COMPREHENSIVE CAREER COUNSELING PROGRAM (Kindergarten-Fourth Grade)

Developers: Amber McKenna, Jenna Tweeten, Megan Fiscus,Shay Bowie

POPULATION

Rolling Green Elementary School Urbandale, Iowa

K-4 Building

ELL students: 50Special Education: 17

TAG students: 12Free and Reduced: 39.6 %

Rolling Green Elementary is located on 8100 Airline Avenue in Urbandale, Iowa. As you can see from the statistics above, 50 students or 20% of total students are English Language

Learners. There is vocabulary included in each guidance lessons so these students can continue to work on their language skills. Since this school has such a high rate of free and reduced lunch, this career unit would be very important in the school. Some of these students may not be aware

of the different types of jobs that can be attained through alternative education sources so the early lessons are about identifying different jobs and work towards researching one specific job

in the higher grades. Since guidance is only taught for 30 minutes, once every six days, this program includes cross curricular lessons that the teacher may use in their classroom on more of

a daily basis. This allows for a continued and inclusive program for the entire school.

Brown, M. (2015). Occupational Exposure for Students in Rural and Isolated Communities. Career Convergence Magazine. doi:2/01/2015

Students who are in rural and or isolated communities will limit their job choices based upon what they are exposed to. They have unrealistic ideas of what jobs are really like due to the portrayal of them in the media or on television. Development of a careers program by a school counselor can ensure students will be able to have opportunities that are more consistent with their individual uniqueness and talents rather than being shaped by their limited daily exposure.

Newgent, R., Lee, S., & Daniel, A. (2005, October 1). Addressing the needs and barriers of at-risk elementary students. Retrieved June 1, 2015, from http://ncda.org/aws/NCDA/pt/sd/news_article/5102/_PARENT/layout_details_cc/false

If we do not have a careers program for elementary students, especially those who are considered at risk, the result could be distress in the student's, social/emotional, academic, and career development. Students who are at risk are require extra resources to be available to them in order to identify and overcome barriers that they face when it comes to career and academic development. ASCA provides strategies for counselors to help with the development of a careers program for at risk students in this article.

Perkins, G. (2009). School Counselors’ and Teachers’ Perceptions of Elementary School Counselors Roles Related to Personal/Social, Academic, and Career Counseling. American School Counselor Association.

This article is about research done between teachers and school counselors to find out if they are in congruence with each other on the importance of academic planning, personal skills, and the career planning importance in elementary school children. Both groups determined that the academic planning and the personal social aspect were very important. The gap was shown where both groups felt that career development was the least important of the three topics. Counselors found it to be more important than the teachers did however. Finding the gaps is one of the first majors steps in addressing the issue of career programs in the elementary school level.

Shepard, B., & Marshall, A. (1999). Possible Selves Mapping: Career Exploration in Young Adolescents. Canadian Journal of Counseling, 33(1), 37-52.

This article discussed a research study in which participants determined two best possible selves as well as their least positive self. In this research exercise the purpose was to provide an opportunity for students to visualize and manipulate the “self” as we see ourselves in multiple settings. This exercise was created similar to new curriculum, to develop skills, attitudes, and knowledge in order to make successful decisions when it comes to their future work and personal development. The expectation of the research was to begin to visualize outside of sex generalized roles, and to manifest a sense of self in the future. This article uses PSMI or positive selves mapping in personal and career counseling, beginning in adolescents and youth.

Turner, J. D., & Danridge, J. C. (2014). Accelerating the College and Career Readiness of Diverse K–5 Literacy Learners. Theory Into Practice, 53(3), 212-219. doi:10.1080/00405841.2014.916963 This article discusses the need for rich text studies for students to be ready for future careers or college aspirations. It also discusses how “Collaboration/team-building, creativity, critical thinking, and communication skills” as being the most valued skills by the 2012 American Management Association Critical Skills Survey. These are competencies that should be introduced or practiced during classroom guidance time but also should be practiced in the general education classroom. Cultural connectedness texts can be used to help students begin to be aware of cultural differences. This can be a cross curricular activity to continue to develop the idea of showing respect to everyone. All of these skills should be introduced and emphasized in a career development program when discussing how to be successful in any career a student may choose.

