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The guidance curriculum for the Sidney Public Schools is a comprehensive, preventative and proactive document which states the districts mission statement, philosophy, and vision statement, as well as those content standards that are recognized by the Sidney Public Schools and that also meet state and federal standards for school guidance programs. The document is developmental in design and coordinated and delivered by school counselors and other educators. This guidance curriculum is designed to facilitate the systematic delivery of activities to every student consistent with the school program’s statements of philosophy, goals and student benchmarks and articulates the counselors’ responsibilities include planning, designing, implementing, and evaluating the guidance curriculum.

Sidney Public Schools200 3rd Avenue South East

Sidney, Montana 59270

406-433-4080-Administration406-433-5501-Westside

406-433-4050-Middle School406-433-2330-High School

(fax) 406-433-4358-Administration(fax) 406-433-9186-Westside

(fax) 406-433-4052-Middle School(fax) 406-433-2481-High School

TABLE OF CONTENTS

Part I: Guidance Curriculum and Content Standards ------------------------------------------------- iii-x

District Mission, Philosophy, and School Vision Statement ------------------------------------------------ ivPreface -------------------------------------------------------------------------------------------------------------- v-viIntroduction, Content Standards, and Proficiency Level ---------------------------------------------------- vi-x

Part II: Curriculum Alignment K-12 ------------------------------------------------------------------------ 1 – 8

Content Standard 1 ------------------------------------------------------------------------------------------------ 1Content Standard 2 ------------------------------------------------------------------------------------------------ 2Content Standard 3 ------------------------------------------------------------------------------------------------ 3Content Standard 4 ------------------------------------------------------------------------------------------------ 4Content Standard 5 ------------------------------------------------------------------------------------------------ 5Content Standard 6 ------------------------------------------------------------------------------------------------ 6-7Content Standard 7 ------------------------------------------------------------------------------------------------ 8-9Content Standard 8 ------------------------------------------------------------------------------------------------ 10

Part III: Curriculum Pacing K-12 ---------------------------------------------------------------------------- 11 – 174

Kindergarten -------------------------------------------------------------------------------------------------------- 11-21Pre-First-------------------------------------------------------------------------------------------------------------- 22-31First Grade----------------------------------------------------------------------------------------------------------- 32-42Second Grade-------------------------------------------------------------------------------------------------------- 43-52Third Grade---------------------------------------------------------------------------------------------------------- 53-62Fourth Grade--------------------------------------------------------------------------------------------------------- 63-76Fifth Grade----------------------------------------------------------------------------------------------------------- 77-92Sixth-Eighth Grade-------------------------------------------------------------------------------------------------- 93-106Ninth-Twelfth Grade------------------------------------------------------------------------------------------------ 107-174

Part IV: Native American Issues in Counseling-------------------------------------------------------------

Part V: Appendices-----------------------------------------------------------------------------------------------

Montana School Counseling Program Standards---------------------------------------------------------------- Appendix ABenefits of Sidney Public Schools Counseling Program-------------------------------------------------------- Appendix BUse of time for Sidney Public Schools Comprehensive Counseling Program------------------------------- Appendix CK-12 Achievement Testing------------------------------------------------------------------------------------------ Appendix DCrisis Management Plan Sidney Public Schools Counseling Program---------------------------------------- Appendix ETen-Year Guidance Plan------------------------------------------------------------------------------------------------ Appendix FSidney Public Schools Curriculum Areas that need to be addressed------------------------------------------- Appendix G

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Guidance Curriculum and Content for Grades K-12

I. Mission Statement—Sidney Public Schools

The mission of the Sidney Public Schools is to encourage and create an atmosphere wherein each learner has the opportunity to actualize his/her full potential.

II. Educational Philosophy, Objectives and Goals—Sidney Public Schools

The District’s educational program will seek to provide an opportunity for each child to develop to his or her maximum potential. The objectives for the education program are:

To stimulate intellectual growth and curiosity;

To provide fundamental career concepts and skills;

To help the student develop sensitivity to the needs and values of others and a respect for individual and group differences; and,

To develop an awareness of and appreciation for cultural diversity.

The administrative staff is responsible for apprising the Board of the educational program’s current and future status.

The primary purpose of schooling is transmission of knowledge and culture through which students learn in areas necessary to their continuing development and entry into the world of work. The Board gives a priority in the allocation of resources, including funds, time, personnel and facilities, to fulfilling this purpose.

III. Sidney Public School--Vision Statement

The vision of the Guidance and Counseling department of Sidney Public Schools is to provide student services that

enable each student to be objective and realistic as he or she seeks self-understanding and self-development and to share

in the responsibility of helping young people become contributing citizens.

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IV. PREFACE

The primary aim of this curriculum document is to establish content coverage and a plan for instructional delivery and assessment that is designed to meet the needs of students throughout various developmental stages. As reported in recent literature school counseling has focused on the need for new directions for school counseling programs and redefined roles for school counselors (Baker 1996; Fitch, Newby, and Ballestero 2001; Perusse, Goodnough, and Noel 2001; Schmidt 1999). However since the supplement to the High School and Beyond Longitudinal Study (HS&B), no national data have been collected to describe guidance programs and activities. To help address this lack of current information, the National Center for Education Statistics (NCES) conducted a survey on high school guidance counseling in the spring of 2002 for the Office of Vocational and Adult Education, U.S. Department of Education. The summary presents highlights of findings for all public school counseling programs and emphasizes the four main counseling goals:

Helping students with their academic achievement; Helping students plan and prepare for postsecondary schooling; Helping students with personal growth and development’ Helping students plan and prepare for their work roles after high school.

The effectiveness of guidance and counseling education is dependent upon the quality of services received, the comprehensiveness of curriculum, prevalent parental involvement, and community/administrative support. Effective guidance and counseling education programs result in the development of knowledge and skills that impart specific skills and learning opportunities in a proactive, preventative manner, ensuring all students can achieve school success through academic, career, and personal/social development experiences. Consequently, all educators are central to the vision developed by the guidance and counseling curriculum committee.

The guidance curriculum component consists of a written document that is comprehensive in scope, preventative and proactive, developmental in design, coordinated and delivered by school counselors and other educators. Guidance curriculum is designed to facilitate the systematic delivery of activities to every student consistent with the school program’s statements of philosophy, goals and student benchmarks. The counselor’s responsibilities include planning, designing, implementing, and evaluating the guidance curriculum. The curriculum needs a clear explanation of the scope and sequence of units of instruction and includes standards and benchmarks for each grade level. Guidance curriculum and the related benchmarks are documented in writing and are based on the assessment of the student population. The knowledge, skills and attitudes are taught using a variety of activities and materials. Student mastery of these benchmarks is assessed by participation in the Montana Youth Behavior Survey, Follow-up studies, ACT assessment data, and the School Climate Survey. Delivery is typically provided through classroom instruction; small group discussions; presentations to parents and guardians; assemblies; and collaborative activities with teachers, support personnel, and other qualified educators.

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The curriculum committee with the assistance of educators throughout the district endeavors to help students acquire the knowledge and skills that lead to life-long development in the areas of academic, career and personal/social development. A special note of thank you to:

Linda Clark--Counselor/Educator Loretta Thiel--Counselor/EducatorGail Gilbertson--Counselor/Educator Thom Barnhart--Counselor/EducatorK-12 Teaching Staff Bill Nankivel--Curriculum Director

Gary Arnold--Curriculum Director

“If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future.

For what is the use of transmitting knowledge if the individual's total development lags behind?”

- Maria Montessori

V. INTRODUCTION

Development of this document was based on the Montana School Accreditation Standards (2001) and the ASCA national standards for school counseling programs. Classroom curriculum, as defined by Marzano (2003), is the “sequencing and pacing of content along with the experiences students have with that content” (p. 106). Breakdowns in student learning are more often the result of poor alignment and sequencing of content. Phase I of the curriculum design process focused on alignment of grade level content with the grade level content standards. Phase II of this project focused on curriculum pacing, the development of standardized guides for the delivery and assessment of content. Phase III involves the implementation and refining of this document by K-12 teachers.

The Montana School Counseling Program facilitates student development in three domains to promote and enhance the learning process. Standards for each domain provide guidance and direction for developing an effective program. Student indicators describe specific knowledge, attitudes, and skills students obtain. The domains are broad developmental areas that include standards and benchmarks which promote behaviors that enhance learning for all students. These three domains are interrelated and interact. The three domains of student development are:

Academic Career development Personal/social development

Each of these areas of student development encompasses a variety of desired student learning standards, which in turn are composed of benchmarks of specific knowledge, attitudes, and skills (see appendix). The program reflects a progression of student development through the K-12 sequence.

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School counselors utilize a variety of strategies, activities, delivery methods, and resources to promote the desired student development.

Montana has defined standards and benchmarks in all subject areas. Standards and benchmarks may be accessed at www.metnet.state.mt.us or at www.opi.state.mt.us standards of accreditation chapter 55-22. Established content standards describe what a student should know and be able to do upon graduation. In essence, students must achieve a level of subject matter competence with respect to academic, career, and personal/social issues. Unlike core content areas, there are no state mandated tests for guidance and counseling.

In the absence of state mandated measures designed to determine proficiency levels for students in guidance and counseling, educators will rely primarily on authentic forms of assessment and traditional assessment forms to determine proficiency levels. Traditional assessments generally refer to post-secondary graduation surveys and five year follow-up surveys. Authentic assessment typically includes a performance task for the student and application of information in a real-world setting as well as applying social rubrics by which the student’s performance is evaluated.

To satisfy the requirements of Guidance and Counseling standards, a student must:

Content Standard 1—acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span (Academic Standard A):

o Improve Academic Self-Concepto Acquire Skills for Improving Learningo Achieve School Success

Content Standard 2—complete school with the academic preparation essential to choose from a

wide range of substantial postsecondary options, including college (Academic Standard B):o Improve learningo Plan to achieve goals

Content Standard 3—acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions (Career Development Standard A):

o Develop career awareness and employment readinesso Apply acquired skills in making post secondary education decisions

Content Standard 4—employ strategies to achieve future career success and satisfaction (Career Development Standard B):

o Acquire career informationo Identify career goals

Content Standard 5—understand the relationship among personal qualities, education and training, and the world of work (Career Development Standard C):

o Acquire knowledge to achieve career goalso Apply skills to achieve career goals

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http://www.opi.state.mt.us/

http://www.metnet.state.mt.us/

Content Standard 6—acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others (Personal/Social Development Standard A):

o Acquire self-knowledge and interpersonal skillso Apply self-knowledge and interpersonal skills with respect to self and others

Content Standard 7-make decisions, set goals, and take necessary actions to achievegoals (Personal/Social Development Standard B):

o Self-knowledge application

Content Standard 8-understand safety and survival skills (Personal/Social Developmental Standard B):

o Acquire personal safety skillso Apply acquired skills to personal safety and survival needs

With respect to proficiency levels for grades K-5, 6-8, and 9-12, all teachers should endeavor to reach most proficient level of performance with all students. The levels for grades K-5, 6-8, and 9-12 are as follows.

Proficient level of performance standards for the end of grade 5 (1) A fifth grade student at the proficient level in Educational Competency demonstrates:

a. An awareness of the educational environment and process within schoolb. A positive and purposeful attitude towards school andc. Develop an awareness and appreciation of learning and how attitude and behavior affect

learning.

Proficient level of performance standards for the end of grade 8 (1) An eighth grade student at the proficient level in Educational Competency demonstrates:

a. Knowledge of the requirements for entrance to high schoolb. Ability to incorporate strategies that enhance learningc. Add to repertoire of responsible behaviorsd. Knowledge of the impact of attitude and behavior on learning

Proficient level of performance standards for the end of grade 12 (1) A twelfth grade student at the proficient level in Educational Competency demonstrates:

a. An understanding of graduation requirementsb. An application of strategies that complement individual learning stylesc. An acceptance or responsibility for one’s own decisions and actions.

Proficient level of performance standards for the end of grade 5 (1) A fifth grade student at the proficient level in Personal/Social Competency demonstrates:

a. An ability to identify individual characteristics and personal strengths and limitationsb. Develop coping skills for dealing with negative experiences

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c. An understanding of how feelings can be expressed in socially acceptable waysd. An understanding that feelings are expressed through tone of voice, facial expression, and

body movemente. A distinction between socially acceptable and socially unacceptable behavior.f. Respect for the rights of others

Proficient level of performance standards for the end of grade 8 (1) An eighth grade student at the proficient level in Personal/Social Competency demonstrates:

a. a recognition of self-defeating and self-enhancing behaviorsb. a recognition of the importance of good self-esteemc. a utilization of anger management skillsd. an ability to respond to feelings appropriately in both verbal and non-verbal communicatione. an ability to distinguish between positive and negative ways to handle peer pressure

Proficient level of performance standards for the end of grade 12 (1) A twelfth grade student at the proficient level in Personal/Social Competency demonstrates:

a. an understanding of how strengths and limitations related to goal achievementb. an understanding of the relationship between unexpressed feelings and physical healthc. self-control in dealing with interpersonal conflictsd. respect for diversity and equity

Proficient level of performance standards for the end of grade 5 (1) A fifth grade student at the proficient level in Career Exploration Competency demonstrates:

a. an ability to identify hobbies, interests and personal skills related to world of workb. an awareness of the value of workc. an ability to identify several broad career interest areas based on interests and personal

strengths.

Proficient level of performance standards for the end of grade 8 (1) An eighth grade student at the proficient level in Career Exploration Competency demonstrates:

a. an ability to identify the advantages and disadvantages of certain careersb. a knowledge of how continued education will better prepare one for the futurec. a knowledge of the stereotypes and biases associated with certain careers

Proficient level of performance standards for the end of grade 12 (1) A twelfth grade student at the proficient level in Career Exploration Competency demonstrates:

a. how individual characteristics relate to achieving personal, social, educational, and career goals

b. how skills developed in school are transferable to a variety of work settingsc. knowledge of non-traditional careersd. positive attitudes, behaviors and skills needed to obtain and maintain a full or part time job.

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The development of healthy behaviors throughout the K-12 education program is supported by other content areas and district programs including social science education, family and consumer science education, PE and health, English and extracurricular programs. Effective programs seek to infuse academic, career and personal growth enhancement education in other content areas because of limitations associated with instructional time available and funding available. Consequently, the academic, career and personal/social development of each child is best served when teachers, parents and the community works together to promote:

Community healthConsumer healthEnvironmental healthPersonal health and fitnessFamily life educationSafety and injury preventionPrevention of substance use and abuseGrowth and development Academic successOccupational learning opportunities Value of education in children’s lives

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Sidney Public Schools—K-12 Standards for GuidanceContent Standard 1—Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. (Academic Standard A) Students will:

K-5 6-8 9-12Benchmark 1-Understand self as a learner.

Discover and utilize one’s own learning style

Use mistakes as a vehicle for academic growth

Incorporate strategies that enhance learning

Personalize learning strategies

Continue to incorporate strategies that enhance learning

Apply strategies that complement individual learning style

Benchmark 2-Demonstrate Responsibility as a learner Describe responsibilities of an

effective student Demonstrate ways to perform specific

tasks independently and/or cooperatively

Develop an awareness and appreciation of learning and how attitude and behavior affect learning

Add to repertoire of responsible behaviors

Acknowledge responsibility for one’s own decisions and actions

Understand how one’s behavior impacts outcomes and consequences

Identify the impact of attitude and behavior on learning

Demonstrate responsibilities as a learner Consistently accept responsibility for one’s

own decisions and actions Show how one’s behavior impacts outcomes

and consequences Recognize and monitor attitude and behavior

as they affect lifelong learning

Guidance Curriculum K-12 Page 1

Sidney Public Schools—K-12 Standards for GuidanceContent Standard 2—Complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college. (Academic Standard B) Students will:

K-5 6-8 9-12Benchmark 1-Develop and educational plan.

Develop and awareness of the educational environment and processes within the school

Develop a positive and purposeful attitude towards school

Understand the academic requirements needed to complete middle school

Complete requirements for entrance to high school

Understand high school credit/competencies and graduation requirements

Select high school courses that meet individual goals and requirements

Understand how completing high school will offer better preparation for continuing education and entry-level jobs

Select courses that meet career/educational goals

Develop a four-year 9-12 educational plan Relate school achievement to

personal/professional interests Identify educational area(s) that could serve

as a leisure time activity or pursuit Describe the influence of human diversity and

equity on one’s educational planning process and the transition from school to work


Sidney Public Schools—K-12 Standards for GuidanceContent Standard 3— Acquire the skills to investigate the world-of-work in relation to knowledge of self and to make informed career decisions. (Career Development Standard A) Students will:

K-5 6-8 9-12Benchmark 1-Demonstrate the skills necessary to obtain, maintain, change, and create new employment opportunities

Identify positive attributes for school success- such as teamwork, attendance, dependability, initiative, and quality of work

Demonstrate positive attitudes towards school

Demonstrate positive attributes for school success such as teamwork, attendance, dependability, initiative, and quality of work

Identify a variety of career options

Identify appropriate choices during high school that will lead to marketable skills for entry-level employment or for advanced education

Demonstrate positive attitudes and behaviors toward work and show qualities needed to succeed in a job

Demonstrate positive attitudes, behaviors, and skills need to obtain and maintain a full or part time job.

Demonstrate knowledge and application of job search techniques

Explaining the concept of entrepreneurship and its relationship to career opportunities

Analyze motivating factors and roadblocks to obtaining employment


Sidney Public Schools—K-12 Standards for GuidanceContent Standard 4— Employ strategies to achieve future career success and satisfaction. (Career Development Standard B) Students will:

K-5 6-8 9-12Benchmark 1-Identify and use career and educational information and opportunities.

