Running head: DELIVERY PROJECT 1

Delivery Project

CS Team

Montclair State University

Table of Contents
DELIVERY PROJECT 2

Abstract………………………………………………………………………………….p.3

Introduction……………………………………………………………………………..p.4

Rationale………………………………………………………………………………..p.4

ASCA Mindsets & Behaviors…………………………………………………………..p.5

CACREP Standards…………………………………………………………………….p.8

Key Stakeholders……………………………………………………………………….p.8

Time of Intervention……………………………………………………………………p.9

Overview of Intervention Program Lesson Plans……………………………………....p.11

Assessment Tool to Measure Delivery Program………………………………………..p.18

References……………………………………………………………………………....p.23

Abstract
DELIVERY PROJECT 3

This purpose of this paper is to provide an overview of an intervention program that will

address the social-emotional development gap of students in grades 1-4 at Community School

(CS). The synopsis describes an evidence-based intervention, Social Emotional Lesson Program

targeting specific grades towards building their social-emotional skills based on self-awareness,

self-management, social awareness, relationships and positive decision-making. The program

will include four lesson plans targeting the specific areas in need of improvement. Additionally,

a data based questionnaire will be discussed filled out by teachers of grades one through four.

The teachers have provided additional information of which specific social emotional areas to

target. The ASCA Mindsets and Behaviors and CACREP Standards are included specific to

address the social personal development of students. Additionally, some literature of the

importance of lesson plans in the classroom is included.

Introduction
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The following paper will focus on a Social Emotional Lesson Program created for

students in grades one through four. The program will focus on specific areas, such as self-

management, social awareness, relationships and positive decision-making. In order to receive

accurate information on which areas need more attention compared to others, a questionnaire

was created for the teachers of those grades. Their responses provided the needed information.

ASCA Mindsets and Behaviors and National Learning Standards are also included. There are

examples of the types of lesson plans that will be implemented for different grade levels. Some

additional key stakeholders who will assist in executing the program are also described. These

stakeholders are the teachers in the classroom, who alongside the counselor will implement the

lesson plans. Additionally, the timeline of the intervention is explained.

Rationale

Community School (CS) is a public charter school created to use an innovative approach

to achieve intellectual, social, and emotional development of all students (Community School,

2018). Together with Lora Moore*, the school counselor at CS we came up with the idea of

creating guidance lessons for students in grades 1-4. Ms. Moore* felt that there was a need to

focus on skills in the following areas: self-awareness, self-management, social awareness,

relationships and positive decision-making. The area we will focus on is the social-emotional

aspect. A questionnaire was created for the teachers at CS to fill out to help us in targeting

specific areas of social emotional development when creating our lesson plans. As we awaited

those, Ms. Moore* had also given us some background information on why she believes these

lesson plans are needed. She confirmed that students in grades one through four have not

received direct services in this area which are necessary.

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Counselors play a role collaborating with parents, teachers, and community members to

provide both programs and services for students to achieve personal-social achievement (Steen,

2010). As noted by the research, counselors can provide guidance lessons in classrooms by

creating various activities such as videos, stories, role playing, discussions, and even puppets

(Pearson & Nicholas, 2000). These lessons are beneficial to the students not only in the

classroom but outside in the real world as well. It is important to keep “consistent

implementation, modeling by adults and peers, and professional development that deepens

school staff’s social and emotional skills (Sheldon, 2018). Especially for students who are just

learning about themselves and the awareness of others emotions. Social and emotional skills

allow students to expand their relationships which then introduces them to new paths and

opportunities for self-growth.

