Akemi Elementary

AKEMI ELEMENTARY SCHOOL
LANDSPORT SCHOOL DISTRICT PORTLAND OREGON
Comprehensive Guidance Program 2011-2012

School Counselors: Kim Anderson, Kelly Russell, Kathy WIlson-Fey
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Comprehensive Guidance Program 2011- 2012 Landsport School District- Akemi Elementary
Table of Contents
IntroductiontoAkemiandCounselingProgram ______________ Rationalefor Comprehensive Guidance andCounseling About Akemi Elementary School Program Design Resources Stakeholders Meet the Counseling Department School Counseling DepartmentPhilosophy and MissionStatement SchoolCounselor/AdministratorManagementAgreement CounselingStaffPersonalDisclosureStatements CounselingAdvisoryCouncil AkemiElementaryNeedsAssessment:Is Bullyinga Problem at Akemi? Akemi SchoolCounselingCalendar SOARING Data Summary: Did the Bullying Prevention Program Help Akemi Akemi Elementary 5th GradeCurriculum Calendar Crosswalk AppendixA:Resources th 5 GradeAnti---BullyingLesson Example Fill theBucket Lessons IntrotoStepstoRespect IntrotoDontLaughat Me Anti---BullyingFacts & Tip Sheets AppendixB CounselingProgram Audit School CounselingOARs 3-8
9-17
18 19-30 31-33 34-35
Introduction
In the Landsport School District, the Comprehensive Guidance & Counseling Program is an essential and integral part of the overall education process for kindergarten through graduation. The program aligns with state and national standards for comprehensive guidance and counseling (Appendix A). Our program also aligns with the mission of the Landsport School District and enhances the district priorities. The program success requires licensed school counselors implementing the program at the elementary, middle, and high school levels at the recommended student/counselor ratio for each level.
The program is developmental by design and implemented by certied school counselors in collaboration with teachers, school staff, administrators, special services professionals, community members, students and parents. The program includes appropriate activities and lessons that support students in theiracademic, career, personal, and emotional development. The guidance team works together to develop a cohesive program forall students.
Akemi Elementary School

Akemi Elementary School is located in NE Landsport and is one of nine elementary schools in the Landsport School District. It is a public school that serves 473 students in grades K-5. In 2010, Akemi Elementary School had 23 students for every full-time equivalent teacher. The state average is 19 students per full-time equivalent teacher. Akemi had 87% of students eligible for the free or reduced lunch program. The number of eligible students has steadily increased over the past 5 years, and exceeds the state average of 48% for free and reduced lunch programs. Akemi Elementarys school population is currently comprised of 28% Hispanic, 72% non-Hispanic students. Students enrolled in ESL classes account for 25% of the school population.
Akemi Elementary made AYP in 2010, meeting the minimum levels of improvement determined by the state in terms of student performance and other accountability measures. Outstanding ratings were received in attendance and participation areas. The achievement index was rated as satisfactory. Akemi is committed to constantly improving school ratings and conditions for students every year.
Akemi Administartive Staff and Counseling

