Course Description
The Elementary Counseling Curriculum is organized by monthly themes and reinforced in collaboration with all teachers through the daily SEAD lessons. The School Counseling Curriculum provides instruction in a developmentally appropriate manner related to the knowledge, skills, and attitudes students need to achieve academic success, college and career readiness, and social, emotional development throughout the elementary school years. Wherever appropriate, the counseling standards and curriculum are integrated across all curricular areas in order to support the development of the whole child.
Lessons are founded on building relationships and community with in school environments. Three signature practices are included in the monthly theme to build connection and engagement (welcoming ritual, engaging practice, and optimistic closure)
Monthly themes are as follows:
September: Ready to Learn
October: Responsible Citizenship/Bully Prevention
November: Growth Mindset
December: Giving With Gratitude
January: Emotion Management
February: Empathy/Kindness
March: Conflict Resolution/Problem Solving
April: Linking School to the Future
May/June: Finish Strong/Perseverance
Core Curriculum Content Standards
Career Education and Work (2002)
Career Awareness and Preparation
GRADE 3
- Recognize that individuals have unique interests.(13.1.3.A)
- Identify current personal interests.(13.1.3.B)
- Recognize that the roles of individuals at home, in the workplace and in the community are constantly changing.(13.1.3.C)
- Identify the range of jobs available in the community(13.1.3.D)
- Describe the work done by school personnel and other individuals in the community(13.1.3.E)
- Explore how people prepare for careers.(13.1.3.F)
- Explain why education and training plans are important to careers.(13.1.3.G)
- Explain how workers in their careers use what is learned in the classroom.(13.1.3.H)
Career Acquisition (Getting a Job)
GRADE 3
- Identify appropriate speaking and listening techniques used in conversation.(13.2.3.A)
- Discuss resources available in researching job opportunities, such as, but not limited to: -Internet -Magazines -Newspapers(13.2.3.B)
- Compose a personal letter.(13.2.3.C)
- Identify the importance of developing a plan for the future.(13.2.3.D)
- Discuss the importance of the essential workplace skills, such as, but not limited to: -Dependability -Health/safety -Team building -Technology(13.2.3.E)
Career Retention and Advancement
GRADE 3
- Identify attitudes and work habits that contribute to success at home and school.(13.3.3.A)
- Identify how to cooperate at both home and school.(13.3.3.B)
- Explain effective group interaction terms, such as, but not limited to: -Compliment -Cooperate -Encourage -Participate(13.3.3.C)
- Explain how money is used.(13.3.3.D)
- Discuss how time is used at both home and school.(13.3.3.E)
- Identify the changes in family and friend's roles at home, at school and in the community.(13.3.3.F)
- Define and describe the importance of lifelong learning.(13.3.3.G)
Entrepreneurship
GRADE 3
- Define entrepreneurship.(13.4.3.A)
- Describe the character traits of successful entrepreneurs, such as, but not limited to: -Adaptability -Creative thinking -Ethical behavior -Leadership -Positive attitude -Risk-taking(13.4.3.B)
- Describe age-appropriate entrepreneurial opportunities, such as, but not limited to: -Bake sale -Crafts -Lemonade stand -Pet care(13.4.3.C)
Student Interpersonal Skills (2012)
Self-Awareness and Self-Management
GRADES 1-5
- Examine the impact of emotions and responses on view of self and interactions with others.(16.1.5.A)
- Understand the impact of personal traits on relationships and school achievement.(16.1.5.B)
- Identity adverse situations which all people encounter and healthy ways to address.(16.1.5.C)
