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Sidney Public Schools (fax) 406-433-4358-Administration (fax) 406-433-4052-Middle School Guidance Curriculum (fax) 406-433-2481-High School 406-433-4080-Administration (fax) (fax) 406-433-9186-Westside 406-433-4050-Middle School 406-433-2330-High School 200 200 3 Linda Clark, Loretta Thiel, Gail Gilbertson, 406-433-5501-Westside Sidney, 59270 Montana Sidney PublicSidney Schools rd Thom Barnhart, Stacey Collins Avenue South East 2007-2008 curriculum. the guidance designing, evaluating implementing, and planning, thebenchmarks includecounselors’ articulates and responsibilities statementsschool program’s philosophy, student goals and of delivery systematicof activities to with every the student consistent guidance curriculumdesignedto is educators. facilitate the This and in The programs. developmental school document is design guidance for Schoolsmeetand andstandards federal Public that state also recognized Sidney as thoseare standards by the well content that and as districtsmissionvisionstatement, statement, philosophy, the document proactive whichstates and preventative comprehensive, curriculumSidney guidance The Public forthe Schools a is coordinated counselors delivered school andcoordinated by other and TABLE OF CONTENTS

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

District Mission, Philosophy, and School Vision Statement ------iv Preface ------v-vi Introduction, Content Standards, and Proficiency Level ------vi-x

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

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

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

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

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

Part V: Appendices------

Montana School Counseling Program Standards------Appendix A Benefits of Sidney Public Schools Counseling Program------Appendix B Use of time for Sidney Public Schools Comprehensive Counseling Program------Appendix C K-12 Achievement Testing------Appendix D Crisis Management Plan Sidney Public Schools Counseling Program------Appendix E Ten-Year Guidance Plan------Appendix F Sidney Public Schools Curriculum Areas that need to be addressed------Appendix G

iii Guidance Curriculum and Content for Grades K-12

I. Mission Statement—Sidney Public Schools

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

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

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

 To stimulate intellectual growth and curiosity;

 To provide fundamental career concepts and skills;

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

 To develop an awareness of and appreciation for cultural diversity.

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

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

III. Sidney Public School--Vision Statement

The vision of the Guidance and Counseling department of Sidney Public Schools is to provide student services that enable each student to be objective and realistic as he or she seeks self-understanding and self-development and to share in the responsibility of helping young people become contributing citizens.

iv IV. PREFACE

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

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

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

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

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

Linda Clark--Counselor/Educator Loretta Thiel--Counselor/Educator Gail Gilbertson--Counselor/Educator Thom Barnhart--Counselor/Educator K-12 Teaching Staff Bill Nankivel--Curriculum Director Gary Arnold--Curriculum Director

“If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?” - Maria Montessori

V. INTRODUCTION

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

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

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

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

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

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

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

 Content Standard 1—acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span (Academic Standard A): o Improve Academic Self-Concept o Acquire Skills for Improving Learning o Achieve School Success

 Content Standard 2—complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college (Academic Standard B): o Improve learning o Plan to achieve goals

 Content Standard 3—acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions (Career Development Standard A): o Develop career awareness and employment readiness o Apply acquired skills in making post secondary education decisions

 Content Standard 4—employ strategies to achieve future career success and satisfaction (Career Development Standard B): o Acquire career information o Identify career goals

 Content Standard 5—understand the relationship among personal qualities, education and training, and the world of work (Career Development Standard C): o Acquire knowledge to achieve career goals

vii o Apply skills to achieve career goals  Content Standard 6—acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others (Personal/Social Development Standard A): o Acquire self-knowledge and interpersonal skills o Apply self-knowledge and interpersonal skills with respect to self and others

 Content Standard 7-make decisions, set goals, and take necessary actions to achieve goals (Personal/Social Development Standard B): o Self-knowledge application

 Content Standard 8-understand safety and survival skills (Personal/Social Developmental Standard B): o Acquire personal safety skills o Apply acquired skills to personal safety and survival needs

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

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

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

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

a. Knowledge of the requirements for entrance to high school b. Ability to incorporate strategies that enhance learning c. Add to repertoire of responsible behaviors d. Knowledge of the impact of attitude and behavior on learning

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

a. An understanding of graduation requirements b. An application of strategies that complement individual learning styles c. An acceptance or responsibility for one’s own decisions and actions.

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

a. An ability to identify individual characteristics and personal strengths and limitations

viii b. Develop coping skills for dealing with negative experiences c. An understanding of how feelings can be expressed in socially acceptable ways d. An understanding that feelings are expressed through tone of voice, facial expression, and body movement e. A distinction between socially acceptable and socially unacceptable behavior. f. Respect for the rights of others

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

a. a recognition of self-defeating and self-enhancing behaviors b. a recognition of the importance of good self-esteem c. a utilization of anger management skills d. an ability to respond to feelings appropriately in both verbal and non-verbal communication e. an ability to distinguish between positive and negative ways to handle peer pressure

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

a. an understanding of how strengths and limitations related to goal achievement b. an understanding of the relationship between unexpressed feelings and physical health c. self-control in dealing with interpersonal conflicts d. respect for diversity and equity

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

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

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

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

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

a. how individual characteristics relate to achieving personal, social, educational, and career goals b. how skills developed in school are transferable to a variety of work settings c. knowledge of non-traditional careers

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

Community health Consumer health Environmental health Personal health and fitness Family life education Safety and injury prevention Prevention of substance use and abuse Growth and development Academic success Occupational learning opportunities Value of education in children’s lives

x Sidney Public Schools—K-12 Standards for Guidance Content Standard 1—Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. (Academic Standard A) Students will: K-5 6-8 9-12 Benchmark 1-Understand self as a learner.  Discover and utilize one’s own  Incorporate strategies that  Continue to incorporate strategies that learning style enhance learning enhance learning  Use mistakes as a vehicle for  Personalize learning strategies  Apply strategies that complement individual academic growth learning style

Benchmark 2-Demonstrate Responsibility as a learner  Describe responsibilities of an  Add to repertoire of responsible  Demonstrate responsibilities as a learner effective student behaviors  Consistently accept responsibility for one’s  Demonstrate ways to perform specific  Acknowledge responsibility for own decisions and actions tasks independently and/or one’s own decisions and actions  Show how one’s behavior impacts outcomes cooperatively  Understand how one’s behavior and consequences  Develop an awareness and impacts outcomes and  Recognize and monitor attitude and behavior appreciation of learning and how consequences as they affect lifelong learning attitude and behavior affect learning  Identify the impact of attitude and behavior on learning

Guidance Curriculum K-12 Page 1 Sidney Public Schools—K-12 Standards for Guidance Content Standard 2—Complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college. (Academic Standard B) Students will: K-5 6-8 9-12 Benchmark 1-Develop and educational plan.  Develop and awareness of the  Understand the academic  Understand high school credit/competencies educational environment and requirements needed to complete and graduation requirements processes within the school middle school  Select high school courses that meet  Develop a positive and purposeful  Complete requirements for individual goals and requirements attitude towards school entrance to high school  Understand how completing high school will offer better preparation for continuing education and entry-level jobs  Select courses that meet career/educational goals  Develop a four-year 9-12 educational plan  Relate school achievement to personal/professional interests  Identify educational area(s) that could serve as a leisure time activity or pursuit  Describe the influence of human diversity and equity on one’s educational planning process and the transition from school to work

Guidance Curriculum K-12 Page 2 Sidney Public Schools—K-12 Standards for Guidance Content Standard 3— Acquire the skills to investigate the world-of-work in relation to knowledge of self and to make informed career decisions. (Career Development Standard A) Students will: K-5 6-8 9-12 Benchmark 1-Demonstrate the skills necessary to obtain, maintain, change, and create new employment opportunities  Identify positive attributes for school  Demonstrate positive attributes  Identify appropriate choices during high success- such as teamwork, for school success such as school that will lead to marketable skills for attendance, dependability, initiative, teamwork, attendance, entry-level employment or for advanced and quality of work dependability, initiative, and education  Demonstrate positive attitudes quality of work  Demonstrate positive attitudes and behaviors towards school  Identify a variety of career toward work and show qualities needed to options succeed in a job  Demonstrate positive attitudes, behaviors, and skills need to obtain and maintain a full or part time job.  Demonstrate knowledge and application of job search techniques  Explaining the concept of entrepreneurship and its relationship to career opportunities  Analyze motivating factors and roadblocks to obtaining employment

Guidance Curriculum K-12 Page 3 Sidney Public Schools—K-12 Standards for Guidance Content Standard 4— Employ strategies to achieve future career success and satisfaction. (Career Development Standard B) Students will: K-5 6-8 9-12 Benchmark 1-Identify and use career and educational information and opportunities.  Identify jobs of family members and  Explore occupations related to  Research career opportunities that relate to friends ones’ broad career interest area interests and abilities  Identify jobs and careers trends locally  Describe how a changing  Integrate occupational resource information and around the world economy and labor market affect to individual and career plans  Recognize and categorize whether and individual’s work  Identify and demonstrate knowledge of jobs are based upon working with opportunities and lifestyle nontraditional careers people, information or things  Discuss stereotypes and biases  Describe the relationship between  Identify stereotypes associated with associated with certain jobs employment trends, one’s educational plan, certain jobs  Identify a career cluster based on and employment opportunities  Identify several broad career interest interests and aptitudes areas based on interests and personal strengths Benchmark 2-Demonstrate career planning and career management skills.  Recognize how people set and  Describe the importance of  Describe the lifelong process of career achieve educational and career goals making plans for the future development  Classify career interests areas  Identify how to prepare for  Describe stereotypes, biases, and  Demonstrate how to set and achieve individual careers discriminatory behaviors that may limit career short-and-long term goals  Identify the career planning opportunities  Identify the relationship between goal process and use a variety of  Develop a post-high school education/career setting and school success resources for career planning plan and modify as needed  Identify educational levels  Identify what various institutions have to offer required in one’s career interest in areas of career choice and consider area alternatives  Develop and maintain a personal  Take required steps toward transitioning from planning portfolio high school to post-secondary education,  Explore broad career interest advanced training programs, or the world of areas work  Identify experiences that help define and clarify career interests (i.e. service-learning, leisure activities, etc)

Guidance Curriculum K-12 Page 4 Sidney Public Schools—K-12 Standards for Guidance Content Standard 5— Understand the relationship among personal qualities, education and training, and the world-of-work. (Career Development Standard C) Students will: K-5 6-8 9-12 Benchmark 1-Understand interests, strengths, preferences, and skills as they relate to career development.  Identify strengths and personal  Complete career interest  Research career opportunities that relate to accomplishments inventories and discuss results interests, abilities, and lifestyle choices  Identify hobbies, interests, and  Describe current skills, abilities,  Demonstrate how individual characteristics personal skills related to world of work and interests relate to achieving personal, social,  Describe how interests and educational, and career goals abilities relate to career choices  Assess personal interests, strengths, and  Identify the advantages and limitations as they apply to educational and disadvantages of certain careers planning goals  Complete learning styles inventory and discuss results

Benchmark 2-Understand the relationship between learning and the world of work.  Develop an awareness of the value of  Identify how developing good  Discuss and demonstrate how skills work work habits will prepare one’s developed in school are transferable to a  Identify work ethics necessary for both self for educational endeavors variety of work settings work and school success and future careers  Make educational plans and choices that will  Identify how educational experiences  Explore and develop an develop skills for employment and for further and activities relate to the world of educational plan related to a education work career interest area  Review and revise a yearly plan of courses  Identify how the changing economy  Recognize how continued and school activities to enhance preparation affects home and community education will better prepare one for future education and career for the future

Guidance Curriculum K-12 Page 5 Sidney Public Schools—K-12 Standards for Guidance Content Standard 6— Acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. (Personal/Social Development Standard A) Students will: K-5 6-8 9-12 Benchmark 1-Acquire and demonstrate self-awareness and self-acceptance.  Identify individual characteristics and  Describe the physical, social, and  Understand how strengths and limitations personal strengths and limitations emotional changes of growing up relate to goal achievement  Develop an appreciation of one’s  Recognize self-defeating and  Recognize and accept both strengths and cultural and ethnic heritage self-enhancing behaviors limitations  Understand the benefits of focusing on  Understand the importance of  Maintain a consistent positive self-regard in strengths rather than limitations good self-esteem the presence of negative feedback  Develop coping skills for dealing with  Understand the concept of negative experiences multiple intelligence and be able to articulate one’s area of strength Benchmark 2-Identify and handle feelings appropriately.  Identify the basic feelings of self and  Express and respond to feelings  Be aware of congruence or lack of it between others and understand it’s normal to appropriately in both verbal and feelings and behavior in self and others experience all feelings non-verbal communication  Understand the relationship between  Observe that feelings are expressed  Recognize that there are different unexpressed feelings and physical health through tone of voice, facial ways to express the same  Utilize a variety of ways to diffuse expressions, and body movements feelings physiological anger  Understand how feelings can be  Understand and identify  Demonstrate assertive communication expressed in socially acceptable ways ambivalent feelings  Utilize a series of skill steps to manage  Describe passive, aggressive, a variety of emotions and assertive communication  Recognize that there is an  Utilize anger management skills interrelationship between thoughts,  Understand the concept of feelings, and behavior displaced anger and direct anger at its source

Benchmark 3-Understand and appreciate diversity.  Define and understand the  Recognize diversity among peers  Describe the importance of diversity and components of culture  Describe the influence of culture equity  Define and understand the on personal, social, educational,  Demonstrate respect for diversity and equity components of one’s own culture and career choices  Appreciate the diversity of others

Guidance Curriculum K-12 Page 6 Sidney Public Schools—K-12 Standards for Guidance Content Standard 6— Acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. (Personal/Social Development Standard A) Students will: K-5 6-8 9-12 Benchmark 4-Have effective conversation and listening skills.  Understand the skills necessary to  Ask questions to clarify meaning  Accurately summarize and synthesize key initiate and engage in a conversation or verify impressions elements of verbal and non-verbal  Demonstrate active listening skills  Listen for feelings behind words communication through eye contact, body language,  Understand the difference and/or reflective listening between sympathy and empathy  Attend to facial expression, body  Understand the importance of language, and tone of voice of self and congruence between words, others thoughts, and feelings

Benchmark 5-Work cooperatively with others in a variety of group situations.  Describe cooperative behaviors  Assume different roles within a  Work cooperatively on projects using self- involved in working as a team group monitoring and self-evaluations skills  Contribute to the group with ideas and  Use the skills of linking and  Strive for consensus when practical effort summarizing others’  Encourage others to participate contributions  Work with others to generate as many  Give and accept both positive ideas as possible to solve a given and negative feedback problem (brainstorming)  Verbalize acceptance of others’ Use negotiation and compromise to promote ideas, modify ideas, or offer teamwork and reach group decisions alternative ideas  Describe and practice leadership skills

Guidance Curriculum K-12 Page 7 Sidney Public Schools—K-12 Standards for Guidance Content Standard 7— Make decisions, set goals, and take necessary actions to achieve goals. (Personal/Social Development Standard B) Students will: K-5 6-8 9-12 Benchmark 1-Acquire and demonstrate self-management and responsibility for behavior.  Distinguish between socially  Distinguish between positive and  Distinguish between dependent and acceptable and socially unacceptable negative ways to handle peer independent behavior behavior pressure  Demonstrate an awareness of the connection  Recognize consequences of behavior  Distinguish between over- between the present and the future and how it  Identify ways to manage behavior reactions and appropriate relates to self-management/responsibility  Understand the importance of being behavioral reactions  Maintain self-control in dealing with able to delay gratification  Utilize alternative way to cope interpersonal conflicts  Demonstrate respect for the rights of with stressful situations others  Differentiate between negative,  Demonstrate refusal skills when faced discouraging self-statements and with dangerous situations positive, encouraging self-talk statements  Use self-encouragement to aid in taking responsibility for one’s behavior Benchmark 2-Demonstrate decision-making skills.  Identify the basic information needed  Develop and follow a specific  Demonstrate how to make choices in school, to make a decision decision-making plan know specific options, and be aware of  Demonstrate how to make choices in  Identify and apply a decision- consequences school, know specific options, and be making model to a classroom  Distinguish between alternatives that involve aware of consequences project varying degrees of risk  Evaluate present ability to gather information, generate alternatives, and assess the consequences of those decisions  Analyze the personal decisions that have contributed to one’s satisfactory physical and mental health

Guidance Curriculum K-12 Page 8 Sidney Public Schools—K-12 Standards for Guidance Content Standard 7— Make decisions, set goals, and take necessary actions to achieve goals. (Personal/Social Development Standard B) Students will: K-5 6-8 9-12 Benchmark 3-Demonstrate goal setting skills.  Describe what a goal is  Identify short-and long-term goals  Demonstrate how to set, modify, and  Demonstrate how to set a goal  Demonstrate how to set and achieve short-and long-term goals  Demonstrate the steps necessary to achieve short-and long-term goals  Identify motivating factors, obstacles, and achieve a goal timelines in relationship to goal setting  Analyze motivating factors and roadblocks to achieving goals  Understand how life circumstances can cause changes in goals  Evaluate and modify current and future goals

Guidance Curriculum K-12 Page 9 Sidney Public Schools—K-12 Standards for Guidance Content Standard 8— Understand safety and survival skills. (Personal/Social Development Standard C) Students will: K-5 6-8 9-12 Benchmark 1-Get along with others.  Describe the characteristics of a  Identify biases and stereotypes  Differentiate between healthy and unhealthy healthy friendship that interfere with interpersonal dependence on friends  Identify behaviors that promote and relationships  Describe ways to overcome biases and interfere with friendships  Develop the ability to empathize prejudice  Recognize the negative effects of put- with others’ feelings, problems,  Develop and awareness of differences in downs or needs people (racial, gender-based, cultural,  Develop the ability to give and receive  Utilize behaviors needed to make religious, physical) compliments and keep friends  Identify characteristics of healthy  Develop the ability to understand  Understand how to deal with relationships another’s point of view some of the common difficulties  Develop the ability to give and receive encountered in friendships constructive criticism  Identify positive strategies to cope with change or loss of relationships Benchmark 2-Utilize appropriate conflict resolution strategies.  Understand that thinking influences  Differentiate between being  Analyze problems, set priorities, and make emotions, resulting in actions affecting assertive, aggressive, and constructive decisions outcomes passive  Recognize and make ethical choices  Use self-calming techniques in conflict  Differentiate between one’s own  Evaluate outcomes of decisions situations perspective and perspectives of  Demonstrate flexibility by using various  Brainstorm alternative solutions to others options in conflict situations conflicts  Express one’s own opinions and  Work to merge the needs of self and others  Identify behaviors that escalate and needs clearly and without de-escalate conflict blaming  Make choices that don’t harm self,  Examine options and their others or property consequences  Utilize techniques to defuse conflict  Know how to reach “win/win” situations agreement by utilizing compromise  Gain skills in peer mediation

Guidance Curriculum K-12 Page 10 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All Year 1.a. CS 6: B 1, B 2, B 3, B 4 1.1. The students will 1-a. Strategies: CS 7: B 1, B 2 comprehend the CS 8: B 1, B2 terminology: Bully, Victim, and Bystander. Book: Dealing With Bullies Book: King of the Pond 1.2. The students will identify Book: Rosie Breaks Free steps that they can take to avoid Bullies:  The students will listen attentively a. walk away as the books are read to them b. ignore bully, c. change the subject, d. find an adult,  Classroom Discussion e. make a joke out of the teasing 1.3. The students will be able 1-a. Assessment: 1.4. to recite The Golden 1.5. Rule.  Teacher/Counselor Observation  Informal Assessment

Guidance Curriculum K-12 Page 11 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten--TATTLING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

October 2.a. CS 1: B 1, B 2 2-1. The students will 2-a. Strategies: Classroom CS 2: B 1 Understand that tattling Guidance CS 6: B 1, B 2, B 3, B 4, B 5 does not solve Show the Video: I’m Telling! A Visit CS 7: B 1, B 2, B 3 problems, and often Tattler’s Tale CS 8: B 1, B 2 causes greater problems. Book: Tattlin’ Madeline

2.2. The students will  Classroom Discussion understand that there are certain situations where telling is the right thing to do.