The research has shown though that it’s not just having counselors in schools that makes

the biggest difference in educational outcomes, but providing specific education interventions are

most impactful (Even & Quast, 2017). The U.S. government has even recognized this in it’s

release of A Blueprint for Reform: The Reauthorization of the Elementary and Secondary

Education Act (U.S. Department of Education, 2010) that mandated that states and their schools

address mental and behavioral health programs that they deem crucial to have successful school

climates. Studies have shown that emotional regulations skills, such as those taught in the

following lessons, made almost as much an impact on GPA than standard tests of cognitive

ability (Even & Quast, 2017). Research also points out that integrated behavioral planning

improves student performance across the board including academic performance (Even & Quast,

2017). ASCA notes it is crucial school counselors become more involved in providing these
DELIVERY PROJECT 6

interventions because they are often the only professional trained properly and available to at-

risk students (ASCA, 2004).

Another critical factor is that studies have shown minority urban youth, which make up a

large percentage of this schools population, are particularly disadvantaged when there are no or

inadequate behavioral interventions because they tend to have less mental health resources in

general and are often exposed to more stressors, such as crime and violence, which can impact

behavior in general (Gamble & Lambros, 2014). Unfortunately researcher admit there is limited

quantitative data on minority behavioral health interventions and educational outcome, which

further stresses the need for counselors to invest more in these programs and become advocates

for change when they work within these communities (Gamble & Lambros, 2014). This is

particularly salient in that the percentage of minority youth in school in the U.S. is rapidly

climbing and actually outnumber caucasian youth in total numbers (Clark & Breman, 2009).

Another important factor to consider is that there are often culturally related issues with minority

youth getting access to this care. It potentially may be looked down upon or unfamiliar to those

populations, which further exacerbates existing problems (Clark & Breman, 2009).

Community School is located in an urban community with a diverse population. The

location of the charter school is important to consider due to the various opportunities low

socioeconomic students are offered. Programs and size of classrooms also play a role on the

opportunities students are exposed to. In addition, a study focusing on the success of charter

schools in urban communities found that “tutoring, frequent feedback and coaching for teachers,

and policies promoting the use of data to guide teachers’ instructional practices are positively

associated with charter schools’ achievement impacts (Gleason, 2016).” As we worked with the

school counselor, Ms. Moore* mentioned the various academic developmental plans and extra
DELIVERY PROJECT 7

activities CS had to offer their students. Students K-8 are offered business classes, habitat

studies, space carnivals, technology classes, peer to peer activates, and different language

coursed to name a few. Their focus seems to be veered towards academic achievement but Ms.

Moore* brought up the emotional development concern she had for the younger grades. She

mentioned anti-social behaviors and difficulty in building relationships.

ASCA Mindsets & Behaviors

M.1. Belief in the development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
M.2. Self-confidence in ability to succeed
M.3. Sense of belonging in the school environment.
M.4. Belief in using abilities to their fullest to achieve high-quality results and outcomes
Self-Management Skills:
B-SMS 2. Demonstrate self- discipline and self-control
B-SMS 7. Demonstrate effective coping skills when faced with a problem.
B-SMS 8. Demonstrate the ability to balance school, home, and community activities.
B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations
and responsibilities.
Social Skills:
B-SS 1. Use effective oral and written communication skills and learning skills.
B-SS-2. Create positive and supportive relationships with other students.
B-SS 3. Create relationships with adults that support success
B-SS 4. Demonstrate empathy
B-SS- 5. Demonstrate ethical decision-making and social responsibility.
B-SS 6. Use cooperative collaboration and cooperation skills.
B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams.
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment.
ASCA National Learning Standards:

Personal Social Development:

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A:A1.1 Articulate feelings of competence and confidence as learners

PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

PS:A1.2 Identify values, attitudes and beliefs

PS:A1.5 Identify and express feelings

PS:A1.6 Distinguish between appropriate and inappropriate behavior

PS:A1.8 Understand the need for self-control and how to practice it

PS:A1.9 Demonstrate cooperative behavior in groups

PS:A1.10 Identify personal strengths and assets

PS:A1.11 Identify and discuss changing personal and social roles

PS:A2.2 Respect alternative points of view

PS:A2.3 Recognize, accept, respect and appreciate individual differences

PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity

PS:A2.6 Use effective communications skills

PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior

PS:A2.8 Learn how to make and keep friends

PS:B1.1 Use a decision-making and problem-solving model

PS:B1.2 Understand consequences of decisions and choices

PS:B1.3 Identify alternative solutions to a problem

PS:B1.4 Develop effective coping skills for dealing with problems

PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making

decisions

PS:B1.6 Know how to apply conflict resolution skills

PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences
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PS:C1.10 Learn techniques for managing stress and conflict

