BVSD COUNSELING CURRICULUM - Boulder Valley School District€¦ · school counseling program in...

Comprehensive School Counseling Curriculum

Adopted March 27, 2007

Propose

Division of Learning Services

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Boulder Valley School District Board of Education

District A Helayne Jones [email protected] voice-mail: 303-245-5815 fax: 303-545-6477 District B Lesley Smith [email protected] voice-mail: 303-245-5814 District C Laurie Albright [email protected] voice-mail: 303-245-5817 District D Ken Roberge [email protected] voice-mail 303-245-5813 fax: 303-443-3984 District E Patti Smith [email protected] voice-mail: 303-245-5816 District F Jean Paxton [email protected] voice-mail 303-245-5818 fax: 303-438-8572 District G Jim Reed [email protected] voice-mail: 303-245-5819 BVSD Superintendent Dr. Christopher King [email protected] Phone: 303-447-5114

Fax: 303-447-5134

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Boulder Valley School District Comprehensive School Counseling Curriculum

Table of Contents

2005-2006 DISTRICT COUNSELORS’ STANDARDS COMMITTEE ................................................................... 4 2007-2008 ELEMENTARY COUNSELORS CURRICULUM COMMITTEE .......................................................... 5 COMPREHENSIVE SCHOOL COUNSELING CURRICULUM ............................................................................. 6 STANDARDS & BENCHMARKS .......................................................................................................................... 8 HOW STANDARDS AND CURRICULUM FIT TOGETHER ............................................................................... 12 I: ACADEMIC DOMAIN .................................................................................................................................. 13

STANDARD 1: ..................................................................................................................................................... 13 STANDARD 2: ..................................................................................................................................................... 14

II: CAREER DOMAIN .......................................................................................................................................... 15 STANDARD 3 ...................................................................................................................................................... 15 STANDARD 4 ...................................................................................................................................................... 16

III: PERSONAL/SOCIAL DOMAIN ..................................................................................................................... 17 STANDARD 5 ...................................................................................................................................................... 17 STANDARD 6: ..................................................................................................................................................... 18 STANDARD 7 ...................................................................................................................................................... 18

ELEMENTARY CURRICULUM ........................................................................................................................... 20 STANDARD 1 ...................................................................................................................................................... 20 STANDARD 2 ...................................................................................................................................................... 21 STANDARD 3 ...................................................................................................................................................... 21 STANDARD 4 ...................................................................................................................................................... 22 STANDARD 5: ..................................................................................................................................................... 23 STANDARD 6: ..................................................................................................................................................... 24 STANDARD 7 ...................................................................................................................................................... 25

MIDDLE LEVEL CURRICULUM .......................................................................................................................... 27 STANDARD 1 ...................................................................................................................................................... 27 STANDARD 2: ..................................................................................................................................................... 27 STANDARD 3 ...................................................................................................................................................... 28 STANDARD 4 ...................................................................................................................................................... 28 STANDARD 5 ...................................................................................................................................................... 29 STANDARD 6 ...................................................................................................................................................... 29 STANDARD 7 ...................................................................................................................................................... 30

HIGH SCHOOL CURRICULUM ........................................................................................................................... 31 STANDARD 1: ..................................................................................................................................................... 31 STANDARD 2 ...................................................................................................................................................... 31 STANDARD 3 ...................................................................................................................................................... 32 STANDARD 4: ..................................................................................................................................................... 33 STANDARD 5 ...................................................................................................................................................... 34 STANDARD 6: ..................................................................................................................................................... 34 STANDARD 7 ...................................................................................................................................................... 35

COMPREHENSIVE SCHOOL COUNSELING CURRICULUM CONTINUUM GRADES K-5 ............................ 36 COMPREHENSIVE SCHOOL COUNSELING CURRICULUM CONTINUUM GRADES 6-12 ........................... 42

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Boulder Valley School District


2005-2006 District Counselors’ Standards Committee Members:

Michael Barta Counselor Casey Middle School Judy Davis Counselor Monarch K-8 Pam Decker Former Counselor BVSD JoAnne Gearhart Counselor Broomfield High School John Happs Counselor Centaurus High School Brenda Longacre Counselor Broomfield Heights Middle

School Megan McDonald Counselor Eldorado K-8 Allyson Shambo Counselor Nederland Middle/Senior High

School

Technical Assistant: Barbara J. Conroy, Ed.D.

2006-2007 District Counselor Curriculum Committee Members:

Judy Davis Chair Counselor on Special Assignment

Kristin Borostyan Counselor Louisville Middle School Pam Decker Former Counselor BVSD Susan Dorsey Counselor Broomfield High School JoAnne Gearhart Former Counselor BVSD John Happs Counselor Centaurus High School Megan McDonald Counselor Eldorado K-8 Patty Patterson Counselor Platt Middle School Mary Power Counselor Monarch High School Christine Ross Counselor Monarch K-8 Allyson Shambo Counselor Nederland Middle/Senior High

School

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2007-2008 Elementary Counselors Curriculum Committee

Sennen Knauer Chair Counselor on Special Assignment, Counselor-Emerald

Naomi Moddell Counselor Whittier Elementary Carol Azzolina Counselor Whittier Elementary Melissa Glorioso Counselor Creekside/Uni-Hill Elementary Carl Sanchez Counselor Sanchez Elementary Allison Wheeler Intern Kohl Elementary Gregg Cruger Intern Sanchez Elementary Lisa Hassin Counselor Columbine Elementary Lupe Aguirre Counselor Pioneer Elementary Justin Pacheck Counselor Lafayette/Nederland Elementary Barry Shapiro Counselor Bear Creek Elementary Jennifer Barker Counselor Peak to Peak Elementary Melissa Thompson Counselor Kohl Elementary

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Introduction Background The Boulder Valley School District Board of Education adopted Standards and Benchmarks for Comprehensive School Counseling in the Winter of 2006. The District Counseling Curriculum Committee immediately began work on the development of the Grade Level Learning Results that would provide the necessary framework for implementing the approved standards and benchmarks in the district middle and high schools. The Committee determined, at that time, that the development of Grade Level Learning Results for the elementary schools could be postponed until resources were made available to support elementary counseling programs. In 2007, the district received a grant that provided the resources to support an elementary school counseling program in selected elementary schools. This three-year grant has supported the development of the Grade Level Learning Results for elementary level. While this curriculum will only be implemented in the schools that have elementary counselors, it provides a framework for the future when other elementary schools may receive the resources needed to support elementary counseling. It also outlines the student learnings that will be possible if adequate counseling staffs are provided to all elementary schools. District counselors had several opportunities to review and provide input into the development of the Grade Level Learning Results contained in this proposed Comprehensive School Counseling Plan. This feedback was solicited with the following guidelines and understandings: The primary purpose of the Comprehensive School Counseling Plan is to support the

academic achievement of all students through developing the academic, career, and social/emotional skills and knowledge all students need to succeed in school.

The identified grade level is the point at which all students should have achieved a specific learning result. Some schools might combine learning results in such a way that students might acquire the skills or knowledge at an earlier grade level.

Counselors were asked to evaluate the proposed curriculum learning results in terms of student need and developmental appropriateness.

As individual schools implement the new curriculum, once adopted, they should choose the learning results for their implementation focus that would have the greatest payoff for the achievement of the Standards and Benchmarks for Comprehensive School Counseling in their school.

The proposed curriculum, once adopted, would be open to fine tuning in the next few years without going through the entire curriculum development and revision process.

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The curriculum document is organized into five major components: The BVSD Standards and Benchmarks for Comprehensive School Counseling Elementary School Learning Results Middle Level Learning Results High School Learning Results Comprehensive School Counseling Curriculum Continuum These five components comprise the Comprehensive School Counseling Plan which focuses on achievement of the counseling standards and benchmarks within the context of the kindergarten through twelfth grade curriculum continuum. BVSD counselors have begun and will continue to work together to identify activities, learning materials, and assessments that will support the implementation of the Grade Level Learning Results district-wide. This effort will include programs and activities that are already in practice, new evidence-based activities, or a collaboration of activities that have proven to be successful in a variety of BVSD schools. In adopting this curriculum, the Boulder Valley School District places itself in the forefront of the implementation of exemplary school counseling programs based upon The ASCA National Model: A Framework for School Counseling Programs. As District schools and their counseling staffs implement this curriculum, they are continuing in the tradition of excellence that characterizes Boulder Valley.