2.3. The students will learn alternative methods of 2-a. Assessment: dealing with a problem, rather than tattling.  Teacher/Counselor Observation 2.4. The students will learn the  Informal Assessment difference between being tattling and reporting.

2.5. The students will describe the responsibilities of a reporter.

Guidance Curriculum K-12 Page 12 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten--TATTLING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 2.6. The students will demonstrate ways to help someone without tattling on him/her.

2.7. The students will develop coping skills for dealing with tattling experiences.

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

2.9. The students will contribute to the tattling solutions with ideas and effort.

Guidance Curriculum K-12 Page 13 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten NO FAIR! Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

3.a. CS 1: B 1, B2 3.1. The students will use 3-a. Strategies: November CS 2: B 2 mistakes as a vehicle for Classroom CS 3: B 1 academic/social growth. Video: NO FAIR! Guidance CS 5: B 2 Book: It’s Not Fair! Visit CS 6: B 1, B 2, B 3, B 4 3.2. The students will develop coping skills for dealing with CS 7: B 1, B 2  Classroom Discussion negative experiences. CS 8: B 1, B 2 (Discussion 3.3. The students will identify the lasting all year basic feelings of self and 3-a. Assessment: long.) others and understand that it is normal to experience all  Teacher/Counselor feelings. Observation  Informal Assessment 3.4. The students will observe that feelings are expressed through tone of voice, facial expressions, and body movements.

3.5. The students will understand how feelings can be expressed in socially acceptable ways.

3.6. The students will demonstrate refusal skills when faced with dangerous situations.

Guidance Curriculum K-12 Page 14 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten NO FAIR! Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 3.7. The students will identify the basic information needed to make a decision.

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

3.9. The students will understand how rules can make things fair for everyone.

3.10. The students will know what they can do to correct an unfair situation

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

3-12. The students will learn how to reach a compromise in situations where both parties think they are being treated unfairly.

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

Guidance Curriculum K-12 Page 15 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten USE YOUR WORDS! Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

December 4.a. CS 6: B 2, B 4, B 5 4-1. The students will learn 4-a. Strategies: Classroom how to think about and Guidance verbalize their feelings of Video: Use Your Words Lesson anger and frustration.  Classroom Discussion 4.2. The students will  Role-playing Activities (Discussion understand that anger is a lasting all year normal emotion felt by long) everyone. 4-a. Assessment:

4.3. The students will  Teacher/Counselor recognize value of talking Observation to others about their  Informal Assessment feelings.

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

Guidance Curriculum K-12 Page 16 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten IT’S Okay TO SAY NO Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

January 5.a. CS 6: B 2, B 3, B 4, B 5 5.1. The students will 5-a. Strategies: Classroom CS 7: B 1, B 2 understand that they have Guidance CS 8: B 1, B 2 the right to say NO to Video: It’s Okay To Say NO Lesson behavior they feel is inappropriate or unfair.  Classroom Discussion  Role-Playing Activities (To be 5.2. The students will discussed all recognize the value of 5-a. Assessment: year long) expressing their feelings without anger.  Teacher/Counselor Observation  Informal Assessment

5.3. The students will learn different strategies for standing up for themselves in an uncomfortable situation.

Guidance Curriculum K-12 Page 17 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten ANGER CONTROL Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

February 6.a. CS 6: B 1, B 2, B 3, B 4 6.1. The students will accept all 6-a. Strategies: Classroom CS 7: B 1, B 2 of their feelings as o.k. Guidance CS 8: B 1, B 2 Book: I’m Mad Lesson 6.2. The students will practice Book: Let’s Talk About Feeling Angry deciding how to respond Book: Coping With Anger (To be and react to their feelings discussed all  Classroom Discussion year long) 6.3. The students will understand that there is more than one way to 6-a. Assessment: respond to a situation.  Teacher/Counselor Observation 6.4. The students will choose  Informal Assessment from a variety of options to appropriately express their anger: a. appropriate verbal response b. appropriate physical response c. appropriate creative response

6.5. The students will discuss their feelings of anger openly.

Guidance Curriculum K-12 Page 18 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten FRIENDSHIP Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

March Classroom 7.a. CS 6: B 1, B 2, B 3, B 4, B5 7.1. The students will 7-a. Strategies: Guidance CS 7: B 1, B 2 understand who can be Lesson CS 8: B 1, B 2 their friends Book: How To Be A Friend Book: How To Deal With Friends (To be 7.2. The students will Book: I Miss Franklin P. Shuckles discussed for demonstrate how to show the entire year) someone that they would  Classroom Discussion like to be friends with them

7.3. The students will 7-a. Assessment: demonstrate how to handle people who are  Teacher/Counselor Observation bossy and like to bully  Informal Assessment

7.4. The students will be able to list the best ways to be a friend 7.5. The students will be able to list ways NOT to be a friend

7.6. The students will demonstrate ways to settle an argument with a friend

Guidance Curriculum K-12 Page 19 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten SAY PLEASE Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

April Classroom 8.a. CS 6: B 1, B 2, B 5 8.1. The students will 8-a. Strategies: Guidance CS 7: B 2 understand why good Lesson CS 8: B 1 manners are desirable. Video: Say Please Book: Pass The Peas, Please (To be 8.2. The students will recognize A Book Of Manners discussed all what constitutes good Book: Perfect Pigs year long) manners. An Introduction To Manners

 Classroom Discussion 8.3. The students will  Snack Time To Practice Using understand that good Appropriate Manners manners are a way of showing respect and caring for people. 8-a. Assessment:

8.4. The students will learn polite  Teacher/Counselor Observation ways to act in a variety of  Informal Assessment social situations

Guidance Curriculum K-12 Page 20 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Kindergarten KINDNESS Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

May Classroom 9.a. CS 6: B 3, B 5 9.1. The students will 9-a. Strategies: Guidance CS 8: B 1 understand what kindness Lesson means. Book: Acting With Kindness Activity: Kindness Go-Round (To be 9.2. The students will Activity: Kindness Treasure Hunt discussed all demonstrate various acts year long) of kindness.  Classroom Discussion  Kindness Activities 9.3. The students will recognize why it is important to act with 9-a. Assessment: kindness .  Teacher/Counselor Observation  Informal Assessment

Guidance Curriculum K-12 Page 21 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Pre-First BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All Year 1.a. CS 6: B 1, B 2, B 3, B 4 1-a. Strategies: CS 7: B 1, B 2 1.1. The students will CS 8: B 1, B 2 comprehend the Book: Let’s Talk About Being Bullied terminology: Bully, Book: Being A Peacekeeper Victim, Bystander. Book: The Recess Queen Book: You Are Special 1.2. The students will identify Book: Sticks and Stones steps that they can take to avoid Bullies:  The students will listen attentively a. walk away, as books are read. b. ignore bully, c. change the subject,  Classroom Discussion d. find an adult, e. make a joke out of it. 1-a. Assessment: 1.3. The students will be able to recite The Golden Rule.  Teacher/Counselor Observation  Informal Assessment

Guidance Curriculum K-12 Page 22 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Pre First Grade--TATTLING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

October 2.a. CS 1: B 1, B 2 2-1. The students will 2-a. Strategies: Classroom CS 2: B 1 understand that tattling Guidance CS 6: B 1, B 2, B 3, B 4, B 5 does not solve Show the Video: I’m Telling! A Visit CS 7: B 1, B 2, B 3 problems, and often Tattler’s Tale CS 8: B 1, B 2 causes greater problems. Book: Don’t Squeal Unless It’s a Big Deal 2.2. The students will understand that there are certain  Classroom Discussion situations where telling is the right thing to do.

2.3. The students will learn alternative methods of dealing with a problem, 2-a. Assessment: rather than tattling.  Teacher/Counselor Observation 2.4 The students will learn the  Informal Assessment difference between being tattling and reporting.

2.5 The students will describe the responsibilities of a reporter.

Guidance Curriculum K-12 Page 23 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Pre First Grade--TATTLING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 2.6 The students will Demonstrate ways to help someone without tattling on him/her.

2.7 The students will develop coping skills for dealing with tattling experiences.

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

2.9 The students will contribute to the tattling solutions with ideas and effort

Guidance Curriculum K-12 Page 24 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: PreFirst Grade WHAT MIGHT HAPPEN Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

3.a. CS 1: B 1, B 2 3.1. The students will 3-a. Strategies: November CS 5: B 1, B 2 understand the concept of Classroom CS 6: B 1, B 2, B 4, B 5 cause and effect. Video: What Might Happen Next Guidance CS 7: B 1, B 2 Lesson CS 8: B 1, B 2 3.2. The students will be able to predict outcomes.  Classroom Discussion

3.3. The students will understand the importance 3-a. Assessment: of thinking before they act.  Teacher/Counselor 3.4. The students will learn Observation how to make more  Informal Assessment informed decisions.

3.5. The students will become confident problem solvers.

Guidance Curriculum K-12 Page 25 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: PreFirst Grade HONESTY Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

December 4.a. CS 1: B 1 4.1. The students will 4-a. Strategies: Classroom CS 3: B 1 understand the difference Guidance between honest and Video: Learning About Honesty Lesson dishonest behavior.

4.2. The students will learn that telling a lie is not the only  Classroom Discussion way to be dishonest.

4.3. The students will 4-a. Assessment: recognize that dishonest behavior can be hurtful to  Teacher/Counselor others. Observation  Informal Assessment 4.4. The students will recognize that honesty is not always easy and may require some courage.

Guidance Curriculum K-12 Page 26 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Pre-First YOU ARE SPECIAL Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

January 5.a. CS 1: B 1, B 2 5.1. The students will learn to 5-a. Strategies: Classroom CS 5: B 1 be tolerant of others’ Guidance CS 6: B 1, B 2, B 3, differences.  Book: You Are Special Lesson  Classroom Discussion 5.2. The students will recognize that all people are good and talented at different kinds of things. 5-a. Assessment: 5.3. The students will understand that they have  Teacher/Counselor Observation no right to stand in  Informal Assessment judgment over anyone else.

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

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

Guidance Curriculum K-12 Page 27 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: PreFirst LET ME CHOOSE Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

February 6.a. CS 1: B 1, B 2 6.1. The students will 6-a. Strategies: Classroom CS 5: B 1 understand the importance Guidance CS 6: B 1, B 2 of making a good choice. Video: Let Me Choose! Making Lesson CS 7: B 1, B 2 Decisions CS 8: B 1, B 2 6.2. The students will understand that some choices are easier than  Classroom Discussion others.

6.3. The students will develop 6-a. Assessment: strategies that will help with decision-making.  Teacher/Counselor Observation 6.4. The students will  Informal Assessment understand how to weigh consequences before making a choice.

Guidance Curriculum K-12 Page 28 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: PreFirst CONFIDENCE Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

March 7.a CS 1: B 1, B 2 7.1. The students will learn the 7-a. Strategies: Classroom CS 3: B 1 meaning of the term self- Guidance CS 4: B 2 confidence and why it is Video: Yes, I Can! Building Self- Lesson CS 5: B 1, B 2 important. Confidence. CS 6: B 1 7.2. The students will learn the meaning of the word  Classroom Discussion persistence.

7.3. The students will recognize that all children 7-a. Assessment: learn to do things on their own time table; no two  Teacher/Counselor people are the same. Observation  Informal Assessment 7.4. The students will understand the importance of trying and practicing, instead of giving up.

7.5. The students will learn positive strategies for building confidence.

Guidance Curriculum K-12 Page 29 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: PreFirst JUST THE WAY YOU ARE Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

8.a. CS 5: B 1, B 2 8.1. The students will 8-a. Strategies: April CS 6: B 1, B 2, B 3 understand that they are Classroom special just the way they Book: Just The Way You Are Guidance are. Lesson 8.2. The students will recognize that everyone  Classroom Discussion has special talents and that some talents are easier to see than others. 8-a. Assessment: 8.3. The students will learn that the significant people in  Teacher/Counselor their lives do not need Observation them to be something that  Informal Assessment they are not.

Guidance Curriculum K-12 Page 30 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: PreFirst/KINDERGARTEN MANNERS Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

May 9.a. CS 6: B 1, B 2, B 5 9.1. The students will 9-a. Strategies: Classroom CS 7: B 1, B 2 understand why good Guidance manners are desirable. Video: Say Please! Lesson Book: Perfect Pigs: An Introduction 9.2. The students will To Manners recognize what constitutes Book: Pass The Peas, Please: A good manners. Book Of Manners

9.3. The students will  Classroom Discussion understand that good manners are a way of 9-a. Assessment: showing respect and caring for people.  Teacher/Counselor Observation 9.4. The students will learn  Informal Assessment polite ways to act in a variety of social situations.

Guidance Curriculum K-12 Page 31 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All Year 1.a. CS 6: B 1, B 2, B 3, B 4 1.1. The students will 1-a. Strategies: CS 7: B 1, B 2 comprehend the CS 8: B 1, B 2 terminology: Bully, Book: Dealing With Bullies Victim, Bystander. Book: Bailey The Big Bully Book: Tolerance 1.2. The students will identify Book: My Secret Bully steps that they can take to Book: Stop Picking On Me avoid Bullies: a. walk away,  The students will listen attentively b. ignore bully, as books are read. c. change the subject, d. find an adult,  Classroom Discussion e. make a joke out of it

1-3. The students will be able to 1-a. Assessment: recite The Golden Rule.  Teacher/Counselor Observation  Informal Assessment

Guidance Curriculum K-12 Page 32 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade TEASING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

October 2.a. CS 6: B 1, B 2, B 3, B 5 2.1. The students will 2-a. Strategies: Classroom CS 7: B 1, B 2 recognize teasing when it Guidance CS 8: B 1, B 2 occurs. Video: Stop Teasing Me! Lesson 2.2. The students will resist the temptation to tease others.  Classroom Discussion

2.3. The students will learn how to make amends after teasing someone. 2-a. Assessment:

2.4. The students will learn  Teacher/Counselor Observation specific strategies to use  Informal Assessment when someone is teasing.

2.5. The students will recognize the importance of mutual respect among children.

Guidance Curriculum K-12 Page 33 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade--TATTLING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

November 3.a. CS 1: B 1, B 2 3-1. The students will 3-a. Strategies: Classroom CS 2: B 1 understand that tattling Guidance CS 6: B 1, B 2, B 3, B 4, B 5 does not solve problems, Show the Video: I’m Telling! A Visit CS 7: B 1, B 2, B 3 and often causes Tattler’s Tale CS 8: B 1, B 2 greater problems. Book: Tattlin’ Madeline Book: Amadillo Tattletale 3.2. The students will understand that there are certain situations where telling is the right thing to do.  Classroom Discussion

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

3.4. The students will learn the  Teacher/Counselor difference between being Observation tattling and reporting.  Role Playing  Informal Assessment 3.5. The students will describe the responsibilities of a reporter.

Guidance Curriculum K-12 Page 34 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade--TATTLING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 3.6. The students will demonstrate ways to help someone without tattling on him/her.

3.7. The students will develop coping skills for dealing with tattling experiences.

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

3.9. The students will contribute to the tattling solutions with ideas and effort.

Guidance Curriculum K-12 Page 35 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade MAKING MISTAKES Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

December 4.a. CS 1: B 1, B 2 4.1. The students will 4-a. Strategies: Classroom recognize that everyone Guidance makes mistakes. Video: Everybody Makes Mistakes Lesson 4.2. The students will understand that trying to  Classroom Discussion hide mistakes won’t make them go away.

4.3. The students will realize that you can learn from 4-a. Assessment: mistakes.  Teacher/Counselor Observation  informal Assessment

Guidance Curriculum K-12 Page 36 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade - RESPECT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

5.a. CS 1: B 2 5.1. The students will 5-a. Strategies: January CS 2: B 1 understand what respect Classroom CS 3: B 1 means. Video: What’s Respect Guidance CS 4: B 1, B 2 Lesson CS 5: B 1, B 2 5.2. The students will  Classroom Discussion CS 6: B 1, B 2, B 3, B 4, B 5 understand the importance CS 7: B 1, B 2 of giving and getting CS 8: B 1, B 2 respect.

5.3. The students will learn the 5-a. Assessment: many ways respect can be demonstrated (towards  Teacher/Counselor Observation people, property, ideas  Informal Assessment and the environment).

5.4. The students will be able to assess when respect is not being demonstrated.

Guidance Curriculum K-12 Page 37 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade WORKING IT OUT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

February 6.a. CS 5: B 1 6.1. The students will understand 6-a. Strategies: Classroom CS 6: B 1, B 2, B 3, B 4, B 5 what a conflict is. Guidance CS 7: B 1, B 2 Video: Workshop Time: Working It Lesson CS 8: B 1, B 2 6.2. The students will recognize Out the importance of stopping to calm down before reacting.

6.3. The students will learn to ask questions before letting a  Classroom Discussion misunderstanding turn into a conflict. 6-a. Assessment: 6.4. The students will learn techniques for expressing  Teacher/Counselor Observation feelings and desires.  Informal Assessment  Role Playing 6.5. The students will learn to listen to the other person’s point of view.

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

6.7. The students will understand how to compromise.

Guidance Curriculum K-12 Page 38 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade FOLLOWING RULES Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

March 7.a. CS 1: B 1, B 2 7.1. The students will learn 7-a. Strategies: Classroom CS 2: B 1 some of the reasons for Guidance CS 5: B 1, B 2 rules. Video: I Can Follow Rules Lesson CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2, B 3 7.2. The students will CS 8: B 1, B 2 understand the kinds of problems that can arise  Classroom Discussion when rules are not followed. 7-a. Assessment:

7.3. The students will  Teacher/Counselor Observation recognize the importance  Informal Assessment of using self-control when following rules.

7.4. The students will learn how to pay attention.

Guidance Curriculum K-12 Page 39 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade MY FAVORITE BOOK Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

April 8.a. CS 1: B 2 8.1. The students will do their 8-a. Strategies: Classroom CS 2: B 1 best. Guidance CS 3: B 1 Book: My Favorite Book Lesson CS 4: B 1, B 2 8.2. The students will be their CS 5: B 1, B 2 best. CS 6: B 1, B 2, B 3, B 4, B 5 8.3. The students will show CS 7: B 1, B 2 good manners.  Classroom Discussion CS 8: B 1, B 2 8.4. The students will demonstrate respect for 8-a. Assessment: others.  Teacher/Counselor Observation 8.5. The students will  Send books home with students understand that the world will be a better place by being responsible and doing their part.

8.6. The students will be brave and be a positive member of their community.

8.7. The students will understand the difference between being acquaintances and true friends.

Guidance Curriculum K-12 Page 40 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade MY FAVORITE BOOK Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

8.8. The students will understand the importance of family and traditions.

8.9. The students will understand how following rules can keep them safe.

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

Guidance Curriculum K-12 Page 41 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: First Grade BULLIES II Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

May Classroom 9.a. CS 6: B 1, B 2, B 3, B 4 9.1. The students will know that it 9-a. Strategies: Guidance CS 7: B 1, B 2 is not their fault that they are Lesson CS 8: B 1, B 2 bullied. Book: My Secret Bully 9.2. The students will understand Book: Stop Picking on Me that they don’t deserve to be bullied

9.3. The students will learn how to tell a bully to STOP.  Classroom Discussion

9.4. The students will learn how to remove themselves from the 9-a. Assessment: bullying situation.  Teacher/Counselor Observation 9.5. The students will learn to get  Informal Assessment help from people/adults they trust.