Wood, C., & Kaszubowski, Y. (2008). The Career Development Needs of Rural Elementary School Students. Elementary School Journal, 108(5), 431-444.Students as young as 5 or 6 can already begin to allow their gender to play a part in their career choices. This is why it is extremely important to have career development programs in elementary schools. It allows students to broaden their choices and to see role models in each career. This article also includes a study of fourth grade students and their progress in the growth stage of Super’s theory of career development. Many strategies are given to help make career programming more effective in the schools.

Zunker, V. (2006). Career Counseling: A Holistic Approach (8th ed.). Belmont, CA: Brooks/Cole CENGAGE Learning.

This text describes the developmental career counseling model. It also discusses the Circumscription, Compromise, and Self-Creation theory which is the idea that there are four stages each individual goes through. It shares the major concepts of Gottfredson’s theory as well.

Developmental Theory

Circumscription Compromise and Self Creation:-foundation to all of the ideas of careers

-by fourth grade they can identify and support their reasoning as to why they want to pursue a certain career, and identify the steps they need to make in order to become

successful in life and career

Our program is very much based on this theory and the idea of circumscription. In the lower grades, students are exposed to the types of jobs and are continuing to develop their self-concept and images of occupations. As they progress to grades 3 and 4, the students then narrow down their ideas based on their identities and the types of jobs available to choose one to research for the job fair.

Circumscription, Compromise and Self Creation

Gottfredson's Four stagesStage1 (3-5y) - Orientation to size and power-children develop some sense

through sex roles of what it means to be an adult.Stage 2 (6-8)- Orientation to sex roles-self concept is influenced by gender

development.Stage 3 ( 9-13) Development of concepts of social class contributes to the awareness of self in situation (preferences of level of work develop).Stage 4 (14+) introspective thinking promotes greater self awareness and

perceptions of others. Greater sense of vocational aspirations.

Major Concepts for K-4 Students

1. Self Concept

2. Images of Occupations

3. Cognitive Maps of Occupations

4. Social Space

5. Circumscription

6. Compromise

Career Counseling Model

Developmental Model

Five Life Stages1. Growth2. Exploration3. Establishment4. Maintenance5. Disengagement

Five Stages1. Intake interview2. Career development assessment and counseling3. Data integration and narrative interpretation4. Establish counseling goals5. Counseling procedures and process

This model applies to this K-4 program because career development is a lifelong process

and needs to be developed at all ages. This is shown through our program by not only teaching

explicit lessons in each grade level as well as spending time teaching about the careers in the

general education classroom. Each stage may look different in the elementary school. The intake

interview can be done through whole group, small group, or individual meetings. Goals can be

set throughout all grade levels during counseling time or inclusively with the general education

teacher. The counselor will still be a mentor and coach to all students.

CompetencyC:A1 Develop Career Awareness

C:B1 Acquire Career Information.C:C1 Acquire Knowledge to Achieve Career Goals.

Indicators

C:A1.1 Develop skills to locate, evaluate and interpret career information.C:A1.2 Learn about the variety of traditional and nontraditional occupationsC:A1.3 Develop an awareness of personal abilities, skills, interests, and motivations.C:A1.9 Develop hobbies and vocational interests.C:B1.4 Know the various ways in which occupations can be classifiedC:C1.6 Understand the importance of equality and access in career choiceC:C1.6 Understand the importance of equity and access in career choices

