COMPREHENSIVE COUNSELING PROGRAM 1
School Counseling Project Comprehensive Counseling Program
Michelle Beech
Part I: Parkway Center City School & District Data
A. Geographical Data
B. School Population
C. Ethnicity
D. Socio-economic Data
E. English Proficiency
F. Special Education
G. Standardized Testing Scores
H. AYP Reports
I. Behavioral Data
J. School Specific and Community Specific Problems
Part II: Review of Counselor Interview and AYP
I. School Strengths
II. Challenges to Academic Improvement
III. “Gaps” in Opportunities
IV. Priority Needs to be Addressed
Part III: Student Learning Goals
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I. Rationale for Evaluating Needs and Strengths of School
II. ASCA Standards for Academic Development
III. ASCA Standards for Career Development
IV. ASCA Standards for Personal and Social Development
V. Identified Student Learning Goals
Part IV: Benchmarks and Evaluation for Lesson
I. Outline Objectives, Goals, Key Facts, Organizing Concepts, Principles, Attitudes and
Skills of Lesson
II. Benchmarks
III. Evaluation Plan
Part V: Guidance Curriculum Unit Outline
I. Unit Goal
II. & III. Objectives & ASCA Standards for Each Lesson
1. FEELINGS
2. CHANGING ROLES
3. PERSONAL BOUNDARIES
4. APPROPRIATE BEHAVIOR
5. SELF-CONTROL
IV. Overall Unit Evaluation
V. Sample Parent Letter
VI. Required Time & Unit Schedule
VII. Related Activities and Other Delivery Systems
VIII. Special Implementation Needs
1. Room Request
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Part VI: Program Management Plan
I. Counselor Roles and Responsibilities
II. Sample Counselor Schedule
III. System to Reach All Students
IV. Public Relations Strategic Plan
V. Budget for Staff, Equipment & Supplies
VI. Counselor Professional Growth Plan
Part VII: The Advisory Council
I. Composition
II. Gaining Approval and Participation
III. First Year Goals
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Part I:
A. Geographical location of the district and school;
School: Parkway Center City High School
Location:
540 North 13th Street
Philadelphia, Pennsylvania, 19123
District: The School District of Philadelphia
B. Population of the school;
2014-2015: 535
2013-2014: 558
2012-2013: 472
C. Ethnicity by percentage of school population;
2014-2015: 82.6% African American, 1.5% White, 6.4% Asian, 7.9% Latino, 0.2% American
Indian, 1.5% Other.
D. Socio-economic data by Title I eligibility;
Title I School: Yes
Title I School-wide Program: Yes
E. Percentage of limited English proficiency students;
1.1% English language learners, 98.9% Other students.
F. Percentage of special education students;
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Year: 4.5% Students with disabilities, 1.7% mentally gifted, 93.8% Without specialized
education plans.
G. PSSA scores by the grades included in this Project (fall and spring);
2011-2012 Grade 11:
Math: 69%, Reading 68%
Keystone Test 2013-2014 Grade 11:
Algebra I: 64.4%, Literature: 88.5%, Biology: 30.8%
Keystone Test 2012-2013:
Algebra I: 71%, Literature 81%, Biology 20%
H. Annual yearly progress reports;
Year: 2012-2013
Overall: 61%: Reinforce, Achievement: 36%: Watch, Progress: 73%: Reinforce, Climate: 63%:
Reinforce, College & Career: 78%: Model
Attendance for 95% or more of instructional days: 50%
Within-year retention rate: 78%
Students without in-school suspensions: 100%
Students without out of school suspensions: 51%
I. Behavior problems;
Number of Suspensions:
2011-2012: 64
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2012-2013: 65
2013-2014: 15 (Decrease of 77% from previous year)
YEAR Assault Drugs Morals Weapons Theft
2011-2012 3 0 0 0 2
2012-2013 2 3 0 0 0
2013-2014 1 0 1 1 1
J. Problems specific to the school district and its community;
Cuts in funding to The School District of Philadelphia
City elected officials cutting funding to schools
Part II:
Parkway Center City High School has one school counselor to perform all of the duties,
identities, functions, and important roles necessary to support student achievement. I arranged an
interview with Parkway Center City’s school counselor, Michelle Racca, in order to identify the major
issues facing the school and gain first-hand experiential knowledge. Michelle Racca provided me with
great insight which explained the gathered data from the AYP web report. I was also able to observe the
students interacting with her, coming into her office, and interacting with each other before classes began.
