Kimberly Pietris & Ashley Bozsik

School Districts: Somers Central School District, New Paltz Central School District
School Names: Primrose Elementary, Duzine Elementary
Contact:
Kimberly Pietris, School Counseling Intern; Somers High School
Ashley Bozsik, School Counseling Intern; Lenape Elementary School
New York Student Standards for Guidance Addressed
Standards Addressed
ASCA National Standards for
Students
Personal/Social Development
ASCA National Standards for
personal/social development
guide school counseling
programs to provide the
foundation for personal and
social growth as students
progress through school and into
adulthood.

Standard A: Students will
acquire the knowledge,
attitudes and interpersonal
skills to help them understand
and respect self and others.



















Competencies
& Indicators
PS:A1 Acquire Self-
knowledge

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:A1.9 Demonstrate
cooperative behavior in
groups
PS:A1.10 Identify
personal strengths and
assets
PS:A1.12 Identify and
recognize changing
family roles
PS:A2 Acquire
Interpersonal Skills

PS:A2.1 Recognize that
everyone has rights and
responsibilities

PS:A2.2 Respect
alternative points of view

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

PS:A2.4 Recognize,
Kimberly Pietris & Ashley Bozsik






The New York State Model
For Comprehensive K-12
School Counseling Programs
Section 1: The Transformed
School Counselor discusses the
need for leadership, advocacy
and accountability in the
profession
Section 2: The State of
Education in New York details
the educational initiatives in
New York State that work hand
in hand with comprehensive
school counseling programs.
These initiatives include, but are
not limited to, the New York
State Learning Standards,
Academic Intervention Services,
The Career Development and
Occupational Studies (CDOS)
standards, and the Career Plan
Initiative.
Section 3: Understanding the
Student investigates the impact
of learning style on academic
achievement and the role of
school counseling programs.
Section 4: Determining the
accept and appreciate
ethnic and cultural
Diversity

PS:A2.5 Recognize and
respect differences in
various family
configurations


Kimberly Pietris & Ashley Bozsik
Need offers school counselors a
series of activities they can use
to assess the state of their
current program and begin the
process of developing a
comprehensive school
counseling program.
Section 5: Foundation
describes the foundation
elements of school counseling
programs, such as the
philosophy, vision and mission
statement.
Section 6: Delivery System
examines methods of delivering
a school counseling program.
By examining the components
of a delivery system, school
counselors can determine the
amount of time they need to
spend on each component.
Section 7: Managing the
System discusses methods for
program management. These
include annual and monthly
calendars, monthly reports,
service logs, and the school
counseling advisory committee.
Section 8: Accountability
looks at the most important
aspect of a school counseling
program, accountability to the
programs constituents and a
purposeful alignment to school
improvement. Methods for
ensuring school counselor and
the program accountability are
offered. The forms and activities
Kimberly Pietris & Ashley Bozsik
offered in this section are
offered as examples only. They
should be modified to meet the
needs of individual counselors
and schools.
Section 9: Sample Curriculum
Activities offers nine examples
of school counseling activities
based upon ASCAs National
Standards for School
Counseling Programs and the
New York State Learning
Standards. These activities are
easily replicated and
demonstrate the ease of
addressing the standards in a
comprehensive school
counseling program.

Instructional Development
Grade Level(s): K-2
Title: Differences
Summary:
This lesson is designed to teach students in grades K-2 to recognize and
appreciate individual differences. Although students in early elementary
school may be keenly aware of the unique characteristics that make each
child or family unique, they may lack an appreciation for the ways in which
those differences enrich the school community. Encouraging students to
respect and value the diversity in their environments is a positive step
towards cultivating an environment of acceptance.
Time Frame: 25-30 minutes
Kimberly Pietris & Ashley Bozsik
Evaluation
How will mastery of
the guidance
indicator(s) be
evaluated?
1) Students will be able to identify and distinguish between interpersonal
similarities and differences.

2) Students will be able to identify and describe individual differences, and
why they are valuable.

Learning Resources
Resources needed: e.g.,
technology resources,
media resources, books,
websites
Its Okay to be Different By Todd Parr
white and colored paper
markers/crayons
Citation(s): You may
include copyrighted
materials in resources
needed, but do not
reproduce copyrighted
materials in your lesson
plan. Non-copyrighted
materials need to be
reproduced and
included with your
lesson plan. Cite
sources here.
American School Counselor Association (2004).
ASCA National Standards for Students. Alexandria, VA
New York School Counselor Association (2005). The New York State Model
for Comprehensive K-12 School Counseling Programs. Leicester, NY
Parr, T. (2001). It's Okay to Be Different. Canada: Little, Brown &
Company
Collaborative
Partners:
e.g., advisory
teachers, other
teachers,
community
resource people