ASCA NATIONAL STANDARDS

Grade Level Competency Indicators Lesson

Kindergarten C:A1 CA:1.2;C:A1.3;C:A1.9 Ex: What do I want to be when I grow up

First Grade C:A1;C:C1 C:A1.2;C:A1.3;C:C1.6 Ex: My many smarts

Second Grade C:A1 C:A1.3;C:A1.9 Ex: Scooping Up My Future Career

Third Grade C:A1;C:B1 C:A1.3;C:A1.4;C:B1.4 Ex: Career Paths

Fourth Grade CA1;C:B1,C:C1

C:A1.1C:A1.2;C:B1.4;C:C1.6 Ex: Research Projects

This cycle will be used throughout the program. The competencies (outcomes) determine what the lesson will be and how it is taught. The lesson allows the students to learn the content through activities (curriculum). Each lesson ends with an assessment

given by the counselor. The counselor will notice which students can complete the assessment with accuracy (analysis of results). Then the counselor pulls those that cannot

for small group instruction and change lessons as needed (program enhancement).

ACTIVITIES & STRATEGIES

CompetenciesC:A1 Develop Career Awareness

Indicators: C:A1.2 Learn about the variety of traditional and nontraditional occupations C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations

C:A1.9 Develop hobbies and vocational interestActivity

When I grow upMaterials

Community Helper Pocket Flash CardsWhen I grow up- Book (Mercer Mayer)

“When I grow up” Activity SheetPictures of various jobs posted on blackboard

VocabularyJob- work

Talent- Something a person can do well or is good atReview Prior to Lesson

1.Review the various jobs students learned.2.Look at all of the pictures on the board, listen carefully to the book were about to read.3. Both will give you ideas about what jobs you might like to have when you grow up.

During LessonRead the Book When I Grow up By: Mercer Mayer

After the LessonGive each student a “When I grow up” worksheet. Ask the students to draw a picture of what

they might want to be when they grow up. Encourage students to think about the book and look at the pictures on the board to get ideas. Emphasize how boys and girls can be whatever they

want to be, as long as they believe in themselves. Assessment

After the students have finished the drawings have students form a sharing circle on the carpet to share what they want to be when they grow up and why.

ClosingTalk about how job choice can and probably will change as people get older. While jobs use

people’s talents and interest those things change as we get older. We practice and get better at different things and since we do this we might change our minds when we become grown ups

and this is okay!The important thing is to always be thinking about what we want to be when we grow up. Whole group response: Count to three and tell me what you want to be as a whole

group.

Counselor ReflectionsWhat did the students gain?

How did the lesson impact their thinking about abilities, thinking, and attitude?How does my assessment meet my lesson objective?

How did I enhance learning with my strategy?Cross-curriculum

The classroom teacher can incorporate different job choices when students are learning vocabulary words and reading books that feature various careers tied in. When the students are covering the alphabet describing and naming different careers that start with each letter of the

alphabet.English/Language Arts

CCSS.ELA-Literacy RLK 1- With Prompting and support, ask and answer questions about key details in text. CCSS.ELA-Literacy RLK 3-With Prompting and support identify characters,settings, and major events in a story. Teachers will be talk through the careers with students that come up within books while working

in language arts.Social Studies

Teachers will work with students during social studies skills to incorporate different careers and the different career choices people make

SS.K–2.BS.2Essential Concept and/or Skill: Understand all people have individual traits.1.Understand that people are alike and different in many ways.2. Understand that individuals will respond to events differently.

21rst Century SkillsTeachers will use the employability skills that jobs and career choices are always

changing21.K–2.ES.2Essential Concept and/or Skill: Recognize different roles and responsibilities and is open to change. Adapt to varied roles, responsibilities, and expectations

Competencies C:A1 Develop Career Awareness

C:C1 Acquire Knowledge to Achieve Career Goals

Indicators: C:A1.2 Learn about the variety of traditional and nontraditional occupations C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations

C:C1.6 Understand the importance of equity and access in career choices

Activity: My Many Smarts “Multiple Intelligences” Unit

Materials: - The Connell Multiple Intelligences Questionnaire for Children - “How Smart am I?” Packet to gage student’s interest in the areas of multiple intelligences

Vocabulary:- Intelligences- Survey- Graphing- Data- Statement

Before Lesson:1. Pre- teach vocabulary2. List as a class as many jobs as we can (five minutes)3. Class Discussion: Do we all need to like the same jobs? Which jobs do you like, which

jobs do you not like?

