . . . 7:50 — 11:15 19 20 21 22 23 24 25
26 27 28 29 30
Dec. 16-17 & May 24 — 25 ���8:00 — 11:15 Grades 9 — 11 . . . . . . . . 8:00 — 11:15

Conference Dates Oct. 13 — 14, Feb. 9—10

Possible inclement weather dates April 15 and May 26

Notification Statement of Non—discrimination: The Olathe Public Schools prohibit discrimination on the basis of race, color, ethnicity, Professional Day Conference Day Holiday
national origin, sex, disability, age, religion, sexual orientation or gender identity in its programs, activities or employment, and provides
equal access to the Boy Scouts and other designated youth groups to its facilities as required by: Title IX of the Education Amendments of Professional Day — Half Day—Students Senior
1972, Title VI and Title VII of the Civil Rights Act of 1964, the Age Discrimination Act of 1975, the Americans with Disabilities Act (ADA), the New Educators Schools Closed, Commencement
Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, the Equal Access Act of 1984 and other relevant Pre—service Support Buildings Open
state and federal laws as amended. Inquiries regarding compliance with applicable civil rights statutes related to race, ethnicity, gender, age
discrimination, sexual orientation, gender identity or equal access may be directed to Staff Counsel, 14160 S. Black Bob Road, Olathe, KS Revised 4/19/21 — Visit www.olatheschools.org for future calendar updates.
66063-2000, phone 913-780-7000. All inquiries regarding compliance with applicable statutes regarding Section 504 of the Rehabilitation Act
and the Individuals with Disabilities Education Act and the Americans with Disabilities Act may be directed to the Assistant Superintendent of
Support Services, 14160 S. Black Bob Rd. Olathe, KS 66063-2000, phone (913) 780-7000. Interested persons including those with impaired
vision or hearing, can also obtain information as to the existence and location of services, activities and facilities that are accessible to and
usable by disabled persons by calling the Assistant Superintendent of Support Services. (03/19)





A DAY B DAY C DAY D DAY E DAY

AC LMP AC LMP AC LMP AC LMP AC LMP

8:45 8:45

9:00 5K SS SS 5O 5S 5S 5K SS 50 SS 50 5S 5K SS SS SS 5O 5S SS 5K SS SS 5O 5S 5K 9:00
9:10 9:10

9:20 9:20

9:30 5S 5O SS 5O 5K SS 5K 5S 9:30
9:40
9:40

9:50 9:50

10:00 SS 3A 3H 3S 3X 3X SS 3A 3H 3S 3S 3X SS 3A 3H 3H 3S 3X 3A KR 3A 3H 3S KR 3X 10:00

10:10 10:10

10:20 10:20

10:30 2R 3X 3S 3S 3H 2/R 3H 3A 3A 3X SS 10:30
10:40 10:40

10:50 10:50

11:00 4V 4M 4A 4A 4V 4M SS 4M 4V 4A 4M 4V 4A 4A 4V 4M 11:00
11:10 11:10

11:20 11:20

11:30 4M 4A 4V 4A 4V 4M 11:30
11:40
11:40

11:50 11:50

12:00 KP KF KH KH KP KF KF KH KP KF KH KP KF KH KP 12:00
12:10 12:10

12:20 12:20

12:30 KH KF KF KP KP KH 12:30

12:40 12:40

12:50 12:50

1:00 1W 1X 1L 1B 1B 1W 1X 1L 1L 1B 1W 1X 1X 1L 1B 1W SS 1W 1X 1L 1B 1:00

1:10 1:10

1:20 1:20

1:30 SS 1B 1L 1L 1X SS 1X 1W SS 1W SS 1B 1:30

1:40 1:40

1:50 1:50

2:00 2B 2M 2W SS SS SS 2B 2M 2W SS SS 2B 2M 2W 2W SS SS 2B 2M 2M 2W SS 2B 2:00

2:10 2:10

2:20 2:20

2:30 SS 2W 2W 2M 2M 2B 2B 2:30

2:40 2:40

2:50 2:50

3:00 4/R 5/R 4/R 5/R 3:00

3:15 3:15

3:30 3:30



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:
1. What are feelings that people experience through their day? • iPad apps
K-2.CSE.1.1.2 describes behaviors associated with • Classroom Guidance Games
various feelings 2. What do these feelings look and sound like? • PlantLoveGrow.com
• Feelings Bingo
K-2.CSE.1.1.3 identifies people who can help them 3. Who are people at school and home who can help you understand • Social Thinking (SuperFlex)
understand their feelings your feelings? • 5-Point Scale
• Conscious Discipline
K-2.CSE.1.1.4 identifies positive attitude toward self 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:
K-2.CSE.1.2.1 recognizes the differences between 1. What is the difference between a cooperative and uncooperative • iPad apps
cooperative and uncooperative behaviors behavior? • Classroom Guidance Games
2. What are some characteristics that make you the same and • Social Thinking (SuperFlex)
K-2.CSE.1.2.2 recognizes similarities and differences different from others? • Steps to Respect
between self and others 3. What helps people make and keep friends? • Conscious Discipline
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 K-2 / Elementary Counseling Curriculum

