Comprehensive School Counseling Handbook Sacha Appel
Table of Contents:
Component 1:
A Guidance Counseling vs School Counseling
B Role of the School Counselor
Component 2: Competencies and Standards
Component 3: Annual Administrative Conference
Component 4: Use of Time Calculator (use this link and paste completed link below)
Component 5: School Counseling Annual Calendar
Component 6: Tier 1 Classroom Lesson Plan
Component 7: Virtual Program Brochure
Component 8: Outcomes of the School Counseling Lesson
Component 9: Advisor y Council Presentation
References
Component 1:
A. Guidance Counseling vs. School Counseling
Guidance counselor is an outdated term and, frankly, limiting term School counselors do much more than just “guide ” Guidance counselors are typically reactive and school counselors are proactive (Hatch & Hartline, 2021) The image of the guidance counselor is that they sit in their office, waiting for students, teachers, or staff to approach them with a problem and then they would try to fix it They would only support a few students and tend to focus on academic achievement only School counselors are proactive in creating curriculum, resources, and organizational structures within a school for all students, using the Multi-Tier Multi Domain System of Supports (MTMDSS) (Hatch & Hartline, 2021) They work for all students, students in groups, and with students individually They also provide support in three domains: academics, social-emotional, and developmental According to the American School Counselors Association (ASCA), school counselors also analyze data to understand their students Finally, school counselors are advocates and leaders They are an active member of the school leadership team and they spend much of their time advocating for students They can even be found trying to make positive impacts on the governmental/political level to influence positive policy changes (Appropriate and Inappropriate Activities for School Counselors Appropriate Activities for School Counselors Inappropriate Activities for School Counselors, n d )
B. Role of the School Counselor
School counselors follow the ASCA School Counselor Professional Standards & Competencies, social emotional standards, and standards specific to their state. According to the Illinois Standards for School Support Personnel Endorsements, school counselors oversee several domains: academic development, career development, personal/social development, classroom instruction and counseling curriculum, responsive service: crisis intervention, responsive service: individual counseling, individual student planning, consultation, student support, program development, prevention education and training, assessment, research and program evaluation, professional orientation and identity, human growth and development, understanding history of School Counseling and Current Trends, understanding Standards and Best Practices in School Counseling, creating Helping Relationships, practicing with knowledge of Social and Cultural Diversity, and practicing with knowledge of Ethical Concerns and Legal Matters (23 Ill Admin Code: Subtitle A, Chapter 1, Subchapter b)
The ASCA School Counselor Professional Standards & Competencies (2019) define “mindsets” and “behaviors” that school counselors should have Mindsets include the understanding that every student should be able to learn, succeed (ASCA School Counselor Professional Standards & Competencies, 2019) Using the Multi-Tier Multi Domain System of Supports (MTMDSS), school counselors do this in 3 tiers, universal support, in which counselors create curriculum and supports for all students, supplemental supports, in which counselors create interventions and/or meets with small groups of students that require some additional services and support, and intensified support, in which counselors create targeted support for individual students that need it (Hatch & Hartline, 2021). To do this, they should be working with students, staff, and parents in different capacities. Some of these capacities include analyzing data and then implementing interventions and curriculum based on the data.
School counselors should organize their time efficiently. In the past, school counselors have been used almost as resource staff to fill in gaps of staff at the disadvantage of students. In modern schooling, school counselors do not coordinate paperwork or any office work, coordinate testing, take attendance, supervise classrooms or common areas, or cover classes
They also should not provide long-term counseling and instead refer students to long term counseling after providing short-term counseling They should not perform or assign disciplinary actions, but instead work with the school leadership team to analyze data of disciplinary actions and create proactive actions to prevent future discipline They should not coordinate schoolwide individual education plans or 504 plans, but they can give advice in helping to implement them and advocate for students to receive them (Appropriate and Inappropriate Activities for School Counselors Appropriate Activities for School Counselors Inappropriate Activities for School Counselors, n d )
Finally, counselors have a responsibility to be culturally responsive so that students from all backgrounds can succeed According to the Illinois School Board of Education (ISBE) Culturally Responsive Teaching and Leading Standards (2021), “culturally responsive” school counseling includes self-awareness and relationships to others, understanding systems of oppression, seeing students as individuals, seeing students as co-creators, leveraging student advocacy, collaborating family and community, including student representation in the learning environment, and applying all of these to content selections in all curricula (45 Ill. Reg. 3320, effective March 2, 2021).
