Appendix A: Student Standards and Competencies
The CCSCF student competencies are used in creating school counseling lessons as part of the comprehensive developmental school counseling curriculum. These are meant to be used as a “menu” of skills that students should acquire through the course of their K–12 education. Some competencies may not be used, depending on the path that students decide to pursue after high school. Some of the competencies listed also meet other subject area standards and may be used when creating co-teaching lessons with other subject areas (e.g., computer/technology teachers, language arts teachers, etc.).
Academic Domain
Standard A1: Demonstrate skills for effective learning and achieving school success
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
State why learning is important |
Demonstrate the impact that study skills have on school achievement |
Learn how to track use of time and understand efficient use of time |
Implement effective organizational study skills and test-taking skills |
Engage actively in challenging curriculum |
Demonstrate effective speaking, listening, and inquiry skills |
Demonstrate understanding of when to seek academic support and from whom |
Demonstrate the importance of taking responsibility for independent learning |
Use time management skills in addressing school responsibilities |
Take responsibility for academic integrity |
Work independently and with others |
Demonstrate the ability to work independently |
Demonstrate awareness of the relationship between learning and effort |
Demonstrate how effort and persistence positively affect learning |
Meet graduation requirements |
Work with and without supervision |
Gain an understanding of different learning styles and assess their own |
Demonstrate an understanding of when you would need academic support and who you would go to for help |
Effectively and proactively utilize resources to help improve academic performance, e.g., tutors, resource centers, teacher, etc. |
Guide, mentor and support peers to achieve excellence in class |
Identify goals for personal behavior progress, achievement, or success. |
Explore the impact of mindsets and behaviors on school success |
Demonstrate understanding of the concepts of reducing stress and test anxiety |
Apply techniques for reducing stress and test anxiety |
Communicate effectively through written reports, oral presentations and discussion |
Review and expand upon skills needed to learn in school |
Understand effective communication skills for learning |
Demonstrate the ability to work cooperatively in a group |
Demonstrate an understanding of graduation requirements |
Use an interdisciplinary perspective to recognize cultural and societal diversity |
Demonstrate the relationship between effort and learning |
Demonstrate an understanding of the concept of academic integrity |
Plan a rigorous four-year plan of study that aligns with personal interests and abilities |
Demonstrate the ability to work cooperatively in a group |
Identify how cultural differences impact and influence assumptions, perceptions, and personal values |
Practice self-control and individual responsibility |
Describe the relationship between goals and success |
Set informed academic, career, and personal goals |
Review, revise and update academic, career, and personal goals |
Review, revise and update academic, career, and personal goals |
Standard A2: Demonstrate ability to plan a challenging program of studies to prepare for a variety of options after graduation.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Develop an understanding of the concept of academic disciplines, e.g., English, Social Studies, Math, Science, World Language, etc. |
Students can understand the impact of hard work and effort on academic achievement, even as there may be other determinants |
Demonstrate critical thinking skills to make informed decisions |
Demonstrate the skills of independent research and investigation |
Review and revise program of studies to match individual postsecondary plan |
Explore the connection between making choices in the present and future plans |
Explore postsecondary options and career pathways |
Use initiative and creativity and apply knowledge and skills |
Make academic achievement and learning experiences high priorities while developing the ability to balance competing priorities |
Demonstrate a high level of literacy and the ability to organize knowledge and ideas to produce reasoned, written responses |
Demonstrate a sense of belonging |
Discuss choices and consequences |
Define and articulate their personal values |
Use assessment results in educational planning |
Utilize resources to improve test taking ability and implement enhanced test taking strategies |
Follow instructions and complete assignments |
Demonstrate basic goal setting techniques |
Research plans of study in high school |
Connect future plans to goals and make informed program of studies choices |
Apply strategies to fulfill education and career goals outlined in their student success plan |
Standard A3: Demonstrate an understanding of the habits of mind of an engaged student in relation to all aspects of their lives.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Explore what it looks like to be a student who is engaged in learning |
Develop a logical argument for a solution to a problem or project |
Predict outcomes based on observations or information provided |
Demonstrate the ability to balance school, home, and extracurricular activities |
Complete an extended project that requires planning, developing a solution or product, and presenting the results orally and in writing |
Demonstrate the ability to focus on an assigned task |
Demonstrate sustained time on task behavior |
Develop and test hypotheses in seeking options for solving problems |
Share knowledge effectively with others |
Understand that change is a part of growth |
Apply classroom and school rules |
Be able to evaluate their ability and reflect on their performance, self-rate |
Respond effectively to novel situations |
Demonstrate an understanding of the value of life-long learning |
Cognitively engage in the learning process, monitoring and regulating their learning |
Assert boundaries, rights and privacy |
Exert their best effort and concentrate effectively on the task at hand |