During Lesson:1. Teaching Point: Students will be able to orally retell that each child has a different

mindset, and our many “smarts” help us decide what we will grow up to enjoy doing. 2. Begin “How Smart am I?” Packet3. Discuss as you go through the pack what the many smarts look like

a. Example: Music--jobs that require music smarts or interest, etc. 4. Help students gauge and score their interest in the many smarts packet

a. May be a two-three day lesson pending class discussion and conversation

After Lesson:1. Students will create a poster based on their highest score in the many smarts packet2. On the poster they will list or draw five careers they may research based on their scores

Assessment:● Visual assessment, did the student participate and have a finished product

Closing:- Class discussion about having different kinds of “smarts” - sharing out our posters

Reflective Questions:● What are some of my strongest “smarts?”● What does it mean to have an interest verse something I am really good at?● How important is ____ to me?

If needed, some ideas for small group action plan: ● Small group shares posters and discusses other options● If students did not stick to their strongest smarts, we as a group create a list with the

highest multiple intelligence strengths of all students ● share and discuss

Cross CurricularStudents in the technology class can create the job finder quiz on jobs on pawland (from I have a

Plan Iowa).

Classroom Implementation Expectations: Expectations that the counselor has set forth for the classroom teacher to implement career education inclusively in the general education classroom for first grade.

- Discuss how jobs change over time, skills necessary for particular jobs in rural/suburban areas, etc.

- Understand that students have different job interests and skills (don’t pick a job based on a friend

- Different parts of the world, country, state, town, city, require different jobs Social Studies

SS.K–2.BS.1 Essential Concept and/or Skill: Understand the changing nature of society● Understand that people and institutions change over time

● Understand past, present and future.

● Understand that people in different times and places view the world

differently

● Essential Concept and/or Skill: Understand all people have individual

traits.

● Understand that people are alike and different in many ways.

● Understand that individuals will respond to events differently

Technology: Investigating jobs, careers, and interest in the “I have a plan Iowa” career management software for elementary students.

Link for Paws in Jobland: http://paws.bridges.com/ihaveaplan.php

Competencies: C:A1 Develop Career AwarenessIndicators: C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations

C:A1.9 Develop hobbies and vocational interest

Activity: Scooping Up My Future Career

Materials: - Scooping up my Future Career Worksheet- Scooping up Career Clusters Activity Page- Ice Cream Match Game (Career Cluster Matching)

Vocabulary:

- Hobbies- activities that are done because you enjoy them- Skills- the ability to do something well- Motivations-the general desire or willingness of someone to do something- Career Clusters- groups of similar occupations, industries, or jobs. It is a way to

organize career planning.

Before Lesson:4. Pre- teach vocabulary5. Have each student share what is one of their skills or one of their hobbies6. Class Discussion: Can you make a hobby your career? What are some careers that are

alike, yet not the exact same job?

During Lesson:5. Teaching Point: Students will be able to identify their own hobbies and skills.Students

will be able to identify a career that they might be interested in and why they are interest in it. Students will be able to sort out different career clusters.

6. In groups of four have students start the career cluster match game. (2 Career Cluster per each group)

7. Students orally share their clusters and jobs that are within ita. Example: Transportation Cluster--Bus Driver, Flight Attendant, Coast Guard,

Pilot, etc.8. After sharing time students independently begin the “Scooping up Career Clusters

Activity Page”a. This is a time to gauge if students are understanding the material

After Lesson: Upon Completing the first worksheet, students can begin working on their worksheet “Scooping up their Future Career” This worksheet will be completed at home and will need to be brought

back to the next classroom guidance counseling time.a.This will hopefully promote conversation between child and parent about

careers

Assessment:● Visual assessment, did the student participate and have a finished product. Could

students identify personal skills and hobbies and identify one job they might be interested in.

