What is SCALE?

The School Counseling Analysis, Leadership and Evaluation (SCALE) Research Center is an interactive tool focusing on the facilitation and dissemination of school counseling research evidence-based practices demonstrating the connection between comprehensive and developmental school counseling programs and student success.

The SCALE Research Center is developed and maintained by the American School Counselor Association (ASCA). ASCA empowers school counselors with the knowledge, skills, linkages and resources to promote student success in the school, the home, the community and the world.

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Search Results (312)

Albemarle High School (2018)
Charlottesville, VA
Core Curriculum

REVISED SECTION The Albemarle High School counseling curriculum represents what our department, our school, and our county’s vision is for each and every student. Our vision for our students to achieve academic, social, and career success is seen throughout our core curriculum and is the basis for the lessons that we plan and present to our students. We use...


Albemarle High School (2018)
Charlottesville, VA
Small Group

REVISED SECTION Our goal of small groups is to assist students with developing awareness of interpersonal issues, to develop strategies and skills to positively impact their school achievement and to increase appropriate social interaction skills. At the high school level we spend most of our time with individual student planning, so we hold groups as an intervention to address our...


Albemarle High School (2018)
Charlottesville, VA
Closing-the-Gap

REVISED SECTION African American males make up 8% of our school population. In reviewing school data from 2014-15 and 2015-16 school years, this group continues to be one of our largest GAP groups. In looking at our Standards of Learning (SOL) trend data, School Improvement Plans, and our graduation rates we found that our African American males consistently do not meet...


Austintown Elementary School (2017)
Youngstown, OH
Core Curriculum

Analysis of core curriculum at the end of the 2015-2016 school year showed that we remained aligned to our vision of providing a comprehensive school counseling program that promotes success and happiness in all endeavors including personal relationships and future educational and career choices. Our Bucket Fillers program got a big boost through our P.B.I.S. efforts and showed success in...

Behavioral Issues
Character Education
Conflict Resolution
PBIS/MTSS

Austintown Elementary School (2017)
Youngstown, OH
Small Group

Prior to the 2015-2016 school year, the Austintown Elementary counselors sat down with administrators to discuss all programs and lessons from the previous school year and plan for the future school year. Considering the diversity of our students and their needs, it was important for us to discuss a wide variety of lessons in order to be prepared. As...

Academic Achievement
Attendance
Behavioral Issues
Character Education
Group Counseling
PBIS/MTSS
Parent/Family Collaboration

Austintown Elementary School (2017)
Youngstown, OH
Closing-the-Gap

During the 2015-2016 school year we began using the SWIS program (School Wide Information System) for collecting and summarizing student discipline data. An early look at the data showed an unprecedented number of student discipline referrals coming from transportation. When looking at transportation data with our advisory council, it became clear that the greatest number of disciplinary reports came from...

Academic Achievement
Attendance
Behavioral Issues
Bullying
Career Development
Character Education
College Readiness
Conflict Resolution
Diversity
Dropout Prevention
PBIS/MTSS

Bailey Bridge Middle School (2017)
Midlothian, VA
Core Curriculum

Core Curriculum lessons were developed and delivered to all students based upon the ASCA Mindsets and Behaviors in conjunction with Bailey Bridge Middle School's diverse student needs and the Chesterfield County’s Design for Excellence 2020. The core curriculum supports our vision and mission in the belief that all students have the potential to be successful with proper support. Out of...

Academic Achievement
Attendance

Bailey Bridge Middle School (2017)
Midlothian, VA
Small Group

Small group counseling is a relevant and important responsive service that our department implements. Aligned with our department's vision and mission, we use a proactive approach and collaborative efforts with other educators to facilitate student growth. All students’ individual differences and special needs are taken into consideration when planning and implementing the school counseling’s small group services....

Career Development

Bailey Bridge Middle School (2017)
Midlothian, VA
Closing-the-Gap

Understanding that retention is often a predictor of student dropout rates, BBMS counselors analyzed the previous year’s data. In 2014-2015, out of 21 students were retained, 17 were in 7th grade. In 2013-2014, 16 out of 21 students were retained at the 7th grade level. Therefore, we identified 7th grade students to target from our semester D/F report,...

Academic Achievement
Career Development
Character Education
Service Learning
Transitions

Batavia High School (2017)
Batavia , IL
Core Curriculum

The core curriculum lessons were developed after careful analysis of our overall program goals, as well as the Mindsets and Behaviors that were selected to support our goals. Our vision and mission statements have a strong focus on students achieving their fullest potential, both academically and personally, and ensuring they are college and career ready. Our program goals were established...

Academic Achievement
Attendance
Behavioral Issues
Dropout Prevention

Batavia High School (2017)
Batavia , IL
Small Group

The counselor-led small groups at BHS were developed to address student needs at each grade level. The small groups supported program goals in order to improve attendance, achievement, and behavior at Batavia High School. The Positive Decisions Matter (PDM) group was developed to address the behavioral needs of our Freshmen students in support of program goal #1, to...

Academic Achievement
Attendance
Behavioral Issues
Career Development
Character Education
College Readiness
Dropout Prevention
Mentoring
Postsecondary Preparation
Substance Use Prevention

Batavia High School (2017)
Batavia , IL
Closing-the-Gap

Our department began collecting pertinent data in the 2011-2012 school year as we developed our data-based, comprehensive counseling program. From the 2011-2012 school year to the 2014-2015 school year, we could see a steady decrease in the number of overall students who were receiving D’s and F’s as a percentage of total enrollment; however, our low income students meeting...

Academic Achievement
Behavioral Issues
Career Development
College Readiness
Postsecondary Preparation

Brookland Middle School (2018)
Henrico, VA
Core Curriculum

REVISED SECTION All BMS Core Curriculum lessons were selected based on the ASCA Mindsets and Behaviors, teacher/student needs assessments, and conduct data from the previous school year. Our classroom lessons support both our program goals and the three domain areas we wish to address with students (academic success, social/emotional growth, and college/career planning). Our classroom lessons specifically focused on our first...


Brookland Middle School (2018)
Henrico, VA
Small Group

REVISED SECTION Topics for small group counseling are determined by evaluation of the school counseling program goals and needs of these students. After discussing last year’s perception and outcome data with administration, counselors selected themes for small groups to provide more intense support to our students identified as having the highest needs. Discipline data from previous years consistently shows that seventh grade...


Brookland Middle School (2018)
Henrico, VA
Closing-the-Gap

REVISED SECTION Approximately 20-25% of our population at any given time is enrolled in the ESL program, with about a third being ESL Level 1 students (indicating they read, speak, and understand very little English, if any at all). The portion of students reaching 7+ unexcused absences that were also in the ESL Program was increasing (14% in 2014/15, 16% in...


Burke School (2018)
Burke, VA
Core Curriculum

I kept data sheets for each of the core curriculum lessons that were delivered throughout the school year. Of the lessons, the three that were chosen for detailed analysis were the 7th/8th grade SMART GOALs lesson, the 7th/8th grade Progress Monitoring for Achievement lesson, and the 7th/8th grade “Taking Time to Think”-anti-bullying lesson. All three of these lessons...