9.6. The students will learn how to be with people who allow them to be themselves.

9.7. The students will develop humor to deflect bullying.

9.8. The students will learn not to become bullies themselves.

Guidance Curriculum K-12 Page 42 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Second Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All Year 1.a. CS 6: B 1, B 2, B 3, B 4 1.1. The students will 1-a. Strategies: CS 7: B 1, B 2 comprehend the CS 8: B 1, B 2 terminology: Bully, Video: “but names will never hurt Victim, Bystander. me” Video: When You See A Bully 1.2. The students will identify Book: Don’t Laugh At Me steps that they can take to Book: Nobody Knew What To Do avoid Bullies: a. walk away,  The students will listen attentively b. ignore bully, as books are read. c. change the subject, d. find an adult, e. make a joke out of it.  Classroom Discussion

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

 Teacher/Counselor Observation  Informal Assessment

Guidance Curriculum K-12 Page 43 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Second Grade LET’S BE FRIENDS Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

October 2.a. CS 1: B 1, B 2 2.1. The students will understand 2-a. Strategies: Classroom CS 2: B 1 that making friends sometimes Guidance CS 5: B 1 involves risk-taking. Video: Let’s Be Friends Lesson CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2 2.2. The students will distinguish  Classroom Discussion between friendly and CS 8: B 1, B 2 unfriendly behavior.

2.3. The students will recognize the positive consequences of friendly acts. 2-a. Assessment:

2.4. The students will gain  Teacher/Counselor confidence in social settings Observation  Informal Assessment 2.5. The students will develop skills for making and keeping friends.

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

2.7. The students will cultivate the cooperative attitude needed to participate in group activity.

Guidance Curriculum K-12 Page 44 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Second Grade EVERYBODY’S DIFFERENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

November 3.a. CS 1: B 1, B 2 3.1. The students will understand 3-a. Strategies: Classroom CS 5: B 1, B 2 the concept of “same” and Guidance CS 6: B 1, B 2, B 3, B 4, B 5 “different”. Video: Everybody’s Different Lesson CS 7: B 1, B 2 3.2. The students will recognize CS 8: B 1, B 2, that people are different in many ways.

3.3. The students will be more  Classroom Discussion tolerant of people’s differences.

3.4. The students will realize that people have different skills Assessment: and talents. 3.5. The students will begin to  Teacher/Counselor Observation understand the concept of  Informal Assessment cultural diversity. 3.6. The students will understand why individual differences help to make the whole world better. 3.7. The students will understand that persons with physical handicaps do not change inside and are no less valuable as human beings.

Guidance Curriculum K-12 Page 45 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Second Grade LEARNING TO CARE Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

December 4.a. CS 1: B 1, B 2 4.1. The students will 4-a. Strategies: Classroom CS 2: B 1 understand feelings and Guidance CS 3: B 1 where they come from. Video: Learning to Care Lesson CS 4: B 2 CS 5: B 1 4.2. The students will learn to CS 6: B 1, B 2, B 3, B 4, B 5 identify feelings in  Classroom Discussion CS 7: B 1 themselves and others. CS 8: B 1, B 2 4.3. The students will understand sympathy and empathy. Assessment:  Teacher/Counselor Observation 4.4. The students will  Informal Assessment recognize the importance of showing others that someone cares for them.

4.5. The students will learn ways to demonstrate caring and concern for others.

4.6. The students will build character as they learn to be compassionate and caring.

Guidance Curriculum K-12 Page 46 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Second Grade RESPONSIBLE ME! Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

January 5.a. CS 1: B 1, B 2 5.1. The students will 5-a. Strategies: Classroom CS 2: B 1 recognize what Guidance CS 3: B 1 responsible and Video: Responsible Me! Student Lesson CS 4: B 1, B 2 irresponsible behavior is. Workshop CS 5: B 1, B 2 CS 6: B 1, B 2, B 3, B 4, B 5 5.2. The students will CS 7: B 1, B 2, B 3 understand the kinds of CS 8: B 1, B 2 problems that can arise  Classroom Discussion from irresponsible behavior.

5.3. The students will recognize that they have 5-a. Assessment: responsibilities to others as well as to themselves.  Teacher/Counselor Observation  Role Playing 5.4. The students will learn  Informal Assessment how to make decisions when they are not sure of the responsible thing to do.

Guidance Curriculum K-12 Page 47 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Second Grade HOW TO FIND A HERO Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

February 6.a. CS 1: B 2 6-1. The students will realize that 6-a. Strategies: Classroom CS 2: B 1 popular cartoon Guidance CS 3: B 1 superheroes, winning Video: How to Find a Hero Lesson CS 5: B 1, B 2 athletes, and entertainment Book: The Children’s Book of Heroes CS 6: B 1, B 2, B 3 celebrities are not CS 7: B 1, B 2, B 3 automatically heroes. CS 8: B 1, B 2 6-2. The students will start to  Classroom Discussion make a distinction between deeds, abilities, and values.

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

6.5 The students will learn how  Teacher/Counselor Observation to be part of a classroom  Informal Assessment Hero Hunt. 6.6 The students will model some positive qualities of heroes.

Guidance Curriculum K-12 Page 48 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Second Grade DOING THE RIGHT THING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

March 7.a. CS 1: B 1, B 2 7.1. The students will 7-a. Strategies: Classroom CS 2: B 1 understand the difference Guidance CS 3: B 1 between desirable and Video: Doing the Right Thing: Lesson CS 5: B 2 undesirable behavior. Building Character CS 6: B 1, B 2, B 3, B 4, B 5 CS 7: B 1, B 2, B 3 7.2. The students will learn CS 8: B 1, B 2 some ways that responsibility can be demonstrated.  Classroom Discussion

7.3. The students will become more sensitive to the feelings of others. Assessment: 7.4. The students will understand the kinds of  Teacher/Counselor Observation problems that can arise  Informal Assessment when you don’t tell the truth.

7.5. The students will recognize that being a real friend sometimes involves taking risks.

Guidance Curriculum K-12 Page 49 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Second CARING—NOBODY KNEW WHAT Author: Linda Clark TO DO AND DON’T LAUGH AT ME Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

8.a. CS 6: B 1, B 2, B 3, B 4 8-1. The students will 8-a. Strategies: April CS 7: B 1, B 2 comprehend the Classroom CS 8: B 1, B 2 terminology: Bully, The students will listen attentively as Guidance Victim, Bystander. books are read Lesson Book: Don’t Laugh At Me 8.2. The students will identify Book: Nobody Knew What To Do steps that they can take to avoid Bullies: a. walk away, b. ignore bully,  Classroom Discussion c. change the subject, d. find an adult, e. make a joke out of it.

8-3. The students will be able to 8-a. Assessment: recite The Golden Rule.  Teacher/Counselor Observation

*Informal Assessment

Guidance Curriculum K-12 Page 50 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Second Grade WHEN YOU SEE A BULLY Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

9.a. CS 6: B 1, B 2, B 3, B 4 9.1. The students will recognize 9-a. Strategies: May CS 7: B 1, B 2 bullying when they see it Classroom CS 8: B 1, B 2 happen. Show the Video: When You See A Guidance Bully Lesson 9.2. The students will be aware that if they laugh or just stand by, they are encouraging the bully.  Classroom Discussion

9.3. The students will understand what they can do to get a bully to stop.

9.4. The students will learn 9-a. Assessment: effective strategies for helping the target of a bully.  Teacher/Counselor Observation 9.5. The students will  Role Playing understand that if they are  Informal Assessment unable to stop a bully by themselves, they can call on a trusted grown-up for help.

9.6. The students will distinguish between tattling and reporting.

Guidance Curriculum K-12 Page 51 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Third Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All Year 1.a. CS 6: B 1, B 2, B 3, B 4 1.1. The students will 1-a. Strategies: CS 7: B 1, B 2 comprehend the CS 8: B 1, B 2 terminology: Bully, Video: Broken Toy Victim, Bystander Video: Sexual Harassment: It’s Hurting People 1.2. The students will identify Book: Simon’s Hook steps that they can take to avoid Bullies:  The students will listen attentively a. walk away, as books are read. b. ignore bully, c. change the subject, d. find an adult,  Classroom Discussion e. make a joke out of it

1-4. The students will be able to 1-a. Assessment: recite The Golden Rule  Teacher/Counselor Observation  Informal Assessment

Guidance Curriculum K-12 Page 52 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Third Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

2.a. CS 1: B 2 2.1. The students will gain 2-a. Strategies: October CS 2: B 1 insight into the many forms Classroom CS 3: B 1 harassment can take. Show the Video: Guidance CS 6: B 1, B 2, B 3, B 4 a. male to male Sexual Harassment: It’s Hurting Lesson CS 7: B 1, B 2 b. female to female People CS 8: B 1, B 2 c. male to female Harassment Hurts: Gossiping, d. female to male Taunting, and Bullying 2.2. The students will develop strategies to cope with harassment. a. Say, “Stop it!” b. Say, “What you are  Classroom Discussion saying (or what you are doing) hurts me.” c. Say, “This is painful behavior as well as 2-a. Assessment: illegal.”  Teacher/Counselor Observation 2.3. The students will learn  Role Playing how easily a rumor can  Informal Assessment blow up into a big, ugly story.

Guidance Curriculum K-12 Page 53 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Third Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

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

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

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

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

Guidance Curriculum K-12 Page 54 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Third Grade RESPECT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

November 3.a. CS 1: B 2 3.1. The students will become 3-a. Strategies: Classroom CS 2: B 1 more sensitive to the Guidance CS 3: B 1 feelings of others. Video: Respect Yourself and Others, Lesson CS 4: B 1, B 2 Too CS 5: B 1, B 2 3.2. The students will explore CS 6: B 1, B 2, B 3, B 4, B 5 the meaning of the word CS 7: B 1, B 2 “respect”.  Classroom Discussion CS 8: B 1, B 2 3.3. The students will develop their own guidelines for what constitutes respectful 3-a. Assessment: behavior.  Teacher/Counselor Observation 3.4. The students will develop  Informal Assessment respect for individual differences.

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

Guidance Curriculum K-12 Page 55 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Third Grade SOLVING CONFLICTS Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

4.a. CS 1: B 1, B 2 4.1. The students will recognize 4-a. Strategies: December CS 3: B 1 the importance of getting all Classroom CS 5: B 1, B 2 the facts and listening to Show the Video: Solving Conflicts Guidance CS 6: B 1, B 2, B 4, B 5 other points of view when a Practice using conflict resolution Lesson CS 7: B 1, B 2 conflict arises. techniques. CS 8: B 1, B 2 4.2. The students will understand how choosing the right time and place can help to resolve  Classroom Discussion a conflict.

4.3. The students will learn techniques for improving active listening skills. 4-a.Assessment: 4.4. The students will become aware of and avoid common  Teacher/Counselor Observation barriers to conflict resolution.  Role Playing 4.5. The students will learn  Informal Assessment techniques for expressing feelings and desires.

4.6. The students will learn how to brainstorm for solutions.

4.7. The students will understand the importance of compromise in resolving conflict.

Guidance Curriculum K-12 Page 56 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Third Grade TATTLING—SIMON’S HOOK Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

5.a. CS 1: B 1, B 2 5.1. The students will learn 5-a. Strategies: January CS 2: B 1 what it means to “bite” Classroom CS 5: B 1, B 2 when someone teases Read the book: SIMON’S HOOK Guidance CS 6: B 1, B 2, B 3, B 4, B 5 them. Lesson CS 7: B 1, B 2 CS 8: B 1, B 2 5.2. The students will use  Classroom Discussion different methods of avoiding biting on the hooks that are tossed to 5-a. Assessment: them: a. Do little or nothing  Teacher/Counselor Observation (don’t react to the hook  Role Playing b. Agree with the hook  Informal Assessment c. Distract the fisherman with the hook by changing the subject d. Laugh or make a joke e. Stay away from the hooks or swim to the other part of the sea

5.3. The students will recognize what it means to be a FREE fish.

Guidance Curriculum K-12 Page 57 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Third Grade MY VERY OWN Author: Linda Clark BOOK ABOUT ME Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

Classroom 6.a. CS 6: B 1, B 2, B 4 6.1. The students will learn the 6-a. Strategies: Guidance CS 7: B 1, B 2 correct terms for all of their Lessons CS 8: B 1, B 2 body parts so that they will Book: MY VERY OWN BOOK For: have the vocabulary to talk ABOUT ME February, about touching problems. March, 6.2. The students will become  Classroom Discussions April comfortable with their bodies And so that they are able to talk May about specific parts with trusted adults. 6-a. Assessment: 6.3. The students will understand the difference between  Teacher/Counselor appropriate touch and Observation inappropriate touch.  Informal Assessment 6.4. The students will understand that there are times when it is o.k. to say NO to adults. 6.5. The students will learn that they are not being disrespectful to adults when they say NO to inappropriate touch.

6.6. The students will learn to trust their feelings.

Guidance Curriculum K-12 Page 58 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Third Grade MY VERY OWN BOOK ABOUT ME Author: Linda Clark Time Frame Content Standard/Essential Content and Objectives to be Included Implementation Strategies and Assessments Strategies Essential Questions 6.7. The students will learn that if something does not feel o.k., they must: a. get away as soon as possible b. tell a trusted adult c. keep telling until someone gives them the help they need 6.8. The students will develop family safety rules: a. proper way to answer the door b. proper way to answer the phone c. what to do if you are home alone d. safe ways to get to and from school 6.9. The students will memorize their personal information: a. full name b. phone number c. address d. parents’ names e. parents’ work numbers 6.10. The students will learn the proper way to give important emergency information to: a. 911 personnel b. operator c. police 6.11. The students will identify a wide support system that they can turn to for help in decision making: a. close neighbors b. family friends c. grandparents/family d. clergy e. school personnel

Guidance Curriculum K-12 Page 59 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All Year 1.a. CS 6: B 1, B 2, B 3, B 4 1.1. The students will 1-a. Strategies: CS 7: B 1, B 2 comprehend the CS 8: B 1, B 2 terminology: Bully, Video: Scars Victim, Bystander Video: The Power Of One Video: No More Teasing 1.2. The students will identify Video: When Friends Mean Trouble steps that they can take to Video: Sexual Harassment: It’s avoid Bullies: Hurting People a. walk away, b. ignore bully,  The students will listen attentively c. change the subject, as books are read. d. find an adult, e. make a joke out of it  Classroom Discussion 1-3. The students will be able to recite The Golden Rule

1-a. Assessment:

 Teacher/Counselor Observation  Informal Assessment

Guidance Curriculum K-12 Page 60 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Assessments Content and Essential Strategies Questions

2.a. CS 1: B 2 2.1. The students will gain 2-a. Strategies: October CS 2: B 1 insight into the many Classroom CS 3: B 1 forms harassment can Show the Video: Guidance CS 6: B 1, B 2, B 3, B 4 take. Sexual Harassment: It’s Hurting People Lesson CS 7: B 1, B 2 e. male to male Harassment Hurts: Gossiping, Taunting, and CS 8: B 1, B 2 f. female to female Bullying g. male to female h. female to male

2.2. The students will develop strategies to  Classroom Discussion cope with harassment. d. Say, “Stop it!” e. Say, “What you are saying (or what you 2-a. Assessment: are doing) hurts me.” f. Say, “This is painful  Teacher/Counselor Observation behavior as well as  Role Playing illegal.”  Informal Assessment

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

Guidance Curriculum K-12 Page 61 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Assessments Content and Essential Strategies Questions

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

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

2.6. The students will learn that a group of people can more easily convince a bully to back down. 2.7. The students will understand that there are times when the right thing to do is to call on a grown-up for help.

Guidance Curriculum K-12 Page 62 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade THOUGHT WORD AND DEED Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

3.a. CS 6: B 1, B 2, B 3, B 4 3.1. The students will list the 3-a. Strategies November CS 7: B 1, B 2, B 3 qualities of a positive Classroom CS 8: B 1, B 2 friendship. Friends are Show the Video: Thought, Word, and Guidance people who will be: Deed Lesson a. kind b. honest c. truthful  Classroom Discussion d. caring e. good listeners f. respectful 3-a. Assessment: g. understanding h. helpful  Teacher/Counselor Observation i. sharing  Role Playing j. comforting  Informal Assessment k. loyal l. fun

3.2. The students will discuss what qualities make a positive roll model.

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

Guidance Curriculum K-12 Page 63 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade THOUGHT WORD AND DEED Author: Linda Clark Time Frame Content Standard/Essential Content Objectives to be Included Implementation Strategies and Assessments and Essential Questions Strategies 3.4. The students will brainstorm reasons that the following activities could be harmful: a. exaggerating b. telling lies c. using excuses d. sneaking into events

3.5. The students will provide reasons for why stealing is disrespectful and irresponsible.

3.6. The students will explain the concept of accepting responsibility.

3.7. The students will list some consequences of being irresponsible.

3.8. The students will define the idea of “keeping your word”.

3.9. The students will give examples of the concept of “making amends”.

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

Guidance Curriculum K-12 Page 64 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade OOPS, I MESSED UP Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

4.a. CS 1: B 1, B 2 4.1. The students will realize 4-a. Strategies: December CS 2: B 1 that everyone makes Classroom CS 5: B 1, B 2 mistakes. Show the Video: OOPS, I MADE A Guidance CS 6: B 1, B 2 MISTAKE! Lesson 4.2. The students will learn that it’s important to accept that they made a mistake.  Classroom Discussion 4.3. The students will determine what went wrong in each situation that a mistake has 4-a. Assessment: been made.  Teacher/Counselor Observation 4.4. The students will figure out  Role Playing how to try again when they  Informal Assessment make a mistake.

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

Guidance Curriculum K-12 Page 65 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade MY FRIENDS AND ME Author: Linda Clark Time Frame Content Standard/Essential Content Objectives to be Included Implementation Strategies and Assessments and Essential Questions Strategies

5.a. CS 8: B 1, B 2 5.1. The students will explore the 5-a. Strategies: January many facets of friendship. Classroom 5.2. The students will gain Show the Video: MY FRIENDS AND Guidance confidence in social ME Lesson encounters. 5.3. The students will understand that making friends sometimes involves risk-  Classroom Discussion taking. 5.4. The students will learn that they can have friends their 5-a. Assessment: own way: a. one-on-one b. pair  Teacher/Counselor c. small group Observation d. large group  Role Playing 5.5. The students will recognize  Informal Assessment that to make and keep friends, you have to act like a friend. 5.6. The students will understand the caring and sharing aspects of friendship.

5.7. The students will develop the attitudes and social skills that make a good friend.

Guidance Curriculum K-12 Page 66 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade GETTING BETTER AT Author: Linda Clark GETTING ALONG Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

February 6.a. CS 1: B 1, B 2 6.1. The students will 6-a. Strategies: Classroom CS 3: B 1 recognize the importance Guidance CS 6: B 2, B 3, B 4, B 5 of good communication Show the Video: GETTING BETTER Lesson CS 7: B 1, B 2 and getting all the facts AT GETTING CS 8: B 1, B 2 when a conflict arises. ALONG

6.2. The students will learn  Classroom Discussion techniques for improving communication skills. 6-a. Assessment: 6.3. The students will learn the importance of listening to  Teacher/Counselor Observation others to really understand  Role Playing their point of view.  Informal Assessment

6.4. The students will figure out ways to compromise as a way to negotiate a conflict.

6.5. The students will practice conflict resolution techniques in a safe setting.

Guidance Curriculum K-12 Page 67 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade NO MORE TEASING! Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

7.a. CS 1: B 1, B 2 7.1. The students will realize 7-a. Strategies: March CS 2: B 1 that teasing has an impact Classroom CS 5: B 1, B 2 on its victims: Show the Video: NO MORE Guidance CS 6: B 1, B 2, B 3, B 4, B 5 a. anger TEASING! Lesson CS 7: B 1, B 2 b. embarrassment CS 8: B 1, B 2 c. fear d. humiliation

7.2. The students will discover  Classroom Discussion the reasons people tease others: a. to boost self-esteem b. for sadistic pleasure Assessment: c. to gain attention  Teacher/Counselor Observation 7.3. The students will learn the  Role Playing three proven techniques for  Informal Assessment defusing or deflecting teasing: a. ignoring the assault b. assertively insisting that the teasing stop c. form group alliances to verbally confront the teaser.

