SUPER School Inc. Comprehensive 

School Counseling Program  
 

Rachel Chambers, Alicia Justice, Kaylen Overway & Lindsay Timmerman 

Butler University 

   
Table of Contents 
Table of Contents 1 

The Super School Inc. School Counseling Website 3 

Foundation 3 
Mission 3 
Vision 3 
Beliefs/Philosophy 3 
Data 4 
Enrollment 4 
Discipline 4 
Testing 6 
Attendance 6 
Program Priorities & Goals 7 
Academic Goals 7 
Behavior/School Culture Goals 7 
Career/College Readiness Goals 7 

Management 8 
Advisory Council Roster 8 
Needs Assessment(s) 9 
Student Needs Assessment 9 
Parent Needs Assessment 13 
Use of Time Assessment 17 
ASCA Action Plans 20 
Small Group Action Plan 22 
Closing the Gap Action Plan 24 

Delivery 26 
Counseling Master Calendar 26 
Guidance Unit 29 

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 Popcorn Emotions: How to Express Emotions (Lesson 1) 29 
Guys & Girls: Mars vs Venus (Lesson 2) 32 
Beneath the Surface - Your Emotional Iceberg (Lesson 3) 36 
Emotional Expression: Behind the Mask (Lesson 4) 40 
School Counseling Activities 45 
Other School Counselor Roles and Responsibilities 46 

Accountability 48 

Results 48 
Program Accountability 50 
Counselor Accountability 54 
Outreach Project 56 

   

2 
The Super School Inc. School Counseling Website 
The SUPER School Inc.school counseling website is a tool for parents, students and community members who wish to contact SUPER 
School’s counselors or learn more about our comprehensive school counseling program. To visit the SUPER School Inc. school counseling 
website, visit ​https://superschoolcounseling19.weebly.com/​.  

Foundation 
Mission 
The mission of the SUPER School Inc. school counseling program is to provide equitable, data-driven and culturally astute 
counseling services to all students. Through classroom guidance lessons, individual and group counseling sessions, school-wide 
initiatives and community partnerships, we aim to prepare the SUPER School student body for academic, personal and 
social-emotional success. As a school counseling team, we are committed to pursuing best practices and acting with the growth 
and safety of all students in mind. We uphold a high level of professionalism and seek to promote equity, empathy and a growth 
mindset in all we do. 

Vision 
The vision of the SUPER School Inc. school counseling program is to create an environment where all students flourish and grow 
to appreciate the diversity of the community that surrounds them. When students graduate from our program, we hope they will 
go forward with the confidence, knowledge and skill set they need to become leaders in high school and beyond. As school 
counselors, we aim to nurture the productive, empathetic and culturally-responsive leaders our community will need 10+ years 
from now. 

Beliefs/Philosophy 
The SUPER School Inc. school counseling program believes all students are capable of achieving academic, personal and 
social-emotional success when nurtured in an equitable, safe and joyful school environment. In order to create a positive and 
adaptive school culture, we must strike a balance between individual student advocacy and initiatives that benefit the student 

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body at large. We recognize the potential in all students and work hard to engage the surrounding community in nurturing their 
academic, personal and social-emotional growth. 

Data  
The following images provide a brief snapshot of SUPER School Inc.’s most recent enrollment, discipline, standardized testing and 
attendance data. The school counseling program’s full data analysis can be found by clicking the images below or visiting 
https://docs.google.com/spreadsheets/d/1nhZAVi5g1PehzA87yUxzqp239jImZT088vc0W17x5Ww/edit?usp=sharing​. All data is courtesy of 
SUPER School Inc.  

Enrollment 
The following images reflect SUPER School Inc.’s student body demographics as reported to the Indiana program of Education during the 
2017-2018 school year.  
   

4 
Discipline  
The images below reflect SUPER School Inc.’s May 2018 discipline referral demographics. Trends in the reasons for referrals and disciplinary 
action taken are also summarized. 
 

 
 
 
 

 
 

   

5 
Testing 
The following graph represents SUPER School 19’s 4th grade WIDA scores for the 2017-2018 school year.  

 
 

Attendance  
During the 2016-2017 school year, SUPER School Inc.’s daily attendance averages were at or above 97% for all grade levels .  

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Program Priorities & Goals 
Academic Goals 
1. By May 2019, SUPER School Inc.’s iRead 3 Passing Rate will increase from 83.7% to 90% through targeted instruction for 
comprehension and fluency. 
2. By May 2019, SUPER School Inc.’s average iLearn score for 7th and 8th grade students will raise by 10 points (is this reasonable) by 
forming study hall groups based on students lowest scores; content instruction will be paired with study skills and organizational 
skills to facilitate the intended growth. 

Behavior/School Culture Goals 

1. By May 2019, SUPER School Inc.’s referral rate of students with IEPs or 504s will decrease from 41.8% to 25% through large group 
lessons and consultations with teachers and small groups formed by referral data and teacher referrals to address the most 
prevalent categories: substantial disrespect and physical aggression. 
2. By May 2019, SUPER School Inc.’s family engagement/parent volunteers will increase from 20% to 50% as tracked by the sign-in 
sheet at the front desk; the opportunities will be communicated through the monthly newsletter, class Dojo and teacher notes home 
with thank you notes to follow. 

Career/College Readiness Goals 

1. By May 2019, 40% of SUPER School Inc.’s students and 20 community partners will participate in JA In A Day (8th grade) and an 
in-school career fair (all grades) as is required by the Indiana program for Education. 
2. By the time SUPER School Inc.’s 5th graders go to Bustown and 6th graders go to JA In A Day, 100% of 5th and 6th grade students will 
participate in a Fast Five program to develop college/career readiness skills by pushing into morning meetings three times with 
counselors and community members. 

   

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Management 
Advisory Council Roster 
The advisory council is a group of members who meet every quarter to advise the counseling program. Council members are selected in an 
effort to accurately represent the dynamics of the SUPER School community and include representatives who are affected by the school 
counseling program. During the 2018-2019 school year, the council will meet the first Tuesday of every quarter from 4:30 - 5:30 pm. 
Refreshments will be provided.  
  