Burke School (2018)
Burke, VA
Small Group

Small group responsive services have played a key role in the Burke School Counseling Program for a long time and it is important that I build a curriculum supporting student’s mental and emotional needs so they can access academic curriculum. I led five small group sessions that ran at least four sessions long. The topics were diversified and...


Burke School (2018)
Burke, VA
Closing-the-Gap

Burke School is a special education center that provides specialized support to students who have a specific disability and come to our school on varying academic levels and individually have different needs. Some students placed at Burke School qualify for advanced academics, but struggle accessing curriculum due to anxiety. On the flip side, about 40% of the school’s...


Byron Nelson High School (2018)
Trophy Club, TX
Core Curriculum

REVISED In response to retained 9th grade students failing 57% of their classes and meeting at-risk criteria, counselors developed a goal-setting, study skills, and time management lesson. Students learned about effective study habits, setting short and long-term goals, and participated in a goal-setting activity. Counselors presented the lesson to 603 9th graders, including the retained 9th grade students. Perception data reflects...


Byron Nelson High School (2018)
Trophy Club, TX
Small Group

REVISED Counselors were excited about the small groups offered in 2016 – 2017. The Small-Group Action Plan included a small-group based on feedback from the Advisory Council regarding students needing assistance with college preparation, so counselors created a small-group for first generation college students. Seniors completed a survey asking if they qualified as a first generation college student and about their...


Byron Nelson High School (2018)
Trophy Club, TX
Closing-the-Gap

REVISED Research shows there is a decrease in the academic performance of 9th grade students. Furthermore, Hispanic students, African American students and students from low-income families tend to have higher drop-out rates (Pharris-Ciurej, Hirschman and Willhoft, 2012). The gap was defined by identifying retained 9th grade students who all met state-defined criteria classifying them as at-risk for dropping out of school....


Caley Elementary School (2017)
King of Prussia, PA
Core Curriculum

I chose to highlight 3 lessons that support my counseling goals as well as our vision and mission. The first 2 lessons address the social/ emotional development of our students and align with my cafeteria goal of decreasing discipline referrals. We want our students to have the self-control and self-discipline to make appropriate choices. This is reflective in our vision...

Anger Management
Behavioral Issues
Bullying
Conflict Resolution
Diversity
Relational Aggression
Violence Prevention

Caley Elementary School (2017)
King of Prussia, PA
Small Group

In order to support student success, I run a variety of small groups each year as part of Tier 2 interventions. My group goals aim to strengthen the characteristics of successful learners and productive citizens: engaged, focused, personal accountability, study skills, perseverance, strong communication skills, self-motivation, solid social /emotional skills and respect for authority, self and others. Students who behave, attend...

Academic Achievement
Mentoring

Caley Elementary School (2017)
King of Prussia, PA
Closing-the-Gap

Our vision is to provide students with the tools necessary to reach their potential, graduate from high school, and become college and career ready. This summer I reviewed our state testing results on the Pennsylvania System of Student Assessment (PSSA) with my principal and noticed a group of students who historically have been underachieving in spite of receiving Tier 2...


Calverton Elementary (2018)
Beltsville, MD
Core Curriculum

REVISED SECTION The core curriculum results report narrative has been revised to respond to reviewer feedback. Outcome data have been added and are described below.  In the original application work habit grades were submitted as outcome data. Because there is access to student data from the previous school year, the revisions reflect the changes made that now include grade point averages...


Calverton Elementary (2018)
Beltsville, MD
Small Group

REVISED SECTION The Small Group Counseling narrative has been revised to incorporate feedback that provides additional details about implications for future.  Also, a copy of the original pre-and post-intervention survey and results from the perception and outcome data has been uploaded.   Small group counseling is a key component of our comprehensive counseling program.   It provides students with assistance to improve skills...


Calverton Elementary (2018)
Beltsville, MD
Closing-the-Gap

REVISED SECTION The narrative has been revised to reflect the feedback received by the reviewer to include a summary of the perception data collected and more details regarding future implications. A chart that was inadvertently missing from the original application summarizing the perception data has been uploaded as a supportive document for this session. How the gap was defined Early in the 2016/2017...


Capitol Hill Gifted and Talented Magnet (2018)
St. Paul, MN
Core Curriculum

The counseling department conducted an analysis of our core curriculum results to ensure that the goals we set were relevant and enhanced student learning. We also examined these lessons to determine if they were developmentally appropriate or if there were changes required to be more effective. We chose three lessons from a unit created to address our program...


Capitol Hill Gifted and Talented Magnet (2018)
St. Paul, MN
Small Group

The Capitol Hill Counseling Program offered 15 different small-group counseling opportunities during the 16-17 school year. The small-group topics and age groups were chosen by the counselors based upon needs of those referred to counselors for support. The small group action plan reflects the specific students needs of students referred for anxiety, experiencing loss or family change, low...


Capitol Hill Gifted and Talented Magnet (2018)
St. Paul, MN
Closing-the-Gap

Our closing-the-gap activities reflect our strategic and intentional response to discrepancies in outcome data existing between students of different races and ethnicities in our school. We are committed to equity for all students, and that is why we carefully analyze quarterly outcome data to identify and respond to the needs of our students. At first glance it would be easy...


Carlton J. Kell High School (2017)
Marietta, GA
Core Curriculum

Outcome data for results report 1 from the freshman lesson showed a 46% decrease in the number of students retained this academic year (2015-2016) when compared to the previous school year (2014-2015). Pre and post-test results suggested students increased their knowledge consistently; the impact of that knowledge was demonstrated by the number of promoted students. That said, knowing...

Academic Achievement
Postsecondary Preparation

Carlton J. Kell High School (2017)
Marietta, GA
Small Group

The Counselors meet at the start of the year to determine what groups to run during the school year. The administration had already identified that the population of students not graduating in four years needed to be addressed. With that, one of the counselors facilitated a group for “Off-Track Students” to address that need. This group would...

Academic Achievement
College Readiness
Postsecondary Preparation

Carlton J. Kell High School (2017)
Marietta, GA
Closing-the-Gap

Data presented in the 2015-16 Kell High School SSP (School Strategic Plan) showed that although Kell’s four year graduation rate had increased since the 2011-12 school year, the five year graduation rate for students had fallen stagnant since 2012-13 school year (less than 1% increase). Enrollment data in August 2015 showed a significant number (4.4 %) of fifth year students...

Academic Achievement
Career Development
College Readiness
Dropout Prevention
Postsecondary Preparation

Cherry Run Elementary School (2017)
Burke , VA
Core Curriculum

Lesson one, a fifth grade lesson entitled Goal Setting and Resilience was specifically designed to support program goal one. I began by collecting perception data based on the students’ knowledge of resilience. I used a large bouncy ball to engage students and reinforced the idea of “bouncing back” from adversity. The students drew upon past experiences to support ways...

