FINAL PROJECT: REPORT ON NEW TOWN

ELEMENTARY SCHOOL
REBECCAANNE EDELMAN
WAKE FOREST UNIVERSITY
CNS: 749 DR. ZIFF
NEW TOWN
ELEMENTARY
SCHOOL, WAXHAW,
NC

• Grade Level: pre-k-5

• Located: Union County, NC
• Total Number of Students: 928
• Student Teacher Ratio: 19:1
 Student Population # %

SCHOOL DATA FILE 19:1 All Students 928 100

NTES

UCSD
928

619
Student Asian or Pacific Islander 78 8.41

Black 51 5.5
NC 493
Teacher Hispanic/Latino 53 5.71
New Town Elementary
School Vs County and State Ratio White 714 76.94

Multi Racial 31 3.34

Male 520 52

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Female 481 48

Student Population in 2016-2017 school year

NTES 19 21 22 24 21 23

UCSD 19 19 20 20 21 20

NC 19 19 19 19 20 21
SCHOOL DATA FILE School Attendance annual
percentage 2016: NTES vs
School Safety State and District
percentage of criminal
acts 2016: NTES vs NTES 96.5%
State and District
UCSD 95.8%
NTES 0%
NC 95.2%
UCSD 0.25%

NC 0.21%
 EOG Performance
SCHOOL DATA FILE
Math
2016
Grade Level NTES EOG District EOG State EOG

3rd 94 78.5 64.6

4th 90.8 72.7 57.2

5th 84.3 76.8 60.4

Reading
Grade Level NTES EOG District EOG State EOG

3rd 84.5 68 57.8

4th 88.5 68.2 58

5th 82.2 67.5 55.4

Science (Only 5th grade tested)

Grade Level NTES EOG District EOG State EOG

5th 90.3 77.5 71.6

 SCHOOL DATA: EOG PERFORMANCE 2013-2016 NTES
VS DISTRICT AND STATE
Grade 3 NTES UCSD NC NTES UCSD NC
2013 2013 2013 2016 2016 2016
Reading 81% 60.6% 46.8% 94% 78.5% 64.6%

Math 73.5 53.5% 45.2% 84.5% 68% 57.8% Grade 4 NTES UCSD NC NTES UCSD NC
% 2013 2013 2013 2016 2016 2016

Reading 71.3% 56.7% 43.7% 90.8% 72.7% 57.2%

Math 73.7% 64.8% 47.6% 88.5% 68.2% 58%

Grade NTES UCSD NC 2013 NTES UCSD NC 2016

5 2013 2013 2016 2016

Reading 63.7% 80.2% 52.2% 84.3% 76.8% 60.4%

Math 80.2% 67.2% 47.7% 82.2% 67.5% 55.4%

VISION STATEMENT
• At New Town Elementary School, the school
faculty and staff are dedicated to creating a
welcoming, growing academic and social
community for all students. They will achieve this
through building an empathetic and accepting
environment to give each and every student a safe
place to grow and achieve now and for years to
come. (ASCA, pg. 23)
MISSION STATEMENT

• The faculty and staff at New Town Elementary

School are dedicated to building a school
program that lays an accepting foundation of
equality and acceptance for young learners to
succeed. (ASCA, pg. 24)
STUDENT STANDARDS,
MINDSETS, &
BEHAVIORS
 STUDENT STANDARDS, MINDSETS, & BEHAVIORS:
ACADEMIC, CAREER, SOCIAL & EMOTIONAL
Academic
• Summary of standards to learn in this
domain: Organization, learning
styles, goal setting, and study skills.
• Through this domain, students will
learn about the skills, attitudes, and
knowledge that contribute to school and
life success. They will learn the
required skills to be effective students,
improve academic achievement, how
these skills will lead to life success, and
learn about the importance of higher
education. (ASCA National Model)
Career
• Summary of standards to learn in this
domain: Multiple intelligences,
personal strengths, types of jobs, and
skills needed to get to those jobs
• Through this domain, students will
learn about the world of work and
what it means to them. They will
investigate different careers, develop
personal knowledge through
exploring careers, learn about their
interests, and how that could be a job,
and experience the work force
through different career
lessons. (ASCA National Model)
Social & Emotional
• Summary of standards to learn in
this domain: problem solving, bully
prevention, building and keeping
friendships, multiculturalism
• Through this standard, students will
learn about self-awareness, self-
acceptance, positive communication
skills, and skills for personal safety,
self-care. They will also learn and be
able to demonstrate personal goal
setting, problem solving, and
decision making skills. (ASCA
National Model)
STUDENT STANDARDS, MINDSETS, & BEHAVIORS:
MINDSETS & BEHAVIORS
• Mindsets and behaviors
• M 2. Self-confidence in ability to succeed
• B-LS 10: Participate in enrichment and extracurricular activities
• B-SMS 7: Demonstrate effective coping skills when faced with a problem
• B-SS 8. Demonstrate advocacy skills and ability to assert self, when
necessary (ASCA MINDSETS, 2017)
DELIVERY
SYSTEMS
DIRECT AND INDIRECT
DELIVERY SYSTEM

