Management+System

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**__ Needs Assessments __** Our needs assessments are a method of data collection that harvests perceptual information from our stakeholders. We believe the opinions and input from the students, faculty, parents and community are valuable to tools with which to guide a diverse and respectful comprehensive program. Needs assessments such as surveys, allow us to determine the needs of our school and community. Through it we gain insight into the unmet needs, the problems not yet identified and the quality of existing programs. We use evaluation tools yearly, during the 1st and 3rd marking periods, and as seen fit. We have several methods of dissemination and collection. Most often, we send surveys through our career pathway system Naviance. The program is available to all families, students and staff, paper-free and confidential. There is an evaluation tool imbedded to assist in the collection and disaggregation of the data. Attached are examples of our various needs assessments.

Student needs assessments- 1st is modified for high needs students; traditional follows

Career specific focus needs assessment- student, parent and teacher report

Survey to assess teacher perception of the roles of the counselors (Included bi-yearly in yearly counseling audit)

Parent letter to assess interest in parent workshops

http://ed.sc.gov/agency/programs-services/174/documents/SCCDGCPM06-23-08Final.pdf

**__ Advisory Council __** The advisory council is an integral part of the Fourams Middle School’s comprehensive school counseling program. The advisory council coordinator, currently a counselor at Fourams Middle School (FMS), will personally invite members of the stakeholder groups of the Aaasam School District area. 8-12 council members will be selected with the intention to represent the wide-ranging voices in our school and community. A council is comprised of diverse members of the core stakeholder groups; members of student, parent, teacher groups, administration and people of the community. Care will be given to seek representation from the range of people of different abilities, races, cultures and beliefs within our community. Small business owners, alumni, higher education professionals, healthcare and social service employees are some examples of community persons who should be considered to join the advisory council. Balance will be maintained to ensure members will represent the 5 main stakeholder groups at all times. Participation will require a two year commitment. 4 meetings are to take place from August through June. Meetings shall be scheduled at least a year in advance and will be at an agreed upon place and time. Preparations for speakers, resources, minutes, scheduled agenda, materials and refreshments will be made 3 days in advance to ensure an organized and efficient meeting. Meetings will last 1.5 hours and will follow the objectives of FMS's advisory board standard operating procedure. An example is provided. The counselors will provide timely post- meeting communication with the advisory council, through the practice of sharing meeting minutes through Google docs.

The goals of the council meetings shall be to address the needs of Fourams Middle School counseling department. The advisory council will work in accordance with and provide challenge to the counseling department mission, beliefs and practices. Discussions and planning will benefit the academic, career and social development of the students; as well as address school safety and climate. The council will be an effective resource and communication link between the various stakeholder groups and the school counseling department. The council will perform many functions including assistance in evaluation and management of data, goal and priority setting, and planning. The council will assist in producing action plans for closing the gap and counseling curriculum goals. Advisory council will evaluate use- of- time data in order to improve the department’s efficiency. The council will assist the counselors in a yearly program audit. Sub committees will be formed as needed to address other opportunities to support the school counseling programs benefiting students. In addition, council members will assist in public relations and preparations for department sponsored events.

Fourams Middle School Advisory Council Member Invitation Letter

Fourams Middle School Advisory Council 1st Meeting Minutes



Fourams Middle School Advisory Council 2nd Meeting Agenda (set for Jan. 3, 2014)



**__ School Counselor Competency Assessments __** It is crucial that all school counselors in the Fourams Middle School counseling department possess the knowledge, skills and abilities, and beliefs to implement programs, services, and interventions. Each member has supplied an example of the yearly school counselor competency assessment and wrote a brief narrative on their strengths and weaknesses. Since the counseling department at Fourams Middle School believes they are leaders, advocates, and agents for social change; there has also been a leadership element incorporated into our comprehensive school counseling program. Each member took a leadership assessment, and was then evaluated by another member of the counseling department. See Fourams Middle School counseling department's competency and leadership assessment on the Tools For Developing Our CSCP page.

**__ Inappropriate/Appropriate Activities for School Counselors __**

Regarding appropriate activities, school counselors should spend the majority of their time in small groups, individual counseling, and responsive services (ASCA, 2005). A school counselor’s time is best spent mitigating risk and working with students who are subject to the most risk factors. In order to provide appropriate evidence-based interventions and services school counselors must collect and disaggregate data, report to stakeholders, and work with school officials to provide students with opportunities for; academic development, career development, and social/ personal development (ASCA, 2005).

Regarding inappropriate activities, we believe student discipline is the most inappropriate activity a school counselor may be asked to engage in. School counselors should not engage in student discipline because this act would violate the students’ trust and confidentiality and severely damage the student and counselor relationship (ASCA, 2005). The principal or assistant principal should always conduct student discipline. Additionally school counselors may be asked to take the place of the principal for a day, this too is also inappropriate for school counselors because they may be required to administer discipline. School counselors possess a unique skill set and are considered experts in both education and child development. Therefore the school counselor’s time is best spent utilizing his or her expertise while administrative duties are best delegated to the school secretary, administrative assistants, testing coordinators, and volunteers (ASCA, 2005). Some administrative duties school counselors may be asked to do are; selling lunch tickets, filing paperwork, administering tests, and updating student records. From time to time school counselors may be asked to supervise bus loading/ unloading, monitor hallways, supervise the lunchroom, and chaperone school dances. While there activities are considered inappropriate when solely dictated to the counselor, when the duties are shared among teachers and staff, school counselors can use these tasks as opportunities to observe students.