Through further reflection of my experience, observations, and data sets, I plan to originate a
comprehensive counseling program which I feel would address the current needs and challenges of
Parkway Center City High School.
Parkway Center City High School is a magnet school within The School District of Philadelphia.
The school, located in the center city district of Philadelphia, includes grades nine through twelve, and
requires special admissions for entry. For the current school year, Parkway Center City has a population
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of five-hundred and thirty five students. Although this is a decrease from the previous school year, it
above a thirteen percent increase from the 2012-2013 school year. In the 2014-2015 school year,
Parkway Center City was made up of 82.6% African American students, 7.9% Latino, 6.4% Asian, 1.5%
White, 1.5% Other, and 0.2% American Indian. Of these students, 1.1% included students of limited
English proficiency. 4.5% of the student population receives special education for disability, 1.7% for
mental giftedness, and the remaining 93.8% receive no special education. The School is a Title I school
with a Title I school-wide program.
Eleventh Grade Parkway Center City students perform above The School District Philadelphia
average for all three sections of the Keystone standardized tests. This includes: Algebra I, Literature, and
Biology. For the PSSA, the Eleventh Grade students also perform above the district average for both
Math and Reading. According to the School Progress Report for the 2012-2013 school year, Parkway
Center City is a peer leader in Overall Achievement, ranking 8th of 53 schools in The Philadelphia School
District. The schools highest ranking on the Progress Report is in College and Career, which measures
the student’s readiness as well as post-secondary outcomes. This was the only category which the school
received a Model ranking, ranking 16th of the 53 schools.
Upon entering the school, I was warmly greeted by the front desk and security, as well as the
administration office. As soon as Michelle Racca and I began walking the halls, I saw students coming
towards her like magnets. Students flagged her down, ran after her, and chased her to ask questions about
incoming scholarship opportunities, sending transcripts, and financial aid questions. The students seemed
very enthusiastic, animated, and were not timid when speaking to the counselor. Entering her office, I
was astounded at how large it was. She had a large desk area in the middle, and around 4 computer
stations which students could use whenever they wanted. Since this was before school hours, students
came and left as they pleased, using the computers while listening to headphones, listening to me and
Michelle’s conversation, and asking her their questions as well.
In my opinion, I believe that this diligence and level of involvement in the college application
process is one of the greatest strengths of the school. Since the students need to be admitted into the
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school, I feel as though they have a high appreciation for the opportunities that are given to them, and
they are diligent in making sure that they take advantage of as many of these opportunities as possible. It
was obvious that the students did do a great deal of college preparation on their own, and they were also
very willing to contact the counselor for any help. Looking at the data, the tone set by the students for
serious academics is visible in their 94.5% attendance rate, above average standardized scores, and model
ranking in College and Career readiness on the School Progress Report.
Another strength I would identify is the degree to which the goals and missions of the teachers
and counselor are aligned. I reached this understanding as Michelle was explaining her position in the
teachers union as a political liaison. She seemed to be highly involved in external affairs that would help
correct the systemic issues that challenge the school district. She had an amazing grasp on what needed
to be done in order to achieve what she wanted to for the school, and she explained to me how she relays
her missions, messages, and communications to the teachers and administration at her school. Since she
identifies the school principal as the individual who can be the biggest catalyst of change at the school,
she pays particular attention to expressing the needs of the school to her.
I believe that this intentional, continuous communication provides a great alliance between the
counselor, teachers, and the principal. This already existing alliance allows for new information to be
easily integrated into the system and subsystems of the school, and ensures that activity within the school
is working towards common goals, missions, and visions of success for the school. I believe this strength
is unique to the school, created internally, and very valuable because it allows insight and information to
then be transformed into purposeful and directional actions.
The school does face issues that challenge student performance and achievement. It is evident
that the biggest challenge facing the school cannot be addressed by a counseling program, the budget cuts
which have resulted in Parkway Center City going from having three school counselors, to just one.
However, this does play a part in the challenge which I feel poses the biggest threat to the well-being of
the students, and their performance. Since Parkway Center City has one counselor, many students, and
limited time per school day, I feel that they have fallen into a routine way of operating and functioning
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that places a focus on being task-oriented, especially in terms of college preparation. I believe that the
normal operations of the students, counselor, and teachers does not provide an environment where
meaningful counseling can take place that deals with more individualized concerns and the social and
emotional aspects of development.