Principal: Ellen Clark 503--555--1234 Vice Principal: 503--555--1245 John Hendricks Secretary: 503--555--1321 Hannah Boone Counseling Department Kim Anderson 503--555--1456 Kelly Russell 503--555--6789 Kathy Wilson--Fey 503--555--9876 Director of Student Services Harold Eisman 503--555--0987 Eclark@landsport.or.us Jhend@landsport.or.us Hboo@landsport.or.us kander@landsport.or..us krus@landsport.or.us kwil@landsport.or.us hies@landsport.or.us
Program Design
At Akemi Elementary a specic developmentally appropriate design is implemented to support growth in the four developmental domains as outlined in the Oregon Department of Education, Comprehensive Guidance and Counseling Framework:
Learningto Learn Following directions Problem solving Organizational skills Test taking skills Listening skills Learning to Work Strengths/Interests Learning to Live Self awareness Learning to Contribute Community involvement
Community Jobs
Social skills
Leadership development
Technology intro
Diversity
Classroom buddies
Violence prevention
Resiliency
Community exploration
Cooperation skills
Personal safety
Service learning
Classroom guidance, large group settings, offers school counselors the best opportunity to reach the largest number of students at one time. The current issues being addressed in classrooms are: Grade 1: Feelings, Friendships and First Grade Behaviors Grade 2: Families, Diversity and Responsibility Grade 3: Self-Control Strategies for Success in School Grade 4: Learning Styles and Study Skills Grade 5: Growing Up and Decision Making
Landsport Public Schools recognizes the diversity and worth of all individuals and groups and their roles in society. All individuals in groups shall be treated with fairness in all activities, programs and operations, without regard to age, color, creed disability, marital status, national origin, race, religion, sex or sexual orientation. Board of Education Policy 1.80.020-P
Resources
Professional Staff- Currently school counselors are the coordinators and leaders of the team that plans, coordinates and implements the district and building guidance counseling programs. The Akemi Elementary School student to school counselor ratio is 1:250, which reects state and national professional standards. School counselors and staff are keenly aware of the high level of student poverty and are aware of the importance of continuing to focus on the at risk population at Akemi Elementary School. Materials and Facilities- All curriculum materials used at Akemi Elementary School meet Landsport School District standards for quality and have been approved for use. Appropriate space for individual and group counseling activities are available in the Student Health Center. Computer labs and classrooms are also available for implementation of curriculum aspects of the program. However, state testing has priority from January through May. Secure storage space for student information and program materials are also available and used by all school counselors for condentiality purposes.
Community Partnerships- Our community partnerships continue to grow and be an important resource for our students and community members. Partnerships with the following agencies continue to be utilized and grow in our school. Landsport Parks and Recreation YMCA/YWCA Boys and Girls Club Catholic Charities SUN Schools OMSI- Mad Scientist Camp
Stakeholders Akemis guidance counseling program provides benets to students, parents, teachers, administrators, school counselors, school site coordinators, advisory groups, business and industry and the surrounding community.
Benets for Students A Comprehensive guidance and counseling program: Prepares students for future challenges by equipping them with skills supporting their academic, career and personal/social development and community involvement Supports students in becoming lifelong learners, self management skills and social competency Relates education to next steps and future success Helps broaden knowledge of changing world Facilitates career exploration and planning Ensures access and opportunity for all students Advocates for the individual student Benets for Parents A Comprehensive guidance and counseling program: Prepares their children for the future Develops a system for their childrens life long learning and planning Ties academics to their childrens future Provides support in advocating for their childrens academic, career and social/emotional development Increases opportunities for parents to interact with schools Facilitates access to school and community resources Benets for Teachers A Comprehensive guidance and counseling program: Supports the academic needs and success of each student CLearly denes teachers role in guidance and counseling program in regards to student learning Provides interdisciplinary team to address student needs and goals Provides consultation to assist teachers in guidance role Benets for School Counselors A Comprehensive guidance and counseling program: Ensures program is provided equally to each student Enhances the role of the school counselor to advocate for students Provides clear denition of roles and responsibilities Focuses on critical counseling functions Provides tools to manage program accountability Ensures involvement in schools academic mission.
Benets for Administrators A Comprehensive guidance and counseling program: Integrates school counseling with schools academic mission Provides structure with specic content for programs Denes role of school counselor for enhancing learning and development for each student Claries activities to include in school counselor job description Provides a means of evaluating school guidance and counseling program
Benets for the Community A Comprehensive guidance and counseling program: Creates community awareness of support systems required to enhance student success Enhances development of student preparation for the world of work Increases collaboration and participation of community with school program Educates the community to the needs of the school and the school of the needs of the community
Benets for Business and Industry A Comprehensive guidance and counseling program: Provides future employees with decision making skills, employment skills, increased social competence and self management skills Increased opportunities for business and industry to participate in school program Provides opportunity for collaboration among counselors, business, industry and communities
School Counseling Program Philosophy Statement Akemi Elementary

We believe that given proper support, all students: can achieve at high levels according to their strengths. can maximize his or her potential. have equal access.
have dignity and support. Counselors are a bridge between students, teachers, and administrators: in valuing and encouraging community and parental input. in using every opportunity to discuss academic, career, and personal social development.
Our School Counseling Program: is available to every student. is age appropriate. selects measurable student competencies based on local need in the area of academic, career, and personal/social domains. is preventative and responsive. has a delivery system that includes school guidance curriculum, individual planning, responsive services, and system support. includes a plan for intentional guidance for under served student populations. monitors student progress and follow through. seeks improvement each year based upon results data. shares successes with stakeholders. is culturally sensitive Our school counselors will... abide by the professional school counseling code of ethics as advocated by the American School Counseling Association. continually participate in professional development activities equitable to maintaining a quality school counseling program.
School Counseling Program Mission Statement

The mission of Akemi Elementary School Counseling Department is to provide all students with a comprehensive, developmental guidance and counseling program. The program is centered on engaging curriculum and serves to encourage the highest level of achievement through student growth in academic, personal/social, and career competencies. As the 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.
Elementary School Counselor Management Agreement