**__ Closing-the-Gap __** An achievement gap persists in our nation’s schools despite the efforts of No Child Left Behind. Disparities exist for underserved and marginalized students and those with disabilities. It is specifically apparent for those of lower socio economic status (SES), ethnic minority and male gender. Lower SES, African American and Hispanic males are the populations most divided. The identical results are evident in Fourams Middle School’s achievement data. Many of our school counseling initiatives are designed to close these achievement gaps. Fourams Middle School strives to meet the needs of the individual student. Our closing –the- gap efforts target students who have greater needs, in order to reduce the marginalization that leads to poor performance, disengagement and drop out.

These intentions are integral to meet the unique needs of middle school students. Middle school years entail many transitions such as social, developmental and cognitive growths and both years are transitional. If directed properly, we can impact students who are traditionally lost during this time period. Using intentional guidance allows us to keep these students engaged through these opportunities of growth.

The counselors at Fourams Middle School will use process, perception and result data in order to analyze and evaluate our programs and progress and to communicate our efforts. Our data objectively shows how information, achievement and opportunity gaps are impacted. The results reports will be shared with school personnel, administration, and school board, and regional and state directors. Best practices will be shared broadly throughout the professional school counseling population, in order to advance closing-the-gap efforts nation-wide.

Through evaluation of the data, the Advisory Council has targeted several areas of needed improvement that impact achievement and attendance. There is a need for stronger relationships between the school and the students, a need for structured remediation and learning time, diversity tolerance and knowledge, and higher resilience measures Reduce drug usage and unhealthy behaviors.

Fourams Middle School’s gap- closing goals and objectives: Target Start Date

Implement and assess the Closing the Gap Service-learning pilot program: Oct 2013-May 2014 C-Make learning real and relevant by using service learning opportunities with select groups: September, 2013 C-Reduce unhealthy and unsafe behaviors from 237-232 in 1 year: September, 2013

TAP Implementation October, 2013 A-Address teacher attitudes regarding extended structured and well utilized remediation and learning time in teacher workshop: November 2013 PS-Promote individual and school-wide resilience and community through implementation of TAP program: October, 2013

Diversity Awareness Initiatives September, 2013 PS-Increase diversity awareness and tolerance by decreasing bully reports from 112 to 102: October, 2013

Future Initiatives to Address: -Increase parent and community involvement: from 10% to 15% in 2 years: August 2014 -7th grade Health Service Learning project: September- December (2013), March-May (2014)

See Action Plans, Lesson Plans and Results Reports link to view specific Closing the Gap plans

**__ Action Plans __** Action plans are in integral part of formulating goals, programs, and interventions at Fourams Middle School. Action plans allow the school counselor to effectively and efficiently deliver the comprehensive school counseling program. We draft and sign all action plans during spring planning meetings with the principal of the school. It allows the school counselor to formulate a plan of action, while also examining how the counselor intends to achieve desired goals. Each action plan addresses specific goals, domains, standards, competencies, curriculum and delivery methods. Written action plans will be kept on file in the Director of School Counseling's office. See the Fourams Middle School counseling department's examples of action plans on the Action Plans, Lesson Plans, Results Reports page.

**__ Calendars __**









References

American School Counselor Association. (2012). //The ASCA National Model: A framework for school counseling programs //, third edition. Alexandria, VA: Author.

Bogges, J., Murphey, J., Dellilo, M., O'Donnell, S., & Mathieson, B. (n.d.). //Dobson High School ASCA National Model Program //. Retrieved from []

Idaho Division of Professional-Technical Education. (n.d.). //SCHOOL COUNSELING PROGRAM HANDBOOK FOR ADVISORY COUNCILS //. Retrieved from http://www.pte.idaho.gov/pdf/career_guidance/counselor_advisory_handbook.pdf

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

Pennsylvania School Counselors Association. (n.d.). //Sample Advisory Council Letter //. Retrieved from http://www.psca-web.org/New_Folder/PA%20Companion%20Guide/Sample%20Advisory%20Council%20Agenda.pdf

Resources for Educators. (2011). //Middle Years //<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">. Retrieved from http://www.rfeonline.com/content.cfm?dept=9

<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">Shelby County Schools. (n.d.). //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Counselor Forms & Documents //<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">. Retrieved from http://www.scsk12.org/SCS/departments/Counseling/CounselingForms.html

<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">South Carolina Department of Education. (2008). //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The South Carolina comprehensive developmental guidance and counseling program model //<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">. Retrieved from http://ed.sc.gov/agency/programs-services/174/documents/SCCDGCPM06-23-08Final.pdf

<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">Stratford High School. (2011). //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">School Counseling - Advisory Council //<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">. Retrieved from http://www.berkeley.k12.sc.us/Stratford.cfm?subpage=62493

<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">Summerville High School. (2011). //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Summerville High School Advisory Council Meeting Agenda //<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">. Retrieved from http://dorchester.shs.schoolfusion.us/modules/groups/homepagefiles/cms/754112/File/Guidance%20files/6g.%20advisory%20council%20agenda.pdf

<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">The Washington State Framework for Comprehensive Guidance and Counseling. (n.d.). //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Collecting/Analyzing Data | Washington Framework for Comprehensive Guidance and Counseling //<span style="background: none repeat scroll 0% 0% white; font-family: 'Times New Roman','serif'; font-size: 12pt;">. Retrieved from http://www.cgcpframework.org/?page_id=2100/#NA