Academic Achievement

Cherry Run Elementary School (2017)
Burke , VA
Small Group

During the summer of 2015, I analyzed perception data from teachers, staff, and students to identify common themes for the upcoming school year. I also analyzed and disaggregated school outcome data to plan my school counseling program goals. Not only does this information inform my core curriculum, it assists me in identifying topics for small group counseling. In September, I...

Behavioral Issues

Cherry Run Elementary School (2017)
Burke , VA
Closing-the-Gap

I analyzed the academic outcome data from the Virginia Department of Education school report card and found that during the 2014-2015 school year, Cherry Run students had an overall pass rate of 87% in English and only an 82% pass rate in Math on the VA Standards of Learning (SOL) assessment. The 2014-2015 fourth grade class had a 77% overall...

Academic Achievement
Bullying
Character Education

Cozy Lake School (2018)
Oak Ridge, NJ
Core Curriculum

9. School Counseling Core Curriculum: Results Report Narrative The School Counseling Core Curriculum Results report summarizes what lessons were focused on for my program goals, along with the mindsets and behaviors those lesson addressed. It also shows the data collected from the lessons and implications within those lessons. The lessons include Making Good Choices, DeBugging, and Growth Mindset. Making Good Choices...


Cozy Lake School (2018)
Oak Ridge, NJ
Small Group

10. Small-Group Responsive Services Narrative The groups were chosen based on the data I received from teachers and parents. One group I determined there was a need, the group was named the Mindfulness/ Relaxation Group. The group runs for a total of ten weeks from early fall through winter for weekly sessions. The students within this group were chosen based on...


Cozy Lake School (2018)
Oak Ridge, NJ
Closing-the-Gap

11 Closing the Gap Narrative Cozy Lake Elementary school has a computer system known as Reatlime. It is an accurate and effective way to collect data on each student in each grade during the school year. It tracks attendance, as well as the reasons for absences. School reports through Realitme were the major contributing factor for choosing...


Crawford W. Long Middle School (2018)
Atlanta, GA
Core Curriculum

School Counseling Core Curriculum: Results Report: As a team, we selected three core curriculum lessons to analyze. To determine the effectiveness of the classroom activities provided through the core curriculum. We chose these lessons based on their relation to our program goals, their connection to the three ASCA domains (academic, career, and personal/social), and their developmental appropriateness. Our vision statement...


Crawford W. Long Middle School (2018)
Atlanta, GA
Small Group

Small groups were created based on meeting the needs of our program goals and our closing the gap goal. Each team was tailored to meet the developmental needs of the targeted grade level population. Our Project Success Academic groups were an intervention to address program goals two and three specifically. Multiple Project Success Academic groups were held across grade levels...


Crawford W. Long Middle School (2018)
Atlanta, GA
Closing-the-Gap

Closing the Gap Narrative The Crawford Long Middle School Improvement Plan (SIP) includes the long-term goal that all scholars will complete middle school within three years. Therefore, scholars who attend school regularly are more likely to reach this goal. At the beginning of the school year in 2015-2016, CWL counselors met and examined data from the previous school year's Attendance,...


Dillard Drive Middle School (2018)
Raleigh, NC
Core Curriculum

Three core curriculum lessons were selected based on the relation to our program goals, the three ASCA domains (academic, career, and social/emotional) and the Mindsets and Behaviors tool. Each year, our counseling department analyzes our curriculum results report to determine the effectiveness of the activities implemented in our classrooms. We also recognized that additional counseling interventions were necessary for the...


Dillard Drive Middle School (2018)
Raleigh, NC
Small Group

The small groups were designed and implemented based on our school counseling program goals, ASCA Mindsets and Behaviors, and the specific needs of our school population. The Dragon Club Academic Success groups targeted all grade levels. The targeted number of students were 56 out of 1133 for the 2016-2017 school year. These groups were formulated based on students not passing...


Dillard Drive Middle School (2018)
Raleigh, NC
Closing-the-Gap

As counselors we know it is vital for middle school students to meet promotion standards, (Passing both Language Arts, Math, Science and/or Social Studies) each year to reduce the risk of retention and drop-out rate at the high school level. During the 2016-2017 school year, report cards were reviewed from Powerschools (a statewide student information system) after the first quarter...


Dominion High School (2017)
Sterling, VA
Core Curriculum

In pursuit of our goal for 100% of students to commit to a post-secondary plan by June of their senior year, we have developed a series of post-secondary lessons for every grade level. Effectively working with students towards an individualized post-secondary plan cannot begin during senior year, rather students benefit when afforded their opportunity to receive scaffolded information and...

Academic Achievement
Career Development
College Readiness
Dropout Prevention
English as a Second Language
Postsecondary Preparation

Dominion High School (2017)
Sterling, VA
Small Group

Every year, we offer groups that align with our program goals and student needs. The school counselors work collaboratively to determine who has the most interest, experience, and knowledge to effectively facilitate each group. In 2014-15, we offered groups related to divorce/separation, healthy dating relationships, and grief but the 2015-16 needs assessment did not reveal a need for...

Academic Achievement
College Readiness
Group Counseling
Postsecondary Preparation

Dominion High School (2017)
Sterling, VA
Closing-the-Gap

Students identified as Limited English Proficient (LEP) make up 15% of our school’s population, yet they comprise an average of 85% of our students who decide to drop out. Our department agreed that this significant educational gap was the most important to address. A central reason we believe high dropout rates exist for LEP students is the challenge posed to...


Downers Grove South High School (2017)
Downers Grove, IL
Core Curriculum

The three core curriculum Focus presentations highlighted within this report concentrate on the freshmen, sophomores, and juniors at Downers Grove South High School. Although we have several additional presentations at all grade levels, these three represent exemplary lessons taught in our Focus core curriculum. Our featured Freshmen Focus presentation reflected positive results on our post-survey, indicating that the majority (over...

Academic Achievement
RTI

Downers Grove South High School (2017)
Downers Grove, IL
Small Group

A wide variety of support groups are offered in the Counseling and Student Support Services (CSSS) Department at Downers Grove South High School (DGS) to assist with specific prevention or intervention goals that align with the department’s mission of providing “comprehensive support attending to the personal/social, academic, and career preparation/college planning needs of each and every student.” A student’s Alpha...

Academic Achievement
Career Development
College Readiness
Postsecondary Preparation

Downers Grove South High School (2017)
Downers Grove, IL
Closing-the-Gap

The Counseling and Student Support Services Department (CSSS) at DGS became aware of a gap between seniors who receive free/reduced lunch (FRL) and those who do not. The population of FRL students has increased in our building over the last several years. Fifteen years ago, 5% of our students were FRL. Now, the population is over 30%, which has increased...

Academic Achievement
Career Development
College Readiness
Postsecondary Preparation

Dr. M.H. Mason Elementary School (2018)
Duluth, GA
Core Curriculum

SC Core Curriculum Results Report Narrative In 2014-2015, Georgia Milestones took the place of the Criterion-Referenced-Competency-Tests (CRCT) for Georgia students in 3rd-8th grades. This new assessment, which focuses on the knowledge and skills learned in language arts, science, mathematics, and social studies, gives a more accurate picture of the students’ academic progress and prepares students for college and career readiness....


