Classroom Guidance ES Level CGCP Classroom Guidance Lessons/Activities Dr. Richard E. Cleveland, PhD COUN7437 Spring, 2015

Here’s the Plan… Overview Scope & Sequence of Curriculum Description of ES Site & ES-Level Curriculum Scope & Sequence of Curriculum Standards, Outcomes, & Competencies Classroom Guidance Activities Planning, Considerations, Tools, Data-Infusion Example of a 3rd Grade Classroom Guidance Lesson Anti-Bullying Curriculum In-Class Brainstorming Activity Questions

1. Overview 1.0 FTE School Counselor ES Level Kindergarten-5th grade 600-650 students enrolled 20-25% Transiency Rate (i.e., 140 enrld/155 wd) 35-39% FRL Approx 50% white, 50% Non-White (e.g., approx 17 langugaes) Approx 10-12% SPED (Pull-Out/Push-In) ‘Unusual’ Service Boundary Lines

2. Scope & Sequence Standards & Requirements Guiding the Lessons District Requirements ES School Site SIP ES School Site CGCP ASCA Competencies Committee for Children Curricula Second Step Talking About Touching Steps to Respect

2. Scope & Sequence Standards & Requirements Guiding the Lessons District Requirements ES School Site SIP ES School Site CGCP ASCA Competencies Committee for Children Curricula Second Step Talking About Touching Steps to Respect

3. Classroom Guidance Activities The “Other Stuff” (AKA Why didn’t I think of that?!) Classroom Management Skills Attention-Grabbers Interesting AND Focused Activities Developmental Considerations Connecting with Classroom Academic Activities/Lessons Finding Time to ‘Get into the Classroom’ Transitioning ‘Control’ of Class From & Back-To the Teacher Prioritization of Your Time (i.e., lesson, crying student, angry parent, etc.)

4. Example of a 3rd Grade Lesson Steps to Respect, Level I (e.g., 3rd grade), Lesson #4 Lesson Outline Review Word of the Month Activity The 3 R’s (Recognize, Refuse, Report) Story Card (Is this bullying? Why/Why Not?) Definition of Bullying (Unfair, One-Sided, Keeps) Detective Small Group Worksheet (Is each example Bullying or not?) Video (Is this bullying? Why/Why Not?) Review of Main Points Qualities Building critical vocabulary Spiral Curriculum Relevancy & Application Attention, Momentum without “Entertainment”

5. In-Class Brainstorming Data-Infusion How on earth do I go about getting data from an anti-bullying lesson like that?! In a small group, think about ways you might infuse data into this anti- bullying lesson. Specifically: What would we want to measure? (e.g., What key terms, words, concepts, etc. are we measuring?) How can we go about measuring? (e.g., What kind of data will we collect? What can serve as a piece of data?) How can we use the data to tell us something? (e.g., What are we going to do with data we collect?) How do we make it even mildly interesting for students?

6. Questions Food For Thought… Materials from Tonight @RichieKinz #COUN7437 Curriculum Examples Committee for Children @cfchildren cfchildren.org CGCP Standards ASCA Competencies @ASCAtweets schoolcounselor.org ascanationalmodel.org Food For Thought… What are some ‘surprise’ considerations for classroom guidance? (i.e., classroom management skills, activities, etc.) What examples of classroom guidance lessons are you seeing at your Prac site? How are you seeing data infused into classroom guidance lessons? How might you observe classroom guidance at different sites/levels to expand your repertoire?