Identify jobs of family members and friends

Identify jobs and careers trends locally and around the world

Recognize and categorize whether jobs are based upon working with people, information or things

Identify stereotypes associated with certain jobs

Identify several broad career interest areas based on interests and personal strengths

Explore occupations related to ones’ broad career interest area

Describe how a changing economy and labor market affect and individual’s work opportunities and lifestyle

Discuss stereotypes and biases associated with certain jobs

Identify a career cluster based on interests and aptitudes

Research career opportunities that relate to interests and abilities

Integrate occupational resource information to individual and career plans

Identify and demonstrate knowledge of nontraditional careers

Describe the relationship between employment trends, one’s educational plan, and employment opportunities

Benchmark 2-Demonstrate career planning and career management skills. Recognize how people set and

achieve educational and career goals Classify career interests areas Demonstrate how to set and achieve

short-and-long term goals Identify the relationship between goal

setting and school success

Describe the importance of making plans for the future

Identify how to prepare for individual careers

Identify the career planning process and use a variety of resources for career planning

Identify educational levels required in one’s career interest area

Develop and maintain a personal planning portfolio

Explore broad career interest areas

Identify experiences that help define and clarify career interests (i.e. service-learning, leisure activities, etc)

Describe the lifelong process of career development

Describe stereotypes, biases, and discriminatory behaviors that may limit career opportunities

Develop a post-high school education/career plan and modify as needed

Identify what various institutions have to offer in areas of career choice and consider alternatives

Take required steps toward transitioning from high school to post-secondary education, advanced training programs, or the world of work

Sidney Public Schools—K-12 Standards for Guidance


Content Standard 5— Understand the relationship among personal qualities, education and training, and the world-of-work. (Career Development Standard C) Students will:

K-5 6-8 9-12Benchmark 1-Understand interests, strengths, preferences, and skills as they relate to career development.

Identify strengths and personal accomplishments

Identify hobbies, interests, and personal skills related to world of work

Complete career interest inventories and discuss results

Describe current skills, abilities, and interests

Describe how interests and abilities relate to career choices

Identify the advantages and disadvantages of certain careers

Complete learning styles inventory and discuss results

Research career opportunities that relate to interests, abilities, and lifestyle choices

Demonstrate how individual characteristics relate to achieving personal, social, educational, and career goals

Assess personal interests, strengths, and limitations as they apply to educational and planning goals

Benchmark 2-Understand the relationship between learning and the world of work. Develop an awareness of the value of

work Identify work ethics necessary for both

work and school success Identify how educational experiences

and activities relate to the world of work

Identify how the changing economy affects home and community

Identify how developing good work habits will prepare one’s self for educational endeavors and future careers

Explore and develop an educational plan related to a career interest area

Recognize how continued education will better prepare one for the future

Discuss and demonstrate how skills developed in school are transferable to a variety of work settings

Make educational plans and choices that will develop skills for employment and for further education

Review and revise a yearly plan of courses and school activities to enhance preparation for future education and career



Content Standard 6— Acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. (Personal/Social Development Standard A) Students will:

K-5 6-8 9-12Benchmark 1-Acquire and demonstrate self-awareness and self-acceptance.

Identify individual characteristics and personal strengths and limitations

Develop an appreciation of one’s cultural and ethnic heritage

Understand the benefits of focusing on strengths rather than limitations

Develop coping skills for dealing with negative experiences

Describe the physical, social, and emotional changes of growing up

Recognize self-defeating and self-enhancing behaviors

Understand the importance of good self-esteem

Understand the concept of multiple intelligence and be able to articulate one’s area of strength

Understand how strengths and limitations relate to goal achievement

Recognize and accept both strengths and limitations

Maintain a consistent positive self-regard in the presence of negative feedback

Benchmark 2-Identify and handle feelings appropriately. Identify the basic feelings of self and

others and understand it’s normal to experience all feelings

Observe that feelings are expressed through tone of voice, facial expressions, and body movements

Understand how feelings can be expressed in socially acceptable ways

Utilize a series of skill steps to manage a variety of emotions

Recognize that there is an interrelationship between thoughts, feelings, and behavior

Express and respond to feelings appropriately in both verbal and non-verbal communication

Recognize that there are different ways to express the same feelings

Understand and identify ambivalent feelings

Describe passive, aggressive, and assertive communication

Utilize anger management skills Understand the concept of

displaced anger and direct anger at its source

Be aware of congruence or lack of it between feelings and behavior in self and others

Understand the relationship between unexpressed feelings and physical health

Utilize a variety of ways to diffuse physiological anger

Demonstrate assertive communication

Benchmark 3-Understand and appreciate diversity. Define and understand the

components of culture Define and understand the

components of one’s own culture Appreciate the diversity of others

Recognize diversity among peers Describe the influence of culture

on personal, social, educational, and career choices

Describe the importance of diversity and equity

Demonstrate respect for diversity and equity



Content Standard 6— Acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. (Personal/Social Development Standard A) Students will:

K-5 6-8 9-12Benchmark 4-Have effective conversation and listening skills.

Understand the skills necessary to initiate and engage in a conversation

Demonstrate active listening skills through eye contact, body language, and/or reflective listening

Attend to facial expression, body language, and tone of voice of self and others

Ask questions to clarify meaning or verify impressions

Listen for feelings behind words Understand the difference

between sympathy and empathy Understand the importance of

congruence between words, thoughts, and feelings

Accurately summarize and synthesize key elements of verbal and non-verbal communication

Benchmark 5-Work cooperatively with others in a variety of group situations. Describe cooperative behaviors

involved in working as a team Contribute to the group with ideas and

effort Encourage others to participate Work with others to generate as many

ideas as possible to solve a given problem (brainstorming)

Use negotiation and compromise to promote teamwork and reach group decisions

Assume different roles within a group

Use the skills of linking and summarizing others’ contributions

Give and accept both positive and negative feedback

Verbalize acceptance of others’ ideas, modify ideas, or offer alternative ideas

Describe and practice leadership skills

Work cooperatively on projects using self-monitoring and self-evaluations skills

Strive for consensus when practical

Sidney Public Schools—K-12 Standards for GuidanceContent Standard 7— Make decisions, set goals, and take necessary actions to achieve goals. (Personal/Social Development Standard B)


Students will:K-5 6-8 9-12

Benchmark 1-Acquire and demonstrate self-management and responsibility for behavior. Distinguish between socially

acceptable and socially unacceptable behavior

Recognize consequences of behavior Identify ways to manage behavior Understand the importance of being

able to delay gratification Demonstrate respect for the rights of

others Demonstrate refusal skills when faced

with dangerous situations

Distinguish between positive and negative ways to handle peer pressure

Distinguish between over-reactions and appropriate behavioral reactions

Utilize alternative way to cope with stressful situations

Differentiate between negative, discouraging self-statements and positive, encouraging self-talk statements

Use self-encouragement to aid in taking responsibility for one’s behavior

Distinguish between dependent and independent behavior

Demonstrate an awareness of the connection between the present and the future and how it relates to self-management/responsibility

Maintain self-control in dealing with interpersonal conflicts

Benchmark 2-Demonstrate decision-making skills. Identify the basic information needed

to make a decision Demonstrate how to make choices in

school, know specific options, and be aware of consequences

Develop and follow a specific decision-making plan

Identify and apply a decision-making model to a classroom project

Demonstrate how to make choices in school, know specific options, and be aware of consequences

Distinguish between alternatives that involve varying degrees of risk

Evaluate present ability to gather information, generate alternatives, and assess the consequences of those decisions

Analyze the personal decisions that have contributed to one’s satisfactory physical and mental health

Sidney Public Schools—K-12 Standards for GuidanceContent Standard 7— Make decisions, set goals, and take necessary actions to achieve goals. (Personal/Social Development Standard B) Students will:


K-5 6-8 9-12Benchmark 3-Demonstrate goal setting skills.

Describe what a goal is Demonstrate how to set a goal Demonstrate the steps necessary to

achieve a goal

Identify short-and long-term goals Demonstrate how to set and

achieve short-and long-term goals

Demonstrate how to set, modify, and achieve short-and long-term goals

Identify motivating factors, obstacles, and timelines in relationship to goal setting

Analyze motivating factors and roadblocks to achieving goals

Understand how life circumstances can cause changes in goals

Evaluate and modify current and future goals

Sidney Public Schools—K-12 Standards for GuidanceContent Standard 8— Understand safety and survival skills. (Personal/Social Development Standard C) Students will:

K-5 6-8 9-12


Benchmark 1-Get along with others. Describe the characteristics of a

healthy friendship Identify behaviors that promote and

interfere with friendships Recognize the negative effects of put-

downs Develop the ability to give and receive

compliments Develop the ability to understand

another’s point of view Develop the ability to give and receive

constructive criticism

Identify biases and stereotypes that interfere with interpersonal relationships

Develop the ability to empathize with others’ feelings, problems, or needs

Utilize behaviors needed to make and keep friends

Understand how to deal with some of the common difficulties encountered in friendships

Identify positive strategies to cope with change or loss of relationships

Differentiate between healthy and unhealthy dependence on friends

Describe ways to overcome biases and prejudice

Develop and awareness of differences in people (racial, gender-based, cultural, religious, physical)

Identify characteristics of healthy relationships

Benchmark 2-Utilize appropriate conflict resolution strategies. Understand that thinking influences

emotions, resulting in actions affecting outcomes

Use self-calming techniques in conflict situations

Brainstorm alternative solutions to conflicts

Identify behaviors that escalate and de-escalate conflict

Make choices that don’t harm self, others or property

Utilize techniques to defuse conflict situations

Differentiate between being assertive, aggressive, and passive

Differentiate between one’s own perspective and perspectives of others

Express one’s own opinions and needs clearly and without blaming

Examine options and their consequences

Know how to reach “win/win” agreement by utilizing compromise

Gain skills in peer mediation

Analyze problems, set priorities, and make constructive decisions

Recognize and make ethical choices Evaluate outcomes of decisions Demonstrate flexibility by using various

options in conflict situations Work to merge the needs of self and others

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten BULLYING Author: Linda Clark Time Frame Content Standard/Essential

Content and Essential QuestionsObjectives to be Included Implementation Strategies and

Assessments Strategies


All Year 1.a. CS 6: B 1, B 2, B 3, B 4 CS 7: B 1, B 2 CS 8: B 1, B2

1-1. The students will comprehend the terminology: Bully, Victim, and Bystander.

1-2. The students will identify steps that they can take to avoid Bullies:

a. walk away b. ignore bully, c. change the subject, d. find an adult, e. make a joke out of the teasing

1-3. The students will be able1-4. to recite The Golden 1-5. Rule.

1-a. Strategies:

Book: Dealing With BulliesBook: King of the PondBook: Rosie Breaks Free

The students will listen attentively as the books are read to them

Classroom Discussion

1-a. Assessment:

Teacher/Counselor Observation Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten--TATTLING Author: Linda Clark Time Frame Content Standard/Essential




OctoberClassroomGuidance

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2.a. CS 1: B 1, B 2 CS 2: B 1 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2, B 3 CS 8: B 1, B 2

2-1. The students will Understand that tattling does not solve

problems, and often causes greater problems.

2-2. The students will understand that there are certain situations where telling is the right thing to do.

2-3. The students will learn alternative methods of dealing with a problem, rather than tattling.

2-4. The students will learn the difference between being tattling and reporting.

2-5. The students will describe the responsibilities of a reporter.

2-a. Strategies:

Show the Video: I’m Telling! A Tattler’s Tale

Book: Tattlin’ Madeline


2-a. Assessment:

Teacher/Counselor Observation

Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten--TATTLING Author: Linda Clark Time Frame Content Standard/Essential




2-6. The students will demonstrate ways to help someone without tattling on him/her.

2-7. The students will develop coping skills for dealing with tattling experiences.

2-8. The students will utilize a series of skill steps to manage a variety of emotions that arise when tattling happens.

2-9. The students will contribute

to the tattling solutions with ideas and effort.

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten NO FAIR! Author: Linda Clark Time Frame Content Standard/Essential




NovemberClassroomGuidance

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(Discussion lasting all year

long.)

3.a. CS 1: B 1, B2 CS 2: B 2 CS 3: B 1 CS 5: B 2 CS 6: B 1, B 2, B 3, B 4 CS 7: B 1, B 2 CS 8: B 1, B 2

3-1. The students will usemistakes as a vehicle foracademic/social growth.

3-2. The students will develop coping skills for dealing with negative experiences.

3-3. The students will identify the basic feelings of self and others and understand that it is normal to experience all feelings.

3-4. The students will observethat feelings are expressed through tone of voice, facial expressions, and body movements.

3-5. The students will understand how feelings can be expressed in socially acceptable ways.

3-6. The students will demonstrate refusal skills when faced with dangerous situations.

3-a. Strategies:

Video: NO FAIR! Book: It’s Not Fair!


3-a. Assessment:


Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten NO FAIR! Author: Linda Clark Time Frame Content Standard/Essential




3-7. The students will identify the basic information needed to make a decision.

3-8. The students will make choices that don’t harm self, others or property.

3-9. The students will understand how rules can make things fair for everyone.

3-10. The students will know what they can do to correct an unfair situation

3-11. The students will realize that treating people unfairly often leads to anger and hard feelings.

3-12. The students will learn

how to reach a compromise in situations where both parties think they are being treated unfairly.

3.13 The students will understand that fairness doesn’t always mean getting what

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten USE YOUR WORDS! Author: Linda ClarkTime Frame Content Standard/Essential




DecemberClassroomGuidance Lesson

(Discussion lasting all year

long)

4.a. CS 6: B 2, B 4, B 5 4-1. The students will learn how to think about and verbalize their feelings of anger and frustration.

4-2. The students will understand that anger is a normal emotion felt by everyone.

4-3. The students will recognize value of talking to others about their feelings.

4-4. The students will learn how to use words to resolve conflicts without violent behavior.

4-a. Strategies:

Video: Use Your Words

Classroom Discussion Role-playing Activities

4-a. Assessment:


Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten IT’S Okay TO SAY NO Author: Linda Clark Time Frame Content Standard/Essential




JanuaryClassroomGuidance Lesson

(To be discussed all

year long)

5.a. CS 6: B 2, B 3, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

5-1. The students will understand that they have the right to say NO to behavior they feel is inappropriate or unfair.

5-2. The students will recognize the value of expressing their feelings without anger.

5-3. The students will learn different strategies for standing up for themselves in an uncomfortable situation.

5-a. Strategies:

Video: It’s Okay To Say NO

Classroom Discussion Role-Playing Activities

5-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten ANGER CONTROL Author: Linda Clark Time Frame Content Standard/Essential




FebruaryClassroom GuidanceLesson


year long)


6-1. The students will accept all of their feelings as o.k.

6-2. The students will practice deciding how to respond and react to their feelings

6-3. The students will understand that there is more than one way to respond to a situation.

6-4. The students will choose from a variety of options to appropriately express their anger:a. appropriate verbal

responseb. appropriate physical

responsec. appropriate creative

response

6-5. The students will discuss their feelings of anger openly.

6-a. Strategies:

Book: I’m Mad Book: Let’s Talk About Feeling Angry Book: Coping With Anger


6-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten FRIENDSHIP Author: Linda Clark Time Frame Content Standard/Essential




MarchClassroom GuidanceLesson

(To be discussed for

the entire year)

7.a. CS 6: B 1, B 2, B 3, B 4, B5 CS 7: B 1, B 2 CS 8: B 1, B 2

7-1. The students will understand who can be their friends

7-2. The students will demonstrate how to show someone that they would like to be friends with them

7-3. The students will demonstrate how to handle people who are bossy and like to bully

7-4. The students will be able to list the best ways to be a friend

7-5. The students will be able to list ways NOT to be a friend

7-6. The students will demonstrate ways to settle an argument with a friend

7-a. Strategies:

Book: How To Be A Friend Book: How To Deal With Friends Book: I Miss Franklin P. Shuckles


7-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten SAY PLEASE Author: Linda Clark Time Frame Content Standard/Essential




AprilClassroom GuidanceLesson


year long)

8.a. CS 6: B 1, B 2, B 5 CS 7: B 2 CS 8: B 1

8-1. The students will understand why good manners are desirable.

8-2. The students will recognize what constitutes good manners.

8-3. The students will understand that good manners are a way of showing respect and caring for people.

8-4. The students will learn polite ways to act in a variety of social situations

8-a. Strategies:

Video: Say Please Book: Pass The Peas, Please A Book Of Manners Book: Perfect Pigs An Introduction To Manners

Classroom Discussion Snack Time To Practice Using

Appropriate Manners

8-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Kindergarten KINDNESS Author: Linda Clark Time Frame Content Standard/Essential




MayClassroom GuidanceLesson


year long)

9.a. CS 6: B 3, B 5 CS 8: B 1

9-1. The students will understand what kindness means.

9-2. The students will demonstrate various acts of kindness.

9-3. The students will recognize why it is important to act with kindness .

9-a. Strategies:

Book: Acting With Kindness Activity: Kindness Go-Round Activity: Kindness Treasure Hunt

Classroom Discussion Kindness Activities

9-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Pre-First BULLYING Author: Linda Clark Time Frame Content Standard/Essential




All Year 1.a. CS 6: B 1, B 2, B 3, B 4 CS 7: B 1, B 2 CS 8: B 1, B 2

1-1. The students will comprehend the terminology: Bully,

Victim, Bystander.


a. walk away, b. ignore bully, c. change the subject, d. find an adult, e. make a joke out of it.

1-3. The students will be able to recite The Golden Rule.

1-a. Strategies:

Book: Let’s Talk About Being Bullied Book: Being A Peacekeeper Book: The Recess Queen Book: You Are Special Book: Sticks and Stones

The students will listen attentively as books are read.


1-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Pre First Grade--TATTLING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and


Content and Essential Questions Assessments Strategies

OctoberClassroomGuidance

Visit


2-1. The students will understand that tattling does not solve

problems, and often causes greater problems.

2-2. The students will understandthat there are certain situations where telling is the right thing to do.


2-4 The students will learn the difference between being tattling and reporting.

2-5 The students will describe the responsibilities of a reporter.

2-a. Strategies:

Show the Video: I’m Telling! A Tattler’s Tale Book: Don’t Squeal Unless It’s a Big Deal


2-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Pre First Grade--TATTLING Author: Linda Clark Time Frame Content Standard/Essential




2-6 The students will Demonstrate ways to help someone without tattling on him/her.

2-7 The students will develop coping skills for dealing with tattling experiences.

2-8 The students will utilize a series of skill steps to manage a variety of emotions that arise when tattling happens.