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Boulder Valley School District Standards & Benchmarks

For Comprehensive School Counseling Introduction Background In April of 2005 the Boulder Valley School District counselors and secondary school administrators met to review and discuss the implications for BVSD of The ASCA National Model: A Framework for School Counseling Programs. The results of that meeting were several action plans, including one requesting support for the development of standards and curriculum for a Comprehensive School Counseling model in Boulder Valley. In response to this recommendation, the District allocated funds for the development of these standards and curriculum. A District Counselors’ Standards Committee was formed to oversee the process and began working on a comprehensive counseling model in the summer of 2005. During the 2005-2006 school year, under the leadership of this committee, the BVSD Standards and Benchmarks for Comprehensive School Counseling were developed. After input from school counselors and administrators, the standards were presented to the Board of Education on April 25, 2006. These standards became the framework within which the curriculum for the Boulder Valley School District Comprehensive School Counseling program was developed. School counseling programs have long been a component of elementary and secondary school programs in the United States. However, over the decades, school counseling programs have often lacked clarity and agreement of purpose. School counselors have found themselves in that uncertain terrain between administrative and teacher/classroom functions. This has resulted in each school developing its own model for counseling programs, resulting in wide variation of opportunity and support for students. The momentum for standards-based education in BVSD has elicited an endeavor to provide clarity of content and common elements to address this variation with regards to counseling. While it is acknowledged that an entire school is responsible for promoting social/emotional health and strong academic achievement with their entire student body, the BVSD Standards and Benchmarks for Comprehensive School Counseling are intended to provide this clarity particularly for all Boulder Valley counseling programs. The BVSD Standards and Benchmarks for Comprehensive School Counseling are based on several models designed to clarify the mission and vision of educational programs. In developing these standards, the committee focused on applying The ASCA National Model: A Framework for School Counseling Programs to the Strategic Initiatives of the Boulder Valley School District and the Vision of the New Century Graduate as well as its accompanying Profile of the New Century Graduate. Additionally, the BVSD Comprehensive School Counseling Standards reflect the goals of the Boulder Valley School District School Climate Survey.

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The BVSD Comprehensive School Counseling Standards are designed to promote the Boulder Valley School District Strategic Initiatives. Two initiatives are the focus of the BVSD Comprehensive School Counseling Standards. These are:

Maximize learning and achievement Value diversity and promote understanding.

The vision of the Boulder Valley School District, as articulated in the Profile of the New Century Graduate, is:

To graduate students in the New Century who have the knowledge, skills and personal characteristics that will prepare them for the challenges they will encounter as adults. In addition to skills and knowledge in reading, math, writing, and speaking, New Century Graduates will possess a multicultural and global perspective, including bilingual competencies. New Century Graduates’ personal characteristics will include respect for others, initiative, creativity, ethical behavior and other characteristics that will enable them to become contributing members of society.

The BVSD Comprehensive School Counseling Standards are designed to promote realization of this vision paying particular attention to the skills and knowledge and personal characteristics that are the appropriate domain of school counseling. The ASCA National Model: A Framework for School Counseling Programs was published in 2003. School districts across the country have been reviewing it since, using it as a major influence in the evaluation and modification of their school counseling programs. As stated in the Preface to the document:

The ASCA National Model s uggests t hat school counselors can be more accountable when they follow a universal pl an that can be implem ented from . . . school to school. The ASCA National Model: A Framework for School Counseling Programs is written to reflect a comprehens ive approa ch to program foundation, deliv ery, management and acc ountability. . . . It not only answers the ques tion, “What do school counselors do?” but requires us to respond to the question, “How are students different as a result of what we do?”. (American School Couns elor Association: 2003).

Paul Meyers from the California Department of Education is quoted as saying, “For school counseling programs, this means moving from services to programs and from measuring processes to measuring results.” (American School Counselor Association: 2003). School counseling programs are encouraged to incorporate several characteristics. These characteristics are comprehensive in scope, preventative in design, developmental in nature, integral to the total educational program, collaborative with other staff, and driven by data. Being comprehensive in scope means that the program will focus on what all students should know, understand, and be able to do in three critical domain areas: academic, career, and personal/social. Therefore, the BVSD Standards and Benchmarks for Comprehensive School Counseling are organized into these three domains.

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Vision and Beliefs In response to the ASCA National Model and the Profile of the New Century Graduate, the BVSD counselors developed a vision statement for counseling in the Boulder Valley schools.

The vision for Boulder Valley School District Counselors is to optimize school success for all students in the academic, career, and personal/social domains. This will be accomplished through a Comprehensive School Counseling Program. Therefore, a counselor’s role will be: To provide curriculum in the areas of academic success, career development,

and life skills To teach, promote, and model the New Century Graduate skills To advocate for all students To promote district and school goals such as achievement, cultural diversity,

equity, and school safety.

The counselors of Boulder Valley strongly believe that all students can succeed when given access to developmentally appropriate knowledge, tools, and skills that are presented and practiced in a variety of ways and in a safe learning environment. The school counseling program supports valuing of diversity by reaching out to all students, recognizing that each student’s background and experience lend to different perspectives on learning. The program supports the maximization of learning by helping all students see themselves as effective learners and supporting them in acquiring the skills needed to accomplish that task. Evaluation and Accountability Development of standards and benchmarks is one component in developing an outstanding school counseling program for all of the students in Boulder Valley. Another important component is evaluation and continuous improvement. The school counseling programs will be held accountable for these stated outcomes by evaluating relevant data indicating how students are different as a result of a Comprehensive School Counseling program. However, effective delivery of the Comprehensive School Counseling Standards depends on quality staff. In developing the stated outcomes for which they will be held accountable, school counselors had the following assumptions: The school counseling program will be planned and coordinated by school counseling staff. The school counseling program will be evaluated on the stated standards and benchmarks. The school counseling program will be managed by state licensed school counselors with

Master’s Degrees. An ongoing in-service program for counseling focused on the skills and knowledge required

to achieve the BVSD Comprehensive School Counseling Standards is necessary to maintain quality programs.

All school counselors will abide by the professional ethics of school counseling advocated by the American School Counselors Association.

The BVSD Comprehensive School Counseling Standards will guide the school counselors’ evaluation by better defining the content knowledge they should have and the skills essential to their area of expertise. The school counselor and the administrator will develop an agreement on the standards and benchmarks that will be the focus of the evaluation based on their school’s needs.

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Realization of this program will also require the support and collaboration of administrators and teachers at each of the schools, articulation within feeder systems, the understanding and support of parents, and, as with all programs in the District, adequate resource support, including staff and dedicated time. Additionally, attention must be given to the delivery system that addresses how the program will be delivered: the guidance curriculum itself, individual student planning, responsive services, and systems support. The degree to which all students achieve the results outlined in these standards and benchmarks will depend on these factors.

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How Standards and Curriculum Fit Together Content Standards K–5 6–8 9–12 Benchmarks Benchmar ks Benchmar ks Grade/Course Level Grade/Course Level Grade/Course Level Curriculum Curriculum Curriculum (Essential Learning (Essential Learning (Essential Learning Results) Results) Results) Topics/Content Topics/Content Topics/Content Skills Skills Skills Concepts Concepts Concepts Performance Performance Performance Indicators Indicators Indicators (Assessments) (Assessments) (Assessments)

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Boulder Valley School District Standards & Benchmarks

For Comprehensive School Counseling

I: Academic Domain Standard 1: Students will demonstrate attitudes, knowledge, and skills associated with successful learning. RATIONALE: It is important that all students see themselves as capable life-long learners who can build on their strengths and accommodate their limitations, take advantage of numerous learning opportunities, and apply effective study skills to a variety of academic situations. The school counseling program will provide all students with opportunities to sustain a positive attitude toward learning, set and attain academic goals, and develop and apply effective study skills. . In Grades K-5 what students know and are able to do includes working both independently and with others, demonstrating the ability to follow instructions and to complete assignments, learning how to prepare for testing situations, developing and implementing a strategies for improving academic skills, identifying and beginning to use good study skills, recognizing the importance of time management, and beginning to identify strengths and needs as a learner. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes developing awareness of learning styles and how they influence school performance, demonstrating the motivation to set goals and achieve individual potential, maintaining a positive interest in learning, using time management and organizational skills, applying the study skills necessary for academic success at each level, and recognizing the need for and developing strategies for obtaining academic assistance. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes identifying attitudes and behaviors that lead to successful learning, setting high but achievable academic goals, continuing to acquire skills for improving learning including effective time management,

organizational, and study skills necessary for academic success at each level, becoming familiar with and applying knowledge of learning styles to positively influence

academic performance,

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employing strategies for obtaining academic help, including tutoring resources, peer assistance, or other study assistance when needed, and

using problem-solving and decision-making skills to monitor one’s academic progress. Standard 2: Students will graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. RATIONALE: All students need to know the many options available to them after high school graduation and how to prepare for and access those options in a manner that keeps as many options open as possible. The school counseling program will provide all students with knowledge and assistance in developing and implementing an educational plan that is not limited to a single path. In Grades K-5 what students know and are able to do includes learning basic goal setting techniques, demonstrating the ability to set short-term educational goals, and identifying the challenges associated with the transition to middle school. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes addressing the challenges experienced with the transition to middle school, beginning to apply goal setting techniques and to identify appropriate strategies, establishing challenging academic goals for middle and high school, developing and implementing an annual plan of study to maximize academic ability and

achievement, using problem-solving and decision-making skills to assess progress toward educational

goals, applying knowledge of aptitudes and interests to educational goal setting,and preparing for the transition to high school including exploring high school planning and how

it impacts post-secondary options. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes addressing the challenges experienced with the transition to high school, developing, implementing, and modifying as appropriate a four-year academic plan, identifying post-secondary options consistent with interests, abilities, and academic

achievement, demonstrating an understanding of personal educational goals and opportunities, and the

importance of keeping a range of options available, understanding the entrance process for college and other post-secondary institutions,

including admissions tests and requirements, and how to obtain information about different colleges and other post-secondary options,

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knowing how to access the various sources of financial support for post-secondary education, and

understanding the relationships between various academic decisions and future career and educational opportunities.

