The School Counseling Program at Tuckaseegee Elementary School

1. The School Counseling Program at Tuckaseegee Elementary School Presented By: Winifred L Muhammad ASW, LMSW School Counselor

2. PROGRAM BELIEFS We believe: • Every student can achieve their potential with help and given the opportunity. • When realistic expectations are set every student can progress beyond general expectations. • All students : -have dignity and worth -have a right to be served by the school counseling program • All students ‘ ethnic, cultural, racial, sexual orientation differences and special needs are considered in the planning and implementation of the school counseling program. That the school counseling program: • Utilize the many combined resources of the community. • Be evaluated on specified goals and agreed-upon student competencies. And that counselors: • Participate in an on-going program of counselor competency training/retraining as necessary to maintain a quality school counseling program. • Abide by the professional ethics of guidance and counseling as advocated by the American School Counselor Association (ASCA).

3. PHILOSOPHY The Charlotte Mecklenburg School District adheres to the philosophy that: The School Counseling Services is essential and integral part of the overall education process in that School Counseling Services gives central office support to school counseling departments in all CMS elementary, middle and high schools. This department provides leadership, training and support in the areas of academic, personal/social, and career development of CMS students. The Tuckaseegee Elementary School Counseling Program is founded in the assumption that : Every child can learn when we get to know the whole child and find ways to assist their learning using a strengths based approach. The Tuckaseegee Elementary School Counseling Program when fully implemented will provide comprehensive school counseling program that: -Will touch and enhance the lives and learning of the entire student population -Will address all of the domains and competencies for K-5, -Will include an effective Delivery System that ‘s accessible to the entire school population.

4. MISSION STATEMENT • The School Counseling Program at Tuckaseegee Elementary School (through collaboration with staff and parents), will support scholar learning, career development, physical, social, personal and emotional well being by providing programming that will enable them to become successful, Global Life-Long Learners.

5. DELIVERY SYSTEM Guidance Curriculum Responsive Services Individual Planning System Support

6. SYSTEM SUPPORT Professional Development • In-service training (attending or facilitating) McKinney Vento/504/Intervention Process • Memberships (ASCA/NASW) • Post-grad education Consultation, Collaboration and Teaming • Consultation with teachers, administration other faculty • Advisory council • Partnerships • Community outreach Program Management and Operation • Management activities • Data analysis • Fair-share responsibilities (hall duty, car rider duty)

7. RESPONSIVE SERVICES • Individual and small group counseling • Crisis counseling • Peer facilitation • Family problems or crisis • Schoolwide problems or crisis • Consultation/collaboration • Referrals to outside agencies.

8. INDIVIDUAL PLANNING Assisting students to evaluate their educaional, occupational and personal goals. • Individual or small-group appraisal • Individual or small group advisement (test taking strategies/interest inventories)

9. DELIVERY SYSTEMGUIDANCE CURRICULUMDOMAINS/GOALS/COMPETENCIES Elementary K-5 Academic Domain GradeIn the Academic Domain, the student will:Academic Lesson Titles K Understand importance of following school and Where I Go… classroom rules Talking Stick, Listening Skills Acquire effective listening skills. The Kissing Hand and Can Do Attitude Demonstrate an understanding of the importance of practice, effort and learning. ________________________________________________________________________________________________ 1st Understand importance of learning The Little Engine That Could Practice effective speaking, listening and inquiry skills. Talking Stick learn that reading, writing and mathematics are Who Am I? fundamental to life. ____________________________________________________________________________________________ 2nd Work with and without direct supervision, both Two Cool coyotes independently and with others. Stop, Think and Choose Part 1 Show the ability to follow instructions and to Stop, Think and Choose Part 2 complete assignments. Develop an awareness of the decision -making process

10. DELIVERY SYSTEMGUIDANCE CURRICULUMDOMAINS/GOALS/COMPETENCIES Elementary K-5 Academic Domain GradeIn the Acdemic Domain, the student will:Academic Lesson Titles 3rd Learn basic goal-setting techniques. Career Pathways and Goal Setting, Identify good study habits The Many Sides of Me Learn how to prepare for testing situations. Smart Start Brain Gym and Testing Miss Malarkey __________________________________________________________________________________________________ 4th Use study skills effectively. Wheel of Study Skills Relate the decision making process to consequences How Conflict Grows Develop and implement a plan of action for Bag of Jobs Part 1 and 2 improving academic skills. __________________________________________________________________________________________________ 5th Demonstrate the ability to set short-term educational goals. Cloud of Stars Recognize the importance of time management. Stop Sign, Time Wheel Identify middle school challenges. Transition Lessons and Latch Book Lesson

