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Welcome To the KCSD School Counseling Program

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on 4 December 2015

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Transcript of Welcome To the KCSD School Counseling Program

Welcome To the KCSD School Counseling Program
Charting A Course for the Future

Introduction
The Elementary Program
The Middle School Program
Program Components
Plan Highlights
Needs Assessment
Additional Benefits
Having a written plan makes it easier for everyone to understand our program.
Stakeholders
Dr. Robert Cormany-Consultant specializing in counseling program design
The School Counselors of the KCSD
The School Principals of the KCSD
Parents from the KCSD
Students from the KCSD
It helps ensure consistent delivery of services to all students.
It serves as an accountability tool to determine effectiveness of services
It defines the scope of employment for the school counselor.
It satisfies a state mandate governing strategic planning requirements.
Major Benefit
A developmental school counseling program is defined.
Developmental Means
Organized
Sequential
Need Based
Eclectic
Partnership Based
Job Descriptions and Duties
Helpful for Evaluation
Program Components at each level
Recommendations for implementation
Mary D. Lang Kindergarten Center
All elementary counselors visit on a rotating basis.
Bancroft Elementary School
Counselor- Jan Turner
New Garden Elementary School
Counselor- Linda Parkinson
Greenwood Elementary School
Counselor- Tia Ennis
Kennett Middle School
Counselors-
Lauren Boder
Jenna Reinheimer
Kori Barley-Stoudmire
Counselors
Cassandra Allen
Colleen Allen (Nicole Penza- Long-term sub)
Diana Wildermuth
Francis Ryan Jr.
Strengths & Recommendations
Program Components
Recommendations/Strengths
The High School Program
Master Schedule Building
Large Group Presentations
Freshman Orientation
Consultation
Parents
Individual Counseling
Personal Issues
Classroom Guidance
Naviance Family Connection
Technology
Program Components
Eighth Grade Parent Orientation
TCHS Orientation
College Information Night
Financial Aid Night
Career Interest Inventory
Course Selection Overview
Post Secondary Options
College Search and Applications
Academic Issues
Course Selection Help
College Search and Application
Scholarship & Financial Aid Help
Teachers
Administrators
Nurse
IEP Team
Student Assistance Team
Private Therapists
Juvenile Probation Officers
College Admissions Officers
Naviance Family Connection
College Applications
College Recommendations
Personality Inventory
Financial Aid Application
Other Duties
SAT & PSAT Coordination
TCHS Program Coordination
LEA at IEP Meetings
Student Transcript Maintenance
Strengths & Recommendations
Strengths
Classroom Guidance Programs
Regular Communication With Principal
Use of Naviance Family Connection
Following Caseload for 4 Years
Offering of Parent Programs
Recommendations for Change
Improve communication with the WIN program.
The Three Domains of School Counseling
Academic
Careers
Personal & Social
Program Goals
Strengths
Transition Programs
Classroom Guidance
Individual Counseling
Bullying Prevention
Girls Night Out
Kennett High School
Why are we here tonight?
1. To review the progress of the development of a comprehensive counseling program for the KCSD according to the ASCA model.
2. To review the current counseling programs in place at each grade level.
3. To review the strengths and recommendations for improvements of our program.
Why do we need a counseling curriculum?
Counseling programs, no less than academic subject areas, need to be governed by a clear set of standards and competencies. Such a matrix provides consistency across grade levels and schools, thereby ensuring that all students receive an equitable program of services.

The KCSD's counseling program scope and sequence is based upon the student competencies established in the National Standards for School Counseling Programs as originally published by the American School Counselors Association (ASCA) in October, 1997.
Classroom Guidance
Developmental Guidance Lessons Grades K-5.
Small Group Counseling
Individual Counseling
Individual counseling is available for a variety of issues, including:
Consultation
Teachers
Additional Roles
Each counselor teaches 1 day per week at the Kindergarten Center.
Kindergarten Classroom Guidance Lessons
First day of kindergarten – Feelings: excited, nervous
Bus safety
What to do if you get lost
Feelings: anger and loneliness
Feelings: sad
Practice makes perfect
Accepting differences
Helping someone in need
Learning from mistakes, asking for help if you make a mistake
Fibbing
Responsibility
How to ask for help when you need it
Taking care of important personal belongings
Feelings: grumpy
How to handle when a friend moves away
Using teamwork to solve a problem
Apologizing for mistakes - When and how to say you are sorry
Empathizing with others
Mean words, teasing, bullying
Stealing
Feelings: fear, worry
Taking care of the environment
Making it right: how to handle mistakes, paying restitution
Responsibilities with owning and practicing a musical instrument
Friendship – conflict resolution
Loyalty and trust in friendships
Being "bossy"
Group dynamics - Inclusion and exclusion
Cheating- feeling guilty
Relational aggression – hurting feelings