Social and Emotional Development Benchmark 3: The student will appreciate perspective and emotions
Standard 1: The student will acquire knowledge, attitudes, and of others.
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:
K-2.C.SE.3.1 identifies basic emotions of others • Stress triggers for school
K-2.C.SE.3.2 shows caring for others 1. What are feelings that people experience through their day? • Conscious Discipline
• Rachel’s Challenge
2. How can you show kindness and compassion for others? • Do2Learn.com
3. What skills are helpful to along with others in a group? • Relaxation techniques
• Feeling scales
K-2.C.SE.3.3 develops necessary skills to participate in Essential Learning Tasks
groups • Identifying facial expressions and body language of others Assessment Tasks
• Demonstrates listening skills • Exit slips
• Ability to take turns • EPR
• Balance of being able to lead and follow • Task completion
• Journal/self-reflection
Critical Vocabulary: kindness, random acts of kindness, empathy,
compassion, emotion, cooperation, teamwork

3 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

Standard 2: The student will make decisions, set goals, and take Benchmark 1: The student will acquire knowledge and skills to make

necessary action to achieve goals. decisions and set goals.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
K-2.CSE.2.1.1 makes decisions Essential Questions: Recommended Resources:
K-2.CSE.2.1.2 identifies choices and consequences 1. What are decisions that you make throughout your day? • Decision-making model
K-2.CSE.2.1.3 identifies a goal and how to achieve it 2. What are consequences? • Rachel’s Challenge
K-2.CSE.2.1.4 knows how to ask for help 3. How do you set and achieve a goal? • Steps to Respect
4. What are reasons people ask for help? • Classroom Guidance Games
• Conscious Discipline conflict-resolution time
Essential Learning Tasks
• Develop an understanding of the relationship between behavior machine

and consequence of that behavior (cause/effect) Assessment Tasks
• Begin to recognize decisions as positive and negative • Exit slips
• Understands when and how to ask for help • EPR
• Task completion
Critical Vocabulary: decision, consequence, cause and effect, • Journal/self-reflection
achieve, choices, goals, honesty, responsibility, perseverance,
problem solving

4 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 1: The student will acquire personal safety skills and
Standard 3: The student will understand personal safety skills. demonstrates digital citizenship.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. What is the difference between bullying and conflict? • Steps to Respect
K-2.CSE.3.1.1 recognizes bullying and conflict 2. What does it mean to refuse something? • Sunflower House
3. What is the difference between a welcome and unwelcome • CLA curriculum
K-2.CSE.3.1.2 recognizes refusal skills • Administrator (Code of Conduct)
touch? • ILA curriculum
K-2.CSE.3.1.3 recognizes the differences between 4. What is personal safety information?
appropriate and inappropriate touch, personal 5. What are some rules that help keep you safe? Assessment Tasks
boundaries, and rights • Exit slips
Essential Learning Tasks • EPR
K-2.CSE.3.1.4 demonstrates the safe use of personal • Shows respect for personal space • Task completion
information • Begins to develop refusal/avoidance skills • KAHOOT
• Recognizes the differences between bullying behaviors and • Journal/self-reflection
K-2.CSE.3.1.5 follows directions and rules to keep • Pre/Post tests
people safe respectful behaviors
• Recognizes the responsibility of the target and bystander
• Recognizes what personal information would be?

Critical Vocabulary: bullying, conflict, refuse, appropriate,
inappropriate

5 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 skills to ensure health and
Standard 3: The student will understand personal safety skills. well-being.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
Essential Questions: Recommended Resources:
K-2.CSE.3.2.1 the student identifies healthy and 1. What are healthy choices and unhealthy choices? • PE curriculum
unhealthy choices. 2. What is self-control? • Sunflower House
3. What are consequences for unsafe choices? • Relaxation techniques
K-2.CSE.3.2.2 develops self-control
Essential Learning Tasks Assessment Tasks
K-2.CSE.3.2.3 identifies unsafe choices and their • Begin to develop refusal/avoidance skills • Exit slips
consequences • Strategies for self-control • EPR
• Task completion
Critical Vocabulary: self-control, refusal, choices • KAHOOT
• Journal/self-reflection
• Pre/Post tests