Make inferences from information provided to develop a solution for a problem or project |
Use multimodal communication to communicate a coherent message |
Identify and describe their personal leadership style, strengths, and limitations |
Demonstrate cooperation by taking turns in the classroom |
Demonstrate the ability to stay on task to improve a product or until it is completed |
Demonstrate a positive mental attitude and belief in their own success |
Seek and undertake experiences within the school and community that enhance coursework and support personal goals |
Work within diverse teams |
Standard A4: Demonstrate the ability to integrate technology to enhance learning and to solve problems
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Be able to develop novel solutions to a problem |
Use technology safely and responsibly in the learning environment |
Accept mistakes as essential to the learning process |
Demonstrate appropriate skills to locate, organize, understand, analyze and synthesize information from multiple digital sources |
Demonstrate online literacy and be able to discern if information is reliable, relevant, and accurate |
Understand the creative problem solving model |
Be accountable for their actions with technology |
Actively and creatively use various types of technology resources for academic success |
Apply technical knowledge and skills to complete real-world assignments |
Apply technological knowledge to their everyday activities and course work |
Practice investigating, inventing strategies |
Understand that the use of technology is a privilege |
Provide peer feedback on other’s work |
Identify, evaluate, and utilize technology tools for academic success |
Use a systematic and progressive process to solve a problem |
Use technology for learning to directly complete all or part of an activity |
Demonstrate the ability to design a technology product |
Demonstrate adaptability and persistence when faced with challenges |
Demonstrate personal responsibly for researching postsecondary schools and careers |
Demonstrate the ability to design a complex product that meets a set of requirements |
Standard A5: Demonstrate the ability to use creativity and outside experiences to enrich the learning process
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Explore different types of activities outside the classroom |
Learn how to build relationships in new situations |
Develop an understanding of the value of commitment and apply it to the learning environment |
Participate in extra-curricular and community experiences |
Choose courses that match extra-curricular interests |
Determine a goal to fulfill in school or home |
Identify and evaluate extracurricular options related to interests and abilities |
Gain new insights into themselves and how these skills relate to future goals and academic environment |
Balance extracurricular commitments with academic responsibilities |
Identify and access resources to pursue postsecondary goals |
Describe students’ rights and responsibilities |
Make a connection between school and the work world |
Demonstrate an understanding of group dynamics and the various roles that exist in groups |
Understand the correlation between school success and the positive transition to community, postsecondary and career path |
Demonstrate Self-directed independent learner |
Standard A6: Demonstrate the ability to set goals based on reflective evaluation of current performance.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Develop an understanding of the concepts of habits of mind and behaviors |
Develop an understanding of the problem solving model |
Identify habits of mind and behaviors that lead to success |
Apply knowledge of aptitudes and interests to goal setting |
Actively seek, evaluate, and, when appropriate, incorporate feedback |
Demonstrate an understanding of how to respond appropriately when things don’t go as expected |
Demonstrate the impact that study skills have in school achievement |
Accept mistakes as essential to the learning process |
Use problem solving and decision-making skills to assess progress toward educational goals |
Articulate their own identity, experiences and biases and how these affect their ability to lead |
Understanding the importance of classroom success to future success |
Describe the consequences of inappropriate choices |
Explore the relationship between educational goals in elementary school and career planning |
Evaluate and reflect on their actions and modify as necessary |
Demonstrate an understanding of what influences the decision-making process |
Career Domain
Standard C1: Identify personal values, personality, abilities and interests in relation to career options and the world of work.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Identify likes and dislikes, hobbies and leisure activities |
Complete a career interest inventory to identify career interest areas |
Take an updated career interest inventory and identify potential careers of interest |
Identify personal strengths and weaknesses in relationship to postsecondary education and training requirements |
Identify skills, abilities, accomplishments, awards and personal qualities in preparation for writing a resume, interviewing and completing applications |
List three reasons why someone chooses a particular job/career |
Identify careers that match their interests |
Identify personal abilities, skills, and interests and how they relate to their chosen careers |
Demonstrate skills and habits of mind essential for a job interview |
Convey positive qualities and attributes during a mock or actual interview |
Define personality and its influence on career choice |
Describe personal qualities and how they relate to their career interests |
Identify personal values important to career choice |
Pursue hobbies, extracurricular activities of interest, and/or experiences within the school, especially those related to career choice |
Identify how to use time effectively in order to complete all important tasks while managing extra-curricular activities, job responsibilities, and family |
Standard C2: Demonstrate the skills and abilities to research, identify career options, and take the necessary steps to obtain a job. Develop a research strategy and the tools to search for and obtain employment.