Dr. M.H. Mason Elementary School (2018)
Duluth, GA
Small Group

Small Group Responsive Services Narrative: The Mason counselors conduct a variety of small groups throughout the school year. We offer small groups each year based on the changing needs of our students and our school. Students are chosen based on school wide data including our schools “ABC” report (Attendance, Behavior, and Course performance) as well our District Assessments. Students are also...


Dr. M.H. Mason Elementary School (2018)
Duluth, GA
Closing-the-Gap

Closing-the-Gap Narrative How the Gap was identified: During the summer of 2016, we began to analyze the data from 2015-2016. One of the areas we looked at was the attendance data in the ABC (Attendance-Behavior-Course-Performance) At-Risk Summary Report as well as in the County’s Synergy-Education-Platform. In the Synergy-Platform, we first looked at the ADA (Average-Daily-Attendance) report from the past two...


Enloe Magnet High School (2018)
Raleigh, NC
Core Curriculum

REVISED The data we received from our bullying, report card check-in and senior orientation lessons will help our department adjust the content and delivery of these lessons for 2017-18. Overall, the data suggested our students understood what we presented in terms of expectations for behavior, academic and attendance outcomes, which tied in with our program goals for the 2016-17 school year. Each...


Enloe Magnet High School (2018)
Raleigh, NC
Small Group

REVISED There were four groups facilitated in the 2016-17 school year: Pregnant & Parenting, Refresh, Grief/Loss, & Study Skills. Counselor interest was a factor to determine which counselor would facilitate each group. The parenting group has been in operation for now 5 years, facilitated by the SAP Counselor (Ms. Lyons) and School Nurse (Ms. McMillan). The grief group (Ms. Saviello) was...


Enloe Magnet High School (2018)
Raleigh, NC
Closing-the-Gap

REVISED Our closing-the-gap goal was to promote 50% of retained 9th graders by the start of the 2017-18 school year. It was created based on data from the 2015-16 school year since 9th graders have continued to be a major focus. We received data demonstrating retained 9th graders are at a significantly higher risk of not graduating high school or even...


Estell Manor School (2018)
Estell Manor, NJ
Core Curriculum

The SCCC is the Tier 1 component of the CSCP. The SCCC has the largest impact on students because it reaches all students in K-8th grade. It is the component that serves as the foundation for providing academic, career and social/emotional curriculum for all students. Curricula are posted on the school counselor’s Web page and are evaluated...


Estell Manor School (2018)
Estell Manor, NJ
Small Group

Action Plan: Small Group Responsive Services are delivered through the Tier 2: Group Counseling Support Services at Estell Manor School. They are offered for each school year and based on identified needs of the school. These needs are determined by 4 sources: the data committee’s identified needs for the up-coming school year, students who are eligible for counseling...


Estell Manor School (2018)
Estell Manor, NJ
Closing-the-Gap

This closing-the-gap goal was written after reviewing school data and supporting information. Activities and interventions were selected based on research supporting the need for comprehensive school counseling programs and a two-year pilot academic development unit created by the current school counselor for the school. The evaluation of the activities and interventions for this goal provided valuable insight for implications...


Evans City Elementary (2017)
Evans City, PA
Core Curriculum

The core curriculum results report analyzes the Second Step Curriculum that address student academic development and behavior at a Tier 1 level. The lessons align with the academic mindsets and behavior standards of the Pennsylvania School Counselors and the American School Counselors Association. By implementing the Second Step Curriculum, the school counseling program's behavior goal was met by decreasing discipline...

Attendance
Suburban School Counseling

Evans City Elementary (2017)
Evans City, PA
Small Group

After examining the data from attendance reports, standardized testing results, office discipline referrals, teacher surveys, and holding discussions with administration, the YESS team, and the School Counseling Advisory Board, we selected topics for the small groups. These groups include topics of organization, study skills, focus/attention, anxiety, friendship, families in change, sibling support, as well as grief and loss. Each of...

Behavioral Issues
Relational Aggression

Evans City Elementary (2017)
Evans City, PA
Closing-the-Gap

Each year, as Evans City Elementary School’s counselor, along with the YESS (Youth Education Support Services) team and the School Counseling Advisory Council, I collect, review and consider the available data from the PSSA results, the school-wide data report, the discipline reports and the attendance reports. Together we determine the top three areas of focus to support Evans City Elementary...

Anger Management
Behavioral Issues
Conflict Resolution
Peer Mediation
Relational Aggression

Fair Street Elementary School (2017)
Gainesville, GA
Core Curriculum

The ultimate goal of the Bully Proofing Curriculum is to reduce bullying and other aggressive behavior in school, and to teach students prevention and intervention skills. K-1 gets De-Bug the Bully and grades 3-5 gets HA HA SO What. According to the Post Test results, the majority of 3rd and 5th grade students learned the bully proofing strategies and knew...

Academic Achievement
Attendance
Behavioral Issues
Bullying
Dropout Prevention
Homeless Youth
Mentoring
PBIS/MTSS
Parent/Family Collaboration
RTI

Fair Street Elementary School (2017)
Gainesville, GA
Small Group

This year, the small-group counseling services focused on students with behavior problems. Informal data from teachers, parents, and students themselves plus formal discipline referral data from PowerSchool was used to choose participants for the Friendship Groups. In the 2014-2015 school year, 60% of our discipline referrals came from African American students, though they made up only 20% of our school...

Academic Achievement
Anger Management
Attendance
Bullying
Character Education
Conflict Resolution
Diversity
Dropout Prevention
Group Counseling
Mental Health
Mentoring
PBIS/MTSS
Parent/Family Collaboration
RTI
Violence Prevention

Fair Street Elementary School (2017)
Gainesville, GA
Closing-the-Gap

This year, 74% of Fair Street's total discipline referrals were from African American (A.A.) students, though they make up only 36% of our school population. Additionally, 50% of our discipline referrals are bus referrals, and 40% of them are from A.A. students. Due to this gap in the distribution of our discipline referrals, the activities completed this year such as...

Anger Management
Attendance
Behavioral Issues
Bullying
Conflict Resolution
Dropout Prevention
PBIS/MTSS
Relational Aggression
Violence Prevention

Ferguson Elementary (2017)
Duluth , GA
Core Curriculum

Ferguson Elementary professional school counselors evaluated data and consulted with teachers and administrators to develop a schedule to deliver core curriculum lessons. To ensure all counseling standards and competencies were addressed the Gwinnett County Public Schools cross-walking tool and ASCA student planning program tool was used. All core curriculum lessons addressed one of the three ASCA domains: Personal/Social, Career, and...


Ferguson Elementary (2017)
Duluth , GA
Small Group

Small group counseling is often utilized to address the needs of students who require specific skill building in a number of areas. Throughout the year, school data is reviewed to better understand where areas for growth exist. Additionally, needs assessments are considered along with teacher/parent consultations when small groups are created for our students. Students who will...