During my time at the school, I picked up on a lot of tension surrounding the senior class. This
was particularly regarding their ability to participate in expected events during a senior year of high
school such as prom, and a senior trip. There was evident concern about whether or not the student’s
behaviors would negatively impact their ability to go on a senior trip. The day before I came to the
school, there was a fist fight between two boys, and this incident was going to weigh in on the senior trip
decision. I took a particular interest in the suspensions at Parkway Center City. I noticed that the number
of suspensions had gone down drastically in the previous school year. The 2011-2012 school year
contained 64 suspensions, 2012-2013 had 65, and in 2013-2014 the number of suspensions was a
surprising 15. When I asked Michelle what she would attribute this to, she told me it was the new
principal. She said that not only is there not enough staff to accurately track discipline, but that accurate
reporting and a higher number of suspensions would make the school look bad.
To me, this meant that there were obvious problems that were not being addressed, that had a
negative impact on the lives of students, and should be an issue addressed by my comprehensive
counseling program. The vibe I got from being in the school was that emotional and social concerns were
not something that were frequently addressed in the counselor’s office. Students had a high awareness of
college preparation, but I did not hear one student talk about any personal topics, social, emotional, or
family related. Since there was only one counselor, and limited time for each student, I felt like the office
was a space where students “got down to business”.
Having a high number of students coming from low socio-economic status, there are a unique set
of stresses and challenges they face above and beyond that of the normal stresses of an adolescent. The
school cafeteria provides free breakfast for the students, and for some of the children, that’s the only way
they know that they will be receiving food that day. I also saw students expressing concern that their
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classmates would not be able to make the payments for the class trip. Since this was already happening, it
seemed like at least some of the students were discouraged and had little faith in these payments being
made, or the school taking action so that the trip could continue. One student was even having a
fundraiser to support the Saturday school, which is in place for students in danger of failing so that they
can have extra opportunities for learning.
I believe, the students would be in a much better position to have success academically, as well as
a greater ability to face developmental challenges, socio-economic challenges, and interpersonal conflict
if they had a counseling program that more strongly addressed these needs. As Michelle described it, she
used to do real counseling. Michelle said that in previous years, she got to practice counseling the way it
should be, and actually had time to spend with her students. The lack of funding, resources, and staff to
accommodate the student body, has created a situation where I feel there is a “gap” that may be deterring
students from achieving success. The gap, as I see it, is that the students don’t have the ability or
opportunity to focus on overcoming the developmental challenges, interpersonal conflicts, and social
issues that face every high school student. To me, it was really outstanding that the students were that
interested in seeing her, and very off-putting that this school of over five-hundred students, had but one
school counselor. This meant that I would have to get creative when designing my program, making sure
it will reach a large number of students, in a short amount of time.
Even though the students seemed “on top of their game” for college preparations, a lot of the
questions asked by students were repetitive and used up a lot of valuable time. In addition to addressing
the current gap the students experience in terms of counseling, I also think it would be a worthwhile
venture to address a large number of seniors at once concerning college applications. Rather than seeing
these students individually, all asking the same questions, I think that an in-class information session
would be useful in order to answer the smaller questions concerning transcripts, deadlines, ect. I think in
classroom activities would also be a great way to address the emotional and social needs of the students,
and to implement the learning goals which are a priority in my comprehensive counseling program.
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Part Three
Student Learning Goals Standards established by the ASCA were created in order to help school counselor’s help their students
by identifying and prioritizing the attitudes, knowledge, and skills that a student in a school counseling
program should be able to demonstrate. Parkway Center City High School, like any school, has areas
for improvement which can be addressed by a comprehensive school counseling program. The
standards set by the ASCA are particularly helpful because they seek to establish similar goals,
expectations, support systems, and experiences for students across the board. In a school such as
PCCHS, which faces not only internal challenges, but also lack of funding from the school district, it is
especially important to make sure all of these criteria are being met. In order to understand the
priority of each of the learning goals in my comprehensive counseling program, I used the ASCA
Mindsets & Behaviors Program Planning Tool as well as the ASCA National Standards. It was clear that
due to the challenges I had identified at this school, my priority should be within the Personal and
Social Development domain. In terms of Mindsets & Behaviors, I felt the priorities were the Behavioral
Self-Management Skills as well as Behavioral Social Skills.
ASCA National Standards for Academic
Development
Standard A:
Students will acquire the attitudes, knowledge,
and skills that contribute to effective learnign in
school and across the life span.