2-9 The students will contribute to the tattling solutions with ideas and

effort

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: PreFirst Grade WHAT MIGHT HAPPEN Author: Linda Clark Time Frame Content Standard/Essential




NovemberClassroom GuidanceLesson

3.a. CS 1: B 1, B 2 CS 5: B 1, B 2 CS 6: B 1, B 2, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

3-1. The students will understand the concept of cause and effect.

3-2. The students will be able to predict outcomes.

3-3. The students will understand the importance of thinking before they act.

3-4. The students will learn how to make more informed decisions.

3-5. The students will become confident problem solvers.

3-a. Strategies:

Video: What Might Happen Next


3-a. Assessment:


Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: PreFirst Grade HONESTY Author: Linda Clark Time Frame Content Standard/Essential




DecemberClassroom Guidance Lesson

4.a. CS 1: B 1 CS 3: B 1

4-1. The students will understand the difference between honest and dishonest behavior.

4-2. The students will learn that telling a lie is not the only way to be dishonest.

4-3. The students will recognize that dishonest behavior can be hurtful to others.

4-4. The students will recognize that honesty is not always easy and may require some courage.

4-a. Strategies:

Video: Learning About Honesty


4-a. Assessment:


Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Pre-First YOU ARE SPECIAL Author: Linda Clark Time Frame Content Standard/Essential





5.a. CS 1: B 1, B 2 CS 5: B 1 CS 6: B 1, B 2, B 3,

5-1. The students will learn to be tolerant of others’ differences.

5-2. The students will recognize that all people are good and talented at different kinds of things.

5-3. The students will understand that they have no right to stand in judgment over anyone else.

5-4. The students will understand that rude comments and attitudes can only affect them if they allow them to.

5-5. The students will realize that it doesn’t matter what others think of them as long as they will be happy with themselves.

5-a. Strategies:

Book: You Are Special Classroom Discussion

5-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: PreFirst LET ME CHOOSE Author: Linda Clark Time Frame Content Standard/Essential




FebruaryClassroomGuidanceLesson

6.a. CS 1: B 1, B 2 CS 5: B 1 CS 6: B 1, B 2 CS 7: B 1, B 2 CS 8: B 1, B 2

6-1. The students will understand the importance of making a good choice.

6-2. The students will understand that some choices are easier than others.

6-3. The students will develop strategies that will help with decision-making.

6-4. The students will understand how to weigh consequences before making a choice.

6-a. Strategies:

Video: Let Me Choose! Making Decisions


6-a. Assessment:


Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: PreFirst CONFIDENCE Author: Linda Clark Time Frame Content Standard/Essential




MarchClassroomGuidanceLesson

7.a CS 1: B 1, B 2 CS 3: B 1 CS 4: B 2 CS 5: B 1, B 2 CS 6: B 1

7-1. The students will learn the meaning of the term self-confidence and why it is important.

7-2. The students will learn the meaning of the word persistence.

7-3. The students will recognize that all children learn to do things on their own time table; no two people are the same.

7-4. The students will understand the importance of trying and practicing, instead of giving up.

7-5. The students will learn positive strategies for building confidence.

7-a. Strategies:

Video: Yes, I Can! Building Self- Confidence.


7-a. Assessment:


Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: PreFirst JUST THE WAY YOU ARE Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



AprilClassroomGuidanceLesson

8.a. CS 5: B 1, B 2 CS 6: B 1, B 2, B 3

8-1. The students will understand that they are special just the way they are.

8-2. The students will recognize that everyone has special talents and that some talents are easier to see than others.

8-3. The students will learn that the significant people in their lives do not need them to be something that they are not.

8-a. Strategies:

Book: Just The Way You Are


8-a. Assessment:


Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: PreFirst/KINDERGARTEN MANNERS Author: Linda ClarkTime Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



MayClassroomGuidanceLesson

9.a. CS 6: B 1, B 2, B 5 CS 7: B 1, B 2

9-1. The students will understand why good manners are desirable.

9-2. The students will recognize what constitutes good manners.

9-3. The students will understand that good manners are a way of showing respect and caring for people.

9-4. The students will learn polite ways to act in a variety of social situations.

9-a. Strategies:

Video: Say Please! Book: Perfect Pigs: An Introduction To Manners Book: Pass The Peas, Please: A Book Of Manners


9-a. Assessment:


Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and





Victim, Bystander.


a. walk away, b. ignore bully, c. change the subject, d. find an adult, e. make a joke out of it


1-a. Strategies:

Book: Dealing With Bullies Book: Bailey The Big Bully Book: Tolerance Book: My Secret Bully Book: Stop Picking On Me



1-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade TEASING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



OctoberClassroom Guidance Lesson


2-1. The students will recognize teasing when it occurs.

2-2. The students will resist the temptation to tease others.

2-3. The students will learn how to make amends after teasing someone.

2-4. The students will learn specific strategies to use when someone is teasing.

2-5. The students will recognize the importance of mutual respect among children.

2-a. Strategies:

Video: Stop Teasing Me!


2-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade--TATTLING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



NovemberClassroomGuidance

Visit


3-1. The students will understand that tattling does not solve problems, and often causes

greater problems.

3-2. The students will understandthat there are certain situations where telling is the right thing to do.


3-4. The students will learn the difference between being tattling and reporting.

3-5. The students will describe the responsibilities of a reporter.

3-a. Strategies:

Show the Video: I’m Telling! A Tattler’s Tale Book: Tattlin’ Madeline Book: Amadillo Tattletale


3-a. Assessment:


Role Playing Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade--TATTLING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and


Content and Essential Questions Assessments Strategies3-6. The students will

demonstrate ways to help someone without tattling on him/her.

3-7. The students will develop coping skills for dealing with tattling experiences.

3-8. The students will utilize a series of skill steps to manage a variety of emotions that arise when tattling happens.

3-9. The students will contribute to the tattling solutions with ideas and effort.

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade MAKING MISTAKES Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



December Classroom Guidance Lesson

4.a. CS 1: B 1, B 2 4-1. The students will recognize that everyone makes mistakes.

4-2. The students will understand that trying to hide mistakes won’t make them go away.

4-3. The students will realize that you can learn from mistakes.

4-a. Strategies:

Video: Everybody Makes Mistakes


4-a. Assessment:


informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade - RESPECT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



January Classroom Guidance Lesson

5.a. CS 1: B 2 CS 2: B 1 CS 3: B 1 CS 4: B 1, B 2 CS 5: B 1, B 2 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

5-1. The students will understand what respect means.

5-2. The students will understand the importance of giving and getting respect.

5-3. The students will learn the many ways respect can be demonstrated (towards people, property, ideas and the environment).

5-4. The students will be able to assess when respect is not being demonstrated.

5-a. Strategies:

Video: What’s Respect


5-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade WORKING IT OUT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



February Classroom Guidance Lesson

6.a. CS 5: B 1 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

6-1. The students will understand what a conflict is.

6-2. The students will recognize the importance of stopping to calm down before reacting.

6-3. The students will learn to ask questions before letting a misunderstanding turn into a conflict.

6-4. The students will learn techniques for expressing feelings and desires.

6-5. The students will learn to listen to the other person’s point of view.

6-6. The students will understand how to think of ideas for solving a conflict.

6-7. The students will understand how to compromise.

6-a. Strategies:

Video: Workshop Time: Working It Out


6-a. Assessment:

Teacher/Counselor Observation Informal Assessment Role Playing

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade FOLLOWING RULES Author: Linda Clark Time Frame Content Standard/Essential




March Classroom Guidance Lesson

7.a. CS 1: B 1, B 2 CS 2: B 1 CS 5: B 1, B 2 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2, B 3 CS 8: B 1, B 2

7-1. The students will learn some of the reasons for rules.

7-2. The students will understand the kinds of problems that can arise when rules are not followed.

7-3. The students will recognize the importance of using self-control when following rules.

7-4. The students will learn how to pay attention.

7-a. Strategies:

Video: I Can Follow Rules


7-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade MY FAVORITE BOOK Author: Linda Clark Time Frame Content Standard/Essential




April Classroom Guidance Lesson


8-1. The students will do their best.

8-2. The students will be their best.

8-3. The students will show good manners.

8-4. The students will demonstrate respect for others.

8-5. The students will understand that the world will be a better place by being responsible and doing their part.

8-6. The students will be brave and be a positive member of their community.

8-7. The students will understand the difference between being acquaintances and true friends.

8-a. Strategies:

Book: My Favorite Book


8-a. Assessment:

Teacher/Counselor Observation Send books home with students

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade MY FAVORITE BOOK Author: Linda Clark Time Frame Content Standard/Essential




8-8. The students will understand the importance of family and traditions.

8-9. The students will understand how following rules can keep them safe.

8-10 The students will understand the importance of keeping their bodies healthy.

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: First Grade BULLIES II Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



May Classroom Guidance Lesson


9-1. The students will know that it is not their fault that they are bullied.

9-2. The students will understand that they don’t deserve to be bullied

9-3. The students will learn how to tell a bully to STOP.

9-4. The students will learn how to remove themselves from the bullying situation.

9-5. The students will learn to get help from people/adults they trust.

9-6. The students will learn how to be with people who allow them to be themselves.

9-7. The students will develop humor to deflect bullying.

9-8. The students will learn not to become bullies themselves.

9-a. Strategies:

Book: My Secret Bully Book: Stop Picking on Me


9-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Second Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential






Victim, Bystander.




1-a. Strategies:

Video: “but names will never hurt me” Video: When You See A Bully Book: Don’t Laugh At Me Book: Nobody Knew What To Do



1-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Second Grade LET’S BE FRIENDS Author: Linda Clark Time Frame Content Standard/Essential




October Classroom Guidance Lesson

2.a. CS 1: B 1, B 2 CS 2: B 1 CS 5: B 1 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

2-1. The students will understand that making friends sometimes involves risk-taking.

2-2. The students will distinguish between friendly and unfriendly behavior.

2-3. The students will recognize the positive consequences of friendly acts.

2-4. The students will gain confidence in social settings

2-5. The students will develop skills for making and keeping friends.

2-6. The students will gain assurance about playing with more than one friend at a time.

2-7. The students will cultivate the cooperative attitude needed to participate in group activity.

2-a. Strategies:

Video: Let’s Be Friends


2-a. Assessment:


Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Second Grade EVERYBODY’S DIFFERENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



November Classroom Guidance Lesson

3.a. CS 1: B 1, B 2 CS 5: B 1, B 2 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2,

3-1. The students will understand the concept of “same” and “different”.

3-2. The students will recognize that people are different in many ways.

3-3. The students will be more tolerant of people’s differences.

3-4. The students will realize that people have different skills and talents.

3-5. The students will begin to understand the concept of cultural diversity.

3-6. The students will understand why individual differences help to make the whole world better.

3-7. The students will understand that persons with physical handicaps do not change inside and are no less valuable as human beings.

3-a. Strategies:

Video: Everybody’s Different


Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Second Grade LEARNING TO CARE Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and




4.a. CS 1: B 1, B 2 CS 2: B 1 CS 3: B 1 CS 4: B 2 CS 5: B 1 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1 CS 8: B 1, B 2

4-1. The students will understand feelings and where they come from.

4-2. The students will learn to identify feelings in themselves and others.

4-3. The students will understand sympathy and empathy.

4-4. The students will recognize the importance of showing others that someone cares for them.

4-5. The students will learn ways to demonstrate caring and concern for others.

4-6. The students will build character as they learn to be compassionate and caring.

4-a. Strategies:

Video: Learning to Care


Assessment: Teacher/Counselor Observation Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Second Grade RESPONSIBLE ME! Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



January Classroom Guidance Lesson

5.a. CS 1: B 1, B 2 CS 2: B 1 CS 3: B 1 CS 4: B 1, B 2 CS 5: B 1, B 2 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2, B 3 CS 8: B 1, B 2

5-1. The students will recognize what responsible and irresponsible behavior is.

5-2. The students will understand the kinds of problems that can arise from irresponsible behavior.

5-3. The students will recognize that they have responsibilities to others as well as to themselves.

5-4. The students will learn how to make decisions when they are not sure of the responsible thing to do.

5-a. Strategies:

Video: Responsible Me! Student Workshop


5-a. Assessment:

Teacher/Counselor Observation Role Playing Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Second Grade HOW TO FIND A HERO Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



February Classroom Guidance Lesson

6.a. CS 1: B 2 CS 2: B 1 CS 3: B 1 CS 5: B 1, B 2 CS 6: B 1, B 2, B 3 CS 7: B 1, B 2, B 3 CS 8: B 1, B 2

6-1. The students will realize that popular cartoon superheroes, winning athletes, and entertainment celebrities are not automatically heroes.

6-2. The students will start to make a distinction between deeds, abilities, and values.

6-3. The students will identify the qualities of a hero.

6-5 The students will learn how to be part of a classroom Hero Hunt.

6-6 The students will model some positive qualities of heroes.

6-a. Strategies:

Video: How to Find a Hero Book: The Children’s Book of Heroes


Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Second Grade DOING THE RIGHT THING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



March Classroom Guidance Lesson

7.a. CS 1: B 1, B 2 CS 2: B 1 CS 3: B 1 CS 5: B 2 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2, B 3 CS 8: B 1, B 2

7-1. The students will understand the difference between desirable and undesirable behavior.

7-2. The students will learn some ways that responsibility can be demonstrated.

7-3. The students will become more sensitive to the feelings of others.

7-4. The students will understand the kinds of problems that can arise when you don’t tell the truth.

7-5. The students will recognize that being a real friend sometimes involves taking risks.

7-a. Strategies:

Video: Doing the Right Thing: Building Character


Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Second CARING—NOBODY KNEW WHAT TO DO AND DON’T LAUGH AT ME

Author: Linda Clark


Time Frame Content Standard/Essential Content and Essential Questions

Objectives to be Included Implementation Strategies and Assessments Strategies



8-1. The students will comprehend the terminology: Bully, Victim, Bystander.




8-a. Strategies:

The students will listen attentively as books are read Book: Don’t Laugh At Me Book: Nobody Knew What To Do


8-a. Assessment:


*Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Second Grade WHEN YOU SEE A BULLY Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



MayClassroom Guidance Lesson


9-1. The students will recognize bullying when they see it happen.

9-2. The students will be aware that if they laugh or just stand by, they are encouraging the bully.

9-3. The students will understand what they can do to get a bully to stop.

9-4. The students will learn effective strategies for helping the target of a bully.

9-5. The students will understand that if they are unable to stop a bully by themselves, they can call on a trusted grown-up for help.

9-6. The students will distinguish between tattling and reporting.

9-a. Strategies:

Show the Video: When You See A Bully


9-a. Assessment:



Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Third Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and





Victim, Bystander



1-4. The students will be able to recite The Golden Rule

1-a. Strategies:

Video: Broken Toy Video: Sexual Harassment: It’s Hurting People Book: Simon’s Hook



1-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Third Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and




2.a. CS 1: B 2 CS 2: B 1 CS 3: B 1 CS 6: B 1, B 2, B 3, B 4 CS 7: B 1, B 2 CS 8: B 1, B 2

2-1. The students will gain insight into the many forms harassment can take.a. male to maleb. female to femalec. male to femaled. female to male

2-2. The students will develop strategies to cope with harassment.a. Say, “Stop it!”b. Say, “What you are

saying (or what you are doing) hurts me.”

c. Say, “This is painful behavior as well as illegal.”

2-3. The students will learn how easily a rumor can blow up into a big, ugly story.

2-a. Strategies:

Show the Video: Sexual Harassment: It’s Hurting People Harassment Hurts: Gossiping, Taunting, and Bullying


2-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Third Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential




2-4. The students will recognize how to stop a rumor or gossip.

2-5. The student will realize that ignoring taunts is one of the best ways to survive them.

2-6. The students will learn that a group of people can more easily convince a bully to back down.

2-7. The students will understand that there are times when the right thing to do is to call on a grown-up for help.

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Third Grade RESPECT Author: Linda Clark Time Frame Content Standard/Essential




November Classroom Guidance Lesson


3-1. The students will become more sensitive to the feelings of others.

3-2. The students will explore the meaning of the word “respect”.

3-3. The students will develop their own guidelines for what constitutes respectful behavior.

3-4. The students will develop respect for individual differences.

3-5. The students will see how respecting others leads to self-respect.

3-a. Strategies:

Video: Respect Yourself and Others, Too


3-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Third Grade SOLVING CONFLICTS Author: Linda Clark Time Frame Content Standard/Essential





4.a. CS 1: B 1, B 2 CS 3: B 1 CS 5: B 1, B 2 CS 6: B 1, B 2, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

4-1. The students will recognize the importance of getting all the facts and listening to other points of view when a conflict arises.

4-2. The students will understand how choosing the right time and place can help to resolve a conflict.

4-3. The students will learn techniques for improving active listening skills.

4-4. The students will become aware of and avoid common barriers to conflict resolution.

4-5. The students will learn techniques for expressing feelings and desires.

4-6. The students will learn how to brainstorm for solutions.

4-7. The students will understand the importance of compromise in resolving conflict.

4-a. Strategies:

Show the Video: Solving Conflicts Practice using conflict resolution techniques.


4-a.Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Third Grade TATTLING—SIMON’S HOOK Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



JanuaryClassroomGuidanceLesson

5.a. CS 1: B 1, B 2 CS 2: B 1 CS 5: B 1, B 2 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

5-1. The students will learn what it means to “bite” when someone teases them.

5-2. The students will use different methods of avoiding biting on the hooks that are tossed to them:a. Do little or nothing

(don’t react to the hookb. Agree with the hookc. Distract the fisherman

with the hook by changing the subject

d. Laugh or make a jokee. Stay away from the

hooks or swim to the other part of the sea

5-3. The students will recognize what it means to be a FREE fish.

5-a. Strategies:

Read the book: SIMON’S HOOK


5-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Third Grade MY VERY OWN BOOK ABOUT ME

Author: Linda Clark




Classroom Guidance Lessons

For:February,

March, April And May

6.a. CS 6: B 1, B 2, B 4 CS 7: B 1, B 2 CS 8: B 1, B 2

6-1. The students will learn the correct terms for all of their body parts so that they will have the vocabulary to talk about touching problems.