6 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

Academic Development
Standard 1: The student will acquire the attitudes, knowledge and skills Benchmark 1: The student will demonstrate academic self-
that contribute to effective learning in school and across the life span. confidence and skills and attitudes to enhance learning.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. Why do we ask questions in multiple ways? • Making the Link
K-2.CAD.1.1.1 demonstrates creative thinking and • iPad apps
questioning skills 2. Why do we set goals in school? • Classroom Guidance Games
3. How can mistakes help you learning? • Social Thinking (SuperFlex)
K-2.CAD.1.1.2 identifies short and long term academic • Conscious Discipline
goals 4. What skills help you to be a good student? • Cooperative Learning (Kagan Structures)
5. What is a benefit of doing our best in school? • Zones of Regulation

K-2.CAD.1.1.3 accepts challenges as essential to the Essential Learning Tasks Assessment Tasks
learning process • Is able to arrive at more than one way to solve a problem • Task completion
• Sets short/long term goals for academic improvement • Exit slips
K-2.CAD.1.1.4 identifies use of time management, • Identify how past failures have led to new learning • EPR
organizational and study skills necessary for academic • KAHOOT
success Critical Vocabulary: goals, mistakes, skills • Journal-Self-Reflection
• Pre/Post Test
K-2.CSE.1.1.5 demonstrates a sense of belonging and
self-confidence in achieving high-quality results and
outcomes

7 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

Academic Development
Standard 1: The student will acquire the attitudes, knowledge and skills Benchmark 2: The student will achieve school success.
that contribute to effective learning in school and across the life span.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
• What skills do you need to be successful in school? • Making the Link
K-2.CAD.1.2.1 demonstrates creative and critical • iPad apps
thinking skills that include questioning necessary for Essential Learning Tasks • Classroom Guidance Games
academic success • Is able to work together in a group • Social Thinking (SuperFlex)
• Is able to communicate ideas • Conscious Discipline
K-2.CAD.1.2.2 demonstrates effective cooperative and • Is able to ask for help when needed • Cooperative Learning (Kagan Structures)
collaborative skills • Is able to stay on task even when work gets difficult • Zones of Regulation
• Winners Never Quit by Mia Hamm
K-2.CAD.1.2.3 applies perseverance and independent Critical Vocabulary: perseverance, independent learning, short term • That’s My Story Too by Kate Brambrut & Amy
learning skills and long term goals, positive/negative attitudes
Sauder Lehman
K-2.CAD.1.2.4 identifies short and long-term academic
goals Assessment Tasks
• Task completion
K-2.CSE.1.2.5 develops a positive attitude toward • Exit slips
learning • EPR
• KAHOOT
• Journal-Self-Reflection
• Pre/Post Test

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

Academic De velopment Grades K-2 / Elementary Counseling Curriculum

Standard 2: The student will complete school with the academic Benchmark 1: The student will plan to achieve goals for lifelong

preparation to choose from post-secondary options. learning.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. How do I set academic goals? • Making the Link
K-2.CAD.2.1.1 identifies short and long term academic 2. How do I reflect on my learning? • iPad apps
goals • Classroom Guidance Games
• 7 Habits of Happy Kids by Sean Covey
K-2.CAD.2.1.2 practice self-assessment skills Essential Learning Tasks • School of Champions – A Study Skills Program
• Is able to set goals.
• Is able to verbalize and/or write down what they have learned. for Younger Students by Rosanne Sheritz
Sartori
Critical Vocabulary: short term and long term goals, jobs, careers, • Katie’s Rose
higher education, college, tech and specialty schools • Fly to Success – Study and Work for Success
• STEP UP to Better Grades by Robin Zorn

Assessment Tasks
• Task completion
• Exit slips
• EPR
• KAHOOT
• Journal-Self-Reflection
• Pre/Post Test

9 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

Academic Development
Standard 3: The student will understand the relationship of academics Benchmark 1: The student will relate school to life experience.
to life skills and college and career readiness.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
Essential Questions: Recommended Resources:
K-2.CAD.3.1.1 identifies academic skills used in the 1. How can I show responsibility at school, at home, and in the • Making the Link
home, school, and community
community? • iPad apps
K-2.CAD.3.1.2 identifies life skills used in home, 2. How can I be flexible?
school, and community • Classroom Guidance Games
Essential Learning Tasks
K-2.CAD.3.1.3 prepares for transition from home to • Is able to describe chores they have at home and at school • 7 Habits of Happy Kids by Sean Covey
school • Is able to explain the importance of coming to school on time and • School of Champions – A Study Skills Program

completing school work on time for Younger Students by Rosanne Sheritz
• Is able to take care of their surroundings in our community Sartori
• Katie’s Rose
Critical Vocabulary: community, responsibility, chores, time
management, flexible • Fly to Success – Study and Work for Success

• STEP UP to Better Grades by Robin Zorn

• Howard B Wigglebottom books by Howard B.
Binkow

• Incredible Flexible You by Kari Zweber Palmer,
Michelle Garcia Winner, Nancy Tarshis, Ryan
Hendrix