Academic Problems
Personal/Family Issues
Behavioral Issues
Peer Issues
Parents
Therapists
IEP Team
RTII Team
School Social Worker
Agency Representatives
Administrators
Positive Behavior Support Team
Student Success Team
Program Coordination
Parenting Center
Bully Prevention Presentation
Internet Safety Presentation
Exelon Big Brothers/Big Sisters Beyond School Walls
Parent Seminars- Internet Safety, Anxiety In Children
Additional Services
Assist with PSSA Administration
Develop & Monitor Behavior Support Plans
Middle School Transition Program
Classroom Observations
Crisis Intervention
Noted Strengths
Communication and Collaboration with Building Principals
Individual, group, & developmental counseling activities
Flexibility & Planning
Recommendations for Improvement
Add additional parenting workshops
Additional Counselor Position for the Kindergarten Center
Developmental
Classroom Guidance
Small Group Counseling
Individual Counseling
Academic –

Individual Goal Setting
• Identifying Resources
Personal/Social -

Stress Management
• Conflict Resolution
Career –

School to Career Connection

Crisis Management
(i.e. – preliminary risk screenings, child abuse concerns)
Program
Coordination
Career Day & Career Café
GOLD/Girls Night Out
No Place for Hate
Transition from Elementary School
Transition To High School
Positive Behavior Support Team
Bullying
Time Management
Study Skills
Accessing Academic Help
Career Planning
Learning Styles
Transitioning (to KMS and to KHS)
Healthy Relationships
Cyber Safety

Grief and Loss
D&A Information
Changing Families
New Student Orientation

Additional Roles
Cafeteria Supervision during lunch

LEA for Special Education IEPs

504 Case Manager


Consultation
Grade Level Team Meetings with Instructional Staff
Core Building Pre-referral Team
Community Agencies
Student Support Personnel
Mental Health Service Providers
CYF
Parents
Teachers
School Social Workers
School Psychologists
Opportunities to collaborate/consult with Instructional Staff
Sample Matrix
Why do we need a quality school counseling program?
"Research shows students who attend a school with a fully implemented school counseling program earn higher grades and are better prepared for life after high school." (Carey & Harrington, 2010).
The American School Counselors Association (ASCA)
Comprehensive School Counseling Model
Foundations
Beliefs & Philosophies
Mission Statement
Standards
Delivery System
School Guidance Curriculum
Individual Student Planning
Responsive Services
Systems Support
Accountability
Results Reports
School Counselor Evaluation
The Program Audit
Management Systems
Agreements
Advisory Council
Use of Data
Action Plans
Use of Time
Calendar
Benefits for School Boards
Provides a rationale based on data for implementing a school counseling program.
Ensures equity and access for all students to a quality school counseling program.
Demonstrates the need for appropriate funding.
Articulates appropriate credentialing and staffing ratios.
Benefits
Classroom Guidance Grades 1-5
Starting A New School
Rules & Responsibilities
Making & Keeping Friends
Bullying & Relationship Aggression
Honesty & Truthfulness
Appropriate vs. Inappropriate Humor
Dealing with Rumors/Gossip
Online Bullying
Goal Setting & Personal Achievement
Teachers & other staff
Study Skills
Changing Families
Self Esteem
Friendship
Managing Feelings
Stress Management
Increased opportunities for out-of-building professional development for all counselors
Addition of IST/504 coordinator similar to other building levels
Additional Small Group Counseling
Recommendations
for Change
Career Interest Inventory
Scholarship Database
Email Blasts
PSAT/SAT Registration & Preparation
AP Test Coordination (23 different exams)
Removal of administrative master scheduling responsibilities. (Per ASCA guidelines)
Removal of standardized test coordination responsibilities (AP/PSAT/SAT)(Per ASCA guidelines)
Examine the advisability of non-certified staff performing counseling/guidance duties. (Per ASCA guidelines)
District Wide Needs
Align staffing with ASCA recommendation of 250 students maximum (Now over 500 in some cases).
Restore eliminated student assistance coordinator position and expand to the middle school to address growing mental health and drug & alcohol use concerns at both school levels.
Remove LEA designations in IEP meetings.
Collaboratively implement the new counselor observation and evaluation rubric (per PDE).
Continue to develop scope & sequence of counseling curriculum.
Better understanding of the roles of the school counselor by all stakeholders.
Improve coordination with all other support services.
Develop a counseling department budget in each building.
Increased counselor participation on building & district committees and task forces.
I- Introduced, R-Reinforced, M- Mastered
C-Counselor
F-Future Consideration
O-Other staff members
R- Outside Resource Person
Involved
Moving Forward
The written plan of counseling services should be finalized and given official sanction.
Professional development specific to the needs of the counselors should be provided according to a long range plan and provided adequate funding.
The counselors should publicize their plan to all stakeholder groups.
Periodic needs assessments should be conducted with stakeholder groups.
The district should continue to offer a consistent, organized, and comprehensive program of counseling services.
Evaluations of the counseling program should take place on a cyclical basis.
Non-counseling duties should be minimized.
Counselor staffing must be reviewed, particularly in regard to the rotation of counselors in the Kindergarten Center.
An annual schedule of K-12 counseling department meetings should be developed.
Recommendations for implementation from Dr. Cormany:

District Needs & Direction
Much of what students learn through the counseling program falls in the realm of "affective curriculum".
The affective curriculum promotes the social and emotional intelligence that many employers now seek.
Final Words of Wisdom
Addresses 2 Basic Questions
What do school counselors do?
How are students different as a result of them doing it?
Move towards seeking RAMP (Recognized ASCA Model Program) designation for all schools.
Drafts of Curriculum
Full transcript