6-2. The students will become comfortable with their bodies so that they are able to talk about specific parts with trusted adults.

6-3. The students will understand the difference between appropriate touch and inappropriate touch.

6-4. The students will understand that there are times when it is o.k. to say NO to adults.

6-5. The students will learn that they are not being disrespectful to adults when they say NO to inappropriate touch.

6-6. The students will learn to trust their feelings.

6-a. Strategies:

Book: MY VERY OWN BOOK ABOUT ME

Classroom Discussions

6-a. Assessment: Teacher/Counselor

Observation Informal Assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Third Grade MY VERY OWN BOOK ABOUT ME Author: Linda Clark Time Frame Content Standard/Essential Content and

Essential QuestionsObjectives to be Included Implementation Strategies and Assessments Strategies

6-7. The students will learn that if something does not feel o.k.,


they must:a. get away as soon as possibleb. tell a trusted adultc. keep telling until someone

gives them the help they need6-8. The students will develop

family safety rules:a. proper way to answer the doorb. proper way to answer the

phonec. what to do if you are home

aloned. safe ways to get to and from

school6-9. The students will memorize

their personal information:a. full nameb. phone numberc. addressd. parents’ namese. parents’ work numbers

6-10. The students will learn the proper way to give important emergency information to:a. 911 personnelb. operatorc. police

6-11. The students will identify a wide support system that they can turn to for help in decision making:a. close neighborsb. family friendsc. grandparents/familyd. clergye. school personnel

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and





Victim, Bystander




1-a. Strategies:

Video: Scars Video: The Power Of One Video: No More Teasing Video: When Friends Mean Trouble Video: Sexual Harassment: It’s Hurting People



1-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Assessments


Content and Essential Questions

Strategies



2-1. The students will gain insight into the many forms harassment can take.e. male to malef. female to femaleg. male to femaleh. female to male

2.2. The students will develop strategies to cope with harassment.

d. Say, “Stop it!”e. Say, “What you are

saying (or what you are doing) hurts me.”

f. Say, “This is painful behavior as well as illegal.”

2-3. The students will learn how easily a rumor can blow up into a big, ugly story.

2-a. Strategies:



2-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Assessments


Content and Essential Questions

Strategies

2-4. The students will recognize how to stop a rumor or gossip.

2-5. The student will realize that ignoring taunts is one of the best ways to survive them.

2-6. The students will learn that a group of people can more easily convince a bully to back down.

2-7. The students will understand that there are times when the right thing to do is to call on a grown-up for help.

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade THOUGHT WORD AND DEED Author: Linda Clark Time Frame Content Standard/Essential




NovemberClassroom Guidance Lesson

3.a. CS 6: B 1, B 2, B 3, B 4 CS 7: B 1, B 2, B 3 CS 8: B 1, B 2

3-1. The students will list the qualities of a positive friendship. Friends are people who will be:a. kindb. honestc. truthfuld. caringe. good listenersf. respectfulg. understandingh. helpfuli. sharingj. comfortingk. loyall. fun

3-2. The students will discuss what qualities make a positive roll model.

3-3. The students will describe what it means to “Stand Up For What Is Right”.

3-a. Strategies

Show the Video: Thought, Word, and Deed


3-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade THOUGHT WORD AND DEED Author: Linda Clark Time Frame Content Standard/Essential Content

and Essential QuestionsObjectives to be Included Implementation Strategies and Assessments

Strategies3-4. The students will brainstorm


reasons that the following activities could be harmful:a. exaggeratingb. telling liesc. using excusesd. sneaking into events

3-5. The students will provide reasons for why stealing is disrespectful and irresponsible.

3-6. The students will explain the concept of accepting responsibility.

3-7. The students will list some consequences of being irresponsible.

3-8. The students will define the idea of “keeping your word”.

3-9. The students will give examples of the concept of “making amends”.

3-10. The students will explain some of the rewards that come from showing respect and responsibility

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade OOPS, I MESSED UP Author: Linda Clark




DecemberClassroom GuidanceLesson

4.a. CS 1: B 1, B 2 CS 2: B 1 CS 5: B 1, B 2 CS 6: B 1, B 2

4-1. The students will realize that everyone makes mistakes.

4-2. The students will learn that it’s important to accept that they made a mistake.

4-3. The students will determine what went wrong in each situation that a mistake has been made.

4-4. The students will figure out how to try again when they make a mistake.

4-5. The students will accept that, very often, a mistake is just a step on the road to success.

4-a. Strategies:

Show the Video: OOPS, I MADE A MISTAKE!


4-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade MY FRIENDS AND ME Author: Linda Clark





5.a. CS 8: B 1, B 2 5-1. The students will explore the many facets of friendship.

5-2. The students will gain confidence in social encounters.

5-3. The students will understand that making friends sometimes involves risk-taking.

5-4. The students will learn that they can have friends their own way:a. one-on-oneb. pairc. small groupd. large group

5-5. The students will recognize that to make and keep friends, you have to act like a friend.

5-6. The students will understand the caring and sharing aspects of friendship.

5-7. The students will develop the attitudes and social skills that make a good friend.

5-a. Strategies:

Show the Video: MY FRIENDS AND ME


5-a. Assessment:



Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade GETTING BETTER AT GETTING ALONG

Author: Linda Clark

Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



FebruaryClassroomGuidanceLesson

6.a. CS 1: B 1, B 2 CS 3: B 1 CS 6: B 2, B 3, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

6-1. The students will recognize the importance of good communication and getting all the facts when a conflict arises.

6-2. The students will learn techniques for improving communication skills.

6-3. The students will learn the importance of listening to others to really understand their point of view.

6-4. The students will figure out ways to compromise as a way to negotiate a conflict.

6-5. The students will practice conflict resolution techniques in a safe setting.

6-a. Strategies:

Show the Video: GETTING BETTER AT GETTING ALONG


6-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade NO MORE TEASING! Author: Linda Clark Time Frame Content Standard/Essential




MarchClassroom GuidanceLesson

7.a. CS 1: B 1, B 2 CS 2: B 1 CS 5: B 1, B 2 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

7-1. The students will realize that teasing has an impact on its victims:a. angerb. embarrassmentc. feard. humiliation

7-2. The students will discover the reasons people tease others:a. to boost self-esteemb. for sadistic pleasurec. to gain attention

7-3. The students will learn the three proven techniques for defusing or deflecting teasing:a. ignoring the assaultb. assertively insisting that

the teasing stopc. form group alliances to

verbally confront the teaser.

7-a. Strategies:

Show the Video: NO MORE TEASING!


Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade NO MORE TEASING! Author: Linda Clark Time Frame Content Standard/Essential Content

and Essential QuestionsObjectives to be Included Implementation Strategies and Assessments

Strategies


7-4. The students will determine which of the proven techniques is appropriate to each situation.

7-5. The students will understand that there are certain traits that attract teasers:

a. people who are shyb. people who are self-effacingc. people who retreatd. people who are frightened

7-6. The students will become aware of the importance of self-respect in dealing with teasing. The target’s self-confidence can subdue the teaser.

7-7. The students will learn how to build one’s own self-confidence and assertiveness to thwart teasing.

7-8. The students will present themselves confidently, stand up for themselves, and use kindness to deflect teasing.

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade WHEN FRIENDS MEAN TROUBLE AND WHEN IT’S HARD TO BE A FRIEND

Author: Linda Clark





8.a. CS 1: B 1, B 2 CS 2: B 1 CS 5: B 1 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2 CS 8: B 1, B 2

8-1. The students will understand that friends do not always” get along.”

8-2. The students will recognize some of the reasons why friendships may be strained or broken.

8-3. The students will be aware that friendships do not always last.

8-4. The students will internalize that making new friends and leaving old ones behind is a normal occurrence in life.

8-5. The students will understand the concept of “guilt by association.”

8-6. The students will develop an understanding that some people that call themselves “friends” are not really friends.

8-7. The students will learn that a true friend will stand up for a friend even when the times get tough.

8-a. Strategies:

Show the Videos: WHEN FRIENDS MEAN TROUBLE AND WHEN IT’S HARD TO BE A FRIEND


Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fourth Grade BULLIES II Author: Linda ClarkTime Frame Content Standard/Essential




May ClassroomGuidance Lesson


9-1. The students will comprehend the terminology:

a. Bully, b. Victim, c. Bystander




9-a. Strategies:

Show the Video: THE POWER OF ONE


Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential






Victim, Bystander




1-a. Strategies:

Video: Joey Video: When You See Bullying Happen Video: Epilogue Video: Sexual Harassment: It’s Hurting People


1-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential






2.1. The students will gain insight into the many forms harassment can take.a. male to maleb. female to femalec. male to femaled. female to male

2.2 The students will develop strategies to cope with harassment.

a. Say, “Stop it!”b. Say, “What you are saying (or

what you are doing) hurts me.”c. Say, “This is painful behavior

as well as illegal.”2.3 The students will learn how

easily a rumor can blow up into a big, ugly story.

2.4 The students will recognize how to stop a rumor or gossip.

2.5 The student will realize that ignoring taunts is one of the best ways to survive them.

2.6 The students will learn that a group of people can more easily convince a bully to back down.

2.7 The students will understand that there are times when the right thing to do is to call on a grown- up for help.

2-a. Strategies:



2-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade THANKS BUT NO THANKS Author: Linda Clark Time Frame Content Standard/Essential




NovemberClassroomGuidance Lesson

3.a. CS 1: B 2 CS 5: B 1, B 2 CS 6: B 1, B 2, B 3, B 4 CS 7: B 1, B 2, B 3 CS 8: B 1, B 2

3-1. The students will identify the different ways that Lenora demonstrated responsibility in her family.

3-2. The students will list different ways that the kids in the video exhibited peer pressure.

3-3. The students will give examples of consequences of the following behaviors:a. shop liftingb. disobeying parentsc. lyingd. smokinge. drinkingf. hanging out with older kids

3-4. The students will explain the pros and cons of being in the “popular crowd”.

3-5. The students will talk about the importance of standing up for themselves in situations that could put them in danger.

3-a. Strategies Show the Video: Thanks But No Thanks


Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade GOOD PRACTICE TODAY Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



DecemberClassroom Guidance Lesson

4.a. CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2, B 3 CS 8: B 1, B 2

4-1. The students will explain the reasons that it is so hard to resist peer pressure.

4-2. The students will list the methods peers use to get others to do things.

4-3. The students will develop a list of people they can go to for advice about situations that could be dangerous.

4-4. The students will learn different ways to get out of problem situations without getting anyone else into trouble.

4-5. The students will understand the importance of role playing ahead of being pressured so that they will be able to THINK NOW AND KNOW WHAT TO SAY LATER.

4-6. The students will explain the value of a group of people standing up to peers

4-a. Strategies:

Show the Video: GOOD PRACTICE TODAY


4-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade PENALTY KICK Author: Linda Clark Time Frame Content Standard/Essential




JanuaryClassroomGuidanceLesson

5.a. CS 5: B 1, B 2 CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2, B 3 CS 8: B 1, B 2

5-1. The students will list the various ways that Eric compensates for his disease.

5-2. The students will explain the various kinds of homes the characters come from.

5-3. The students will describe the ways that Eric had to compensate for his mom’s addiction.

5-4. The students will explain why Eric tells lies and what happens when he does tell lies.

5-5. The students will recognize and list the results of alcohol use in different families.

5-a. Strategies:

Show the Video: PENALTY KICK


5-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade I THINK I AM Author: Linda Clark Time Frame Content Standard/Essential




FebruaryClassroom GuidanceLesson


6-1. The students will compare and contrast the feelings of a student that has a positive attitude with a student that has a negative attitude.6-2. The students will recognize the difference of attitude in able students versus disabled students.6-3. The students will realize that they will get nowhere in life without trying.6-4. The students will

understand that self-esteem is linked to attitude about self.

6-5. The students will explain why the more we encourage each other the better we would all get.

6-6. The students will learn that helping one another is more fun as a group than alone.

6-7. The students will realize that it is good to be drug free.

6-8. The students will understand that their feelings about themselves indicate what kinds of choices they will make.

6-a. Strategies:

Show the Video: I THINK I AM


6-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade SISTER, SISTER Author: Linda Clark Time Frame Content Standard/Essential




MarchClassroomGuidanceLesson


7-1. The students will describe what, why, and how the characters came to be in their current home.

7-2. The students will relate the circumstances that started the downward spiral in Sophia.

7-3. The students will list the various rewards that come from doing good deeds.

7-5. The students will discuss the results of Sophia’s drug use.

7-6. The students will explain the reasons that Mama was not as relaxed as she was previously.

7-7. The students will list the ways that the little girl attempted to thwart her sister’s drug use.

7-a. Strategies:

Show the Video: SISTER, SISTER


7-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade SISTER, SISTER Author: Linda Clark Time Frame Content Standard/Essential




7-8. The students will understand that anger, disappointment, and betrayal make people feel a certain way and that there are appropriate and inappropriate ways to deal with those feelings.

7-9. The students will realize that one of the best reactions when faced with drugs is to stand up for yourself and refuse to get involved.

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade DECISIONS Author: Linda Clark Time Frame Content Standard/Essential




AprilClassroomGuidanceLesson


8-1. The students will list the ways that James shows that he is responsible.

8-2. The students will describe the reasons James begins to lose focus and become less responsible.

8-3. The students will give reasons that James tried the wine cooler.

8-4. The students will identify things that James did to demonstrate his disappointment with his dad.

8-5. The students will discuss what happened to bring James back to

his senses.8-6. The students will explain

what the older boy meant when he said,

“Sometime you can do a favor for me.”

8-7. The students will develop a list of ways that trust was broken between James and his mom.

8-a. Strategies:

Show the Video: DECISIONS


8-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Fifth Grade WHEN YOU SEE BULLYING HAPPENING

Author: Linda Clark




MayClassroomGuidanceLesson


9-1. The students will be aware that when bullying happens, it involves not only the bully and the victim but also the people watching.

9-2. The students will recognize that if they laugh or just stand by when someone is being bullied, they become part of the problem.

9-3. The students will learn that as bystanders, they are in a key position to get a bully to stop.

9-4. The students will learn a number of safe intervention strategies for stopping bullies and helping victims.

9-5. The students will discover that bullies can be more easily convinced to back down when confronted by a group.

9-6. The students will understand that when they are unable to stop a bully by themselves, the right thing to do is to call on a trusted grown-up for help.

9-a. Strategies:

Show the Video: WHEN YOU SEE BULLYING HAPPENING


9-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: 6-8 Authors: Loretta Thiel Time Frame Content Standard/Essential


Assessment Strategies


All Year 1-a: CS1: BM1 1-a. Understand self as a learner

1.1 The students will incorporate strategies that enhance learning.

1.2 Personalize learning strategies.

1-a. Strategies:

The counselor will meet with students in a variety of environments (classroom, office) which will provide an opportunity for students to recognize and utilize counselor services as an educational resource

The counselor will take part in student conferences (IEP, CST, students at risk of academic failure)

The counselor will meet with students who have academic needs

1-a. Assessment:

Student/parent feedback Teacher/administration feedback State and district assessments

(MontCas and NWEA)

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: 6-8 Authors: Loretta Thiel Time Frame Content Standard/Essential


Assessment StrategiesAll Year 2-a: CS1: BM2 2.1 Add to repertoire of

responsible behaviors2-a. Strategies:


2-a. Demonstrate responsibility as a learner

2.2 Acknowledge responsibility for one’s own decisions and actions

2.3 Understand how one’s behavior impacts outcomes and consequences

2.4 Identify the impact of attitude and behavior on learning

Meet with students individually to discuss academic needs

Consult with teachers for academic placement

Assist students in organizing homework with a student planner or lesson plans

Explain school academic policies as outlined in the student handbook

Administer state and district mandated achievement tests consult with students,

parents, teachers and administrators

about the results of district and

state tests Consequences of responsible behavior and misbehavior are offered through the Health Enhancement curriculum.

2-a. Assessment:

Student/parent feedback Teacher/administration feedback State and district assessments

(MontCas and NWEA)

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: 6-8 Author: Loretta ThielTime Frame Content Standard/Essential Objectives to be Included Implementation Strategies and


Content and Essential Questions Assessment Strategies

Third and Fourth Quarter

3-a CS2: BM1

3-a. Develop an educational plan

3.1 Understand the academic requirements needed to complete middle school.

3.2 Complete requirements for entrance to high school.

3-a. Strategies:

Provide fifth grade orientation to review schedules and tour the middle school Assist 7th grade students in

beginning their 10 year plan Provide an eighth grade orientation

meeting to high school curriculum requirements including graduation requirements and academic honor requirements

Provide an orientation meeting for parents of all eighth graders to make parents aware of the high school curriculum and graduation requirements

Spend an entire day in an eighth grade classroom helping students develop their ten-year plan of study

3-a. Assessment:

Student/parent feedback Teacher/administration feedback




Third Quarter

Third Quarter

Third Quarter

4-a CS3: BM1

4-a. Demonstrate the skills necessary to obtain, maintain, change and create new employment opportunities.

5-a CS4: BM1

5-a. Identify and use career and educational information and opportunities.

4.1 Demonstrate positive attributes for school success such as teamwork, attendance, dependability, initiative, and quality of work.

4.2 Identify a variety of career options.

5.1 Explore occupations related to one’s broad career interest area.

5.2 Describe how a changing economy and labor market affect an individual’s work.

5.3 Discuss stereotypes and biases associated with certain types of jobs.

5.4 Identify a career cluster based on interests and aptitudes.

4-a, 5-a. Strategies:

Present career activities in the eighth grade language arts classes.

Introduce personality types as they are related to career choices

Assist students in completing the Self-Directed Search

Use the results of the Self-Directed Search to introduce students to careers that match their interests

Introduce students to the Montana Career Information System for researching careers

Construct portfolios that contain interest inventories, students’ career cluster information and 10 year plans

Assign a research paper on the students’ career choice

Provide a report of each student’s standardized testing information for all parents.