Component 2: Competencies and Standards
ASCA School Counselor Professional Standards and Competencies
Standards that school counselors should follow to create, plan, and implement successful and ethical school counseling programs The ASCA School Counselor Professional Standards Competencies is outlined by mindsets, what school counselors should believe, and behaviors, what school counselors should “demonstrate in the design, implementation and assessment of a school counseling program” (American School Counselor Association, 2021a) One example standard is “create systemic change through the implementation of a school counseling program: use data to demonstrate a need for systemic change in areas such as course enrollment patterns; equity and access; and achievement, opportunity and/or information gaps” (American School Counselor Association, 2021a) One way you could implement this standard is by analyzing data from math grades, specifically disaggregating the data by SES, for example, to see that learning is equitable If a divide between students from different socio-economic statuses is found, a counselor should implement programming to address this One way they could do this is by creating a workshop for teachers on assigning math homework that can be completed by students of all backgrounds, taking into account that students from different SES backgrounds might have different after school responsibilities.
ASCA Student Standards: Mindsets & Behaviors for Student Success
The ASCA Student Standards: Mindsets & Behaviors for Student Success are similar to the ASCA School Counselor Professional Standards and Competencies for school counselors, but these standards are specifically for what students' mindsets and behaviors should be. These standards are also in two categories: mindsets that school counselors should encourage and behaviors that school counselors should “provide culturally sustaining instruction, appraisal and advisement, and counseling” to help students achieve (American School Counselor Association, 2021b) One example standard under the behavior standards: social is “effective collaboration and cooperation skills” (American School Counselor Association, 2021b) As a school counselor, you could create a developmentally appropriate curriculum to help teach positive group work behaviors This could be in the form of a school workshop or in the form of a lesson either you or the home room teacher could teach in each classroom
Social Emotional Learning Standards
The Social Emotional Learning Standards are created by the Illinois State Board of Education (ISBE) to teach developmentally appropriate social and emotional skills to students of all ages The Social Emotional Learning Standards first list overall goals for all students and then break down each goal into more specific standards by age group: early elementary, late elementary, middle school/junior high, early high school, and late high school The ISBE also lists performance descriptors that students should have if they achieve each standard (Illinois State Board of Education, 2004) One example learning standard is 1A : “identify and manage one’s emotions and behaviors,” which is more specifically stated under early
elementary as 1A 1a : “recognize and accurately label emotions and how they are linked with behavior” (Illinois State Board of Education, 2004) A way a school counselor could help early elementary students achieve this standard is by creating a lesson on productive ways to handle one’s emotions An example lesson on this could be using a story like “The Angry Dragon” by Michael Gordon, which demonstrates good and poor ways a dragon and boy handle their anger You could then have students act out being the dragon and the boy
Culturally Responsive Teaching and Leading Standards
The Illinois State Board of Education’s (ISBE) Culturally Responsive Teaching and Leading Standards list standards that school counselors should achieve to have a school counseling program that addresses students and families from all backgrounds These standards are listed under 8 sections: self-awareness and relationships to others, systems of oppression, students as individuals, students as co-creators, leveraging student advocacy, family and community collaboration, content selections in all curricula, and student representation in the learning environment (Illinois State Board of Education, 2021). One example standard under F. family and community collaboration is “1. regularly interact with students, families, and communities in both English and home language through methods of their preference” (Illinois State Board of Education, 2021). One way you could do this is by creating a weekly newsletter that talks about what students may have learned that week in the school counseling program A counselor could also list resources for students and families and easy ways to contact them This newsletter should be in multiple languages if possible
Component 3: Annual Administrative Conference
The annual admin conference is a meeting between the school counselor and representatives from all groups involved in the school to create goals for the next school year It is to be scheduled in the first two months of the school year Participants should be: the school counselor, the principal, a teacher representative, a community representative, a parent representative, and a student representative In this meeting, the school counselor would present using the info in the form below It should include priorities for the next school year based on collected data This data should also be presented Goals for student outcomes should also be presented, created based on the priorities identified by data Other things that can be presented: school counselor time use of time percentages, ratio and caseload numbers, professional development requests, budget requests, and school counselor availability/office hours.
While this meeting is beneficial for all parties and helpful for outlining student objectives, it can also be used as an advocate tool. For example, a school counselor can advocate for lowering non-school counseling duties.
Annual Administrative Conference
School Counselor Sacha Appel School Year 2024-2025
After completing the school data summary, I have identified the following data priorities:
Out of the student body, there was a 5% rate of students with discipline referrals.
This rate was at 10% for 3rd graders.
Based on these data priorities, I will address the following goals as listed in the annual student outcome goal plan templates:
1 By the end of the 2024-2025 school year, 3rd grade students will decrease discipline referrals by 3% from 10% to 7%. 2
School Counselor Use of Time
A minimum of 80% of time is recommended for direct and indirect student ser vices and 20% or less in program planning and school support.
The American School Counselor Association recommended ratio is one school counselor per 250 students.