CACREP Standards

G.2.a School counselor roles as leaders, advocates, and systems change agents in P-12 schools

G.2.b School counselor roles in consultation with families, P-12 and postsecondary school

personnel, and community agencies

G.3.b Design and evaluation of school counseling programs

G.3.c Core curriculum design, lesson plan development, classroom management strategies, and

differentiated instructional strategies

G.3.f Techniques of personal/social counseling in school settings

Key Stakeholders

CS school counselor Ms. Moore* and teachers teaching grades first to fourth, will play

the primary role of stakeholders by working together to help us develop and implement the

social-emotional lesson plans. Ms. Moore* introduced us to the gap of social-emotional

developmental plans for the younger grades. The lesson plans will provide teachers a step by step

opportunity to provide appropriate lesson plans that carry NJ ASCA Mindsets & Behaviors and

CACREP standards. Social-emotional plans will target self-awareness, self-management, social

awareness, relationships, and positive decision-making. Other collaborators play a role on the

ability CS can create or implement additional plans for students.

The NJ School Performance Report, gave us a different perspective of the community

involvement Community School has. The report was able to offer us specific stakeholders

involved such as the local chamber of commerce, local real estate developers, and business

politicians. As a Charter School, CS does not qualify for the same budget NJ Public Schools do

and CS website does a nice job explaining where the fundraising funds go and the importance of
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them. The information available on their website gave us a rough estimate that 40% of the

money raised goes directly to student’s needs and the rest goes into other school needs such as

payroll, repairs, and employee benefits.

The participating teachers/counselors are the main contributors since they have direct

interaction with students who are in need of the developments plans. Additional stakeholders

play as the supporting members easing the delivery to other administration who might be

concerned of funding for materials or time taken to implement the lesson plans. School

counselors play an important role as contributors in schools due their vast knowledge other than

academic achievement. Social and emotional development is as important for healthy growth,

physically and mentally. A review discussing the benefits of school counselors in charter schools

identified the perspective of other administrators towards them and their contribution to the

schools. Urofsky and Sowa recognized that less than half of charter schools have school

counselors and those who do not have them in site have other administrators to fill in their shoes.

Their survey identified that “charter school administrators responding to the survey indicated

strong beliefs that services targeting the developmental needs and mental health of students

positively influence the academic achievement and social environments of their schools”

(Urofsky & Sowa, 2007).

Timeline of Program

The timeline of the proposed Social Emotional Lesson plans program is about a year.

There are several steps that take place to make sure this program is implemented. The first step is

for the school counselor to give the survey questionnaire to the teachers of grades 1-4. The

teachers will fill out the questionnaire based on their personal observations of social emotional

behaviors in the classroom and during free time and submit their answers back to the school
DELIVERY PROJECT 11

counselor. This will allow the school counselor to see which specific social emotional areas they

should focus on to benefit the students.

The next step is to deliver the Social Emotional lesson plans. The lesson plans will be

administered by the school counselor and/or the teacher. The counselor and teacher can even

collaborate with one another to run the lesson plans together if they choose to. Each month a

different topic will be delivered to each grade. For example, September will be Self-Awareness

and Self-Esteem, for grades one through four. The lesson plans will slightly vary based on the

grade level. The next month, October, will be focused on building relationships and creating

friendships. The following months will focus on other areas, such as social development, positive

decision-making, etc. The goal of the lesson plans is to create and deliver what is in the best

interest of the students. Detailed and descriptive lesson plans will be provided for both the

teacher and the school counselor. Each lesson plan will take about thirty minutes of a class

period.

