Comprehensive

School Counseling
Program:
Northeast Elementary
School

By: Chelsea Richardson

The Foundation
Components

Mission Statement

Our mission is to produce a safe and nurturing learning environment

that fosters resiliency in our students by providing a comprehensive
school counseling program which meets the needs of each individual.

Vision Statement

Each student will recognize their potential for success in

educational and career aspects as well as increase their social and
emotional well-being in an ever changing society.

Beliefs
We believe all students have the ability to grow.
We believe all students need unconditional positive regard.
All people deserve respect & kindness, which they can learn through the school
counseling program.
We believe school counselors should be positive role models to our students.
Recognize students' individual abilities and assist them in maximizing their
potential.
Counselors will be available to all students to discuss academic, career, and
social and emotional areas.
The comprehensive school counseling program will be an integral part of the
total school program.

Needs Assessments
Given to:
Students
Parents
Teachers

Participants:
Teachers
-Seven 3rd grade teachers
-Five 4th grade teachers
-Five 5th grade teachers

Students
121- 3rd grade students
127 -4th grade students
135 -5th grade students

Students Enrolled at Northeast

9

Gifted

135

Special Ed

17

ELL Students

778

Enrolled Currently

100

200

300

400

500

600

700

800

900

Ethnicity

American Indian 5

Pacific Islander 8

Asian

Hispanic

Black

White

27

126

221

391

Students with Disabilities

American Indian1

Pacific Islander1

Asian

Hispanic

14

Black

39

White
0

79
10

20

30

40

50

60

70

80

90

TCAP Achievement Report

2015 Avg Achievement
60
2014 Avg Achievement

55.6
48.9
56.5

2013 Avg Achievement

63.8
49.1
54.1
51.3
51.1

2012 Avg Achievement

56.3
56
53.2

State 3-Yr-Avg

50
50
50

State Base Year (2009)

0

10

20
3rd Grade

30

40

4th Grade

5th Grade

50

60

70

Report:

Year:

School-Level
Evaluation
Composites
2015

School: Northeast Elementary School

District
Montgomery County
: 2014-2015 Composite Trends
Test:

Composite Type

TCAP

One-Year Trend*
Index

Level

Overall

5.30

Literacy

0.98

Numeracy

6.68

Literacy and Numeracy

4.88

Level 5

Most Effective

Level 4

Above Average Effectiveness

Level 3

Average Effectiveness

Level 2

Approaching Average Effectiveness

Level 1

Least Effective

Economically Disadvantaged

35%
Students on Free/Reduced
Lunch

65%

Military Dependent

30%

0%
69%

Active Duty Parent

National Guard
Reserves
No Military Affiliation

Delivery System Components

Parent Needs Assessment Sample

https://docs.google.com/forms/d/1AxYfpaQhI9osIj
wv1FWjJ8uEIZBLYenZKTuT7pIH7jY/viewform

Parent Needs Assessment Results

23- 3rd Grade Parents Responded
16- 4th Grade Parents Responded
15- 5th Grade Parents Responded
______________________________
54/60 Parents Participated
35.2% of Parents Knew Their Students School Counselor
64.8% of Parents Did NOT Know Their Students School Counselor
45.1% of Parents Viewed the School Counseling Program as GOOD
25.5% of Parents Viewed the School Counseling Program as AVERAGE
19.6% of Parents Viewed the School Counseling Program as POOR
9.8% of Parents Viewed the School Counseling Program as
EXCELLENT

Teacher Needs Assessment

Sample

https://docs.google.com/forms/d/1BqXPB8a3ORc8
4WPjke2sK8Ldr4tsttPANQqRFc48Rrw/viewform

Teacher Needs Assessment Results

Seven- 3rd Grade Teachers Responded
Five- 4th Grade Teachers Responded
Five- 5th Grade Teachers Responded
100% of Teachers Knew Who Their School Counselor Was
58.8% of Teachers Viewed the School Counseling Program as GOOD
29.4% of Teachers Viewed the School Counseling Program as EXCELLENT
11.8% of Teachers Viewed the School Counseling Program as AVERAGE
0% of Teachers Viewed the School Counseling Program as POOR