Date: March 6,2012 School!year: 2012-2013 School:Akemi Elementary School Counselors: Kim Anderson, Kelly Russell, Kathy Wilson-Fey
PROGRAMMATIC DELIVERY
The school counselor(s) will spend approximately the following time in each component area to ensure the delivery of the school counseling program. _____% of my time delivering guidance curriculum _____% of my time with individual student planning _____% of my time with responsive service _____% of my time with system support Lessons will be delivered in the academic, career and personal/social domain. Programs and services presented and available to staff include: Programs and services presented and available to parents include: Programs and services presented and available to the community include: The guidance counselor will be available to individual students/parents/teachers at the following times:
PROFESSIONAL DEVELOPMENT
The school counselor/counselors will participate in one or more of the following professional development: _____Once a month district meetings for counselors _____Yearly state conference _____Yearly national conference _____Classes and/or workshops _____Other Explain______________________________________
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PROFESSIONAL COLLABORATION
____Once a week meeting with the administration ____Once a month present something to the faculty ____Once a month meeting with grade level teams ____Twice a year meeting with advisory council ____Other ______________________________________
____________________________________________ Counselor signature & date
____________________________________________ Principal signature & date
Elementary School Counselor Management Agreement, page 2 11
School Counseling Disclosure Statement Akemi Elementary School, Landsport School District Kim Anderson, School Counselor
The purpose of this statement is to inform you of my role as a school counselor in the educational development of your children. Our school provides a comprehensive counseling program that includes a strong emphasis on working jointly with all students to achieve their full academic potential through guidance activities related to personal/social, career, and academic concerns. Please contact me if you have any further questions after reading this statement. DESCRIPTION OF PRACTICE As a full-time elementary school counselor, I practice counseling and consultation in a public school setting. I work with children, teachers, administrators, parents and guardians who request my services. My responsibilities in advocating for children include, but are not limited to, classroom presentations, group work, individual counseling, consultation, and collaboration. My services will be rendered in a professional manner consistent with accepted ethical standards. When appropriate, I will make referrals to off-site counseling services. CONFIDENTIALITY The information shared between a student and counselor is confidential. I will guard that privacy as much as is permitted by the law, counseling ethics, and school rules. You should j that there are exceptions where I am obligated to break confidentiality. These include:
Potential harm to the student or someone else (suicidal thoughts). Student asks me to tell someone else. Student records requested by parents/guardians or for court testimony. Student reports behavior in violation of school policy that I am required to report to school administration. Potential or actual occurrence(s) of physical/sexual abuse of minors, persons with disabilities, and senior citizens. Confidentiality in group counseling sessions cannot be guaranteed due to their nature and composition. I need to consult with someone else to provide better service.
APPOINTMENTS Please contact me through email and/or voicemail if you wish to schedule an appointment. I am available to consult with students, parents/guardians, teachers, administrators, and other faculty. CONTACTING PARENTS Reasons I might contact parents about their child include, but are not limited to:
1. Assistance needed from parents/guardians in specific areas to help their child to achieve success in school. 2. A student has requested that their parents be contacted about a specific issue. 3. Letting parents/guardians know about counseling activities their child might be interested in becoming involved in.
EDUCATION AND EXPERIENCE I earned a Masters Degree in Educational Counseling with a focus in School Counseling from Portland State University in 2013. My approach to counseling children is based on brief solution-focus counseling and relational counseling. Delivery of services my include group counseling (topics may include anxiety, social skills, divorce, anger, etc.), individual counseling, classroom guidance lessons, consulting, coordination, and/or referrals. By using these theories and services, I assist students, teachers, and parents/guardians in developing plans to address issues, thoughts or emotions that may interfere with students educational goals. If students require more intensive help, I will suggest they seek assistance outside the school with a therapist or counseling agency (for which I will provide a list of recommendations) that provides individual and/or group counseling. Your child will be involved in the school counseling program on a regular basis. If you ever have any questions about the counseling program or specic inquiries about/for your child, please email me at kander@landsport.or.k12.us. I truly look forward to working with you in the coming school your to help your child have a successful and healthy school year at Akemi Elementary. Kim Anderson School Counselor
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Kim Anderson, School Counselor I am your schools counselor! I am here to help you on your journey as a successful student. I help students move toward their goals at school in these areas: learning, social skills, behavior, and emotions. Let me know if you would like to meet with me! Fill out a Robot Request outside my ofce door. My Education I received my master's degree and counselor training from Portland State University. I am licensed as a School Counselor and a member of the American School Counselors Association. Privacy Your privacy is very important to me. I will keep our conversations private. However, safety sometimes is more important than privacy. I need to share private information if: 1. You are hurting yourself or are planning to hurt yourself. 2. If someone else is in danger or might be harmed. 3. If I am concerned that you or another child is in danger, being abused or neglected. 4. If a court judge orders me to share information. Please tell me if you are worried about keeping information private. Please come see me if you are having any issues I can help you with. Mrs. Anderson
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Kathy Wilson-Fey, School Counselor

Akemi Elementary School Landsport, OR 503-555-1414 kwil@landsport.or.us
Education and Counseling Approach
I hold a master's degree in Counseling Psychology from University of Oregon and am completing additional coursework at Portland State University to achieve an Oregon School Counselor license. I coordinate a comprehensive counseling program at Akemi Elementary that works with all students to achieve their academic potential through guidance activities in these learning areas: personal/social, career, and academic development. I also offer individual support, small group counseling (topics may include divorce, friendship skills, anxiety), and consultation, depending on a students need. When appropriate, I make referrals to off-site counseling services.
Supervision
During the school year I consult a supervisor, Erika Powell, in order to serve students better. You can reach my supervisor at thisemail@yahoo.com or at 503- 555-1234.
Appointments
My appointment times are 7:30a to 3:30p, but we can nd a time outside of these hours if needed. Please email or call to make an appointment.
Privacy
I work to maintain the highest level of privacy with students, family and staff. Everything said to me will be kept condential except in the following situations: If the student asks me to share information with someone. I believe there is danger to self or others. I am aware of or suspect child abuse/neglect, or abuse of any vulnerable person (elderly, disabled). I am ordered by the court to disclose information. During supervisory consultations in order to serve students better.
Please do not hesitate to talk with me about any condentiality concerns.
Problems
If at any time you are dissatised with my services, please let me know. If I am not able to resolve your concerns, you may report your complaints to the school principal. I am happy to talk with you about the counseling program or specic inquiries about/for your child!
Go Robots!!
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Ms. Wilson-Fey, School Counselor

Akemi Elementary School Landsport, OR 503-555-1414 emailaddress@hsd.k12.or.us
I am your school counselor!