After all lesson plans are conducted in each grade level, the teachers will receive a post-

survey. The survey will consist of some of the same questions as the pre-survey as well as some

new questions. Teachers will fill out the post survey and send it back to the school counselor.

The results from the surveys will provide information about whether the Social Emotional lesson

programs have worked. Feedback will help us identify additional social-emotional plans needed

by students and teachers.

Overview of Intervention Program Lesson Plans

Grade Level ASCA Mindsets Unit Objective Procedure

& Behaviors for
Student Success

First M.1. Belief in Self- Awareness Students will 1.Students will

the development & Self-Esteem become watch a youtube
DELIVERY PROJECT 12

of whole self, knowledgeable clip from

including a about becoming Finding Nemo,
healthy balance more self “Just Keep
of mental, confident and Swimming” and
social/emotional self aware of discuss what
and physical their own values they think it
well-being and interests. means about
PS:A1.1 moving forward
Develop positive in life and being
attitudes toward confident.
self as a unique
and worthy 2. Then together
person with the
counselor or
PS:A1.2 teacher students
Identify values, will discuss
attitudes and positive traits of
beliefs an individual.

PS:A1.5 3. Next students

Identify and will receive a
express feelings gingerbread man
cutout, in which
they will write
five positive
traits they like
about
themselves.
They will be
allowed to color
this after.

4. Students will
then be able to
present their
picture.

Second B-SMS 7. Building Students will 1. A story will

Demonstrate Relationships learn and be read to
effective coping (Friendship) understand how students,
skills when faced everyone is followed by a
with a problem. different and discussion.
unique in their 2. Students will
B-SS-2. Create own ways and then draw a
positive and they will apply picture of
supportive this to their themselves and
DELIVERY PROJECT 13

relationships drawing of someone who is

with other themselves and different from
students. someone who is them.
different from
B-SS 7. Use them and to 3. Lastly, they
leadership and everyday life. will share what
teamwork skills they drew with
to work the class.
effectively in
diverse teams.

PS:A2.3
Recognize,
accept, respect
and appreciate
individual
differences

PS:A2.8 Learn
how to make and
keep friends

Third B-LS 1. Decision Making Discuss common 1. Students will

Demonstrate problems identify
critical-thinking students have problems/issues
skills to make come across or they have dealt
informed have suggested with and start
decisions. they might considering
encounter and some solutions.
B-SS 5. develop ways to
Demonstrate make a healthy 2. Students will
ethical decision- decision to solve be introduced to
making and their problem. the “Six Pillars
social of Character”.
responsibility.
3.Teacher/Couns
B-LS 9. Gather elor will create
evidence and “Decision Tree”
consider with students
multiple and then students
perspectives to will be able to
make informed individually or in
decisions. groups create
their own
M-5. Belief in diagram.
using abilities to
DELIVERY PROJECT 14

their fullest to 4. Students will

achieve high- then discuss
quality results what their
and outcomes solution was and
how the “Six
Pillars of
Characters”
played a role in
their decision
making.

Fourth M 2. Self- Self- Students will 1.The teacher or

confidence in Management become more counselor will
ability to conscious of introduce the
succeed. their behavior in importance of
class which self-management
B-SMS 1.
should help to students.
Demonstrate
reflect positive
ability to assume 2.The instructor
behaviors
responsibility. will then present
outside of
them with a list
B-SMS 2. classroom.
of good self-
Demonstrate
management
self-discipline
practices that
and self-control.
they can achieve
B-SMS 4. daily.
Demonstrate
3.Next the
ability to delay
students will
immediate
work on their
gratification for
mystery
long term
motivator
rewards.
worksheet
B-SMS 9. throughout the
Demonstrate week.
personal safety
4.There will be
skills.
an envelope with
2014 NJSLS for a reward that
Comprehensive students will get
Health and if they show
Physical positive self
management
DELIVERY PROJECT 15

Education skills Monday

through Friday,
2.2.12.B.1
which will be a
Predict the shot
mystery until the
and long term
end of the week.
consequences of
good or poor 5.There will also
decision making be stamps and
on oneself, stickers used to
friends, family, mark the
and others. students
worksheets on
2.2.4.C.1
the bulletin
Determine how
boards.
an individual’s
charter develops
over time and
impacts personal
health.
2.2.12.C.1
Analyze the
impact of
competition on
personal
character
development.