Competency A:A1:
Improve Academic Self-Concept
Competency A:A2:
Acquire Skills for Improved Learning
Competency A:A3:
Acheive School Success
Standard B:
Students will complete school with the academic preparation essential to
chose from a wide range of substantial post-secondary options, including college.
Competency A:B1:
Improve Learning
Competency A:B2:
Plan to Acheive Goals
Standard C:
Students will understand the relationship of
academics to the world of work and to life at
home and in the community.
Competency A:C1:
Relate School to Life Experiences
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The ASCA Standards provide indicators for each of the competencies which comprise Standards of
Academic Development. I chose to look at the indicators which I feel the students demonstrated,
succeeded with, or mastered. I also chose to examine which of the indicators I felt the students were
challenged with, in order to properly identify the competencies which were strengths, and those which
were challenges. I used this information to provide me with useful information as to which standards I
should focus on in each domain for this grade level.
Indicators Students Demonstrate:
•A:A2.3 Use common skills to know when and how to ask for help when needed
Indicators Students are Challenged With:
•A:A2.1 Apply time-management and task-management skills
•A:A2.4: Apply knowledge and learning styles to positively influence school performance
•A:A3.1: Take responsibility for their actions
•A:A3.2: Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students
•A:A3.3: Develop a broad range of interests and abilities
•A:A3.4: Demonstrate dependability, productivity and initiative
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ASCA National Standards for Career Development
Standard A:
Students will acquire the skills to investigate the
world of work in relation to knowledge of self and to make informed career
decisions.
Competency C:A1:
Develop Career Awareness
Competency C:A2:
Develop Employment Readiness
Standard B:
Students will eploy strategies to acheive
future career goals with success and satisfaction.
Competency C:B1:
Acquire Career Information
Competency C:B2:
Identify Career Goals
Standard C:
Students will understand the relationship between
personal qualities, education, training, and
the world of work.
Competency C:C1:
Acquire Knowledge to Achieve Career
Goals
Competency C:C2:
Apply Skills to Achieve Career
Goals
Indicators Students Demonstrate:
•A:B1.4: Seek information and support from faculty, staff, family and peers
•A:B1.5: Organize and apply academic information from a variety of sources
•A:B2.4: Apply knowledge of aptitudes and interests in goal setting
•A:C1.2: Seek co-curricular and community experiences to enhance the school experience
Indicators Students are Challenged With:
•A:B1.6: Use knowledge of learning styles to positively influence school performance
•A:B2.2: Use assessment results in educational planning
•A:C1.1: Demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life
•A:C1.5: Understand that school success is the preparation to amke the transition from student to community member
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ASCA National Standards for Personal and Social
Development
Standard A:
Studnets will acquire knowledge, attitudes, and
interpersonal skills to help them understand and respect others.
Competency #1:
Acquire Self-Knowledge
Competency #2:
Acquire Interpersonal
Skills
Standard B:
Students will make decisions, set goals, and take necessary
action to acheive goals.
Competency #1:
Self-Knowledge Application
Standard C:
Students will understand safety and survival skills.
Competency #1:
Acquire Personal Safety Skills
Indicators Students Demonstrate:
• PS:C1.6: Identify resource people in the school and community, and know how to seek their help
Indicators Students are Challenged With:
• PS:A1.5: Identify and Express Feelings
• PS:A1.6: Distinguish between appropriate and inappropriate behavior
• PS:A1.7: Recognize personal boundaries, rights and privacy needs
• PS:A1.8: Understand the need for self-control and how to practice it
• PS:A1.11: Identify and discuss changing personal and social roles
• PS:A1.12: Identify and recognize changing family roles
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The information which I found useful, was the competencies and standards which received a high
concentration of indicators. I used this to begin to prioritize where my most immediate needs were
within the school, and which learning goals should be addressed before others. Across the three
domains, I located the indicators which I think would be the most useful in filling the gap and
addressing the challenges the students face. I have also listed the indicators which I feel the school
most strongly demonstrates.
The Personal and Social Development Domain was the domain which I felt needed held the greatest
priority. Indicators which I considered the highest priority included: distinguishing appropriate and
inappropriate behavior, practicing self-control, effective communication, problem solving, conflict
resolution, laws and safety governing individual rights, and decision-making towards healthy decisions.
These needs were emphasized for me, because of the routine fights at the school, and the lack of
discipline addressing them. The students inability to control themselves, understand personal
boundaries, and inability to demonstrate in an effective manner in order to problem-solve, is
preventing them from developing personally and socially, as well as keeping them from experiences
such as senior class trip, and prom.