4-a, 5-a. Assessments: Student/parent feedback Teacher/administration feedback Career research paper Standardized test scores Portfolios Self-Directed Search



Content and Essential Questions Assessment StrategiesThird Quarter 6-a CS4: BM2

6-a. Demonstrate career planning and career management skills.

6.1 Describe the importance of making plans for the future.

6.2 Identify how to prepare for individual careers.

6.3 Identify the career planning. process and use a variety of resources for career planning.

6.4 Identify educational levels required in one’s career interest areas.

6.5 Develop and maintain a personal planning portfolio.

6.6 Explore broad career interest Areas.

6.7 Identify experience that help define and clarify career interests (i.e. service- learning, leisure activities, etc.).

6-a. Strategies:









6-a. Assessments:

Student/parent feedback Teacher/administration feedback Career research paper Standardized test scores Portfolios Self-Directed Search

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: 6-8 Author: Loretta Thiel



Objectives to be Included Implementation Strategies and Assessment Strategies

Third Quarter 7-a CS5: BM1

7-a. Understand interests strengths, preferences and skills as they relate to career development.

7.1 Complete career interest inventories and discuss results.

7.2 Describe current skills, abilities, and interests.

7.3 Describe how interests and abilities relate to career choices.

7.4 Identify the advantages and disadvantages of certain careers.

7.5 Complete learning styles inventory and discuss results

7a. Strategies:









7-a. Assessments: Student/parent feedback Teacher/administration feedback Career research paper Standardized test scores Portfolios Self-Directed Search





Third Quarter

All Year

8-a CS6: BM1

8-a. Acquire and demonstrate self-awareness and self- acceptance.

9-a CS6: BM2

9-a. Identify and handle feelings appropriately.

8.1 Describe the physical, social and emotional changes of growing up.8.2 Recognize self-defeating and self-enhancing behaviors.8.3 Understand the importance of good self-esteem.8.4 Understand the concept of multiple intelligence and be able to articulate one’s area of strength.

9.1 Express and respond to feelings appropriately in both verbal and non-verbal communication.9.2 Recognize that there are different ways to express the same feelings.9.3 Understand and identify ambivalent feelings . 9.4 Describe passive, aggressive and assertive communication.9.5 Utilize anger management skills.9.6 Understand the concept of displaced anger and direct anger at its source

8-a. Strategies:

Covered by the Health Enhancement curriculum.

8-a. Assessment:

Covered by Health Enhancement curriculum.





Second Quarter

10-a CS6: BM3

10-a. Understand and appreciate diversity

11-a CS6: BM4

11-a. Have effective conversation and listening skills.

10.1 Recognize diversity among peers.

10.2 Describe the influence of culture on personal, social, educational and career choices.

11.1 Ask questions to clarify meaning or verify impressions.

11.2 Listen for feelings behind words.

11.3 Understand the difference between sympathy and empathy.

11.4 Understand the importance of congruence between words, thoughts and feelings.

10-a. Strategies:

Covered in 6th & 7th grade social studies.

Prejudice: The Monster Within viewed in the 8th grade history classes.

10-a. Assessment:

Covered in 6th & 7th grade social studies.

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: 6-8 Author: Loretta ThielTime Frame Content Standard/Essential


Assessment Strategies


12-a CS6: BM5

12-a. Work cooperatively with others in a variety of group situations

13-a CS7: BM1

13-a. Acquire and demonstrate self- management and responsibility for behavior.

12.1 Assume different roles within a group.12.2 Using the skills of linking and summarizing others’ contributions.12.3 Give and accept both positive and negative feedback.12.4 Verbalize acceptance of others’ ideas, modify ideas, or offer alternative ideas.12.5 Describe and practice leadership skills.

13.1 Distinguish between positive and negative ways to handle peer pressure.13.2 Distinguish between over- reactions and appropriate behavior reactions.13.3 Utilize alternative ways to cope with stressful situations.13.4 Differentiate between negative, discouraging self- statements and positive, encouraging self-talk.13.5 Use self-encouragement to aid in taking responsibility for one’s behavior

13-a. Strategies:

Covered by Health Enhancement curriculum in the 8th grade.

13-a .Assessment:






14-a CS7: BM2

14-a. Demonstrate decision- making skills.

15-a CS7: BM3

15-a. Demonstrate goal setting skills.

16-a CS8: BM1

16-a. Get along with others.

14.1 Develop and follow a specific decision-making plan.14.2 Identify and model a decision-making model to a classroom project.

15.1 Identify short and long-term goals.15.2 Demonstrate how to set and achieve short and long- term goals.

16.1 Identify biases and stereotypes that interfere with interpersonal relationships.16.2 Develop the ability to empathize with others’ feelings, problems, or needs.16.3 Utilize behaviors needed to make and keep friends.16.4 Understand how to deal with some of the common difficulties encountered in friendships.16.5 Identify positive strategies to cope with change or loss of relationships.

14-a. Strategies: Covered by Health Enhancement

curriculum in the 8th grade.14-a. Assessment:





17-a CS8: BM2

17-a. Utilize appropriate conflict resolution strategies.

17.1 Differentiate between being assertive, aggressive and passive.

17.2 Differentiate between one’s own perspective and the perspective of others.

17.3 Express one’s own opinions and needs clearly and without blaming.

17.4 Examine options and their consequences.

17.5 Know how to reach a “win/win” agreement by utilizing compromise.

17.6 Gain skills in peer Mediation.

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grades 9-12 Authors: Thom Barnhart/Gail GilbertsonTime Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



All year1-a. CS1: B1

1-a. Understanding self as a learner

1.1 Apply strategies that compliment individual learning styles.

Interests Strengths Study habits

1-a. Strategies: Communicate with the parents as needed. Discuss individually with students when

requested, academic abilities, interests and values.

Participate and conduct parent, student, teacher and administrator conferences as needed.

Consult with teachers regarding educational placement of students if needed.

Assist students with entry into post-secondary education and training options.

Provide individual counseling sessions with identified students with academic needs.

Consult with parents and teachers regarding identified students.

Administer Learning Styles Inventory in conjunction with classroom teachers.

Administer state-mandated testing to sophomores.

Interpret results of state-mandated testing for students, parents, teachers, and administration.

1-a. Assessment: Student feedback Parental feedback Professional staff feedback Administrative feedback Periodic evaluation by “teams” from outside

the school district MONTCAS, ACT, SAT, PLAN, P-SAT

assessments Graduation follow-up survey

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: 9-12 Authors: Thom Barnhart/Gail Gilbertson




All year 2-a. CS1: B2

2-a. Demonstrate responsibilities as a learner.

2.1 Demonstrate responsibilities as a learner.

2.2 Consistently accept responsibility for one’s own decisions and actions.

2.3 Show how one’s behavior impacts outcomes and consequences.

2.4 Recognize and monitor attitude and behavior as they affect lifelong learning.

2-a. Strategies:

Provide individual counseling sessions with identified students who have specific needs such as academic concerns.

Discuss with students individually how their academic abilities, interests and values play a part in the decisions they make.

Participate in teacher and or parent and student conferences as needed.

Consult with parents, teachers, and administrators regarding educational placement as needed.

Administer and interpret ACT exam to junior and senior students.

2-a. Assessment:

Student feedback Parental feedback Professional staff feedback Administrative feedback Periodic evaluation by “teams” from

outside the school district ACT/SAT assessment PLAN/P-SAT assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grade 8 Authors: Thom Barnhart/Gail Gilbertson




February/March 3-a. CS2: B1

3-a. – Develop an educational plan.

3.1 Explain high school credits/ competencies and graduation requirements.3.2 Select high school courses that meet individual goals and requirements.3.3 Describe and use examples of how completing high school will offer better preparation for continuing education and entry-level jobs.3.4 Select courses that meet career/educational goals3.5 Develop a four year high

school educational plan that relates to overall 10 year plan.

3.6 Relate school achievement to personal and professional interests.

3.7 Identify educational area (s) that could serve as a leisure time activity or pursuit.

Culinary arts Fitness Music Art

3-a. Strategies: Provide an eighth grade orientation

meeting to high school curriculum requirements including graduation requirements and academic honors requirements for all eight graders.

Provide an orientation meeting for parents of all eighth graders to make parents aware of the high school curriculum and graduation requirements.

Spend an entire day in an eighth grade classroom helping students develop their 10 year plan of study emphasis on 4 year high school plan.

Provide students with a career portfolio that will include Self Directed Search (grade 8), O’Net, Microskills, Kuder E and Kuder DD (high school) interest inventory results, career research paper, and resume (high school).

Provide students and parents with an overview of the tech-prep program and its components available to them.

3-a. Assessment: Student feedback Parental feedback Professional staff feedback Administrative feedback Compare interest inventory results for

potential career paths





August-December

4-a. CS2: B1


4.1 Explain high school credits/ competencies and graduation requirements.

4.2 Select high school courses that meet individual goals and requirements as related to career choices .

4.3 Describe and use examples of how completing high school will offer better preparation for continuing education and higher paying jobs.

4.4 Select courses that meet career/educational goals for post secondary education institutions.

4.5 Develop a four year high school educational plan that relates to overall 10-year plan.

4-a. Strategies:

Administer the Kuder E Interest Inventory to all freshmen.

Meet individually with all freshman to interpret their interest inventories and relate those results to the student’s personal career choices and interests.

Complete the student’s 10-year plan of study in choosing classes for their sophomore year that will help them in their career and post secondary plan

Discuss credit accumulation individually and stress graduation requirements as required.

Register and orient all transfer students. Provide information to all students as

needed through media – scholarships, testing opportunities and post-secondary opportunities.

Communicate with parents as needed. Refer identified students to appropriate

tutorial programs. Provide academic advisement during the

two semester registration periods. Discuss individually with students as

requested their academic abilities, interests and values.

Maintain accurate records of each student’s academic progress including certification for graduation.

continued on next page

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grade 9 Authors: Thom Barnhart/Gail GilbertsonTime Frame Content Standard/Essential Objectives to be Included Implementation Strategies and


Content and Essential Questions Assessments Strategies4.6 Relate school achievement to personal and professional interests.



Discuss appropriate prerequisites and courses needed by individual students.

Assist students with the necessary changes in class schedules.

Involve parents in registration and schedule change process.

Conduct/participate in parent teacher and student conferences as needed.

Participate in CST/IEP meetings for all current special education students.

Consult with teachers regarding educational placement of students as needed.

Provide information and interpret test results as needed.

Assist self-referred students with entry into post secondary institutions.

Assess identified student’s needs through the pre-referral process.

4-a. Assessment:

Student feedback Parental feedback Professional staff feedback Administrative feedback Periodic evaluation by “teams” from outside

the school district





First, second and third nine

weeks as needed.

5-a. CS2: B1






5.5 Develop a four-year high school educational plan that relates to overall 10-year plan.

5-a. Strategies:

Administer the MCIS to all sophomores as part of their career paper unit for Communication Arts 10 classes.

Meet individually with all sophomores to discuss their MCIS Holland codes and relate those codes to the student’s personal career choices and interests.

Complete the student’s 10-year plan of study in choosing classes for their junior year that will help them in their career and post secondary plan


Administer and interpret PLAN and P-SAT testing.





two semester registration periods.


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grade 10 Authors: Thom Barnhart/Gail GilbertsonTime Frame Content Standard/Essential







Discuss individually with students as requested their academic abilities, interests and values.








Provide information and interpret test results.



5-a. Assessments:


the school district

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grade 11 Authors: Gail Gilbertson/Thom BarnhartTime Frame Content Standard/Essential Objectives to be Included Implementation Strategies and



Second nine weeks

6-a. CS2: B1






6.5 Develop a four-year high school educational plan that relates to overall 10-year plan.

6-a. Strategies:

Administer the Kuder DD Interest Inventory to all juniors.

Meet individually with all juniors to interpret their interest inventories and relate those results to the student’s personal career choices and interests.

Complete the student’s 10-year plan of study in choosing classes for their senior year that will help them in their career and post secondary plan


Administer and interpret the ACT exam to juniors.





two semester registration periods. Discuss individually with students as

requested their academic abilities, interests and values.


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grade 11 Authors: Gail Gilbertson/Thom BarnhartTime Frame Content Standard/Essential




6.6Relate school achievement to personal and professional interests.













6-a. Assessment:


the school district



Assessments


Strategies

September7-a. CS2: B1 7-a. Develop an educational plan





7.5 Develop a educational plan that relates to their postsecondary institution and career choice and their 10 year plan.

7-a. Strategies:

Discuss in Government class with all seniors the MPSEOC college fair, college application process and requirements, NCAA rules, ACT testing opportunities, college campus visits, letters of recommendation guidelines and basic senior interview for post secondary plans.

Discuss credit accumulation and highly stress graduation requirements as required to cross graduation stage.


needed through media – scholarships, testing opportunities and post-secondary opportunities and college applications as requested.



two semester registration periods. Assist self-referred students with entry into

post secondary institutions by helping with applications and sending transcripts.

Discuss individually with students as requested their academic abilities, interests and values.

















7-a. Assessment:


the school district

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grades 9 - 12 Authors: Thom Barnhart/Gail GilbertsonTime Frame Content Standard/Essential




All year8-a. CS3: B1

8-a.Demonstrate the skills necessary to obtain, maintain, change, and create new employment opportunities.

8.1 Identify appropriate choices during high school that will lead to marketable skills for entry- level employment or for advanced education.

Advanced classes Vocational classes Attendance Time management Co-curricular activities

8.2 Demonstrate positive attitudes and behaviors toward work and show qualities needed to succeed in a job.8.3 Demonstrate positive attitudes, behaviors, and skills needed to obtain and maintain a full or part time job.8.4 Demonstrate knowledge and application of job search techniques.8.5 Explain the concept of entrepreneurship and its relationship to career opportunities. 8.6 Analyze motivating factors and roadblocks to obtaining employment.

8-a. Strategies: Provide individual guidance as requested

regarding courses and their relationship to job skills.

Provide academic advisement during two semester registration periods.

Provide job interview experience when requested by individual students.

Provide support through team-teaching and utilizing guidance resources to fitness, communication arts and business classes during their career skills units.

Assist students in administration and interpretation of O’Net, Microskills and other interest inventories to assist in goal setting for college and career research.

Maintain tech-prep career portfolios with interest inventory results, career paper, and resume to hand back to students upon graduation.

8-a. Assessment: Student feedback Parental feedback Professional staff feedback Administrative feedback Community employer feedback Periodic evaluation by “teams” from outside

the school district Evaluation of interest inventory results for

continuity and potential career path



Assessments StrategiesAll year


9-a. CS4: B1


9.1 Identify career opportunities that relate to interests and abilities through research.

9.2 Integrate occupational resource information to individual and career plans.

9.3 Identify and demonstrate knowledge of nontraditional careers.

9.4 Describe the relationship between employment trends, one’s educational plan and employment opportunities.

9-a. Strategies:

Freshman will participate in the Kuder E Interest Inventory in World History classes with a counselor.

When results of the interest inventory are in, freshman will meet individually with the counselor to discuss the results and how they relate to the students interests and career plan.

Freshman will update their ten year plan with emphasis on the four year high school plan as they relate the results of interest inventories and select their classes that best meet those interests, post secondary and career plans.

9-a. Assessment:

Student feedback Parental feedback Professional staff feedback Administrative feedback Evaluation of interest inventory results

for continuity and possible career paths




10-a. CS4: B1 10.1 Identify career opportunities 10-a. Strategies:


November 10-a. Identify and use career and educational information and opportunities.

that relate to interests and abilities through research activities.

10.2 Integrate occupational resource information to individual and career plans. 10.3 Identify and demonstrate knowledge of nontraditional careers.

10.4 Describe the relationship between employment trends, one’s educational plan and employment opportunities. 10.5 Demonstrate knowledge in the use of Montana Career Information program.

Counselors will introduce the Montana Career Information System to all sophomores.

Sophomores will explore Holland Codes with their interests as related to their career goals.

Sophomores will complete a career paper for their English class after being introduced to the MCIS (Montana Career Information System).

Student will complete the O-Net interest inventory and Microskills inventory in determining their career interests.

Students will print an extra copy of their career paper and place it in their tech prep folder when they update their career portfolio.

Students will participate in a career fair through the English department in which they will conduct mock interviews with staff and community members.

10-a. Assessment: Student feedback Parental feedback Professional staff feedback Administrative feedback Evaluation of interest inventory results for

continuity and possible career paths

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grade 11 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential




Through out the year.

11-a. CS4: B1


11.1 Identify career opportunities that relate to interests and abilities through research activities.




11-a. Strategies: All juniors will take the ASVAB and

participate in the interpretation of their results with the National Guard in Junior English classes.

All juniors will take the Kuder DD Interest Inventory in their US. History classes. When results are in, each junior will discuss individually with the counselor their results as interpreted by counselor and how those results relate to their career choice.

Along with the results of the Kuder DD, juniors will update their ten year plan with emphasis on their four year high school plan and decide on elective classes for their senior year that will help them meet their post secondary and career goals.


the school district Evaluate results of various interest

inventories for continuity and possible career interest areas





Throughout the year

12-a. CS4: B1


12.1 Identify career opportunities that relate to interests and abilities through research activities.




12-a. Strategies:

Seniors will complete an exit survey the week before graduation.

Students will complete a five year follow up survey after graduation.

Seniors will demonstrate professionalism in writing their resumes and business cover letters to add to their tech prep folders in their Senior level English classes.

Seniors is Business Procedures class will demonstrate professionalism in creating their business portfolio by creating letters, resumes, receiving letters of recommendation and participating in mock job interviews.

12-a. Assessment:

Student feedback Parental feedback Professional staff feedback Administrative feedback Periodic evaluation by “teams” from

outside the school district Post-graduation exit survey Five-year follow-up survey

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grades 9 -12 Authors: Gail Gilbertson/Thom BarnhartTime Frame Content Standard/Essential



All year 13-a. CS4: B2 13.1 Describe the lifelong process13-a. Strategies:

Fall meeting with juniors and seniors to


13-a. Demonstrate career planning and career management skills.

of career development.

