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Programs that improve the overall outcome of students success, learning and behavior. Programs available to grades K-12 impact the entire school buy integrating several goal:

decision making

data driven

knowledge and skills of all students

delivery

systems

rigorous education

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Beliefs are shaped by the school counselor’s personal and individual experiences that influence behavior. School counselor’s beliefs are effective when they address how they will use data to meet the needs of students, how they will address student developmental needs, and identify each person’s role of the school-counseling program.
For example: Germantown Middle School Counselors Beliefs are

As a school counselor:
- All students deserve equal opportunity to a well rounded education.
- All students are unique and should be treated as unique individuals.
- All students are capable of success given the proper environment
- Schools should work as one cohesive unit for the benefit of all students

Mission Statement
Mission statement is a clear and concise statement that aligns with the school district and schools mission. The mission statement details the overall mission and intent of the school-counseling program. An effective mission statement shows a visible correlation to district and state mission statements, focuses on the success of the student and written with long term plans in mind.

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Mission Statement The mission of our school counseling program is to provide the resources and opportunities necessary to ensure every student receives exceptional academic, career, and...

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According to the ASCA National Model, the foundation component is the “what” of the comprehensive school counseling program (CSCP) and establishes the focus of the CSCP based on the academic, career, and social/emotional needs of the students in the school (2012).

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Management System Consist of the Following:

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Management System Consist of the Following:

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Agreements

Advisory Council

Use of Time

Monitoring Student Progress

Closing the Gap

Calendars

Action Plans

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80 percent of their time providing direct services to students, staff, and families, and the remainder is spent on program management (American School Counselor Association, 2012).

Guidance Curriculum - 25% to 35%

Individual Planning - 15% to 25%

Responsive Services - 30% to 40%

System Supports - 10% to 15%

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Lakeview advisory committee defines counseling programs with establishing goals for each individual student. This group will continue to organize and review the guidance program. The committee member consist of administrators, counselors, teachers, students, parents and community leaders.

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Program goals define how to accomplish the mission of the CSCP. The goals of the CSCP are based on school specific data used to address student outcomes. These also align with the school counseling vision through academic, career or social/emotional development. Program goals are developed using the SMART goals process.

Standards
Standards or (student competencies) identify knowledge, skills, and attitudes that students should obtain and demonstrate. The ASCA developed the Mindsets and Behaviors for Student Success; K-12 College and Career readiness for Every student that counselors use to design a comprehensive school counseling program. According to the National Model, the standards assess student growth and development, guide the development of strategies and activities, and create a program that helps students achieve their highest potential.

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Student Achievement. Equity. Access.

Brief Overview of the Delivery System: The Delivery system is responsible for implementing and carrying out the School Counseling Program. “The delivery component focuses on the method of implementing the school counseling program to students” (ASCA, 2016). School counselors utilize activities, different techniques, and interactions by delivering information to ensure students are successful. There are five components of the Delivery System:

1. Individual Student Planning

2. School counseling curriculum

3. Responsive services

4. Consultation practices

5. Collaboration Practices

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Will be a vital tool for implementing, organizing and planning the school counseling program. Availability of the calendar allows for stakeholders to be aware and updated on schedule activities

(Laureate Education, 2013).

Laureate Education (Producer). (2013a). School board meeting [Video file]. In Leadership, advocacy, and consultation in the schools. Retrieved from https://class.waldenu.edu

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Self-Assessments
Managing the school counseling program will involve the use or pre/post assessments inventories to assess data (Dahir & Stone, 2009). Accountability measurements will also include

1. Behavior and attendance data

2. Student assessment data

3. Before, during, and after intervention data

Dahir, C. A., & Stone, C. B. (2009). School counselor accountability: The path to social justice and systemic change. Journal of Counseling & Development, 87(1), 12–20. Retrieved from the Walden Library databases.

Results
Results reports are derived from the assessment of the school. There are three types of results reports: curriculum results reports, small group results report, and closing the gap results resorts report. These reports are generated from the action plans created underneath the management component of the National model. These results help strengthen the CSCP.

Program Assessments and Evaluations

Self-analysis of the school counselor competencies, self-analysis of the school counseling program assessment, evaluation of the school counselor's performance, and review of the program's goals are the components of a program assessment and evaluation (ASCA, 2016).  Program assessments are conducted annually. The purpose of program assessments and evaluations to determine the effectives of a school's program. The result of assessments and evaluations is to determine if changes need to be made.

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Purpose: To share strategies that support student achievement with parents, teachers, staffs, and outside organizations.

In the consultation process, school counselors serve as advocates. School counselors advocate for academic, social/emotional, and career development. As well as advocating, school counselors serve as the mediator, facilitator, and collaborator in this process. “Finally, school counselors use consultation to receive information on students’ needs and to identify strategies that promote student achievement” (ASCA, 2016). School counselors work to seek information as well as providing it.