Closing:- Discuss the importance of enjoying the career you do--hobbies and skills can help you

find a job you will enjoy- Students share their own personal job they are interested in (Scooping up a career

worksheet)

Reflective Questions:● What are some of my personal hobbies?● What are some of my personal skills?● What careers can I do that I will be using my skills and is related to my hobbies?● What are career clusters? What are some of the careers within the career cluster I am

interested in?● What career interest you?

If needed, some ideas for small group action plan: ● Small group reviews career clusters (replay the matching career cluster game)● Small group can discuss and come up with a general list of skills and hobbies● After a list of general skills and hobbies are created, students can create a personal list

using the list already created● Students can work on thinking of jobs that relate to their personal list● Recreate their “Scooping up my Future Career” worksheet● Share and Discuss

Cross CurricularIowa Core Standards for Students in 2nd Grade:

21st Century SkillsEmployability SkillsTeachers can explain the importance of each of the employability skills that are being taught within the classroom. Teachers can remind students that these skills are going to be needed for future employment.*Teachers should have “classroom jobs” that switch weekly to teach students responsibility and self motivation, shows students different roles of the classroom, and teaches the students to be open to change.

Social StudiesBehavioral SciencesUnderstand all people have individual traits.-Teachers can explain that individuals traits can lead us to different interest, skills, and hobbies, which results in different careersUnderstand the relationship of the individual to the components of society and culture.-When learning about this relationship it will be important for teachers to talk about the career aspect as well. Individual careers and the components of society as well.

Teachers will be given a list of jobs that are related to each subject/activity of the day that they can share with students a week before the classroom counseling time.

Students in the technology class can create the job finder quiz on Paws in Jobland (from I have a Plan Iowa). Teachers can use lesson plans, worksheets, and activity pages that

are provide on the I Have a Plan website.

http://paws.bridges.com/ihaveaplan.php

Paws in Jobland Worksheets and Lesson Plans

Activity Book for Paws in Jobland

Competencies C:A1 Develop Career Awareness

C:B1 Acquire Career InformationIndicators: C:A1.1 Develop skills locate, evaluate and interpret career information C:A1.3 Develop an awareness of personal abilities, skills, interests and motivations

C:B1.4 Know the various ways in which occupations can be classifiedMaterials

● Career Web Organizer● Career Path mini poster (to go on overhead or Elmo)● Career Path Poster● Community Helper Pocket Flash Cards● Career Path Worksheet● Blank Piece of paper for each group of students (optional)

Vocabulary● Career Paths- different groups of jobs that have things in common● Business Path- a career path for people who like to work with numbers and be

organized● creative path- a career path for people who like to draw, write, or perform

● nature path- a career path for people who like to work outdoors with plants and animals● building and technology path- a career path for people who like to figure out how

things work and build things● Helping Path- a career path for people who like to help make things better for others● Health path- a career path for people who like to care for animals and people

Before Lesson● “Raise your hand if you like to work with numbers, to draw, write or perform, to work

outdoors, to build things, to help others, or care for others who are sick.”● “Today we are going to talk about how our talents and interests are related to the type of

job we could have when we grow up.”● Using the web graphic organizer place the name of a career in the center of the circle.

List all the interest or qualities a person may have or need for that career (i.e. Counselor. Brainstorm what could go around the outside on the lines: helping others, teaching, likes working with kids, reading…)

During Lesson:1. Using the Career Path poster, introduce each of the 6 career paths. 2. Have students give a couple examples of careers that fit in each path, using the pictures

on the posters. 3. Divide students into groups of 3 or 4. Give each group a “Career Path Worksheet.” 4. Divide the Community Helper Pocket Flash Cards among small groups and have the

students decide what path each career fits in. Students can record their answers on their worksheet.

5. Once done, students can trade cards with other groups. Have students brainstorm as many other careers they can think of to fit in each path. Encourage them to think about the careers their parents and grandparents have and all the jobs in a school or in their community.

After Lesson● If time allows, have one person in each group come forward and share their group’s list

with the class. See if their classmates agree.