13.2 Describe stereotypes, biases, and discriminatory behaviors that may limit career opportunities.

13.3 Develop a post-high school education/career plan and modify as needed.

13.4 Identify what various institutions have to offer in areas of education and career choice and consider alternatives.

13.5 Take required steps toward transitioning from high school to post secondary education, advanced training programs or the world of work.

review post-secondary options and tie it in to the MPSEOC college day.

Group guidance on post-secondary options in junior and seniors classes and giving them the option to come to the post secondary recruiters visits during the school year.

Classroom guidance for seniors in planning for life after high school.

Listening to a speaker from the Student Assistance Foundation discussing money management, financial aid obligations and credit card debt for all seniors.

Assist students as needed with registration for college entrance tests and interpretation of the test scores once they arrive for grades 10-12.

Provide necessary documentation (letters of recommendation, secondary school reports, transcripts) to assist students in the application process to post secondary institutions.

Assist students when requested with the process of researching post-secondary career and training options in grades 9-12.

13-a. Assessment: Student feedback/Parental feedback Professional staff feedback Administrative feedback Periodic evaluation by “teams” from outside

the school district Post-graduation follow-up survey

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grades 9 Authors: Thom Barnhart/Gail GilbertsonTime Frame Content Standard/Essential



All year 14-a. CS5: B1 14.1 Research career opportunities 14-a. Strategies:


14-a. Understand interests, strengths, preferences, and skills as they relate to career development

that relate to interests, abilities, and lifestyle choices.

14.2 Demonstrate how individual characteristics relate to achieving personal, social, educational, and career goals.

14.3 Assess personal interests, strengths, and limitations, as they apply to educational and career planning goals.

Complete the Kuder E Interest Inventory in English classroom.

Interpret results of Kuder E Interest Inventory in classroom setting.

Discuss individually with students when requested, academic abilities, interests and values.

Provide individual follow-up counseling sessions as requested regarding career choice.

Provide individual follow-up counseling sessions as requested regarding post-secondary decision making.

Meet with students individually or small group settings to update their ten-year plan of study based upon results of Kuder E with emphasis on the four-year high school plan.

Meet with freshman class in group setting to go over registration process for their sophomore year and classes that are available based upon their interests, strengths and limitations.

14-a. Assessment: Student feedback Parental feedback Professional staff feedback Administrative feedback




All year 15-a. CS5: B1 15.1 List career opportunities 15-a. Strategies:


15-a. Understand interests, strengths, preferences, and skills as they relate to career development.

that relate to interests, abilities, and lifestyle choices.

15.2 Demonstrate how individual characteristics relate to achieving personal, social, educational, and career goals.

15.3 Assess personal interests, strengths, and limitations, as they apply to educational and career planning goals.

Complete the O’Net and Microskills interest inventories in English classroom.

Interpret results of O’Net and Microskills Interest Inventory in classroom setting.




Meet with students individually or small group settings to update their ten-year plan of study based upon results of their interest inventories with special emphasis on the four-year high school plan.

Introduce sophomores to the Montana Career Information System, the Encyclopedia of Career and Vocational Interest and other guidance resources that pertain to career and educational exploration

Team-teach a career paper with the sophomore English teachers and participate as a judge in the follow-up career fair put on by the students.

Administer the optional PLAN Test to sophomores and interpret the results and how they pertain to educational and career goals and educational strengths and weaknesses.






All year 16-a. CS-5: B1

16.a. Understand interests, strengths, preferences, and skills as they relate to career development.

16-1. List career opportunities that relate to interests, abilities, and lifestyle choices.

16-2 Demonstrate how individual characteristics relate to achieving personal, social, educational, and career goals.

16-3. Assess personal interests, strengths, and limitations, as they apply to educational and career planning goals.

16-a. Strategies: Complete the Kuder DD interest inventories in

history classroom. Interpret results of Kudder DD Interest Inventory

in individual setting. Set up testing time for the ASVAB for all juniors

and arrange for military to come in and interpret results in a classroom setting.




Meet with students individually or small group settings to update their ten-year plan of study based upon results of Kuder DD and ASVAB with emphasis on the four-year high school plan.

Meet with juniors in a group setting to discuss scholarship and advanced placement testing opportunities.

Administer the optional P-SAT Test to juniors. Meet with students individually and interpret the

results of the P-SAT Test and how they pertain to educational and career goals and educational strengths and weaknesses.







17-a. Understand interests, strengths, preferences, and skills as they relate to career development.

17-1 List career opportunities that relate to interests, abilities, and lifestyle choices.

17-2 Demonstrate how individual characteristics relate to achieving personal, social, educational, and career goals.

17-3 Assess personal interests, strengths, and limitations, as they apply to educational and career planning goals.

17-a. Strategies: Discuss individually with students when

requested, academic abilities, interests and values.



Meet with students individually or small group settings to update their ten-year plan of study based upon career and post-secondary choices.

Meet with students individually to complete senior interview process to determine where students will attend post-secondary training and what career they are interested in pursuing.

Print and mail transcripts and shot records to post-secondary institutions as requested based upon senior interview results.

Compile post-secondary information based upon senior interview to be used by administration at graduation ceremony.

17-a. Assessment: Student feedback Parental feedback Professional staff feedback Administrative feedback Post-graduation follow-up surveys






18-a. Understand the relationship between learning and the world of work.

18-1 Discuss and demonstrate how skills developed in school are transferable to a variety of work settings.

18-2 Update educational plans and choices that will develop skills for employment and for further education.

18-3 Review and revise yearly plan of courses and school activities to enhance preparation for future education and career.

18-a. Strategies: Develop a flexible four-year high school

course guidance plan. Develop an activity summary sheet that

will track student co-curricular involvement throughout high school.

Provide academic advisement during two semester registration sessions per year.

Serve as a resource for students and fitness class teacher during life skills unit.

Provide individual guidance as requested by students, parents and teachers regarding course selections, grades and academic preparation.

Provide individual guidance as requested in post-secondary information seeking and decision making.





All year 19-a. CS-5:B2

19-a. Understand the relationship between learning

19-1. Discuss and demonstrate how skills developed in school are transferable to a variety of work settings.

19-a. Strategies: Update and maintain the flexible four-year high

school course guidance plan. Update the activity summary sheet that will

track student co-curricular involvement


and the world of work.19-2 Update educational plans And choices that will develop skills for employment and for further education.


throughout high school. Meet with sophomores in classroom setting to

discuss class options available at SHS as well as requirements to attend post-secondary training in different career areas and assist in registration process.


Serve as a resource for students and fitness class teacher during job interview unit.



Team-teach career paper with English Dept. and serve as a resource regarding access to career information materials.

Information on careers and skills provided through business classes, computer classes, fitness classes, communication arts classes, vo-ag classes and industrial art/technology classes.

Assist students and local employers by matching/recommending students with potential job openings within our community.





All year 20-a. CS-5:B2 20-1 Discuss and demonstrate 20-a. Strategies:


20-a. Understand the relationship between learning and the world of work.

how skills developed in school are transferable to a variety of work settings.

20-2 Update educational plans and choices that will develop skills for employment and for further education.


Update and maintain the flexible four-year high school course guidance plan.

Update the activity summary sheet that will track student co-curricular involvement throughout high school.

Meet with juniors in classroom setting to discuss class options available at SHS as well as requirements to attend post-secondary training in different career areas and assist in registration process.


Serve as a resource for student in business classes during job research unit.



Information on careers and skills provided through business classes, computer classes, communication arts classes, vo-ag classes and industrial art/technology classes.


Evaluation: Student feedback Parental feedback Professional staff feedback Administrative feedback





21-a. Understand the

21-1 Discuss and demonstrate how skills developed in school are transferable to a

21-a. Strategies: Update and maintain the flexible four-year high

school course guidance plan. Update the activity summary sheet that will


relationship between learning and the world of work.

variety of work settings.21-2 Update educational plans and choices that will develop skills for employment and for further education.


track student co-curricular involvement throughout high school.

Meet with seniors in classroom setting to discuss requirements to attend post-secondary training in different career areas and assist in application process.

Serve as a resource for students business classes during job application/interview unit.



Information on careers and skills provided through business classes, computer classes, communication arts classes, vo-ag classes and industrial art/technology classes.

Assist students and teachers with job placement through School-To-Work, School-To-Work Voc. Experience and work release.







22-a. Acquire and demonstrate self-awareness and self-

22-1 Discuss how strengths and limitations relate to goal achievement.

22-a. Strategies: Provide individual counseling sessions as

needed regarding self-esteem as requested by students, parents, faculty or administration.


acceptance. 22-2 Recognize and accept both strengths and limitations.

22-3 Identify techniques to maintain a consistent positive self-regard in the presence of negative feedback.

Serve as a resource to teachers upon request regarding their influence on development of student self-concept.

Serve as a resource for classroom instruction in Health Enhancement Classes regarding goal setting and personal achievement and the importance of good self-esteem.

Provide an open-door policy to provide students dealing with issues regarding academic achievement, self-esteem, and self-respect for self and others.

Serve as a resource for Health Enhancement Classes regarding their unit on Domestic Violence.

Refer students and faculty to community resources regarding self-esteem and goal setting issues.

Provide crisis counseling which includes prevention, intervention and follow-up regarding self-esteem issues, suicide, and chemical usage.

Facilitate support groups dealing with issues of self-concept and self-esteem, death, pregnancy, family dynamics and new student support through the school CORE Team program.




Assessments Strategies Identify resource people in the community

and surrounding area and know how to seek their help.

Identify resource people in the community and surrounding area and refer students


and parents to these resources as needed. Meet with students as needed to help

identify long-term and short-term goals as well as ways to meet those goals.

Consult with parents, teachers, other educators, administration and community professionals regarding strategies to help students and families.

Refer students and parents to sources that deal with suicide, violence, abuse, depression, and family difficulties such as mental health, employment training (Action for Eastern Montana, REO, and Voc. Rehab), and juvenile services.

Administer Beck’s Hopelessness Scale and Adolescent Depression Scale when requested by students, parents, teachers or administrators.


the school district





23-a. Acquire and

23-1 Discuss how strengths and limitations relate to goal achievement.


needed regarding self-esteem as requested by students, parents, faculty or


demonstrate self- awareness and self- acceptance.

23-2 Recognize and accept both strengths and limitations.

23-3 Identify how to maintain a consistent positive self- regard in the presence of negative feedback.


administration. Serve as a resource to teachers upon

request regarding their influence on development of student self-concept.






Identify resource people in the community and surrounding area and know how to seek their help.




and surrounding area and refer students and parents to these resources as needed.

Meet with students as needed to help identify long-term and short-term goals as well as ways to meet those goals.





Consult with community resources such as Department of Health, District 2 Drug and Alcohol and local law enforcement regarding concerns about students

23-a. Assessment:


the school district





24-a. Acquire and demonstrate self-

24-1 Describe how strengths and limitations relate to goal achievement.

24-a. Strategies:

Provide individual counseling sessions as needed regarding self-esteem as requested by students, parents, faculty or


awareness and self- acceptance.

24-2 Recognize and accept both strengths and limitations.



administration. Serve as a resource to teachers upon

request regarding their influence on development of student self-concept.










and surrounding area and refer students and parents to these resources as needed.

Meet with students as needed to help identify long-term and short-term goals as


well as ways to meet those goals. Consult with parents, teachers, other

educators, administration and community professionals regarding strategies to help students and families.



Participate in IEP/CST and help students recognize and understand their strengths and limitations with regards to their selected career and post-secondary choice.


the school district




All year25-a. CS-6:B1

25-a. Acquire and demonstrate self-awareness and self-

25-1 Describe how strengths and limitations relate to goal achievement.

25-2 Recognize and accept both

25-a. Strategies:

Provide individual counseling sessions as needed regarding self-esteem as requested by students, parents, faculty or administration.

Serve as a resource to teachers upon request


acceptance. strengths and limitations.



regarding their influence on development of student self-concept.





Facilitate support groups dealing with issues of self-concept and self-esteem, grief, pregnancy, family dynamics and new student support through the school CORE Team program.


Identify resource people in the community and surrounding area and refer students and parents to these resources as needed.



Assessments Strategies Meet with students as needed to help identify

long-term and short-term goals as well as ways to meet those goals.


Refer students and parents to sources that deal


with suicide, violence, abuse, depression, and family difficulties such as mental health, employment training (Action for Eastern Montana, REO, and Voc. Rehab), and juvenile services.


Participate in IEP/CST and help students recognize and understand their strengths and limitations with regards to their selected career and post-secondary choice.

Write letters of recommendation for students applying for post-secondary education and scholarship opportunities.

Assist students with understanding their strengths and limitations when writing their college entrance essays.

Assist students in dealing with the disappointment of not being accepted into the college of their choice.

25-a. Assessment: Student feedback Parental feedback Professional staff feedback Administrative feedback Periodic evaluation by “teams” from outside the

school district

Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grades 9-12 Authors: Thom Barnhart/Gail GilbertsonTime Frame Content Standard/Essential




26-a. Identify and handle feelings appropriately.

26-1 Assess the relationship between feelings and behaviors in self and others.

26-a. Strategies:

Provide individual counseling sessions as requested by students, parents, faculty or administration regarding feelings and


26-2 Identify the relationship between unexpressed feelings and physical health.

stress turned inward can lead to health-

related issues. depression

26-3 Utilize a variety of ways to diffuse physiological anger.

26-4 Demonstrate assertive communication skills.

behavior and how they can affect perception by peers and staff.

Serve as a resource for classroom instruction in Health Enhancement Classes regarding human emotion in self and others.

Provide an open-door policy to provide students dealing with issues regarding academic achievement, behavior, feelings, and anger for self and others.

Refer students and faculty to community resources regarding feelings and anger management.

Provide crisis counseling which includes prevention, intervention and follow-up regarding self-esteem issues, suicide, and anger management.

Facilitate support groups dealing with issues of self-concept and self-esteem, assertive communication and new student support through the school CORE Team program.

Identify resource people in the community and surrounding area who deal with feelings and anger management and know how to seek their help.





Identify resource people in the community and surrounding area who deal with feelings and anger management and refer students and parents to these resources as


needed. Meet with students as needed to help

identify long-term and short-term behavioral goals as well as ways to meet those goals.


Refer students and parents to sources that deal with suicide, violence, abuse, and depression, such as mental health or other counseling services.


26-a. Assessment:


the school district





27-a. Understand and appreciate

27-1 Describe the importance of diversity and equity in choices students make.


requested by students, parents, faculty or administration regarding diversity and


diversity. Career Personal Social

27-2 Demonstrate respect for diversity and equity in all aspects.

Career Personal Social

equity issues. Serve as a resource for classroom

instruction in English and U.S. History Classes regarding Holocaust and Indian Education.

Provide an open-door policy to students dealing with issues regarding their diversity concerns.

Provide crisis counseling which includes prevention, intervention and follow-up regarding diversity and equity issues.

Identify resource people in the community and surrounding area who deal with equity and diversity issues and refer students and parents to these resources as needed..

Consult with community professionals regarding strategies to help diverse students and families meet educational and economic goals.


the school district





28-a. Have effective conversation and

28-1 Accurately summarize and synthesize key elements of verbal and non-verbal communication.

28-a. Strategies:

Provide individual counseling sessions as requested by students,


listening skills.

parents, faculty or administration regarding verbal and non-verbal communication.

Provide counseling as needed in support groups to assist students with communication.

Serve as a resource for classroom instruction in English and Health Enhancement Classes regarding verbal and non-verbal communication and its effect on a student’s peer relationship.

Provide individual counseling sessions with self-referred students regarding communication with their families.

28-a. Assessment:

Student feedback Parental feedback Professional staff feedback Administrative feedback





29-a. Work cooperatively with others in a variety of group

29-1 Work cooperatively on projects using self- monitoring and self- evaluations skills

29-a. Strategies:

Encourage appropriate involvement in school and community


settings.29-2 Identify group goals and strive for consensus when practical

activities/organizations. Assist students when needed with

conflict resolution and group skills. Work with teachers to guide,

identify, and demonstrate genuine communication skills in the hallway, lunchroom and classrooms.

29-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grades 9 - 12 Authors: Gail Gilbertson/BarnhartTime Frame Content Standard/Essential



All year30-a. CS 7:B1

30-a. Acquire and demonstrate self-management and

30-1 Distinguish between dependent and independent behaviors.

30-a. Strategies:

Students will learn to accept responsibility for decisions and behaviors through


responsibility for behavior.

30-2 Demonstrate an awareness of the connection between present choices and future goals and how it relates to self-management and responsibility.

30-3 Demonstrates self-control in dealing with interpersonal conflicts.

consultation from their counselor as needed.

Provide individual counseling sessions as necessary regarding behavior and consequences of behavior.

Provide counseling in support groups as needed for students with personal concerns such as self-concept and self- esteem, grief, pregnancy, family dynamics and new student supports through the school and core team.

Counselors will assist students as needed to demonstrate an understanding for consequences of their decisions, both positive and negative by working to achieve satisfactory academic progress and following the policies in the student handbook.

30-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grades 9-12 Authors: Gail Gilbertson/Thom BarnhartTime Frame Content Standard/Essential



All year 31-a. CS 7:B2

31-a. Demonstrate decision- making skills.

31-1 Demonstrate how to make choices in school and know specific options and be aware of consequences.

31-a. Strategies:

Students will receive assistance with problem-solving and decision-


31-2 Distinguish between and rank alternatives that involve varying degrees of risk.

31-3 Evaluate present ability to gather information, generate alternatives and assess the consequences of those decisions.

31-4 Analyze the personal decisions that have contributed to one’s satisfactory physical and mental health.

making in adherence to completing assignments, classroom policies and satisfactory academic performance.

Provide individual counseling sessions to referred students to assist with decision-making.

Instruction in the Fitness classrooms regarding positive decision making skills. ie: drug and alcohol unit, eating disorders, domestic violence unit and marriage unit.

31-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grade 9-12 Authors: Gail Gilbertson/Thom BarnhartTime Frame Content Standard/Essential




32-a. Demonstrate goal setting skills.

32-1 Demonstrate how to set, modify and achieve short and long-term goals.

32-a. Strategies:

Students will integrate their goal-setting skills as they complete


32-2 Identify motivating factors, obstacles and timelines in relationship to goal setting.

32-3 Analyze motivating factors and roadblocks to achieving goals.