Name  Title/Role 

Rachel Chambers  Elementary School Counselor (grades 4-5) 

Alicia Justice  Elementary School Counselor (grades K-2) 

Kaylen Overway  Middle School Counselor (grades 7-8) 

Lindsay Timmerman  Elementary School Counselor ( 

John McClure  Principal 

Nancy Stewart  Dean of Climate and Culture 

Stephanie Hickman  School Board Member 

Dean Forester  YMCA Before & After School Program Director 

Michael Smith  KDO Director 

Nancy Botwin  Learning Garden Coordinator  

Theresa Wampler  Middle School Teacher Lead 

Carly Hogarth  Elementary School Teacher Lead 

Megan Vite  Literacy Coach 

Zack Mooneyham  Middle School Student Council President 

Emily Crandall   Community Involvement Coordinator  

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 Frank Gallagher   Parent 

Sheila Jackson  Parent  

Needs Assessment(s) 
Student Needs Assessment 
The screenshots below provide a glimpse of our student needs assessment. Students in grades 4-8 will have an opportunity to complete the 
assessment during the first classroom guidance lesson of the second quarter. The needs assessment will also be available on the SUPER 
School Counseling Program website. To view the full student needs assessment, visit 
https://docs.google.com/forms/d/e/1FAIpQLSf5p0KdErR9Hvh-SoExUQhXQVnuJCuhnP42ybWjGKcFJXa4-w/viewform?usp=sf_link​.  
 
 

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Parent Needs Assessment 
The screenshots below provide a glimpse of our parent needs assessment. The assessment will be made available to all parents at Parents in 
Touch Day and via email and newsletter during the first week of our second quarter. The needs assessment will also be available on the 
SUPER School Counseling Program website. To view the full student needs assessment, visit 
https://docs.google.com/forms/d/e/1FAIpQLSdOngBR3_xixiT5IlcvBsAe6kL55wZg6OoUFQnHhHetYQzDBw/viewform?usp=sf_link 

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Use of Time Assessment 
The screenshots below provide a visual of the school counseling program’s use of time assessment log. In an effort to track and 
assess the department’s use of time, each school counselor will submit a log entry after each completed activity. While SUPER 
School counselors will only be held responsible for their use of time on an annual basis, assessments should be reviewed at 
quarterly Advisory Council meetings in order to increase accountability. Ideally, all school counselors will spend 80% of their time 
delivering direct services. The elementary school counselors (Rachel Chambers, Lindsay Timmerman and Alicia Justice) will aim to 
spend 35%-45% on counseling core curriculum, 5%-10% on individual planning, 30%-40% on responsive services and 10%-15% 
on system support. The middle school counselor (Kaylen Overway) will aim to spend 25%-35% on counseling core curriculum, 
5%-10% on individual planning, 30%-40% on responsive services and 10%-15% on individual support. To view the full 
assessment, visit: 
https://docs.google.com/forms/d/e/1FAIpQLScrkbx5b5PzFlWQn33TsNXVCMcXjZAWFqRg5xbK3_2hcoI3MQ/viewform?usp=sf_link 
 

 
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ASCA Action Plans 
 
 

School Counseling Core Curriculum Action Plan 

   
1. By the time 5th grade go to Bustown and 6th graders go to JA In A Day, 100% of 5th and 6th grade students will 
participate in a Fast Five program to develop college/career readiness skills by pushing into morning meetings three 
times with counselors and community members. 
2. By May 2019, the average iLearn score for 7th and 8th grade students will raise by 10 points (is this reasonable) by 
forming study hall groups based on students lowest scores; content instruction will be paired with study skills and 
Goal   organizational skills to facilitate the intended growth. 

Lessons and Activities Related to Goal: 

Lesson Will 
Process Data  Perception  Outcome Data 
Be  ASCA 
(Projected  Data (Type of  (Achievement, 
Grade  Lesson  Presented  Domain,  Curriculum and  Projected  Contact 
number of  surveys/  attendance and/or 
Level  Topic  In Which  Standard and  Materials  Start/End  Person 
students  assessments  behavior data to be 
Class/  Competency 
affected)  to be used)  collected) 
Subject 
2 Teachers 
5th grade   
classrooms  Fast-Five 
College &  during  Handouts   100% of   Increase in 
Career  morning  B-SS: 2.3 &     Nov. 1-  5th Grade  Pre/Post  student confidence 
 5  Readiness  meetings  2.6  3 activities  Nov. 15  Students  Survey  for Bustown   KO 
2 Teachers 
6th grade   
classrooms  Fast-Five  Increase in student 
College &  during  Handouts   Nov.   100% of  confidence for JA In 
Career  morning  B-SS: 2.3 &    29- Dec.  6th Grade  Pre/Post  A Day 
 6  Readiness  meetings  2.6  3 activities  13  Students  Survey     KO 
3 teachers to 
7th grade  focus on content 
classrooms  area 
during     100% of 
Study  morning  B-LS: 2.3 &  Organization  Jan. 30-  7th Grade  Pre/Post 
 7  Skills  meetings   2.4   Presentation  Apr. 17  Students   Survey   iLearn+ Scores   AJ 

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Study Habits 
Hand-out 
 
Progress 
monitoring 
sheets 
3 teachers to 
focus on content 
area 
  
Organization 
Presentation 
 
Study Habits 
8th grade  Hand-out 
classrooms   
during  Progress  100% of 
Study  morning  B-LS: 2.3 &  monitoring   Jan. 30-  8th Grade  Pre/Post 
 8  Skills  meetings   2.4   sheets   Apr. 17  Students    Survey  iLearn+ Scores   AJ 
 
 
   