Lesson: #1

Unit: Self-Awareness & Self-Esteem

Title: Get into a Positive Mindset

Grade Level: 1

Time: 30 Minutes

Learning Target: Students will learn to become more self-aware and build their self-esteem.

Materials:

● Finding Nemo “Just Keep Swimming” youtube video (Computer)

DELIVERY PROJECT 16

● Gingerbread Handout

● Paper

● Pencils

Objective: Students will become knowledgeable about becoming more self confident and self

aware of their own values and interests.

1. Students will watch a youtube clip from Finding Nemo, “Just Keep Swimming” and discuss

what they think it means about moving forward in life, by being confident.

2. Then together with the counselor or teacher students will discuss positive traits of an

individual.

3. Next students will receive a gingerbread man cutout, in which they will write five positive

traits they like about themselves. They will be allowed to color this after.

4. Students will then be able to present their picture.

ASCA National Standards & Mindsets and Behavior for Student Success:

M.1. Belief in the development of whole self, including a healthy balance of mental,

social/emotional and physical well-being.

PS:A1.1 Develop positive attitudes toward self as a unique and worthy person.

PS: A1.2 Identify values, attitudes and beliefs.

PS:A1.5 Identify and express feelings.

Lesson Overview:

Teachers or the counselor will begin the lesson by showing the “Just Keep Swimming”

clip from Finding Nemo. Then the instructor will discuss what the video means to the students.

This will lead to another discussion about self-esteem and being aware of one’s actions and how

they may affect a person. After the discussion, students will receive a blank gingerbread man
DELIVERY PROJECT 17

cutout. They will be instructed to write five positive traits inside the gingerbread man, that

describes them. Then they will be able to color and decorate the gingerbread cut out however

they wish too. After doing this students will be able to share their finished product with their

peers and with the rest of the class.

Lesson: #2

Unit: Building Relationships (Friendship)

Title: How to Be a Good Friend

Grade Level: 2

Time: 30 Minutes

Learning Target: I can learn to be a good friend.

Materials:

● “We are All Alike… We Are All Different” book by the Cheltenham Elementary School

Kindergarteners

● Paper

● Pencil

● Crayons/Colored Pencils

Objective: The students will learn and understand how everyone is different and unique in their

own ways and they will apply this to their drawing of themselves and someone who is different

from them and to everyday life.

1. The “We are All Alike… We Are All Different” story will be read to students.

2. This will be followed up by interactive questions about the students knowledge and what they

learned from the story.

3. Next students will draw a picture of themselves and someone who is different from them.
DELIVERY PROJECT 18

4. In closing, students will be able to share what they drew with the rest of the class.

ASCA National Standards & Mindsets and Behavior for Student Success:

B-SMS 7. Demonstrate effective coping skills when faced with a problem.

B-SS-2. Create positive and supportive relationships with other students.

B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams.

PS:A2.3 Recognize, accept, respect and appreciate individual differences.

PS:A2.8 Learn how to make and keep friends.

Lesson Overview:

Teachers or the counselor will introduce the lesson by discussing how everyone is the

same, yet different in several ways. The importance of this will be expressed, to emphasize that

no matter how different one may be from another we should all be nice to each other and be

friends. Next, they will read the story “We Are All Alike… We Are All Different”. Throughout

the story and after a question and answer conversation will take place to see what the students

took away from the story.

After the discussion is over, students will be instructed to draw a picture of themselves

and someone who is different from them. They will have about ten minutes to do this. Students

will be free to draw with pencil and then color in crayon. Once they are finished, volunteers will

get a chance to share what they drew with the rest of the class.