Guidance Curriculum K-12 Page 68 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade NO MORE TEASING! Author: Linda Clark Time Frame Content Standard/Essential Content Objectives to be Included Implementation Strategies and Assessments and Essential Questions Strategies 7.4. The students will determine which of the proven techniques is appropriate to each situation.

7.5. The students will understand that there are certain traits that attract teasers: a. people who are shy b. people who are self-effacing c. people who retreat d. people who are frightened

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

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

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

Guidance Curriculum K-12 Page 69 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade WHEN FRIENDS MEAN Author: Linda Clark TROUBLE AND WHEN IT’S HARD TO BE A FRIEND Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

April 8.a. CS 1: B 1, B 2 8.1. The students will understand 8-a. Strategies: Classroom CS 2: B 1 that friends do not always” Guidance CS 5: B 1 get along.” Show the Videos: Lesson CS 6: B 1, B 2, B 3, B 4, B 5 8.2. The students will recognize WHEN FRIENDS MEAN TROUBLE CS 7: B 1, B 2 some of the reasons why AND friendships may be strained CS 8: B 1, B 2 WHEN IT’S HARD TO BE A FRIEND or broken. 8.3. The students will be aware that friendships do not always last. 8.4. The students will internalize  Classroom Discussion that making new friends and leaving old ones behind is a normal occurrence in life. 8.5. The students will understand Assessment: the concept of “guilt by association.”  Teacher/Counselor Observation 8.6. The students will develop an  Role Playing understanding that some people that call themselves  Informal Assessment “friends” are not really friends. 8.7. The students will learn that a true friend will stand up for a friend even when the times get tough.

Guidance Curriculum K-12 Page 70 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fourth Grade BULLIES II Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

May 9.a. CS 6: B 1, B 2, B 3, B 4 9.1. The students will 9-a. Strategies: Classroom CS 7: B 1, B 2 comprehend the Guidance CS 8: B 1, B 2 terminology: Show the Video: THE POWER OF Lesson a. Bully, ONE b. Victim, c. Bystander

9.2. The students will identify  Classroom Discussion steps that they can take to avoid Bullies: a. walk away, b. ignore bully, c. change the subject, Assessment: d. find an adult, e. make a joke out of it  Teacher/Counselor Observation  Role Playing 9-3. The students will be able to  Informal Assessment recite The Golden Rule

Guidance Curriculum K-12 Page 71 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade BULLYING Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All Year 1.a. CS 6: B 1, B 2, B 3, B 4 1.1. The students will 1-a. Strategies: CS 7: B 1, B 2 comprehend the CS 8: B 1, B 2 terminology: Bully, Video: Joey Victim, Bystander Video: When You See Bullying Happen 1.2. The students will identify Video: Epilogue steps that they can take to Video: Sexual Harassment: It’s avoid Bullies: Hurting People a. walk away, b. ignore bully, c. change the subject, d. find an adult,  Classroom Discussion e. make a joke out of it

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

 Teacher/Counselor Observation  Informal Assessment

Guidance Curriculum K-12 Page 72 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade SEXUAL HARASSMENT Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 2.1. The students will gain 2.a. CS 1: B 2 insight into the many forms 2-a. Strategies: October CS 2: B 1 harassment can take. a. male to male Classroom CS 3: B 1 b. female to female Show the Video: Guidance CS 6: B 1, B 2, B 3, B 4 c. male to female Sexual Harassment: It’s Hurting Lesson CS 7: B 1, B 2 d. female to male People CS 8: B 1, B 2 2.2 The students will develop Harassment Hurts: Gossiping, strategies to cope with Taunting, and Bullying harassment. a. Say, “Stop it!” b. Say, “What you are saying (or what you are doing) hurts me.”  Classroom Discussion c. Say, “This is painful behavior as well as illegal.” 2.3 The students will learn how easily a rumor can blow up into a big, ugly story. 2-a. Assessment: 2.4 The students will recognize how to stop a rumor or  Teacher/Counselor Observation gossip.  Role Playing 2.5 The student will realize that  Informal Assessment ignoring taunts is one of the best ways to survive them. 2.6 The students will learn that a group of people can more easily convince a bully to back down. 2.7 The students will understand that there are times when the right thing to do is to call on a grown- up for help.

Guidance Curriculum K-12 Page 73 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade THANKS BUT NO THANKS Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

November 3.a. CS 1: B 2 3.1. The students will identify 3-a. Strategies Classroom CS 5: B 1, B 2 the different ways that Show the Video: Thanks But No Guidance CS 6: B 1, B 2, B 3, B 4 Lenora demonstrated Thanks Lesson CS 7: B 1, B 2, B 3 responsibility in her family. CS 8: B 1, B 2 3.2. The students will list different ways that the kids  Classroom Discussion in the video exhibited peer pressure. 3.3. The students will give Assessment: examples of consequences of the  Teacher/Counselor Observation following behaviors:  Role Playing a. shop lifting  Informal Assessment b. disobeying parents c. lying d. smoking e. drinking f. hanging out with older kids 3.4. The students will explain the pros and cons of being in the “popular crowd”. 3.5. The students will talk about the importance of standing up for themselves in situations that could put them in danger.

Guidance Curriculum K-12 Page 74 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade GOOD PRACTICE TODAY Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 4-1. The students will explain December 4.a. CS 6: B 1, B 2, B 3, B 4, B 5 the reasons that it is so 4-a. Strategies: Classroom CS 7: B 1, B 2, B 3 hard to resist peer Guidance CS 8: B 1, B 2 pressure. Show the Video: GOOD PRACTICE Lesson 4-2. The students will list the TODAY methods peers use to get others to do things.  Classroom Discussion 4.3. The students will develop a list of people they can go to for advice about situations 4-a. Assessment: that could be dangerous. 4.4. The students will learn  Teacher/Counselor Observation different ways to get out of  Role Playing problem situations without  Informal Assessment getting anyone else into trouble. 4.5. The students will understand the importance of role playing ahead of being pressured so that they will be able to THINK NOW AND KNOW WHAT TO SAY LATER. 4.6. The students will explain the value of a group of people standing up to peers

Guidance Curriculum K-12 Page 75 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade PENALTY KICK Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

January 5.a. CS 5: B 1, B 2 5-1. The students will list the 5-a. Strategies: Classroom CS 6: B 1, B 2, B 3, B 4, B 5 various ways that Eric Guidance CS 7: B 1, B 2, B 3 compensates for his Show the Video: PENALTY KICK Lesson CS 8: B 1, B 2 disease.  Classroom Discussion 5-2. The students will explain the various kinds of homes the characters come from.

5-3. The students will describe 5-a. Assessment: the ways that Eric had to compensate for his mom’s  Teacher/Counselor Observation addiction.  Role Playing  Informal Assessment 5.4. The students will explain why Eric tells lies and what happens when he does tell lies.

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

Guidance Curriculum K-12 Page 76 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade I THINK I AM Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

February 6.a. CS 5: B 1, B 2 6-1. The students will compare 6-a. Strategies: Classroom CS 6: B 1, B 2, B 3, B 4, B 5 and contrast the feelings of a student that has a Guidance CS 7: B 1, B 2, B 3 positive attitude with a Show the Video: I THINK I AM Lesson CS 8: B 1, B 2 student that has a negative attitude. 6-2. The students will recognize the difference of attitude in able students versus disabled students.  Classroom Discussion 6-3. The students will realize that they will get nowhere in life without trying. 6-a. Assessment: 6.4. The students will understand that self-esteem is linked to attitude about self.  Teacher/Counselor Observation 6.5. The students will explain  Role Playing why the more we encourage  Informal Assessment each other the better we would all get. 6.6. The students will learn that helping one another is more fun as a group than alone. 6.7. The students will realize that it is good to be drug free. 6.8. The students will understand that their feelings about themselves indicate what kinds of choices they will make.

Guidance Curriculum K-12 Page 77 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade SISTER, SISTER Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

March 7.a. CS 5: B 1, B 2 7-1. The students will describe 7-a. Strategies: Classroom CS 6: B 1, B 2, B 3, B 4, B 5 what, why, and how the Guidance CS 7: B 1, B 2, B 3 characters came to be in Show the Video: SISTER, SISTER Lesson CS 8: B 1, B 2 their current home.

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

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

7.5. The students will discuss  Teacher/Counselor Observation the results of Sophia’s  Role Playing drug use.  Informal Assessment

7.6. The students will explain the reasons that Mama was not as relaxed as she was previously.

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

Guidance Curriculum K-12 Page 78 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade SISTER, SISTER Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

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

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

Guidance Curriculum K-12 Page 79 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade DECISIONS Author: Linda Clark Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

April 8.a. CS 5: B 1, B 2 8-1. The students will list the 8-a. Strategies: Classroom CS 6: B 1, B 2, B 3, B 4, B 5 ways that James shows Guidance CS 7: B 1, B 2, B 3 that he is responsible. Show the Video: DECISIONS Lesson CS 8: B 1, B 2 8-2. The students will describe the reasons James begins to lose focus and become  Classroom Discussion less responsible. 8.3. The students will give 8-a. Assessment: reasons that James tried the wine cooler.  Teacher/Counselor Observation 8.4. The students will identify  Role Playing things that James did to  Informal Assessment demonstrate his disappointment with his dad. 8.5. The students will discuss what happened to bring James back to his senses. 8.6. The students will explain what the older boy meant when he said, “Sometime you can do a favor for me.” 8.7. The students will develop a list of ways that trust was broken between James and his mom.

Guidance Curriculum K-12 Page 80 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Fifth Grade WHEN YOU SEE BULLYING Author: Linda Clark HAPPENING Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

May 9.a. CS 5: B 1, B 2 9.1. The students will be aware 9-a. Strategies: Classroom CS 6: B 1, B 2, B 3, B 4, B 5 that when bullying happens, it Guidance CS 7: B 1, B 2, B 3 involves not only the bully and Show the Video: WHEN YOU SEE Lesson CS 8: B 1, B 2 the victim but also the people BULLYING watching. HAPPENING 9.2. The students will recognize

that if they laugh or just stand by when someone is being bullied, they become part of the problem. 9.3. The students will learn that as bystanders, they are in a key  Classroom Discussion position to get a bully to stop. 9.4. The students will learn a number of safe intervention strategies for stopping bullies and helping victims. 9-a. Assessment: 9.5. The students will discover that bullies can be more easily convinced to back down when  Teacher/Counselor Observation confronted by a group.  Role Playing 9.6. The students will understand  Informal Assessment that when they are unable to stop a bully by themselves, the right thing to do is to call on a trusted grown-up for help.

Guidance Curriculum K-12 Page 81 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Authors: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies

All Year 1-a: CS1: BM1 1.1 The students will 1-a. Strategies: incorporate strategies that 1-a. Understand self as a enhance learning.  The counselor will meet with learner students in a variety of 1.2 Personalize learning environments (classroom, office) strategies. which will provide an opportunity for students to recognize and utilize counselor services as an educational resource  The counselor will take part in student conferences (IEP, CST, students at risk of academic failure)  The counselor will meet with students who have academic needs

1-a. Assessment:

 Student/parent feedback  Teacher/administration feedback  State and district assessments (MontCas and NWEA)

Guidance Curriculum K-12 Page 82 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Authors: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies All Year 2-a: CS1: BM2 2.1 Add to repertoire of 2-a. Strategies: responsible behaviors 2-a. Demonstrate  Meet with students individually to responsibility as a 2.2 Acknowledge responsibility discuss academic needs learner for one’s own decisions and  Consult with teachers for academic actions placement  Assist students in organizing 2.3 Understand how one’s homework with a student planner or behavior impacts outcomes lesson plans and consequences  Explain school academic policies as outlined in the student handbook 2.4 Identify the impact of attitude  Administer state and district and behavior on learning mandated achievement tests consult with students, parents, teachers and administrators about the results of district and state tests  Consequences of responsible behavior and misbehavior are offered through the Health Enhancement curriculum.

2-a. Assessment:

 Student/parent feedback  Teacher/administration feedback  State and district assessments (MontCas and NWEA)

Guidance Curriculum K-12 Page 83 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Author: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies

Third and 3-a CS2: BM1 3.1 Understand the academic 3-a. Strategies: Fourth Quarter requirements needed to 3-a. Develop an educational complete middle school.  Provide fifth grade orientation to plan review schedules and tour the 3.2 Complete requirements for middle school entrance to high school.  Assist 7th grade students in beginning their 10 year plan  Provide an eighth grade orientation meeting to high school curriculum requirements including graduation requirements and academic honor requirements  Provide an orientation meeting for parents of all eighth graders to make parents aware of the high school curriculum and graduation requirements  Spend an entire day in an eighth grade classroom helping students develop their ten-year plan of study

3-a. Assessment:

 Student/parent feedback  Teacher/administration feedback

Guidance Curriculum K-12 Page 84 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Author: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies

Third Quarter 4-a CS3: BM1 4.1 Demonstrate positive 4-a, 5-a. Strategies: attributes for school success 4-a. Demonstrate the skills such as teamwork,  Present career activities in the eighth necessary to obtain, attendance, dependability, grade language arts classes. maintain, change and initiative, and quality of work.  Introduce personality types as they are create new employment related to career choices opportunities. 4.2 Identify a variety of career  Assist students in completing the Self- Directed Search options.  Use the results of the Self-Directed Search to introduce students to careers that match their interests  Introduce students to the Montana Third Quarter 5-a CS4: BM1 5.1 Explore occupations related Career Information System for to one’s broad career researching careers 5-a. Identify and use career interest area.  Construct portfolios that contain and educational interest inventories, students’ career information and 5.2 Describe how a changing cluster information and 10 year plans opportunities. economy and labor market  Assign a research paper on the affect an individual’s work. students’ career choice  Provide a report of each student’s standardized testing information for all 5.3 Discuss stereotypes and parents. biases associated with 4-a, 5-a. Assessments: certain types of jobs.  Student/parent feedback  Teacher/administration feedback Third Quarter 5.4 Identify a career cluster  Career research paper based on interests and  Standardized test scores aptitudes.  Portfolios

Guidance Curriculum K-12 Page 85  Self-Directed Search

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Author: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies Third Quarter 6-a CS4: BM2 6-a. Strategies: 6.1 Describe the importance of 6-a. Demonstrate career making plans for the future.  Present career activities in the eighth planning and career grade language arts classes. management skills. 6.2 Identify how to prepare for  Introduce personality types as they are individual careers. related to career choices  Assist students in completing the Self- Directed Search 6.3 Identify the career planning.  Use the results of the Self-Directed process and use a variety of Search to introduce students to careers resources for career that match their interests planning.  Introduce students to the Montana Career Information System for 6.4 Identify educational levels researching careers required in one’s career  Construct portfolios that contain interest areas. interest inventories, students’ career cluster information and 10 year plans 6.5 Develop and maintain a  Assign a research paper on the personal planning portfolio. students’ career choice  Provide a report of each student’s standardized testing information for all 6.6 Explore broad career interest parents. Areas. 6-a. Assessments: 6.7 Identify experience that help define and clarify career  Student/parent feedback interests (i.e. service-  Teacher/administration feedback learning, leisure activities,  Career research paper etc.).  Standardized test scores

Guidance Curriculum K-12 Page 86  Portfolios  Self-Directed Search

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Author: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies Third Quarter 7-a CS5: BM1 7.1 Complete career interest 7a. Strategies: inventories and discuss 7-a. Understand interests results.  Present career activities in the eighth strengths, preferences grade language arts classes. and skills as they relate 7.2 Describe current skills,  Introduce personality types as they are to career development. abilities, and interests. related to career choices  Assist students in completing the Self- Directed Search 7.3 Describe how interests and  Use the results of the Self-Directed abilities relate to career Search to introduce students to careers choices. that match their interests  Introduce students to the Montana 7.4 Identify the advantages and Career Information System for disadvantages of certain researching careers careers.  Construct portfolios that contain interest inventories, students’ career 7.5 Complete learning styles cluster information and 10 year plans inventory and discuss results  Assign a research paper on the students’ career choice  Provide a report of each student’s standardized testing information for all parents.

7-a. Assessments:  Student/parent feedback  Teacher/administration feedback  Career research paper  Standardized test scores

Guidance Curriculum K-12 Page 87  Portfolios  Self-Directed Search

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Author: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies Third Quarter 8-a CS6: BM1 8.1 Describe the physical, social 8-a. Strategies: and emotional changes of 8-a. Acquire and demonstrate growing up.  Covered by the Health Enhancement self-awareness and self- 8.2 Recognize self-defeating curriculum. acceptance. and self-enhancing behaviors. 8-a. Assessment: 8.3 Understand the importance of good self-esteem.  Covered by Health Enhancement 8.4 Understand the concept of curriculum. multiple intelligence and be able to articulate one’s area of strength.

All Year 9-a CS6: BM2 9.1 Express and respond to feelings appropriately in both 9-a. Identify and handle verbal and non-verbal feelings appropriately. communication. 9.2 Recognize that there are different ways to express the same feelings. 9.3 Understand and identify ambivalent feelings . 9.4 Describe passive, aggressive and assertive communication. 9.5 Utilize anger management skills. 9.6 Understand the concept of

Guidance Curriculum K-12 Page 88 displaced anger and direct anger at its source

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Author: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies

Second 10-a CS6: BM3 10.1 Recognize diversity among 10-a. Strategies: Quarter peers. 10-a. Understand and  Covered in 6th & 7th grade social appreciate diversity 10.2 Describe the influence of studies. culture on personal, social,  Prejudice: The Monster Within educational and career viewed in the 8th grade history choices. classes.

10-a. Assessment:

 Covered in 6th & 7th grade social studies. 11-a CS6: BM4 11.1 Ask questions to clarify meaning or verify 11-a. Have effective impressions. conversation and listening skills. 11.2 Listen for feelings behind words.

11.3 Understand the difference between sympathy and empathy.

11.4 Understand the importance of congruence between

Guidance Curriculum K-12 Page 89 words, thoughts and feelings.

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Author: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies

12-a CS6: BM5 12.1 Assume different roles within a group. 12-a. Work cooperatively 12.2 Using the skills of linking with others in a variety and summarizing others’ of group situations contributions. 12.3 Give and accept both positive and negative feedback. 12.4 Verbalize acceptance of others’ ideas, modify ideas, or offer alternative ideas. 12.5 Describe and practice leadership skills.

13-a CS7: BM1 13.1 Distinguish between 13-a. Strategies: positive and negative ways 13-a. Acquire and to handle peer pressure.  Covered by Health Enhancement demonstrate self- 13.2 Distinguish between over- curriculum in the 8th grade. management and reactions and appropriate responsibility for behavior reactions. 13-a .Assessment: behavior. 13.3 Utilize alternative ways to cope with stressful  Covered by Health Enhancement situations. curriculum in the 8th grade. 13.4 Differentiate between negative, discouraging self- statements and positive, encouraging self-talk. 13.5 Use self-encouragement to aid in taking responsibility

Guidance Curriculum K-12 Page 90 for one’s behavior

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Author: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies 14.1 Develop and follow a 14-a CS7: BM2 specific decision-making 14-a. Strategies: plan.  Covered by Health Enhancement 14-a. Demonstrate decision- 14.2 Identify and model a curriculum in the 8th grade. making skills. decision-making model to a 14-a. Assessment: classroom project.  Covered by Health Enhancement curriculum in the 8th grade. 15.1 Identify short and long-term 15-a CS7: BM3 goals. 15.2 Demonstrate how to set 15-a. Demonstrate goal and achieve short and long- setting skills. term goals.