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Small Group Action Plan 

   
School Name   SUPER School 19 
Group Name   SPED Behavior 
 ​By May 2019, the referral rate of students with IEPs or 504s will decrease from 41.8% to 25% through large 
group lessons and consultations with teachers and small groups formed by referral data and teacher 
Goal  referrals to address the most prevalent categories: substantial disrespect and physical aggression. 
Target Group   SPED/504 Students with the most referrals in 6th, 7th, and 8th grade 
Data to Identify Students  Discipline Referrals filled out by teachers 
Process  Outcome Data 
ASCA Domain,  Data  Perception  (Achievement, 
Outline of Group  Project 
Standard and  Resources  (Projected  Data (Type of  attendance 
School Counselor(s)  Sessions to be  Start/Project 
Student  Needed  number of  surveys to be  and/or behavior 
Delivered  End 
Competency  students  used)  data to be 
affected)  collected) 
 1.Introduction/   
How group works.   30-40  1. Pre/Post: 
Talk about  students,  Will be given at 
classroom  broken  the beginning 
experiences and  into  of the first 
ASCA Mindset: ​M 2.  how it feels when  potentially  lesson and at 
Self-confidence in  you get a referral.  5 separate  the end of 
ability to succeed     small  subsequent  1. Pre/Post Survey   First session: 
2. Discuss coping   1. Pre/Post  groups of  lessons in  to be given.  January 16, 2019 
M 3.​ Sense of 
techniques and  Surveys  7 students  order to track     
belonging in the 
what to do when    who have  any changes in  2. Compare   
school environment 
Rachel Chambers  you get upset.   2.  the most  attitude toward  discipline   
M 6.​ Positive attitude 
Alicia Justice    Youtube  discipline  emotional  referrals from   
toward work and 
Kaylen Overway  3. Practice. Help  Video   referrals in  expression  first semester to   
learning 
Lindsay Timmerman  each other role    the 6th,  from each  second semester.   
  play what it looks  3.  7th and  student    End session: 
 
  like to use a  Depiction  8th grade   https://docs.go 3. # of students  February 20, 
  Indiana School  coping strategy.  of how    ogle.com/forms that come to  2019 
  Counselor    behavior    /d/1lU5nx79n3 group each   
  Competencies:   4. Regroup/ How  affects    CIMIui1SPHNzIt meeting.    
  Social/Emotional  is it going so far?  education    M4BULaMMnr    
  Has anyone      GMNpkZYmYc/    
  Development: K ​ -5: 1.1,  gotten to use a      edit      
  1.6. 6-8: 2.1, 2.5, 3.1  strategy?            

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   2. Exit Tickets- 
5. Connection  Will be 
between behavior  collected at the 
and academics.  end of each 
Discuss use of  lesson and 
skills.  assessed to 
Glows/grows from  compare 
the week.  student’s 
  knowledge and 
6. Closing.  skills 
Post-survey, last  acquisition 
discussion about  from each 
what we’ve  lesson.  
learned and how   
we feel about   
ourselves in the   
classroom. 
 
 
   

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Closing the Gap Action Plan 

 
 
  By May 2019, the iRead 3 Passing Rate will increase from 83.7% to 90% through targeted instruction for 
Goal:  comprehension and fluency.​  
  Target Group:   3rd Grade Students 
  Data to Identify Students   All 3rd Grade Students 
 
Process Data  Outcome Data 
ASCA Domain  Perception Data  
(Projected  (Achievement, 
and Mindsets &  Curriculum and  Projected  (Type of surveys/  Contact 
Activities  number of  attendance and/or 
Behaviors  Materials  Start/End  assessments to be  Person 
students  behavior data to be 
Standard(s)  used) 
affected)  collected) 
Attitude about  Mindset  - Pre- Survey  Aug. 6-  All 3rd  Pre-/ Post- Survey  Standardized Test   LT 
Reading  Standards​- 1.2:  - Put-downs and  Aug. 27  Grade  Data   Scores  
Self-confidence  Comebacks (see  Students 
in ability to  action plans folder) 
succeed   - Benefits of 
Reading 
- Reading in the 
real world 
- Post-Survey 
Building Confidence   Mindset  - Pre- Survey  Oct. 1-  All 3rd  Pre-/ Post- Survey  Standardized Test   LT 
Standards​- 1.2:  - Building  Oct. 22  Grade  Data  Scores   
Self-confidence  Confidence as a  Students   # of students checking 
in ability to  Reader  books out from the 
succeed    - Library Scavenger  library  
Hunt 
- Library Check-out 
- Post- Survey 
 Reading Fluency  Learning  - Reading Fluency  Nov. 26-  All 3rd  Reading fluency  Standardized Test   RC 
Strategies 2​ .1:  assessment   Dec. 10  Grade  assessments   Scores     
Demonstrate  - Review Sight  Students 
critical-thinking  Words 
skills to make  - Small Group 
informed  Practice 
decisions    - Reading Fluency 
assessment  

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 Reading  Learning  - Pre- Survey  Jan. 7-  All 3rd  Pre-/ Post Survey Data  Standardized Test   RC 
Comprehension  Strategies 2.1:  - Understanding  Jan. 28  Grade  Scores  
Demonstrate  what we read  Students 
critical-thinking  - Making 
skills to make  connections 
informed  - Practice with silly 
decisions  stories 
- Post- Survey 
Test- taking  Mindset  - Pre- Survey  Feb. 4-  All 3rd  Pre-/ Post- Survey  Standardized Test  LT 
Strategies  Standards​- 1.2:  - Using your time  Feb. 25  Grade  Data  Scores  
Self-confidence  wisely  Students 
in ability to  - Process of 
succeed   Elimination 
- What they mean 
by “The Best” 
Answer 
- Why review? 
- Post- Survey 
 
 

   

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Delivery 
Counseling Master Calendar 
Our 2018-2019 calendar is a work in progress! Here are just a few of the events we will be focusing on in the coming year. 
 
