MEADOWLARK MIDDLE SCHOOL Comprehensive Guidance Program

1. MEADOWLARK MIDDLE SCHOOL • Comprehensive Guidance Program

2. Who We Are!

3. About Our School • Located in the beautiful Northwest in Stumptown, Oregon. The birthplace of Stumptown Coffee Co., Gorilla Glue, Bike Lanes, and Toast. • Located in the Stumptown School District, the 3rd Largest in Oregon. • We are a school of 830 amazing students.

4. Our Counseling Department(Note: Insert Pics?) Rachel Reich: I believe in working closely with all students, parents, teachers, and staff, as well as the whole Meadowlark community, to ensure that every student at Meadowlark Middle School has the opportunity to gain the knowledge and skills to become strong learners and powerful contributors to their ever changing world. Karel Chan: My goal is for all students and families to feel and contribute to a community of understanding and inclusion, so that our children may confidently rise to their full potential. Jennifer Goslin: I enjoy supporting youth and their families in overcoming the barriers that prevent them from living out their full potential. Dan Blumhardt: My belief in working with students is they have inherent strengths to overcome their challenges to succeed, and also greatly benefit from having support from others. My desire is to help them tap into their strengths and to get the support they need from their parents, teachers, and other adults in their life. All Counseling Staff are Licensed by the State of Oregon, are members of OSCA and ASCA, abide by the standards of both associations, and have a Master’s Degree from a CACREP accredited university.

5. Our Students

6. Our Students

7. Our Students:Data • In assessing our school, we utilized a number of tools to identify key areas our CGP should focus on in the year ahead. • We provided assessments to students, faculty, the community, and parents. • Additionally, we analyzed academic data from our AYP Report Card to identify achievement gaps.

8. Our Students:Data RESULTS FROM OUR AYP Report Card ANALYSIS...

9. Problem Areas: Report Card Students with Disabilities

10. Problem Areas: Report Card Black (not of Hispanic Origin)

11. Problem Areas: Report Card Hispanic

12. Problem Areas: Report Card Limited English Proficient

13. Problem Areas: Report Card Economically Disadvantaged

14. Problem Areas: Report Card SUMMARY OF ACADEMIC PROBLEMS: • All minority students need stronger support from our school except Asian/Island Pacific students. • Students with Disabilities, Limited English Proficient, and Hispanic students are of special priority due to overall academic data. • Students with disabilities overall did not meet AYP standards in English/Language Arts. This group should receive top priority to achieve a “Met” status in the next AYP report.

15. RESULTS FROM OUR ASSESSMENTS

16. Problem Areas: Student Assessment

17. Problem Areas: Student Assessment

18. Problem Areas: Student Assessment Do they feel safe, treated fairly, included, happy, and connected at school?

19. Problem Areas: Student Assessment

20. Problem Areas: Student Assessment SUMMARY OF SOCIAL PROBLEMS: ● Students who are not proficient in English are especially vulnerable in our school to bullying, poor grades, and feeling uncared for. ● A majority of students report negative feelings about their experience in our school related to environmental problems (safety, connectedness, fairness, etc.) ● Bullying is experienced in some way by a high percentage of students. Minority groups are the most vulnerable.

21. RESULTS FROM OUR Staff Assessment...

22. Problem Areas: Faculty Assessment

23. Problem Areas: Faculty Assessment SUMMARY OF FACULTY PROBLEMS: ● Faculty feel inadequately trained for successful work with a diverse student population. ● Faculty perception regarding student conflict and sense of inclusion are not congruent with the student report. ● Faculty may have a skewed perception due to possible lack of cultural competency and should be further assessed.

24. RESULTS FROM OUR Parent Assessment...

25. Problem Areas: Parent Assessment Parents reported that...

26. RESULTS FROM OUR Community Assessment...

27. The results of the survey were as follows: ● In general, the local outside community and local businesses felt they were aware of issues surrounding Meadowlark Middle School, knew of school and district policies and when opportunities to discuss these policies were available and felt welcome to attend any school town hall meetings such as PTA meeting to discuss any community concerns that might come up. ● 75 % of community members and businesses received their information about Meadowlark Middle School through other local businesses, neighbors and 20% of community members and businesses received their information about Meadowlark Middle School and school district from the Meadowlark Middle School website. The remaining 5% did not have an opinion or did not know. ● 82% of community businesses felt comfortable having Meadowlark students visit, shop, volunteer or work at their place of business. ● 72% believed that it was important for a community to support its neighborhood school and 91% believed that student community involvement was important for a student’s academic, social and career success and it made students more connected to their community and more involved. ● At the same time, 80% of local businesses stated that students of color and or their families did not visit, shop, volunteer or work in their establishments and 67% of community businesses stated that only sometimes they treat all Meadowlark students equally regardless of race, gender, place of origin, sexual orientation or economic status. ● 79% of the businesses were male owned/managed ● 60% owned a home or lived in the Meadowlark Middle School district and 54% of those residents had school aged children.