Ferguson Elementary (2017)
Duluth , GA
Closing-the-Gap

One of the long term goals included in the Ferguson Elementary Local School Plan of Improvement was Ferguson Elementary will meet or exceed the number of students predicted to be College and Career ready as measured by decreasing student discipline referrals, higher student attendance rates, and continuing growth of students receiving passing grades in content courses. In order to help...


Findley Elementary School (2017)
Des Moines, IA
Core Curriculum

The School Counseling Core Curriculum has been aligned to impact both the program and school goals. Specifically looking at the overarching behavior goal, to decrease the number of office referrals, the core curriculum has implemented six Conflict Resolution lessons in hopes to directly impact student behavior. Through this unit, all students K-5 had the opportunity to learn about self-regulation, empathy,...

Academic Achievement

Findley Elementary School (2017)
Des Moines, IA
Small Group

The small group responsive services for the School Counseling Program are developed to help implement the vision, mission, and goals of the program. Aside from core curriculum, small group counseling allows for me to reach a vast amount of students in a shorter amount of time. However, many of my groups had to have four students or less due to...

Behavioral Issues

Findley Elementary School (2017)
Des Moines, IA
Closing-the-Gap

The behavior goal for the School Counseling Program was developed to address a disproportionality among grade levels. Through the disaggregation of data, in 2014-2015 there was a notable difference among the number of office referrals in 1st and 2nd grade as compared to the rest of the building. This lead to the development of the program goal: The number of...

Behavioral Issues

Francis C Hammond Middle School (2017)
Alexandria, VA
Core Curriculum

Throughout the year, we addressed our academic counseling goals in several ways. Specifically, in January 2016, sixth grade students completed a “New Year, New Me” Goal Setting and Goal Reflection activity during Advisory class. The learning objective was for students to reflect on their S.M.A.R.T. Goals they created in the Fall of 2015, which aligned with the Behavior: Learning Strategies/7:...

Academic Achievement
Group Counseling
Parent/Family Collaboration

Francis C Hammond Middle School (2017)
Alexandria, VA
Small Group

Each year at Francis C. Hammond Middle School, counselors run groups as part of meeting the academic, behavioral and social emotional needs of their students. Counselors collaborate with teachers for their respective grade level and conduct a needs assessment to determine the type of group(s) to be run for a particular semester. Group members/participants are then chosen based upon several...

Anger Management
Behavioral Issues
Bullying
Character Education
Conflict Resolution
Group Counseling
PBIS/MTSS
Relational Aggression

Francis C Hammond Middle School (2017)
Alexandria, VA
Closing-the-Gap

Hammond is comprised of a student population of 37% African American students, 40% Hispanic and 13% White. We have 251 (7th grade) female students with 98 being African American. While reviewing the discipline data for our program goals, we noticed that 14% of our discipline referrals were for our African American girls compared to 1% for our White girls. As...

Academic Achievement
Behavioral Issues
Bullying
College Readiness
Conflict Resolution
Mental Health

Fuller GT/AIG Magnet Elementary (2017)
Raleigh, NC
Core Curriculum

In order to truly assess the effectiveness of my academic lesson, I chose to target my fifth grade students because their teachers had expressed a concern for work habit behaviors in their needs assessment results. Initially a majority of the students could identify time wasters in the classroom setting (i.e. excessive bathroom breaks, off-topic...

Academic Achievement
College Readiness
Group Counseling

Fuller GT/AIG Magnet Elementary (2017)
Raleigh, NC
Small Group

When I met with our leadership team to create our action steps for our school improvement plan, we collectively decided that it would be the most beneficial for me to address standardized testing academic achievement barriers in small group counseling with third to fifth grade students. While consulting with my colleagues, the...

Anger Management
Behavioral Issues
Conflict Resolution
Group Counseling

Fuller GT/AIG Magnet Elementary (2017)
Raleigh, NC
Closing-the-Gap

I chose to identify the achievement gap for the subgroups who were not making targeted academic growth, specifically our African American and Hispanic subgroups, to participate in small group counseling sessions. These two subgroups were also identified as at-risk students in our end of year standardized testing data and our school improvement plan goals. When I analyzed the behavior referrals...

Academic Achievement
Attendance
Behavioral Issues
Bullying
Career Development
Conflict Resolution

George P. Mullen Elementary (2018)
Manassas, VA
Core Curriculum

The school counseling department delivered quality core curriculum to our students based on Mindsets and Behaviors directly linked to our program’s vision, mission and every goal. For the purpose of our school counseling core curriculum lesson plans and results report we are presenting some of the lessons based on our goal of students reporting...


George P. Mullen Elementary (2018)
Manassas, VA
Small Group

The school counseling program chooses groups based on teacher, parent, and student requests well as goals and the Mindsets and Behaviors. Just like the core curriculum, not all of our groups are specific to a department goal, however they all are grounded in the ASCA domains and are specific to our school population. Most groups have on average 6...


George P. Mullen Elementary (2018)
Manassas, VA
Closing-the-Gap

How the gap was defined through data: Mullen Elementary had a difficult year behaviorally in 2015-2016. The behaviors were disturbing enough to fill the administrator and counselor offices up with students who were making poor choices. These behaviors took time from teacher instruction and from student’s instruction. In addition, the students who were in trouble were spending a...


Georgia Connections Academy (2018)
Duluth, GA
Core Curriculum

REVISED SECTION The GACA core curriculum lessons were chosen based on input from our annual needs assessment survey and designed to align with our department’s mission and vision, the school improvement goals, and the ASCA Mindsets and Behaviors standards. The lessons were designed to support our program’s goals and are based on school data. The counseling department has chosen to highlight...


Georgia Connections Academy (2018)
Duluth, GA
Small Group

At the high school level, we conducted a needs assessment at the end of the 2015-16 school year to drive our school counseling program goals and initiatives for the upcoming academic year. As a result, the Georgia Connections Counseling Department offered a total of three small groups during the fall and spring semester of the 2016-2017 school year. Since...


Georgia Connections Academy (2018)
Duluth, GA
Closing-the-Gap

REVISED SECTION Georgia Connections Academy’s (GACA) most recent published graduation rate was 34%. A major factor representing a large portion of the difficulties we face as a virtual school and our graduation rates are students who enroll off-cohort for graduation. Approximately 700 new students enrolled in Georgia Connections Academy ranging across grade levels for the 2015-2016 school year and 9.3% of...


Greybull Middle School (2018)
Greybull, WY
Core Curriculum

Two Curriculum Action Plan lessons targeted the goal of reducing discipline referrals: Assertive Communication for 6th grade and Meeting Expectations for each grade. Student communication skills are held to a high standard at GMS. First semester (before explicit instruction in assertive communication) 67% (n=16) of all 6th grade discipline referrals (n=24) resulted from students not using assertive communication skills....


Greybull Middle School (2018)
Greybull, WY
Small Group

Many considerations are used when the small group action plan is designed each year. The counselor considers the program goals and the Mindsets and Behaviors identified to help accomplish the goals. Stakeholder feedback is very important to small group planning. Parents, administrators, staff members, and students are surveyed to identify which group topics will provide the maximum benefit to the...