II: Career Domain Standard 3: Students will demonstrate the ability to investigate the world of work and to make informed career decisions. RATIONALE: Students often have limited knowledge about the world of work and how to learn about and understand the opportunities available to them in their future lives. The school counseling program will provide all students with knowledge and support in career planning and developing awareness of opportunities for future employment. In Grades K-5 what students know and are able to do includes describing the various roles an individual may have (e.g., friend, student, worker, and family

member), developing awareness of the activities associated with a variety of occupations, and relating personal INTERESTS, hobbies and academic abilities to different careers. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes beginning to develop skills to locate, evaluate and interpret career information, beginning to demonstrate knowledge of career exploration, identifying personal preferences and interests influencing career choice and success, and developing an awareness of the dignity of all careers and that all careers are appropriate to

any gender or racial/ethnic group, . As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes developing skills to locate, interpret, and evaluate career information, demonstrating knowledge of the career-planning process, knowing how to search for a job, including learning job requirements and how they fulfill

them, how to write a resume, and how to interview well, demonstrating an awareness of changing societal patterns regarding gender and

racial/ethnic roles in different occupations, identifying personal skills, interests and abilities and relating them to career choices, and applying effective decision-making skills to course selection and career planning.

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Standard 4: Students will understand the relationship between personal qualities, education and training, and the world of work. RATIONALE: All students will more likely have successful, satisfying lives if they are able to pursue careers that utilize their best personal qualities as well as enhance those personal qualities that provide the greatest opportunities for successful lives and careers. The school counseling program will provide students with knowledge and support in developing the personal skills needed to make effective school to career choices. In Grades K-5 what students know and are able to do includes

describing how current learning relates to work and how reading, writing, and mathematics are fundamental to success in life,

describing school tasks that are similar to skills essential for job success, understanding the importance of learning and practice and effort, developing an understanding of how work helps to achieve personal success, and describing the importance of personal qualities such as dependability, promptness, and

getting along with others to getting and keeping jobs. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes

developing an awareness of personal abilities, skills, interests, and motivations, developing an understanding of the relationship between academic achievement and

career success, understanding the importance of responsibility, dependability, punctuality, integrity and

effort in school and the workplace, and learning to set goals and make decisions. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes

understanding the relationship between educational achievement and career success, identifying and evaluating one’s academic and personal strengths and limitations and how

they relate to broad career paths, demonstrating an understanding of how interests, abilities, and achievement relate to

achieving personal, educational, and career goals, demonstrating understanding of how and why such personal characteristics as self-

motivation and discipline, persistence, independence, confidence, curiosity , flexibility, open-mindedness, openness to change, and willingness to risks are valued in the workplace,

understanding the importance of taking responsibility for one’s own thoughts and actions, including accepting the consequences,

demonstrating understanding of the importance of personal responsibility, personal integrity and a sense of justice in the workplace, and

developing an awareness of the importance good work habits in both the world of academics and the world of work.

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III: Personal/Social Domain Standard 5: Students will demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. RATIONALE: It is important for the future of our democratic society that all students have the interpersonal skills necessary to contribute to and function in a healthy, caring, productive community. The school counseling program will model and provide students with the opportunity to develop and practice effective interpersonal skills. In Grades K-5 what students know and are able to do includes

describing positive characteristics about self as seen by self and others, recognizing a variety of emotions, their causes and possible consequences, expressing feelings in an appropriate manner, describing how one’s behavior influences the feelings and actions of others and developing

a sense of community, demonstrating skills in resolving conflicts with peers and adults, and recognizing and respecting individual differences and roles. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes

demonstrating a respect and appreciation for individual and cultural differences, identifying personal strengths and assets, developing effective coping skills for dealing with problems, developing a respect for alternative points of view, demonstrating effective listening and communication skills, and understanding the need for self-control and how to practice it. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes

demonstrating an understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society and the workplace,

exhibiting independence, self-confidence, self-advocacy and resiliency regarding themselves as learners and members of society,

using effective inter-personal communication skills to express feelings and resolve conflicts, continuing to improve personal skills and techniques for managing anger and stress,

including maintaining self-control and accessing resources for support, demonstrating the capacity to work well with a variety of people, including the ability to

compromise and solve problems in a mutually respectful manner, demonstrating effective listening and communication skills, and demonstrating an understanding of the continuum of relationship one may have in

friendships, dating relationships, and other interactions.

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Standard 6: Students will demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. RATIONALE: It is important for all students to have the skills and knowledge necessary to make good decisions, set high but achievable goals, and take the action to achieve those goals. The school counseling program will provide opportunities for students to become informed about, practice, and discuss these skills as they apply to the academic, career, and personal/social domains. In Grades K-5 what students know and are able to do includes describing how personal beliefs and attitudes affect decision making, developing an awareness of the decision-making process, and recognizing decisions have alternatives. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes using a decision-making and problem-solving model, identifying short- and long-term goals and strategies for achieving them, Learning the concept of resiliency and the need to adapt to achieve personal goals, demonstrating when, where and how to seek help for solving problems and making

decisions, and understanding the consequences of decisions and choices. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes developing and applying an effective decision-making and problem-solving model to a

variety of situations, developing an action plan to set and achieve realistic goals, demonstrating effective time management and the ability to finish tasks (or through the

completion of tasks?), and demonstrating the resiliency and adaptability needed to implement plans effectively. Standard 7: Students will understand how interpersonal skills and knowledge enhance personal safety. RATIONALE: All students need to have the skills and knowledge needed to prevent potential physical, personal, and emotional harm to themselves and others. The school counseling program will build on interpersonal skills as they apply to enhancing personal safety and will also include programs that more specifically promote personal safety.

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In Grades K-5 what students know and are able to do includes demonstrating an understanding of showing kindness and respect to others, identifying situations that require adult support and assistance, identifying appropriate and inappropriate physical AND OTHER TYPES OF contact, (E.G.,

INTERNET), both adult-child and child-child, identifying sources and effects of peer pressure, and beginning to understand the emotional and physical dangers of substance abuse. As students in Grades 6-8 extend their knowledge and skills, what they know and are able to do includes beginning to understand how caring and kindness, showing respect, and acting with civility

(including manners) reduces conflict with others, differentiating between situations requiring peer support and situations requiring adult or

professional assistance, beginning to demonstrate skills for resisting negative peer pressure and influence, and beginning to demonstrate the ability to set boundaries, assert individual rights, and protect

personal privacy, including inappropriate physical contact. As students in Grades 9-12 further extend their knowledge and skills, what they know and are able to do includes demonstrating an understanding of the importance of caring for others, including showing

respect, kindness and compassion, tolerance, and civility (including manners) in reducing conflict with others,

employing effective skills for resisting negative peer pressure and influence, demonstrating the ability to seek assistance when harassed, bullied, or discriminated

against at school and within the community, demonstrating the ability to set boundaries and protect rights and personal privacy, distinguishing between appropriate and inappropriate physical contact, and differentiating between situations requiring peer support and situations requiring adult

professional help.

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Boulder Valley School District


Elementary Curriculum

Standard 1: Students will demonstrate attitudes, knowledge, and skills associated with successful learning. To achieve this standard, kindergarten students will:

Complete one-step tasks independently, and Work cooperatively with others, including listening, raising hands, taking turns, and

sharing materials.

To achieve this standard, 1st grade students will: Demonstrate the ability to follow simple one- and two-step directions independently, Begin to use the organizing tasks necessary for getting materials to school and turning

in assignments, Develop the ability to work effectively in pairs, and Begin to learn how to ask for help as a learner when needed.

To achieve this standard, 2nd grade students will:

Demonstrate the ability to follow multi-step directions independently, Continue to use the organizing tasks necessary for getting materials to school and

turning in assignments, Demonstrate the ability to work independently in pairs, and Demonstrate the ability to ask for help as a learner when needed.

To achieve this standard, 3rd grade students will:

Begin to learn how to respond to testing situations, Begin to acquire the skills needed to take materials home for completing homework

assignments and preparing for classroom tests, Begin to develop skills for budgeting time for completing academic assignments, both in

and out of school, Begin to demonstrate the ability to work effectively in groups of three or more, and Begin to identify strengths as a learner.