I am here to help you on your journey as a successful student. I help students move toward their goals at school in these areas: learning, social skills, behavior, and emotions. Let me know if you would like to meet with me! Fill out a Robot Request outside my ofce door. My Education I have a master's degree in Counseling Psychology and a Oregon School Counselor license. Privacy Your privacy is very important to me. I will keep our conversations private. However, safety sometimes is more important than privacy. I need to share private information if: 1. You are hurting yourself or are planning to hurt yourself. 2. If someone else is in danger or might be harmed. 3. If I think that you are in danger or are being abused. 4. If a court judge orders me to share information. Please tell me if you are worried about keeping information private.
Please come see me if you are having any issues I can help you with.
Go Robots!!
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School Counseling Disclosure Statement Elementary School Landsport School District Kelly Russell, M.S. School Counselor Akemi
The purpose of this statement is to inform you of my role as a school counselor in the educational development of your children. Our school provides a comprehensive counseling program that includes a strong emphasis on working jointly with all students to achieve their full academic potential through guidance activities related to personal/social, career, and academic concerns. Please feel free to contact me if you have any further questions after reading this statement.
Counseling Approach and Educational Background

I earned a Masters Degree in School Counseling from Portland State University in 2013. Alongside my studies in School Counseling, I also received a Graduate Certicate in Couples, Marriage and Family Therapy. I worked closely with the Department of Special Education and also partook in a grant research project focusing on Youth Transition and Person-Centered Planning. My approach to counseling is based on brief solution-focused counseling with theoretical inuences from systems theories. Delivery of services may include group counseling (topics may include anxiety, social skills, divorce, anger, etc.), individual counseling, classroom guidance lessons, consulting and/or referrals. I assist students, teachers and parents in developing plans to address issues, thoughts or emotions that may interfere with students educational goals. For more intensive support, I offer a list of trusted resources for assistance outside the school for counseling services and related services.
Supervision
Although I have my school-counseling license, I am working towards certication as a Licensed Professional Counselor. I am a registered intern of the Oregon Board of Licensed Professional Counselors and Therapists and am currently under the supervision of Catherine Nyhan (Catherine_nyhan@ddouglas.k12.or.us).
Appointments
Please contact me through email and/or voicemail if you wish to schedule an appointment. I am available to consult with students, parents, teachers, administrators, and other faculty.
Condentiality
The information shared between a student and counselor is condential. I will guard that privacy as much as is permitted by the law, counseling ethics, and school rules. There are exceptions where I am obligated to break condentiality. These include: Potential harm to the student or someone else (suicidal thoughts) Student asks me to tell someone else Student records requested by parents/guardians or for court testimony Student reports behavior in violation of school policy that I am required to report to school administration Potential or actual occurrence(s) of physical/sexual abuse of minors, persons with disabilities, and senior citizens. Condentiality in group counseling sessions cannot be guaranteed due to their nature and composition
Contacting Parents
Reasons I might contact parents about their child include, but arent limited to: 1. 2. 3. Assistance needed from parents in specic areas to help their child to achieve success in school. A student has requested that their parents be contacted about a specic issue. Letting parents know about counseling activities their child might be interested in becoming involved in.
Your child will be involved in the school counseling program on a regular basis. If you ever have any questions about the counseling program or specic inquiries about/for your child, please email me at krusl@landsport.or.us. I truly look forward to working with you in the coming year to help your child have a successful and healthy year at Akemi Elementary School. Kelly Russell School Counselor Akemi Elementary
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Miss Kelly Russell Akemi Elementary krus@landsport.or.us
I Am Your School's Counselor

I am here to make your time at school a happy and fun time! I help students deal with things that are having a hard time with so that they can do good in school and feel good too. Some of the stuff I help with are making friends, learning to learn, and trouble with teachers. If you would like to meet with me please ll out a "Robot Request" that are outside of my ofce door.
My Education I received my master's degree and counselor training from Portland State University. I am licensed as a School Counselor and a member of the American School Counselors Association. Your Rights as a Student
You have rights as a student. When you talk to me, what you say is condential and secret (only between me and you). However, there are times that I have to tell. I am legally required to tell what you tell me to someone else (Department of Human Services) if you: 1. Tell me you are hurting or planning to hurt yourself. 2. Tell me that you are putting another person in danger or planning to harm someone else. 3. Tell me that someone has or will put you in danger, abused, neglected, or hurt you in any way. I am required to provide information to a judge in court if ever necessary. Your medical records are in a different place than your school records and only you and your legal guardians have access to them.
Please come and see me if you feel like I can help you or if you just need to talk
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Akemi Elementary Counseling Advisory Council
The Akemi Elementary School Advisory Council is a collection of people who provide ongoing support to the Comprehensive Guidance Program. Council members are invested in the support of student population, strive to provide a safe and encouraging environment for all and help the school function at its full capacity. The main role of the Council is to be a resource, connect the school to the community, monitor and advise the Guidance and Counseling Center in matters of the CGP implementation and improvement.
Akemi Advisory Council Mission Statement