Student
Needs
Assessment
Sample

3rd-5th Grade Results

Student Results

Parent Results
30
25
20
15
10
5
0

90
80
70
60
50
40
30
20
10
0

Teacher Results
16
14
12
10
8
6
4
2
0

Conclusion From Data

The results based off of the student, parent, and teacher Needs
Assessments uncovered the primary areas of focus for the
students at Northeast Elementary are:
Bullying
Study Skills
Grief
Anger Management

School
Counseling
Guidance
Curriculum

3rd Grade Lesson: Bullying

*A Wrinkle on My Heart*

Personal/Social Domain

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them
understand and respect self and others.

Competency: PS:A1 Acquire Self-knowledge

Indicators:
PS:A1.2 Identify values, attitudes and beliefs
PS:A1.5 Identify and express feelings
PS:A1.6 Distinguish between appropriate and inappropriate behavior

Activity: Wrinkle on My Heart

Materials Needed
Red construction paper heart
Black Marker

3rd Grade
Lesson
Plan

3 Grade Lesson: Study Skills

*Help is On the Way*
rd

Academic Domain
Standard A: Students will acquire the attitudes, knowledge and skills
contributing to effective learning in school and across the life span.
Competency: A:A1 Improve Academic Self-concept
Indicators: A:A1.1 Articulate feelings of competence and confidence as
learners
A:A1.2 Display a positive interest in learning
A:A1.5 Identify attitudes and behaviors that lead to successful learning
Activity: Help is On the Way
Materials Needed:
Study/Test Taking Habits Inventory
Study/Test Taking BINGO sheet

3rd Grade
Lesson
Plan

4th Grade Lesson: Bullying

* The Invisible Boy*

Personal/Social Domain

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them
understand and respect self and others.

Competency: PS: A2 Acquire Self Knowledge

Indicators:
PS: A2.2 Respect alternative points of view
PS: A2.3 Recognize, accept, respect and appreciate individual differences
PS: A2.4 Recognize, accept and appreciate ethnic and cultural diversity
PS: A2.8 Learn how to make and keep friends

Activity: The Invisible Boy

Materials Needed:
The Invisible Boy book by Trudy Ludwig Encourage Me to Not Be Invisible Activity Chart
(handout)
Markers
Whiteboard or Flip Chart

4 Grade
Lesson
Plan
th

4 Grade Lesson: Grief

*Four Square Feelings*
th

Personal/Social Domain
Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them
understand and respect self and others.
Competency: PS: A1 Acquire Self-Knowledge
Indicators:
PS: A1.2 Identify values, attitudes and beliefs
PS: A1.5 Identify and express feelings
PS: A1.6 Distinguish between appropriate and inappropriate behaviors
PS: A1.7 Recognize personal boundaries, rights, and privacy needs
PS: A1.8 Understand the need for self-control and how to practice it
PS: A1.9 Demonstrate cooperative behavior in groups

Activity: Four Square Feelings

Materials Needed:
Emotions written on strips of paper Multiple colors of 810 paper
Writing Tools (pens, markers, or colored pencils) Magazines
Scissors Glue or Glue Sticks
Envelops (optional)

4th Grade
Lesson
Plan

5 Grade Lesson: Study Skills

*Unpack It*
th

Academic Domain
Standard A: Students will acquire the attitudes, knowledge and skills contributing to effective
learning in school and across the life span.
Competency: A:A1 Improve Academic Self-concept
Indicators:
A:A1.3 Take pride in work and achievement
A:A1.5 Identify attitudes and behaviors that lead to successful learning
Activity: Unpack It
Materials Needed:
Notebook
Backpack
Folder

5th Grade
Lesson Plan

5th Grade Lesson: Grief

* I Read the Letter You Wrote Me*
Personal/Social Domain
Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to
help them understand and respect self and others.
Competency: PS:A1 Acquire Self-knowledge
Indicators:
PS:A1.5 Identify and express feelings
PS:A1.12 Identify and recognize changing family roles