32-4 Demonstrate and understanding of how life circumstances can cause changes in goals.

32-5 Evaluate and modify current and futures goals.

registration and class scheduling. Students will receive information

about registration for standardized tests such as the ACT, SAT, P-SAT and PLAN and students will be instructed on the interpretation of the results.

Counselors will provide individual counseling as needed.

32-a. Assessment:


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grades 9-12 Authors: Gail Gilbertson/Thom BarnhartTime Frame Content Standard/Essential




33-a. Get along with others.

33-1 Differentiate between healthy and unhealthy dependence on friends.

33-a. Strategies: Provide individual counseling sessions with

referred students to improve their interaction with teachers, peers and authority figures.


33-2 Describe ways to overcome biases and prejudices.

33-3 Develop an awareness of and Identify differences in people (racial, gender- based, cultural, religious and physical).

33-4 Identify characteristics of healthy relationships.

Provide individual counseling sessions with self-referred students regarding interaction with their families in a confidential manner.

Provide individual counseling with referred students to assist them with relationship issues including change or loss of relationship and or change/difficulty in friends.

Unit on domestic violence in Fitness 9 health unit.

Provide counseling in CORE Team support groups as needed to assist students with similar problems.

Provide individual counseling sessions for students who are gaining inappropriate social recognition.

Provide individual counseling sessions upon request to assist students with identification of their potential for academic and social development and appropriate social recognition.


Sidney Public Schools—K-12 Curriculum Pacing Guide for GuidanceSubject/Grade Level: Grades 9 - 12 Authors: Gail Gilbertson/Thom BarnhartTime Frame Content Standard/Essential




34-a. Utilize appropriate conflict resolution strategies.

34-1 Analyze problems, set priorities and make constructive decisions.

34-2 Recognize and make ethical choices.

34-a. Strategies:

Classroom guidance on common problems of 9th graders.

Provide individual counseling sessions to assist referred student


34-3 Evaluate outcomes of decisions.

34-4 Demonstrate flexibility by using various options in conflict situations.

role play agree to disagree mediate with adult present walk away seek help from appropriate sources

34-5 Evaluate paths to effectively merge the needs of self and others.

with decision-making and conflict resolution.

Provide counseling as needed in support groups to assist students with decision-making and conflict-resolution.

34-a. Assessment:



Native American Issues in School Counseling Programs


Sidney Public Schools and the school district career and vocational guidance departments recognize that there are a number of internal and external factors that influence the rate of success experienced by Native Americans in the public school setting. We are attempting to deal with these internal and external factors through a number of different avenues including but not limited to the following:

1). Review of past research with regard to:a). mental health issues of Native American studentsb). factors influencing the pursuit of educational opportunitiesc). healing unresolved grief

2). Review of current research and best practices on how to deal with Native American students in the areas of mental health issues, career development, and educational opportunities for high

school completion and post-secondary education and training

3). Teacher training and professional development to stay current of national and state trends that are working to reduce or eliminate the internal and external factors that influence Native American

success rates in the public school setting


The following information was printed in the Journal of the National Center Volume 8, Number 2, 1998. It is a research study conducted by Philip A. Fisher, PH.D., Jan G. Bacon, PH.D. and Michael Storck, M.D.

Previous research on the mental health status of American Indian youth has documented rates of pathology that are higher than rates for Caucasian youth. However, when comparing rural American Indian students to rural Caucasian youth, the results suggest that although the American Indian youth have higher levels than Caucasian youth of certain problem behaviors, the group differences are much less general and pronounced than previous research has documented. The research also revealed that teachers’ perceptions of youth were in some cases quite different than parents’ perceptions of youth and the youths’ perceptions of themselves.

Until recently, the emotional and socio-cultural toll of developmental pressures on American Indian youth received little concern from those outside of the American Indian communities except by a handful of clinicians, anthropologists, and religious leaders. What they have found is that National rates of suicide, accidental death rates and homicide have been observed to be two to three times as high for American Indian youth and young adults, compared to American youth as a whole.

Less well noted than the worrisome health and behavior statistics have been the counterbalancing signs of positive trends and features of American Indian communities, in which, despite considerable risks, many children grow into adolescence with secure and strong identities and family and community affiliations. Indeed, the early school-age years have been noted to be successful ones for most American Indian children.

Research has indicated that the rise in problems for American Indian youth as they become adolescents may be related to their growing sense of alienation and awkwardness in fitting into social systems and schools that are not good matches for their styles of conceptual and language processing. Traditional American Indian values, such as sharing, allegiance, respect for elders, noninterference, and present-orientation, are not accorded the same importance in European American society and this contributes to the American Indian youths’ sense of conflict, pessimism, and alienation. These arguments suggest that the academic struggles of American Indian youth may be a direct result of being poorly understood with respect to their values, learning strategies, and perceptual styles.

A recent study of 404 children and adolescents in 7th, 9th, and 11th grades (112 Native American youth and 292 Caucasian youth) found the following results. The percentage of children living in a single parent family was nearly double for Native American youth than for Caucasian youth as was the number of students living in blended families. The percent of students who reported that someone in their family had attempted/completed suicide was nearly four times as high for the Native American youth and the percent reporting that a friend had committed suicide was nearly five times as high for Native American youth. Academically, the percent of students who reported having a GPA of B or higher was 56% for Native American youth compared to


84% of Caucasian youth while those reporting a GPA of C or less was 21% for Native American students and just 5% for Caucasian youth.

-----Implications of research for Sidney Public Schools-----

While the Sidney Public School System has a low percentage of Native American youth, the implications of the research above will still have an impact on these students and the members of the district who deal with these students. As counselors, understanding the historical perspective and its impact on the education of our Native American students will help us be better prepared to help these students succeed in our district.

We begin with the implications stated in the research that for many American Indian children and adolescents, the school environment is at odds with a variety of cultural values. In particular, the emphasis on individual achievement, the focus on linear thinking, and a number of differences in styles of social interaction may be foreign to many youth. This may lead to an increase in alienation, as well as oppositional and generally negativistic behavior on the part of the boys and a general tendency to conform on the part of the girls which may lead to misattributions of youth behaviors on the part of the teachers.

To address these issues the Sidney Public Schools Career and Vocational Guidance Department needs to:

1). be educated regarding the American Indian youths’ own reports of symptoms and the manner in which these symptoms are related to exposure of actual risk factors and expressed or not expressed in the academic environment.

a). This could be accomplished through a series of in-service training workshops

2). be a resource to develop anti-bias curricula that allow students of different ethnic groups to benefit equally from the educational resources offered. In particular, encouragement of specific skills typical of American Indian culture such as collective participation could support and empower the Native American student.

3). stay current on career trends and opportunities that are available to Native American students.

a). funding opportunities ie. scholarships, grants, outside resourcesb). educational opportunities ie. vo-tech, apprenticeships, college, Job

Corp, MYC, military options


-----Appendix-----


Appendix A:

Montana School Counseling Program StandardsMontana Office of Public Instruction

10.55.1901 School Counseling Program Delivery Standards(in accordance with ARM 10.55.603 and ARM 10.55.1001)

(1) In general, school counseling programs shall:

(a) meet the following conditions:(i) provide a comprehensive developmentally planned program;(ii) advocate for all students and encourage students to develop to

their full potential;(iii) respect the worth and dignity of all individuals by building trust and

respecting confidentiality; and(iv) contribute as an integral part of the education process that is

delivered through a variety of systems by school staff, students, parents, business, and industry.

(b) include the following practices:(i) maximize students’ potential in the areas of academic, career, and

personal social development;(ii) develop a guidance curriculum presented through structured

groups and classroom presentations;(iii) conduct individual planning using assessment, advisement,

placement, and follow-up;(iv) deliver responsive services through individual and group

counseling, consultation, and referral; and(v) provide system support through management, consultation with

staff, community outreach, and public relations.


Appendix B:

Benefits of Sidney Public Schools Counseling Program

The counseling program at Sidney Public School provides a system that encourages and promotes academic, career, and personal/social development in preparation for the challenges of the 21st century. The counseling program at Sidney Public Schools have a positive impact on students, parents or guardians, teachers, administrators, board of education, school counselors, post-secondary institutions, and the community.

Benefits for students:

Monitors data to facilitate student improvement Provides strategies for closing the achievement gap Promotes a rigorous academic curriculum for every student Promotes commitment to learning Ensures student access to the school counseling program Ensures equitable access to educational opportunities Fosters advocacy for students Supports development of skills to increase student success

Benefits for parents or guardians:

Provides support in advocating for their children’s academic, career, and personal/social development

Supports partnerships in their children’s learning and career planning Promotes relationships to ensure post-secondary planning Invites access to school and community resources Provides training and informational workshops Connects to community- and school-based services Provides data for continuous information on student progress

Benefits for teachers:

Promotes an interdisciplinary team approach to address student needs and educational goals

Increases collaboration with school counselors and teachers Fosters consultation Supports development of classroom management skills Provides a system for co-facilitation of classroom guidance lessons Promotes teaming to increase student achievement Analyzes data to improve school climate and student achievement

Benefits for Administrators:


Aligns the school counseling program with the school’s academic mission Provides a school counseling program to promote student success Monitors data for school improvement Articulates a process for evaluating the school counseling program Uses data to jointly develop school counseling goals and school counselor

responsibilities Provides useful data for grant applications and funding sources Provides a proactive school guidance curriculum addressing the students’

needs and enhancing school climate

Benefits for the Board of Education:

Provides a rationale based on data for implementing a school counseling program

Ensures equity and access to a quality school counseling program for every student

Demonstrates the need for appropriate levels of funding Articulates appropriate credentials and staffing ratios Informs the community about school counseling program success Supports standards-based programs Provides data about improved student achievement

Benefits for the school counselors:

Defines responsibilities within the context of a school counseling program Eliminates non-school counseling program activities Supports access to every student Provides a tool for program management, implementation, and

accountability Recognizes school counselors as leaders, advocates, and change agents Ensures the school counseling program’s contribution to the school

missionBenefits for post-secondary education:

Enhances articulation and transition of students to post-secondary institutions

Prepares every student for advanced educational opportunities Motivates every student to seek a wide range of substantial, post-

secondary options, including college Encourages and supports rigorous academic preparation Promotes equity and access to post-secondary education for every

student

Benefits for community: business, labor, and industry:


Increases opportunities for business, industry, and labor to actively participate in the school counseling program

Builds collaboration, which enhances a student’s post-secondary success Connects business, industry, and labor to students and families Provides a workforce with a stronger academic foundation

Appendix C:

Use of time for Sidney Public Schools Comprehensive Counseling Program


Suggested Counseling Program time usage breakdown by percentage (as recommended by the Montana School Counseling Program put out by the Montana School Counselors Association, 2004).

Suggested Percentages of Total Counselor Time:

ElementarySchool

MiddleSchool

High School

Guidance Curriculum

35-40 25-35 15-25

StudentPlanning

5-10 15-25 25-35

ResponsiveServices

30-40 30-40 25-35

SystemSupport

10-15 10-15 15-20

Estimated Percentages of Total Counselor Time:(Sidney Public School Counseling Program)

ElementarySchool

MiddleSchool

High School

Guidance Curriculum

30 5 15-20

StudentPlanning

2 5-10 35-40

ResponsiveServices

50 15-20 30-35

SystemSupport

18 65-70 10-15

Definition of the delivery system components of the Sidney Public School Counseling Program upon which the estimated percentages were determined:

Guidance Curriculum

Classroom presentationsStructured groupsParent workshops

Student Planning

AppraisalAdvisement


Responsive Services

Individual counselingGroup counselingCrisis counselingConsultationReferral and follow-up

System Support

Professional developmentConsultationProgram operations

The delivery aspect of the guidance counselor in the Sidney Public Schools

Guidance Curriculum

Provide instruction, team teach or assist in teaching the guidance curriculumPresent learning activities or units in the classroomConduct planned small groups outside the classroom to respond to identified student needs or interestsConduct workshops and informational sessions for parents or guardians to address the needs of the school community and to reflect the guidance curriculum

Student Planning:

Test score review, interpretation, and analysisPromotion and retention informationCareer awarenessExploration of aspirations, hopes and dreamsFinancial aidInterest inventoriesSenior exit interviews and surveysFour-year plans and yearly course selectionTest-taking strategiesCollege selectionJob shadowing (work experiences)Senior planning appointments

Responsive Services:


Consultation with parents or guardians, teachers, other educators, and community professionalsProvide short-term individual or small group counseling for students in the areas of relationships, personal concerns, or normal developmental tasks. School counselors do not provide therapy but can make referrals when necessaryProvide short-term individual crisis counseling to students and families facing emergency situations and make referrals to community resources as necessaryMake referrals to deal with crisis such as suicide, violence, abuse, depression, and family difficulties

System Support:

Attend in-service training to ensure skills are updated in the areas counseling techniques, curriculum design, technology and data analysisMaintain and improve level of competence by attending professional association conferences and meetingsConsult with teachers, staff members, and parents or guardians regularly to provide information, to support the school community, and to receive feedback on the emerging needs of studentsBecome knowledgeable about community resources, referral agencies, field trip sites, employment opportunities, and local job market information through community outreach activities such as visiting local businesses and meeting with community resources personnelServe on school or community committees and advisory councils and lend support to other programs within the communityParticipate in planning and management tasks such as budgeting, policy and procedure development, research and resource developmentAnalyze student achievement and testing data to evaluate the counseling and educational programs and discover gaps that exist between different groups of students that need to be addressed

Appendix D:

K-12 Achievement Testing

All costs associated with testing except the PLAN, P-SAT, ACT, SAT and the ASVAB are provided for by the Sidney Public Schools.


Iowa Test of Basic Skills --- grades—4 & 8 required by Office of Public Instruction

MONTCAS---- grades- 3-8 and grade 10 required by Office of Public Instruction

NWEA---- grades 2-8 Longitudinal study test of student academic ability

PLAN Test---- grade 10– Practice ACT test and interest inventory

P-SAT Test--- grade- 11 (and some sophomores) Practice test for the SAT and national merit scholarship

ASVAB----Armed Service Vocational Aptitude Test and interest inventory

ACT and SAT Testing----College entrance exams- ACT tests are offered in Sidney in October, December and April. SAT tests are offered in surrounding communities such as Williston and Glendive.

K-12 Interest/Aptitude Surveys

Self Directed Search--- grade 8- interest inventory

Kuder E--- grade 9- interest inventory

O’Net (MCIS) --- grade 10- interest inventory

Kuder DD--- grade 11- interest inventory

Appendix E:


Crisis Management Plan

Sidney Public School

Counseling Department

Developed for

Sidney High School

February 2007

A crisis can occur at anytime whether or not we plan for it. It is unlikely that may school will escape the necessity of responding to a significant crisis. A crisis can impact a single building or the entire school district, depending on the nature of the crisis.


Establishing a Crisis Management Plan anticipates potential problems and establishes a coordinated response to minimize school stress and disruptions.

Crisis is defined as: A sudden, generally unanticipated event that profoundly and negatively affects a significant segment of the school population and often involves serious injury or death.

MAJOR COMPONENTS OF SIDNEY HIGH SCHOOL CRISIS MANAGEMENT PLAN

The three components of Sidney High School’s plan deals with Prevention, Intervention and Postvention.

Prevention is any planned effort to prevent death or other self-destructive behaviors. Activities include implementing a suicide prevention curriculum within the high school health classes. Other activities include training school personnel and parents to recognize early warning signs. All staff should be educated at a PIR day in the Fall of 2007.

Intervention consists of activities which are designed to stop suicide attempts.

Postvention is comprised of all planned responses to a crisis. Administrative planning will include decisions about the range of services and activities the school or district will undertake.

CRISIS RESPONSE TEAM

Administrators:

Doug Sullivan - Superintendent, Sidney Public SchoolsDan Farr - Principal, Sidney High SchoolSue Anderson - Assistant Principal, Sidney High School Kelly Johnson - Principal, Sidney Middle SchoolWilliam Nankivel - Principal, Sidney Elementary School

Counselors:

Thomas Barnhart - Sidney High SchoolStacy Collins - Sidney High SchoolLoretta Thiel - Sidney Middle SchoolLinda Clark - Sidney Elementary SchoolMental Health Professionals:

Marie LoganKristy Karst


District II Alcohol/Drug:

Rhonda WelnelMeagan Hanson

Clergy:

Dave WarnerDave HuskampTodd LanmanGreg LedgerwoodJosh MagyarElwin PaulsonSusan Tidwell

Sidney Health Center:

Hospice Volunteers (depending on nature of the crisis, ie: cancer patient).

CRISIS RESPONSE IN OUR SCHOOLS

1. What is a crisis and why respond?

2. Response to a crisis situation a. Fact Gathering b. Call to Action c. Procedures d. Crisis Team in Motion e. Addressing the Media f. Debriefing

3. Age-Appropriate Reactions and Intervention Strategies a. Elementary b. Middle School c. High School

4. Practical Information Concerning Grief Counseling

5. Practical Documents a. Crisis Response Checklist b. Emergency Contact List c. Sample announcement to Students and Faculty d. Sample announcement to the Media


e. Teacher Guidelines for Crisis Response f. Identifying students at Risk


Postvention Crisis Guidelines

The major purpose of a crisis management team includes assisting students and the school staff about their feelings and thoughts and helping them bring some closure to the event. It is also a way to show respect for the deceased and provides human support for grieving school members.

These activities are conducted at the school for the students and staff usually the day after a crisis. This response is not to be limited to just a student suicide but to all events that may happen in the death of a member of the school, including staff.

Components for a crisis plan.

1. Gather factual information about the circumstances from family, law enforcement or other direct sources. (Administration)

2. Initiate the Crisis Management Plan (Administration)3. Initiate the Crisis Management Team4. Communicate factually and quickly with all staff and students about the crisis and

remind students that rumors only hurt the family.5. Maintain the usual daily routine and schedule as much as possible.6. Provide individual and group sessions for students and staff:

a. Provide a group session for close friends of the person.b. Have a drop-in counseling room throughout the day for students and staff

members with a designated counselor present.c. A counselor needs to follow the regular schedule of the deceased student.