The mission of Akemi Elementary Guidance Council is to be a supportive and collaborative team that works to ensure the support, achievement and success of all students through equal access and participation in the Guidance and Counseling Program
Akemi Guidance Council Members Council Findings

ASCA Personal Social Development Domain
According to data collected by the Advisory council, there is an undeniable need at Akemi for conict
NAME
Kim Anderson Kelly Russell Kathy Wilson-Fey John Ellerton Emily Harrington Farrah Knowles Albert Peony
TITLE
School Counselor School Counselor School Counselor Director Attorney President Special Education Teacher
DEPARTMENT
Akemi Elementary Akemi Elementary Akemi Elementary Landsport Parks and Recreation Title 1 Parent Teach Association Akemi Elementary
resolution and bully prevention. Bully prevention lessons will be taught in classrooms as well as the Dont Laugh at Me and Second Step curriculum (Appendix B). The Guidance and Counseling Department plans to implement these curriculum in the beginning of the year. Akemi hopes to create an open and inclusive environment, where students are self responsible and appreciate diversity. These lessons promote childrens understanding of empathy and aide in conict resolution skills. Both meet ASCA and State standards in the Personal/Social Developmental domain of development for Elementary students.
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NEEDS ASSESSMENT
Due to many reports of bullying behavior among the upper elementary grades the past six months at Akemi Elementary, the school counselor team will assess the nature and extent of bullying problems behavior in grades 3-5 in order to implement effective bullying prevention and intervention strategies. The following assessment tools will be used: Student Self-Report Questionnaires: Survey all students in grades 3-5, anonymously. Adapted from the Upper Elementary Aggression and Victimization Scale (Orpinas & Horne,2006). Parent Phone Survey: Call parents/guardians of 25 randomly selected students from grades 3-6,and call them during an evening. SWIS data: Examine behavior referral reports for physical aggression and harassment/bullying, majors and minors; compare data from one year ago to the current data. The student questionnaires will be administered by a school counselor to all students in each of the classrooms, grades 3-5. See below for the questionnaire to be used. The school counselor will take 15 minutes in each classroom to: 1. Review the meaning of Bullying: when one person repeatedly hurts another person by using mean words, physically harming the person, or damaging their property. 2. Review the goal of the questionnaire: to nd out how frequent bullying behavior is at the school. 3. Review the meaning of anonymous and assure condentiality to all students. 4. Remind students of the many safe adults they can talk to privately about bullying behavior. 5. Pass out the questionnaire to all students. 6. Read through the questionnaire, giving students time to ll it out. 7. Move around classroom, watching for signs of distress or intimidation. 8. Collect questionnaires. The parent phone survey will be conducted during an evening with help from interns, staff or parent volunteers. See below for the script to be used. The parents/guardians of 25 students will be randomly selected and their home/cell numbers will be used. The results of the questionnaire and survey will be entered anonymously into a spreadsheet and tabulated. A summary of the results of both the student questionnaires and the parent phone survey will be posted on the school website with a note of thanks to all who participated. An article on bullying for parents will also accompany the results summary.
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STUDENT SURVEY
Please do not put your name on this paper! Your answers are private.
I am in grade___________ I am a girl_____ boy_____
Think about what happened DURING THE LAST 7 DAYS when you answer these questions. During the last 7 days... (circle how often)
1. How many times did a kid from your school say mean words to you? 2. How many times did a kid push, shove or hit you? 3. Think about these times in the last 7 days. How many times did an adult step in and help? How many times did another student step in and help? 4. Mark the places this happened: 5. How many times did you say mean words to another kid at school? 6. How many times did you push, shove, or hit a kid from your school? 8. Mark the places this happened:
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PARENT PHONE SURVEY

Hi, my name is ___________ and Im calling on behalf of the counseling department at Akemi Elementary. Were calling randomly selected parents of Akemi students this evening to ask just two brief questions about bullying. Do you have a few minutes? The school counselors will compile your responses with the other parent responses, keeping your information anonymous. Were using this denition of bullying: when one person repeatedly hurts another person by using mean words, physically harming the person, or damaging their property.
1. How big of a problem do you believe bullying is at Akemi Elementary? _____Not a big problem _____ Somewhat of a problem _____ Its a big problem
2. Would you be willing to share why you think this?
We will not include your students name in our data, but we will track the grade and gender of your student: Grande_________ Girl or Boy
Thank you for your time!
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RESULTS of NEEDS ASSESSMENT