Contd...
•PS:A2.1: Recognize that everyone has rights and responsibilities
•PS:A2.2: Respect alternative points of view
•PS:A2.3: Recognize, accept, and appreciate individual differences.
•PS:A2.6: Use effective communication 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 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
•PS:C1.2: Learn about the relationship between rules, laws, safety and the protection of rights of the individual
•PS:C1.3: Learn about the differences between appropriate and innapropriate physical contact
•PS:C1.4: Demonstrate the ability to set boundaries, rights, and personal privacy
•PS:C1.5: Differentiate between situations requiring peer support and istuations requiring adult professional help
•PS:C1.7: Apply effective problem-solving and decision-making skills to make safe and healthy deicions
•PS:C1.8: Learn about the emotional and physical dangers of substance abuse and use
•PS:C1.10: Learn techniques for managing stress and conflicts
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The students know who to see, and how to see them when they need to speak to an adult. The
students understand their deadlines, resources, and how to locate additional resources when applying
for schools. The students would benefit from a higher understanding of why they are going to school,
understanding their personal learning styles, and learning to respect those aspects of others.
The students could be performing better academically, and although attendance is high, the presenting
needs of social, personal, and emotional development may be impeding part of their performance. In
a low socio-economic status, students may be the first generation going to school, and may experience
new stresses at home. Their home life may not provide them with the tools to resolve conflict,
increase resilience, and become confident.
It is important to make sure learning goals are addressing the areas of the student’s developments that
may have gaps, and holes, and needs. I am choosing to focus on what I see as the most important
aspects which need to be addressed to improve student performance at this school.
My learning goals which are priority include: Personal safety skills, Interpersonal skills, Self-Knowledge,
Skills for Improving Learning and Employment Readiness.
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Lesson Plan : Acquiring Self-Knowledge
Strand: Personal / Social Development (12th Grade)
General Objective: Twelfth-grade students will apply interpersonal skills, attitudes, and
knowledge to interactions with peers.
Student Learning Goals: Acquiring Self-Knowledge, Acquiring Interpersonal Skills
This lesson plan: Acquiring Self-Knowledge
Key Facts: Information about feelings, self-control, and appropriateness of behaviors.
Organizing Concepts: Gaining a higher understanding of one’s self, helps create
respect for others.
Guiding Principles: We need to understand ourselves, and how we operate in order to
interact efficiently with other individuals.
Associated Attitudes: Develop a positive attitude towards one’s unique feelings,
behaviors, roles, strengths, and boundaries.
Essential Skills: Being mindful of one’s self (strengths, boundaries, privacy, familial
roles, and societal roles).
Content: Identifying unique attributes will increase the self-knowledge of the students.
Process:
Product: Students are able to recognize their feelings, beliefs, values, and needs for
privacy, boundaries, and self-control.
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Acquiring Self-Knowledge: Benchmarks & Evaluation
Benchmarks:
Indicators of student change in acquiring self-knowledge include:
Identifying changing roles
Identifying and expressing feelings
Evaluation Plan:
I am going to have the students complete a journal entry where they discuss one time
since we last met when they recognized their role in society or within their family
changing, I am also going to have them identify and discuss a feeling that was
associated with this experience. This will act as an indicator of the student applying
their understanding outside of the classroom setting and being able to 1) identify
changing roles, and 2) identify and express feelings.
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I. UNIT GOAL
Why? We need to understand ourselves in order to interact efficiently with other
individuals. This can be done through increasing the student’s awareness of their own
feelings, strengths, boundaries, privacy issues, familial roles, and societal roles. A
positive attitude should be developed towards these aspects of the self, and, this increase
in self-knowledge will act as a first step in acquiring interpersonal skills.
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I. LESSONS, OBJECTIVES & STANDARDS
1. FEELINGS ASCA STANDARDS:
IDENTIFY AND EXPRESS FEELINGS
a. Identifying Feelings: Students should be able to identify feelings and understand the
underlying meaning behind feelings.
FEELINGS TOY
b. Feelings Tracker: Tracking and understanding how/when feelings manifest themselves
throughout the student’s daily life.
Walk students through the tracker and let them know that they will benefit from filling it out,
and expected to fill it out by next week where we are going to refer back to the tracker.