11. DELIVERY SYSTEMGUIDANCE CURRICULUMDOMAINS/GOALS/COMPETENCIES Elementary K-5 Career Domain GradeIn the Career Domain, the student will:Academic Lesson Titles K Identify jogs within the classroom. Too Sticky Identify personal likes and dislikes Personal Career Inventory Relate school personnel to their jobs School Helpers and locations. _______________________________________________________________________________________________ 1st Identify and describe responsibilities/jobs Being Responsible at home. Name That Job Learn to work cooperatively with a team. Who am I? Recognize all careers are acceptable to any gender. ______________________________________________________________________________________________ 2nd Describe the various roles and individual This or That – Decision Making In Action may have. All Those Jobs Who Am I? Describe how personal beliefs and attitudes. affect decision-making. Display an awareness of the dignity in all careers. _______________________________________________________________________________________ 3rd Describe school tasks that are similar to skills Career Pathways and Goal Setting essential for job success.

12. DELIVERY SYSTEMGUIDANCE CURRICULUMDOMAINS/GOALS/COMPETENCIES Elementary K-5 Career Domain GradeIn the Career Domain, the student will:Academic Lesson Titles 4th Describe school tasks that are similar to skills essential Scategories for job success. Bag of Jobs Part 1 and 2 Understand work helps to achieve personal success. Scategories, Who Am I? Describe skills needed in a variety of occupational groups. _______________________________________________________________________________________________________ 5th Relate personal hobbies, leisure activities and academic abilities Seven Up, My T-Shirt Hobby and a Job to career choices. That Fits Me Understand learning in school is related to future career success. A Job That Fits Me, Who Am I? Develop and individual career plan for the elementary school level. Career Plan

13. DELIVERY SYSTEMGUIDANCE CURRICULUMDOMAINS/GOALS/COMPETENCIES Elementary K-5 Personal/Social Domain GradeIn the Personal/Social Domain, the student will:Academic Lesson Titles K Identify and express feeling. Abiyoyo Demonstrate the ability to play cooperatively The Land of Many Colors with others. The Crayon Box Identify choices he/she makes at school. 1st Recognize, accept, respect and appreciate individual Hey, Little Ant: Abiyoyo differences. I Feel Just Right Demonstrate ways to make and keep friends. Hey, Little Ant: Abiyoyo Describe how behavior influences the feelings and actions of others. 2nd Recognize a variety of emotions, their causes and possible Tools to Control Anger consequences. All the Colors of the Earth Demonstrate skill in resolving conflicts with peers and adults. Tools to Control Anger Recognize decisions have alternatives. Stop think and Choose ___________________________________________________________________________________________________________________________

14. DELIVERY SYSTEMGUIDANCE CURRICULUMDOMAINS/GOALS/COMPETENCIES Personal/Social Domain Elementary K-5 GradeIn the Personal/Social Domain, the student will:Academic Lesson Titles 3rdDescribe positive characteristics about self as Tools to Control Anger seen by self and others. I Feel Just Right Demonstrate skills in resolving conflicts with peers and adults. As the Colors of the Earth Identify and select appropriate behaviors to deal with specific emotional situations. 4th Use effective ways to deal with a wide variety of feelings. Smoky Night Identify sources and effects of peer pressure. The Meanest Thing to Say, Meet Danita Demonstrate healthy ways of dealing with conflicts, stress Brown and others. 5th Relate feelings in a socially acceptable manner. Tools to Control Anger Demonstrate skills in resolving conflicts with peers and adults. Nettie’s trip South, Smoky Night, Learn about the emotional and physical dangers of substance The House That Crack Built, Bottles use and abuse. Break.

15. DELIVERY SYSTEM Individual Student Planning Individual or small group appraisal: School counselors work with students analyzing and evaluating students’ abilities, interests, skills and achievement. Test information and other data are often used as the basis for helping students develop immediate and long range plans. Individual or small –group advisement: School counselors advise students using personal/social, educational, career and labor market information in planning personal, educational and occupational goals. The involvement of students, parents or guardians in planning students' programs that meet their needs is critical. Examples of topics for elementary school students within the component are: • Interest inventories, • Review of behavior plans

16. ACTION PLAN Goal: To promote a safer school climate Objective: Reduce incidents of fighting and bullying at school by 5 percent. Interventions Target groups” Students who have received disciplinary action for fighting and/or bullying. Number of students in intervention target group: Strategy for recruiting targeted student to be served: • Get data of numbers of students with disciplinary actions by age, location, grade • Send letters home • call parents Intended impact on academics, behaviors

17. ACTION PLAN