Foundation

**Fourams Middle School ** **Meet Our Middle School Counselors **
 * AAASAM School District **

Ms. Susanne Sindicich Kulp, Professional School Counselor, Last Name A-D E-mail: susanne.kulp@aaasam.edu Phone #: 717-555-1002

Ms. Angela Kambic Houseknecht, Professional School Counselor, Last Name E-I E-mail: angela.houseknecht@aaasam.edu Phone #: 717-555-1003

Ms. Abby Kahler, Professional School Counselor, Last Name J-M E-mail: abby.kahler@aaasam.edu Phone #: 717-555-1004

Ms. Meghan Cunningham, Professional School Counselor, Last Name N-R E-mail: meghan.cunningham@aaasam.edu Phone #: 717-555-1005

Ms. Ami Washburn Gallo, Professional School Counselor, Last Name S-V E-mail: ami.gallo@aaasam.edu Phone #: 717-555-1006

Ms. Amanda Funk, Professional School Counselor, Last Name W-Z E-mail: amanda.funk@aaasam.edu Phone #: 717-555-1007

**__ Vision Statement __** Through collaborative efforts between student, school, family and community; we challenge our students to become life-long learners and engaged citizens. We believe in a vision that: **__ Beliefs __** All students: Our school counseling program: Our school counselors:
 * Inspires each student to achieve success through rigorous standards
 * Promotes and models inclusion and respect for individuality
 * will be exposed to and have knowledge of the career, academic, and personal/social domains of the ASCA National Model
 * will be able to demonstrate resilience, compassion, respect, and understanding of self and others
 * will have the opportunity to enhance their own abilities as well as develop new skills and have the ability to achieve success and overcome adversity
 * will have the right to high quality developmental school counseling services.
 * will provide an environment where all students can learn and grow intellectually and personally into positive, active global citizens.
 * will address the safety and needs of all students regardless of ability, race, SES, ethnicity, gender, sexual orientation
 * will provide high quality prevention, intervention and and responsive services
 * will strive to advocate for the students by removing barriers and providing opportunities to help students achieve Academic, Social/Personal, and Career success.
 * will be leaders in collaborating with stake holders, communities, outside agencies, teachers, administrators and students in order to effectively plan, implement and evaluate guidance curriculum programs.
 * will use data to assess, implement and revise school counselor practices in order to achieve student success and foster systemic change.
 * will follow the ethical standards provided in the ASCA National Model.
 * will participate in professional development and continuing education in order to further develop our comprehensive counseling program that best suits the students.

**__ Rationale for Program Beliefs __** After each group member completed the beliefs chart from the ASCA National Model; we decided to combine some of our own personal beliefs to develop the Vision statement of the Fourams Middle School counseling program. We created our first few beliefs around the academic, career, and personal/social domains. As a cohesive group; we decided that students in our school counseling program should have access to all different types of programs and services involving each domain. Another similarity in our beliefs revolves around the idea of assessing student barriers to learning, and creating our program to knock down some of these barriers. We ultimately want all students to have the opportunity for success in school and beyond; regardless of ability, race, ethnicity, gender, socioeconomic status, or sexual orientation. A common theme that runs throughout the Fourams Middle School counseling program is diversity and diversity awareness. We believe that all students should have a safe and nurturing environment to help form their identity, self-awareness, and awareness of others. School counselors at Fourams Middle School view themselves as leaders; not only in school, but in the community as well. We all have a strong belief about being advocates for our students. We will collaborate and coordinate with other key stakeholders to create comprehensive programs and services that put the student first. Our mission is directly aligned with the mission of the Aaaasam School District. Another area in our beliefs system revolves around data collection and data driven decision making. We will use this data to evaluate services and revise programs to meet the specific needs of our student population. Lastly, as a group we felt that all of the programs and services offered through our counseling program should ultimately help prepare students for becoming active global citizens of society. The Fourams Middle School counseling department follows these beliefs and creates comprehensive programs and services that reach all students across the academic, career, and personal/social domain to ultimately create systemic change. See Tools For Developing Our CSCP to view individual belief charts.

**__ Mission Statement __** Our goal is to be a student focused, high performance school district with high quality learning environments for every student. Our mission is to provide school, district and Pennsylvania standards aligned academic, personal/social and career development opportunities to all children in an efficient and nurturing educational environment that creates life-long learners who are socially responsible and engaged citizens.

**__ Program Goals __** The goal setting process for Fourams Middle School counseling department is completed in several crucial steps. The first step is to analyze previous school data to explore the issues that our students are facing; such as, achievement gaps, bullying, and career related issues. Once data is analyzed, we use the SMART (Specific, Measurable, Attainable, Results-Orientated, Time Bound) goal setting process to align our programs, services, and interventions to meet the needs of our students.