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(Adjusted to fit screen)
__________________'s Feelings Tracker
Due: 04/27/2015 (Friday)
MONDAY
Time Feelings Root Feeling Reason? Situation? Circumstance? Notes
BEFORE SCHOOL
MORNING
LUNCH
AFTERNOON
AT HOME / EVENING
TUESDAY
Time Feelings Root Feeling Reason? Situation? Circumstance? Notes
BEFORE SCHOOL
MORNING
LUNCH
AFTERNOON
AT HOME / EVENING
WEDNESDAY
Time Feelings Root Feeling Reason? Situation? Circumstance? Notes
BEFORE SCHOOL
MORNING
LUNCH
AFTERNOON
AT HOME / EVENING
THURSDAY
Time Feelings Root Feeling Reason? Situation? Circumstance? Notes
BEFORE SCHOOL
MORNING
LUNCH
AFTERNOON
AT HOME / EVENING
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c. Feelings Follow-Up (Second Meeting): Lead students in completing the Feelings Tracker
Follow-Up Activity.
Can anyone tell me how this information could help them? Can you give me an example of how
you might use this new information?
Use the second half of second meeting on next lesson.
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2. CHANGING ROLES
ASCA STANDARD PS.A1.11:
IDENTIFY AND DISCUSS CHANGING PERSONAL AND SOCIAL ROLES
Can anyone see any connections between their situations which trigger feelings, most common
feelings and their changing roles in society, school and at home?
3. PERSONAL BOUNDARIES
ASCA STANDARD PS.A1.7
RECOGNIZE PERSONAL BOUNDARIES, RIGHTS, AND PRIVACY NEEDS
Use an activity where the students begin to think about personal boundaries. This lesson will
be evaluated by the students demonstrating their ability to recognize and explain personal
boundaries and needs for privacy.
4. APPROPRIATE BEHAVIOR
ASCA STANDARD PS.A1.6
DISTINGUISH BETWEEN APPROPRIATE AND INNAPPROPRIATE BEHAVIORS
Students will form small groups in order to brainstorm possible behaviors in various
circumstances given to them. The groups will then have the ability to share this information
with the class as we categorize the behaviors on the board and as a group as either appropriate,
inappropriate or un-sure. Discussions will ensure that students understand why each behavior
is either inappropriate or appropriate, and more time will be spent hashing through and
developing an understanding of the behaviors categorized under “unsure”.
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Appropriate
•
•
•
•
Inappropriate
•
•
•
•
Unsure
•
•
•
•
Appropriate
•
•
•
•
Inappropriate
•
•
•
•
Unsure
•
•
•
•
Ending a
Conversation
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5. SELF-CONTROL
ASCA STANDARD PS.A1.8
UNDERSTAND THE NEED FOR SELF CONTROL AND HOW TO PRACTICE IT
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Imagine you are a football player on the football team. You are out at the movies on
Friday night with some of your teammates and you see some guys from your rival
team. They start bad mouthing you and screaming ___ and ____.
What’s the problem right here?
How do you feel as the individual in this situation?
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Consequences
What is the best choice now that you’ve examined the consequences?
Possible
Choices
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VIII. SPECIAL IMPLEMENTATION NEEDS
For this unit I did not need accommodation for a speaker, or a large
room, but I did need a classroom where I could meet with the students. I
selected twelfth grade English and decided to meet on four consecutive
Fridays. I e-mailed the teachers ahead of time to make sure that it
worked for their course schedule and that I could use their classroom
setting and time for my counseling curriculum unit on Acquiring Self-
Knowledge.
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I. Counselor Roles & Responsibilities
PARKWAY CENTER CITY HIGH SCHOOL 35
Counselor Role
LEADER
ADVOCATE
PROFESSIONAL
AGENT OF CHANGE
Counselor Responsibilities
Mental health services such as crisis intervention,
providing referrals, and short-term individual counseling
Act in accordance with all legal and ethical guidelines and professional standards
Acts as an agent of change to improve systemic conditions surrounding the school, and to limit barriers to success
stemming from educational policies and procedures
Program management to design, implement, and
evaluate counseling curriculum
Counseling and guidance in the forms of individual, small
group, and classroom instruction to provide every student with access to the
program.
Assess and re-assess counselor's own
competencies and form a professional development
plan
Collaboration with stakeholders to create a
successful enviornment for students
The counselor is responsible for being accountable to:
Students, parents, teachers, schools, communities, and a
profession.