● August 2018 
○ Monday, August 6th: Coffee with the Counselors! (​ 6:30-7:30 am). On the first morning of each semester, parents and 
guardians are invited to drop by school counseling office for coffee with their child's counselor! Coffee, donuts, and bagels will 
be provided. There will be entertainment in the gym to keep the children busy while the adults are talking.  
○ Tuesday, August 7th: Advisory Council Meeting​ (4:30 pm - 5:30 pm) 
● September 2018 
○ Wednesday, September 6th: Parents in Touch ​(12 pm - 6 pm). The school counseling department will hold meetings with 
parents. Middle school student volunteers for the school counseling department will host a parent volunteer table aimed at 
recruiting new volunteers by educating parents on ways to get involved.  
○ Monday, September 10th: Literacy Night ​(5 pm - 7:30 pm) 
■ Families are invited to a school-wide celebration of literacy and learning! The school counseling department will lead 
activities focused on the promotion of a growth mindset. Snacks will be provided. 
○ Suicide Prevention Month 
■ A small group of middle schoolers will partner with Butler School Counseling students to receive P ​ eer C.E.L.L. (Caring 
through Empathy, Listening and Linking) Training​. The goal of this program is to help students become skilled, 
knowledgeable, and amazing advocates in mental health awareness working to prevent suicide and reducing mental 
health stigma across our school community.Trainings will take place during morning meetings and while the rest of the 
middle school is in specials (from 7:40-9:40 am).  
● Friday, September 7th: Module 1 
● Friday, September 14th: Module 2 
● Friday, September 21st: Module 3 
● Friday, September 28th: Module 4 
○ Hispanic Heritage Month​ ​(September 15th-October 15th) 
■ Did you know over 40% of SUPER School’s student body identifies as Hispanic? We will celebrate and explore that 
heritage all month long through our announcements, building decorations and media center reading.  
● October 2018 
○ Health Awareness Week (October 15th - 19th). W ​ e will focus on a variety of health-related topics during morning meetings 

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 and announcements as well as in specials including media, health and fitness and gym.  
○ Tuesday, October 23rd. Advisory Council Meeting​ (4:30 pm - 5:30 pm) 
○ Friday, October 24th: Stop Bullying Day. ​Counselors will hold assemblies in the cafeteria during each grade level’s specials 
period to deliver anti-bullying and cyberbullying curriculum as mandated by I​ ndiana state law. 
● November 2018 
● December 2018 
● January 2019 
○ Get Organized Month. ​Counselors will push into each classroom during morning meetings to aid teachers in helping students 
organize desks, lockers. Students grades 4-8 with engage in academic planning and study skills lessons and practice setting 
SMART goals.  
○ Tuesday, January 8th: Coffee with the Counselors! O ​ n the first morning of each semester, parents and guardians are 
invited to drop by school counseling office for coffee with their child's counselor! Coffee, donuts, and bagels will be provided. 
There will be entertainment in the gym to keep the children busy while the adults are talking.  
○ Tuesday, January 8th: Advisory Council Meeting​ (4:30 pm - 5:30 pm) 
○ Monday, January 21st: Martin Luther King Jr. Day of Service. D ​ uring the month of January, school counselors will plug into 
morning meetings to help each class plan a 1-2 hour service project. These projects will be completed with the help of 
counselors, classroom teachers and homeroom teachers during each grade’s assigned specials period.  
● February 2019 
○ African American History Month:​ Did you know over 25% of SUPER School’s student body identifies as black or African 
American? We will celebrate and explore that heritage all month long through our announcements, building decorations and 
media center reading.  
○ February 4th - 8th: National School Counseling Week. ​School counselors plug into lunches and plan activities during recess 
to increase visibility among student body. Counseling Office is open to parents on Friday, February 8th from 2:15-3:15 pm.  
○ Wednesday, February 19th: Parents in Touch ​(12 pm - 6 pm). The school counseling department will hold meetings with 
parents. Middle school student volunteers for the school counseling department will host a parent volunteer table aimed at 
recruiting new volunteers by educating parents on ways to get involved.  
○ Friday, February 21st: Career Fair. ​The school counseling department will partner with local businesses, colleges, universities 
and non-profits to plan a school-wide career fair to be held in the gym and on the playground. Classes will visit the career fair 
during their assigned specials period.  
● March 2019 
○ Friday, March 8th: International Women’s Day. T ​ eacher’s will focus on women’s issues during morning meetings the week 
of March 4-8. Each class will design a bulletin board either featuring a women’s issue (as elected by the class) or placing a 
spotlight on the women in the class. Counselors will assist.  
○ Tuesday, January 19th: Advisory Council Meeting​ (4:30 pm - 5:30 pm). 
○ Fast Five Fridays: D ​ uring the month of March, school counselors will deliver Fast Five introduction curriculum to 5th and 6th 
grade students during Friday morning meetings.  
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● April 2019 
○ Monday, April 8th: J​ A In A Day.  
○ Monday, April 16th: Bustown (​ 5th grade only).  
● May 2019 
○ Wednesday, May 1st: High School Enrollment Day. ​All middle school students must be enrolled in their high school of 
choice!  
● June 2019 
 
   

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Guidance Unit 
Popcorn Emotions: How to Express Emotions (Lesson 1) 
 
School Counselor​: ​Lindsay T., Rachel C., Kaylen O., & Alicia J.  
Date​: 1
​ 2/03/18 
Activity​: S
​ ocial Emotional Small Group Lesson: P
​ opcorn Emotions  
Grade(s)​:​ 6​th​-8​th  
ASCA Mindsets & Behaviors (Domain/Standard)​:  

Category 1: Mindset Standards:  

● M 2. Self-confidence in ability to succeed  

● M 3. Sense of belonging in the school environment 
● M 6. Positive attitude toward work and learning 

Category 2: Behavior Standards: 

● B-SMS 2. Demonstrate self-discipline and self-control 

● B-SMS 7. Demonstrate effective coping skills when faced with a problem 
● B-SMS 9. Demonstrate personal safety 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 9. Demonstrate social maturity and behaviors appropriate to the situation and environment  

Indiana School Counselor Competencies:  

Social/Emotional Development:​ ​K-5: 1.1, 1.6. 6-8: 2.1, 2.5, 3.1 
 
Learning Objective(s) (aligns with Competency)​: 

Objectives:  

SWBAT: incorporate the group rules & norms in our group while brainstorming various emotion words & identifying “popcorn emotions”- 
those emotions that pop-up/ explode out of use  

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 o Joy, Anger, Aggression, Grief, ect. 
Materials​:  
● Popcorn Kernels in small bag 
● Popped PopCorn for each Ss (to eat later) ;)  
● Chart of Group Rules Established from 1st session 
● Paint Samples: Red (Anger)/ Purple (Fear/anxiety)/ Green (disgust)/ Blue (Sad), Yellow (Happy) 
● Emotion Monsters Printed 

● Exit Tickets  
 
Procedure​: 
ESSENTIAL QUESTION: ​What emotions suddenly “pop” up inside of you typically? (each day/ each week/ at school/ at home).  