Assessment Tasks
• Task completion
• Exit slips
• EPR
• KAHOOT
• Journal-Self-Reflection
• Pre/Post Test

10 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

Career Development Benchmark 1: The student will develop career awareness.
Standard 1: The student will acquire the skills to investigate career.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
Essential Questions: Recommended Resources:
K-2.CCD.1.1.1 identifies work and skills of self and • You Can Be Anything by Charles Schultz
family members 1. What skills do you have that help you do work at school and at • LMNO Peas by Keith Baker
home? • Whose Tools are These? by Sharon Katz
K-2.CCD.1.1.2 recognizes that men and women can
do the same work 2. What kind of occupations can you find in the community? Cooper
3. Why is work important? • Whose Vehicle is This? by Sharon Katz
K-2.CCD.1.1.3 identifies and becomes aware of
occupations in the school and community; Essential Learning Tasks Cooper
recognizes that all work has value. • Is able to identify that school is their job. • What Shoes Will You Wear by Julia Cook
• Is able to identify areas of strength. • When I Grow Up by Al Yankovic
• Is able to identify jobs in the school, home and community. • Classrooom Guidance Games
• Is able to recognize that men and women can do the same work.
• Is able to identify the difference between and careers. Assessment Tasks
• Pretest/Posttest
Critical Vocabulary: jobs, careers, occupations, work habits, • Exit Slips
strengths, hobbies • EPR
• KAHOOTS
• Nearpod
• Journal or written responses

11 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

Career Development Benchmark 2: The student will develop employment readiness.
Standard 1: The student will acquire the skills to investigate career.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
Essential Questions: Recommended Resources:
K-2.CCD.1.2.1 Identifies and communicates goals. • You Can Be Anything by Charles Schultz
1. Why is it important to set and achieve goals? • LMNO Peas by Keith Baker
K-2.CCD.1.2.2 describes personal strengths and 2. What are some of your personal strengths? • Whose Tools are These? by Sharon Katz
interests 3. What are some of your interests?
4. How do workers use tools to help them perform tasks? Cooper
K-2.CCD.1.2.3 develops good work habits • Whose Vehicle is This? by Sharon Katz
Essential Learning Tasks
K-2.CCD.1.2.4 makes choices and describes Is able to connect academic success to career success. Cooper
consequences of those choices Is able to describe personal strength and interests • What Shoes Will You Wear by Julia Cook
Is able to demonstrate good work habits. • When I Grow Up by Al Yankovic
Is able to describe positive and negative consequences of the choices • Classrooom Guidance Games
they make.
Assessment Tasks
Critical Vocabulary: consequences, choices, work habits, strengths, • Pretest/Posttest
interests, success • Exit Slips
• EPR
• KAHOOTS
• Journal or written responses

12 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

Career Development
Standard 2: The student will employ strategies to achieve future career Benchmark 1: The student will acquire career information.
goals with success and satisfaction.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
K-2.CCD.2.2.1 identifies workers in various settings Essential Questions: Recommended Resources:
and their tasks. How do workers use tools to help them perform tasks? • You Can Be Anything by Charles Schultz
• LMNO Peas by Keith Baker
Essential Learning Tasks • Whose Tools are These? by Sharon Katz
Is able to identify workers at home, school and community.
Cooper
Critical Vocabulary: community • Whose Vehicle is This? by Sharon Katz

Cooper
• What Shoes Will You Wear by Julia Cook
• When I Grow Up by Al Yankovic
• Classrooom Guidance Games

Assessment Tasks
• Pretest/Posttest
• Exit Slips
• EPR
• KAHOOTS
• Journal or written responses

13 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

Career Development
Standard 2: The student will employ strategies to achieve future career Benchmark 2: The student will identify career goals.
goals with success and satisfaction.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
K-2.CCD.2.2.1 identifies goals. Essential Questions: Recommended Resources:
K-2.CCD.2.2.2 develops plans to achieve goals. • You Can Be Anything by Charles Schultz
1. What kind jobs are you interested in when you grow up? • LMNO Peas by Keith Baker
2. What are goals that will help you with your future career? • Whose Tools are These? by Sharon Katz

Essential Learning Tasks Cooper
• Is able to identify goals • Whose Vehicle is This? by Sharon Katz
• Is able to achieve goals that they set
Cooper
• What Shoes Will You Wear by Julia Cook
• When I Grow Up by Al Yankovic
• Classrooom Guidance Games

Critical Vocabulary: achieve, goals Assessment Tasks
• Pretest/Posttest
• Exit Slips
• EPR
• KAHOOTS
• Journal or written responses

14 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

Career Development

Standard 3: The student will understand the relationship between Benchmark 1: The student will acquire knowledge to achieve career

personal qualities, education, training and career. goals.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
K-2.CCD.2.2.1 identifies workers in various settings Essential Questions: Recommended Resources:
and their tasks. How do workers use tools to help them perform tasks? • You Can Be Anything by Charles Schultz
• LMNO Peas by Keith Baker
Essential Learning Tasks • Whose Tools are These? by Sharon Katz
Is able to identify workers at home, school and community.
Cooper
Critical Vocabulary: community • Whose Vehicle is This? by Sharon Katz