K-3 | 4-5 | 6-8 | 9-10 | 11-12 |
---|---|---|---|---|
Define what work and careers are, why work is important, and the reasons why people work |
Identify and explore the career clusters and learn about jobs in each of the clusters. Students should be able to identify career clusters they are most interested in and why |
Research and present three jobs from the career interest inventory, noting why they are interested in these careers |
Apply decision-making skills to previous career research to set career goals |
Research colleges and employment options available based on career choice |
Research what jobs are found within the school building and at home |
Investigate a career option by interviewing a worker in the selected field |
Research postsecondary education requirements for chosen career as well as skills needed in order to plan for postsecondary options |
Research postsecondary academic requirements in relation to future career goals for the purpose of academic planning |
Review 4-year plan, career goals, and strategies and amend as necessary |
Describe how the role of the student is like that of an adult worker |
Research one career of choice, gaining an understanding of salary, education, skills, tasks and abilities |
Describe the relationship between career interests, high school courses and postsecondary options |
Attend a college and/or career fair to research postsecondary options and requirements |
Write a resume including skills, attributes, accomplishments, and awards |
Research what family members do for work |
Learn about traditional and nontraditional careers and gender role stereotyping |
Assess academic strengths and weaknesses, interests and aptitudes |
Develop a 4-year academic plan in relation to future career goals and postsecondary requirements |
Complete college applications and/or job applications |
Standard C3: Demonstrate effective workplace habits and the ability to transfer employability skills to future career success, and from job-to-job across the lifespan.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Define the terms career, job, work and employment |
Explain how work helps students to achieve personal success and fulfillment |
Understand the importance of attendance and punctuality and how it relates to the workplace |
Organize and prioritize academic courses based on 4-year academic plan and future career choice |
Develop problem-solving and decision-making skills in the college process |
Discuss responsibilities at home and at school |
List three skills they have developed so far as students |
Develop a daily homework/study, extracurricular activity & chore schedule, learning how to manage a schedule |
Develop ongoing time management skills and create a school and work schedule |
Develop interviewing skills, resume and cover letter writing, and how to follow up after an interview |
Understand the role and work of a student |
Understand the importance of responsibility and good work habits and how they prepare one for the workplace |
Learn how to create S.M.A.R.T. goals for academic and career success |
Continue to learn how to effectively create S.M.A.R.T. goals and make improvements or changes as necessary |
Learn how to interpret standardized test scores and how to use those to improve |
Examine the value of rules in school and in the workplace |
Link the importance of academic achievement to future career success |
Examine the importance of lifelong learning and acquiring new skills |
Identify steps that need to be taken over the next few years for transition from high school to postsecondary education/training |
Complete required steps toward transition from high school to postsecondary education, training programs or the workplace |
Standard C4: Demonstrate an understanding of work/life balance and how it impacts quality of life, personal and financial well-being, and lifestyle choices.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Discuss “wants” versus “needs” as related to work, income and lifestyle |
Understand different types of work, different types of requirements for jobs and the different types of expectations for jobs |
Participate in a financial literacy/cost of living lesson |
Demonstrate their own financial independence |
Learn how to create a simple budget distinguishing between wants and needs |
Discuss why they like or dislike performing certain tasks |
Learn to use time management skills |
Create a weekly calendar of homework time, extracurricular activities & family events |
Manage a calendar of extracurricular activities, work, school work, etc. |
Plan a calendar of senior year events, including college/career material submission timeline |
Discuss what makes them happy and how that impacts their quality of life |
Explore and research the concept of career clusters and learn about job opportunities |
Understand the relationship between community service/ |
Participate in job shadows and internship opportunities to explore what fields are of interest |
Participate in job shadows and internship opportunities to explore what fields are of interest |
Standard C5: Identify a plan to make a successful transition from school to postsecondary education and/or the world of work.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Identify at least 5 different jobs/careers |
Understand how attendance, punctuality, and doing one’s best transfer to the workforce and are important |
Describe the relationship between level of education/training and career goals |
Develop a system for collecting information that will be helpful in writing a resume (i.e., participation in extracurricular, community service activities, awards) |