Ratio One School Counselor Per _200_ Students
Caseload defined by:
Alpha Assigned: Last names beginning with: to
Grade Level: Students in grades:
X All Students in Building
Other:
Advisory Council
The school counseling advisory council will meet to provide feedback and input on the school counseling program.
Fall Meeting Date: October 13, 2024
Spring Meeting Date: April 22, 2024
Proposed
Members:
(names and stakeholder position)
Sacha Appel, school counselor
Kate McCallister, parent representative
Ed Rooney, principal
Jessica Day, kindergarten teacher
Janine Teagues, Chicago Tutoring Ser vices
B.T., 7th grade student
Professional Development
I plan to participate in the following professional development based on annual student outcome goals and my School Counselor Professional Standards & Competencies self-assessment.
Date(s) Topic Cost
4/1/2025-4/3/2025
11/14/2024-11/15/2
024 ISCA Conference 2024
School and District Committees and Professional Work
Budget Materials and Supplies
Materials and supplies needed:
$40 - Books
$10 - Fidgets, Calm Down Tools
$200 - Social Emotional Curriculum & Supplies
$700 - Field Trip to Cultural Museum
$40 - Office Supplies
$100 - Assessment Materials
Annual budget: $ 1100
School Counselor Availability/Office Organization
The school counseling office will be open for students/parents/teachers
from 7:15am to 3:45pm
My hours will be from 7:00am to 4:00pm (if flexible scheduling is used)
The career center will be open from 11:00am to 12:00pm (lunch)
Other Staff and Volunteers
Role/Responsibility
Person Assigned (no signature required)
Attendance Assistant/Clerk Ava Coleman
Data Manager/Registrar Gregory Eddie
College and Career Center Assistant Barbara Howard
Other Staff Melissa Schemmenti
Volunteers
Jacob Hill
School Counselor Signature
Sacha Appel
Administrative Signature Ed Rooney
Date Conference Held & Template Signed 10/13/2024
First Day of School 9/1/2024
Component 4: Use of Time Calculator for One Week
See next page.
Time frame Activity or Task
Counselor Name: Sacha Appel
Date: 9/27/2024
7-7:15 a.m. Walk In Students/Office Hours X
7:16-7:30 a.m. Walk In Students/Office Hours X
7:31-7:45 a.m. Walk In Students/Office Hours X
7:46-8 a.m. Bus Duty X
8:01-8:15 a.m. Check/Respond to Emails X
8:16-8:30 a.m. Check/Respond to Emails X
8:31-8:45 a.m. Instruction - 1st Grade X
8:46-9 a.m. Instruction - 1st Grade X
9:01-9:15 a.m. 1st Grade Lesson In Class Informal Assessment X
9:16-9:30 a.m. Instruction - 2nd Grade X
9:31-9:45 a.m. Instruction - 2nd Grade X
9:46-10 a.m. 2nd Grade Lesson In Class Informal Assessment X
10:01-10:15 a.m. Data Analysis/Lesson Planning X 10:16-10:30 a.m. Data Analysis/Lesson Planning X 10:31-10:45 a.m. Data Analysis/Lesson Planning X 10:46-11 a.m. Group Counseling X
11:01-11:15 a.m. Group Counseling X 11:16-11:30 a.m. Individual Counseling X 11:31-11:45 a.m. Individual Counseling X 11:45 a.m.-Noon Individual Counseling X
12:01-12:15 p.m. Lunch
12:16-12:30 p.m. Lunch
12:31-12:45 p.m. Group Counseling X 12:46-1 p.m. Group Counseling X
1:01-1:15 p.m. Walk In Counseling X 1:16-1:30 p.m. Walk In Counseling X
