Program Assessment- the assessment process for school counseling programs includes:

• Implementing intervention strategies

• Evaluating intervention and sharing results

• Developing or improving the Define, Manage, Delivering, Assess systems

Annual Results Reports- A tool that evaluates the effectiveness of A School Counseling Program and decides how to improve it.

School Counselor Assessment- the process of gathering information to help school counselors understand their students and their school counseling program.

Appraisal- a process that evaluates a school counselor's performance and effectiveness.

Review the Elementary, Middle School, and High School Lesson Plans and Results Reports in the Learning Resources. Select one plan and report and answer the following questions:

Identify your selected Lesson Plan and Result Report level- Elementary School.

In what ways did the selected Mindsets or Behaviors match the lesson topic? List one additional Mindset or Behavior you would have selected for the lesson and why. -The selected Mindset and Behavior statement matches the lesson topic because it involves exploring Behaviors and Feelings.

In what ways do the ASCA Student Standards Pre- and Post-Assessment Items align and not align with the Mindsets or Behaviors and topic? – The pre-and post-assessment items perfectly align with the questions about feelings and behavior.

Did the lesson content/materials match the selected Mindsets or Behaviors skill? Why or why not? -Yes, because creating Lesson Content should include The Mindset and Behavior Statement information.

Based on your opinion, how do you think that timing may have impacted the results of the lesson? – I think that having the perfect timing can impact the results positively but it can also negatively affect them.

What are some ways you would modify the lesson plan to align with your creativity, knowledge of the ASCA National Model, and skillset? – I can’t think of anything else to modify the lesson plan because I think it already involves all the right information.

• School Counseling Scope of Practice- The overall delivery of the comprehensive school counseling program, providing education, prevention, intervention, and referral services to students and their families.

• Academic Development- the process of helping students acquire the knowledge, attitudes, and skills they need to learn effectively in school and throughout their lives.

• Career Development- the process of helping students identify their interests and abilities, and align them with post-secondary opportunities

• Social/Emotional Development- a domain that includes standards for students to develop skills and mindsets to thrive in all areas of their lives.

• ASCA Mindset and Behaviors- a set of standards that outline the knowledge, skills, and attitudes students need to succeed in school, college, and their careers.

• ASCA Ethical Standards for School Counselors-guidelines that help counselors make decisions that are best for their students.

• ASCA School Counselor Professional Standards and Competencies-a set of standards and indicators that define the knowledge, skills, and behaviors required for school counselors to implement a school counseling program.

• School Counseling Direct Services- in-person or virtual interactions between school counselors and students.

• School Counseling Indirect Services- Services that school counselors provide on behalf of students through interactions with others.

• Basic Core Beliefs: All students can be High Achievers and succeed in anything that they can think of.

Classroom Guidance Lesson Plan

Title: Behavior

ASCA Domain Addressed: Social/Emotional Development

ASCA Mindsets & Behaviors addressed:

Mindsets:

• Believing in the development of the whole self, including mental, social/emotional, and physical well-being

• Having a sense of belonging in the school environment

Behaviors:

• Demonstrating empathy

• Demonstrating ethical decision-making and social responsibility

• Creating positive and supportive relationships with other students

Grade Level: (2nd Grade)

Goals/Objectives:

• Break down goals into smaller goals so the children can manage.

• Provide Positive Reinforcement for the Children.

Estimated Time (30–45 minutes)

Materials:

• White or colored paper

• Scissors

• Crayons/pencils

• Handouts – please include the handout you will use in the lesson as an attachment or add it to the file with the lesson plan.

• Video – please select a specific video or book that you will use for your activity. Include the title, webpage address, or YouTube link to access the book.

• Other

Procedures:

Start with a quick and fun activity to grab their attention. For example, play” emotion charades."

Use a whiteboard to write down emotions (happy, sad, angry, excited, etc.). Discuss each emotion briefly and ask students to share when they felt these emotions.

Hand out emotion cards and ask students to draw a picture of themselves experiencing the emotion on the card. Once they finish, let each student show their drawing and describe what is happening in the picture.

Closure: Check for Understanding: Play a quick “emotion match” game where students match scenarios you describe with the appropriate emotion cards.

• Evaluation: Summarize: Recap the lesson by asking students to name one emotion they learned about today and why it is important to talk about feelings.

• Reflection: Give each student a chance to share one thing they enjoyed about the lesson or one thing they learned. This can be done verbally or through a quick drawing.

Source: https://theresponsivecounselor.com/2024/02/how-to-structure-sel-lessons-in-elementary-school.html