PARKWAY CENTER CITY HIGH SCHOOL 36
PARKWAY CENTER CITY HIGH SCHOOL 37
III. System to Reach All Students
Part of my program management plan is to find a way to ensure that I reach all
students. Finding an efficient and streamlined way to reach all students, I find
that the Student Guidance Evaluation / Needs Assessment is one of the only
ways to do so. This allows me to reach each and every student, it allows the
student a chance to respond honestly and anonymously, and it provides me a
fuller picture of the needs of the student body. Besides going into specific
content, this evaluation allows me to see if the student consciously recognizes
the presence of the guidance curriculum in the school, where the students
individually identify as needing help, and how accessible I appear to the
student. This tool is a fantastic resource in many ways, but I feel that one of
the most important ways is that the counselor is able to actually reach each and
every student in a meaningful way, and in order to improve the program.
Other ways that this idea of reaching all the students can manifest itself is
college and career individual meetings with students, ect. during junior and
senior years. Even though this does not reach all the students, it is a way to
reach the juniors and seniors during a critical time of decision making, to make
sure that they are receiving some type of support and guidance in the process
of entering college or a career.
An interesting way that Michelle Racca ensures that if need be, all students can
reach her (the opposite idea, but the same effect), is by giving out her personal
cell phone number. I think that this is courageous because my first thought is
how overwhelming all those text messages could be! Yet, hearing her speak
about it, it really made sense in the big picture. Students needed support
during the hours when they were at home, and as she said, if she wasn’t going
to do it then nobody was. This big picture perspective changed my mind a little
bit, and I think that a system like this could work, and I think that because of
the kind of counselor Michelle is, and how her students think of her it does
work. If the students don’t see the counselor as a support, or trust the
counselor, they are not going to use this system.
PARKWAY CENTER CITY HIGH SCHOOL 38
PARKWAY CENTER CITY HIGH SCHOOL 39
PARKWAY CENTER CITY HIGH SCHOOL 40
IV. Public Relations Strategic Plan
• "Counselor Rounds": Early morning, lunch-time, and at dismissal
•Allows me to check-in with students, or a particular student
•Creates a better counselor presence in the eyes of the student, want them to see me as accessible
Students
• Regular newsletter of the "happenings" of the counseling office and counseling program that effects a large number of students, such as a newsletter for the upperclassmen
• Parent nights, showing up to events that parents attend, and the formation of an Advisory Council
•Answering e-mails and telephone calls and proper follow-up is good PR
•Have a website for a quick reference for parents, especially since parents who may send their child to the school are coming across this type of information and using it in their decision making process
Parents
•Have a more fluid presence within the school, do not be tied to a desk or always have the door closed
•Attend school events, assemblies, ect.
School
•Use data to present demonstratable results and success when addressing school district and other members of the system outside of the school
• Reach out, connect and network with outside agencies, important members of the community, and programs
•Attend meetings and organizations which are relevent to the school district and the system the school is a part of
External Enviornment
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PARKWAY CENTER CITY HIGH SCHOOL 42
V. Budget for Staff, Equipment and Supplies
Time Management, Organization & Storage: $205
Rolling drawers for short-term paper storage: $50
Manilla files for student information and files: $20
Digital Clock in Office: $10
(Personal) Agenda/Calendar: $25
Color Coding Stickies, Hilighters, Labels, Ect: $20
Storage Drawers for writing tools, colored paper, ect. : $30
Magazine Rack for Quick Reference Sheets: $40
Professional Growth & Development Plan: $365
ASCA Webinar on Urban Schools: $75
ASCA Webinar on Standards Model: $125
Professional Memberships:
ASCA: $165 Yearly
Counseling Program and Curriculum : $146
Guidance Curriculum Unit 1: $32
In-Classroom Activities: $12
Movie: $5
Candy for Activity: $7
Speaker: None
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Special Implementation:
Supplies: $20
Packets: $10 in printing
Colored Pencils: $10
Guidance Curriculum Unit 2: $114
In-Classroom Activities: $14
Tie-dye Kit: $14
Speaker: $100
Bobby Bob on Social Media Safety: $100 (Pay by 5-05-15)
Special Implementation
Supplies
Assemblies, Presentations to Students: $800
Personal Safety Assembly Speaker: FREE
Speaker on personal leadership: $800
Meetings with Advisory Council: $25
Supplies: $10
Transportation: $5 per month
College Application Materials: $1,175
Booklet From College Prep Program : FREE
SAT Prep Course in May for Juniors: $500 per session: $1,000
College Fair for Juniors in June
Volunteer Colleges & Programs: Free
Food and Beverages: $175
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Public Relations Strategic Plan: $51
Postage for sending Parent-Newsletter: $10 per month
Cost of transportation to attend meetings & events
Cost of running a website – monthly: $7
Accountability and Record Keeping: $20
Additional RTII Training Day with teachers: $20
Counseling Office Supplies: $110
Folders $20
Tape $7
Stapler $11
Computer Paper $35
Pencils & Pens $12
Posters $20
Tissues $5
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PARKWAY CENTER CITY HIGH SCHOOL 46
VI. Counselor Professional Growth & Development Plan
In order to make progress on Goal 1 which is development and growth specific to my school’s
needs, I found a web series, Use the ASCA National Model to Foster Systemic Change in Urban
Schools. I think that this addresses the area where I should be focusing on growth and
development because this issue is relevant to the needs I identified in the school. The learning
outcomes of this web series included insight on closing the gap and understanding the power
of interns as systemic change agents.