Greybull Middle School (2018)
Greybull, WY
Closing-the-Gap

Every quarter the school counselor creates data reports for students participating in remedial and advanced classes. The data is disaggregated by gender, ethnicity, and socioeconomic status. Data indicated a disproportionate number of students receiving free and reduced lunch take 8th Grade Math instead of Algebra 1, an advanced course. For example, in 2015-2016 54 percent of the 8th grade class...


Henry H. Filer Middle School (2017)
Hialeah, FL
Core Curriculum

An analysis of the core curriculum results report demonstrated the effectiveness of the school counseling program and classroom activities, and informed me of improvements that need to be made for the following school year. A disaggregation of data detailed the effectiveness of the use of the Common-Sense Media (CSM) Digital-Citizenship curriculum. Perception data showed growth when comparing the...


Henry H. Filer Middle School (2017)
Hialeah, FL
Small Group

Making small-group services an essential part of the comprehensive school counseling program at Henry H Filer Middle School enabled me to provide effective and positive direct services to students in need of extra support with academic, career and social/emotional developmental issues and concerns. These small-group services are supported by our vision, mission, and program goals utilizing achievement, attendance, and...


Henry H. Filer Middle School (2017)
Hialeah, FL
Closing-the-Gap

The District’s “Early Warning System” (EWS) Indicator Report uses “near real time” data to define gaps in student achievement and it identifies three key factors (academic performance, attendance, and behavior) that are considered predictors of student outcomes. Interestingly, social science research uses these data sets to help educators understand the connections of dropping out of school and that dropping...


Herbert A. Ammons Middle School (2017)
Miami, FL
Core Curriculum

We conducted a result analysis of our core curriculum lessons in order to test the effectiveness of our delivered lessons. Our three included exemplary lessons were adapted from Common sense Media and selected because the content supports our Mindsets and Behaviors and learning goals; and the curriculum provides a comprehensive scope and sequence series of lesson plans designed specifically for...


Herbert A. Ammons Middle School (2017)
Miami, FL
Small Group

A Needs Assessment was conducted at the end of the 2015-2016 school year to inform the creation of small groups based on the needs of our student population. We compiled and analyzed the results over the summer and presented to the administration during a planning meeting in August. The goals of the coming year were also discussed. We looked...


Herbert A. Ammons Middle School (2017)
Miami, FL
Closing-the-Gap

Beginning in September, we analyzed our grade reports and gained input from our stakeholders to determine which subgroup of students would become more successful students provided with the proper intervention. The aim of students in our International Baccalaureate (IB) magnet school, is to graduate having attained the IB Certificate. Our graduation rate is 100% and our retention rate is 0%....


J. Nelson Kelly Elementary (2016)
Grand Forks, ND
Core Curriculum

Since this is the largest component of the school counseling program that reaches the most students, in many ways it has the most impact on making a difference and helping students reach their maximum potential. Over the past twelve years, I have been diligently working on character education, bullying and respectful behavior in our school. It is duly...

Behavioral Issues

J. Nelson Kelly Elementary (2016)
Grand Forks, ND
Small Group

10. Small Group Responsive Services I offered twelve different types of groups throughout the 2015-2016 school year. A Small Group List (outlining the number of groups, students and sessions) is enclosed in this application. Over the years I have offered all of these groups in one form or another based on need. In the past five years,...

Behavioral Issues

J. Nelson Kelly Elementary (2016)
Grand Forks, ND
Closing-the-Gap

11. Closing-the-Gap Results Report – Narrative. How the Gap was Identified: Originally we thought we would use a closing-the-gap action plan to address the achievement goal in third grade. But as the 2015-2016 school year was under way, we could see we had another issue demanding our immediate attention. One of our fifth grade student’s misbehavior was affecting the rest...

Behavioral Issues
Bullying
Mental Health

J.D. Clement Early College High School (2018)
Durham, NC
Core Curriculum

REVISED SECTION The three lessons were delivered to 9th and 11th graders. Lessons reflected the academic and career domain. The first lesson was presented to 9th graders. In the lesson students used a high school graduation requirement list and a list of North Carolina Central University general education courses to complete four year plans. By the end of the lesson...


J.D. Clement Early College High School (2018)
Durham, NC
Small Group

REVISED SECTION Undocumented students needed to become more knowledgeable and informed in order to make decisions about college. Therefore I decided to create small groups for these students. My school has a 28% Hispanic/Latino population. Due to the political talk that was happening I had students that were very afraid about their future. I am not privileged to know my student...


J.D. Clement Early College High School (2018)
Durham, NC
Closing-the-Gap

REVISED SECTION Interpreting the data on the ACT profile report, I discovered not all students where making the minimum requirement for universities in the NC university system. During the 2015-2016 school year 86% of students made a 17 or higher on the state ACT. Due to these findings I also made a goal for the 2016-2017: by February 2017 100%...


J.J. Daniell Middle School (2018)
Marietta, GA
Core Curriculum

REVISED SECTION Many 6th graders are overwhelmed with new responsibilities that come along with having multiple teachers/classes. Therefore, a “Learning Styles” lesson was developed so 6th grade students (350) could understand how to maximize their learning potential. The ASCA Mindsets and Behaviors were consulted when developing this lesson. Mindset 6A focused on positive attitude towards learning, while Behavior 3 & 4...


J.J. Daniell Middle School (2018)
Marietta, GA
Small Group

REVISED SECTION Small group counseling is one of the ways we deliver school counseling services to our students. We also recognize that every student is distinctive, with different levels of education, functioning, and ability, therefore, we strive to meet students where they are and help them overcome barriers keeping them from learning. We also understand the importance of being...


J.J. Daniell Middle School (2018)
Marietta, GA
Closing-the-Gap

REVISED SECTION During the 2015 – 2016 school year, students at Daniell generated 700 discipline referrals. This quantity led the administrative team and counselors to disaggregate the data to search for trends. Upon examining the data, we noticed that students who enrolled during the school year were regularly appearing on the list. We computed that students who...


J.W. Alvey Elementary School (2017)
Haymarket, VA
Core Curriculum

In 2015-2016, the school counselors conducted these highlighted lessons: Kindergarten Personal Space Camp, 4th Grade Recognize, Report, Refuse, and 5th Grade Academic Project-Based Learning Unit. These lessons utilized the ASCA Mindsets and Behaviors to address two program goals. Kindergarten Personal Space Camp [Goal #2: By June of 2016, K-5th Grade students will decrease their discipline referral number by 10% (from...

Academic Achievement
Diversity

J.W. Alvey Elementary School (2017)
Haymarket, VA
Small Group

At Alvey Elementary, small group topics are selected based on academic data from the prior year, the number of discipline referrals from the prior year, and referrals from classroom teachers, other staff, and families. Topics and group activities align with the ASCA Mindsets and Behaviors, as well as our program goals. Each grading period, counselors at Alvey submit a schedule of...

