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Elementary School Counseling Program

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by

Laura Ortiz

on 17 April 2014

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Transcript of Elementary School Counseling Program

3... 2... 1... BLASTOFF
launch date: August 2014
coordinates: Maple Lawn Elementary

Responsibilities of a Counselor
provide educational/ career/ personal & social awareness in accordance with Destination 2020
analyze discipline, attendance, & assessment data
informally observe student interaction/ assess student behavior
coordinate Education Go Get It Week, Red Ribbon Week, Parent workshops
Responsibilities of a Counselor
Include but are not limited to the following…

collaborate with the school to create & implement a purposeful research based guidance program considering needs assessment/ survey which can be completed by students, staff & parents
implement professional development/trainings based on current campus trends & serve as an advisor when needed
A Counselor is...
…one who considers & gives continuous care to watching over the students. Studying how as a school/community we might stimulate & incite students to become effective citizens by increasing
academic awareness
goal-setting/ decision making/ problem solving skills
wellness/ school climate (safe environment)
classroom guidance
And let us consider &
give attentive, continuous care to watching over one another
,
studying how we may stir up (stimulate & incite)

to love & helpful deeds and noble activities,
Not forsaking or neglecting
to
assemble together
[as believers]
Hebrews 10: 24-25
classroom guidance
provide systematic awareness via

scheduled classes/ school wide assemblies/programs
individual planning
assist students in understanding/ monitoring their own development by facilitating planning & goal-setting
responsive services
provide effective counseling services to individuals & small groups as needed
system support
provide program & staff support services/ activites
classroom guidance
Preventative measures, helpful deeds & noble activities prepared to help all students develop basic skills.

Guidance lessons on but not limited to the following
career/drug awareness
goal-setting/ decision making/ problem solving skills
self-confidence/ wellness
anti victimization/ bullying
stress/ test anxiety

Students will receive a minimum of 7 classroom guidance lessons each year.
individual planning
individual planning
Recognizing/studying individuality as one develops ways to stimulate & incite students educational, career & personal-social development.

interpreting assessment scores
tutoring
transition to & planning for middle school

Individual planning with students as needed.
responsive services
Attentive continuous care provided to students on an as needed basis using a foundation of Gestalt theory & solution focused therapy

individual/ group counseling as needed
(physical/emotional/ sexual abuse)
coping with crisis situations
academic/ social concerns
(trends throughout the school)

system support
Assembling together and establishing a foundation of love.

provide professional development/ training as needed for staff
facilitate referrals/ consultations & make home visits as needed
coordinate & implement parent workshops
prepare for landing
Maple Lawn Elememtary
goals/ objectives
advocate for students
aide students in achieving lifelong learning skills
create a cohesive, safe & caring environment

Special Education
Under Section 504, students with disabilities may receive accommodations and services to ensure that their individual educational needs are met as adequately as those of non-disabled students.

Parents typically ask for services under Section 504 when:
their child has a chronic medical condition, such as asthma or diabetes, that is not covered by the IDEA or
their child has a disability covered by IDEA, such as ADHD or a mild learning disability, but who does not require IDEA services to benefit from their education.

EXCEED §504 manages §504 process by documenting/ tracking §504 accommodations.
Student Support Team
The SST program is a three-stage model that establishes a collaborative effort to uncover the underlying reasons a students is experiencing academic difficulties.

Stage One:
Classroom-based interventions, intial referral to school counselor
Stage Two:
Targeted interventions recommended, requires previous interventions by referring individual
Stage Three:
(beyond SST) Student recommended to specialized programs such as Youth & Family Centers

EXCEED SST manages SST process by documenting data.

Response to Intervention
Instructional Tiered support used to maximize achievement of all students by providing formative, academic and behavioral support by identifying students at both ends of the instructional continuum.

EXCEED RTI manages RTI process by documenting academic & behavior data.
system support
responsive services
Full transcript