Lesson: #3

(Adapted from 100% Me – Part One for Grades 6-8 (Lesson Plan Library, n.d.))

* 100% Me - Part 1 was designed for grades 6-8, concentrating on physical health. Due to the

age difference only the “Six Pillars of Characters”, were used for the lesson of “My Decision

Matters” in connection to everyday decision making.

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Unit: Decision Making

Title: My Decision Matters!

Grade Level: 2 & 3

Time: 30 mins

Learning Target:

Students will develop respectful ways to overcome problems they come across during their

everyday activities.

Materials:

● 100% Me Workbook – Chapter one (Teacher) (Free)

● 2nd and 3rd graders

● Decision Tree Worksheet (Students)

● Large White Bulletin Paper (Teacher)

● Markers (Teacher)

● Writing tools (Students)

Objective: Discuss common problems students have come across or have suggested they might

encounter and develop ways to make a healthy decision to solve their problem.

1. Identify the “Six Steps of Decision-Making Model”

2. Describe the “Six Pillars of Character”

3. Student will be able to apply the decision making model and the Six Pillars of Character

to make a healthy decision for problem solving.

ASCA Mindsets & Behaviors Standard for College and Career-Readiness:

B-LS 1. Demonstrate critical-thinking skills to make informed decisions.

B-SS 5. Demonstrate ethical decision-making and social responsibility.

DELIVERY PROJECT 20

B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions.

M-5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

2014 NJSLS for Comprehensive Health and Physical Education Activity:

2.2.2.B.1. Explain what a decision is and why it is advantageous to think before acting

2.2.2.B.2 Relate decision-making by self and others to one’s health.

2.2.2.B.3. Determine ways parents, peers, technology, culture, and the media influence health

decisions.

Lesson Overview:

Teachers or counselors will introduce the lesson by discussing a scenario of their choice

where a they were faced with a difficult situation and a decision had to be made. Then asking

students to think of a situation/problem they have been faced with. Students should be given the

opportunity to voice out their issue if they feel comfortable to. Students will get introduced to the

“Six Pillars of Character” which describe trustworthiness, respect, responsibility, fairness,

caring, and citizenship. The 100% Me workbook offers teachers brief definitions of each with

great examples to adjust depending on grade level.

The next step is to create a decision tree which every student will have a worksheet with

a blank tree diagram to work on. To help students understand the task the teacher will draw out a

bigger form of the tree diagram illustrated on their worksheet on a white bulletin paper and tape

it on their whiteboard/chalkboard for students to see.

This lesson can be done in groups or individually, depending on the size of the

classroom. Each student/group will come up with a problem/issues and discuss possible

outcomes to create a solution keeping in mind the “Six Pillars of Character”. By the end of this

lesson students will be able to think before they act upon their troubles.
DELIVERY PROJECT 21

Lesson: 4
Unit: Self-Management
Title: Monday Motivation
Grade Level: K- 2nd
Time: 30 mins (introduction)
5-10 mins (Daily)
Learning Target: Student will recognize positive social motivators while working for a mystery
reward at the end of the week.
Materials:
● Mystery Motivator Worksheet
● Stamps or Stickers
● Markers
● Writing tools
● Bulletin Board
● Envelope
● Mystery card (index card)
Objective: Students will become more conscious of their behavior in class which should help
reflect positive behaviors outside of classroom.
1. The teacher or counselor will introduce the importance of self-management to students.
2. The instructor will then present them with a list of good self-management practices that
they can achieve daily.
3. Next the students will work on their mystery motivator worksheet using stamps and
stickers to mark them throughout the week.
4. There will be an envelope with a reward that students will get if they show positive self
management skills Monday through Friday, which will be a mystery until the end of the
week.
ASCA Mindsets & Behaviors for Student Success:
M 2. Self-confidence in ability to succeed.
B-SMS 1. Demonstrate ability to assume responsibility
B-SMS 2. Demonstrate self-discipline and self-control
B-SMS 4. Demonstrate ability to delay immediate gratification for long term rewards.
B-SMS 9. Demonstrate personal safety skills
2014 NJSLS for Comprehensive Health and Physical Education Activity:
DELIVERY PROJECT 22