1:31-1:45 p.m. Individual Counseling X 1:46-2 p.m. Individual Counseling X
2:01-2:15 p.m. Weekly Counselor Staff Meeting X
2:16-2:30 p.m. Weekly Counselor Staff Meeting X
2:31-2:45 p.m. Weekly Counselor Staff Meeting X
2:46-3 p.m. Weekly Counselor Staff Meeting X
3:01-3:15 p.m. Walk In Students/Office Hours X
3:16-3:30 p.m. Walk In Students/Office Hours X 3:31-3:45 p.m. Walk In Students/Office Hours X
3:46-4 p.m. Walk In Students/Office Hours X
Updated May, 2024
Time frame Activity or Task
Counselor Name: Sacha Appel
Date: 9/27/2024
7-7:15 a.m. Walk In Students/Office Hours X
7:16-7:30 a.m. Walk In Students/Office Hours X
7:31-7:45 a.m. Walk In Students/Office Hours X
7:46-8 a.m. Bus Duty X
8:01-8:15 a.m. Check/Respond to Emails X
8:16-8:30 a.m. Check/Respond to Emails X
8:31-8:45 a.m. Instruction - 3rd Grade X
8:46-9 a.m. Instruction - 3rd Grade X
9:01-9:15 a.m. 3rd Grade Lesson In Class Informal Assessment X
9:16-9:30 a.m. Instruction - 4th Grade X
9:31-9:45 a.m. Instruction - 4th Grade X 9:46-10 a.m. Lesson Informal Assessment X X
10:01-10:15 a.m. Data Analysis/Lesson Planning X 10:16-10:30 a.m. Data Analysis/Lesson Planning X 10:31-10:45 a.m. Data Analysis/Lesson Planning X
10:46-11 a.m. Group Counseling X 11:01-11:15 a.m. Group Counseling X 11:16-11:30 a.m. Individual Counseling X 11:31-11:45 a.m. Individual Counseling X 11:45 a.m.-Noon Individual Counseling X
12:01-12:15 p.m. Lunch
12:16-12:30 p.m. Lunch
12:31-12:45 p.m. Group Counseling X 12:46-1 p.m. Group Counseling X
1:01-1:15 p.m. Walk In Counseling X 1:16-1:30 p.m. Walk In Counseling X
1:31-1:45 p.m. Individual Counseling X 1:46-2 p.m. Individual Counseling X
2:01-2:15 p.m. Weekly Advisory Team Meeting... X
2:16-2:30 p.m. ...to discuss students' progress X
2:31-2:45 p.m. Weekly Advisory Team Meeting X
2:46-3 p.m. Weekly Advisory Team Meeting X
3:01-3:15 p.m. Walk In Students/Office Hours X
3:16-3:30 p.m. Walk In Students/Office Hours X 3:31-3:45 p.m. Walk In Students/Office Hours X
3:46-4 p.m. Walk In Students/Office Hours X
Updated May, 2024
Time frame Activity or Task
Counselor Name: Sacha Appel
Date: 9/27/2024
7-7:15 a.m. Walk In Students/Office Hours X
7:16-7:30 a.m. Walk In Students/Office Hours X
7:31-7:45 a.m. Walk In Students/Office Hours X
7:46-8 a.m. Bus Duty X
8:01-8:15 a.m. Check/Respond to Emails X
8:16-8:30 a.m. Check/Respond to Emails X
8:31-8:45 a.m. Instruction - 5th Grade X
8:46-9 a.m. Instruction - 5th Grade X
9:01-9:15 a.m. 5th Grade Lesson In Class Informal Assessment X
9:16-9:30 a.m. Instruction - 6th Grade X
9:31-9:45 a.m. Instruction - 6th Grade X
9:46-10 a.m. 6th Grade Lesson In Class Informal Assessment X
10:01-10:15 a.
m. Data Analysis/Lesson Planning X
10:16-10:30 a. m. Data Analysis/Lesson Planning X 10:31-10:45 a. m. Data Analysis/Lesson Planning X
10:46-11 a.m. Group Counseling X 11:01-11:15 a.
m. Group Counseling X
11:16-11:30 a. m. Individual Counseling X 11:31-11:45 a. m. Individual Counseling X 11:45 a.m.Noon Individual Counseling X
12:01-12:15 p.
m. Walk In Counseling X 12:16-12:30 p.
m. Walk In Counseling X
12:31-12:45 p.
