school counseling project · 2016. 2. 26. · through further reflection of my experience,...

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

PARKWAY CENTER CITY HIGH SCHOOL 2

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


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


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;


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


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


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


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


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


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.


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


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


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


•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


•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


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


• PS:C1.6: Identify resource people in the school and community, and know how to seek their help


• 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


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


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.


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.


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.


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.


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.


(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


BEFORE SCHOOL

MORNING

LUNCH

AFTERNOON

AT HOME / EVENING

WEDNESDAY


BEFORE SCHOOL

MORNING

LUNCH

AFTERNOON

AT HOME / EVENING

THURSDAY


BEFORE SCHOOL

MORNING

LUNCH

AFTERNOON

AT HOME / EVENING


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.


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


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”.


Appropriate

•

•

•

•

Inappropriate

•

•

•

•

Unsure

•

•

•

•

Appropriate

•

•

•

•

Inappropriate

•

•

•

•

Unsure

•

•

•

•

Ending a

Conversation


5. SELF-CONTROL


UNDERSTAND THE NEED FOR SELF CONTROL AND HOW TO PRACTICE IT


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?


Consequences

What is the best choice now that you’ve examined the consequences?

Possible

Choices


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.


I. Counselor Roles & Responsibilities


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.


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.


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


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


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


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


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.


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.


The PrincipalCommunity

RepresentativesTeacher Representatives Parent Representatives


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.


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.

school counseling project · 2016. 2. 26. · through further reflection of my experience,...

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