**School Data Profile**



 * **SMART Goals Brainstorming Activity** ||  ||   ||
 * Academic || Career || Personal/Social ||
 * Increase PSSA scores of students with disabilities: 50% will achieve proficiency on the reading PSSA, and 68% will achieve proficiency on the math PSSA over the next 2 years. || Develop skills for career awareness, preperation and acquisition || Fourams Middle School will experience a 7% decrease in the number of self-reported bullying incidents for both 7th and 8th grade by the end of the current school year. (From 112 to 104) ||
 * Reduce the number of students who have failed and required summer school from 20 to 10 by the end of the current school year. || Develop skills for career retention and advancement || Fourams Middle School will experience a 10% decrease in the number of self-reported relational aggression incidents for both 7th and 8th grade by the end of the current school year. (From 112 to 100) ||
 * Reduce the number of high school students that drop out of school from 32 to 16 over the next 5 years by promoting academic success in the middle school years. || Develop an understanding of business plans and the world of work || Fourams Middle School will experience a 5% decrease in the number of students self-reporting anxiety for both 7th and 8th grade by the end of the current school year. (From 45 to 42) ||

**__Academic SMART Goals Worksheet __** What is the specific issue based on our school’s data? || Lack of academic success: high rate of grade failure, low PSSA scores for students with disabilities, high rate of high school drop-outs. || How will we measure the effectiveness of our interventions? || PSSA scores, retention rates, and graduation rates (at least 5 years after implementing an intervention at the middle school level) || What outcome would stretch us but is still attainable? || Increase PSSA scores of students with disabilities to 50% proficient on reading PSSA and 68% proficient on the math PSSA
 * **Specific Issue**
 * **Measurable**
 * **Attainable**

-Reduce number of students who fail a grade to 10 at the end of the current year.

-Reduce the number of high school students who drop out to 16 over the next 5 years. || Is the goal reported in results-orientated data (process, perception, outcome)? || Yes || When will our goal be accomplished? || The PSSA goal is slated to be accomplished in 2 years; the grade retention goal is slated to be accomplished at the end of the current year; and the high school drop out goal will be measured in 5+ years. ||
 * **Results-Oriented**
 * **Time Bound**
 * School:** Fourams Middle School **Year:** 2013-2014


 * School Counselor(s)**: Ami Gallo, Amanda Funk


 * Based on the information above, write a single goal statement sentence:**
 * 1. ** Increase PSSA scores of students with disabilities: 50% will achieve proficiency on the reading PSSA, and 68% will achieve proficiency on the math PSSA over the next 2 years.


 * 2. ** Reduce the number of students who have failed and required summer school from 20 to 10 by the end of the current school year.


 * 3. ** Reduce the number of high school students that drop out of school from 32 to 16 over the next 5 years by promoting academic success in the middle school years.

**__Career SMART Goals Worksheet __**
 * **Specific Issue: **What is the specific issue based on our school’s data? || 944 students: 115 gifted, 48 ESL, 104 special ed services. All students deserve opportunities for; career education, identity exploration, and increased autonomy. ||
 * **Measurable: **How will we measure the effectiveness of our interventions? || Pretest/ Post-test design. Students will participate in a school wide career week program and will be be assessed upon career knowledge, career skills, personal skills, interests, and personality. ||
 * **Attainable: **What outcome would stretch us but is still attainable? || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Ideally, all students participate in the workshop. Special considerations will be made for student with special education needs. Collaboration with the special education and ESL department will allow counselors to make appropriate accommodations. The goal is 95% participation in career week or 896 students. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Results-Oriented: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Is the goal reported in results-orientated data (process, perception, outcome)? || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">The goal is 95% participation in career week or 896 students.- Increase in self-knowledge (personality, skills, talents)- Identify at least 1 possible career choice ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Time Bound: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">When will our goal be accomplished? || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0in;">The conclusion of career week will take place in February ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;"> School: Fourams Middle School Year: 2013 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;"> School Counselor(s): Angela Houseknecht, Susanne Sindicich-Kulp <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin-left: 0.5in; text-indent: -0.5in;"> Based on the information above, write a single goal statement sentence: 95% of the student population will participate in career week and demonstrate an increase in self-knowledge and career-knowledge.

**__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Personal/Social SMART Goals Worksheet __** What is the specific issue based on our school’s data? || Based on Fourams Middle School data; there is an issue with bullying. In the past school year; 112 students self-reported bullying victimization. || How will we measure the effectiveness of our interventions? || A needs assessment will be conducted and a small group intervention will take place. The effectiveness of interventions will be assessed using the Gatehouse Bullying Survey, Multi-Dimensional Peer Victimization Scale, Perception of Teasing Scale (POTS), and a Small Group Effectiveness Survey. || What outcome would stretch us but is still attainable? || The desired outcome will be a 7% decrease in the amount of self-reported victimization. || Is the goal reported in results-orientated data (process, perception, outcome)? || Results-Orientated data will be collected using process, perception, and outcome data. This data will be used in action plans and results report; along with implications for future use of the intervention. || When will our goal be accomplished? || Our goal will be accomplished by the end of the 2013-2014 school year. ||
 * **Specific Issue**
 * **Measureable**
 * **Attainable**
 * **Results-Oriented**
 * **Time Bound**


 * School:** Fourams Middle School **Year:** 2013-2014


 * School Counselor(s)**: Abby Kahler, Meghan Cunningham

Fourams Middle School will experience a 7% decrease in the number of self-reported bullying incidents for both 7th and 8th grade by the end of the current school year. (From 112 to 104)
 * Based on the information above, write a single goal statement sentence:**

**__ Specific Program Goals, Standards, and Competencies __**
 * Utilizing the SMART goals format exemplified above we have determined the following Fourams Middle School Counseling goals**
 * Academic: **
 * 1.** Increase PSSA scores of students with disabilities: 50% will achieve proficiency on the reading PSSA, and 68% will achieve proficiency on the math PSSA over the next 2 years.
 * 2.** Reduce the number of students who have failed and required summer school from 20 to 10 by the end of the current school year.
 * 3.** Reduce the number of high school students that drop out of school from 32 to 16 over the next 5 years by promoting academic success in the middle school years.