m. Lunch
12:46-1 p.m. Lunch
1:01-1:15 p.m. Weekly Standardized Assessments: X 1:16-1:30 p.m. Behavioral X
1:31-1:45 p.m. Academic X 1:46-2 p.m. Career X
2:01-2:15 p.m. Lesson Planning/Flex Time/Emails X
2:16-2:30 p.m. Lesson Planning/Flex Time/Emails X
2:31-2:45 p.m. Lesson Planning/Flex Time/Emails X
2:46-3 p.m. Lesson Planning/Flex Time/Emails X
3:01-3:15 p.m. Walk In Students/Office Hours X
3:16-3:30 p.m. Walk In Students/Office Hours X
3:31-3:45 p.m. Walk In Students/Office Hours X
3:46-4 p.m. Walk In Students/Office Hours X
TOTALS
Updated May, 2024
Counselor Name: Sacha Appel
Date: 9/27/2024
Time frame Activity or Task
7-7:15 a.m. Walk In Students/Office Hours X
7:16-7:30 a.m. Walk In Students/Office Hours X
7:31-7:45 a.m. Walk In Students/Office Hours X
7:46-8 a.m. Bus Duty X
8:01-8:15 a.m. Check/Respond to Emails X
8:16-8:30 a.m. Check/Respond to Emails X
8:31-8:45 a.m. Instruction - 7th Grade X
8:46-9 a.m. Instruction - 7th Grade X
9:01-9:15 a.m. 7th Grade Lesson In Class Informal Assessment X
9:16-9:30 a.m. Instruction - 8th Grade X
9:31-9:45 a.m. Instruction - 8th Grade X 9:46-10 a.m. 8th Grade Lesson In Class Informal Assessment X 10:01-10:15 a.m. Data Analysis/Lesson Planning X 10:16-10:30 a.m. Data Analysis/Lesson Planning X 10:31-10:45 a.m. Data Analysis/Lesson Planning X 10:46-11 a.m. Group Counseling X 11:01-11:15 a.m. Group Counseling X 11:16-11:30 a.m. Individual Counseling X 11:31-11:45 a.m. Individual Counseling X 11:45 a.m.-Noon Individual Counseling X
12:01-12:15 p.m. Lunch
12:16-12:30 p.m. Lunch
12:31-12:45 p.m. Group Counseling X 12:46-1 p.m. Group Counseling X
1:01-1:15 p.m. Walk In Counseling X 1:16-1:30 p.m. Walk In Counseling X 1:31-1:45 p.m. Individual Counseling X
1:46-2 p.m. Individual Counseling X
2:01-2:15 p.m. Lesson Planning/Flex Time/Emails X
2:16-2:30 p.m. Lesson Planning/Flex Time/Emails X
2:31-2:45 p.m. Lesson Planning/Flex Time/Emails X
2:46-3 p.m. Lesson Planning/Flex Time/Emails X
3:01-3:15 p.m. Walk In Students/Office Hours X
3:16-3:30 p.m. Walk In Students/Office Hours X
3:31-3:45 p.m. Walk In Students/Office Hours X
3:46-4 p.m. Walk In Students/Office Hours X
Updated Ma,y 2024
Time frame Activity or Task
Counselor Name: Sacha Appel
Date: 9/27/2024
7-7:15 a.m. Walk In Students/Office Hours X
7:16-7:30 a.m. Walk In Students/Office Hours X
7:31-7:45 a.m. Walk In Students/Office Hours X
7:46-8 a.m. Bus Duty X
8:01-8:15 a.m. Check/Respond to Emails X
8:16-8:30 a.m. Check/Respond to Emails X
8:31-8:45 a.m. Instruction - Kindergarten X
8:46-9 a.m. Instruction - Kindergarten X
9:01-9:15 a.m. Kindergarten Lesson In Class Informal Assessment X
9:16-9:30 a.m. Parent Meetings X
9:31-9:45 a.m. Parent Meetings X
9:46-10 a.m. Parent Meetings X
10:01-10:15 a.m. Data Analysis/Lesson Planning X
10:16-10:30 a.m. Data Analysis/Lesson Planning X 10:31-10:45 a.m. Data Analysis/Lesson Planning X 10:46-11 a.m. Group Counseling X 11:01-11:15 a.m. Group Counseling X 11:16-11:30 a.m. Individual Counseling X 11:31-11:45 a.m. Individual Counseling X 11:45 a.m.-Noon Individual Counseling X 12:01-12:15 p.m. Walk In Counseling X 12:16-12:30 p.m. Walk In Counseling X
12:31-12:45 p.m. Lunch X 12:46-1 p.m. Lunch X
1:01-1:15 p.m. Weekly Standardized Assessments: X 1:16-1:30 p.m. Behavioral X 1:31-1:45 p.m. Academic X
1:46-2 p.m. Career X
2:01-2:15 p.m. Lesson Planning/Flex Time/Emails X
2:16-2:30 p.m. Lesson Planning/Flex Time/Emails X
2:31-2:45 p.m. Lesson Planning/Flex Time/Emails X
2:46-3 p.m. Lesson Planning/Flex Time/Emails X
3:01-3:15 p.m. Walk In Students/Office Hours X
3:16-3:30 p.m. Walk In Students/Office Hours X 3:31-3:45 p.m. Walk In Students/Office Hours X 3:46-4 p.m. Walk In Students/Office Hours X
Updated May, 2024
Component 5: School Counseling Annual Calendar
Annual Calendar Template
School: Pilson Community Academy
Academic Year: 2024-2025
A minimum of 80% of time recommended for direct and indirect student ser vices and 20% or less in program planning and school support
Delivering
Direct Student Ser vices Activities
(Include dates of school counseling initiatives or events, classroom and group activities, career or college nights, schoolwide academic support events, etc.)