Assessment● Using the community Helper Pocket Flash Cards, quiz students about what career path

each job goes under as time permits. As an alternative, counselor could list a few jobs student did not think of during the lesson. Have students determine the correct path (i.e. architect, glazier, hotel desk clerk, roofer, landscaper, photographer, social worker, accountant, physical therapist, etc.)

Closing● Ask student to think of a career that was not discussed today. As a class, have students

respond as to which path the job fits under.

Reflective Questions● What did my students gain from this lesson?● How did it impact their thinking, attitudes, and abilities?● What things did I do well? How did I know?● In what way did the strategies I used enhance learning?● How does my assessment meet my lesson objective?

If needed, some ideas for small group action plan: ● Assign group with a specific career path and give them a blank piece of paper. Have one

student be the recorder and write down careers the group thinks fit in that career path. If students do not agree on whether a specific career fits in their path, have them refer to the mini poster.

● Could use computers or library books to help students think of careers that fit in their path

● You can have student rotate to different centers and have a path at each center and have them try to add to each list

Cross-Curricular

Social Studies

SS.3–5.H.5: Understand the effect of economic needs and wants on individual and group decisions.

● teacher can discuss how the job demand can depend on economic needs, so may not get first pick of jobs if it is not needed. This is why it’s important to have alternatives

21st Century Skills21.3–5.FL.1: Create long and short term goals based on a prioritization of wants and needs.

● Set goals throughout the school year. Also set goals for the future such as future education and jobs. Discuss how when picking a career you should look at interests (wants) and strengths (needs).

21.3–5.FL.2: Recognize how one’s personal career choice and attitude can impact financial planning decisions.

● Teachers should discuss how each career has an impact on society. Also how each career has different incomes so depending on the income, you can spend your money in different ways.

Competencies CA:1 Develop Career Awareness CB:1 Acquire Career Information

C:1 Acquire Knowledge to Achieve Career GoalsIndicators: C:A1.1 Develop skills to locate, evaluate and interpret career information

C:A1.2 Learn about the variety of traditional and nontraditional occupations. C:B1.4 Know the various ways in which occupations can be classified

C:C1.6 Understand the importance of equality and access in career choice

OBJECTIVE STANDARDS

1. Conduct short research projects that build knowledge about a topic.2. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

ActivityStudents will conduct research projects about a particular career.

Materials● College and career task cards from the college and career packet by Making

Model Students● Access to internet

● Printed task cards/writing and research paper

Vocabulary● N/A

Before LessonThe classroom teacher is expected to have prepped the students on the basics of research, online search engines and passwords. The students will be reminded of previous career lessons, and prompted to think of some of their favorite interests and passions coming into this lesson.

During LessonDuring the lesson the counselor is a facilitator of research questions. The counselor should not be specific and lead students to answer questions in certain ways or different mindsets than what is best for the student. Let the students continue to have conversation, without letting other students interfere with the answers of any one student.

After LessonStudents are expected to write a report based on the information found, and noted on their career task cards. Each student report should have four paragraphs with the following information:

1. Introduction: with a hook or interesting fact about their career choicea. includes why they are interested in this career (using career task card 1)

2. Career Information: tell about the main responsibilities and skills of the joba. what kind of education is necessaryb. what kind of skills this type of career requiresc. using information from cards (5-8)

3. How to get there:a. create a plan how to get to your end goalb. What classes will you need? How can you get experience in this field?

(cards 9-10)4. Closing:

a. Close with an interesting fact and restate some information from why you are interested in this particular career

Assessment- 50 point Report Rubric ( in the back of comprehensive plan)

Closing-Students will share out their reports to their classmates-Pending teacher engagement/grade level time allotted and space the fourth grade students will have a career fair to explore future careers, resume writing, interview attire, etc.

Reflective Questions

● What did we learn from this lesson?● What is the purpose of researching careers?● Were you surprised by the career you decided to research?

○ Were there other careers you wanted/ or thought you would research?

● Does the career you researched match your interest?● What steps can you take as a fourth and fifth grader in order to achieve

career readiness or college?