Create a resume and fill out mock job applications |
Learn to create simple plans of action for completing a task |
Discuss personal habits of persistence, resilience, and effort as applied to future success |
Identify career clusters that they would want to pursue as part of their career plan |
Create a career plan/goals by selecting a career pathway within a career cluster |
Participate in an internship or job shadow experience and mock interview |
Use programs like PAWS & Jobland to explore the world of work |
Understand the transition to middle school, participating in transition activities |
Understand the transition to high school, participating in transition activities |
Attend a college and/or career fair |
Attend a college and/or career fair |
Standard C6: Demonstrate an understanding of technology in the workplace.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Identify why technology is used at school and in the workplace |
Research 5 jobs that have tech requirements as part of the job |
Understand appropriate technology use in school and in personal time |
Apply knowledge of technology and social media to research and organize career goals |
Analyze career outlooks and opportunities for employment using appropriate technology |
Social-Emotional Domain Standard
S/E1: Demonstrate an understanding of how individual actions can impact relationships, environments, and influence other people.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Identify and express feelings |
Demonstrate ways to make and keep friends |
Express feelings appropriately for the environment or situation |
Identify the difference between positive and negative relationships |
Demonstrate an understanding of all elements of effective oral and written communication |
Share feelings when appropriate and listen to others about their feelings |
Reflect on how our words and actions can impact others |
Learn the conflict resolution process |
Recognize the impact that change and transition can have on personal development and social interactions |
Apply effective communication skills in conflict situations and when experiencing negative emotions |
Acknowledge the needs of others |
Discuss ways to solve problems with others |
Identify differences between nonverbal and verbal communication and demonstrate active listening skills |
Demonstrate effective leadership skills |
Create positive and supportive relationships with others to support their success |
List characteristics of a good friend |
Understand the difference between assertive and aggressive behavior |
Learn about positive leadership styles |
Demonstrate an understanding of group dynamics and how they influence relationships |
Demonstrate skills effectively express opinions, attitudes and beliefs in a group situation |
Standard S/E2: Demonstrate cultural awareness when collaborating with others and taking steps to be inclusive.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Identify skills used for positive interpersonal relations |
Demonstrate skills for working cooperatively |
Investigate ways to help and engage others in the school or community |
Demonstrate respect for all cultural traditions and heritage |
Recognize that everyone has rights and responsibilities |
Acknowledge that all people have likenesses and differences |
Identify and explore opportunities to develop personal strengths and assets (including unique cultural and language assets). |
Demonstrate an understanding of the negative impacts of excluding others |
Analyze the impact of individual similarities and differences on interpersonal relationships |
Demonstrate skills to effectively express and listen to diverse opinions, habits of mind, and beliefs in a group |
Develop strategies to build relationships with others who are different from you |
Demonstrate respect for alternative points of view |
Recognize individual differences in ethnicity, culture, race, religion, and lifestyle |
Demonstrate the ability to take the perspective of others, including those from different backgrounds |
Accept and appreciate individual differences in ethnicity, culture, race, religion, and lifestyle |
Recognize the value of others contributions |
Demonstrate an understanding of a variety of cultures, ethnicities, and religions from around the world |
Understand their own cultural vantage point |
Understand the characteristics of a free and democratic society in relation to acceptance of alternative viewpoints, lifestyles, and choices |
Demonstrate their civic responsibility in building a better society |
Standard S/E3: Demonstrate the ability to make decisions, think divergently, and take steps to achieve desired outcomes.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Identify decisions that need to be made at home, in school, and in the community |
Demonstrate an understanding of the steps in the decision-making process |
Analyze possible alternatives when peer pressure is influencing a decision |
Develop effective coping skills when dealing with difficult decisions |
Analyze the influence of others on their decisions |
List the possible outcomes and consequences of a decision |
Demonstrate responsibility for decisions and actions |
Increase capacity to generate multiple alternatives before making decisions |
Demonstrate effective decision-making skills that lead to positive interpersonal relationships |
Practice taking personal responsibility for negative consequences of decisions made |
Understand that all decisions have alternatives |