• School Counselors provide service to students, teachers,

parents, and staff in four different areas.
• Direct Student Services
• School counseling core curriculum
• Individual student planning
• Responsive services:
• Indirect Student Services
• Indirect services are provided on behalf of students as a result
of the school counselors’ interactions with others including
referrals for additional assistance, consultation and
collaboration with parents, teachers, other educators and
community organizations.
DIRECT DELIVERY SYSTEMS
 DELIVERY SYSTEM
Direct Delivery
• Core Curriculum- 35-45% of time (ASCA, 2012, pg. 136)
• Standards you will emphasize- Multiculturalism,
community involvement, emotional education
• Multiculturalism is a large focus based on the
demographics of the school. (seen right)
• # of classroom guidance classes and grade levels: I will
meet with grades 1-5 once a week for an hour. Each grade
will be broken into 4 groups. I will meet with each group
once every four week. Each session will touch on the above
subject and will change themes each month.
• Expected outcomes of these classes: These classes will
educate students on parts of growing up that aren't
necessarily addressed in school standards or within their
community. This will yield more well-rounded students.
 DELIVERY SYSTEM

Direct Delivery cont.

• Individual Student Planning Activities
• 5-10% of time (ASCA, 2012, pg. 136)
• Classes and Small Groups
• a small group once a week will gear towards future planning and higher education.
• Meet with classes every other month to talk about specific career standards.
• Expected outcomes
• These Individual Student Planning Activities will lay a foundation that emphasizes
the importance of learning about careers and higher education.
 DELIVERY SYSTEM
Direct Delivery cont.

• Responsive services
• 30-40% of time (ASCA, 2012, pg. 136)
• Kinds of concerns addresses
• classroom behaviors; academic standing; personal/social
issues/ can be done in small group or individual
sessions depending on student needs.
• Parent education planned
• Parent education will involve orientation on
their role in a successful school year and how
they can aid their child excel.
 DELIVERY SYSTEM
Direct Delivery cont.
• Parent and teacher related responsive workshops:
• Educating parents and teachers on how they can
aid students in a time of personal need or crisis.
• Teaching coping skills and trying to see the
world from the child's perspective.
• Monthly parent workshops that address the
needs of their children i.e. academic success,
attendance, cultural needs, etc.
Example of a Parent
• Expected outcomes: Parents and teachers will Workshop: https://deacnet-
be better prepared in times of need and crisis. my.sharepoint.com/personal/edelr15_wfu_e
du/_layouts/15/guestaccess.aspx?docid=13c
Also, have a greater understanding for the 2361b3e02649538e5d706d4fc14a28&authk
student's needs overall. ey=AX4Jyr4Fi74DdFtRfI_S6jc
INDIRECT DELIVERS SYSTEMS
INDIRECT SERVICES CONT.

• Referrals for additional assistance-

make connections with
community organizations that can aid
students.
INDIRECT SERVICES CONT.

• It is important to have a
network of tutors, career
support, mental health agencies
to aid students and their
families when needed.
• Local mental health supports:
• Rolanda J. Abney, LCSW
• Felicia Friesen, MA, LPC
• Local Tutor:
• Learning Solutions Center
INDIRECT
SERVICES CONT.

• Consultation and collaboration

with parents/teachers/
educators/community organizers
to ensure the students needs are
being met in every facet of their
lives.
• It is important to make sure all
aspects of the student's lives are
on the same page in regards to
providing a support system to
meet their needs/
INDIRECT SERVICES CONT.