Example being “the empty desk” to answer questions from other students. Do not remove the desk or locker assignment for several days. Students should be allowed to discuss what they want to do with the “empty desk” and should be allowed to discuss their feelings within that period. Assume class as normal the following day.

d. Advise: Do not check out that locker to another student for the rest of the year. Locker should be locked so students can not have access to it. Also the books of the deceased student should not be checked out to any other student until the name is erased and there is no evidence that this was the deceased student’s book. It can be quite upsetting to a student to get the same book that the deceased student had.

7. NO NOT TALK TO NEWS MEDIA Referral all media contacts to Administration. Administration deals with the media.8. Do not let students or staff who are very upset go home without a support system in place. 9. A memorial service should not be conducted by the school but schools should

support services arranged by family and friends.


CRISIS MANAGEMENT TEAM’S CHECKLIST

Determine the facts of the incident. Faculty meeting announcement. Where team members are identified and the role

of the crisis team is clarified. In consultation with building administrators, Team leader contacts members of

the crisis team. Determine locations and number of crisis stations to be distributed throughout the

building. Assign Crisis station counselors. Appoint one person to sit in classes following the deceased’s daily schedule. Identify students thought to be a risk if necessary, follow up with high-risk

students (families). If siblings of the deceased attend another school, appoint a team member to

consult with building administrators at that location. In consultation with the building administrator, determine who from school will

contact parents of deceased to:1. Express condolences 2. Clarify plans for funeral and family’s charity request3. Provide family with local mental health resource.

Schedule end of day debriefing/processing for Crisis Team members and faculty. Schedule meetings as necessary to assess the status of the crisis and the effect

of the intervention:1. What went well.2. What needs to be improved.

Provide food for the members. Supplies needed:

1. Kleenex2. Poster Board3. Chairs4. Markers5. Scissors6. Tape


CRISIS RESPONSE TEAM “DEBREIFING GUIDELINES”

INTRODUCTION Introduce yourself to the students if you don’t know them. Establish ground rules; confidentiality. Can’t take away the pain, but can talk about what happened. It is okay to express your emotions. I think it is important to share and talk about ____________.

FACTS Go over the facts with the students. Ask the students what the know about the facts. Remind them that rumors will only hurt the family and that it is not okay to spread

rumors. Explore thoughts at the time of the incident.

1. How did you react?2. What were you thinking?3. How are your connected to the person/event?

LEARN ABOUT THE PERSON What is a favorite memory that you have? What were his/her characteristics? Last time you saw them? What do you remember about them? How did you know the person? Any favorite or funny stories? Talk about the fairness in life. Deceased dreams and hopes. Things you have in common with deceased. Favorite subjects. Things the deceased like to do. What were things the deceased did not like? Pet Peeves.


TEACHING PHASE

CORRECT ANY MIS-INFORMATION ONLY AFTER IT HAS BEEN PRESENTED Talk about how to recognize and handle stressful events and that they will

decrease over time. Time heals. Stress handout # 1 Stress handout # 2 Provide information on community resources. Give information about the funeral if you know any.

INFORMATION FOR TEACHERS

Guidelines for Responding to a Student’s Death (Age appropriate). Professional Survival Skills. Handout on Aftermath of a Child and Adolescent Suicide. General Warning signs for Suicide and Contagion. Sidney School District Policy for Suicide.

RE ENTRY PHASE

Summarize the session and facilitate closure. Offer additional sessions if necessary. Identify high risk people. Talk about ways to take care of yourself: Nutrition exercise, support system of

people, etc. Watch for depression, no drugs or alcohol should be used to cover feelings. Don’ts:

1. Don’t pretend it didn’t happen2. Don’t avoid people3. Tell how one should or should not feel4. It’s Gods’ will5. Time to move on6. I know how you feel


Guidelines for Responding to a Student’s Death

1. React to the student’s death. Share your reactions with the class.

2. Let the students talk and write about their feelings.

3. Listen to what students have to say. It is important not to shut off discussion.

4. If the student died of an illness and it is appropriate to do so, discuss the illness. This is especially useful for younger children who may need to separate the illness of the child who died from any medical problems his or her classmates experience.

5. Never tell young children, “God took Sally because He loves her,” because children will wonder if it’s a good idea to be loved by God. Likewise, don’t say “Sally went to sleep. You may create a class of children afraid to go to sleep.

6. A “regular” day may be too hard for grieving students. Offer choices of activities, such as writing letters, journals and discussions.

7. If the students want to, let them write sympathy notes to the parents or to a student who has suffered a loss. Provide an address or offer to deliver them.

8. If acceptable for the affected family, make sure that funeral times are well publicized, perhaps including ideas on funeral etiquette.

9. If applicable, share any cultural information to the meaning of death and death observances that will help children understand and respond comfortably to affected family members.

10.Talk with students about their concerns regarding “what to say” to other bereaved students and the family of the deceased. Emphasize that trying to avoid grieving individuals or being solicitous to them will not help. Students should be themselves and share their caring feelings and support. Point out the need to resume to normal relationships.

11.Remember that your class may remain quiet and depressed for some time after the death (perhaps even a month), and that some students may begin to act out noisily and physically as a method of dealing with their feelings.


GENERAL WARNING SIGNS FOR SUICIDE AND CONTAGION

1. Loss of significant relationship.

2. Alcohol and Drug abuse.

3. Sudden changes in behavior.

4. Prolonged depression.

5. Helplessness and hopelessness as related to dealing with emotional and

physical pain.

6. Ambivalence (wanting to live and wanting to die).

7. Constrictions of options (only two options are seen – a total solution or a total

cessation.

8. Search for a solution (suicide becomes seen as a viable way out of the problem.

9. Suicidal threats or gestures.

10.Previous suicide attempts.

11.Role modeling of suicide by someone else close to the individual or by someone

she/he looks up to or admires.


Aftermath of a Child and Adolescent Suicide

Reaction to Suicide

The reactions of individuals close to one who has committed suicide are likely to be complex

(Worden, 1983), but typically include the following:

1. SHOCK, including emotional, physical and cognitive immobility.

2. DENIAL, including non-belief of the death announcement and refusal to accept the fact

of death, or that it was due to a suicide.

3. LONELINESS, which may create sense of emptiness and isolation.

4. ANGER, which may indicate a need to blame, directed toward the deceased, as will as

toward medical agencies, friends of the deceased, etc.

5. PAIN, because anxiety can create emotional pain and the strain of grief can cause

physical distress.

6. PANIC, causing fear of loss of control, fear of own stability, fear of not knowing what to

do.

7. SHAME, because of the stigma associated with suicide.

8. GUILT, about what the survivor might or should have done to prevent the suicide, as

well as about how he or she may have contributed to it.

9. Depression, resulting from a gradual erosion of coping mechanisms.

Additional special factors may add to the stress faced by parents when the suicide is that of a child or adolescent. The loss of a child is the most burdensome of all to parents, and it may be compounded with stigma and guilt in the case of suicide. Unfortunately, there is little information on this matter, which may reflect both the unwillingness of many families to be investigated after a suicide, and the reluctance of research workers to tackle such a difficult and painful task. However, existing information emphasized the use of the following strategies during post-suicide counseling (Worden, 1983):

1. Being familiar with the stages of the grieving process (see table 1).

2. Helping establish accurate communication between family members.

3. Reality testing feeling of guilt. For example, people may be helped to see that they had done all they could for the deceased. Sometimes there is good reason for guilt and the bereaved person will need assistance in accepting the feelings of guilt and preventing them from becoming distorted.


PROFESSIONAL SURVIVAL SKILLS

1. Realize that you past traumas or fears can be re-activated through the trauma of

others.

2. Read up on literature related to trauma and recovery.

3. Allow and utilize the support of colleagues.

4. Debrief the trauma with your supervisor.

5. Consider the use of sick time or personal leave.

6. Keep a journal.

7. Practice “emotional first aid.”

8. Engage in positive self- care behaviors.

9. Access outside support services if necessary.

10. Talk about plans to handle future traumas.

11. Do not underestimate the impact or duration of the traumatic reaction process.


STRESS REACTION #1Over the next month you will experience normal reaction to the kind of experience you’ve had which may includePHYSICAL REACTIONS

Fatigue Insomnia (which may turn into hypersomnia) Startle reactions health problems (change in appetite, headaches, digestive problems) Nightmares Hyperactivity Exhaustion

COGNITIVE REACTIONS Difficulty with concentration Difficulty solving problems Flashbacks Inability to attach importance to anything other than this incident

EMOTIONAL REACTIONS Fear Guilt Emotional numbing Over sensitivity Anger – which may be manifested by: scapegoating, irritability, frustration with bureaucracy, violent fantasies

These are normal reaction, and although painful, are parts of the healing process. There is not a lot anyone can do to make you not experience these uncomfortable feeling but there are things you can do to feel more whole.

THINGS TO TRY WITHIN THE FIRST 24-48 HOURS, periods of strenuous physical exercise alternated with relaxation will

alleviate some of the physical reactions. Structure your time keep busy. You are normal and having normal reactions – don’t label yourself as crazy. Talk to people. Talk is the most healing medicine. Be aware of the numbing pain with overdose of drugs or alcohol, you don’t eed to complicate this with a

substance abuse problem. Reach out – people do care. Keep your lives as normal as possible. Spend time with others. Help your co-workers as much as possible by sharing feelings and checking out how they are doing. Give yourself permission to feel rotten and share your feeling with others. Keep a journal, write your way through those sleepless hours. Do things that feel good to you. Realize that those around are under stress as well. Supplement your diet with Vitamin C, B, calcium and magnesium. Don’t make any big changes in your life. Do make as many daily decisions as possible which will give you a feeling of control over your life, ie: if

someone asks you what you want to eat – answer them even if you are not sure.

STRESS REACTION #2


The following are some common signs and signals of a stress reaction:

Physical Cognitive Emotional Behavioral

fatigue blaming someone anxiety change in activitynausea confusion guilt withdrawalmuscle tremors poor attention denial emotional

outburststwitches poor decisions grief suspiciousnesschest pain* heightened or

lowered alertnesssevere panic elevated alcohol

consumptiondifficulty breathing poor concentration fear inability to restelevated blood pressure

memory problems uncertainty nonspecific body complaints

rapid heart rate hyper vigilance loss of emotional response

startle reflex intensified

thirst difficulty identifying familiar objects or people

inappropriate emotional response

avoidance of the scene/plan

headaches nightmares depression pacingvisual difficulties increased or de-

creased awareness of surroundings

feeling of being overwhelmed

erratic movements

vomiting poor problem solving

apprehension

grinding of teeth poor abstract thinking

intense anger change in sexual functioning

weakness loss of time, place or person

irritability avoidance of the scene/plan

dizziness intrusive memories of the event

feeling vulnerable or detached

profuse sweating agitationchillsshock symptoms*faintingloss of appetitesleep disturbance

* seek medical attention

Sidney School District

STUDENTS 3422


Suicide

The Board recognizes that suicide is a serious problem in our nation. Suicidal intent by any of the students in our schools is indicative of serious underlying problems.

It is the policy of the District to make every effort to prevent suicide by: offering and providing help and assistance including early identification; support and/or counseling by school support personnel for low-risk students; referral to appropriate sources outside the school for high and moderate-risk students; attendance to the rights of the student and his/her family; and after care support by the school for faculty, staff, and students after a sudden death has occurred.

Policy History:Adopted on: 11/9/98Revised on:

Sidney School District 3422P

STUDENTS


of 3

Suicide

All persons who work with students in this District must recognize the boundaries of their competencies and their personal and professional limitations. In addition, the schools' responsibilities in responding to students with serious problems involve identification, support, and referral, but not treatment of students' emotional problems.

Responsibilities:

A Crisis Response Team (CRT) chaired by the Chemical Dependency Coordinator or other designated person and consisting of appropriate administrators, school psychologists, school counselors and chemical dependency staff will be appointed by the Superintendent. The CRT will be responsible for obtaining specialized suicide education, disseminating pertinent information to school staff, faculty and the public, providing suicide assessment, referral, and follow-up and the keeping of confidential records.

Suicidal concerns fall into three areas, and must be handled accordingly. These are (1) suicide referrals (2) suicide attempts, and (3) suicide completions.

Suicide Referrals:

1. Any staff member student or other person who has reason to believe a student is suicidal shall submit the name of that student to one of the school counselors, school psychologists, or assistant principals, who then ensures that the student remains under adult supervision while the school's principal is informed.

2. The school principal then contacts one or two CRT member(s) who then go through the initial intervention form with the referred student. If it becomes apparent that the student is a moderate or high suicide risk, the CRT member may skip immediately to #5 below.

3. While maintaining supervision of the student, the involved CRT members and the building principal will make a decision as to whether the threat is serious. If the threat is not serious, the student will be released, and a parent/guardian notified of the referral. Confidentiality of the referring person will be maintained.

4. If a suicide assessment is deemed necessary, the CRT leader will be notified and a CRT member will assess the student's situation using the Suicide Assessment and Intervention form. A "No Suicide Contract" may be signed by the student.


5. While maintaining supervision of the student, the building principal, the CRT leader and the involved CRT member(s) will meet to make a decision and referral based on the known facts of the case. The Parent or guardian will be notified by phone of the recommended action. The student will be released only to the parent/guardian or a designated adult care giver. A follow-up plan to provide support services must be documented.

6. If appropriate the student's teachers and other staff members will be notified. All records of these actions are to be kept in a confidential file maintained by the CRT leader.

Suicide Attempts:

A suicide attempt can involve two distinct scenarios: (1) an attempt occurring on school property and (2) an attempt at another location.

In the event that a suicide is attempted on school property, the building principal shall follow District Crisis Procedures Manual in obtaining the necessary medical and psychological assistance. Care must be taken to avoid the spread of hysteria to the rest of the student body. It is understood that information regarding a suicide attempt should be kept as confidential as possible. Care must be taken not to "glorify" the act by actions of the staff such as by holding an assembly which may cause mass confusion and hysteria.

The CRT leader will maintain records involving suicide attempts that have occurred in the District as they become known. A CRT member will also:

1. Call the parents to verify the situation and determine probable absence time. This also serves to let the family know the school has a helpful non-threatening manner of dealing with suicidal students.

2. Monitor the student's friends, and/or follow up with other students who may be perceived as "risks."

3. Assist the student upon his/her return and maintain periodic contact with those involved.

Suicide Completions:

It is imperative to respond to suicide in a manner that does not glorify the suicide act and at the same time allows the grief process to take a natural course. The following is a procedure for principals to follow:

1. Call the Superintendent and CRT members to inform them of the incident, and request their presence at an emergency faculty meeting. Contact the victim's parents to offer assistance and determine additional actions.


2. Hold an emergency faculty meeting to discuss procedures for the day and relay facts about the suicide. It may be necessary for CRT members to remain to assist in the building. Instruct teachers to allow students to talk about the suicide individually and as a group or class, and send those having great emotional difficulty to a CRT member or other appropriate personnel. Attendance accountability must be maintained although students may be excused upon parent request.

3. If a staff meeting is not possible, disseminate information about the victim to all teachers, and inform them of what procedures to follow.

4. Make a formal acknowledgment of the loss of the student in a sensitive and respectful way, without sensationalizing the incident.

5. Target groups to receive counseling, particularly the victim's network of friends, to help them with their grief.

6. Have appropriate staff members conduct a voluntary "critical incident review" with the building staff within a few days. If necessary, call suicide experts to set up a seminar or workshop for staff, parents, and students at a later date.

7. Write a report of the case for the confidential CRT file.

8. Remain alert to latent manifestations, or a "ripple effect" where more problems may surface well after the initial incident.

Procedure History:Promulgated on: 11/9/98Revised on:

Appendix F:

Ten Year Education/Career Plan


This document is a tentative plan for helping students, starting in the seventh grade, to begin to understand the importance of making the right kinds of choices that will help them to form useful goals for the future.

These activities will be put into place during the 2008-2009 school year and will then be evaluated for their effectiveness in the spring. At that time adjustments can be made for the 2009-2010 school year. Most of the high school assessments and activities are already in place, so only the middle school activities needed to be added.

Grade SevenConstruct a simple timeline including short and long-term goals.List the obstacles and personal positive attributes that could help or hinder those goals. List awards, accomplishments, and volunteer efforts.View the video series, Looking Ahead at Careers: It’s Never Too SoonBegin the ten year plan

Grade EightDiscuss personal leadership.Use the Montana Career Information System to gather facts about careers.Complete a one page paper on a career. Continue to work on the ten year plan.Register for freshman classes.

Grade NineComplete individual conferences with the guidance counselor on the ten year plan.Real World Unit

Grade TenComplete a career paper. Use the MCIS and ONet Interest InventoryACT-PLAN (practice test for the ACT)

Grade ElevenASVAB (military entrance exam)PSATKuder DD (interest inventory)College Fair

Grade TwelveCollege FairPractice writing a resume.Senior interviews-career goals (with guidance counselor)

Pre Graduation Exit Survey


Follow-up survey 16-18 months after graduationSecond follow-up survey, five years after graduation


Appendix G:

Curriculum Areas That Need to be Addressed

West Side:

Middle School:Content Standard 6: Benchmark 2-Identify and handle feelings appropriatelyContent Standard 6: Benchmark 4-Have effective conversation and listening skillsContent Standard 6: Benchmark 5-Work cooperatively with others in a variety of group situationsContent Standard 7: Benchmark 3-Demonstrate goal setting skills?Content Standard 8: Benchmark 1-Get along with othersContent Standard 6: Benchmark 2-Utilize appropriate conflict resolution strategies

High School:Content Standard 2: Benchmark 1-Develop an educational plan---administer the Kuder E (grade 9)Content Standard 4: Benchmark 1-Identify career/educational opportunities---Kuder E (grade 9)Content Standard 6: Benchmark 1-Acquire and demonstrate self-awareness---Core Team (grade 9-12)Content Standard 6: Benchmark 1-Identify and handle feelings appropriately---Core Team (grade 9-12)Content Standard 7: Benchmark 1-Acquire self-management and responsibility---Core Team (grade 9-12)Content Standard 8: Benchmark 1-Get along with others---Core Team (grade 9-12)