Cooper
• What Shoes Will You Wear by Julia Cook
• When I Grow Up by Al Yankovic
• Classrooom Guidance Games

Assessment Tasks
• Pretest/Posttest
• Exit Slips
• EPR
• KAHOOTS
• Journal or written responses

•

15 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

Career Development
Standard 3: The student will understand the relationship between Benchmark 2: The student will apply skills to achieve career goals.
personal qualities, education, training, and career success.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
K-2.CCD.3.2.1 develops good work habits Essential Questions: Recommended Resources:
K-2.CCD.3.2.2 develops interpersonal skills 1. How can we practice good work habits at school? • You Can Be Anything by Charles Schultz
K-2.CCD.3.2.3 develops teamwork skills 2. Why is it important to practice cooperation skills? • LMNO Peas by Keith Baker
3. What makes good teamwork? • Whose Tools are These? by Sharon Katz

Essential Learning Tasks Cooper
• Is able to describe good work habits • Whose Vehicle is This? by Sharon Katz
• Is able to improve on interpersonal skills
• Is able to work together Cooper
• What Shoes Will You Wear by Julia Cook
• When I Grow Up by Al Yankovic
• Classrooom Guidance Games

Critical Vocabulary: teamwork, cooperation, good work habits Assessment Tasks
• Pretest/Posttest
• Exit Slips
• EPR
• KAHOOTS
• Journal or written responses



16 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:
• iPad apps
3-5.CSE.1.1.1 identifies positive attitudes toward self 1. How can I have a positive attitude towards myself? • Classroom Guidance Games
• PlantLoveGrow.com
3-5.CSE.1.1.2 recognizes and expresses feelings in 2. How can I recognize my feelings and know appropriate ways to • Feelings Bingo
an appropriate manner handle them? • Social Thinking (SuperFlex)
• 5-Point Scale
3-5.CSE.1.1.3 recognizes the effects of responsible 3. What are the consequences of my behavior and how can I • Conscious Discipline
behavior recognize responsible behavior? • Rachel’s Challenge
• Bully Prevention curriculum
4. Who are the resources in my community/school/home that can
Assessment Tasks
help me? • Exit slips
5. How do changes impact self, family and others? • EPR
• Task completion
3-5.CSE.1.1.4 identifies resources in the school and Essential Learning Tasks: • KAHOOT
community that provide assistance • Identifies what having a positive self-esteem means • Journal/self-reflection
• Identifies what responsible behavior looks like • Pre/Post tests
3-5.CSE.1.1.5 recognizes impact of personal, family, • Lists people they can ask for help
and social changes

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:
1. How can I communicate my thoughts respectfully? • iPad apps
3-5.CSE.1.2.1 demonstrates effective communication • Classroom Guidance Games
skills 2. How can I make and keep friends? • Social Thinking (SuperFlex)
3. How does my behavior affect others? • Bully Prevention curriculum
3-5.CSE.1.2.2 recognizes and demonstrates the skills • Conscious Discipline
necessary to make and keep friends 4. In what ways do I show that I appreciate others’ individual and • Rachel’s Challenge
cultural differences? • Social maps
3-5.CSE.1.2.3 understands how behavior affects
school and family relationships 5. How can I cooperate and get along with others?

3-5.CSE.1.2.4 develops an appreciation of individual 6. How can I show respect for another’s perspective?
and cultural differences
Essential Learning Tasks Assessment Tasks
3-5.CSE.1.2.5 learns that cooperation takes thought • Understands and uses I-messages • Exit slips
and planning • Demonstrates ability to reflect on feelings • EPR
• Demonstrates effective communication skills • Task completion
3-5.CSE.1.2.6 demonstrates self-management/self- • KAHOOT
regulation in the ability to consider another’s Critical Vocabulary: • Journal/self-reflection
perspective 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 . . .
Essential Questions: Recommended Resources:
3-5.CSE.1.3.1 recognizes a broader spectrum of 1. What are different intensities of the four core feelings (happy, • Stress triggers for school
emotions • Conscious Discipline
angry, sad, and scared)? • Rachel’s Challenge
3-5.CSE.1.3.2 consider the differences of emotions 2. How can I show consideration for another’s feelings? • Do2Learn.com
people experience 3. How can I respond in a caring way? • Relaxation techniques
4. How do I work in a group with people different from me? • Bully Prevention curriculum
3-5.CSE.1.3.3 initiates a caring response • Feelings scale
Essential Learning Tasks: • Social mapping templates
3-5.CSE.1.3.4 demonstrates necessary skills to • Knows appropriate responses to a variety of feeling levels
participate in diverse groups • 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.