Month
Ongoing Services
Weekly Push-In
Instructions
Monday 1st Grade 2nd Grade
Tuesday 3rd Grade 4th Grade
Wednesday 5th Grade 6th Grade
Thursday 7th Grade 8th Grade
Friday
Kindergarten
Group Counseling
Monday Tuesday
Wednesday Thursday Friday
Individual Counseling
Monday Tuesday
Wednesday Thursday Friday
Program Planning and School Support
Indirect Student Ser vices Activities
(Significant collaborations, leadership and advocacy activities)
● Scenario Cards (printed and cut out)https://worksheetplace.com/mf_pdf/Conflict-Resolution-Role-Play.pdf
● Pre/Post Assessment (see below)
Describe how you will:
Introduce Lesson Topic/Focus:
Communicate the Lesson Objective:
Video –https://www youtube.com/watch?v=jg_Q34kGsKg&list=PL4VwuG9Tuw 05No3UOaBC5KJ5ji5RiB3tJ
“Have you ever felt like this before? Can anyone give me an example from outside of school? ”
“ Today I want to help you all by showing you some problem solving skills. You can use these skills whenever you encounter a problem or have a disagreement with another student/s”.
Teach Content: I will present a list of several problem solving skills, when they should be used, and why they work.
Practice Content: Students will role play in small groups. Students will be given a prompt and then have to pick a problem solving skill to solve the prompt. They will act out the prompted situation and choose a problem solving skill from the presentation which will be on the board.
Summarize/Close:
Data Collection Plan
Participation Data Plan:
We will reconvene and I will ask one group to volunteer to present their role play to the class. I will ask students to identify the problem solving skill and why that skill worked for the given situation.
I will leave posters with the problem solving skills and recommend that the teacher to put them up in the classroomhttps://drive. google.com/file/d/1IQHuaaytIvatd-ZWiNBHxT4pfT9HNhL U/view?usp=sharing
Anticipated number of students: 15 3rd grade students
Planned length of lesson(s): 40 minute lesson
ASCA Student Standards Data Plan:
Pre-/Post-Assessment items are:
1. When I have a conflict, I know how to solve it.
a. Never, Sometimes, Usually, Always
2. When I have a conflict, I know 1 way to solve it.
a. Never, Sometimes, Usually, Always
3. When I have a conflict, I know 2 or more ways to solve it.
a. Never, Sometimes, Usually, Always
4. I ask for help when a conflict arises and I don’t know what to do.
a. Never, Sometimes, Usually, Always
Outcome Data Plan:
0 Achievement (describe):
0 Attendance (describe):
X Discipline (describe): School Counselor will compare the percentage of total number of disciplinary reports for conflict of current 3rd grade students from 1 month before and 1 month after lesson.
Follow-Up Plans
Explain your plan for students who missed the lesson.
If possible, send the book link to the student/s or student/s’ parents to show the student while at home (optional).
If I have time, I would check in with student/s when they come back to school. I could lend my physical copy of the book, show them the presentation and/or give a verbal explanation of the abbreviated version, and/or ask student questions about conflict resolution and their thoughts. I could also refer to the posters the teacher may have put up in the classroom.
They could also join my small group (see below).
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of student standards (M&B)/student learning objectives.
Create a conflict resolution/restorative justice small group to continue lessons on these skills and create dialogue with ideas from students.
Component 7: Virtual Program Brochure
See next page
School Counseling at Pilsen Community
Academy
Mission Statement
My mission is to support the academic, emotional, and career development of all students. I strive to create an inclusive, safe, and culturally relevant environment where all students have the availability to achieve success. I am dedicated to providing counseling, resources, and advocacy to empower students and their families in their life journeys at Pilsen Community Academy.
Vision Statement
My vision is to create a community where every student has the ability to succeed. Every student should feel valued, supported, and seen. They should have the resources to grow as a student and human. This is achieved via collaboration, empathy, compassion, and commitment, so that every student is able to learn at
Ser vices Ofered
○ Individual Counseling
○ Small Group Counseling
○ Classroom Lessons
○ Crisis intervention
○ Consultation with Guardians and School Staff
○ Coordination with Outside Agencies
○ Referrals for Community Services
Confidentiality Statement
Anything shared with me will be kept private unless a student poses a danger to themselves or others, the student is in danger at home, or there is a court ordered disclosure.