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Involves consultation with all school administrators and principles to ensure implementations are successful in the area of delivery of a students needs (American School Counselor Association, n.d.). Agreements will be negotiated every year.

American School Counselor Association. (n.d.). The professional school counselor and annual performance evaluation. Retrieved November 2, 2016, from http://web.archive.org/web/20130603203133/http://www.schoolcounselor.org/files/PS_Evaluation.pdf

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Purpose: To promote achievement, career development, and social/emotional growth.

“The school counseling core curriculum facilitates the systematic delivery of lessons or activities aligned with the school counseling program’s vision, mission, and goals” (ASCA, 2016). School counseling curriculum serves as a tool to assist students in ensuring knowledge to become successful in all three areas of the domains. School counselors plan and design the curriculum along with other staff members.

Two Types of Strategies:
Instruction and Group Activities

School counselors conduct workshops, programs, and  collaborate with teachers to teach the school counselling core curriculum.

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Description of activities

Standard, domain and competency

Time Allocated

Responsibility of persons

Evaluations

Results

Counseling Corner

School Counselor will meet with a group of students the 2nd and 4th Wednesday of the month to discuss various topics that range from social skills, anger management, school violence prevention, etc. There will be two groups who are recommended by faculty based on a needs assessment checklist. The groups will conclude with a small group or teamwork activity.

September

Don’t Laugh at Me Program

Don’t Laugh at Me program is designed for middle schoolers to address bullying, teasing, and harassing. This program mission is to reduce violence within the schools. The programs uses activities, music, and videos  to help students personal differences and learn that teasing, name calling, and bullying are hurtful to others. Staff members are also provided strategies in helping students develop new ways for resolving conflicts positively.

www.operationrespect.org

January

Best Buddies Program

Best Buddies is a school safety campaign that focuses on students’ safety getting to and from school safely each day. It will target students who walk, ride the bus, and ride in cars. During the first week of January we will have a booth with safety guidelines for each mode of transportation in the morning and during lunch hour with materials to hand out to parents and students. We will also have the guest speakers come on Friday to a Best Buddies Rally which will include Fire Department, Crossing Guards, and Bus Monitors.

April

Guidance Lesson

Students will participate in month fire and tornado drill to rehearse escape routes during these dangerous situations.

Students will also be given age appropriate lessons on child abuse. These lessons are meant to teach students about person space and body and who can they tell if anyone makes them feel uncomfortable.

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Competencies
The ASCA school counselor competencies were designed to ensure that school counselors have the required knowledge, skills, and attitudes needed to establish, maintain, and enhance comprehensive school counseling programs. (ASCA, 2012). School counselors can use the competencies for self-assessment, school administrators use it to evaluate school counselor performance and school counselor education programs use it to develop comprehensive school counseling programs. School counselors are also tasked with adhering to ASCA Ethical Standards, which guides ethical decision-making. The ASCA ethical standards also addresses school counselors responsibilities to students, parents, and the profession (Dollarhide, 2017).

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Purpose: Meet Immediate Students’ Needs and Concerns

“Responsive services are designed to help students resolve academic, social/emotional issues, and are delivered through such strategies” (ASCA, 2016). Counseling and crisis response are two types of responsive services that students have access to. In counseling, school counselors can conduct individual or group sessions that helped middle schoolers address or identify problems as well as helping the students seek alternatives. Counseling is planned and goal focused (ASCA, 2016). In responding to mental health crisis, crisis response involves support and assistance. School counselors follow up with students and implement interventions as needed.

NEA’S School Crisis Guide: http://www.nea.org/assets/docs/NEA%20School%20Crisis%20Guide%202018.pdf
This guide explains how to Prevent, Prepare, Respond, and Recover in responding to a school crisis.

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Jaleshia- Cover Foundation

Anita- Cover Management System

Kiara- Cover Delivery

Since Accountability is the last section left to discussed, to make it fair, Jaleshia will cover Results Reports, Anita will cover School Counselor self-assessment, and Kiara will cover Program Assessment and Evaluation for the Accountability Component.

Everyone Will Define CSCP and describe HOW CSCP IMPACT VARIOUS

LEVELS OF SCHOOL SAFETY FROM INDIVIDUAL TO ENTIRE SCHOOL

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Purpose: To collaborate with staff members, parents, and the community to support students’ achievement and advocate for collaboration.

School counselors can collaborate with others by serving on school and district committees, conducting parent workshops, present presentations, and sitting on advisory councils. “School counselors work with other educators, parents, and the community to support student achievement and advocate for equity and access for all students through collaboration” (ASCA, 2016).

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Individual student planning consists of systematic activities (ASCA, 2016). Purpose: In the middle school level, the purpose of individual student planning is to assist students with goals, reviewing grades, developing interventions, and transition to high school.

Two Types of strategies:

1. Appraisal and 2. Advisement
Helping students make decisions while helping students to evaluate their interests, skills, and abilities.