Grades 3-5 Elementary Counseling Curriculum

Social and Emotional Development

Standard 2: The student will make decisions, set goals, and take Benchmark 1: The student will acquire knowledge and skills to make

necessary action to achieve goals. decisions and set goals.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. Why is it important to set goals? • Decision-making model
3-5.CSE.2.1.1 learns the importance of setting goals • If/Then statements
2. How are choices and consequences related? • Rachel’s Challenge
3-5.CSE.2.1.2 recognizes the relationship between 3. How can I use the decision-making and problem-solving model? • Bully Prevention curriculum
choices and consequences • Classroom Guidance Games
4. Who or what can I utilize to help me solve problems and make • Conscious Discipline conflict-resolution time
decisions?
machine
3-5.CSE.2.1.3 learns and uses a decision-making and Essential Learning Tasks:
problem-solving model • Sets & reflects upon an academic and/or social goal Assessment Tasks
• Exit slips
3-5.CSE.2.1.4 identifies resources to solve problems Critical Vocabulary: • EPR
and make decisions Short-term goal, long-term goal, choices, consequences, resources • Task completion
• Journal/self-reflection

4 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 Benchmark 1: The student will acquire personal safety skills and
Standard 3: The student will understand personal safety skills. demonstrate digital citizenship.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. What is the difference between bullying and conflict? • Bullying prevention curriculum
3-5.CSE.3.1.1 recognizes the difference between • Sunflower House
bullying and conflict 2. What are ways I can refuse unsafe situations? • CLA curriculum
3. CLA curriculum • Administrator (Code of Conduct)
3-5.CSE.3.1.2 recognizes and applies refusal skills
4. How do directions, rules, and laws keep me and others safe?
5. CLA curriculum

3-5.CSE.3.1.3 explores problems associated with the Essential Learning Tasks: Assessment Tasks
use of personal information (CLA) • Exit slips
• Knows 3 R’s (Recognize, Refuse & Report) • EPR
3-5.CSE.3.1.4 recognizes the relationship between • Understands the definition and identify consequences of bullying • Task completion
directions, rules, laws and personal and school safety • KAHOOT
behavior • Journal/self-reflection
3-5.CSE.3.1.5 reports incidents of unsafe use of • Pre/Post tests
personal information (CLA) • Identifies the 4 types of abuses (physical, emotional, sexual &
neglect)

Critical Vocabulary:
Bullying, conflict, assertiveness, reporting, tattling, personal safety,

digital citizenship

5 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 3: The student will understand personal safety issues and Benchmark 2: The student will acquire skills to ensure health and

skills. well-being.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
Essential Questions: Recommended Resources:
3-5.CSE.3.2.1 identifies and demonstrates healthy 1. What are examples of healthy and unhealthy choices? • PE curriculum
and unhealthy choices (PE) • Sunflower House
2. How do I practice self-discipline and self-control in making healthy • Relaxation techniques
3-5.CSE.3.2.2 develops and practices self-discipline choices?
and self-control
3. What is the difference between healthy and unhealthy risk-taking?
3-5.CSE.3.2.3 identifies risk-taking behaviors and
understands consequences Essential Learning Tasks: Assessment Tasks
• Lists examples of healthy and unhealthy choices • Exit slips
• EPR
• Maintains self-control • Task completion
• KAHOOT
• Lists examples of risk-taking behaviors and possible • Journal/self-reflection
consequences • Pre/Post tests

• Recognizes refusal-avoidance skills

Critical Vocabulary:

Self-discipline, self-control, risk-taking, healthy and unhealthy choices,
consequences

6 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

Academic Development
Standard 1: The student will acquire the attitudes, knowledge and skills Benchmark 1: The student will demonstrate academic self-confidence
that contribute to effective learning in school and across the life span. and skills and attitudes to enhance learning.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. How can I demonstrate critical thinking skills? • Making the Link resources
3-5.CAD.1.1.1 demonstrates critical thinking skills to • Wilma Unlimited book
make informed decisions that promote academic 2. What are academic goals? • Winners Never Quit by Mia Hamm
success 3. What are challenges to my learning? • Salt in His Shoes by Deloris Jordan

3-5.CAD.1.1.2 identifies short- and long-term 4. What makes me successful? Assessment Tasks
academic goals 5. How do I show self-confidence? • Exit slips
• EPR
6. How do I show perseverance? • Task completion
• KAHOOT
3-5.CAD.1.1.3 accepts challenges as essential to the Essential Learning Tasks: • Journal/self-reflection
learning process • Identifies strengths and challenges in their learning • Pre/Post tests
• Is able to set academic goals
3-5.CAD.1.1.4 identifies use of time management, • Understands characteristics that contribute to school success
organization and study skills necessary for academic • Identifies skills for achieving school success
success