16.1 Identify biases and stereotypes that interfere with interpersonal 16-a CS8: BM1 relationships. 16.2 Develop the ability to 16-a. Get along with others. empathize with others’ feelings, problems, or needs. 16.3 Utilize behaviors needed to make and keep friends. 16.4 Understand how to deal with some of the common difficulties encountered in friendships. 16.5 Identify positive strategies to cope with change or loss

Guidance Curriculum K-12 Page 91 of relationships.

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 6-8 Author: Loretta Thiel Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessment Strategies

17-a CS8: BM2 17.1 Differentiate between being assertive, aggressive and 17-a. Utilize appropriate passive. conflict resolution strategies. 17.2 Differentiate between one’s own perspective and the perspective of others.

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

17.4 Examine options and their consequences.

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

17.6 Gain skills in peer Mediation.

Guidance Curriculum K-12 Page 92 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 9-12 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 1-a. CS1: B1 1.1 Apply strategies that 1-a. Strategies: All year compliment individual learning  Communicate with the parents as needed. 1-a. Understanding self as a styles.  Discuss individually with students when requested, academic abilities, interests and learner  Interests values.  Strengths  Participate and conduct parent, student,  Study habits teacher and administrator conferences as needed.  Consult with teachers regarding educational placement of students if needed.  Assist students with entry into post- secondary education and training options.  Provide individual counseling sessions with identified students with academic needs.  Consult with parents and teachers regarding identified students.  Administer Learning Styles Inventory in conjunction with classroom teachers.  Administer state-mandated testing to sophomores.  Interpret results of state-mandated testing for students, parents, teachers, and administration. 1-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district  MONTCAS, ACT, SAT, PLAN, P-SAT

Guidance Curriculum K-12 Page 93 assessments  Graduation follow-up survey

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: 9-12 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 2-a. CS1: B2 2.1 Demonstrate responsibilities 2-a. Strategies: as a learner. 2-a. Demonstrate  Provide individual counseling sessions responsibilities as a 2.2 Consistently accept with identified students who have learner. responsibility for one’s own specific needs such as academic decisions and actions. concerns.  Discuss with students individually how their academic abilities, interests and 2.3 Show how one’s behavior values play a part in the decisions they impacts outcomes and make. consequences.  Participate in teacher and or parent and student conferences as needed. 2.4 Recognize and monitor attitude  Consult with parents, teachers, and and behavior as they affect administrators regarding educational lifelong learning. placement as needed.  Administer and interpret ACT exam to junior and senior students.

2-a. Assessment:

 Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

Guidance Curriculum K-12 Page 94  ACT/SAT assessment  PLAN/P-SAT assessment

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 8 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

February/March 3-a. CS2: B1 3.1 Explain high school credits/ 3-a. Strategies: competencies and graduation  Provide an eighth grade orientation 3-a. – Develop an educational requirements. meeting to high school curriculum plan. 3.2 Select high school courses requirements including graduation that meet individual goals and requirements and academic honors requirements. requirements for all eight graders.  Provide an orientation meeting for parents 3.3 Describe and use examples of of all eighth graders to make parents aware how completing high school of the high school curriculum and will offer better preparation for graduation requirements. continuing education and  Spend an entire day in an eighth grade entry-level jobs. classroom helping students develop their 3.4 Select courses that meet 10 year plan of study emphasis on 4 year career/educational goals high school plan. 3.5 Develop a four year high  Provide students with a career portfolio that school educational plan that will include Self Directed Search (grade 8), relates to overall 10 year plan. O’Net, Microskills, Kuder E and Kuder DD (high school) interest inventory results, 3.6 Relate school achievement to career research paper, and resume (high personal and professional school). interests.  Provide students and parents with an 3.7 Identify educational area (s) overview of the tech-prep program and its that could serve as a leisure components available to them. time activity or pursuit.  Culinary arts 3-a. Assessment:  Fitness  Student feedback  Music  Parental feedback  Art  Professional staff feedback

Guidance Curriculum K-12 Page 95  Administrative feedback  Compare interest inventory results for potential career paths

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 9 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

August- 4-a. CS2: B1 4.1 Explain high school credits/ 4-a. Strategies: December competencies and graduation 4-a. Develop an educational requirements.  Administer the Kuder E Interest Inventory plan to all freshmen.  Meet individually with all freshman to 4.2 Select high school courses that interpret their interest inventories and relate meet individual goals and those results to the student’s personal requirements as related to career choices and interests. career choices .  Complete the student’s 10-year plan of study in choosing classes for their sophomore year that will help them in their 4.3 Describe and use examples of career and post secondary plan how completing high school will  Discuss credit accumulation individually offer better preparation for and stress graduation requirements as continuing education and required. higher paying jobs.  Register and orient all transfer students.  Provide information to all students as needed through media – scholarships, 4.4 Select courses that meet testing opportunities and post-secondary career/educational goals for opportunities. post secondary education  Communicate with parents as needed. institutions.  Refer identified students to appropriate tutorial programs.  Provide academic advisement during the 4.5 Develop a four year high two semester registration periods. school educational plan that  Discuss individually with students as relates to overall 10-year plan. requested their academic abilities, interests

Guidance Curriculum K-12 Page 96 and values.  Maintain accurate records of each student’s academic progress including certification for graduation. continued on next page

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 9 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 4.6 Relate school achievement to  Discuss appropriate prerequisites and personal and professional courses needed by individual students.  Assist students with the necessary interests. changes in class schedules.  Involve parents in registration and schedule 4.7 Identify educational area (s) change process. that could serve as a leisure  Conduct/participate in parent teacher and time activity or pursuit. student conferences as needed.  Participate in CST/IEP meetings for all  Culinary arts current special education students.  Fitness  Consult with teachers regarding  Music educational placement of students as  Art needed.  Provide information and interpret test results as needed.  Assist self-referred students with entry into post secondary institutions.  Assess identified student’s needs through the pre-referral process.

4-a. Assessment:

 Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

Guidance Curriculum K-12 Page 97 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 10 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

5-a. CS2: B1 5.1 Explain high school credits/ 5-a. Strategies: First, second competencies and graduation and third nine 5-a. Develop an educational requirements.  Administer the MCIS to all sophomores as weeks as plan part of their career paper unit for Communication Arts 10 classes. needed. 5.2 Select high school courses  Meet individually with all sophomores to that meet individual goals and discuss their MCIS Holland codes and requirements as related to relate those codes to the student’s career choices . personal career choices and interests.  Complete the student’s 10-year plan of study in choosing classes for their junior 5.3 Describe and use examples of year that will help them in their career and how completing high school will post secondary plan offer better preparation for  Discuss credit accumulation individually continuing education and and stress graduation requirements as higher paying jobs. required.  Administer and interpret PLAN and P-SAT testing. 5.4 Select courses that meet  Register and orient all transfer students. career/educational goals for  Provide information to all students as post secondary education needed through media – scholarships, institutions. testing opportunities and post-secondary opportunities.  Communicate with parents as needed. 5.5 Develop a four-year high  Refer identified students to appropriate school educational plan that tutorial programs. relates to overall 10-year plan.  Provide academic advisement during the

Guidance Curriculum K-12 Page 98 two semester registration periods.

continued on next page

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 10 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 5.6 Relate school achievement to  Discuss individually with students as personal and professional requested their academic abilities, interests and values. interests.  Maintain accurate records of each student’s academic progress including 5.7 Identify educational area (s) certification for graduation. that could serve as a leisure  Discuss appropriate prerequisites and time activity or pursuit. courses needed by individual students.  Assist students with the necessary  Culinary arts changes in class schedules.  Fitness  Involve parents in registration and schedule  Music change process.  Art  Conduct/participate in parent teacher and student conferences as needed.  Participate in CST/IEP meetings for all current special education students.  Consult with teachers regarding educational placement of students as needed.  Provide information and interpret test results.  Assist self-referred students with entry into post secondary institutions.  Assess identified student’s needs through the pre-referral process.

5-a. Assessments:

 Student feedback  Parental feedback

Guidance Curriculum K-12 Page 99  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 11 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

6-a. CS2: B1 6.1 Explain high school credits/ 6-a. Strategies: Second nine competencies and graduation weeks 6-a. Develop an educational requirements.  Administer the Kuder DD Interest Inventory plan to all juniors.  Meet individually with all juniors to interpret 6.2 Select high school courses their interest inventories and relate those that meet individual goals and results to the student’s personal career requirements as related to choices and interests. career choices .  Complete the student’s 10-year plan of study in choosing classes for their senior year that will help them in their career and 6.3 Describe and use examples of post secondary plan how completing high school will  Discuss credit accumulation individually offer better preparation for and stress graduation requirements as continuing education and required. higher paying jobs.  Administer and interpret the ACT exam to juniors.  Register and orient all transfer students. 6.4 Select courses that meet  Provide information to all students as career/educational goals for needed through media – scholarships, post secondary education testing opportunities and post-secondary institutions. opportunities.  Communicate with parents as needed.  Refer identified students to appropriate 6.5 Develop a four-year high tutorial programs. school educational plan that  Provide academic advisement during the relates to overall 10-year plan. two semester registration periods.  Discuss individually with students as

Guidance Curriculum K-12 Page 100 requested their academic abilities, interests and values. continued on next page

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 11 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies  Maintain accurate records of each 6.6Relate school achievement to student’s academic progress including certification for graduation. personal and professional  Discuss appropriate prerequisites and interests. courses needed by individual students.  Assist students with the necessary 6.7Identify educational area (s) changes in class schedules. that could serve as a leisure  Involve parents in registration and schedule change process. time activity or pursuit.  Conduct/participate in parent teacher and  Culinary arts student conferences as needed.  Fitness  Participate in CST/IEP meetings for all  Music current special education students.  Art  Consult with teachers regarding educational placement of students as needed.  Provide information and interpret test results as needed.  Assist self-referred students with entry into post secondary institutions.  Assess identified student’s needs through the pre-referral process.

6-a. Assessment:

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

Guidance Curriculum K-12 Page 101 the school district

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 12 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

7-a. CS2: B1 7.1 Explain high school credits/ 7-a. Strategies: September competencies and graduation 7-a. Develop an educational requirements.  Discuss in Government class with all plan seniors the MPSEOC college fair, college application process and requirements, 7.2 Select high school courses that NCAA rules, ACT testing opportunities, meet individual goals and college campus visits, letters of requirements as related to recommendation guidelines and basic career choices . senior interview for post secondary plans.  Discuss credit accumulation and highly stress graduation requirements as required 7.3 Describe and use examples of to cross graduation stage. how completing high school will  Register and orient all transfer students. offer better preparation for  Provide information to all students as continuing education and needed through media – scholarships, higher paying jobs. testing opportunities and post-secondary opportunities and college applications as requested. 7.4 Select courses that meet  Communicate with parents as needed. career/educational goals for  Refer identified students to appropriate post secondary education tutorial programs. institutions.  Provide academic advisement during the two semester registration periods.  Assist self-referred students with entry into 7.5 Develop a educational plan that post secondary institutions by helping with relates to their postsecondary applications and sending transcripts. institution and career choice  Discuss individually with students as

Guidance Curriculum K-12 Page 102 and their 10 year plan. requested their academic abilities, interests and values. continued on next page

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 12 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

7.6 Relate school achievement to  Maintain accurate records of each student’s academic progress including personal and professional certification for graduation. interests.  Discuss appropriate prerequisites and courses needed by individual students. 7.7 Identify educational area (s)  Assist students with the necessary that could serve as a leisure changes in class schedules.  Involve parents in registration and schedule time activity or pursuit. change process.  Culinary arts  Conduct/participate in parent teacher and  Fitness student conferences as needed.  Music  Participate in CST/IEP meetings for all  Art current special education students.  Consult with teachers regarding educational placement of students as needed.  Provide information and interpret test results as needed.

7-a. Assessment:

 Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

Guidance Curriculum K-12 Page 103 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 9 - 12 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

8-a. CS3: B1 8.1 Identify appropriate choices 8-a. Strategies: All year during high school that will lead  Provide individual guidance as requested 8-a.Demonstrate the skills to marketable skills for entry- regarding courses and their relationship to level employment or for job skills. necessary to obtain,  Provide academic advisement during two maintain, change, and advanced education.  Advanced classes semester registration periods. create new employment  Provide job interview experience when  Vocational classes opportunities. requested by individual students.  Attendance  Provide support through team-teaching and  Time management utilizing guidance resources to fitness,  Co-curricular activities communication arts and business classes 8.2 Demonstrate positive attitudes during their career skills units. and behaviors toward work and  Assist students in administration and show qualities needed to interpretation of O’Net, Microskills and succeed in a job. other interest inventories to assist in goal 8.3 Demonstrate positive attitudes, setting for college and career research. behaviors, and skills needed to  Maintain tech-prep career portfolios with obtain and maintain a full or interest inventory results, career paper, and resume to hand back to students upon part time job. graduation. 8.4 Demonstrate knowledge and application of job search 8-a. Assessment: techniques.  Student feedback 8.5 Explain the concept of  Parental feedback entrepreneurship and its  Professional staff feedback relationship to career  Administrative feedback opportunities.  Community employer feedback 8.6 Analyze motivating factors and  Periodic evaluation by “teams” from outside

Guidance Curriculum K-12 Page 104 roadblocks to obtaining the school district employment.  Evaluation of interest inventory results for continuity and potential career path

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 9 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies All year 9-a. CS4: B1 9.1 Identify career opportunities 9-a. Strategies: that relate to interests and 9-a. Identify and use career abilities through research.  Freshman will participate in the Kuder and educational E Interest Inventory in World History information and 9.2 Integrate occupational resource classes with a counselor. opportunities. information to individual and  When results of the interest inventory career plans. are in, freshman will meet individually with the counselor to discuss the results and how they relate to the 9.3 Identify and demonstrate students interests and career plan. knowledge of nontraditional  Freshman will update their ten year careers. plan with emphasis on the four year high school plan as they relate the 9.4 Describe the relationship results of interest inventories and between employment trends, select their classes that best meet one’s educational plan and those interests, post secondary and employment opportunities. career plans.

9-a. Assessment:

 Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Evaluation of interest inventory results for continuity and possible career paths

Guidance Curriculum K-12 Page 105 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 10 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

10-a. CS4: B1 10.1 Identify career opportunities 10-a. Strategies: November that relate to interests and  Counselors will introduce the Montana 10-a. Identify and use career abilities through research Career Information System to all sophomores. and educational activities.  Sophomores will explore Holland Codes information and with their interests as related to their career opportunities. 10.2 Integrate occupational goals. resource information to  Sophomores will complete a career paper individual and career plans. for their English class after being introduced to the MCIS (Montana Career Information System). 10.3 Identify and demonstrate  Student will complete the O-Net interest knowledge of nontraditional inventory and Microskills inventory in careers. determining their career interests.  Students will print an extra copy of their career paper and place it in their tech prep 10.4 Describe the relationship folder when they update their career between employment trends, portfolio. one’s educational plan and  Students will participate in a career fair employment opportunities. through the English department in which they will conduct mock interviews with staff 10.5 Demonstrate knowledge in and community members. the use of Montana Career 10-a. Assessment: Information program.  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Evaluation of interest inventory results for

Guidance Curriculum K-12 Page 106 continuity and possible career paths

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 11 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

Through out 11-a. CS4: B1 11.1 Identify career opportunities 11-a. Strategies: the year. that relate to interests and  All juniors will take the ASVAB and 11-a. Identify and use career abilities through research participate in the interpretation of their results with the National Guard in Junior and educational activities. English classes. information and  All juniors will take the Kuder DD Interest opportunities. 11.2 Integrate occupational Inventory in their US. History classes. resource information to When results are in, each junior will individual and career plans. discuss individually with the counselor their results as interpreted by counselor and how those results relate to their career 11.3 Identify and demonstrate choice. knowledge of nontraditional  Along with the results of the Kuder DD, careers. juniors will update their ten year plan with emphasis on their four year high school plan and decide on elective classes for 11.4 Describe the relationship their senior year that will help them meet between employment trends, their post secondary and career goals. one’s educational plan and employment opportunities. 11-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district  Evaluate results of various interest inventories for continuity and possible

Guidance Curriculum K-12 Page 107 career interest areas

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 12 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

12-a. CS4: B1 12.1 Identify career opportunities 12-a. Strategies: Throughout the that relate to interests and year 12-a. Identify and use career abilities through research  Seniors will complete an exit survey the and educational activities. week before graduation. information and  Students will complete a five year opportunities. 12.2 Integrate occupational follow up survey after graduation. resource information to  Seniors will demonstrate professionalism in writing their resumes individual and career plans. and business cover letters to add to their tech prep folders in their Senior 12.3 Identify and demonstrate level English classes. knowledge of nontraditional  Seniors is Business Procedures class careers. will demonstrate professionalism in creating their business portfolio by 12.4 Describe the relationship creating letters, resumes, receiving between employment trends, letters of recommendation and one’s educational plan and participating in mock job interviews. employment opportunities. 12-a. Assessment:

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

Guidance Curriculum K-12 Page 108 outside the school district  Post-graduation exit survey  Five-year follow-up survey

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 9 -12 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies 13-a. Strategies: All year 13-a. CS4: B2 13.1 Describe the lifelong process  Fall meeting with juniors and seniors to of career development. review post-secondary options and tie it in to the MPSEOC college day. 13-a. Demonstrate career  Group guidance on post-secondary options planning and career 13.2 Describe stereotypes, biases, in junior and seniors classes and giving management skills. and discriminatory behaviors them the option to come to the post that may limit career secondary recruiters visits during the opportunities. school year.  Classroom guidance for seniors in planning for life after high school. 13.3 Develop a post-high school  Listening to a speaker from the Student education/career plan and Assistance Foundation discussing money modify as needed. management, financial aid obligations and credit card debt for all seniors.  Assist students as needed with registration 13.4 Identify what various for college entrance tests and interpretation institutions have to offer in of the test scores once they arrive for areas of education and career grades 10-12. choice and consider  Provide necessary documentation (letters alternatives. of recommendation, secondary school reports, transcripts) to assist students in the application process to post secondary 13.5 Take required steps toward institutions. transitioning from high school  Assist students when requested with the to post secondary education, process of researching post-secondary advanced training programs career and training options in grades 9-12. or the world of work. 13-a. Assessment:  Student feedback/Parental feedback

Guidance Curriculum K-12 Page 109  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district  Post-graduation follow-up survey

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

All year 14-a. CS5: B1 14.1 Research career opportunities 14-a. Strategies: that relate to interests,  Complete the Kuder E Interest Inventory in 14-a. Understand interests, abilities, and lifestyle choices. English classroom.  Interpret results of Kuder E Interest strengths, preferences, Inventory in classroom setting. and skills as they relate to 14.2 Demonstrate how individual  Discuss individually with students when career development characteristics relate to requested, academic abilities, interests and achieving personal, social, values. educational, and career  Provide individual follow-up counseling sessions as requested regarding career goals. choice.  Provide individual follow-up counseling 14.3 Assess personal interests, sessions as requested regarding post- strengths, and limitations, as secondary decision making. they apply to educational and  Meet with students individually or small group settings to update their ten-year plan career planning goals. of study based upon results of Kuder E with emphasis on the four-year high school plan.  Meet with freshman class in group setting to go over registration process for their sophomore year and classes that are available based upon their interests, strengths and limitations.