Summary The data collected from students, parents, and school SWIS data demonstrated that bullying behavior is indeed a concern at Akemi Elementary school. The data is summarized as follows. Students: At Akemi Elementary, a total of 213 students in grades 3-5 lled out a questionnaire. 40% of students said they were a victim of bullying behavior 1 or more times during the last 7 days. 27% of students said they were a victim of bullying behavior 3 or more times during the last 7 days. Number of times in last 7 days student were victims of bullying behavior...
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7% of students who said they were a victim of bullying behavior 1 or more times reported that a teacher intervened 1 or more times. 17% of students who said they were a victim of bullying behavior 1 or more times reported that another student intervened 1 or more times. Sometimes others intervened...
26% of students admitted they had engaged in bullying behavior 1 or more times.
15% of students admitted they had engaged in bullying behavior 3 or more times. Number of times students admitted to bullying behavior in the last 7 days...
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Of the boy students who admitted they had engaged in bullying behavior, 30% named verbal aggression and 70% named physical aggression. Of the girl students who admitted they had engaged in bullying behavior, 81% named verbal aggression and 19% named physical aggression. Types of bullying behavior by gender...
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Students from higher grades reported more victimization of bullying behavior than lower grades: th graders reported being victim of bullying behavior 3 or more times o 25% of 4 th graders reported being victim of bullying behavior 3 or more times o 29% of 5 graders reported being victim of bullying behavior 3 or more times o 19% of 3 Percent of each grade who report being victim of bullying behavior... rd
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The bus and bathroom were named as the most common location for bullying behavior, by both victims and reporters of bullying behavior. o Bathroom: marked 70 times o Bus: 67 o Hallway: 45 o Playground: 44 o Lunchroom: 26 o Classroom: 11 o Gym: 6
Places that bullying behavior happens...
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Parents: Only 4% of parents reported that bullying was a Big Problem at Akemi Elementary, with no distinction between gender and grade. 25% reported bullying was somewhat of a problem. 71% reported that bullying was not a big problem. Parents of Akemi Elementary say that bullying behavior is a...
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School SWIS data: Referrals for physical aggression increased from 6 last year at this date in the year to 10 this year. Referrals for harassment/bullying increased from 2 last year to 9 this year.
SWIS Data...
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Problems/Difculties in Data Collection Students: There was not a clear distinction between peer conict and bullying on student questionnaire. 3 or more times in the last 7 days was the frequency chose to capture the repetitive nature of bullying. Difculty in accommodating students with limited reading ability when lling out the questionnaire. Going through the questionnaire with the class was helpful, but it is suspected that some students did not understand the questions, especially in lower grades.
Parents: Calling 25 parents and reaching a personnot a recordingwas a challenge. The parents who were reached were happy to respond. A few parents wondered if the fact they were being surveyed indicated that there was indeed a Big Problem with bullying at Akemi they did not know about. They needed to be reassured that we were actually determining the level of concern. During calls, we did not tell parents how to access the results of the surveys.
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Bullying Prevention Plan

Based on the Needs Assessment, the counseling department developed the following list of interventions: Assess school needs by using an anonymous questionnaire to poll students in grades 3-5 on the nature and extent of bullying problems. Form a bullying prevention coordinating committee that will coordinate logistics, event planning and data entry. Appoint a chair of the committee who is not a counselor. Provide in-service days for teachers to review ndings of the questionnaire, discuss the problem, and plan the prevention efforts. (Counselors and principal) Hold school-wide events to launch the program. (Committee coordinates) Implement classroom-level guidance lessons to uniformly discuss bullying and bystander responses. (Counselors) Incorporate anti-bullying themes and activities into the general school curriculum. (Teachers) Increase supervision in areas that are known "hotspots" for bullying, including the bus and bathroom. (Principal coordinates) Review and strengthen school-wide rules and consistent consequences for violations against bullying. (Principal and PBIS team) Develop a system to reinforce positive behaviors. (PBIS team) Hold staff discussion groups to enhance understanding and motivation. (Counselors) Involve parents in school activities and ensure parents and schools are aware of available resources in the community. (Committee) Best Practice Bullying Prevention Guidance Curriculums The Don't Laugh at Me Program (DLAM) DLAM is a program out of Operation Respect, Inc., that is working to transform schools into more compassionate, safe, and respectful places. The program was founded by Peter Yarrow of the music group Peter, Paul and Mary in collaboration with Educators for a Social Responsibility. It is designed to reduce the emotional and physical cruelty children can inict on one another, often in the form of ridicule, bullying, and sometimes violence. Steps To Respect Program The Steps To Respect Program is a bullying prevention curriculum designed to decrease bullying at a school and help students build more supportive relationships with one another. The program's dual focus is based on the research showing that friendships help protect children from the harm of bullying.
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Comprehensive School Counseling Calendar

Kim Anderson, Kelly Russell, Kathy Wilson-Fey, School Counselors Akemi Elementary School, Landsport School District 2012-2013
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Classroom Themes Based on Strategic Plan & National Standards:
Classroom Presentations will be on a six week rotation schedule.
National School Counseling Standards

Academic Development Standard A Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the life span. Standard B Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary 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. Personal/Social Development Standard A Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. Standard B decisions, set goals and take necessary action to achieve goals. Standard C safety and survival skills Students will make Students will understand
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Career Development Standard A Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decision. Standard B strategies to achieve future career success and satisfaction. Students will employ
Standard C Students will understand the relationship between personal qualities, education and training and the world of work.
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Appendices
Appendix A: RESOURCES
Example of 5th Grade Anti-Bullying Lesson Fill The Bucket Lessons Ideas Introduction to Steps to Respect Curriculum Introduction to Dont Laugh At Me Curriculum Anti-Bullying Tip Sheets Myths and Facts Parent Info in English Parent Info in Spanish Student Info Teacher Info Administrator Info 2-3 4-11
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Appendix B: REFERENCE
Program Audit School Counseling OARs
Lesson Plan: Dealing with Bullies (5rd Grade)