To achieve this standard, 4th grade students will:

Reflect on one’s experiences with testing situations and identify strategies for improvement,

Demonstrate the ability to take materials home for completing homework assignments and prepare for classroom tests,

Continue to develop skills for budgeting time for completing academic assignments, both in and out of school,

Demonstrate the ability to work effectively in large and small groups, and Review and reflect upon one’s strengths and needs as a learner.

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To achieve this standard, 5th grade students will: Continue to reflect upon one’s experiences with testing situations and implement

strategies for improvement, Demonstrate the ability to follow instructions and complete assignments, including

turning them in, Refine skills for budgeting time for completing assignments, both in and out of school, Explain the importance of being a responsible group member, and Continue to review and reflect upon one’s strengths and needs as a learner.

Standard 2: Students will graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. To achieve this standard, kindergarten students will:

Emphasize learning in the other standards. To achieve this standard, 1st grade students will:

Emphasize learning in the other standards. To achieve this standard, 2nd grade students will:

Emphasize learning in the other standards.

To achieve this standard, 3rd grade students will: Set and report progress on one academic improvement goal, and Develop positive expectations regarding one’s educational future.


Continue to set and report progress on one academic improvement goal. Develop strategies for selecting appropriate academic goals, and Begin to develop awareness of and aspirations for future educational opportunities.

To achieve this standard, 5th grade students will: Demonstrate the ability to set two short-term academic goals, Identify potential challenges associated with transition to middle school and develop a

tentative plan for addressing them, and Continue to develop awareness of and aspirations for future educational opportunities.

Standard 3: Students will demonstrate the ability to investigate the world of work and to make informed career decisions. To achieve this standard, kindergarten students will:

Begin to identify the roles of various members of the school community, and Identify careers of community helpers (e.g., firefighter, police officer, etc.).

To achieve this standard, 1st grade students will:

Begin to identify the various roles one has (e.g., friend, child, student, etc.), and Begin to identify a variety of occupations.

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Begin to identify the differences in one’s personal roles, and Begin to develop an awareness of the kinds of things people in a variety of occupations

do.

To achieve this standard, 3rd grade students will: Identify effective behaviors associated with the variety of one’s personal roles, and Continue to develop an awareness of the kinds of things people do in a variety of

occupations. To achieve this standard, 4th grade students will:

Begin to learn the behaviors associated with being an effective leader in school, and Begin to relate personal interests, hobbies, and academic abilities to different careers.

To achieve this standard, 5th grade students will: Continue to learn the behaviors associated with being an effective leader in school, and Continue to relate personal interests, hobbies, and academic abilities to different

careers. Standard 4: Students will understand the relationship between personal qualities, education and training, and the world of work. To achieve this standard, kindergarten students will:

Begin to identify tasks associated with one’s job as a student. To achieve this standard, 1st grade students will:

Continue to identify tasks associated with one’s job as a student. To achieve this standard, 2nd grade students will:

Continue to identify tasks associated with one’s job as a student. To achieve this standard, 3rd grade students will:

Describe school tasks that are similar to skills essential for job success, and Describe how current learning relates to work and how reading, writing, and

mathematics are fundamental to success in life. To achieve this standard, 4th grade students will:

Develop an awareness of the importance of learning, practice, and effort, and Describe the importance of personal qualities such as dependability, promptness, and

getting along with others to getting and keeping jobs. To achieve this standard, 5th grade students will:

Develop understanding of the importance of learning, practice, and effort, and Develop understanding of how work helps to achieve personal success.

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Standard 5: Students will demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. To achieve this standard, kindergarten students will:

Begin to develop a common understanding of the meaning of respect for self and others,

Begin to learn how to express feelings appropriately, Begin to recognize basic emotions as expressed by self and others, Begin to develop a sense of classroom and school community Begin to recognize situations involving conflict and how to respond using positive

choices, and Begin to understand the difference between tattling and telling.


Continue to develop a common understanding of the meaning of respect for self and others,

Continue to learn how to express feelings appropriately, Recognize basic emotions as expressed by self and others, Begin to identify situations and events that arouse strong emotional responses, Continue to develop a sense of classroom and school community, Continue to recognize situations involving conflict and how to respond using positive

choices, and Acknowledge and understand the difference between tattling and telling.


Begin to recognize and respect individual differences and roles, Begin to recognize and describe positive characteristics of self, Recognize a variety of emotions and develop strategies for appropriately managing

them, Begin to develop awareness of how one’s behaviors affect the feelings and actions of

others, Begin to demonstrate the ability to respond to feelings of others appropriately, Begin to demonstrate, with adult assistance, conflict resolution skills in situations

involving peers, and Continue to acknowledge and understand the difference between tattling and telling.


Continue to develop and begin to demonstrate respect for individual differences and roles,

Begin to recognize personal strengths and assets, Begin to recognize how one is perceived by others, Begin to demonstrate effective strategies for managing feelings, Continue to develop awareness of how one’s behaviors affect the feelings and actions

of others, Continue to demonstrate the ability to respond to feelings of others appropriately, Begin to develop awareness of personal behaviors that contribute to the classroom

community, Demonstrate independently conflict resolution skills in situations involving peers, and Review and expand one’s understanding of the difference between tattling and telling.

24


Demonstrate respect for individual differences and roles, Continue to recognize personal strengths and assets, Demonstrate and expand strategies for productively managing one’s feelings, Recognize behaviors in self and others that positively or negatively impact a sense of

school community, Begin to develop skills for resolving conflicts with adults, and Expand and strengthen skills for resolving conflicts with peers.


Continue to demonstrate respect for individual differences and roles, Continue to recognize personal strengths and assets, Continue to demonstrate and expand strategies for productively managing one’s

feelings, Demonstrate behaviors that foster a positive sense of classroom and school community, Demonstrate appropriate skills for constructively resolving conflicts with adults, and Demonstrate expanded skills for resolving conflicts with peers.

Standard 6: Students will demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. To achieve this standard, kindergarten students will:

Begin to develop an awareness of making positive and negative choices. To achieve this standard, 1st grade students will:

Expand their awareness of making positive and negative choices, and Begin to develop an awareness of the consequences of choices.


Begin to identify typical school-related social and behavioral decisions, and Begin to understand the consequences of one’s choices in the classroom and school

community. To achieve this standard, 3rd grade students will:

Identify alternative responses to typical social and behavioral school-related decisions, and

Demonstrate understanding of the consequences of choices and actions. To achieve this standard, 4th grade students will:

Develop awareness of the steps involved in a decision-making model, Recognize that all decisions have alternatives, and Describe how personal beliefs and attitudes affect decision making.


Demonstrate awareness of the steps involved in a decision-making model, Continue to recognize that all decisions have alternatives, and Continue to describe how personal beliefs and attitudes affect decision making.

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Standard 7: Students will understand how interpersonal skills and knowledge enhance personal safety. To achieve this standard, kindergarten students will:

Begin to recognize when telling an adult is necessary to keep self or others safe and unhurt,

Begin to recognize appropriate and inappropriate physical contact, and Begin to demonstrate awareness of kind behavior.


Identify when telling an adult is necessary to keep self or others safe and unhurt, Begin to identify appropriate and inappropriate physical contact and strategies for

responding, Demonstrate awareness of kind behaviors and develop awareness of how kindness

makes others feel, and Begin to develop age-appropriate responses to intimidating and/or threatening

behaviors directed toward self or others by peers. To achieve this standard, 2nd grade students will:

Identify age-appropriate situations that acquire adult support to maintain the safety of self and others,

Demonstrate appropriate strategies for responding to inappropriate physical contact, Demonstrate skills for showing and acknowledging kindness, Begin to develop an understanding of feeling welcomed and accepted, Begin to demonstrate age-appropriate responses to intimidating and/or threatening

behaviors directed toward self or others by peers, and Develop awareness of peer pressure—what it is and what it looks like in operation.


Demonstrate strategies for getting adult support to maintain the safety of self and others,

Begin to develop an awareness of using the internet safely, Demonstrate age-appropriate strategies for responding to inappropriate physical

contact, Begin to understand how kindness makes others feel welcomed and accepted, Demonstrate expanded age-appropriate responses to intimidating and/or threatening

behaviors directed toward self or others by peers, and Begin to identify sources of peer pressure.

To achieve this standard, 4th grade students will: Continue to demonstrate strategies for getting adult support to maintain the safety of

self and others, Recognize a variety of potential internet dangers, Demonstrate age-appropriate strategies for responding to inappropriate physical

contact, Understand how kindness makes others feel welcomed and accepted,

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Demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers,

Continue to identify sources of peer pressure and begin to identify the effects, and Begin to develop an awareness of the emotional and physical dangers of gang activity..