Cross Curricular

● Essential Concept and/or Skill: Understand how geographic and human characteristics create culture and define regions. SS.3–5.G.2

-Social Studies: Industries differ in each region. By studying the regions, you can discuss what jobs would be included in those industries and how they would fit into different career paths.

● Essential Concept and/or Skill: Understand and apply knowledge of basic human body systems and how they work together.S.3–5.LS.3 The human organism has systems which interact with one another. These systems include circulatory, respiratory, digestive, musculoskeletal, etc.-Science: Human body, discuss how this is a part of the health field and discuss jobs that are found in that field.

Paws in Jobland (interest profiler for young ages, technology or media class could implement)

Links for Iowa I Have a Plan:http://paws.bridges.com/ihaveaplan.php

Paws in Jobland Worksheets and Lesson Plans

Activity Book for Paws in Jobland

Program Delivery ProcessWhole Group and Small Group Instruction: Based on our population, we found that it would be best to start with whole group instruction during our weekly scheduled counseling time. With that, we preteach vocabulary and end each lesson with an assessment. These assessments then help us to determine which students need to be pulled for small group instruction.

General Education Classroom Instruction: This program also includes cross curricular areas that allows the teacher to discuss careers and set goals within the classroom so that students are not just hearing about careers during counseling instruction time. This allows for a more inclusive program.

Technology Instruction: Students spend time using technology during lessons by using Jobs in Pawsland as well as by doing research for the career of their choice for the career fair. This allow them to develop skills that will be beneficial in cross curricular areas.

Bloom’s Taxonomy: Counselors will build on each lesson grade using the idea of bloom's taxonomy. When students cannot meet proficiency in each area being evaluated will be pulled for small group (small group action plan).

Delivery & Evaluation Process (Refer to Bloom’s Taxonomy Table listed Above)

KindergartenAfter activity have students verbally share in a sharing circle with the class

- Student assessment is based on the “When I Grow Up” activity. If the student can not name one career they are interested in, the counselor will follow up and continue in a

small group or individual lesson with that student or group of students. ***If student is unable to share their career with the class they will be pulled for a small group

action plan

First GradeAsk students to name jobs that they have learned about or know about according to their many

smarts assessment- Student assessment was based on engagement and completing the Many Smarts packet.

If the student is unable to articulate or define a career based on their many smarts the counselor will pull for the small group action plan listed above in the lesson.

***If student is unable to share their career with the class they will be pulled for a small group action plan

Second GradeDuring sharing time have students share their individual interests and how they decided what

they like and dislike. This will allow counselor to see what influences are a part of the student’s lives. How do our likes and dislikes help us choose a career we will like?

- If the student is unable to create an ice cream scoop dream job and evaluate why they would be good at a certain career, the counselor will pull for a small group based on

interest and ability to evaluate next steps with that particular student or group of students. ***If student is unable to share their career with the class they will be pulled for a small group

action plan

Third GradeStudents can sort jobs into different career paths accurately. Students can identify career paths.***If student is unable to share their career with the class they will be pulled for a small group

action plan- If the student is unable to correctly identify which career path a job or career fits into,

they will be followed up with the counselor in a small group action plan to re-teach and evaluate career path

Fourth Grade1-5 scale in 4th grade (how well could you identify, define, and approach a future career)

Fourth Grade Career FairHave students explore different careers both traditional and nontraditional

Choose three and explore different information about themPresent information and have counselor evaluate the student’s level of

competency and have students do a self reflection as wellIf the fourth grade students are unable to write and express a clear understanding of the career or

articulate by another means of expression their career of their choosing,the counselor will pull the student to complete and generate a career report in order to participate in the fourth grade

career fair. ***If student is unable to share their career with the class they will be pulled for a small group

action plan

APPENDIX

1. Kindergarten: When I Grow Up

2. First Grade : Many Smarts

3. Second Grade: “Scooping Up a Career”

4. Third Grade: Career Paths

5. Fourth Grade: College and Career Readiness

2nd Grade

3rd Grade