The school counseling lesson topics were chosen based on the data from the needs assessment survey and state- and district-mandated curricula. The core curriculum lesson topics: Managing Feelings, Career Awareness and Exploration, Study Skills and Test Taking Strategy, and Making Friends were the top three needs identified from the survey. Personal safety and character education were included in the core curriculum plan because it is a state and district requirement that we must provide to all students. The program’s mission and vision were the driving force behind the selection of lessons and activities. The ASCA Mindset and Behaviors were considered as it provides the standard for students' achievement expectation as well as the learning objective for every lesson and activity implemented.
I chose a kindergarten lesson and second-grade lesson in the career domain as they both demonstrate a rigorous curriculum with activities that are developmentally appropriate for the students' grade level. Additionally, I selected a first-grade lesson in the social-emotional domain that resulted in a positive correlation in regards to the low percentage of behavior referrals. The implication of teaching students socially appropriate behaviors as well as how to manage their feelings contributes to developing successful leaders as indicated in the school counseling vision statement and mission statement.
Furthermore, the career lessons showed a positive outcome when comparing the lesson perception data to the academic outcome data. The data proved that over 90% of the student population in each grade level earned an academic promotion to the next grade level. Exposing students to various careers expand their perception of how far they can reach to perform a desirable task. Continued exposure to careers as well as exposure to the educational requirements, such as college and technical schools give students the momentum needed to continue to matriculate to their next level.
The third lesson topic was anger management and self-control that was developed for first grade. It addresses the social-emotional counseling domain. When students can regulate and control their emotions they can make wise decisions and perform the expected behaviors to be world class leaders. Students that needed assistance received responsive services as well as referrals to support teams and outside agencies. The delivery of the core curriculum as well as with responsive services resulted in seventeen behavior referrals for that particular grade level for the entire school year. When positive support systems, interventions, and prevention systems are in place students can replace the unexpected behaviors with expected behavior choices.
The core curriculum action plan provides an overview of tier one interventions that all students receive. However, when students are in need of more support, there are tier two and tier three support systems embedded in the school counseling program to assist those in need of additional services. The results of the core curriculum action plan are in alignment with the vision and mission of the comprehensive school counseling program because it allows opportunities for community stakeholders to assist the school counselor with supporting students so that they obtain the necessary skills to meet their short-term and long-term goals.