28. SUMMARY OF FINDINGS: • What we found is that there is a need for a strong Comprehensive Guidance and Counseling program at Meadowlark Middle School. The school-wide needs require the ongoing efforts of school counselors, in concert with all stakeholders, to provide a professional comprehensive guidance program that can effectively address the social, career, and community oriented needs of our student body that directly and indirectly impact the academic performance of every student. • Our students have a significant need for academic, emotional, and community support in minority groups; as well as students who are not proficient in English and those with learning disabilities. • Improving sense of safety is very important to our school environment due the prevalence of bullying and lack of sense of safety. • Cultural competence and awareness are areas of improvement for the student body and faculty due to the reports of lack of inclusion, higher bullying rates, and general discontentment among minority students. • Academically, there is a significant achievement gap that needs to be narrowed for minority students.

29. What We Do!

30. Our Counseling Department Our Mission & Philosophy We serve ALL students: At Meadowlark Middle School it is the belief of all counselors, teachers, and administrators that all students have the right to an equal opportunity to achieve academically, personally, socially, in preparing and exploring future career paths, and in participation inside the Meadowlark Middle School community, as well as in the outside world. We serve alongside ALL stakeholders: The program is designed and delivered by the the licensed school counseling team, and utilizes input and coordination with school teachers, administrators, staff, parents and guardians, and other community representatives and resources. We provide a COMPREHENSIVE program: The Counseling Department at Meadowlark Middle School believes that the Meadowlark Comprehensive Guidance and Counseling Program should be designed and implemented on specific and identified goals that reflect developmental competencies for all of our students, and also reflect National (ASCA, NOICC), State (ODE), District (STUMPTOWN K-12), and Meadowlark Middle School standards, goals, and objectives. We are committed to ongoing EVALUATION: The Comprehensive Guidance and Counseling Program is data-driven, based on Meadowlark Middle School’s assessed needs of its student body, parents, teachers, and community, and is subject to ongoing audit and evaluation in order to create improvements in the program and for the counseling team to monitor all students results.

31. First things first... • We use the National Standards and Competencies provided by the ASCA and NOICC as the foundation for our guidance curriculum. • Another tool we are excited about utilizing Search Institute’s Developmental Assets due to it’s research-based support for boosting student achievement. • We believe services provided by Licensed School Counselors are absolutely essential to the academic health of every school. Dedicated, properly trained counselors can effectively address systemic, social, and individual problems that other faculty cannot.

32. Responsive Services40% of our time • Individual Counseling • Small Group Counseling • Consultation • Referral

33. Individual Planning25% of our time • Advisement • Assessment • Placement & Follow-Up

34. System Support10% of our time • Management Activities • Consultation • Community Outreach • Public Relations

35. Guidance Curriculum25% of our time • Structured Groups • Classroom Presentation • Strategic Comprehensive Guidance Curriculum Planning

36. Developmental Assets • Developmental Assets are the building blocks that help young people become healthy, caring, and responsible. • Research proves that they play a significant role in academic achievement for a wide range of students. • The data reveals that they have as much or more influence on student achievement as other demographic factors and school reform strategies. This is promising for helping close the significant achievement gap in our school. • As we help students build these assets into their lives, we hope that can help students achieve greater academic success. For the upcoming year, we’ll be incorporating these assets into our curriculum planning. Next year, we’ll be focusing on implementing focused Asset-Building Initiatives.

38. How we know...What We Do Works!

39. Evaluation • Evaluation informs us as to where we are effective, and what we need to change in order to improve. • Our department is committed to ongoing evaluation and improvement with the use of all data sources available to us.

40. We MEASURE our progress! • MEASURE is an evaluation process will will be implementing starting next school year. • It provides us with an objective measure of of how we are doing. • Once a year, we will gather data to go through this process.

41. M.E.A.S.U.R.E. MISSION: Ensure that our Mission is in line with ASCA or ODE’s comprehensive school counseling model • M

42. M.E.A.S.U.R.E. ELEMENT: Decide on the critical data elements we want to impact. Determine the baseline and goal for year ahead. • E

43. M.E.A.S.U.R.E. ANALYZE: Aggregate and disaggregate the data using percentages, stanines, averages, raw scores, quartiles, and stanines to find baselines. • A

44. M.E.A.S.U.R.E. STAKEHOLDERS-UNITE: Develop strategies for all stakeholders to impact the chosen data element(s) • SU

45. M.E.A.S.U.R.E. RESULTS: Gather new data. Using old and new data to see if we met our goal. Use the new data to determine future steps of the program. • R

46. M.E.A.S.U.R.E. EDUCATE: Develop report card for the stakeholders that show how the CGP impacted student success and the overall mission of the school • E