2.2.12.B.1 Predict the shot and long term consequences of good or poor decision making on
oneself, friends, family, and others.
2.2.4.C.1 Determine how an individual’s charter develops over time and impacts personal health.
2.2.12.C.1 Analyze the impact of competition on personal character development.
Lesson Overview:
Teacher and/or counselors will introduce the importance of self-management to students

by defining it based on the grade level being taught. For Example: The kindergarten class would

better understand self-management as their own ability to control their emotions. After the

discussion, the instructor will then present them with a list of good self-management practices

that they can achieve daily. They will then receive a mystery motivator worksheet that they will

work on Monday through Friday. They will also get a reward if they show positive self

management skills throughout the week. This will be kept a mystery until the end of the week.

Students will also use stickers and stamps to mark the worksheets on the bulletin boards.

Assessment Tool to Measure Delivery Program

The assessment tool used to measure the social-emotional aspect of students in grades 1-

4, was a questionnaire developed for teachers to fill out and submit. Using this tool, teachers are

able to provide valid information on how students act throughout the school day both in the

classroom and during free time. The school counselor forwarded the questionnaire to the teachers

in the specific grade levels. Having the teachers fill out the survey should allow for data based

evidence on which portions of the social emotional areas to focus on. The questionnaire shared to

teachers by the counselor was created on Google Forms which made it easily accessible to them.

Distribution was easily done via email without the need to keep track of the number of

assessments handed out. The electronic format will also be helpful to keep track of results and

use the data to develop specific lesson plans based on the feedback provided by teachers.
DELIVERY PROJECT 23

Classroom Social/Emotional Observations:

We are a team of school counseling graduate students from Montclair State University working

with Ms. Moore* to provide additional and/or new resources to students at CS. As part of this

project we want to collect information from the teachers who work directly with the students so

we can provide the best resources possible. It is brief and will only take a few minutes. All

responses are confidential. We want to thank you for taking the time to answer the following

questions.

1. Grade level you currently teach.

Your Answer: _______

2. Average number of students you have in your classroom.

Your Answer: _______

3. Approximately how often do you encounter classroom disrupting social challenges (Ex: inter-

personal skills, inappropriate behavior involving other students, or anger management)?

● Daily

● 3+ times a week

● 2 times a week

● Once a week

● Never

● Other: _____

4. If daily, how often do these social challenges occur?

● 5 or more times a day

● 1-5 times per day

● Other: _______
DELIVERY PROJECT 24

5. How much impact do the social challenges have on the classroom environment and your

ability to teach?

● Highly impact/ very disruptive

● Medium impact/ Normal disciplinary action for grade level

● Low impact/ not a major issue

6. What are some specific social challenges that you see most in the classroom?

Your answer: ________

7. Approximately how often do you see classroom disrupting emotional challenges (Ex: lack of

coping skills, emotional outbursts, lack of empathy towards others, etc.) in the classroom?

● Daily

● 3+ times a week

● 2 times per week

● Once a week

● Other: _____

8. If daily, how often do these emotional challenges occur?

● 5 or more times per day

● 1-5 times a day

● Other: _____

9. How much impact do the emotional challenges have on the classroom environment and your

ability to teach?

● Highly impact/ very disruptive

● Medium impact/ Normal disciplinary action for grade level

● Low impact/ not a major issue

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10. What are some specific emotional challenges that you see most in the classroom?

Your Answer:_______

11. Do you report these social-emotional challenges to the counselor?

● Yes, regularly

● Sometimes, if needed

● Rarely, only in extreme cases

● Other: _____

12. How much time do you take away from lessons to address these social-emotional challenges

on average per day?