ICEBREAKER/QUOTE OF THE DAY/ HOOK 5 min: S

​ how a bag of popcorn kernels- to represent underlying emotions 

a. Give Ss a sm bag of cheese popcorn- popped emotions 

b. What sort of emotions do you feel suddenly- pop out? 
i. Write these emotions on Brainstorming paper  
 

S.C. STEPS OF LESSON: 15 

1. Use “Hook” activity to begin labeling the emotions each member feels according to the various paint colors  
a. On your paint strips: Categorize your emotion word to fit the Overall emotions (Red=Anger/ Purple = Fear/anxiety/ Green = 
disgust/ Blue=Sad/ Yellow =Happy.  
i. Consider the level of each emotions, because some of these emotions might be felt more intensely compared to others, 
even if that emotion is in the same “category”, which  
1. EX: Sad: down vs distraught/sorrowful  
b. Do your emotions mix to make new emotions? U ​ se Monster Cards ​to depict possible color combinations: Work together as a 
group, using your Emotion Paint Cards to think about: What could these Emotional Monster’s color combinations be? ​Show 
Emotion Cards​ What could other combinations be to make a new Emotional Monster?  
i. Frustrated= Fear (purple) + Anger (Red)  
ii. Embarrassed= Sad + Disgust 
iii. Jealous= Disgust + Anger 
iv. Surprise= Joy + Fear 
v. Sorry= Sad + Fear 
c. Let’s discuss:​ “What did you come up with as a group?” What new Emotional Monsters did you create?” 
 
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Closing: 5 min- Exit Ticket​: W
​ hat emotions do you notice most often? How do you think you show this emotion? (is it a popcorn kernel or 
has it popped?)   
Plan for Evaluation: How will each of the following be collected?   
Process Data:​ Pool of high risk students through the use of from 6th, 7th, and 8th grade averaging 7 students per-group. The number of 
groups will depend teacher referrals for group, parental/guardian consent, 504/IEP data, and number of office referrals for each student, 
with the potential to meet with 35-40 students in six weeks.  
Perception Data:​ ​Google Form Survey before lesson to evaluate Ss current perception of emotional expression  
https://docs.google.com/forms/d/1lU5nx79n3CIMIui1SPHNzItM4BULaMMnrGMNpkZYmYc/edit  
As well as collecting exit tickets to determine each student’s knowledge acquisition from each lesson topic and ability to apply what has been 
learned within the group to outside situations.  
Outcome Data:​ We will collect hard data from the behavioral reports (office referrals) and as well as giving a post survey at the end this six 
week unit in order to asses hard data.  
Follow Up: ​ ​Identify a few of your emotional monsters this week & consider:  
● Is this a good emotional monster (Delight/ excitement)- consider why you chose this answer/have this view  
● Or is this a scary emotional monster (outburst of anger) - consider why you chose this answer/have this view 
 

EXIT TICKET 
1. How might you apply today’s topic outside of group? Give 1 practical example or use a specific strategy you learned from group today.   
_______________________________________________________ 
_______________________________________________________ 
_______________________________________________________ 
_______________________________________________________ 
 
2. What might make your experience better in group? Or What made your experience good today? 
__________________________________________________________________________________________________________________________________________________
___________________ 
 
Name:_________________            Date:______________ 

   

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 Guys & Girls: Mars vs Venus (Lesson 2) 
 

School Counselor​:​ ​Lindsay T., Rachel C., Kaylen O., & Alicia J.  
Date​: 1
​ 2/03/18 
Activity​: S
​ ocial Emotional Small Group Lesson 
Grade(s)​:​ 6​th​-8​th  
ASCA Mindsets & Behaviors (Domain/Standard)​:  

Category 1: Mindset Standards:  

● M 2. Self-confidence in ability to succeed  

● M 3. Sense of belonging in the school environment 
● M 6. Positive attitude toward work and learning 

Category 2: Behavior Standards: 

● B-SMS 2. Demonstrate self-discipline and self-control 

● B-SMS 7. Demonstrate effective coping skills when faced with a problem 
● B-SMS 9. Demonstrate personal safety 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 9. Demonstrate social maturity and behaviors appropriate to the situation and environment  

Indiana School Counselor Competencies:  

Social/Emotional Development:​ ​K-5: 1.1, 1.6. 6-8: 2.1, 2.5, 3.1 
 
Learning Objective(s) (aligns with Competency)​: 
Objective:  
SWBAT: incorporate what was discussed in previous week by watching the Today Show interview and identifying gender norms through the 
use of “Man Up” phrases 
 
Materials​:​ UNO Cards 
 

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Procedure​: 
ESSENTIAL QUESTION: ​What expressions or phrases have you been told about expressing/not expressing how you feel because of 
your gender?  

ICEBREAKER/QUOTE OF THE DAY: ​Emotional UNO- Play 1 round of emotions UNO  

S.C. STEPS OF LESSON: 20 minutes  

Watch Today Show Interview Clip (3min) 

1. Ask Members to consider as they watch the video:  

a. “How does this resonate with me?” 
b. “What aspects of what each guy being interviewed did you identify with?” 
c. “When have you heard someone say statements like those mentioned in the video encouraging you to hide what you really 
feel?”  
i. “Who said these statements to you?” 
ii. “What did you think?”  
iii. “How did you respond?” 
2. Leader- Facilitate a debrief discussion using the above questions as a guide (8 min) 
a. Consider using a small basketball to toss around to illicit participation from members of the group; reminding them of the 
ability to pass if he feel uncomfortable sharing.  
3. Play UNO again & consider how these gender based stereotypes could influence the response now. (5min)  
a. Change the criteria to: Share how you might express this emotion in light of being male? How might a female feel able to 
express that same emotion in the same situation? 
 