Continue to demonstrate strategies for getting adult support to maintain the safety of self and others,

Continue to recognize a variety of potential internet dangers, Demonstrate age-appropriate strategies for responding to inappropriate physical

contact, Demonstrate how kindness makes others feel welcomed and accepted, Continue to demonstrate expanded age-appropriate responses to intimidating and/or

threatening behaviors directed toward self or others by peers, Begin to acquire and demonstrate skills for responding effectively to peer pressure, Develop an awareness of the emotional and physical dangers of gang activity, and Begin to understand the emotional and physical dangers of substance abuse.

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Middle Level Curriculum

Standard 1: Students will demonstrate attitudes, knowledge, and skills associated with successful learning. To achieve this standard, 6th grade students will:

Develop an awareness of basic learning styles and which style is personally strongest (auditory, visual, kinesthetic),

Demonstrate understanding of the importance of effective study skills (e.g., note-taking, test-taking, or task management),

Know the various resources available for academic assistance, identify when needed, and implement strategies for accessing, as appropriate,

Develop and implement structured routines for organizing and planning school work, and

Identify the attitudes and behaviors that lead to successful learning.

To achieve this standard, 7th grade students will: Continue to implement structured routines for organizing and planning school work, and Develop an understanding of the difference between internal and external motivation.

To achieve this standard, 8th grade students will: Describe how one has used knowledge of basic learning styles to help one’s self as a

learner, Apply the study skills that are personally most effective for enhancing academic

success, Evaluate the effectiveness of routines for planning and organizing school work and

identify areas for improvement, and Demonstrate understanding of what motivates one’s self and set goals that help

maintain a positive interest in learning. Standard 2: Students will graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. To achieve this standard, 6th grade students will:

Identify the significant differences between elementary and middle school and address the challenges these differences present, and

Select 7th grade courses with a beginning awareness of long-term educational goals and to maximize academic achievement.


Identify the significant differences between 6th and 7th grade and address the challenges these differences present,

Explore personal academic aptitudes and interests, and Select 8th grade courses with an awareness of long-term educational goals and to

maximize academic achievement.

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Identify the significant differences between 7th and 8th grade and address the challenges these differences present,

Apply knowledge of personal academic aptitudes and interests to educational goal setting,

Use decision-making strategies to establish an educational goal and to identify strategies for achieving it,

Prepare for the transition to high school by developing an awareness of four-year academic planning, and

Develop an awareness of how educational planning impacts post-secondary options. Standard 3: Students will demonstrate the ability to investigate the world of work and to make informed career decisions. To achieve this standard, 7th grade students will:

Develop an awareness of the dignity of all careers and that all careers are accessible to any gender or racial/ethnic group, and

Develop an awareness of resources for career exploration. To achieve this standard, 8th grade students will:

Demonstrate knowledge of career exploration and develop skills to locate, evaluate and interpret career information, and

Identify personal preferences, interests and skills influencing career choice and success.

Standard 4: Students will understand the relationship between personal qualities, education and training, and the world of work. To achieve this standard, 6th grade students will:

Understand the importance of responsibility, dependability, punctuality, integrity and effort in school and personal life.


Apply the skills and/or knowledge related to this standard as appropriate. To achieve this standard, 8th grade students will:

Develop an awareness of personal qualities and motivations, and Develop understanding of the relationship between academic achievement and career

success.

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Standard 5: Students will demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. To achieve this standard, 6th grade students will:

Demonstrate respect for others, Develop awareness of and demonstrate respect and appreciation for individual and

cultural differences, Develop effective coping skills for dealing with problems, including learning how to

access resources for support, Develop skills in resolving conflicts with peers and adults, Identify personal strengths and assets, and Develop good listening skills.


Demonstrate respect for others, Continue to develop and demonstrate respect and appreciation for individual and

cultural differences, Develop expanded skills in conflict resolution and effective coping skills, Develop knowledge and understanding of alternative points of view, and Develop effective communication skills.


Demonstrate respect for others, Develop understanding of the cultural, religious, ethnic, gender identity, age, and ability

differences that characterize our society, and Demonstrate respect for alternative points of view.

Standard 6: Students will demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. To achieve this standard, 6th grade students will:

Learn that decisions and choices have consequences, and Learn when, where and how to seek help for solving problems and making decisions.


Learn a model for decision making and problem solving, Identify short- and long-term goals and strategies for achieving them, Understand the consequences of decisions and choices, and Demonstrate when, where and how to seek help for solving problems and making

decisions. To achieve this standard, 8th grade students will:

Demonstrate use of a decision-making model in a given personal situation.

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Standard 7: Students will understand how interpersonal skills and knowledge enhance personal safety. To achieve this standard, 6th grade students will:

Define bully, victim, and bystander behavior, Identify effective strategies for responding to bullying/harassment as a bully, victim, or

bystander, Identify strategies for seeking assistance when harassed, bullied, or discriminated

against at school, Develop an understanding of the need for resisting negative peer pressure and

influence, Understand how to set personal boundaries, assert individual rights, and protect

personal privacy, Identify the generally accepted standards for appropriate and inappropriate touching, Differentiate between situations requiring peer support and situations requiring adult or

professional assistance, and Understand how caring and kindness, showing respect, and acting with civility reduce

conflict with others.

To achieve this standard, 7th grade students will: Develop personal awareness of one’s own behavior as a bully, victim, or bystander, Continue to identify strategies for seeking assistance when harassed, bullied, or

discriminated against at school. Develop effective skills for resisting negative peer pressure and influence, Develop skills for setting personal boundaries, asserting individual rights, and protecting

personal privacy, Review the differences between appropriate and inappropriate touching, Continue to differentiate between situations requiring peer support and situations

requiring adult or professional assistance, and Demonstrate how caring and kindness, showing respect, and acting with civility reduce

conflict with others.

To achieve this standard, 8th grade students will: Demonstrate effective skills for resisting negative peer pressure and influence, Continue to develop skills for setting personal boundaries, asserting individual rights,

and protecting personal privacy, and Understand the personal importance of knowing the differences between appropriate

and inappropriate touching.

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High School Curriculum

Standard 1: Students will demonstrate attitudes, knowledge, and skills associated with successful learning. To achieve this standard, 9th grade students will:

Expand knowledge of learning styles to include more sophisticated models (e.g., LSA or multiple intelligences) and apply knowledge of one’s own style to developing effective learning strategies,

Refine and apply the study skills that are personally most effective for enhancing academic success,

Know the various resources available for academic assistance at the high school level and develop strategies for self-advocating to obtain academic help,

Review to-date academic performance and set a goal for improvement, Use problem-solving and decision-making skills to monitor one’s academic progress

and respond appropriately, and Learn effective time management skills and the importance of completing tasks on time

as it applies to personal, academic, and career goals. To achieve this standard, 10th grade students will:

Refine and apply study skills to enhance success in more rigorous academic course work,

Review to-date academic performance and set a goal for improvement, Use problem-solving and decision-making skills to monitor one’s academic progress

and respond appropriately, and Identify any attitudes or behaviors that inhibit successful learning in high school and use

problem-solving and decision-making skills to respond appropriately.

To achieve this standard, 11th grade students will: Review to-date academic performance and set a goal for improvement, and Use problem-solving and decisions-making skills to monitor one’s academic progress

and respond appropriately. To achieve this standard, 12th grade students will:

Continue to apply knowledge and skills related to this standard. Standard 2: Students will graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. To achieve this standard, 9th grade students will:

Identify the significant differences between middle level and high school and address the challenges these differences present,

Understand the relationship between academic decisions, including participation in co-curricular activities, and career and educational opportunities,

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Use decision-making strategies to establish an educational goal and identify strategies for achieving it, and

Develop and implement a four-year academic plan consistent with personal educational goals.


Review the transition to high school and continue to address the remaining challenges, Review and revise personal educational goals with an awareness of the future

implications of one’s choices, Review and modify as appropriate the four-year academic plan consistent with personal

educational goals, Identify post-secondary goals consistent with interests, abilities, and academic

achievement, and Develop knowledge of the college admissions process.


Continue to review and revise personal educational goals with an awareness of the future implications of one’s choices,

Evaluate and modify four-year academic plans consistent with personal educational and post-secondary goals,

Demonstrate understanding of the entrance process for college and other post-secondary institutions, including admissions tests and requirements, and how to obtain information about different colleges and other post-secondary options, and

Develop knowledge of various sources of financial support for post-secondary education and awareness of the process to access them.


Continue to review and revise personal educational goals with an awareness of the future implications of one’s choices,

Evaluate and modify four-year academic plans consistent with personal educational and post-secondary goals,

Know how to complete the entrance process for college and other post-secondary institutions as appropriate, and

Know how to complete the process of applying for financial support for post-secondary education.

Standard 3: Students will demonstrate the ability to investigate the world of work and to make informed career decisions. To achieve this standard, 9th grade students will:

Locate and interpret career information, using multiple resources, and Identify personal skills, interests, and abilities, and relate them to career choices.