• Create a school counseling advisory committee to foster these

relationships and work towards meeting the specific school
counseling needs.
• This could include at home support systems, school officials,
teachers, and community members who take an active role in the
school system.
ACCOUNTABILITY:
WAYS YOU WILL
ASSESS THE
RESULTS OF YOUR
PROGRAM
 ACCOUNTABILITY: DATA DRIVEN
SCHOOL COUNSELING PROGRAM
• Having a data driven school counseling program allows for the use of
data to be collected to meet the needs of an individual school while
holding the program accountable for current interventions in place.
(ASCA TEXT)
• This can be achieved by:
• Using feedback forms from teachers and staff to gain new areas
of need I.e. using an anonymous Google form to allow teachers
and staff to vocalize their needs. (This link provides a detailed
guide to using google forms to allow a platform to share needs.
http://confidentcounselors.com/2017/05/09/creating-a-school-
counseling-needs-assessment-using-google-forms/)
• Using past and current information to see what works and
what doesn't i.e. examining test scores, cultural competencies
assessments, and performance to develop future plans.
• Using collected data to understand school issues i.e.
anonymous student surveys focusing on areas of need or
addressing increases in school violence through group sessions.
ACCOUNTABILITY: DATA RESULTS WILL IMPROVE ACADEMIC
ACHIEVEMENT, ATTENDANCE, AND DISCIPLINE.
• By using the previously listed accountability interventions, the school counselor has the opportunity to hear
and see the individual needs of the teachers, staff, and students of New Town Elementary School.
• Academic Achievement
• This can be modeled by looking at the increase in testing scores form 2013-2016 in slide 6. It is also important to include all facets
of the child's life in academic achievement I.e. parental involvement.
• Attendance
• Attendance can be monitored by using information systems that track attendance and can be compared to state and district
levels. Currently, New Town Elementary School is ahead of both by an average of 1%. It is key to make parents aware of the
importance of consistent attendance. This can be done through monthly parent workshops and news letters.
• Discipline
• While this is not currently a large issue at New Town Elementary School, it is a persistent trend in the district that could
potentially become a problem here. It is important to continue the education of classroom expectations to students and parents
of NTES through cultural competency workshops and groups.
 ADDITIONAL
INFORMATION
EXAMPLE OF A PARENT WORKSHOP: GOOD
DECISION MAKING
By clicking the above linked word you will be directed to an example of a Parent Workshop that will
be offered to the parents of NTES. https://deacnet-
my.sharepoint.com/personal/edelr15_wfu_edu/_layouts/15/guestaccess.aspx?docid=03c2361b
3e02649538e5d706d4fc14a28&authkey=AYZUmj7TqPWPnhkjz4y5Jj0
Understanding why your child makes the choices they do can be a bit bewildering at
times. Many times, we do not think about what goes into this decision making thought
process. This workshop will examine the various facets that go into the decision making
process. Hopefully, it will shed some light into the world as your children sees it.

• Goals: Parents will learn...

• ...how decision making skills develop and how parents can aid.
• ...what is involved in making decisions.
• ...how to guide students decisions.
• ...keys to supporting decision making.
EXAMPLE OF A CLASS GROUP ACTIVITY
• By clicking the above linked word you will be directed to an example of a group activity that would be
implemented to the 5th grade class at NTES to aid in transitioning into 6th grade.
• Goal: The purpose of this activity is to let 5th graders know what to expect when going into
middle school, but also bring to light how they are feeling about it.
• · ASCA Mindset &/or Behavior addressed:
• Mindsets: Self-confidence in ability to succeed. Sense of belonging in the school
environment. (ASCA MINDSETS, 2017)
• Behavior: Self-Management Skills: Demonstrate effective coping skills when faced with a
problem. Demonstrate ability to manage transitions and ability to adapt to changing
situations and responsibilities. (ASCA MINDSETS, 2017)
• Behavior: Learning Strategies: Gather evidence and consider multiple perspectives to
make informed decisions. (ASCA MINDSETS, 2017)
• Behavior: Social Skills: Create positive and supportive relationships with other students.
Use effective collaboration and cooperation skills. (ASCA MINDSETS, 2017)
WORKS CITED

• 2016-17 & 2017-18 (New Town ES) School Improvement Plan. Retrieved May, 2017, from
https://docs.google.com/viewerng/viewer?url=https%3A%2F%2Fwww.ucps.k12.nc.us%2F%2Fcms%2Flib%2
FNC01910453%2FCentricity%2FDomain%2F1497%2FSIP%2520for%2520website%252016-17.pdf
• ASCA MINDSETS & BEHAVIORS: PROGRAM PLANNING TOOL. Retrieved May 2017, from
https://schoolcounselor.org/asca/media/asca/ASCA%20National%20Model%20Templates/M-
BProgramPlanningTool.pdf
• ASCA national model: a framework for school counseling programs (3rd ed.). (2012). Alexandria VA:
American School Counselor Association.
• ASCA National Model FAQs. Retrieved May 2017, from https://www.schoolcounselor.org/school-counselors-
members/asca-national-model/asca-national-model-faqs#Q13
• New Town Elementary. Retrieved May, 2017,
from https://www.schooldigger.com/go/NC/schools/0462002821/school.aspx
• North Carolina School Report Cards 2015-2016 K-8 School Snapshot: New Town Elementary School. (2016).
Retrieved May 27, 2017, from
https://ncreportcards.ondemand.sas.com/src/reports/900305_2016_Elementary.html