Objective: This lesson teaches students healthy coping mechanisms bullies. Students are taught what bullying is. Students are given the opportunity to talk about a time when they were bullied and how it made them feel. ASCA Standards: Personal/Social Domain PS: B 1.4 - Develop effective coping skills for dealing with problems PS: C 1.9 - Learn techniques for managing stress and conflict Materials and Equipment: Pre-and Post-tests-2 per student Writing utensils PowerPoint Presentation Butcher paper Peaceful music track Time Required: 30 minutes Anticipatory Set: Discuss everyday situations which bullying can occur Instruction: 1. Pass out pre test - Tell students to fill it out individually, no talking, and they will have 5 minutes to complete. 2. Collect Pre-Test. 3. Managing Stress PowerPoint Presentation a. Begin by asking: Can anyone define, bullying Any examples? b. Define bullying. c. Explain where/when bullying happens. d. Types of bullying and effects of bullying has on thoughts, emotions, and body.
Akemi Elementary
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Managing Students about being bullied. a. b. c. d. Ask students, Think of a time when you were bullied. Write it down Student share experiences and how they felt. Refer back to PowerPoint presentation for additional examples. Debrief answers.
Describe coping techniques for dealing with bullies. Activity: Guided Imagery/Relaxation Exercise a. Have students act out a scenario. b. Ask students, How do you feel? c. Debrief on exercise Closure: Are there any more questions? Administer post-test - Remind students to fill it out individually, no talking, and they will have 5 minutes to complete.
5. 6.
Fill a Bucket!
Tell your students how they fill your bucket. Compliment them when you see them fill others buckets. Journal reflection on how a peer filled or dipped their bucket this week, The Life of a Bucket Filler could be the title of the weekly journal Want to use the bucket system for your class rewards? Use a clear shoe holder that can be hung on the door. Kids can decorate their own bucket with googley eyes and all. You can even use solo cups instead of buckets. For more on this (and printables): http://blogs.scholastic.com/ top_teaching/2010/04/are-your- students-bucket-fillers.html Make a class T-chart on how to fill or dip a bucket Make a bucket for Bucket Filling Ideas the students can share with the class Older students can read the story to younger students, sharing ways they fill others buckets. Create a Drop for the classroom bucket can read aloud to class and nominate some to go to compliments corner!
Create a bulletin board with bucket-filling ideas.
Websites to check out

http://forums.atozteacherstuff.com/showthread.php?=89420&highlight=bucket http:// www.proteacher.net/discussions/showthread.php?=99280 http://www.orientaltrading.com/ui/ search/processRequest.do?=buckets&x=0&y=0&re questURI=searchMain&Ntk=all&Ntx=mode%2Bmatchallpartial&N=0 http://msjones-class.com/Bucket%20Fillers.htm http://www.scribd.com/ doc/14000895/Have-You-Filled-a-Bucket https:// www.bucketllers101.com/products.html Buy posters, pencils, and other bucket lling items.
Have You Filled a Bucket Today? By Carol McCloud

Excerpts from book. All day long, everyone in the whole wide world walks around carrying an invisible bucket. You cant see it but its there. You have a bucket. Your mom and dad each have a bucket. Your sister and brother have a bucket. Your grandparents, friends, and neighbors all have a bucket. Everyone carries an invisible bucket. Your bucket has one purpose only. Its purpose is to hold your good thoughts and good feelings about yourself. You feel very happy and good when your bucket is full, And you feel very sad and lonely when your bucket is empty. Other people feel the same way, too. Theyre happy when their buckets are full and theyre sad when their buckets are empty. Its great to have a full bucket and this is how it works: You need other people to fill your bucket and other people need you to fill theirs. So, how do you fill a bucket?? But, you can also dip into a bucket and take out some good feelings.. thats being a bucket dipper.
At the end of the day ask yourself, Did I fill a bucket today?
st K/1 lesson Introduction Lesson Objective: The student will be able to identify the role of the counselor and ways to fill a bucket. Introduction: Introduce new counselor Role of the counselor Today we are going to talk about ways we can make others feel great! Video: Episode 3 on DVD: Laughing at Others Story: Read Have You Filled a Bucket Today? By Carol McCloud. Discuss book with students. Activity: Distribute 4x4 pieces of construction paper to students. Each student will draw a picture of themselves filling someones bucket. After the lesson, the counselor will glue the pieces of construction paper to a large piece of poster board. Each class will have their own bucket quilt for display.
Fill the Bucket Lessons
Objective:
Introduction: Introduce new counselor Role of the counselor Today we are going to talk about ways we can make others feel great! Video: Episode2 on DVD: Leaving Others Out Story: Read Have You Filled a Bucket Today? by Carol McCloud Discuss book with students. Activity: Distribute picture and writing paper to the students. Each student will draw a picture of filling someones bucket and describe the picture on the bottom of the page. After the lesson, the counselor will join the papers together to create a class book on bucket filling.
The student will be able to identify the role of the counselor and ways to fill a bucket.
2nd/3rd lesson Introduction Lesson
Objective: The students will be able to identify the role of the counselor and ways to fill a bucket. Introduction: Introduce new counselor Role of the counselor Today we are going to talk about ways we can make others feel great! Video: Episode 2 on DVD: Leaving Others Out Story: Read Have You Filled a Bucket Today? By Carol McCloud. Discuss book with students. Activity: Distribute BUCKET BINGO cards to students Describe the purpose of the BINGO game and how to win. The purpose of the game is to fill as many buckets in the school as possible. The winners are the students who turn in their completed BINGO card to their counselor before the next counseling session. A drawing will be held from all winners and a reward will be given.
4th/5th lesson Introduction Lesson
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Write a paragraph describing what you learned from this activity.
Write a paragraph describing what you learned from this activity.
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The Steps To Respect Program