14-a. Assessment:  Student feedback

Guidance Curriculum K-12 Page 110  Parental feedback  Professional staff feedback  Administrative feedback

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 10 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 15-a. CS5: B1 15.1 List career opportunities 15-a. Strategies: that relate to interests,  Complete the O’Net and Microskills interest inventories in English classroom. 15-a. Understand interests, abilities, and lifestyle choices.  Interpret results of O’Net and Microskills Interest strengths, preferences, Inventory in classroom setting. and skills as they relate to 15.2 Demonstrate how individual  Discuss individually with students when requested, academic abilities, interests and career development. characteristics relate to values. achieving personal, social,  Provide individual follow-up counseling sessions educational, and career goals. as requested regarding career choice.  Provide individual follow-up counseling sessions as requested regarding post-secondary decision 15.3 Assess personal interests, making. strengths, and limitations, as  Meet with students individually or small group settings to update their ten-year plan of study they apply to educational and based upon results of their interest inventories career planning goals. with special emphasis on the four-year high school plan.  Introduce sophomores to the Montana Career Information System, the Encyclopedia of Career and Vocational Interest and other guidance resources that pertain to career and educational exploration  Team-teach a career paper with the sophomore English teachers and participate as a judge in the follow-up career fair put on by the students.  Administer the optional PLAN Test to sophomores and interpret the results and how they pertain to educational and career goals and educational strengths and weaknesses.

Guidance Curriculum K-12 Page 111 15-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 11 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 16-a. CS-5: B1 16-1. List career opportunities that 16-a. Strategies: relate to interests, abilities,  Complete the Kuder DD interest inventories in history classroom. 16.a. Understand interests, and lifestyle choices.  Interpret results of Kudder DD Interest Inventory strengths, preferences, in individual setting. and skills as they relate 16-2 Demonstrate how individual  Set up testing time for the ASVAB for all juniors and arrange for military to come in and interpret to career development. characteristics relate to results in a classroom setting. achieving personal, social,  Discuss individually with students when educational, and career requested, academic abilities, interests and values. goals.  Provide individual follow-up counseling sessions as requested regarding career choice. 16-3. Assess personal interests,  Provide individual follow-up counseling sessions as requested regarding post-secondary decision strengths, and limitations, as making. they apply to educational  Meet with students individually or small group and career planning goals. settings to update their ten-year plan of study based upon results of Kuder DD and ASVAB with emphasis on the four-year high school plan.  Meet with juniors in a group setting to discuss scholarship and advanced placement testing opportunities.  Administer the optional P-SAT Test to juniors.  Meet with students individually and interpret the results of the P-SAT Test and how they pertain to educational and career goals and educational

Guidance Curriculum K-12 Page 112 strengths and weaknesses. 16-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 12 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 17-a. CS-5: B1 17-1 List career opportunities that 17-a. Strategies: relate to interests, abilities,  Discuss individually with students when 17-a. Understand interests, and lifestyle choices. requested, academic abilities, interests and values. strengths, preferences,  Provide individual follow-up counseling and skills as they relate to 17-2 Demonstrate how individual sessions as requested regarding career career development. characteristics relate to choice. achieving personal, social,  Provide individual follow-up counseling educational, and career sessions as requested regarding post- secondary decision making. goals.  Meet with students individually or small group settings to update their ten-year plan 17-3 Assess personal interests, of study based upon career and post- strengths, and limitations, as secondary choices. they apply to educational  Meet with students individually to complete senior interview process to determine and career planning goals. where students will attend post-secondary training and what career they are interested in pursuing.  Print and mail transcripts and shot records to post-secondary institutions as requested based upon senior interview results.  Compile post-secondary information based upon senior interview to be used by administration at graduation ceremony.

Guidance Curriculum K-12 Page 113 17-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Post-graduation follow-up surveys

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

All year 18-a. CS-5: B2 18-1 Discuss and demonstrate 18-a. Strategies: how skills developed in  Develop a flexible four-year high school 18-a. Understand the school are transferable to a course guidance plan. relationship between variety of work settings.  Develop an activity summary sheet that learning and the world of will track student co-curricular work. 18-2 Update educational plans involvement throughout high school.  Provide academic advisement during and choices that will develop two semester registration sessions per skills for employment and for year. further education.  Serve as a resource for students and fitness class teacher during life skills 18-3 Review and revise yearly unit. plan of courses and school  Provide individual guidance as activities to enhance requested by students, parents and preparation for future teachers regarding course selections, education and career. grades and academic preparation.  Provide individual guidance as requested in post-secondary information seeking and decision making.

18-a. Assessment:

Guidance Curriculum K-12 Page 114  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 10 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 19-a. CS-5:B2 19-1. Discuss and demonstrate 19-a. Strategies: how skills developed in  Update and maintain the flexible four-year high school course guidance plan. 19-a. Understand the relation- school are transferable to a  Update the activity summary sheet that will track ship between learning variety of work settings. student co-curricular involvement throughout and the world of work. high school.  Meet with sophomores in classroom setting to 19-2 Update educational plans discuss class options available at SHS as well And choices that will develop as requirements to attend post-secondary skills for employment and for training in different career areas and assist in registration process. further education.  Provide academic advisement during two semester registration sessions per year. 19-3 Review and revise yearly  Serve as a resource for students and fitness class teacher during job interview unit. plan of courses and school  Provide individual guidance as requested by activities to enhance students, parents and teachers regarding preparation for future course selections, grades and academic preparation. education and career.  Provide individual guidance as requested in post-secondary information seeking and decision making.  Team-teach career paper with English Dept. and serve as a resource regarding access to career information materials.  Information on careers and skills provided through business classes, computer classes, fitness classes, communication arts classes, vo- ag classes and industrial art/technology classes.  Assist students and local employers by matching/recommending students with potential

Guidance Curriculum K-12 Page 115 job openings within our community. 19-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 11 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 20-a. CS-5:B2 20-1 Discuss and demonstrate 20-a. Strategies: how skills developed in  Update and maintain the flexible four-year high school course guidance plan. 20-a. Understand the school are transferable to a  Update the activity summary sheet that will track relationship between variety of work settings. student co-curricular involvement throughout learning and the world of high school.  Meet with juniors in classroom setting to discuss work. 20-2 Update educational plans class options available at SHS as well as and choices that will develop requirements to attend post-secondary training skills for employment and for in different career areas and assist in registration process. further education.  Provide academic advisement during two semester registration sessions per year. 20-3 Review and revise yearly  Serve as a resource for student in business classes during job research unit. plan of courses and school  Provide individual guidance as requested by activities to enhance students, parents and teachers regarding preparation for future course selections, grades and academic preparation. education and career.  Provide individual guidance as requested in post-secondary information seeking and decision making.  Information on careers and skills provided through business classes, computer classes, communication arts classes, vo-ag classes and industrial art/technology classes.  Assist students and local employers by

Guidance Curriculum K-12 Page 116 matching/recommending students with potential job openings within our community. Evaluation:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 12 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 21-a. CS-5:B2 21-1 Discuss and demonstrate 21-a. Strategies: how skills developed in  Update and maintain the flexible four-year high school course guidance plan. 21-a. Understand the school are transferable to a  Update the activity summary sheet that will track relationship between variety of work settings. student co-curricular involvement throughout learning and the world of 21-2 Update educational plans high school.  Meet with seniors in classroom setting to work. and choices that will develop discuss requirements to attend post-secondary skills for employment and for training in different career areas and assist in further education. application process.  Serve as a resource for students business classes during job application/interview unit. 21-3 Review and revise yearly  Provide individual guidance as requested by plan of courses and school students, parents and teachers regarding course selections, grades and academic activities to enhance preparation. preparation for future  Provide individual guidance as requested in education and career. post-secondary information seeking and decision making.  Information on careers and skills provided through business classes, computer classes, communication arts classes, vo-ag classes and industrial art/technology classes.  Assist students and teachers with job placement through School-To-Work, School-To-Work Voc. Experience and work release.  Assist students and local employers by matching/recommending students with potential job openings within our community.

Guidance Curriculum K-12 Page 117 21-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

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

All year 22-a. CS-6:B1 22-1 Discuss how strengths 22-a. Strategies: and limitations relate to  Provide individual counseling sessions as 22-a. Acquire and demonstrate goal achievement. needed regarding self-esteem as requested by students, parents, faculty or self-awareness and self- administration. acceptance. 22-2 Recognize and accept both  Serve as a resource to teachers upon strengths and limitations. request regarding their influence on development of student self-concept. 22-3 Identify techniques to  Serve as a resource for classroom instruction in Health Enhancement Classes maintain a consistent regarding goal setting and personal positive self-regard in the achievement and the importance of good presence of negative self-esteem. feedback.  Provide an open-door policy to provide students dealing with issues regarding academic achievement, self-esteem, and self-respect for self and others.  Serve as a resource for Health Enhancement Classes regarding their unit on Domestic Violence.  Refer students and faculty to community resources regarding self-esteem and goal setting issues.  Provide crisis counseling which includes prevention, intervention and follow-up regarding self-esteem issues, suicide, and chemical usage.

Guidance Curriculum K-12 Page 118  Facilitate support groups dealing with issues of self-concept and self-esteem, death, pregnancy, family dynamics and new student support through the school CORE Team program. continued on next page

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 9 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies  Identify resource people in the community and surrounding area and know how to seek their help.  Identify resource people in the community and surrounding area and refer students and parents to these resources as needed.  Meet with students as needed to help identify long-term and short-term goals as well as ways to meet those goals.  Consult with parents, teachers, other educators, administration and community professionals regarding strategies to help students and families.  Refer students and parents to sources that deal with suicide, violence, abuse, depression, and family difficulties such as mental health, employment training (Action for Eastern Montana, REO, and Voc. Rehab), and juvenile services.  Administer Beck’s Hopelessness Scale and Adolescent Depression Scale when requested by students, parents, teachers or administrators.

22-a. Assessment:  Student feedback  Parental feedback

Guidance Curriculum K-12 Page 119  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 10 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 23-a. CS-6:B1 23-1 Discuss how strengths and 23-a. Strategies: limitations relate to goal  Provide individual counseling sessions as 23-a. Acquire and achievement. needed regarding self-esteem as requested by students, parents, faculty or demonstrate self- administration. awareness and self- 23-2 Recognize and accept  Serve as a resource to teachers upon acceptance. both strengths and request regarding their influence on limitations. development of student self-concept.  Serve as a resource for classroom instruction in Health Enhancement Classes 23-3 Identify how to maintain a regarding goal setting and personal consistent positive self- achievement and the importance of good regard in the presence of self-esteem. negative feedback.  Provide an open-door policy to provide students dealing with issues regarding academic achievement, self-esteem, and self-respect for self and others.  Refer students and faculty to community resources regarding self-esteem and goal setting issues.  Provide crisis counseling which includes prevention, intervention and follow-up regarding self-esteem issues, suicide, and chemical usage.  Facilitate support groups dealing with

Guidance Curriculum K-12 Page 120 issues of self-concept and self-esteem, death, pregnancy, family dynamics and new student support through the school CORE Team program.  Identify resource people in the community continued on next page and surrounding area and know how to seek their help.

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 10 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies  Identify resource people in the community and surrounding area and refer students and parents to these resources as needed.  Meet with students as needed to help identify long-term and short-term goals as well as ways to meet those goals.  Consult with parents, teachers, other educators, administration and community professionals regarding strategies to help students and families.  Refer students and parents to sources that deal with suicide, violence, abuse, depression, and family difficulties such as mental health, employment training (Action for Eastern Montana, REO, and Voc. Rehab), and juvenile services.  Administer Beck’s Hopelessness Scale and Adolescent Depression Scale when requested by students, parents, teachers or administrators.  Consult with community resources such as Department of Health, District 2 Drug and Alcohol and local law enforcement regarding concerns about students

23-a. Assessment:

Guidance Curriculum K-12 Page 121  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 11 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 24-a. CS-6:B1 24-1 Describe how strengths 24-a. Strategies: and limitations relate to 24-a. Acquire and goal achievement.  Provide individual counseling sessions as demonstrate self- needed regarding self-esteem as requested by students, parents, faculty or awareness and self- 24-2 Recognize and accept both administration. acceptance. strengths and limitations.  Serve as a resource to teachers upon request regarding their influence on 24-3 Identify how to maintain a development of student self-concept. consistent positive self-  Serve as a resource for classroom instruction in Health Enhancement Classes regard in the presence of regarding goal setting and personal negative feedback. achievement and the importance of good self-esteem.  Provide an open-door policy to provide students dealing with issues regarding academic achievement, self-esteem, and self-respect for self and others.  Refer students and faculty to community resources regarding self-esteem and goal setting issues.  Provide crisis counseling which includes prevention, intervention and follow-up regarding self-esteem issues, suicide, and chemical usage.  Facilitate support groups dealing with

Guidance Curriculum K-12 Page 122 issues of self-concept and self-esteem, death, pregnancy, family dynamics and new student support through the school CORE Team program.  Identify resource people in the community continued on next page and surrounding area and know how to seek their help.

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 11 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies  Identify resource people in the community and surrounding area and refer students and parents to these resources as needed.  Meet with students as needed to help identify long-term and short-term goals as well as ways to meet those goals.  Consult with parents, teachers, other educators, administration and community professionals regarding strategies to help students and families.  Refer students and parents to sources that deal with suicide, violence, abuse, depression, and family difficulties such as mental health, employment training (Action for Eastern Montana, REO, and Voc. Rehab), and juvenile services.  Administer Beck’s Hopelessness Scale and Adolescent Depression Scale when requested by students, parents, teachers or administrators.  Participate in IEP/CST and help students recognize and understand their strengths and limitations with regards to their selected career and post-secondary choice.

Guidance Curriculum K-12 Page 123 24-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 12 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

All year 25-1 Describe how strengths 25-a. Strategies: 25-a. CS-6:B1 and limitations relate to goal achievement.  Provide individual counseling sessions as needed regarding self-esteem as requested by 25-a. Acquire and demonstrate students, parents, faculty or administration. self-awareness and self- 25-2 Recognize and accept both  Serve as a resource to teachers upon request acceptance. strengths and limitations. regarding their influence on development of student self-concept.  Serve as a resource for classroom instruction in 25-3 Identify how to maintain a Health Enhancement Classes regarding goal consistent positive self- setting and personal achievement and the importance of good self-esteem. regard in the presence of  Provide an open-door policy to provide students negative feedback. dealing with issues regarding academic achievement, self-esteem, and self-respect for self and others.  Refer students and faculty to community resources regarding self-esteem and goal setting issues.  Provide crisis counseling which includes prevention, intervention and follow-up regarding self-esteem issues, suicide, and chemical usage.  Facilitate support groups dealing with issues of self-concept and self-esteem, grief, pregnancy, family dynamics and new student support through the school CORE Team program.  Identify resource people in the community and

Guidance Curriculum K-12 Page 124 surrounding area and know how to seek their help.  Identify resource people in the community and surrounding area and refer students and parents to these resources as needed. continued on next page

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 12 Authors: Thom Barnhart/Gail Gilbertson Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies  Meet with students as needed to help identify long-term and short-term goals as well as ways to meet those goals.  Consult with parents, teachers, other educators, administration and community professionals regarding strategies to help students and families.  Refer students and parents to sources that deal with suicide, violence, abuse, depression, and family difficulties such as mental health, employment training (Action for Eastern Montana, REO, and Voc. Rehab), and juvenile services.  Administer Beck’s Hopelessness Scale and Adolescent Depression Scale when requested by students, parents, teachers or administrators.  Participate in IEP/CST and help students recognize and understand their strengths and limitations with regards to their selected career and post-secondary choice.  Write letters of recommendation for students applying for post-secondary education and scholarship opportunities.  Assist students with understanding their strengths and limitations when writing their college entrance essays.  Assist students in dealing with the disappointment of not being accepted into the college of their choice.

Guidance Curriculum K-12 Page 125 25-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

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

All year 26-a. CS-6:B1 26-1 Assess the relationship 26-a. Strategies: between feelings and 26-a. Identify and handle behaviors in self and others.  Provide individual counseling sessions as feelings appropriately. requested by students, parents, faculty or administration regarding feelings and 26-2 Identify the relationship behavior and how they can affect between unexpressed perception by peers and staff. feelings and physical health.  Serve as a resource for classroom  stress turned inward instruction in Health Enhancement Classes can lead to health- regarding human emotion in self and others. related issues.  Provide an open-door policy to provide  depression students dealing with issues regarding academic achievement, behavior, feelings, 26-3 Utilize a variety of ways to and anger for self and others. diffuse physiological anger.  Refer students and faculty to community resources regarding feelings and anger management. 26-4 Demonstrate assertive  Provide crisis counseling which includes communication skills. prevention, intervention and follow-up regarding self-esteem issues, suicide, and anger management.  Facilitate support groups dealing with issues of self-concept and self-esteem, assertive communication and new student

Guidance Curriculum K-12 Page 126 support through the school CORE Team program.  Identify resource people in the community and surrounding area who deal with feelings and anger management and know how to seek their help.

continued on next page

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

 Identify resource people in the community and surrounding area who deal with feelings and anger management and refer students and parents to these resources as needed.  Meet with students as needed to help identify long-term and short-term behavioral goals as well as ways to meet those goals.  Consult with parents, teachers, other educators, administration and community professionals regarding strategies to help students and families.  Refer students and parents to sources that deal with suicide, violence, abuse, and depression, such as mental health or other counseling services.  Administer Beck’s Hopelessness Scale and Adolescent Depression Scale when requested by students, parents, teachers or administrators.

26-a. Assessment:

Guidance Curriculum K-12 Page 127  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

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

All year 27-a. CS-6:B3 27-1 Describe the importance of 27-a. Strategies: diversity and equity in  Provide individual counseling sessions as 27-a. Understand and appreciate choices students make. requested by students, parents, faculty or administration regarding diversity and diversity.  Career equity issues.  Personal  Serve as a resource for classroom  Social instruction in English and U.S. History Classes regarding Holocaust and Indian 27-2 Demonstrate respect for Education.  Provide an open-door policy to students diversity and equity in all dealing with issues regarding their diversity aspects. concerns.  Career  Provide crisis counseling which includes  Personal prevention, intervention and follow-up  Social regarding diversity and equity issues.  Identify resource people in the community and surrounding area who deal with equity and diversity issues and refer students and parents to these resources as needed..  Consult with community professionals regarding strategies to help diverse students and families meet educational and economic goals.

Guidance Curriculum K-12 Page 128 27-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback  Periodic evaluation by “teams” from outside the school district

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

All year 28-a. CS-6:B4 28-1 Accurately summarize and 28-a. Strategies: synthesize key elements of 28-a. Have effective verbal and non-verbal  Provide individual counseling conversation and communication. sessions as requested by students, listening skills. parents, faculty or administration regarding verbal and non-verbal communication.  Provide counseling as needed in support groups to assist students with communication.  Serve as a resource for classroom instruction in English and Health Enhancement Classes regarding verbal and non-verbal communication and its effect on a student’s peer relationship.  Provide individual counseling sessions with self-referred students regarding communication with their families.

Guidance Curriculum K-12 Page 129 28-a. Assessment:

 Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

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

All year 29-a. CS-6:B5 29-1 Work cooperatively on 29-a. Strategies: projects using self- 29-a. Work cooperatively with monitoring and self-  Encourage appropriate involvement others in a variety of group evaluations skills in school and community settings. activities/organizations. 29-2 Identify group goals and  Assist students when needed with strive for consensus when conflict resolution and group skills. practical  Work with teachers to guide, identify, and demonstrate genuine communication skills in the hallway, lunchroom and classrooms.

29-a. Assessment:

 Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

Guidance Curriculum K-12 Page 130 Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grades 9 - 12 Authors: Gail Gilbertson/Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

30-a. CS 7:B1 30-1 Distinguish between 30-a. Strategies: All year dependent and 30-a. Acquire and demonstrate independent behaviors.  Students will learn to accept responsibility self-management and for decisions and behaviors through consultation from their counselor as responsibility for 30-2 Demonstrate an awareness needed. behavior. of the connection between  Provide individual counseling sessions as present choices and necessary regarding behavior and future goals and how it consequences of behavior. relates to self-management  Provide counseling in support groups as needed for students with personal and responsibility. concerns such as self-concept and self- esteem, grief, pregnancy, family dynamics 30-3 Demonstrates self-control in and new student supports through the dealing with interpersonal school and core team. conflicts.  Counselors will assist students as needed to demonstrate an understanding for consequences of their decisions, both positive and negative by working to achieve satisfactory academic progress and following the policies in the student handbook.