Community Resources
★ Pilsen Community Academy Website
★ Chicago Commons - Guadalupano Family Center
★ Early Head Start Gads Hill Center
★ Pilsen Little Village Community Mental Health Center
★ Pilsen Family Health Center
★ Unity Parenting & Counseling Services
★ El Valor Corporation Disability Services and Education
★ The Resurrection Project Contact Information
sachaaappel@gmail.com
Room
Component 8: Outcomes of the School Counseling
Classroom Lesson
Results Reports
Result reports are incredibly important in getting feedback from your lessons If you don’t get feedback, how can you know if your students gained knowledge? A counselor should take this data, graph it, disaggregate it, etc. to determine what they will do next. Did the students meet the objective? Or do you need to revisit this lesson? Do you only need to revisit one aspect of this lesson (based on the surveys)? Reports also give great information to present to other people. This can be whether you need to advocate for more of something or just to show that what you are doing is effective. That is also why having the data graphed well is so important Many people need visuals when presented with information, including yourself
Advisory Council Presentations
Advisory council presentations are presented during the Advisory Council meeting (see above for definition) As mentioned above, having your data properly graphed and organized is so important First, it shows the members of the meeting the data in a way that is easily digestible Second, it is great evidence to back up any point you are making, whether that be asking for more funding for a curriculum or showing that you have accomplished your fall goal Lastly, it can be used as an advocate tool You can show all the members of the council, which represent members from all aspects of a school community, actual data to advocate for your students best needs
Classroom and Small-Group Results Report
School Name Pilsen Community Academy
Results Report for: Classroom Lesson
Grade Level 3rd Grade
Topic Problem Solving Tactics
Targeted
ASCA Student Standard
ASCA Student Standards Pre/-Post-
Assessment Items
M&B# B-SS 2 M&B Statement:. Positive, respectful and supportive relationships with students who are similar to and different from them.
1 When I have a conflict, I know how to solve it.
a. Never, Sometimes, Usually, Always
2. When I have a conflict, I know 1 way to solve it.
a. Never, Sometimes, Usually, Always
3. When I have a conflict, I know 2 or more ways to solve it.
a. Never, Sometimes, Usually, Always
4 I ask for help when a conflict arises and I don’t know what to do.
Baseline Data: 10% of 3rd grade of students had at least 1 discipline referral within 2 months before lesson.
Percent Change: -40%
0 + 2 + 21 + 44 = 67 67/19 = 3.52
Final Data: 6% of 3rd grade of students had at least 1 discipline referral within 2 months after lesson,
1. How did the instruction/small group facilitate the attainment of identified ASCA Student Standards?
It did lessen the amount of discipline referrals closer to the end of year goal of 5%. I also have noticed (and teachers have reported to me) more problem solving behaviors being exhibited.
2. How could the lesson/unit/small group be improved (e.g., consider timing, number and type of services, student access, and identified barriers)?
I think more lessons on behavior management based on what is on the behavior referrals. This could be emotional regulation, communication, etc. I also could have a specific pull out small group with students that I believe could benefit from more targeted/individualized lessons.
Component 9: Advisory Council Presentation
See next page.
School Counseling Advisory Council
First Semester Agenda
School: Pilsen Community Academy Meeting Date/Time: 11/18/2024 at 4:30 P.M.
School Counseling Program Vision Statement: Students of the Pilsen Community Academy comprehensive school counseling program will possess the social-emotional skills, academic abilities, and career/college knowledge necessary for short and long-term success in and outside the classroom. They will demonstrate perseverance, compassion, and critical thinking skills that will enable them to become lifelong learners and leaders.
School Counseling Program Mission Statement: The mission of the Pilsen Community Academy counseling department is to empower all students to achieve their full potential and help them create a positive change in our society Through collaboration, communication, and reflection, the counselors will develop data-informed programs that will help promote positive social-emotional and academic development for every student.
Annual Student Outcome Goal: By June 6th, 2025, current fifth-grade students who scored "did not meet expectations" on the ELA Illinois Assessment of Readiness given at the end of the 2023-2024 school year will decrease their overall "did not meet expectations" percentage by 40% from 50% to 30%.
VIII.
& Systemic
IX. Next Steps M. K.
X. Acknowledgements & Engagement Strategy (Kahoot) C. K.
The Next Meeting of the Advisory Council is planned for: 05/12/2025
Updated, June 2021
Pilsen Community Academy School Counseling Department
Looking at Standardized Test Scores
Our Team: Sacha Appel, C. K., M. K., and F. R.
Rationale for Activity: School Data
STANDARDIZED TESTING: ELA ILLINOIS ASSESSMENT OF READINESS
PREVIOUS SCHOOL YEAR DATA 2023 – 2024
CURRENT SCHOOL YEAR DATA 2024– 2025
SMART GOAL FOR THIS YEAR 2024– 2025
50% of fifth-grade students scored “did not yet meet expectations” on ELA Illinois Assessment of Readiness.
30% of fifth-grade students scored “did not yet meet expectations” on ELA Illinois Assessment of Readiness.
By June 6th, 2025, current fifth-grade students who scored "did not meet expectations" on the ELA Illinois Assessment of Readiness given at the end of the 2023-2024 school year will decrease their overall "did not meet expectations" percentage by 40% from 50% to 30%.