3-5.CAD.1.1.5 demonstrates a personal trust, sense of Critical Vocabulary:
belonging and self-confidence in achieving high-quality perseverance, strategies, skills, goals, self-confidence, positive
results and outcomes
attitude, success

3-5.CAD.1.1.6 demonstrates positive attitude and
perseverance toward work and learning

7 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

Academic Development
Standard 1: The student will acquire the attitudes, knowledge and skills Benchmark 2: The student will achieve school success.
that contribute to effective learning in school and across the life span.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. Why is learning important? • Making the Link resources
3-5.CAD.1.2.1 demonstrates critical thinking that 2. What skills are important for learning? • Tyler Tames the Testing Tiger
includes skills in consideration of accuracy, relevance 3. Why is effort important in learning? • Testing Miss Malarkey
and significance in learning situations 4. Why is it important to be at school? • Thank You Mr. Faulkner
5. What are the learning strategies that work best for me?
3-5.CAD.1.2.2 demonstrates independent, cooperative 6. How do I ask for help? Assessment Tasks
and collaborative skills to complete academic tasks 7. How do I show perseverance? • Exit slips
• EPR
3-5.CAD.1.2.3 recognizes the importance of effort and Essential Learning Tasks: • Task completion
persistence to promote academic success • Demonstrates basic learning and test-taking strategies • KAHOOT
• Demonstrates understanding of critical thinking skills • Journal/self-reflection
3-5.CAD.1.2.4 recognizes the importance of regular • Utilizes strategies to handle testing anxiety • Pre/Post tests
school attendance • Utilizes effective communication skills

3-5.CAD.1.2.5 practices effective learning and test- Critical Vocabulary:
taking strategies Critical thinking, persistence, perseverance, strategies, testing anxiety,
attendance
3-5.CAD.1.2.6 recognizes the importance of effort and
persistence to achieve academic success

3-5.CAD.1.2.7 uses appropriate communication skills
to seek assistance

3-5.CAD.1.2.8 actively engages in challenging
coursework.

8 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

Academic Development

Standard 2: The student will complete school with the academic Benchmark 1: The student will plan to achieve goals for lifelong

preparation to choose from post-secondary options. learning.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
3-5.CAD.2.1.1 practices setting short- and long-term Essential Questions: Recommended Resources:
academic goals 1. How do I set academic goals? • Making the Link resources
3-5.CAD.2.1.2 demonstrates self-assessment skills 2. How can I reflect on my learning?
Assessment Tasks
Essential Learning Tasks: • Exit slips
• Sets & reflects on academic goals • EPR
• Task completion
Critical Vocabulary: • KAHOOT
goals, self-assessment • Journal/self-reflection
• Pre/Post tests

9 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

Academic Development
Standard 3: The student will understand the relationship of academics Benchmark 1: The student will relate school to life experience.
to life skills and college and career readiness

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
Essential Questions: Recommended Resources:
3-5.CAD.3.1.1 use academic skills to balance home, 1. How can I balance my time? • Making the Link resources
school and community activities 2. How do I use life skills effectively across all areas of my life? • District middle school transition lessons
3. How do I show responsibility for my educational success?
3-5.CAD.3.1.2 applies life skills in the home, school 4. How can I be flexible with school responsibilities? (minimum 2)
and community • Study skills activities

3-5.CAD.3.1.3 demonstrates individual responsibility Essential Learning Tasks: Assessment Tasks
for educational tasks and skills • Completes transition activites for grade 5 to middle school. • Exit slips
• Demonstrates knowledge of strategies to help them manage time • EPR
3-5.CAD.3.1.4 manages transitions and adapts to • Task completion
changing academic situations and responsibilities and complete tasks • KAHOOT
• Journal/self-reflection
Critical Vocabulary: • Pre/Post tests
Balance, community, life skills, transitions, flexibility, time
management

10 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

Career Development
Standard 1: The student will acquire the skills to investigate careers in Benchmark 1: The students will develop career awareness.
relation to knowledge of self and to make informed career decisions.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. How are my interests related to careers? • Making the Link resources
3-5.CCD.1.1.1 develops awareness of career interests 2. What are non-traditional occupations and stereotypes? • Classroom Guidance Games
and related occupations 3. What are the life roles people play?
4. Why is work important? Assessment Tasks
3-5.CCD.1.1.2 develops awareness of non-traditional • Exit slips
occupations and stereotypes Essential Learning Tasks: • EPR
• Has an awareness of the multitude of jobs available • Task completion
3-5.CCD.1.1.3 recognizes and describes the various • Identifies career stereotypes and non-traditional occupations • KAHOOT
life roles people play • Journal/self-reflection
• Pre/Post tests
3-5.CCD.1.1.4 recognizes that all work has value

