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Sterling Schools

Sterling Schools . Professional School Counseling Program. Sterling High School and Challand Middle School Franklin, Jefferson, Lincoln and Washington Elementary. Sterling Counseling Program Mission Statement.

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Sterling Schools

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  1. Sterling Schools Professional School Counseling Program Sterling High School and Challand Middle School Franklin, Jefferson, Lincoln and Washington Elementary

  2. Sterling Counseling ProgramMission Statement The mission of CUSD#5 School Counseling Department is to provide all students with a comprehensive, developmental guidance and counseling program, centered on engaging curriculum and services that encourage the highest level of achievement through student growth inacademic, personal/social, and career competencies. As student advocates, school counselors partner with other educators, parents and community members to create a caring environment in which all students may become responsible learners and decision makers as they prepare for the future.

  3. Reform of the School Counseling Program • Align school counseling program with ASCA National Standards and the Illinois Social Emotional Standards • Collaborate more with teachers and administrators to address student needs • Set measurable goals • Implement a consistent data driven program, using results for program improvement • Implement classroom guidance at all grade levels • Provide intentional guidance for at risk students GOAL: Removing barriers to learning and promoting academic success for every student Adapted from Hatch, T. (2003).

  4. Paradigm Shift and Changing Roles Old Model versus New Model *Re-active * Pro-active * Process Based * Results Based * Services Provided * Data Impact Adpated from Hatch, T. 2003

  5. All students will gain competencies that empower them to: AcquireImprove Knowledge Academics Skills Behavior Positive Attitude Attendance Adapted from Clinton School Counselor's presentation 2006

  6. FOUNDATIONASCA National Standards Adapted from Hatch, T. 2003

  7. Illinois Social Emotional Standards

  8. DELIVERY • Classroom guidance curriculum • Individual Student Planning coordinating systemic activities that help individual students establish personal goals and make future plans. • Responsive services such as individual counseling, group counseling, crisis counseling and conflict resolution • Supporting the school system by supporting teachers, students, and staff with: resource mapping, referrals, mentoring programs, transition programs, Bullying Prevention Programs, committee work, workshops, staff development, parent programs, etc.

  9. Counselor Use of TimeNational Recommendations Adapted from Hatch, T (2004)

  10. Elementary School Guidance Program

  11. Middle School Guidance Program

  12. High School Guidance Program

  13. Accountability Project for Elementary Guidance Curriculum Pre/Post “Second Step” Lesson Jefferson, Franklin, and Washington • All Second Grade (N=215) and Fifth Grade (N=122) students • Lesson Topic: Calming Down, Impulse Control and Problem Solving.

  14. Elementary Second Step Lesson“Impulse Control and Problem Solving” Personal/Social Domain Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Standard B:Students will make decisions, set goals, and take necessary action to achieve goals ASCA Competencies • PS.A1.6 Distinguish between appropriate and inappropriate behavior • PS.A1.8 Understand the need for self-control and how to practice it • PS: B1.1 Students will learn a decision making and problem solving model Illinois Standards:Goal 2- Use social-awareness and interpersonal skills to establish and maintain positive relationships Competency 2D:Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in a constructive way.

  15. Skill: Students who could define a problem without blame (Jefferson / Franklin) Number of correct answers 88 165 88% Increase

  16. Skill: Students who could brainstormsolutions to a problem (Jefferson/Franklin) Number of correct answers 62 109 76% Increase

  17. Knowledge:Students who could identify calming down, techniques (Washington Elementary) Number of correct answers 52 83 60% increase

  18. Knowledge:Students who knew what questions to ask to evaluate and choose a solution.(Washington Elementary) Number of correct answers 73 98 34% increase

  19. Office Behavior Referrals:Before and After Second Step(Washington Elementary) 27% Decrease 84 61

  20. Future ImplicationsFor The Elementary Counseling Program • Teachers Teaching Second Step to better integrate skills into everyday activities • Counselors will increase time spent on Systems Support and programs like The 40 Developmental Assets, Olweus, The 6 Steps to A Trouble Free Playground, and Parent Programs. Programs will depend on building needs and IST Team Support. • Counselors will continue to work with administrators to improve the function of the Instructional Support Teams to meet social emotional standards. • Counselor will assist with improving the system for accurately keeping track of office behavior referrals to monitor the effectiveness of bullying prevention programming

  21. 6th Grade Guidance Lesson“Handling Your Anger” Personal/Social Domain Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Standard B:Students will make decisions, set goals, and take necessary action to achieve goals Standard C:Students will understand safety and survival skills ASCA Competencies PS:A1.5 Identify and express feelings PS:A1.8 Understand the need for self control and how to practice it PS:B1.4 Develop effective coping skills for dealing with problems PS:C1.10 Learn techniques of managing stress and conflict

  22. 6th Grade Guidance Lesson“Handling Your Anger” Pre/Post Results Knowledge: Students who recognized warning signs when people begin to experience anger 44 73 51% Increase!

  23. Office Behavior Referrals:Before and After the “Handling Your Anger” Lesson on 11/02/06 Number of Office Referrals 67% Decrease! 21 7 10/10/06-11/01/06 11/02/06-11/30/06

  24. 8th Grade Guidance Lesson“High School Preparation” Academic Development Domain Standard B:Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Standard C:Students will understand the relationship of academics to the world of work and to life at home and in the community. ASCA Competencies A:B2.2 Use assessment results in educational planning A:B2.6 Understand the relationship between classroom performance and success in school A:C1.3 Understand the relationship between learning and work A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities

  25. 8th Grade Guidance Lesson“High School Prep” Pre/Post Results Skill: Students who were able to compute a grade point average 40 75 57% Increase!

  26. Future ImplicationsFor The Middle School Counseling Program • Yearly action plans will be developed based on student/staff needs assessment and measurable data. • Counselors will collaborate with teachers to ensure the curriculum meets the Illinois Social Emotional Learning Standards. • Counselors will maintain an active role in supporting students through system-wide (i.e. PBIS, Olweus) and individual academic/ behavior support plans. • The middle school will continue to coordinate with the elementary and high school programs to create a comprehensive K-12 developmental guidance program.

  27. High School Guidance Lesson“4 Year Plans” Academic Development Domain Standard B:Students will complete school with the Academic Preparation Essential to choose from a wide range of substantial post secondary options, including college ASCA Competencies AB2.3 Develop and implement annual plan of study to maximize academic ability and achievement AB2.7 Identify Post Secondary options consistent with interest, achievement, aptitude and abilities

  28. 4 Year Plans • 10 Item Pre/Post Test • Pre-Tested a random sample of 79 freshmen in October during study hall • Post-Tested 80 freshman in November during the same study hall 65 75 15% Increase

  29. Future ImplicationsFor The High School Counseling Program • Counselors will increase time spent in group settings in order to decrease need for individual. This includes implementing guidance lesson plans in the classrooms. Programs will depend on schedule support. • Counselors will continue to work with administrators and staff to improve the environment for our students’ social emotional needs.

  30. Conclusion School Counselors are contributing in a meaningful way to the academic mission.

  31. The End Is Just The Beginning!

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