Closing:​ ​Thank you for contributing so much to today session. I can tell each of you have been thinking about our topic of emotions, by 
today’s discussion- G
​ ive Exit Ticket For Homework to be filled out on​! E ​ xplain Homework: Real World Observation of “MAN UP” 
Phrases  

Plan for Evaluation: How will each of the following be collected​?   

Process Data:​ Pool of high risk students through the use of from 6th grade averaging 7 students per-group. The number of groups will 
depend teacher referrals for group, parental/guardian consent, 504/IEP data, and number of office referrals for each student, with the 
potential to meet with 35-40 6th grade students in six weeks.  
Perception Data: ​Google Form Survey before lesson to evaluate Ss current perception of emotional expression  
https://docs.google.com/forms/d/1lU5nx79n3CIMIui1SPHNzItM4BULaMMnrGMNpkZYmYc/edit  

33 
As well as collecting exit tickets to determine each student’s knowledge acquisition from each lesson topic and ability to apply what has been 
learned within the group to outside situations. Exit ticket for this lesson is to share how you might express this emotion in light of being 
male? How might a female feel able to express that same emotion in the same situation?  
Outcome Data:​ We will collect hard data from the behavioral reports (office referrals) and as well as giving a post survey at the end this six 
week unit in order to asses hard data.  
Follow Up:   
Observe a few interaction in which you notice someone expressing how he/she feels. Jot down their response & gender. Consider if a “MAN 
UP” phrase in being used in the situation. If so, how might that being influencing what is happening?  
 

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  35 
 
Beneath the Surface - Your Emotional Iceberg (Lesson 3) 
 
School Counselor​: ​Lindsay T., Rachel C., Kaylen O., & Alicia J.  
Date​: 1
​ 2/03/18 
Activity​: S
​ ocial Emotional Small Group Lesson: P
​ opcorn Emotions  
Grade(s)​:​ ​6​th​-8​th  
ASCA Mindsets & Behaviors (Domain/Standard)​:  

Category 1: Mindset Standards:  

● M 2. Self-confidence in ability to succeed  

● M 3. Sense of belonging in the school environment 
● M 6. Positive attitude toward work and learning 

Category 2: Behavior Standards: 

● B-SMS 2. Demonstrate self-discipline and self-control 

● B-SMS 7. Demonstrate effective coping skills when faced with a problem 
● B-SMS 9. Demonstrate personal safety 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 9. Demonstrate social maturity and behaviors appropriate to the situation and environment  

Indiana School Counselor Competencies:  

Social/Emotional Development:​ ​K-5: 1.1, 1.6. 6-8: 2.1, 2.5, 3.1 
 
Learning Objective(s) (aligns with Competency)​: 
Objective:  
SWBAT: apply what they learned in the previous week about emotions and gender norms and consider how they express their emotions, by 
filling out the “Tip of the Iceberg” worksheet. 
 
Materials​:  

36 
 ● Caution Tape  

● Iceberg worksheet  
 
Procedure​:​ ​ESSENTIAL QUESTION: ​What are barriers keeping you from expressing your emotions/ how you feel?  
ICEBREAKER/QUOTE OF THE DAY/HOOK-  3 minute S
​ et up a real barrier as Ss come into the room, which hinders their ability to sit 
down in some way  

S.C. STEPS OF LESSON: 15 MIN​ ​Debrief the Hook Activity  

1. Why was is difficult to find a place in the circle today?  

a. There was a barrier 
2. Aside from physical barrier, like the tape, are there other types of barriers? 
3. Remember last week when we discussed how gender can change the way we show how we feel? The stereotypes that young 
men should toughen up or man up can be a barrier to showing how you really feel.  
a. Show members the iceberg worksheet: Many times people only show a piece of what they are really feeling/ thinking, just like 
only a small portion of an iceberg is visible above water.  
b. “I want you to ​label the most common emotions​ you feel in a day or week, below the surface of the water line. Then I want 
you to think about how you show those emotions on the surface of the water.”  
c. “What are the barriers that keep you from showing how you really feel?” 
4. Have a time of discussion for the activity  
a. Have students show their iceberg and explain. If you they don’t feel comfortable showing their iceberg allow them to just 
verbally explain what they learned from the activity or Pass   

Closure/Summary: 3 minutes​ ​-​ Exit Tickets- Label one Barrier you would like to overcome this week & how you plan to overcome it. Write 
this on your exit ticket.  
 
Plan for Evaluation: How will each of the following be collected​?   
Process Data:​ Pool of high risk students through the use of from 6th grade averaging 7 students per-group. The number of groups will 
depend teacher referrals for group, parental/guardian consent, 504/IEP data, and number of office referrals for each student, with the 
potential to meet with 35-40 6th grade students in six weeks.  
Perception Data: ​Google Form Survey before lesson to evaluate Ss current perception of emotional expression  
https://docs.google.com/forms/d/1lU5nx79n3CIMIui1SPHNzItM4BULaMMnrGMNpkZYmYc/edit  

37 
As well as collecting exit tickets to determine each student’s knowledge acquisition from each lesson topic and ability to apply what has been 
learned within the group to outside situations. Exit ticket for this lesson is to label one Barrier you would like to overcome this week & how 
you plan to overcome it.  
Outcome Data:​ We will collect hard data from the behavioral reports (office referrals) and as well as giving a post survey at the end this six 
week unit in order to asses hard data.  
Follow Up: ​Reflect & Bring Response:  
● Take note of how you eliminated one barrier to showing your emotions this week.  
 