Critical Vocabulary:
Non-traditional occupations, stereotypes, life role, career

11 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

Career Development
Standard 1: The student will acquire the skills to investigate careers in Benchmark 2: The students will develop employment readiness.
relation to knowledge of self and to make informed career decisions.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. What are the skills needed for employment readiness? • Making the Link resources
3-5.CCD.1.2.1 makes informed decisions, solves
problems and sets goals Essential Learning Tasks: Assessment Tasks
• Makes connections with daily work habits and employment • Exit slips
3-5.CCD.1.2.2 demonstrates cooperative work habits • EPR
readiness. • Task completion
3-5.CCD.1.2.3 demonstrates being a positive team • KAHOOT
member Critical Vocabulary: • Journal/self-reflection
Employment readiness, cooperation, decision-making, work habits, • Pre/Post tests
3-5.CCD.1.2.4 demonstrates effective communication team member, communication
skills

3-5.CCD.1.2.5 identifies, describes and recognizes
consequences of decisions

12 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

Career Development
Standard 2: The student will employ strategies to achieve future career Benchmark 1: The student will acquire career information.
goals with success and satisfaction.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. Using what I know about myself, can I identify a career that is of • Making the Link resources
3-5.CCD.2.1.1 identifies career fields • Interest inventories
interest to me? • Classroom Guidance Games
3-5.CCD.2.1.2 describes business and industry in the
community and its contribution. Essential Learning Tasks: Assessment Tasks
• Displays basic knowledge of career fields • Exit slips
• EPR
Critical Vocabulary: • Task completion
career fields, interest inventory, community • KAHOOT
• Journal/self-reflection
• Pre/Post tests

13 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

Career Development
Standard 2: The student will employ strategies to achieve future career Benchmark 2: The student will identify career goals.
goals with success and satisfaction.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
3-5.CCD.2.2.1 identifies challenging goals Essential Questions: Recommended Resources:
3-5.CCD.2.2.2 develops plan to achieve goals 1. What makes a goal challenging? • Making the Link resources
2. How do I develop a plan to achieve my career goals?
Assessment Tasks
Essential Learning Tasks: • Exit slips
• Makes plans for career goals • EPR
• Task completion
Critical Vocabulary: • KAHOOT
goal, career • Journal/self-reflection
• Pre/Post tests

14 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

Career Development

Standard 3: The student will understand the relationship between Benchmark 1: The student will acquire knowledge to achieve career

personal qualities, education, training, and career success. goals.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance

The student . . . Essential Questions: Recommended Resources:
1. What talents do you have? • You Can Be Anything by Charles Schultz
K-2.CCD.3.1.1 identifies personal skills and talent 2. How do you show responsibility now? How do you plan to show • LMNO Peas by Keith Baker
• Whose Tools are These? by Sharon Katz
K-2.CCD.3.1.2 describes work tasks, roles, and responsibility in the future?
responsibilities 3. What skills make good workers? Cooper
• Whose Vehicle is This? by Sharon Katz
K-2.CCD.3.1.3 describes the characteristics and habits Essential Learning Tasks
of a good worker • Is able to identify skills of self and others Cooper
• Is able to describe work tasks, roles and responsibilities • What Shoes Will You Wear by Julia Cook
K-2.CCD.3.1.4 describes home and school • Is able to describe the characteristics and habits of a good • When I Grow Up by Al Yankovic
responsibilities. • Classrooom Guidance Games
worker. •
• Is able to identify jobs at school and home.
Assessment Tasks
Critical Vocabulary: chores, characteristics, responsibilities • Pretest/Posttest
• Exit Slips
• EPR
• KAHOOTS
• Journal or written responses

15 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

Career Development
Standard 3: The student will understand the relationship between Benchmark 2: The student will apply skills to achieve career goals.
personal qualities, education, training, and career success.

Indicators Implementation of Content and Learning Resources and Assessed
Experiences Performance
The student . . .
K-2.CCD.3.2.1 develops good work habits Essential Questions: Recommended Resources:
K-2.CCD.3.2.2 develops interpersonal skills 1. How can we practice good work habits at school? • You Can Be Anything by Charles Schultz
K-2.CCD.3.2.3 develops teamwork skills 2. Why is it important to practice cooperation skills? • LMNO Peas by Keith Baker
3. What makes good teamwork? • Whose Tools are These? by Sharon Katz

Essential Learning Tasks Cooper
• Is able to describe good work habits • Whose Vehicle is This? by Sharon Katz
• Is able to improve on interpersonal skills
• Is able to work together Cooper
• What Shoes Will You Wear by Julia Cook
• When I Grow Up by Al Yankovic
• Classrooom Guidance Games

Critical Vocabulary: teamwork, cooperation, good work habits

Assessment Tasks
• Pretest/Posttest
• Exit Slips
• EPR
• KAHOOTS
• Journal or written responses

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



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