Demonstrate an understanding of how personal decisions can also impact others |
Identify sources of information for decision-making in school and in the community |
Demonstrate the ability to seek, identify, and evaluate relevant information for aiding in decision-making |
Identify resources to support decision-making about the transition from high school to their postsecondary plan |
Demonstrate when, where, and how to seek help for solving problems |
Identify when peer pressure is influencing a decision |
Demonstrate how to evaluate options, make a choice, and develop a plan when faced with a problem |
Demonstrate the ability to put a plan into action when faced with a problem |
Reflect on personal decisions made and evaluate the success of the decision-making process for that situation |
Standard S/E4: Demonstrate an understanding of the relationship between practicing self-care and personal well-being.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Identify personal positive characteristics |
Identify personal, values, habits of mind, and beliefs |
Identify positive ways to respond to negative comments and situations |
Understand the negative impact unhealthy relationships can have on your well-being |
Demonstrate a positive attitude towards yourself as a unique and worthy person |
Learn techniques for managing negative feelings such as anger, stress, sadness, and anxiety |
Identify sources and causes of negative feelings such as anger, stress, sadness, and anxiety |
Identify self-care options for self and others when in need |
Learn about and apply locus of control to situations that trigger negative emotions |
Develop a deeper understanding of their personality and temperament and how it relates to effective self-care practices |
Identify activities that bring out positive feelings and emotions |
Develop effective coping skills for dealing with problems and negative feelings |
Understand the importance of taking care of our bodies and personal wellness |
Develop skills to balance and manage life events, personal issues, and school success |
Demonstrate the ability to self-regulate negative emotions, control impulses, and motivate themselves in all environments |
Understand internal versus external stressors |
Complete a stress inventory |
Evaluate stress level and ability to utilize healthy coping skills |
Demonstrate an understanding of environmental, societal, and individual stressors |
Identify ways to manage multiple stressors as they transition to postsecondary education and/or work |
Participate in conversations about what “mental health” means |
Understand the importance of healthy feelings, thoughts, and actions and who to go to for help |
Identify signs of depression and/or suicide in self or others and who to go to for help |
Identify when self or others are struggling with suicidal ideation and who to go to for help |
Prepare to take charge of their own mental health as they transition to postsecondary education and/or work |
Standard S/E5: Demonstrate understanding and practice of personal safety skills.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Describe appropriate and inappropriate physical contact |
Identify ways to practice self-control |
Demonstrate ways to resist peer pressure to use drugs/alcohol or make other risky behaviors or destructive decisions |
Differentiate between situations requiring peer support and those requiring adult and/or professional assistance |
Demonstrate self-control in the classroom, school, and community |
Describe the differences between a safe and unsafe environment or situation and identify situations that would require them to seek help |
Demonstrate the ability to assert boundaries, rights, and personal privacy |
Describe the types of harassment, the consequences of harassment, and how to report incidents |
Apply effective problem solving and decision-making skills to make safe and healthy choices in relationships |
Identify strategies and resources for assistance with harassment and/or abusive relationships |
Identify safe people in school and in the community and demonstrate how to ask them for help |
Identify school and community resources for assistance with personal concerns |
Demonstrate safe and responsible behavior in school and in the community |
Know school referral options for self and others in emotional need and school procedures for responding to harassment |
Know community referral options for self and others in emotional need when to ask for help |
With adult assistance, identify and perform tasks that contribute to the operation of the classroom |
Demonstrate knowledge of the emotional and physical dangers of substance use/abuse and other risky behaviors or destructive decisions |
Demonstrate an understanding of peer pressure and appropriate responses |
Develop strategies to resist peer pressure from different sources (e.g., friend, family member, classmate, significant other, stranger) |
Identify safe alternatives to risky behaviors (e.g., trying drugs, getting into a car with a drunk driver, walking home alone) |
Standard S/E6: Demonstrate an understanding of the risks and responsible use of technology.
K–3 |
4–5 |
6–8 |
9–10 |
11–12 |
---|---|---|---|---|
Identify what personal information is safe and appropriate to share online |
Describe inappropriate and mean behavior online and how it can be reported and addressed |
Use online tools and technology responsibly to enhance learning and social interaction |
Understand the permanence of their digital identity |
Understand how their digital identity can impact their life outside of the digital world |