Establishing and Maintaining Relationships
GRADES 1-5
- Establish relationships that are positive and supportive of others.(16.2.5.A)
- Recognize and tolerate the uniqueness of all people in all situations.(16.2.5.B)
- Explain the impact of communication on interactions with others.(16.2.5.C)
- Identify and apply appropriate ways to resolve conflict.(16.2.5.D)
- Determine who, when, where, or how to seek help for solving problems.(16.2.5.E)
Decision Making and Responsible Behavior
GRADES 1-5
- Recognize that there are consequences for every decision which are the responsibility of the decision maker.(16.3.5.A)
- Actively engage in creating an environment that encourages healthy relationships.(16.3.5.C)
ASCA Mindsets & Behaviors for Student Success (2014)
Mindset Standards
- Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being(ASCA-MB.1:1)
- Self-confidence in ability to succeed(ASCA-MB.1:2)
- Sense of belonging in the school environment(ASCA-MB.1:3)
- Understanding that postsecondary education and life-long learning are necessary for long-term career success(ASCA-MB.1:4)
- Belief in using abilities to their fullest to achieve high-quality results and outcomes(ASCA-MB.1:5)
- Positive attitude toward work and learning(ASCA-MB.1:6)
Behavior Standards
- Learning Strategies(ASCA-MB.2:LS)
- Use time-management, organizational and study skills(ASCA-MB.2:LS.3)
- Apply self-motivation and self-direction to learning(ASCA-MB.2:LS.4)
- Apply media and technology skills(ASCA-MB.2:LS.5)
- Identify long- and short-term academic, career and social/emotional goals(ASCA-MB.2:LS.7)
- Gather evidence and consider multiple perspectives to make informed decisions(ASCA-MB.2:LS.9)
- Participate in enrichment and extracurricular activities(ASCA-MB.2:LS.10)
- Self-Management Skills(ASCA-MB.2:SMS)
- Demonstrate ability to assume responsibility(ASCA-MB.2:SMS.1)
- Demonstrate self-discipline and self-control(ASCA-MB.2:SMS.2)
- Demonstrate ability to work independently(ASCA-MB.2:SMS.3)
- Demonstrate ability to delay immediate gratification for long-term rewards(ASCA-MB.2:SMS.4)
- Demonstrate ability to overcome barriers to learning(ASCA-MB.2:SMS.6)
- Demonstrate effective coping skills when faced with a problem(ASCA-MB.2:SMS.7)
- Demonstrate the ability to balance school, home and community activities(ASCA-MB.2:SMS.8)
- Demonstrate personal safety skills(ASCA-MB.2:SMS.9)
- Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities(ASCA-MB.2:SMS.10)
- Social Skills(ASCA-MB.2:SS)
- Use effective oral and written communication skills and listening skills(ASCA-MB.2:SS.1)
- Create positive and supportive relationships with other students(ASCA-MB.2:SS.2)
- Create relationships with adults that support success(ASCA-MB.2:SS.3)
- Demonstrate empathy(ASCA-MB.2:SS.4)
- Demonstrate ethical decision-making and social responsibility(ASCA-MB.2:SS.5)
- Use effective collaboration and cooperation skills(ASCA-MB.2:SS.6)
- Use leadership and teamwork skills to work effectively in diverse teams(ASCA-MB.2:SS.7)
- Demonstrate advocacy skills and ability to assert self, when necessary(ASCA-MB.2:SS.8)
- Demonstrate social maturity and behaviors appropriate to the situation and environment(ASCA-MB.2:SS.9)
Units
Unit #1 - Academic Development 3-4
Unit #2 - Social Emotional Development 3-4
Unit #3 - Career Readiness 3-4
Unit #4 - Grade 3 SEAD Time (September to May/June Monthly Themes)
Unit #5 - Grade 4 SEAD Time (September to May/June Monthly Themes)
Course Resources
Second Step by Committee for Children
XELLO (Career Readiness Platform)
SEAD 3 Month at a Glance (Daily SEAD time focused on monthly theme, EQ, welcoming ritual, engaging practice, and optimistic closure)
SEAD 4 Month at a Glance (Daily SEAD time focused on monthly theme, EQ, welcoming ritual, engaging practice, and optimistic closure)
K-6 Resources
K-6 SEAD Specials and Special Populations
