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Sterling Schools . Professional School Counseling Program. Sterling High School and Challand Middle School Franklin, Jefferson, Lincoln and Washington Elementary. Sterling Counseling Program Mission Statement.

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sterling schools

Sterling Schools

Professional School Counseling Program

Sterling High School and Challand Middle School

Franklin, Jefferson, Lincoln and Washington Elementary

sterling counseling program mission statement
Sterling Counseling ProgramMission Statement

The mission of CUSD#5 School Counseling Department is to provide all students with a comprehensive, developmental guidance and counseling program, centered on engaging curriculum and services that encourage the highest level of achievement through student growth inacademic, personal/social, and career competencies. As 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.

reform of the school counseling program
Reform of the School Counseling Program
  • Align school counseling program with ASCA National Standards and the Illinois Social Emotional Standards
  • Collaborate more with teachers and administrators to address student needs
  • Set measurable goals
  • Implement a consistent data driven program, using results for program improvement
  • Implement classroom guidance at all grade levels
  • Provide intentional guidance for at risk students

GOAL: Removing barriers to learning and promoting academic success for every student

Adapted from Hatch, T. (2003).

paradigm shift and changing roles
Paradigm Shift and Changing Roles

Old Model versus New Model

*Re-active * Pro-active

* Process Based * Results Based

* Services Provided * Data Impact

Adpated from Hatch, T. 2003

all students will gain competencies that empower them to
All students will gain competencies that empower them to:

AcquireImprove

Knowledge Academics

Skills Behavior

Positive Attitude Attendance

Adapted from Clinton School Counselor's presentation 2006

foundation asca national standards
FOUNDATIONASCA National Standards

Adapted from Hatch, T. 2003

delivery
DELIVERY
  • Classroom guidance curriculum
  • Individual Student Planning coordinating systemic activities that help individual students establish personal goals and make future plans.
  • Responsive services such as individual counseling, group counseling, crisis counseling and conflict resolution
  • Supporting the school system by supporting teachers, students, and staff with: resource mapping, referrals, mentoring programs, transition programs, Bullying Prevention Programs, committee work, workshops, staff development, parent programs, etc.
slide13
Accountability Project for Elementary Guidance Curriculum Pre/Post “Second Step” Lesson Jefferson, Franklin, and Washington
  • All Second Grade (N=215) and Fifth Grade (N=122) students
  • Lesson Topic: Calming Down, Impulse Control and Problem Solving.
elementary second step lesson impulse control and problem solving
Elementary Second Step Lesson“Impulse Control and Problem Solving”

Personal/Social Domain

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

Standard B:Students will make decisions, set goals, and take necessary action to achieve goals

ASCA Competencies

  • PS.A1.6 Distinguish between appropriate and inappropriate behavior
  • PS.A1.8 Understand the need for self-control and how to practice it
  • PS: B1.1 Students will learn a decision making and problem solving model

Illinois Standards:Goal 2- Use social-awareness and interpersonal skills to establish and maintain positive relationships

Competency 2D:Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in a constructive way.

skill students who could define a problem without blame jefferson franklin
Skill: Students who could define a problem without blame (Jefferson / Franklin)

Number of correct answers

88 165

88% Increase

skill students who could brainstorm solutions to a problem jefferson franklin
Skill: Students who could brainstormsolutions to a problem (Jefferson/Franklin)

Number of correct answers

62 109

76% Increase

knowledge students who could identify calming down techniques washington elementary
Knowledge:Students who could identify calming down, techniques (Washington Elementary)

Number of correct answers

52 83

60% increase

slide18
Knowledge:Students who knew what questions to ask to evaluate and choose a solution.(Washington Elementary)

Number of correct answers

73 98

34% increase

office behavior referrals before and after second step washington elementary
Office Behavior Referrals:Before and After Second Step(Washington Elementary)

27% Decrease

84 61

future implications for the elementary counseling program
Future ImplicationsFor The Elementary Counseling Program
  • Teachers Teaching Second Step to better integrate skills into everyday activities
  • Counselors will increase time spent on Systems Support and programs like The 40 Developmental Assets, Olweus, The 6 Steps to A Trouble Free Playground, and Parent Programs. Programs will depend on building needs and IST Team Support.
  • Counselors will continue to work with administrators to improve the function of the Instructional Support Teams to meet social emotional standards.
  • Counselor will assist with improving the system for accurately keeping track of office behavior referrals to monitor the effectiveness of bullying prevention programming
6 th grade guidance lesson handling your anger
6th Grade Guidance Lesson“Handling Your Anger”

Personal/Social Domain

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

Standard B:Students will make decisions, set goals, and take necessary action to achieve goals

Standard C:Students will understand safety and survival skills

ASCA Competencies

PS:A1.5 Identify and express feelings

PS:A1.8 Understand the need for self control and how to practice it

PS:B1.4 Develop effective coping skills for dealing with problems

PS:C1.10 Learn techniques of managing stress and conflict

6 th grade guidance lesson handling your anger pre post results
6th Grade Guidance Lesson“Handling Your Anger” Pre/Post Results

Knowledge:

Students who recognized warning signs when people begin to experience anger

44 73

51% Increase!

office behavior referrals before and after the handling your anger lesson on 11 02 06
Office Behavior Referrals:Before and After the “Handling Your Anger” Lesson on 11/02/06

Number of Office Referrals

67% Decrease!

21

7

10/10/06-11/01/06

11/02/06-11/30/06

8 th grade guidance lesson high school preparation
8th Grade Guidance Lesson“High School Preparation”

Academic Development Domain

Standard B:Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary 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.

ASCA Competencies

A:B2.2 Use assessment results in educational planning

A:B2.6 Understand the relationship between classroom performance and success in school

A:C1.3 Understand the relationship between learning and work

A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities

8 th grade guidance lesson high school prep pre post results
8th Grade Guidance Lesson“High School Prep” Pre/Post Results

Skill:

Students who were able to compute a grade point average

40 75

57% Increase!

future implications for the middle school counseling program
Future ImplicationsFor The Middle School Counseling Program
  • Yearly action plans will be developed based on student/staff needs assessment and measurable data.
  • Counselors will collaborate with teachers to ensure the curriculum meets the Illinois Social Emotional Learning Standards.
  • Counselors will maintain an active role in supporting students through system-wide (i.e. PBIS, Olweus) and individual academic/ behavior support plans.
  • The middle school will continue to coordinate with the elementary and high school programs to create a comprehensive K-12 developmental guidance program.
high school guidance lesson 4 year plans
High School Guidance Lesson“4 Year Plans”

Academic Development Domain

Standard B:Students will complete school with the Academic Preparation Essential to choose from a wide range of substantial post secondary options, including college

ASCA Competencies

AB2.3 Develop and implement annual plan of study to maximize academic ability and achievement

AB2.7 Identify Post Secondary options consistent with interest, achievement, aptitude and abilities

4 year plans
4 Year Plans
  • 10 Item Pre/Post Test
  • Pre-Tested a random sample of 79 freshmen in October during study hall
  • Post-Tested 80 freshman in November during the same study hall

65 75

15% Increase

future implications for the high school counseling program
Future ImplicationsFor The High School Counseling Program
  • Counselors will increase time spent in group settings in order to decrease need for individual. This includes implementing guidance lesson plans in the classrooms. Programs will depend on schedule support.
  • Counselors will continue to work with administrators and staff to improve the environment for our students’ social emotional needs.
conclusion
Conclusion

School Counselors are contributing in a meaningful way to the academic mission.

the end
The End

Is Just The Beginning!