To achieve this standard, 10th grade students will: Develop and demonstrate an awareness of changing societal patterns regarding gender

and racial/ethnic roles in different occupations, Continue to locate and interpret career information, using multiple resources,

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Demonstrate an understanding of the connection between careers, occupations and jobs,

Continue to identify personal skills, interests, and abilities, and relate them to career choices, and

Learn how to search for a job, including learning job requirements and determining how one meets them.


Continue to interpret and evaluate career information, Continue to identify personal skills, interests, and abilities, and relate them to career

choices, and Write a resume and demonstrate how to interview well.


Use effective decision-making skills in career planning.

Standard 4: Students will understand the relationship between personal qualities, education and training, and the world of work. To achieve this standard, 9th grade students will:

Identify how personal responsibility, personal integrity, and a sense of justice are important in school and personal life,

Develop an awareness of the importance of good work habit in both the world of academics and the world of work, and

Continue to develop understanding of the relationship between academic achievement and career success.


Identify how personal responsibility, personal integrity, and a sense of justice are important in the work place,

Review current academic achievement and develop strategies that will enhance opportunities for future career success, and

Identify and evaluate one’s academic and personal strengths and limitations and how they relate to broad career paths.


Demonstrate understanding of how and why such personal characteristics as self-motivation and discipline, persistence, independence, confidence, curiosity, flexibility, open-mindedness, openness to change, and willingness to take risks are values in the workplace,

Review current academic achievement and develop strategies that will enhance opportunities for future career success, and

Continue to identify and evaluate one’s academic and personal strengths and limitations and how they relate to broad career paths.


Develop understanding of how interests, abilities and achievement relate to achieving personal, educational and career goals,

34

Review current academic achievement and identify strategies that will enhance opportunities for future career success, and

Demonstrate an understanding of how interests, abilities, and achievement relate to achieving personal, educational, and career goals.

Standard 5: Students will demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. To achieve this standard, 9th grade students will:

Demonstrate respect for others, Continue to develop an understanding of the cultural, religious, ethnic, gender identity,

age, and ability differences that characterize our society, Use effective inter-personal communication skills to express feelings and resolve

conflicts, Develop personal skills and techniques for managing anger and stress, including

maintaining self-control and accessing resources for support, and Develop an understanding of the continuum of relationships one may have in

friendships, dating relationships, and other interactions.

To achieve this standard, 10th grade students will: Demonstrate respect for others, Continue to develop an understanding of the cultural, religious, ethnic, gender identity,

age, and ability differences that characterize our society, and Develop independence, self-confidence, self-advocacy, and resiliency as a learner and

a member of society.

To achieve this standard, 11th grade students will: Demonstrate respect for others, Demonstrate an understanding of the cultural, religious, ethnic, gender identity, age,

and ability differences that characterize our society and the workplace, and Demonstrate the capacity to work well with a variety of people, including the ability to

compromise and solve problems in a mutually respectful manner. To achieve this standard, 12th grade students will:

Demonstrate respect for others, Demonstrate an understanding of the cultural, religious, ethnic, gender identity, age,

and ability differences that characterize our society and the workplace, and Exhibit independence, self-confidence, self-advocacy and resiliency as a learner and

member of society. Standard 6: Students will demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. To achieve this standard, 9th grade students will:

Develop personal awareness of the relationship between personal/social goals, actions, and outcomes, and

Understand the concept of resiliency and the need to adapt to achieve personal goals.

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To achieve this standard, 10th grade students will: Develop and apply an effective decision-making and problem-solving model to a variety

of situations, Develop an action plan to set and achieve realistic personal goals, Describe and reflect on how one’s own thoughts or actions have resulted in specific

outcomes, and Review the concept of resiliency and the need to adapt to achieve personal goals

effectively.

To achieve this standard, 11th grade students will: Continue to apply the skills and knowledge related to this standard.


Standard 7: Students will understand how interpersonal skills and knowledge enhance personal safety. To achieve this standard, 9th grade students will:

Develop strategies for seeking assistance and coping with the reactions when harassed, bullied, or discriminated against at school or within the community,

Review and demonstrate effective skills for resisting negative peer pressure and influence,

Demonstrate understanding of the need to set personal boundaries and protect rights and personal privacy in the high school environment,

Continue to understand the personal importance of distinguishing between appropriate and inappropriate physical contact,

Differentiate between situations requiring peer support and situations requiring adult professional help in the high school environment (e.g., substance abuse, mental health, etc.), and

Develop knowledge of the expectations for caring for others, showing respect, kindness and compassion, tolerance, and civility at the high school level.


Continue to demonstrate effective skills for resisting negative peer pressure and influence,

Demonstrate strategies for setting personal boundaries and protecting rights and personal privacy in the high school environment,

Understand the generally accepted standards for appropriate and inappropriate physical contact, and

Demonstrate understanding of the importance of caring for others, including showing respect, kindness and compassion, tolerance, and civility in reducing conflict with others.


Continue to apply the skills and knowledge related to this standard.


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Standard 1: Students will demonstrate attitudes, knowledge, and skills associated with successful learning. (Academic)

Kdg. students will 1st grade students will 2nd grade students will

3rd grade students will

4th grade students will


Complete one-step tasks independently.

Demonstrate the ability to follow simple one-and two-step directions independently. Begin to use the organizing tasks necessary for getting materials to school and turning in assignments.

Demonstrate the ability to follow multi-step directions independently. Continue to use the organizing tasks necessary for getting materials to school and turning in assignments.

Begin to learn how to respond to testing situations. Begin to acquire the skills needed to take materials home for completing homework assignments and preparing for classroom tests. Begin to develop skills for budgeting time for completing academic assignments, both in and out of school.

Reflect on one’s experiences with testing situations and identify strategies for improvement. Demonstrate the ability to take materials home for completing homework assignments and preparing for classroom tests. Continue to develop skills for budgeting time for completing academic assignments, both in and out of school.

Continue to reflect upon one’s experiences with testing situations and implement strategies for improvement. Demonstrate the ability to follow instructions and complete assignments, including turning them in. Refine skills for budgeting time for completing assignments, both in and out of school.

Work cooperatively with others, including listening, raising hands, taking turns, and sharing materials.

Develop the ability to work effectively in pairs.

Demonstrate the ability to work independently in pairs.

Begin to demonstrate the ability work effectively in groups of three or more.

Demonstrate the ability to work effectively in large and small groups.

Explain the importance of being a responsible group member.

Begin to learn how to ask for help as a learner when needed.

Demonstrate the ability to ask for help as a learner when needed.

Begin to identify strengths as a learner.

Review and reflect upon one’s strengths and needs as a learner.

Continue to review and reflect upon one’s strengths and needs as a learner.

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Standard 2: Students will graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. (Academic) Kdg. students will 1st grade students will 2nd grade students

will 3rd grade students will






Set and report progress on one academic improvement goal. Develop positive expectations regarding one’s educational future.

Continue to set and report progress on one academic improvement goal. Develop strategies for selecting appropriate academic goals. Begin to develop awareness of and aspirations for future educational opportunities.

Demonstrate the ability to set two short-term academic goals. Identify potential challenges associated with transition to middle school and develop a tentative plan for addressing them. Continue to develop awareness of and aspirations for future educational opportunities.

Standard 3: Students will demonstrate the ability to investigate the world of work and to make informed career decisions. (Career) Kdg. students will 1st grade students will 2nd grade students




Begin to identify the roles of various members of the school community.

Begin to identify the various roles one has (e.g., friend, child, student, etc.).

Begin to identify the differences in one’s personal roles.

Identify effective behaviors associated with the variety of one’s personal roles.

Begin to learn the behaviors associated with being an effective leader in school.

Continue to learn the behaviors associated with being an effective leader in school.

Identify careers of community helpers (e.g., firefighter, police officer, etc.).

Begin to identify a variety of occupations.

Begin to develop an awareness of the kinds of things people in a variety of occupations do.

Continue to develop an awareness of the kinds of things people do in a variety of occupations.

Begin to relate personal interests, hobbies, and academic abilities to different careers.

Continue to relate personal interests, hobbies, and academic abilities to different careers.

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Standard 4: Students will understand the relationship between personal qualities, education and training, and the world of work. (Career) Kdg. students will 1st grade students will 2nd grade students




Begin to identify tasks associated with one’s job as a student.

Continue to identify tasks associated with one’s job as a student.

Continue to identify tasks associated with one’s job as a student.

Describe school tasks that are similar to skills essential for job success.

Describe how current learning relates to work and how reading, writing, and mathematics are fundamental to success in life.

Develop an awareness of the importance of learning, practice, and effort. Describe the importance of personal qualities such as dependability, promptness, and getting along with others to getting and keeping jobs.