Rationale for Activity: Student Outcome Goal
By June 6th, 2025, current fifth-grade students who scored "did not meet expectations" on the ELA Illinois Assessment of Readiness given at the end of the 2023-2024 school year will decrease their overall "did not meet expectations" percentage by 40% from 50% to 30%.
Rationale for Activity: Research
Academic perseverance can be increased by “supporting positive academic mindsets and helping students develop effective learning strategies.”
- Farrington et al., 2012, p. 17).
Student Standard/s Addressed
ASCA Mindsets and Behaviors:
M6. Positive attitude toward work and learning.
M3. Sense of belonging in school environment.
M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical wellbeing.
B-LS 3. Time management, organizational, and study skills.
Participation Data
● Who? 5th Graders (Tier 1)
● How Many? Whole grade (2 classes), 2 lessons for each class
● When? 9/15/2024 & 9/25/2024
● Where? Face to face, humanities class.
Lesson Topic and Content
Activity included the following content:
The Test Taking Game Show!
● A Jeopardy style game show on test taking tips!
● Categories include:
○ Act it out: teams roles play a challenge prompt
○ True or False
○ Sketch It: teams draw their answers
○ Risk: the type of question is not revealed until chosen.
● Covers: time management, stress management, before and after test behavior, test taking strategies, etc.
Mindsets & Behavior Data
Before the intervention lesson: Students did not have many test taking behavior habits, specifically during a test.
Before the intervention lesson: Students had an increase in test taking behaviors, specifically with behaviors during the test.
Outcome Data
Based on the data, it seems that the intervention (the lesson) had an impact on ELA testing performance. You can see this in the percentage decrease from last year’s 50% “did not meet expectations” on the Illinois Assessment of Readiness to this year’s 30% “did not meet expectations.”
Summary and Implications
● 50% of students showed to know more than one time management strategy for standardized testing after the lessons.
● An increase of student test taking strategies before, during, and after testing increased after the lesson.
● Tier 1 support for all students helped increase test taking strategies, but there are still a number of students who did not improve skills after the lesson.
Limitations and Systemic Barriers
Challenges encountered and limitations to the effectiveness of the activity
● Some students need more. As seen in our data 30% of 5th graders did not meet expectations.
● The school counselor only had 2 days to conduct these lessons on testing strategies. It is undetermined if the lessons need to be shorter sessions over several days, or conducted on more than two days.
Systemic barriers encountered, and possible solutions to enhance the effectiveness of the activity
● Truancy: 3 students missed the lessons on testing strategies.
○ Students who missed the lessons will be added to the Tier 2 small groups (next slide)
Next Steps
● Tier 2 supports for the students who were a part of the 30% of students who did not meet expectations.
○ Tier 2 support: Small groups to practice testing strategies.
● School counselor will also disaggregate data to determine gaps within testing results of the 30%.
Thank you!
We
appreciate the administration, staff, and families for their contributions to these efforts and support of the school counseling program!
References
(23 Ill. Admin. Code: Subtitle A, Chapter 1, Subchapter b)
(45 Ill Reg 3320, effective March 2, 2021)
American School Counselor Association (2019) ASCA School Counselor Professional Standards & Competencies Alexandria, VA: Author
American School Counselor Association (2021a) ASCA School Counselor Professional Standards & Competencies In www schoolcounselor org ASCA https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Compet encies.pdf
American School Counselor Association (2021b) ASCA Student Standards: Mindsets & Behaviors for Student Success In American School Counselor Association ASCA https://www schoolcounselor org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-B ehaviors pdf
Appropriate and Inappropriate Activities for School Counselors Appropriate Activities for School Counselors Inappropriate Activities for School Counselors. (n.d.). https://schoolcounselor.org/getmedia/8fe536c2-7a32-4102-8ce7-42e9b0683b3b/appropriate-activ ities-of-school-counselors pdf
BrainPOP (2020, December 23) Conflict Resolution: How to Settle Your Differences Fairly Www youtube com https://www youtube com/watch?v=jg Q34kGsKg&list=PL4VwuG9Tuw05No3UOaBC5KJ5ji5RiB3 tJ&index=1
Hatch, T., & Hartline, J. (2021). The Use of Data in School Counseling (2nd ed.). Corwin Press.
Illinois State Board of Education (2004) Social Emotional Learning Standards In isbe net ISBE Retrieved September 23, 2024, from https://www isbe net/Documents/SEL-Standards pdf
Illinois State Board of Education. (2022). Culturally Responsive Teaching and Leading Standards. In isbe.net. Illinois State Board of Education.
https://www isbe net/Documents/Culturally-Responsive-Teaching-Leading-Standards pdf
Loving the Littlies (2024) Conflict Resolution Strategies | SEL PowerPoint for Lower Primary Loving the Littlies