Guidance Curriculum K-12 Page 131 30-a. Assessment:

 Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

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

All year 31-a. CS 7:B2 31-1 Demonstrate how to make 31-a. Strategies: choices in school and know 31-a. Demonstrate decision- specific options and be  Students will receive assistance making skills. aware of consequences. with problem-solving and decision- making in adherence to completing 31-2 Distinguish between and assignments, classroom policies rank alternatives that and satisfactory academic involve varying degrees of performance. risk.  Provide individual counseling sessions to referred students to 31-3 Evaluate present ability to assist with decision-making. gather information,  Instruction in the Fitness generate alternatives and classrooms regarding positive assess the consequences decision making skills. ie: drug and of those decisions. alcohol unit, eating disorders, domestic violence unit and marriage 31-4 Analyze the personal unit. decisions that have contributed to one’s 31-a. Assessment:

Guidance Curriculum K-12 Page 132 satisfactory physical and mental health.  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

Sidney Public Schools—K-12 Curriculum Pacing Guide for Guidance Subject/Grade Level: Grade 9-12 Authors: Gail Gilbertson/Thom Barnhart Time Frame Content Standard/Essential Objectives to be Included Implementation Strategies and Content and Essential Questions Assessments Strategies

32-a. CS 7:B3 32-1 Demonstrate how to set, 32-a. Strategies: All year modify and achieve short 32-a. Demonstrate goal setting and long-term goals.  Students will integrate their goal- skills. setting skills as they complete 32-2 Identify motivating factors, registration and class scheduling. obstacles and timelines in  Students will receive information relationship to goal setting. about registration for standardized tests such as the ACT, SAT, P-SAT 32-3 Analyze motivating factors and PLAN and students will be and roadblocks to achieving instructed on the interpretation of goals. the results.  Counselors will provide individual 32-4 Demonstrate and counseling as needed. understanding of how life circumstances can cause 32-a. Assessment: changes in goals.  Student feedback 32-5 Evaluate and modify current  Parental feedback and futures goals.  Professional staff feedback

Guidance Curriculum K-12 Page 133  Administrative feedback

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

33-a. CS 8:B1 33-1 Differentiate between 33-a. Strategies: All year healthy and unhealthy  Provide individual counseling sessions with 33-a. Get along with others. dependence on friends. referred students to improve their interaction with teachers, peers and authority figures. 33-2 Describe ways to overcome  Provide individual counseling sessions with biases and prejudices. self-referred students regarding interaction with their families in a confidential manner. 33-3 Develop an awareness of  Provide individual counseling with referred students to assist them with relationship and Identify differences in issues including change or loss of people (racial, gender- relationship and or change/difficulty in based, cultural, religious friends. and physical).  Unit on domestic violence in Fitness 9 health unit.  Provide counseling in CORE Team support 33-4 Identify characteristics of groups as needed to assist students with healthy relationships. similar problems.  Provide individual counseling sessions for students who are gaining inappropriate social recognition.  Provide individual counseling sessions

Guidance Curriculum K-12 Page 134 upon request to assist students with identification of their potential for academic and social development and appropriate social recognition. 33-a. Assessment:  Student feedback  Parental feedback  Professional staff feedback  Administrative feedback

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

34-a. CS 8:B2 34-1 Analyze problems, set 34-a. Strategies: All year priorities and make 34-a. Utilize appropriate constructive decisions.  Classroom guidance on common conflict resolution problems of 9th graders. strategies. 34-2 Recognize and make ethical  Provide individual counseling choices. sessions to assist referred student 34-3 Evaluate outcomes of with decision-making and conflict decisions. resolution.  Provide counseling as needed in 34-4 Demonstrate flexibility by support groups to assist students using various options in with decision-making and conflict- conflict situations. resolution.  role play  agree to disagree 34-a. Assessment:  mediate with adult present  Student feedback  walk away  Parental feedback  seek help from  Professional staff feedback appropriate sources  Administrative feedback

Guidance Curriculum K-12 Page 135 34-5 Evaluate paths to effectively merge the needs of self and others.

Guidance Curriculum K-12 Page 136 Native American Issues in School Counseling Programs

Guidance Curriculum K-12 Page 1 Sidney Public Schools and the school district career and vocational guidance departments recognize that there are a number of internal and external factors that influence the rate of success experienced by Native Americans in the public school setting. We are attempting to deal with these internal and external factors through a number of different avenues including but not limited to the following:

1). Review of past research with regard to: a). mental health issues of Native American students b). factors influencing the pursuit of educational opportunities c). healing unresolved grief

2). Review of current research and best practices on how to deal with Native American students in the areas of mental health issues, career development, and educational opportunities for high school completion and post-secondary education and training

3). Teacher training and professional development to stay current of national and state trends that are working to reduce or eliminate the internal and external factors that influence Native American success rates in the public school setting

Guidance Curriculum K-12 Page 2 The following information was printed in the Journal of the National Center Volume 8, Number 2, 1998. It is a research study conducted by Philip A. Fisher, PH.D., Jan G. Bacon, PH.D. and Michael Storck, M.D.

Previous research on the mental health status of American Indian youth has documented rates of pathology that are higher than rates for Caucasian youth. However, when comparing rural American Indian students to rural Caucasian youth, the results suggest that although the American Indian youth have higher levels than Caucasian youth of certain problem behaviors, the group differences are much less general and pronounced than previous research has documented. The research also revealed that teachers’ perceptions of youth were in some cases quite different than parents’ perceptions of youth and the youths’ perceptions of themselves.

Until recently, the emotional and socio-cultural toll of developmental pressures on American Indian youth received little concern from those outside of the American Indian communities except by a handful of clinicians, anthropologists, and religious leaders. What they have found is that National rates of suicide, accidental death rates and homicide have been observed to be two to three times as high for American Indian youth and young adults, compared to American youth as a whole.

Less well noted than the worrisome health and behavior statistics have been the counterbalancing signs of positive trends and features of American Indian communities, in which, despite considerable risks, many children grow into adolescence with secure and strong identities and family and community affiliations. Indeed, the early school- age years have been noted to be successful ones for most American Indian children.

Research has indicated that the rise in problems for American Indian youth as they become adolescents may be related to their growing sense of alienation and awkwardness in fitting into social systems and schools that are not good matches for their styles of conceptual and language processing. Traditional American Indian values, such as sharing, allegiance, respect for elders, noninterference, and present-orientation, are not accorded the same importance in European American society and this contributes to the American Indian youths’ sense of conflict, pessimism, and alienation. These arguments suggest that the academic struggles of American Indian youth may be a direct result of being poorly understood with respect to their values, learning strategies, and perceptual styles.

A recent study of 404 children and adolescents in 7th, 9th, and 11th grades (112 Native American youth and 292 Caucasian youth) found the following results. The percentage of children living in a single parent family was nearly double for Native American youth than for Caucasian youth as was the number of students living in blended families. The percent of students who reported that someone in their family had attempted/completed suicide was nearly four times as high for the Native American youth and the percent reporting that a friend had committed suicide was nearly five times as high for Native American youth. Academically, the percent of students who

Guidance Curriculum K-12 Page 3 reported having a GPA of B or higher was 56% for Native American youth compared to 84% of Caucasian youth while those reporting a GPA of C or less was 21% for Native American students and just 5% for Caucasian youth.

-----Implications of research for Sidney Public Schools-----

While the Sidney Public School System has a low percentage of Native American youth, the implications of the research above will still have an impact on these students and the members of the district who deal with these students. As counselors, understanding the historical perspective and its impact on the education of our Native American students will help us be better prepared to help these students succeed in our district.

We begin with the implications stated in the research that for many American Indian children and adolescents, the school environment is at odds with a variety of cultural values. In particular, the emphasis on individual achievement, the focus on linear thinking, and a number of differences in styles of social interaction may be foreign to many youth. This may lead to an increase in alienation, as well as oppositional and generally negativistic behavior on the part of the boys and a general tendency to conform on the part of the girls which may lead to misattributions of youth behaviors on the part of the teachers.

To address these issues the Sidney Public Schools Career and Vocational Guidance Department needs to:

1). be educated regarding the American Indian youths’ own reports of symptoms and the manner in which these symptoms are related to exposure of actual risk factors and expressed or not expressed in the academic environment.

a). This could be accomplished through a series of in-service training workshops

2). be a resource to develop anti-bias curricula that allow students of different ethnic groups to benefit equally from the educational resources offered. In particular, encouragement of specific skills typical of American Indian culture such as collective participation could support and empower the Native American student.

3). stay current on career trends and opportunities that are available to Native American students.

a). funding opportunities ie. scholarships, grants, outside resources b). educational opportunities ie. vo-tech, apprenticeships, college, Job Corp, MYC, military options

Guidance Curriculum K-12 Page 4 -----Appendix-----

Guidance Curriculum K-12 Page 5 Appendix A:

Montana School Counseling Program Standards Montana Office of Public Instruction

10.55.1901 School Counseling Program Delivery Standards (in accordance with ARM 10.55.603 and ARM 10.55.1001)

(1) In general, school counseling programs shall:

(a) meet the following conditions: (i) provide a comprehensive developmentally planned program; (ii) advocate for all students and encourage students to develop to their full potential; (iii) respect the worth and dignity of all individuals by building trust and respecting confidentiality; and (iv) contribute as an integral part of the education process that is delivered through a variety of systems by school staff, students, parents, business, and industry.

(b) include the following practices: (i) maximize students’ potential in the areas of academic, career, and personal social development; (ii) develop a guidance curriculum presented through structured groups and classroom presentations; (iii) conduct individual planning using assessment, advisement, placement, and follow-up; (iv) deliver responsive services through individual and group counseling, consultation, and referral; and (v) provide system support through management, consultation with staff, community outreach, and public relations.

Guidance Curriculum K-12 Page 6 Appendix B:

Benefits of Sidney Public Schools Counseling Program

The counseling program at Sidney Public School provides a system that encourages and promotes academic, career, and personal/social development in preparation for the challenges of the 21st century. The counseling program at Sidney Public Schools have a positive impact on students, parents or guardians, teachers, administrators, board of education, school counselors, post-secondary institutions, and the community.

Benefits for students:

 Monitors data to facilitate student improvement  Provides strategies for closing the achievement gap  Promotes a rigorous academic curriculum for every student  Promotes commitment to learning  Ensures student access to the school counseling program  Ensures equitable access to educational opportunities  Fosters advocacy for students  Supports development of skills to increase student success

Benefits for parents or guardians:

 Provides support in advocating for their children’s academic, career, and personal/social development  Supports partnerships in their children’s learning and career planning  Promotes relationships to ensure post-secondary planning  Invites access to school and community resources  Provides training and informational workshops  Connects to community- and school-based services  Provides data for continuous information on student progress

Benefits for teachers:

 Promotes an interdisciplinary team approach to address student needs and educational goals  Increases collaboration with school counselors and teachers  Fosters consultation  Supports development of classroom management skills  Provides a system for co-facilitation of classroom guidance lessons  Promotes teaming to increase student achievement

Guidance Curriculum K-12 Page 7  Analyzes data to improve school climate and student achievement

Benefits for Administrators:

 Aligns the school counseling program with the school’s academic mission  Provides a school counseling program to promote student success  Monitors data for school improvement  Articulates a process for evaluating the school counseling program  Uses data to jointly develop school counseling goals and school counselor responsibilities  Provides useful data for grant applications and funding sources  Provides a proactive school guidance curriculum addressing the students’ needs and enhancing school climate

Benefits for the Board of Education:

 Provides a rationale based on data for implementing a school counseling program  Ensures equity and access to a quality school counseling program for every student  Demonstrates the need for appropriate levels of funding  Articulates appropriate credentials and staffing ratios  Informs the community about school counseling program success  Supports standards-based programs  Provides data about improved student achievement

Benefits for the school counselors:

 Defines responsibilities within the context of a school counseling program  Eliminates non-school counseling program activities  Supports access to every student  Provides a tool for program management, implementation, and accountability  Recognizes school counselors as leaders, advocates, and change agents  Ensures the school counseling program’s contribution to the school mission Benefits for post-secondary education:

 Enhances articulation and transition of students to post-secondary institutions  Prepares every student for advanced educational opportunities  Motivates every student to seek a wide range of substantial, post- secondary options, including college  Encourages and supports rigorous academic preparation

Guidance Curriculum K-12 Page 8  Promotes equity and access to post-secondary education for every student

Benefits for community: business, labor, and industry:

 Increases opportunities for business, industry, and labor to actively participate in the school counseling program  Builds collaboration, which enhances a student’s post-secondary success  Connects business, industry, and labor to students and families  Provides a workforce with a stronger academic foundation

Guidance Curriculum K-12 Page 9 Appendix C:

Use of time for Sidney Public Schools Comprehensive Counseling Program

Suggested Counseling Program time usage breakdown by percentage (as recommended by the Montana School Counseling Program put out by the Montana School Counselors Association, 2004).

Suggested Percentages of Total Counselor Time:

Elementary Middle High School School School Guidance 35-40 25-35 15-25 Curriculum Student 5-10 15-25 25-35 Planning Responsive 30-40 30-40 25-35 Services System 10-15 10-15 15-20 Support

Estimated Percentages of Total Counselor Time: (Sidney Public School Counseling Program)

Elementary Middle High School School School Guidance 30 5 15-20 Curriculum Student 2 5-10 35-40 Planning Responsive 50 15-20 30-35 Services System 18 65-70 10-15 Support

Definition of the delivery system components of the Sidney Public School Counseling Program upon which the estimated percentages were determined:

 Guidance Curriculum

Classroom presentations

Guidance Curriculum K-12 Page 10 Structured groups Parent workshops

 Student Planning

Appraisal Advisement

 Responsive Services

Individual counseling Group counseling Crisis counseling Consultation Referral and follow-up

 System Support

Professional development Consultation Program operations

The delivery aspect of the guidance counselor in the Sidney Public Schools

Guidance Curriculum

Provide instruction, team teach or assist in teaching the guidance curriculum Present learning activities or units in the classroom Conduct planned small groups outside the classroom to respond to identified student needs or interests Conduct workshops and informational sessions for parents or guardians to address the needs of the school community and to reflect the guidance curriculum

Student Planning:

Test score review, interpretation, and analysis Promotion and retention information Career awareness Exploration of aspirations, hopes and dreams Financial aid Interest inventories Senior exit interviews and surveys

Guidance Curriculum K-12 Page 11 Four-year plans and yearly course selection Test-taking strategies College selection Job shadowing (work experiences) Senior planning appointments

Responsive Services:

Consultation with parents or guardians, teachers, other educators, and community professionals Provide short-term individual or small group counseling for students in the areas of relationships, personal concerns, or normal developmental tasks. School counselors do not provide therapy but can make referrals when necessary Provide short-term individual crisis counseling to students and families facing emergency situations and make referrals to community resources as necessary Make referrals to deal with crisis such as suicide, violence, abuse, depression, and family difficulties

System Support:

Attend in-service training to ensure skills are updated in the areas counseling techniques, curriculum design, technology and data analysis Maintain and improve level of competence by attending professional association conferences and meetings Consult with teachers, staff members, and parents or guardians regularly to provide information, to support the school community, and to receive feedback on the emerging needs of students Become knowledgeable about community resources, referral agencies, field trip sites, employment opportunities, and local job market information through community outreach activities such as visiting local businesses and meeting with community resources personnel Serve on school or community committees and advisory councils and lend support to other programs within the community Participate in planning and management tasks such as budgeting, policy and procedure development, research and resource development Analyze student achievement and testing data to evaluate the counseling and educational programs and discover gaps that exist between different groups of students that need to be addressed

Guidance Curriculum K-12 Page 12 Appendix D:

K-12 Achievement Testing

All costs associated with testing except the PLAN, P-SAT, ACT, SAT and the ASVAB are provided for by the Sidney Public Schools.

Iowa Test of Basic Skills --- grades—4 & 8 required by Office of Public Instruction

MONTCAS---- grades- 3-8 and grade 10 required by Office of Public Instruction

NWEA---- grades 2-8 Longitudinal study test of student academic ability

PLAN Test---- grade 10– Practice ACT test and interest inventory

P-SAT Test--- grade- 11 (and some sophomores) Practice test for the SAT and national merit scholarship

ASVAB----Armed Service Vocational Aptitude Test and interest inventory

ACT and SAT Testing----College entrance exams- ACT tests are offered in Sidney in October, December and April. SAT tests are offered in surrounding communities such as Williston and Glendive.

K-12 Interest/Aptitude Surveys

Self Directed Search--- grade 8- interest inventory

Kuder E--- grade 9- interest inventory

O’Net (MCIS) --- grade 10- interest inventory

Kuder DD--- grade 11- interest inventory

Guidance Curriculum K-12 Page 13 Appendix E:

Crisis Management Plan

Sidney Public School

Counseling Department

Developed for

Sidney High School

February 2007

Guidance Curriculum K-12 Page 14 A crisis can occur at anytime whether or not we plan for it. It is unlikely that may school will escape the necessity of responding to a significant crisis. A crisis can impact a single building or the entire school district, depending on the nature of the crisis. Establishing a Crisis Management Plan anticipates potential problems and establishes a coordinated response to minimize school stress and disruptions.

Crisis is defined as: A sudden, generally unanticipated event that profoundly and negatively affects a significant segment of the school population and often involves serious injury or death.

MAJOR COMPONENTS OF SIDNEY HIGH SCHOOL CRISIS MANAGEMENT PLAN

The three components of Sidney High School’s plan deals with Prevention, Intervention and Postvention.

Prevention is any planned effort to prevent death or other self-destructive behaviors. Activities include implementing a suicide prevention curriculum within the high school health classes. Other activities include training school personnel and parents to recognize early warning signs. All staff should be educated at a PIR day in the Fall of 2007.

Intervention consists of activities which are designed to stop suicide attempts.

Postvention is comprised of all planned responses to a crisis. Administrative planning will include decisions about the range of services and activities the school or district will undertake.

CRISIS RESPONSE TEAM

Administrators:

Doug Sullivan - Superintendent, Sidney Public Schools Dan Farr - Principal, Sidney High School Sue Anderson - Assistant Principal, Sidney High School Kelly Johnson - Principal, Sidney Middle School William Nankivel - Principal, Sidney Elementary School

Counselors:

Thomas Barnhart - Sidney High School

Guidance Curriculum K-12 Page 15 Stacy Collins - Sidney High School Loretta Thiel - Sidney Middle School Linda Clark - Sidney Elementary School Mental Health Professionals:

Marie Logan Kristy Karst

District II Alcohol/Drug:

Rhonda Welnel Meagan Hanson

Clergy:

Dave Warner Dave Huskamp Todd Lanman Greg Ledgerwood Josh Magyar Elwin Paulson Susan Tidwell

Sidney Health Center:

Hospice Volunteers (depending on nature of the crisis, ie: cancer patient).

CRISIS RESPONSE IN OUR SCHOOLS

1. What is a crisis and why respond?

2. Response to a crisis situation a. Fact Gathering b. Call to Action c. Procedures d. Crisis Team in Motion e. Addressing the Media f. Debriefing

3. Age-Appropriate Reactions and Intervention Strategies a. Elementary b. Middle School c. High School

Guidance Curriculum K-12 Page 16 4. Practical Information Concerning Grief Counseling

5. Practical Documents a. Crisis Response Checklist b. Emergency Contact List c. Sample announcement to Students and Faculty d. Sample announcement to the Media e. Teacher Guidelines for Crisis Response f. Identifying students at Risk

Guidance Curriculum K-12 Page 17 Postvention Crisis Guidelines

The major purpose of a crisis management team includes assisting students and the school staff about their feelings and thoughts and helping them bring some closure to the event. It is also a way to show respect for the deceased and provides human support for grieving school members.