Activity: I Read the Letter You Wrote Me

Materials Needed:
Pen/Pencil
Paper

5th Grade
Lesson Plan

Management Plan

Advisory Group Members

o Advisory Groups Included:
PTO/PTA
S-Team
Administration
Assistant Principle & Principle
Office Secretary (Active Members in Student Success

Role of the School Counselor

According to ASCA: Today's school counselors are vital members of the
education team. They help all students in the areas of academic
achievement, personal/social development and career development,
ensuring today's students become the productive, well-adjusted adults of
tomorrow.
Appropriate/Inappropriate School Counseling Program Activities:
School counselors should spend most of their time in direct service to and
contact with students. School counselors' duties are focused on the overall
delivery of the total program through guidance curriculum, individual
student planning, and responsive services. A small amount of their time is
devoted to indirect services called system support. Schools should
eliminate or reassign certain inappropriate program tasks, if possible, so
school counselors can focus on the prevention needs of their programs.

School Counselor Job Description

https://www.cmcss.net/documents/jobdesc/School%20Counselor.pdf

Action
Plan

Grade
Level

Lesson
Content

ASCA
Domain
and
Standard

Activity

Dates

Location

Evaluatio
n and
Assessme
nt

Contact
Person

Grade 3

Bullying

PS Domain
Standard A

Wrinkle
on My
Heart

August

Classroo
m

Student &
Teacher
Evaluation

Lindsey,
Chelsea, &
Maria

Grade 3

Study
Skills

Academic
Domain
Standard A

Help is On
the Way

Septembe
r

Classroo
m

Student &
Teacher
Evaluation
Test Results

Lindsey,
Chelsea, &
Maria

Grade 4

Bullying

PS Domain
Standard A

The
Invisible
Boy

August

Classroo
m

Student &
Teacher
Evaluation

Lindsey,
Chelsea, &
Maria

Grade 4

Grief

PS Domain
Standard A

Four
Square
Feelings

Septembe
r

Classroo
m

Student &
Teacher
Evaluation

Lindsey,
Chelsea, &
Maria

Grade 5

Study
Skills

Academic
Domain
Standard A

Unpack It

August

Classroo
m

Student &
Teacher
Evaluation
Test Results

Lindsey,
Chelsea, &
Maria

Grade 5

Grief

PS Domain
Standard A

I Read the
Letter You
Wrote to
Me

Septembe
r

Classroo
m

Student &
Teacher
Evaluation

Lindsey,
Chelsea, &
Maria

Use of Time
System Delivery Component

Percentage of Time

Guidance Curriculum

35-40%

Individual Student Planning

5-10%

Responsive Services

30-40%

System Support

10-15%

Public Relations
Vision Boards
Bullying
Study Skills

Grief

Anger Management

-These boards would act as reminders for students not to:

-Bully and how to report bullying
-As wells as how to:
-Effectively apply study skills
-Deal with grief at school

School Website: http://neescounselingwebpage.weebly.com/

Parent or Teacher Newsletter

Program Evaluation
Student and Teacher Surveys Including PTO, S-Team, &
Administration
What could be altered to improve the action plan?
Was the action plan effective?

Accountability

Assessment of Activities
*Student Survey*

https://docs.google.com/forms/d/1T1u7VSmYpR
A1jXGf0MXyYzKS2D2yenRMvs5Rc1nGoAM/viewform

Survey will be given after EACH lesson

Assessment of Activities
*Teacher Survey*

https://docs.google.com/forms/d/1-T6SmSU2uHnVRVTwtxRhlI0D80SBAI90bvuSok6cX0/edit#

This would be given after ALL lessons

Counselor Evaluation Based on

Action Plan
Evaluate Behavior Referrals for:
Bullying & Anger Management Related Issues

Check-in with Teachers Regarding Student Test Scores

Were the study strategies given from the guidance lessons effective?