https://www.schoolcounselor.org/school-counselors-members/professional-development/2014-webinar-
series
Goal 2 was less specific to my specific school or counseling program, but I wanted to make sure
I stayed current and updated on industry research and trends. I want to do this in a number of
ways. First, I wanted to attend a seminar or web series to gain further understanding of the
ASCA Model and how it can be implemented in schools. Second, I wanted to make sure that I
take time to listen to relevant researchers and speakers in the field. For example, I found one
webinar that would provide me with a better understanding of the ASCA model.
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I. Composition of Council
My community-based Advisory Council will be comprised of at least the principal
of the school, three teacher representatives, two to four parent representatives,
and two to three community representatives. The counselor needs to have the
ability to see what is needed, and what is possible within the school. Turning this
into an opportunity partly comes from being able to share the counselors vision
with other influential individuals and shareholders (such as the ones listed
previously). This gives the counselor’s agenda support. Since the counselor
already knows what needs to be done, gaining this support which manifests
through school faculty, the community, and the community of parents, adds
momentum to the counseling program. Bringing everyone on the same page, and
getting others on board with the goals, plans, and activities the counselor would
like to see take place during this year is essential. This limits the boundaries and
hurdles the counselor may encounter when implementing their program, and
keeps the program supported and networked throughout the entirety of the school
year.
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The PrincipalCommunity
RepresentativesTeacher Representatives Parent Representatives
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II. Gaining Approval and Participation
In order to achieve approval from administration and gain participation in my
advisory council I decided to give the principal the opportunity to relay what they
wanted to see happen this year through my counseling curriculum and program.
This will allow me to become allies with the principal, and once they think that I
am on their side, they will begin to do more for me and in support of my efforts as
a counselor. I also plan to establish a network of community resources and
contacts (such as through family courts, parole officers, assistance programs,
outside agencies, and community involvement), make connections with school
faculty during the summer, and connect with parents during parent events and
newsletters. Connecting with the teachers in the summer was specifically part of
my plan to gain participation because this is when the teachers are available for a
connection to be made. Going out of my way to introduce myself, or get to know
some of the teachers is a great way to introduce my program and what I want to do
for this school year. Teachers have the unique ability to see individual students for
longer amounts of time, and each day, so they are a valuable resource on this
council. Connecting with parents, I feel, can be done through events which
encourage the parent to come to the school in-person (such as college or career
fairs, presentations to parents, conferences, ect.), or through contact over the
phone, internet, or monthly newsletters from the counselor. Being informed and
feeling like their opinion has weight is an important way to gain parental
participation in the council.
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III. First Year Goals
My overarching goal for the Advisory Council is this: I would like to create an
environment that identifies and utilizes the skills, abilities and energies available
because these are un-harnessed tools. Tools that may be used to increase
opportunities for student growth and development, and tools that can be used to
work towards the goals of the counseling program. The goals of the counseling
program are always to address the needs and gaps which create boundaries for
growth, and to have a constant direction of change in this direction.
Each member of the Advisory Council provides unique skills, abilities and energies
to the counseling program which if left unrealized, represent a missed opportunity
for the students. I think that the first step in this process of establishing this type
of environment has to be to 1) share my vision and 2) create a commitment
towards change.
I could never work without constantly having my overarching goal in mind, yet, I
think that to build this environment it has to begin with a shared vision and a
shared commitment from the Advisory Council members. I think that the
relationship that I form with each of the members has a lot to do with the level of
participation I will get back from that member, and the level to which I can see
these goals happen. I think that mindfully and purposefully establishing trust,
respect and purpose for each member in the group is important, and that in order
to have them open to hearing my vision, I need some initial basis of a working
relationship.