These activities are conducted at the school for the students and staff usually the day after a crisis. This response is not to be limited to just a student suicide but to all events that may happen in the death of a member of the school, including staff.

Components for a crisis plan.

1. Gather factual information about the circumstances from family, law enforcement or other direct sources. (Administration) 2. Initiate the Crisis Management Plan (Administration) 3. Initiate the Crisis Management Team 4. Communicate factually and quickly with all staff and students about the crisis and remind students that rumors only hurt the family. 5. Maintain the usual daily routine and schedule as much as possible. 6. Provide individual and group sessions for students and staff: a. Provide a group session for close friends of the person. b. Have a drop-in counseling room throughout the day for students and staff members with a designated counselor present. c. A counselor needs to follow the regular schedule of the deceased student. Example being “the empty desk” to answer questions from other students. Do not remove the desk or locker assignment for several days. Students should be allowed to discuss what they want to do with the “empty desk” and should be allowed to discuss their feelings within that period. Assume class as normal the following day. d. Advise: Do not check out that locker to another student for the rest of the year. Locker should be locked so students can not have access to it. Also the books of the deceased student should not be checked out to any other student until the name is erased and there is no evidence that this was the deceased student’s book. It can be quite upsetting to a student to get the same book that the deceased student had. 7. NO NOT TALK TO NEWS MEDIA Referral all media contacts to Administration. Administration deals with the media. 8. Do not let students or staff who are very upset go home without a support system in place. 9. A memorial service should not be conducted by the school but schools should support services arranged by family and friends.

Guidance Curriculum K-12 Page 18 CRISIS MANAGEMENT TEAM’S CHECKLIST

 Determine the facts of the incident.  Faculty meeting announcement. Where team members are identified and the role of the crisis team is clarified.  In consultation with building administrators, Team leader contacts members of the crisis team.  Determine locations and number of crisis stations to be distributed throughout the building.  Assign Crisis station counselors.  Appoint one person to sit in classes following the deceased’s daily schedule.  Identify students thought to be a risk if necessary, follow up with high-risk students (families).  If siblings of the deceased attend another school, appoint a team member to consult with building administrators at that location.  In consultation with the building administrator, determine who from school will contact parents of deceased to: 1. Express condolences 2. Clarify plans for funeral and family’s charity request 3. Provide family with local mental health resource.  Schedule end of day debriefing/processing for Crisis Team members and faculty.  Schedule meetings as necessary to assess the status of the crisis and the effect of the intervention: 1. What went well. 2. What needs to be improved.  Provide food for the members.  Supplies needed: 1. Kleenex 2. Poster Board 3. Chairs 4. Markers 5. Scissors 6. Tape

Guidance Curriculum K-12 Page 19 CRISIS RESPONSE TEAM “DEBREIFING GUIDELINES”

INTRODUCTION  Introduce yourself to the students if you don’t know them.  Establish ground rules; confidentiality.  Can’t take away the pain, but can talk about what happened.  It is okay to express your emotions.  I think it is important to share and talk about ______.

FACTS  Go over the facts with the students.  Ask the students what the know about the facts.  Remind them that rumors will only hurt the family and that it is not okay to spread rumors.  Explore thoughts at the time of the incident. 1. How did you react? 2. What were you thinking? 3. How are your connected to the person/event?

LEARN ABOUT THE PERSON  What is a favorite memory that you have?  What were his/her characteristics?  Last time you saw them?  What do you remember about them?  How did you know the person?  Any favorite or funny stories?  Talk about the fairness in life.  Deceased dreams and hopes.  Things you have in common with deceased.  Favorite subjects.  Things the deceased like to do.  What were things the deceased did not like?  Pet Peeves.

Guidance Curriculum K-12 Page 20 TEACHING PHASE

CORRECT ANY MIS-INFORMATION ONLY AFTER IT HAS BEEN PRESENTED  Talk about how to recognize and handle stressful events and that they will decrease over time. Time heals.  Stress handout # 1  Stress handout # 2  Provide information on community resources.  Give information about the funeral if you know any.

INFORMATION FOR TEACHERS

 Guidelines for Responding to a Student’s Death (Age appropriate).  Professional Survival Skills.  Handout on Aftermath of a Child and Adolescent Suicide.  General Warning signs for Suicide and Contagion.  Sidney School District Policy for Suicide.

RE ENTRY PHASE

 Summarize the session and facilitate closure.  Offer additional sessions if necessary.  Identify high risk people.  Talk about ways to take care of yourself: Nutrition exercise, support system of people, etc.  Watch for depression, no drugs or alcohol should be used to cover feelings.  Don’ts: 1. Don’t pretend it didn’t happen 2. Don’t avoid people 3. Tell how one should or should not feel 4. It’s Gods’ will 5. Time to move on 6. I know how you feel

Guidance Curriculum K-12 Page 21 Guidelines for Responding to a Student’s Death

1. React to the student’s death. Share your reactions with the class. 2. Let the students talk and write about their feelings. 3. Listen to what students have to say. It is important not to shut off discussion. 4. If the student died of an illness and it is appropriate to do so, discuss the illness. This is especially useful for younger children who may need to separate the illness of the child who died from any medical problems his or her classmates experience.

5. Never tell young children, “God took Sally because He loves her,” because children will wonder if it’s a good idea to be loved by God. Likewise, don’t say “Sally went to sleep. You may create a class of children afraid to go to sleep.

6. A “regular” day may be too hard for grieving students. Offer choices of activities, such as writing letters, journals and discussions.

7. If the students want to, let them write sympathy notes to the parents or to a student who has suffered a loss. Provide an address or offer to deliver them.

8. If acceptable for the affected family, make sure that funeral times are well publicized, perhaps including ideas on funeral etiquette.

9. If applicable, share any cultural information to the meaning of death and death observances that will help children understand and respond comfortably to affected family members.

10.Talk with students about their concerns regarding “what to say” to other bereaved students and the family of the deceased. Emphasize that trying to avoid grieving individuals or being solicitous to them will not help. Students should be themselves and share their caring feelings and support. Point out the need to resume to normal relationships.

11.Remember that your class may remain quiet and depressed for some time after the death (perhaps even a month), and that some students may begin to act out noisily and physically as a method of dealing with their feelings.

Guidance Curriculum K-12 Page 22 GENERAL WARNING SIGNS FOR SUICIDE AND CONTAGION

1. Loss of significant relationship. 2. Alcohol and Drug abuse. 3. Sudden changes in behavior. 4. Prolonged depression. 5. Helplessness and hopelessness as related to dealing with emotional and physical pain. 6. Ambivalence (wanting to live and wanting to die). 7. Constrictions of options (only two options are seen – a total solution or a total cessation. 8. Search for a solution (suicide becomes seen as a viable way out of the problem. 9. Suicidal threats or gestures. 10.Previous suicide attempts. 11.Role modeling of suicide by someone else close to the individual or by someone she/he looks up to or admires.

Guidance Curriculum K-12 Page 23 Aftermath of a Child and Adolescent Suicide

Reaction to Suicide

The reactions of individuals close to one who has committed suicide are likely to be complex (Worden, 1983), but typically include the following:

1. SHOCK, including emotional, physical and cognitive immobility. 2. DENIAL, including non-belief of the death announcement and refusal to accept the fact of death, or that it was due to a suicide. 3. LONELINESS, which may create sense of emptiness and isolation. 4. ANGER, which may indicate a need to blame, directed toward the deceased, as will as toward medical agencies, friends of the deceased, etc. 5. PAIN, because anxiety can create emotional pain and the strain of grief can cause physical distress. 6. PANIC, causing fear of loss of control, fear of own stability, fear of not knowing what to do. 7. SHAME, because of the stigma associated with suicide. 8. GUILT, about what the survivor might or should have done to prevent the suicide, as well as about how he or she may have contributed to it. 9. Depression, resulting from a gradual erosion of coping mechanisms.

Additional special factors may add to the stress faced by parents when the suicide is that of a child or adolescent. The loss of a child is the most burdensome of all to parents, and it may be compounded with stigma and guilt in the case of suicide. Unfortunately, there is little information on this matter, which may reflect both the unwillingness of many families to be investigated after a suicide, and the reluctance of research workers to tackle such a difficult and painful task. However, existing information emphasized the use of the following strategies during post-suicide counseling (Worden, 1983):

1. Being familiar with the stages of the grieving process (see table 1). 2. Helping establish accurate communication between family members. 3. Reality testing feeling of guilt. For example, people may be helped to see that they had done all they could for the deceased. Sometimes there is good reason for guilt and the bereaved person will need assistance in accepting the feelings of guilt and preventing them from becoming distorted.

Guidance Curriculum K-12 Page 24 PROFESSIONAL SURVIVAL SKILLS

1. Realize that you past traumas or fears can be re-activated through the trauma of others. 2. Read up on literature related to trauma and recovery. 3. Allow and utilize the support of colleagues. 4. Debrief the trauma with your supervisor. 5. Consider the use of sick time or personal leave. 6. Keep a journal. 7. Practice “emotional first aid.” 8. Engage in positive self- care behaviors. 9. Access outside support services if necessary. 10. Talk about plans to handle future traumas. 11. Do not underestimate the impact or duration of the traumatic reaction process.

Guidance Curriculum K-12 Page 25 STRESS REACTION #1 Over the next month you will experience normal reaction to the kind of experience you’ve had which may include PHYSICAL REACTIONS  Fatigue  Insomnia (which may turn into hypersomnia)  Startle reactions  health problems (change in appetite, headaches, digestive problems)  Nightmares  Hyperactivity  Exhaustion

COGNITIVE REACTIONS  Difficulty with concentration  Difficulty solving problems  Flashbacks  Inability to attach importance to anything other than this incident

EMOTIONAL REACTIONS  Fear  Guilt  Emotional numbing  Over sensitivity  Anger – which may be manifested by: scapegoating, irritability, frustration with bureaucracy, violent fantasies

These are normal reaction, and although painful, are parts of the healing process. There is not a lot anyone can do to make you not experience these uncomfortable feeling but there are things you can do to feel more whole.

THINGS TO TRY  WITHIN THE FIRST 24-48 HOURS, periods of strenuous physical exercise alternated with relaxation will alleviate some of the physical reactions.  Structure your time keep busy.  You are normal and having normal reactions – don’t label yourself as crazy.  Talk to people. Talk is the most healing medicine.  Be aware of the numbing pain with overdose of drugs or alcohol, you don’t eed to complicate this with a substance abuse problem.  Reach out – people do care.  Keep your lives as normal as possible.  Spend time with others.  Help your co-workers as much as possible by sharing feelings and checking out how they are doing.  Give yourself permission to feel rotten and share your feeling with others.  Keep a journal, write your way through those sleepless hours.  Do things that feel good to you.  Realize that those around are under stress as well.  Supplement your diet with Vitamin C, B, calcium and magnesium.  Don’t make any big changes in your life.  Do make as many daily decisions as possible which will give you a feeling of control over your life, ie: if someone asks you what you want to eat – answer them even if you are not sure.

Guidance Curriculum K-12 Page 26 STRESS REACTION #2

The following are some common signs and signals of a stress reaction:

Physical Cognitive Emotional Behavioral fatigue blaming someone anxiety change in activity nausea confusion guilt withdrawal muscle tremors poor attention denial emotional outbursts twitches poor decisions grief suspiciousness chest pain* heightened or severe panic elevated alcohol lowered alertness consumption difficulty breathing poor concentration fear inability to rest elevated blood memory problems uncertainty nonspecific body pressure complaints rapid heart rate hyper vigilance loss of emotional startle reflex response intensified thirst difficulty identifying inappropriate avoidance of the familiar objects or emotional scene/plan people response headaches nightmares depression pacing visual difficulties increased or de- feeling of being erratic movements creased awareness overwhelmed of surroundings vomiting poor problem apprehension solving grinding of teeth poor abstract intense anger change in sexual thinking functioning weakness loss of time, place irritability avoidance of the or person scene/plan dizziness intrusive memories feeling vulnerable of the event or detached profuse sweating agitation chills shock symptoms* fainting loss of appetite sleep disturbance

* seek medical attention

Sidney School District

Guidance Curriculum K-12 Page 27 STUDENTS 3422

Suicide

The Board recognizes that suicide is a serious problem in our nation. Suicidal intent by any of the students in our schools is indicative of serious underlying problems.

It is the policy of the District to make every effort to prevent suicide by: offering and providing help and assistance including early identification; support and/or counseling by school support personnel for low-risk students; referral to appropriate sources outside the school for high and moderate-risk students; attendance to the rights of the student and his/her family; and after care support by the school for faculty, staff, and students after a sudden death has occurred.

Policy History: Adopted on: 11/9/98 Revised on:

Sidney School District

Guidance Curriculum K-12 Page 28 3422P STUDENTS

page 1 of 3

Suicide

All persons who work with students in this District must recognize the boundaries of their competencies and their personal and professional limitations. In addition, the schools' responsibilities in responding to students with serious problems involve identification, support, and referral, but not treatment of students' emotional problems.

Responsibilities:

A Crisis Response Team (CRT) chaired by the Chemical Dependency Coordinator or other designated person and consisting of appropriate administrators, school psychologists, school counselors and chemical dependency staff will be appointed by the Superintendent. The CRT will be responsible for obtaining specialized suicide education, disseminating pertinent information to school staff, faculty and the public, providing suicide assessment, referral, and follow-up and the keeping of confidential records.

Suicidal concerns fall into three areas, and must be handled accordingly. These are (1) suicide referrals (2) suicide attempts, and (3) suicide completions.

Suicide Referrals:

1. Any staff member student or other person who has reason to believe a student is suicidal shall submit the name of that student to one of the school counselors, school psychologists, or assistant principals, who then ensures that the student remains under adult supervision while the school's principal is informed.

2. The school principal then contacts one or two CRT member(s) who then go through the initial intervention form with the referred student. If it becomes apparent that the student is a moderate or high suicide risk, the CRT member may skip immediately to #5 below.

3. While maintaining supervision of the student, the involved CRT members and the building principal will make a decision as to whether the threat is serious. If the threat is not serious, the student will be released, and a parent/guardian notified of the referral. Confidentiality of the referring person will be maintained.

Guidance Curriculum K-12 Page 29 4. If a suicide assessment is deemed necessary, the CRT leader will be notified and a CRT member will assess the student's situation using the Suicide Assessment and Intervention form. A "No Suicide Contract" may be signed by the student.

5. While maintaining supervision of the student, the building principal, the CRT leader and the involved CRT member(s) will meet to make a decision and referral based on the known facts of the case. The Parent or guardian will be notified by phone of the recommended action. The student will be released only to the parent/guardian or a designated adult care giver. A follow-up plan to provide support services must be documented.

6. If appropriate the student's teachers and other staff members will be notified. All records of these actions are to be kept in a confidential file maintained by the CRT leader.

Suicide Attempts:

A suicide attempt can involve two distinct scenarios: (1) an attempt occurring on school property and (2) an attempt at another location.

In the event that a suicide is attempted on school property, the building principal shall follow District Crisis Procedures Manual in obtaining the necessary medical and psychological assistance. Care must be taken to avoid the spread of hysteria to the rest of the student body. It is understood that information regarding a suicide attempt should be kept as confidential as possible. Care must be taken not to "glorify" the act by actions of the staff such as by holding an assembly which may cause mass confusion and hysteria.

The CRT leader will maintain records involving suicide attempts that have occurred in the District as they become known. A CRT member will also:

1. Call the parents to verify the situation and determine probable absence time. This also serves to let the family know the school has a helpful non-threatening manner of dealing with suicidal students.

2. Monitor the student's friends, and/or follow up with other students who may be perceived as "risks."

3. Assist the student upon his/her return and maintain periodic contact with those involved.

Suicide Completions:

It is imperative to respond to suicide in a manner that does not glorify the suicide act and at the same time allows the grief process to take a natural course.

Guidance Curriculum K-12 Page 30 The following is a procedure for principals to follow:

1. Call the Superintendent and CRT members to inform them of the incident, and request their presence at an emergency faculty meeting. Contact the victim's parents to offer assistance and determine additional actions.

2. Hold an emergency faculty meeting to discuss procedures for the day and relay facts about the suicide. It may be necessary for CRT members to remain to assist in the building. Instruct teachers to allow students to talk about the suicide individually and as a group or class, and send those having great emotional difficulty to a CRT member or other appropriate personnel. Attendance accountability must be maintained although students may be excused upon parent request.

3. If a staff meeting is not possible, disseminate information about the victim to all teachers, and inform them of what procedures to follow.

4. Make a formal acknowledgment of the loss of the student in a sensitive and respectful way, without sensationalizing the incident.

5. Target groups to receive counseling, particularly the victim's network of friends, to help them with their grief.

6. Have appropriate staff members conduct a voluntary "critical incident review" with the building staff within a few days. If necessary, call suicide experts to set up a seminar or workshop for staff, parents, and students at a later date.

7. Write a report of the case for the confidential CRT file.

8. Remain alert to latent manifestations, or a "ripple effect" where more problems may surface well after the initial incident.

Procedure History: Promulgated on: 11/9/98 Revised on:

Guidance Curriculum K-12 Page 31 Appendix F:

Ten Year Education/Career Plan

This document is a tentative plan for helping students, starting in the seventh grade, to begin to understand the importance of making the right kinds of choices that will help them to form useful goals for the future.

These activities will be put into place during the 2008-2009 school year and will then be evaluated for their effectiveness in the spring. At that time adjustments can be made for the 2009-2010 school year. Most of the high school assessments and activities are already in place, so only the middle school activities needed to be added.

Grade Seven Construct a simple timeline including short and long-term goals. List the obstacles and personal positive attributes that could help or hinder those goals. List awards, accomplishments, and volunteer efforts. View the video series, Looking Ahead at Careers: It’s Never Too Soon Begin the ten year plan

Grade Eight Discuss personal leadership. Use the Montana Career Information System to gather facts about careers. Complete a one page paper on a career. Continue to work on the ten year plan. Register for freshman classes.

Grade Nine Complete individual conferences with the guidance counselor on the ten year plan. Real World Unit

Grade Ten Complete a career paper. Use the MCIS and ONet Interest Inventory ACT-PLAN (practice test for the ACT)

Grade Eleven ASVAB (military entrance exam) PSAT Kuder DD (interest inventory) College Fair

Guidance Curriculum K-12 Page 32 Grade Twelve College Fair Practice writing a resume. Senior interviews-career goals (with guidance counselor)

Pre Graduation Exit Survey Follow-up survey 16-18 months after graduation Second follow-up survey, five years after graduation

Guidance Curriculum K-12 Page 33 Appendix G:

Curriculum Areas That Need to be Addressed

West Side:

Middle School: Content Standard 6: Benchmark 2-Identify and handle feelings appropriately Content Standard 6: Benchmark 4-Have effective conversation and listening skills Content Standard 6: Benchmark 5-Work cooperatively with others in a variety of group situations Content Standard 7: Benchmark 3-Demonstrate goal setting skills? Content Standard 8: Benchmark 1-Get along with others Content Standard 6: Benchmark 2-Utilize appropriate conflict resolution strategies

High School: Content Standard 2: Benchmark 1-Develop an educational plan---administer the Kuder E (grade 9) Content Standard 4: Benchmark 1-Identify career/educational opportunities---Kuder E (grade 9) Content Standard 6: Benchmark 1-Acquire and demonstrate self-awareness---Core Team (grade 9-12) Content Standard 6: Benchmark 1-Identify and handle feelings appropriately---Core Team (grade 9-12) Content Standard 7: Benchmark 1-Acquire self-management and responsibility---Core Team (grade 9-12) Content Standard 8: Benchmark 1-Get along with others---Core Team (grade 9-12)

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