 * Standard A:** Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.


 * Competency**: A:A3 – Achieve school success


 * Specific Lessons/ Groups/ and/ or Programs:**

//-Samples of Lesson Plans that address skills for academic success:// Lesson on prioritizing tasks: Listening Skills Lesson: Psycho-educational social story on the "emotional brain" & "thinking brain", and how to manage homework stress (Written for a student on the Autism spectrum):

//-Group for students who struggle with homework and organization:// Homework, Organization and Planning System (HOPS)

//-Group for students who demonstrate a need for improved listening skills// (Group Session descriptions found on Delivery page)

//Program to address academic needs:// Teacher Advisor Program

4. 95% of the student population will participate in career week and demonstrate an increase in self-knowledge and career-knowledge.
 * Career: **
 * 1**. 95% of students will demonstrate an understanding of how academic choices relate to future career goals by engaging in appropriate course selection for 9th grade.
 * 2.** 95% of students will create a portfolio of personal interests, personality, and aptitudes in relation to career interest by the end of 8th grade.
 * 3.** 95% of students will demonstrate competence with various career resources and increase exposure to a broad spectrum of careers by 8th grade.

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;"> **<span style="font-family: 'Calibri','sans-serif';">Career Competency: ** C:B1 Acquire Career Information
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Career Standard: **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;"> Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.

Career knowledge is a very important and detailed component of our school counseling goals at Fourams Middle School and in the Aaasam School District goals. We align our program with the Pennsylvania state career mandates and the American School Counseling Association National Model guidelines. We have created a separate page for these resources. Families and students can quickly and easily find information and locate services that will help prepare students to achieve success in future education and career goals. Please follow the link here
 * Specific Lessons/ Groups/ and/ or Programs:**

1. Fourams Middle School will experience a 7% decrease in the number of self-reported bullying incidents for both 7th and 8th grade by the end of the current school year. (From 112 to 104)
 * Personal/Social: **

2. Fourams Middle School will experience a 10% decrease in the number of self-reported relational aggression incidents for both 7th and 8th grade by the end of the current school year. (From 112 to 100)

3. Fourams Middle School will experience a 5% decrease in the number of students self-reporting anxiety for both 7th and 8th grade by the end of the current school year. (From 45 to 42)


 * Personal/Social Standards and Competencies**

PS:A1.4: understand change is a part of growth
 * Standard A:** Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others
 * Competency:**

PS:A1.6 : distinguish between appropriate and inappropriate behaviors

PS: A1.7: recognize personal boundaries, rights, and privacy needs

PS:A1.10: identify personal strengths and assets

PS:B1.4: developing coping skills for dealing with problems
 * Standard B:** Students will make decisions, set goals, and take necessary action to achieve goals
 * Competency:**

PS:B1.8: know when peer pressure is influencing a decision

PS:B1.9: identify long and short term goals

PS:C1.2: learn about the relationship between rules, laws, safety and the protection of rights of the individual
 * Standard C:** Students will understand safety and survival skills
 * Competency:**

PS:C1.3: learn about the differences between appropriate and inappropriate physical contact

PS:C1.5: differentiate between situations requiring peer support and situations requiring adult professional help

PS:C1.6: identify resource people in the school and community, and know how to seek their help


 * Specific Lessons/ Groups/ and/ or Programs:**

Anti-Bullying for Victims Small Group

Psycho-educational Social Story on Bullying

Relational Aggression Small Group for Girls

Anxiety Small Group

**__ 6 Elements of Comprehensive School Counseling Program in Rank Order: __**
 * 1. Holistic**


 * 2. Proactive**


 * 3. Balanced**


 * 4. Systemic**


 * 5. Reflective**


 * 6. Infused into the academic curriculum**

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: center;">References <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs, Third Edition. Alexandria, VA: Author.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> American School Counselor Association (2004). //ASCA national standards for students//. Alexandria, VA: Author.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Asca national standards: Developmental crosswalking tool//. (n.d.). Retrieved from [] Companion Guide/Crosswalking Tool.pdf

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Langberg, J.M. (2011). Homework, organization, and planning skills (HOPS) interventions. Bethesda, MD: NASP Publications.

Lehman College (n.d.). //2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association//. Retrieved from http://www.lehman.edu/deanedu/share/pdf/SSE_Program_Audit.pdf

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Philosophy and belief statement//. (n.d.). Retrieved from []