● 15-20 mins

● 10-15 mins

● 5-10 mins

● Other: _____

13. How do these social-emotional challenges impact the class environment?

Your Answer:_______

14. Do these social-emotional challenges typically occur during students’ free time, such as

recess and lunch, during structured class time, or other?

● Free time

● Structured class time

● Other

15. What are some tools or strategies you use when you see these social-emotional challenges

expressed by students?

Your Answer:________
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16. Do you find that the social-emotional challenges occur due to differences between students

involving any of the following factors:

● Race

● Ethnicity

● Socioeconomic Status

● Other: _____

17. What programs/interventions have worked in the past to address social-emotional

challenges?

Your Answer: _______

References

American School Counselor Association (2004). ASCA National Standards for Students.

Alexandria, VA: Author.

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American School Counselor Association (2014). Mindsets and Behaviors for Student Success:

K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

Berman, S., & Aspen Institute, N. C. on S. E. & A. D. (NCSEAD). (2018). The practice base

for how we learn: supporting students’ social, emotional, and academic development.

Consensus statements of practice from the council of distinguished educators. Aspen Institute.

Clark, M. A., & Breman, J. C. (2009). School Counselor Inclusion: A Collaborative Model to

Provide Academic and Social-Emotional Support in the Classroom Setting. Journal of

Counseling & Development,87(1), 6-11.

Even, T. A., & Quest, H.L. (2017). Mental Health and Social Emotional Programming in

Schools: Missing Link or Misappropriation. Journal of School Counseling,15(5), 1-31.

Gamble, B. E., & Lambros, K. M. (2014). Provider Perspectives On School-Based Mental

Health for Urban Minority Youth: Access and Services. Journal of Urban Learning,

Teaching, and Research,10, 25-38.

Gleason, P. M., & Mathematica Policy Research, I. (2016). What’s the Secret Ingredient?

Searching for Policies and Practices That Make Charter Schools Successful. Working Paper

47. Mathematica Policy Research, Inc.

Community School. (2018). Retrieved from www.CSnj.org

Lesson Plan Library. (n.d.). Retrieved November 14, 2018, from

http://www.discoveryeducation.com/teachers/free-lesson-plans/100percentme-

part1.cfm#wrap

NJ School Performance Report. (2017). Community School 2016-2017 annual report.

Trenton, NJ
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New Jersey State Department of Education. (2014). Core curriculum content standards in

comprehensive health and physical education. Online:

https://www.state.nj.us/education/cccs/2014/chpe/standards.pdf

Pearson, Q.M., & Nicholson, J. I. (2000). Comprehensive Character Education in the Elementary

School: Strategies for Administrators, Teachers, and Counselors. Journal of Humanistic

Counseling, Education and Development, 38(4), 243-51. Retrieved from

http://ezproxy.montclair.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=tr

ue&db=eric&AN=EJ617561&site=ehost-live&scope=site

Steen, S., O’Keefe, A.L., Griffin, D., & Routzahn, K. (2012). Service-Learning and Classroom

Guidance: A Program for Elementary Students. Journal of School Counseling, 10(2). Retrieved

from http://exprozy.montclair.edu:2048/login?url=http://search

.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ978858&site=ehost-live&scope=site

Urofsky, R. I., & Sowa, C. J. (2007). Charter School Administrators’ Attitudes and Beliefs

Concerning Developmental and Mental Health Services. Journal of School Counseling, 5(15).

U.S. Department of Education. (2010). A Blueprint for Reform: The Reauthorization of the

Elementary and Secondary Education Act. Washington, D.C.: Author.

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Lesson One Handout: First Grade Level

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Video Clip for Lesson One:

Just Keep Swimming - Link

Lesson Two Book:

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Lesson Three Workbook:

100% Me- 100% Me Student Workbook (Complete Workbook)

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Lesson Three Decision Tree Worksheet:

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Lesson Three Six Pillars from 100% Me Workbook:

Lesson Four
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