Develop understanding of the importance of learning, practice, and effort. Develop understanding of how work helps to achieve personal success.

Standard 5: Students will demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. (Personal/Social) Kdg. students will 1st grade students will 2nd grade students




Begin to develop a common understanding of the meaning of respect for self and others.

Continue to develop a common understanding of the meaning of respect for self and others.

Begin to recognize and respect individual differences and roles.

Continue to develop and begin to demonstrate respect for individual differences and roles.

Demonstrate respect for individual differences and roles.

Continue to demonstrate respect for individual differences and roles.

Begin to recognize and describe positive characteristics of self.

Begin to recognize personal strengths and assets. Begin to recognize how one is perceived by others.

Continue to recognize personal strengths and assets.

Continue to recognize personal strengths and assets.

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Begin to learn how to express feelings appropriately. Begin to recognize basic emotions as expressed by self and others.

Continue to learn how to express feelings appropriately. Recognize basic emotions as expressed by self and others. Begin to identify situations and events that arouse strong emotional responses.

Recognize a variety of emotions and develop strategies for appropriately managing them. Begin to develop awareness of how one’s behaviors affect the feelings and actions of others. Begin to demonstrate the ability to respond to feelings of others appropriately.

Begin to demonstrate effective strategies for managing feelings. Continue to develop awareness of how one’s behaviors affect the feelings and actions of others. Continue to demonstrate the ability to respond to feelings of others appropriately.

Demonstrate and expand strategies for productively managing one’s feelings.

Continue to demonstrate and expand strategies for productively managing one’s feelings.

Begin to develop a sense of classroom and school community.

Continue to develop a sense of classroom and school community.

Begin to develop awareness of personal behaviors that contribute to the classroom community.

Recognize behaviors in self and others that positively or negatively impact a sense of school community.

Demonstrate behaviors that foster a positive sense of classroom and school community.

Begin to recognize situations involving conflict and how to respond using positive choices.

Continue to recognize situations involving conflict and how to respond using positive choices.

Begin to demonstrate, with adult assistance, conflict resolution skills in situations involving peers.

Demonstrate independently conflict resolution skills in situations involving peers.

Begin to develop skills for resolving conflicts with adults. Expand and strengthen skills for resolving conflicts with peers.

Demonstrate appropriate skills for constructively resolving conflicts with adults. Demonstrate expanded skills for resolving conflicts with peers.

Begin to understand the difference between tattling and telling.

Acknowledge and understand the difference between tattling and telling.

Continue to acknowledge and understand the difference between tattling and telling.

Review and expand one’s understanding of the difference between tattling and telling.

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Standard 6: Students will demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. (Personal/Social)

Standard 7: Students will understand how interpersonal skills and knowledge enhance personal safety. (Personal/Social) Kdg. students will 1st grade students will 2nd grade students




Begin to identify when telling an adult is necessary to keep self or others safe and unhurt.

Identify when telling an adult is necessary to keep self or others safe and unhurt.

Identify age-appropriate situations that require adult support to maintain the safety of self and others.

Demonstrate strategies for getting adult support to maintain the safety of self and others. Begin to develop an awareness of using the internet safely.

Continue to demonstrate strategies for getting adult support to maintain the safety of self and others. Recognize a variety of potential internet dangers.

Continue to demonstrate strategies for getting adult support to maintain the safety of self and others. Continue to recognize a variety of potential internet dangers.

Begin to recognize appropriate and inappropriate physical contact.

Begin to identify appropriate and inappropriate physical contact and strategies for responding.

Demonstrate appropriate strategies for responding to inappropriate physical contact.

Demonstrate age- appropriate strategies for responding to inappropriate physical contact.



Kdg. students will 1st grade students will 2nd grade students will

3rd grade students will



Begin to develop an awareness of making positive and negative choices.

Expand their awareness of making positive and negative choices.

Begin to identify typical school-related social and behavioral decisions.

Identify alternative responses to typical social and behavioral school-related decisions.

Develop an awareness of the steps involved in a decision-making model. Recognize that all decisions have alternatives.

Demonstrate an awareness of the steps involved in a decision-making model. Continue to recognize that all decisions have alternatives.

Begin to develop an awareness of the consequences of choices.

Begin to understand the consequences of one’s choices in the classroom and school community.

Demonstrate understanding of the consequences of choices and actions.

Describe how personal beliefs and attitudes affect decision making.

Continue to describe how personal beliefs and attitudes affect decision making.

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Begin to demonstrate awareness of kind behavior.

Demonstrate awareness of kind behaviors and develop awareness of how kindness makes others feel.

Demonstrate skills for showing and acknowledging kindness. Begin to develop an understanding of feeling welcomed and accepted..

Begin to understand how kindness makes others feel welcomed and accepted.

Understand how kindness makes others feel welcomed and accepted.

Demonstrate how kindness makes others feel welcomed and accepted.

Begin to develop age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers.

Begin to demonstrate age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers.

Demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers.

Demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers.

Continue to demonstrate expanded age-appropriate responses to intimidating and/or threatening behaviors directed toward self or others by peers.

Develop awareness of peer pressure—what it is and what it looks like in operation.

Begin to identify sources of peer pressure.

Continue to identify sources of peer pressure and begin to identify the effects. Begin to develop an awareness of the emotional and physical dangers of gang activity.

Begin to acquire and demonstrate skills for responding effectively to peer pressure. Develop an awareness of the emotional and physical dangers of gang activity. Begin to understand the emotional and physical dangers of substance abuse.

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Boulder Valley School District Comprehensive School Counseling Curriculum Continuum Grades 6-12

Standard 1: Students will demonstrate attitudes, knowledge, and skills associated with successful learning. (Academic)








Learning Develop an awareness of basic learning styles and which style is personally strongest (auditory, visual, kinesthetic).

Describe how one has used knowledge of basic learning styles to help one’s self as a learner.

Expand knowledge of learning styles to include more sophisticated models (e.g., LSA or multiple intelligences) and apply knowledge of one’s own style to developing effective learning strategies.

Study Skills Demonstrate understanding of the importance of effective study skills (e.g., note-taking, test-taking, or task management).

Apply the study skills that are personally most effective for enhancing academic success.

Refine and apply the study skills that are personally most effective for enhancing academic success.

Refine and apply study skills to enhance success in more rigorous academic course work.

Academic Assistance Know the various resources available for academic assistance, identify when needed, and implement strategies for accessing, as appropriate.

Know the various resources available for academic assistance at the high school level and develop strategies for self-advocating to obtain academic help.

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Academic Goal Setting & Problem Solving

Review to-date academic performance and set a goal for improvement. Use problem-solving and decision-making skills to monitor one’s academic progress and respond appropriately.

Review to-date academic performance and set goal for improvement. Use problem-solving and decision-making skills to monitor one’s academic progress and respond appropriately.

Review to-date academic performance and set a goal for improvement. Use problem-solving and decision-making skills to monitor one’s academic progress and respond appropriately.

Organizing Develop and implement structured routines for organizing and planning school work.

Continue to implement structured routines for organizing and planning school work.

Evaluate the effectiveness of routines for planning and organizing school work and identify areas for improvement.

Learn effective time management skills and the importance of completing tasks on time as it applies to personal, academic, and career goals.

Attitudes re: Successful Learning Identify the attitudes and behaviors that lead to successful learning.

Develop an understanding of the difference between internal and external motivation.

Demonstrate understanding of what motivates one’s self and set goals that help maintain a positive interest in learning.

Identify any attitudes or behaviors that inhibit successful learning in high school and use problem-solving and decision-making skills to respond appropriately.

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Standard 2: Students will graduate with the academic preparation that allows them to choose from a wide range of post-secondary options, including college. (Academic)








Transition Identify the significant differences between elementary and middle school and address the challenges these differences present.

Identify the significant differences between 6th and 7th grade and address the challenges these differences present.

Identify the significant differences between 7th and 8th grade and address the challenges these differences present.

Identify the significant differences between middle level and high school and address the challenges these differences present.

Review the transition to high school and continue to address the remaining challenges.

Aptitudes and Interests

Explore personal academic aptitudes and interests.

Apply knowledge of personal academic aptitudes and interests to educational goal setting.

Understand the relationship between academic decisions, including participation in co-curricular activities, and career and educational opportunities.

Educational Decision making

Use decision-making strategies to establish an educational goal and to identify strategies for achieving it.

Use decision-making strategies to establish an educational goal and identify strategies for achieving it.

Review and revise personal educational goals with an awareness of the future implications of one’s choices.

Continue to review and revise personal educational goals with an awareness of the future implications of one’s choices.

Continue to review and revise personal educational goals with an awareness of the future implications of one’s choices.

Educational Planning Select 7th grade courses with a beginning awareness of long-term educational goals and to maximize academic achievement.

Select 8th grade courses with an awareness of long term educational goals and to maximize academic achievement.

Prepare for the transition to high school by developing an awareness of 4 year academic planning.