 

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39 
 Emotional Expression: Behind the Mask (Lesson 4) 
 

School Counselor​: ​Lindsay T., Rachel C., Kaylen O., & Alicia J.  
Date​: 1
​ 2/03/18 
Activity​: S
​ ocial Emotional Small Group Lesson 
Grade(s)​:​ ​6​th​-8​th  
ASCA Mindsets & Behaviors (Domain/Standard)​:  

Category 1: Mindset Standards:  

● M 2. Self-confidence in ability to succeed  

● M 3. Sense of belonging in the school environment 
● M 6. Positive attitude toward work and learning 

Category 2: Behavior Standards: 

● B-SMS 2. Demonstrate self-discipline and self-control 

● B-SMS 7. Demonstrate effective coping skills when faced with a problem 
● B-SMS 9. Demonstrate personal safety 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 9. Demonstrate social maturity and behaviors appropriate to the situation and environment  

Indiana School Counselor Competencies:  

Social/Emotional Development:​ ​K-5: 1.1, 1.6. 6-8: 2.1, 2.5, 3.1 
 
Learning Objective(s) (aligns with Competency)​: 
Objective:  
SWBAT: incorporate what was discussed in previous week and assign gender norms to those emotions by decorating their emotional masks 
& Planning strategies to remove the mask. 
 
Materials​:  
● Printed Masks 
● Markers/Pens 

40 
 ● Video Ready  
 
Procedure​: 
ESSENTIAL QUESTION:​ ​After completing multiple sessions in our group, what are different masks you hide behind?  

ICEBREAKER/QUOTE OF THE DAY/HOOK-  3 minute 

● Last Week we discussing how gender can influence what emotions are seen (on the surface of our iceberg) and what is 
unseen (below the water)  
● Show Ss a mask (of any kind)- Ask them:  
● “What is the purpose of a mask?”  
o To hide your identity/ who you really are.  ​ ​  

S.C. STEPS OF LESSON: Strategies to showing emotions  

Show clip of YouTube video: 1.07-4.40 

https://www.themiddleschoolcounselor.com/2014/10/borrowed-lessons-identitya-lesson-on.html?m=1​ - Video  
1. Have students consider the following questions as they watch: 
a. How could you identify with this video?  
b. How did the girl take off her mask? What might she has felt when she walked out of the bathroom w/o her mask on?  
2. SC: “​ Like the students in the video, we can wear a mask in order to hide how we really feel.” 
3. Give Students a copy of the mask and instruct them to decorate their mask to represent what they feel internally on half & 
what they choose to show on the other half. ​(Thinking back to your emotional iceberg barriers)  ​  
a. Provide time for students who want to show and share about their masks to do so. 
4. Now instruct students to label with words or pictures how they can take this mask off & show how they feel? 
a. What are ways we can learn to be comfortable telling other people how we really feel?​   
b. Start with one person you trust and show them your mask 
 
Closure/Summary: 3 minutes​: E ​ xit Ticket- Give one example of how you will take off your mask this week 
 
Plan for Evaluation: How will each of the following be collected​?   

41 
Process Data:​ Pool of high risk students through the use of from 6th grade averaging 7 students per-group. The number of groups will 
depend teacher referrals for group, parental/guardian consent, 504/IEP data, and number of office referrals for each student, with the 
potential to meet with 35-40 6th grade students in six weeks.  
Perception Data: ​Google Form Survey before lesson to evaluate Ss current perception of emotional expression  
https://docs.google.com/forms/d/1lU5nx79n3CIMIui1SPHNzItM4BULaMMnrGMNpkZYmYc/edit  
As well as collecting exit tickets to determine each student’s knowledge acquisition from each lesson topic and ability to apply what has been 
learned within the group to outside situations. Exit ticket for this lesson is to label one Barrier you would like to overcome this week & how 
you plan to overcome it.  
Outcome Data:​ We will collect hard data from the behavioral reports (office referrals) and as well as giving a post survey at the end this six 
week unit in order to asses hard data.  
Follow Up: ​Reflect & Bring Response:  
Take note of how you eliminated one barrier to showing your emotions this week.  
 
 
 

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43 
 
44 
School Counseling Activities 
Individual: ​At this time, there is no counselor at our school. With the development of our Comprehensive School Counseling Plan we can 
better address the needs of individual students. We do not have individual counseling so we will use this opportunity to develop better 
relationships with our most high needs students. Our students currently struggle with coping skills, anxiety, classroom behavior and more; 
therefore, the need for individual counseling is great. Individual counseling would really focus on the “repeat offenders” as a way to develop 
coping skills and give those students an opportunity to talk about their lives and behaviors. The goal would be to increase a feeling of 
belonging at school and decrease disruptive behaviors by listening to students about their needs and possibly the reasoning behind the 
behaviors. Though individual counseling is demanding of time it is important to play a consistent role for students. We will be making time 
by having consistent schedules while working with teachers so a student does not consistently miss the same class/content area. We will 
split up the load so that all four of us have a smaller number of individual clients so that one person isn’t overly stretched. 
 
Group: ​At the K-8 level, small group counseling can be extremely beneficial. We know that we can offer a variety of groups such as a divorce 
group, new student group, students with autism group and more! The need exists to further extend the learning happening in curriculum 
classroom lessons. These small groups will give our students more time to practice coping skills and other social/emotional skills we 
introduce and use in the curriculum lessons. These groups also allow the counselors to focus on the goal of creating a positive school 
culture. By creating a safe space for students to freely express themselves and realize that other students are not so different from 
themselves, we feel that we can increase the community feel of the school. With four counselors we are at a major advantage when it comes 
to time management of groups. We will each specialize in a group so that we can run it consistently and build relationships. This will also 
allow us to evenly spread individual counseling and classroom lessons. We plan to have groups meet once every other week as to not 
disrupt the classroom setting too much. 
 