Developed by the Committee for Children, this program uses language arts and social and emotional learning and combines them in the curriculum's literature lessons, which is based on popular children's books. This program concentrates on the elementary age child, from grades 3--6. Skills learned include: Coping with bullying General friendship skills Emotion management Bystander intervention The Steps for Respect program emphasizes the responsibility that all members of a school community have to decrease bullying. Lessons teach empathy for targets of bullying and specic ways children can respond when they witness bullying. Children practice problem solving and emotion-management skills. In particular, children are taught: How to identify bullying How to respond assertively When and how to report bullying to adults Staff and parents learn: How to act on those reports How to respond to children who bully How to respond to children who are targets of bullying Contact Information Committee for Children 568 First Avenue South, Suite 600 Seattle, WA 98104--2804 (800) 634--4449 E--mail: info@cfchildren.org www.cfchildren.org
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Bullying Myths and Facts

Myth: Children who bully are loners. This myth has been proven wrong by research that shows bullies tend to have a following of peers who approve of their behavior or at least go along with it. Myth: "Sticks and stones may break your bones, but names can never hurt you." As any professional knows, this childhood nursery rhyme is not true. Verbal and emotional bullying, both direct and indirect, does hurt children. Physical bullying is easier to recognize. A more realistic rhyme is "sticks and stones can break your bones but words can break your heart." Fact: All children can get bullied, even if they look "normal." All children can potentially be victims regardless of how "normal" or different they may seem. As an earlier section pointed out, the reasons why a child may become a victim of bullying are endless. That doesn't mean children who are "different" do not get bullied. They do. Fact: Most adults think bullying is the same as normal peer conflict. Bullying can often be difficult to discern from rough play or normal conflict. A study on the ability of lunchtime supervisors to distinguish students' play fighting from true aggression found that supervisors were more likely to mistake aggression for play than the reverse. Myth: Only a small number of children are affected by bullying. Just about every student in a school may be affected by bullying, either as a victim, the bully him/herself, or as a witness. As bystanders, students are often confused and fear for their own safety. A conservative estimate is that 10 percent of students are chronic victims of bullying. Fact: Parents can help prevent bullying by becoming involved in their child's schooling. Many adults don't know about bullying, either with their own children or in the schools. Many parents are not aware of what goes on in their child's school. Many students believe adults will not intervene even if they do report the bullying. Myth: Bullying happens mostly in plain sight of others. Most bullying behavior occurs out of the sight of any adult, so adults need the cooperation of students to alert them to the behavior. Students need to know that the adults will take swift and appropriate action in their defense. For more info: http://pathwayscourses.samhsa.gov/bully/bully_supps_pg41.htm
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Teachers Guide
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AKEMI ELEMENTARY SCHOOL

LANDSPORT SCHOOL DISTRICT PORTLAND OREGON

Comprehensive Guidance Program 2011-2012

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Akemi Elementary School

Akemi Administartive Staff and Counseling

School Counseling Program Philosophy Statement Akemi Elementary

School Counseling Program Mission Statement

Elementary School Counselor Management Agreement

____________________________________________ Counselor signature & date

____________________________________________ Principal signature & date

Elementary School Counselor Management Agreement, page 2 11

Kathy Wilson-Fey, School Counselor

Please do not hesitate to talk with me about any condentiality concerns.

Ms. Wilson-Fey, School Counselor

I am your school counselor!

Counseling Approach and Educational Background

Miss Kelly Russell Akemi Elementary krus@landsport.or.us

I Am Your School's Counselor

Akemi Elementary Counseling Advisory Council

Akemi Advisory Council Mission Statement

Akemi Guidance Council Members Council Findings

PARENT PHONE SURVEY

2. Would you be willing to share why you think this?

Thank you for your time!

RESULTS of NEEDS ASSESSMENT

Places that bullying behavior happens...

Bullying Prevention Plan

Comprehensive School Counseling Calendar

Classroom Themes Based on Strategic Plan & National Standards:

Classroom Presentations will be on a six week rotation schedule.

National School Counseling Standards

Lesson Plan: Dealing with Bullies (5rd Grade)

Create a bulletin board with bucket-filling ideas.

Websites to check out

Have You Filled a Bucket Today? By Carol McCloud

Fill the Bucket Lessons

2nd/3rd lesson Introduction Lesson

4th/5th lesson Introduction Lesson

Write a paragraph describing what you learned from this activity.

Write a paragraph describing what you learned from this activity.

The Steps To Respect Program

Bullying Myths and Facts

Akemi Elementary School

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