Develop and implement a 4 year academic plan consistent with personal educational goals.

Review and modify as appropriate the four-year academic plan consistent with personal educational goals

Evaluate and modify four-year academic plans consistent with personal educational and post-secondary goals.

Evaluate and modify four-year academic plans consistent with personal educational and post-secondary goals.

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Post secondary Options and Planning

Develo p an awareness of how educational planning impacts post-secondary options.

Identify post-secondary goals consistent with interests, abilities and academic achievement. Develop knowledge of the college admissions testing process.

Demonstrate understanding of the entrance process for college and other post-secondary institutions, including admissions tests and requirements, and how to obtain information about different colleges and other post-secondary options. Develop knowledge of various sources of financial support for post-secondary education and awareness of the process to access them.

Know how to complete the entrance process for college and other post-secondary institutions as appropriate. Know how to complete the process of applying for financial support for post-secondary education.

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Standard 3: Students will demonstrate the ability to investigate the world of work and to make informed career decisions. (Career) 6th grade students will







Careers & Social Norms

Develop an awareness of the dignity of all careers and that all careers are accessible to any gender or racial/ethnic group.

Develop and demonstrate an awareness of changing societal patterns regarding gender and racial/ethnic roles in different occupations.

Career Exploration

Develop an awareness of resources for career exploration.

Demonstrate knowledge of career exploration and develop skills to locate, evaluate and interpret career information.

Locate and interpret career information, using multiple resources.

Continue to locate and interpret career information, using multiple resources. Demonstrate an understanding of career pathways and the career process.

Continue to interpret and evaluate career information.

Self & Career Planning

Identify personal preferences, interests and skills influencing career choice and success.

Identify personal skills, interests, and abilities and relate them to career choices.

Continue to identify personal skills, interests, and abilities and relate them to career choices.

Continue to identify personal skills, interests, and abilities and relate them to career choices.

Use effective decision-making skills in career planning.

Employment Skills Learn how to search for a job, including learning job requirements and determining how one meets them.

Write a resume and demonstrate how to interview well.

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Standard 4: Students will understand the relationship between personal qualities, education and training, and the world of work. (Career) 6th grade students will







Personal Attributes and Work: Understand the importance of responsibility, dependability, punctuality, integrity, and effort in school and personal life.

Develo p an awareness of personal qualities and motivations.

Identify how personal responsibility, personal integrity, and a sense of justice are important in school and personal life.

Identify how personal responsibility, personal integrity and a sense of justice are important in the work place.

Demonstrate understanding of how and why such personal characteristics as self-motivation and discipline, persistence, independence, confidence, curiosity, flexibility, open-mindedness, openness to change, and willingness to take risks are values in the workplace.

Develop understanding of how interests, abilities, and achievement relate to achieving personal, educational and career goals.

Personal Work Skills

Develo p an awareness of the importance of good work habits in both the world of academics and the world of work.

Academic Achievement & Careers

Dev elop understanding of the relationship between academic achievement and career success.

Continue to develop understanding of the relationship between academic achievement and career success.

Review current academic achievement and develop strategies that will enhance opportunities for future career success.



Academic and Personal Strengths & Careers

Identify and evaluate one’s academic and personal strengths and limitations and how they relate to broad career paths.

Continue to identify and evaluate one’s academic and personal strengths and limitations and how they relate to broad career paths.

Demonstrate understanding of how interests, abilities, and achievement relate to achieving personal, educational and career goals.

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Standard 5: Students will demonstrate the knowledge and interpersonal skills to help them understand and respect self and others. (Personal/Social) 6th grade students will







Individual & Cultural Differences Demonstrate respect for others. Develop awareness of and demonstrate respect and appreciation for individual and cultural differences.

Demonstrate respect for others. Continue to develop and demonstrate respect and appreciation for individual and cultural differences.

Demonstrate respect for others. Develop understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society.

Demonstrate respect for others. Continue to develop understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society.

Demonstrate respect for others. Continue to develop understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society.

Demonstrate respect for others. Demonstrate understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society

Demonstrate respect for others. Demonstrate understanding of the cultural, religious, ethnic, gender identity, age, and ability differences that characterize our society

Stress/Conflict Management Skills Develop effective coping skills for dealing with problems, including learning how to access resources for support. Demonstrate skills in resolving conflicts with peers and adults.

Develop expanded skills in conflict resolution and effective coping skills.

Use effective inter-personal communication skills to express feelings and resolve conflicts. Develop personal skills and techniques for managing anger and stress, including maintaining self-control and accessing resources for support.

Personal Strengths and Assets Identify personal strengths and assets.

Develop independence, self-confidence, self-advocacy, and resiliency as a learner and member of society.

Exhibit independence, self-confidence, self-advocacy and resiliency as a learner and member of society.

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Alternative Points of View

Develop knowledge and understanding of alternative points of view

Demonstrate respect for alternative points of view.

Interpersonal Communication Skills Develop good listening skills.

Develop effective communication skills.

Demonstrate the capacity to work well with a variety of people, including the ability to compromise and solve problems in a mutually respectful manner.

Interpersonal Relationships

Develo p an understanding of the continuum of relationships one may have in friendships, dating relationships and other interactions.

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Standard 6: Students will demonstrate the knowledge and skills necessary to make decisions, set goals, and take action to achieve goals. (Personal/Social) 6th grade students will







Learn & Use Decision Making

Learn a model for decision making and problem solving.

Demonstrate use of a decision-making model in a given personal situation.

Develo p and apply an effective decision-making and problem-solving model to a variety of situations.

Apply Decision making to Goal Setting

Identify short- and long-term goals and strategies for achieving them

Develop an action plan to set and achieve realistic personal goals.

Individual Efficacy Learn that decisions and choices have consequences.

Understand the consequences of decisions and choices.

Develo p personal awareness of the relationship between personal/social goals, actions, and outcomes.

Describe and reflect on how one’s own thoughts or actions have resulted in specific outcomes.

Self-Advocacy Learn when, where and how to seek help for solving problems and making decisions.

Demonstrate when, where and how to seek help for solving problems and making decisions.

Und erstand the concept of resiliency and the need to adapt to achieve personal goals.

Review the concept of resiliency and the need to adapt to achieve personal goals effectively.

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Standard 7: Students will understand how interpersonal skills and knowledge enhance personal safety. (Personal/Social) 6th grade students will







Bullying & Harassment Define bully, victim, and bystander behavior. Identify effective strategies for responding to bullying/harassment as a bully, victim, or bystander. Identify strategies for seeking assistance when harassed, bullied, or discriminated against at school.

Develop personal awareness of one’s own behavior as a bully, victim, or bystander. Continue to identify strategies for seeking assistance when harassed, bullied, or discriminated against at school.

Develop strategies for seeking assistance and coping with the reactions when harassed, bullied, or discriminated against at school or within the community

Resisting Negative Peer Influence Develop an understanding of the need for resisting negative peer pressure and influence.

Develop effective skills for resisting negative peer pressure and influence.

Demonstrate effective skills for resisting negative peer pressure and influence.

Review and demonstrate effective skills for resisting negative peer pressure and influence.

Continue to demonstrate effective skills for resisting negative peer pressure and influence.

Boundaries and Self Advocacy Understand how to set personal boundaries, assert individual rights, and protect personal privacy.

Develop skills for setting personal boundaries, asserting individual rights, and protecting personal privacy.

Continue to develop skills for setting personal boundaries, asserting individual rights, and protecting personal privacy.

Demonstrate understanding of the need to set personal boundaries and protect rights and personal privacy in the high school environment.

Demonstrate strategies for setting personal boundaries and protecting rights and personal privacy in the high school environment.

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Appropriate Physical Contact Identify the generally accepted standards for appropriate and inappropriate touching

Review the differences between appropriate and inappropriate touching.

Understand the personal importance of knowing the differences between appropriate and inappropriate touching.

Continue to understand the personal importance of distinguishing between appropriate and inappropriate physical contact.

Understand the generally accepted standards for appropriate and inappropriate physical contact.

Seeking Support Differentiate between situations requiring peer support and situations requiring adult or professional assistance.

Continue to differentiate between situations requiring peer support and situations requiring adult or professional assistance

Differentiate between situations requiring peer support and situations requiring adult professional help in the high school environment, (e.g., substance abuse, mental health, etc.).

Caring Attitudes Understand how caring and kindness, showing respect, and acting with civility reduce conflict with others.

Demonstrate how caring and kindness, showing respect, and acting with civility reduce conflict with others.

Develo p knowledge of the expectations for caring for others, showing respect, kindness and compassion, tolerance, and civility at the high school level.

Demonstrate understanding of the importance of caring for others, including showing respect, kindness and compassion, tolerance, and civility in reducing conflict with others.

BVSD COUNSELING CURRICULUM - Boulder Valley School District€¦ · school counseling program in...

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