Peer Facilitation: P ​ eer Facilitation would be quite helpful in our school. Because we have such a wide age range of students, we could really 
see the benefits of having older students partner with younger students to help them with the transition to different grades and with the 
expectations of each grade. This need exists because we do not have much overlap between our K-5 and 6-8 students. This sometimes 
makes the school feel divided and students feel cut-off from their former teachers. We want to create a more cohesive school environment 
that all students feel comfortable in their current classrooms and former classrooms. We will accomplish this goal by working starting with 
8th graders to create peer mentors. We will work over the summer with some rising 8th graders about how they can create a positive school 
environment. We will work together to decide on our first group of peer facilitators. Moving forward, we will continue to add peer facilitators 
in each grade and have students help us during our classroom curriculum. We will have students in older grades talk to those in younger 
grades and we will have students taking leadership roles during our classroom lessons. We can spread this out by either having one of us 
focus on one or two grades or we will have two counselors work with peer facilitators and the other two counselors focus on other 
components of the Comprehensive School Counseling Plan.   

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Other School Counselor Roles and Responsibilities 
Advocacy for systemic/school change: ​The point of our Comprehensive School Counseling Plan is to change the school as a whole. Right 
now, we feel our students are lacking the knowledge and skills to effectively cope with different life situations. As a school, we try to focus on 
the physical development of our students but we do not do enough for their social/emotional development. For this reason, our plan will 
address the social/emotional needs of students to aid in school-wide change. When students understand themselves and others better we 
can grow as a school. When teachers understand the challenges that our students face and how those challenges can affect their classroom 
behavior and skills we will set our entire school up for success and allow change to happen within the school at a systemic level. Our focus 
will be on equity. 
 
Referrals: B ​ y using the Comprehensive School Counseling Plan across the school we hope to address a variety of “referrals.” One of our 
goals focuses on reducing discipline referrals in school for students with IEPs and 504s. By helping these students learn to cope and identify 
their own behaviors we believe that the discipline referrals will decrease. We hope to work with teachers in order to recognize when a 
student should be referred to the school counselor. By increasing our individual counseling efforts, we will be able to increase referrals to 
the counselors for social/emotional needs. And with counselors being more hands-on we can more successfully provide referrals to outside 
mental health counselors when needed. We will maintain a list of different mental health facilities at a variety of costs in order to reach as 
much of our community as possible.  
 
Crisis response: W ​ ith the Comprehensive School Counseling Plan in place, we will be able to better handle crises. We will have a foundation 
of social/emotional practices among students and we will have four counselors who can work directly with classes affected by the crisis. In 
the event of a community crisis we will have more connection to community members that will be able to assist our students. We can bring 
in crisis counselors and have resources on hand for students and community members. We will have a better understanding of our daily 
activities so we can be more flexible when a crisis occurs because we know how to prioritize our daily activities. 
 
Confidentiality and other legal/ethical Issues: T ​ his is an important issue within our Comprehensive School Counseling Plan. With the 
increase in individual and group counseling we must make sure our students understand the confidentiality of counseling. We will remind 
them of confidentiality in every individual and group counseling session. This will also come into play in classroom guidance lessons. As 
counselors, we will provide the confidentiality statements during our classroom lessons to make students feel safe, but also to let them 
know our roles as mandatory reporters. With four counselors in our building, we will be able to review legal and ethical issues with each 
other in order to make informed decisions. We will be able to effortlessly collaborate because we will have a variety of counselors and 
personalities within our program. We will stay up to date on pressing legal and ethical issues within the field to help guarantee that we are 
providing the best support for our students. 
 

46 
Achievement gaps: O ​ ne of our goals is to help us close achievement gaps. By focusing on the iRead3 we are trying to close the achievement 
gap of third grade readers. This is not the only achievement gap we want to close. We want to continue to collect data so that we can 
disaggregate our data even more. Once we have access to more data we can look at what other achievement gaps are obvious within our 
school. We would like to close these gaps in reading and in our middle school testing data. We also want to close the achievement gap of 
minority students in advance classes in our middle school classes. We want every student to have the opportunity to take an advanced class 
if they choose. 
 
Counselor professional development: ​Professional development is key in the counselor world. We will continue to have our counselors 
attend the Indiana School Counselor Association conference every year to learn about best practices especially for K-8 buildings with our 
demographics. We also want to encourage our counselors to do their own research and learn about new techniques and programs that may 
help us address goals and needs around the building. Our counselors will stay engaged by attending professional development at local 
universities and finding ways to learn about different communities through local projects such as Indiana Youth Group, Exodus Refugee 
Immigration Inc, etc. Finally, we will hopefully be able to send our counselors to the American School Counselor Association conference 
every few years to really hear about what’s going on in the field around the country. 
 

47 
Accountability 

Results 
Below is a snapshot of the rubric we will use to track program results and progress. The sample rubric assess our progress toward meeting 
our first behavior goal. To view the full School Counselor Curriculum Results report, visit 
https://docs.google.com/spreadsheets/d/1zBoqTJ1tCS9_GMg_5dkzUeNHV75_ix0IpS2cTfkAaXY/edit?usp=sharing​. 
 

 
 

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49 
Program Accountability 
The following ASCA rubric will be used to assess the SUPER School Inc.’s school counseling program on an annual basis. To view 
the editable rubric, visit h
​ ttps://drive.google.com/file/d/1ERKY-KadydyftPJ_HkMSRSzy2D2G2ft4/view?usp=sharing​.  

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53 
Counselor Accountability 
The following ASCA rubric will be used to assess our individual school counselors’ performance on an annual basis. To view the 
editable rubric, visit ​https://drive.google.com/file/d/1emWySYacU-1UUBlrwbq8Fk6FbbT8ghzK/view?usp=sharing​. Additionally, 
each school counselor should review his/her use of time assessment data on a quarterly basis. 

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55 
Outreach Project 
Acquiring multicultural competence is a not a mere hope in today’s schools; it is a critical element of professional development. 
At SUPER School, Inc., it is evident that the staff as a whole lacks education and training in regards to implicit bias. As a way to 
address this crucial need, our school counseling team has undergone the training contained in this presentation, and will deliver 
this same training to SUPER School’s staff during our weekly professional development session. To access the full presentation, 
visit h
​ ttps://docs.google.com/presentation/d/1IT6nfJC-5KosDwW30-N-iUaVr5KFjPHvFAZmMpigZ6g/edit?usp=sharing​. 

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