Behavioral Issues
Bullying

J.W. Alvey Elementary School (2017)
Haymarket, VA
Closing-the-Gap

As we noted in our Program Goals narrative, we chose to focus on 5th Grade Hispanic students (noted as a “Gap” group by the Virginia Department of Education) because their SOL reading scores were lower than students of all other ethnicities. In 2015-2016, Prince William County Schools were working with the Department of Justice to improve achievement for Hispanic students. This...

Academic Achievement
Behavioral Issues
Bullying

James W. Robinson, Jr. Secondary School (2017)
Fairfax, VA
Core Curriculum

Lesson 1: Sophomore - Character Education (Classroom) This lesson was an initial effort to begin meeting the need identified by the behavioral data on this class. A classroom presentation reaching all sophomores was considered the most effective delivery option. A pre- and post-survey was given to students using an electronic survey. Perception data showed that this lesson was well...

Academic Achievement
Attendance

James W. Robinson, Jr. Secondary School (2017)
Fairfax, VA
Small Group

At our annual Student Services planning retreat, we were advised Administration had opened the door for more student availability for small group counseling; we decided to expand our group offerings in the following year. Using our goals as the guide, counselors were offered the opportunity to facilitate groups closest to their area of interest. Peers Opting to Improve Social...

Academic Achievement
Transitions

James W. Robinson, Jr. Secondary School (2017)
Fairfax, VA
Closing-the-Gap

From anecdotal evidence and professional writings, we believe one of the precursors to high school success is a good start as freshmen. When we began identifying a goal related to closing an achievement gap, we looked at incoming freshman data to see if we could identify an achievement problem. In looking at the data, we saw a significant...

Academic Achievement
Behavioral Issues
Character Education

John J. Lukancic Middle School (2018)
Romeoville , IL
Core Curriculum

REVISED The results collected from the three lessons provided us with many points of reflection. The data collected will help us deliver lessons more effectively because it helped us to gain a better understanding of our student’s perceptions. For example, overall we were satisfied with our Grit Lesson. We believe this is an important topic for middle...


John J. Lukancic Middle School (2018)
Romeoville , IL
Small Group

REVISED Our group topics on the action plan were carefully selected based on many sources of data. We began with our program needs assessment which is given out in the beginning of the school year. This is given to all students and specifically asks whether students would be interested in joining a group and which group(s) they would like...


John J. Lukancic Middle School (2018)
Romeoville , IL
Closing-the-Gap

REVISED Our closing the gap goal was defined through multiple sources of data. The counselors reviewed our school data profile, school improvement plan, and building goals. The counselors decided to use our program goals for our closing the gap. We observed the grading period one report and how we could decrease the amount of D’s and F’s in...


Kamehameha Scholars (2017)
Honolulu, HI
Core Curriculum

The three core curriculum lessons we selected related to our vision, mission, goals and ASCA Mindsets and Behaviors in that students will be able to identify a career of their choosing and be ready for the next step of post-secondary education. Students also will gain understanding of the necessity of academic achievement, developing goals, and applying critical thinking skills to...

Academic Achievement
College Readiness
Group Counseling

Kamehameha Scholars (2017)
Honolulu, HI
Small Group

In order for our students to be able to develop an academic plan that supports their career goals, they need to have a career goal. By the end of the 2015-2016 school year, our goal is to see 80% of our students in grades 9-11 able to identify at least one career goal of interest to them, and as...

Academic Achievement
College Readiness

Kamehameha Scholars (2017)
Honolulu, HI
Closing-the-Gap

Academic failure by students can effectively limit the attainment of their academic and career goals. As a school counseling program focused on helping our students to achieve high school graduation and college acceptance, seeing our students fail academically was not acceptable for us. A study published by the University of Chicago in 2014 revealed that students who fail...

Career Development
College Readiness
Postsecondary Preparation

Kemp Elementary (2017)
Powder Springs , GA
Core Curriculum

In order for students to achieve their full potential, become lifelong learners, and valuable contributors to society, the school counselors, along with the advisory council, strive to implement a core curriculum that will enable students to achieve these results. Through the annual Olweus Bullying Prevention Survey given to 4th and 5th grades, it was noticed by the administration, Advisory...

Behavioral Issues
Bullying
Character Education
Conflict Resolution
Relational Aggression

Kemp Elementary (2017)
Powder Springs , GA
Small Group

One program goal was: For the Spring of 2016, students who participated in the anger management group will decrease their office referrals by 50%. This goal was created by the counselors along with the administrators and school advisory council as a result of analyzing office referrals. It was noticed that the same students were repeatedly being seen in...

Academic Achievement
Attendance

Kemp Elementary (2017)
Powder Springs , GA
Closing-the-Gap

The counselors believe it is important to provide students with knowledge, skills, and attitudes to become critical thinkers who are college and career ready. Attendance is a key component in achieving these critical skills. Therefore, the school counselors, School Advisory Council along with the administrators studied the College and Career Readiness Performance Index (CCRPI) as well as attendance...

Behavioral Issues
Bullying
Character Education
Relational Aggression

Kersey Creek Elementary (2017)
Mechanicsville , VA
Core Curriculum

The school counseling curriculum correlates with the Kersey Creek Elementary school counseling vision statement so that the needs of all students are addressed through the curriculum. The school counseling curriculum also coincides with the Kersey Creek Elementary school counseling mission to provide a developmentally, comprehensive program that meet the academic, career, and social/emotional needs of the students through innovative...

Academic Achievement
College Readiness
Special Needs

Kersey Creek Elementary (2017)
Mechanicsville , VA
Small Group

Throughout the 2015 – 2016 school year, the Kersey Creek Elementary school counselors conducted a variety of small groups which provided additional support for students. The areas of concern were executive functioning skills, emotional regulation, GRIT, and self-esteem. Students were referred by teachers, parents, administrators, school counselors, and self-referral. The purpose of the small groups is to...

Attendance
Career Development
Parent/Family Collaboration

Kersey Creek Elementary (2017)
Mechanicsville , VA
Closing-the-Gap

Based on the 2014 -2015 school report card and according to federal accountability, Kersey Creek Elementary met federal Annual Measurable Objectives in all subgroups except Gap Group 1 on the Standards of Learning reading assessment. The students in this subgroup include our English Language Learners, students with disabilities, and economically disadvantaged students. Since our school was not identified...

Academic Achievement
Attendance
Behavioral Issues
Bullying
Career Development
Character Education
College Readiness
Conflict Resolution
Parent/Family Collaboration
Relational Aggression
Violence Prevention

L. Douglas Wilder Middle School (2017)
Henrico, VA
Core Curriculum

Classroom guidance at Wilder Middle School consists of structured developmental experiences presented systematically to students through classroom and group activities that address three primary areas of human development: academic, career and personal/social growth. Lessons focus on topics such as: decision making, goal setting, peer relationships, self-awareness, career awareness, the world of work, educational planning, and career planning. Highlighted, are...

Academic Achievement
Dropout Prevention

L. Douglas Wilder Middle School (2017)
Henrico, VA
Small Group

For the counselors at Wilder, small group topics are typically created based on need as identified from our student Needs Assessments, given to students during our introductory lessons in September. In addition to the needs assessments, requests from parents, administrators, and teachers also generate potential groups and group members. This Test Busters Group was generated by teacher request. Around...

Academic Achievement
Career Development
College Readiness
Postsecondary Preparation

L. Douglas Wilder Middle School (2017)
Henrico, VA
Closing-the-Gap

The four school counselors at L. Douglas Wilder Middle School considered the available data and School Improvement Plan goals while planning lessons and programs to effectively support our students and narrow achievement gaps. Providing academic support for our 6th, 7th and 8th graders has been a consistent goal within our comprehensive school counseling program. Program Goal #1 (To...

Academic Achievement
Anger Management
Behavioral Issues
Career Development
Conflict Resolution
Dropout Prevention
Postsecondary Preparation

Lake Havasu High School (2017)
Lake Havasu City, AZ
Core Curriculum

The LHHS counselors evaluated three lessons which are linked to school counseling program goals, the LHHS Counseling Program’s vision and mission, and based on ASCA Mindsets and Behaviors. Counselors identified key components that benefitted students, as well as made updates and revised curricula to better serve ALL students. The first lesson targeted the goal of decreasing the number of...

Academic Achievement
Behavioral Issues
Dropout Prevention
RTI
Rural School Counseling
Transitions

Lake Havasu High School (2017)
Lake Havasu City, AZ
Small Group

Lake Havasu High School (LHHS) Counseling Department believed in the necessity of small group counseling sessions. Group topics are determined through needs assessments and feedback from the school leadership team and school counseling Advisory Council. Participants were referred by a teacher, parent, administrator, counselor, or through self-referral. Counselors determined specific lessons based on the focus of the group...

Academic Achievement
College Readiness
Postsecondary Preparation
Rural School Counseling

Lake Havasu High School (2017)
Lake Havasu City, AZ
Closing-the-Gap

Identification of Achievement Gap: Lake Havasu High School strives to provide a variety of opportunities for ALL students to experience success and graduate on time. These opportunities include: a month-long summer school course, take AP/Honors and Dual Enrollment classes, complete failed courses through a period of credit recovery as 11th or 12th graders, attend an end...

Academic Achievement
Attendance
Career Development
College Readiness
Dropout Prevention
Rural School Counseling

Lakevue Elementary School (2018)
Nampa, ID
Core Curriculum

Revised: One of my personal mottos that I share with team members is we are not successful until our students find success for themselves. This part of the RAMP process allows me to have a self-check if I am making a difference in students mindsets and behaviors in regards to their thoughts and actions at school. The data...


Lakevue Elementary School (2018)
Nampa, ID
Small Group

Revised: In good education classrooms teachers understand the value of pre-teaching and re-teaching essential skills for student success. While I am a counselor and not an educator in the general education setting (was for 12 years) I still see the importance of pre-teaching and re-teaching critical skills. Because the mindsets and behaviors of students are started from birth,...


Lakevue Elementary School (2018)
Nampa, ID
Closing-the-Gap

Revised: ID ED News reported in January of 2016 that Idaho has a "go-on" rate of only 46%. This number is a drop from 2013 when it was 54% and in 2014 when it was at 52%. This trend shows that Idaho students are less likely to start college after high school. The District has a clear and...


Lamar Louise Curry Middle School (2018)
Miami, FL
Core Curriculum

The Core Curriculum report focused on the results of delivering 3 lessons for Common Sense Media Digital Citizenship evidence based district curriculum. The effectiveness of the lessons delivered to students co-facilitated model with the Social studies teachers is evident in the data obtained. For the 6th grade lesson "Crossing the Line" delivered to 385 students according to the pretest only...


Lamar Louise Curry Middle School (2018)
Miami, FL
Small Group

REVISED SECTION The Small-Group interventions reflected the mission of the counseling program as it empowered students equitably to take part in shaping their own future and aligned with our goals of reducing disciplinary referrals (Goal 3), improving attendance (Goal 2) and passing rate (Goal 1). Using a proactive approach, we decided to plan small group interventions to help students work towards...


Lamar Louise Curry Middle School (2018)
Miami, FL
Closing-the-Gap

REVISED SECTION Bridging our students’ achievement gap is part of our school counseling mission and program focus. During the summer Cohort, counselors Dr. Matamala and Ms. Ortega, in collaboration with the Leadership team and Curriculum Leaders, analyzed the school data reports on achievement, attendance and behavior using the Early Warnings System (EWS) report, final grade reports and Standardized Testing scores to...


Lanier Middle School (2018)
Sugar Hill, GA
Core Curriculum

REVISED: Response to feedback: Though we understand the importance of pre-post assessments for core curriculum, we chose to take turns administering them to each grade level. Ms. Auslin collected pre-post data regarding bullying, Mrs. Diaz collected pre-post regarding study skills and Mrs. Hyman collected pre-post data on attendance. Because we were already collecting school wide perception data...


Lanier Middle School (2018)
Sugar Hill, GA
Small Group

REVISED: Unfortunately, the counselors that had been at LMS for many years prior to us did not offer many small groups. Therefore, there was little time available for small groups. Mrs. Hyman expressed frustration with this, but knew over time, we would make a change. Knowing small group intervention is a highly effective strategy for changing student behavior,...


Lanier Middle School (2018)
Sugar Hill, GA
Closing-the-Gap

REVISED: Attendance was selected for LMS’s Closing-the-Gap Goal after reviewing and disaggregating 2015-2016 school attendance data, and establishing a direct connection to our program goals. Attendance data revealed 41% of LMS students had missed 6 or more days of school during the 2015-2016, slightly elevated from the previous year (40%). Based on this information, our closing the gap interventions...


Leihoku Elementary School (2018)
Waianae , HI
Core Curriculum

The core curriculum results report were based on three guidance lessons that were taught during the school year. The lessons were focused in three specific grade levels, Grade 1, 3 and 5. The three lessons are from the Second Step Social Emotional Learning (SEL) Empathy unit. The lessons addressed the Mindsets and Behaviors in the academic and...


Leihoku Elementary School (2018)
Waianae , HI
Small Group

One of the goals for the Counseling Department was to target monitor the progress of students receiving informal counseling through small group work. The students who were chosen had similar needs, self-esteem, during the 2015-2016 school year. There was a total of 8 students who received informal counseling services for self-esteem. 5 of the 8 students received...


Leihoku Elementary School (2018)
Waianae , HI
Closing-the-Gap

Chronic absenteeism (students with 15+ absences) has been a focus for the schools along the Leeward Coast. The percentage of chronic absenteeism at school along the Leeward Coast has historically been above the State level percentages. Based on the STRIVE HI data, Leihoku Elementary has had an increase in chronic absentee percentage from the 2013-2014 school year. STRIVE...


Liberty Middle School (2018)
Cumming, GA
Core Curriculum

We selected three classroom lessons to review in determining the effectiveness of our core curriculum lessons. We chose these three lessons because of their relation to our program goals and because of their relation to the three ASCA domains. The Sixth Grade “Appropriate Social Media Communication” lesson introduced a variety of uses for appropriate social media. The video,...


Liberty Middle School (2018)
Cumming, GA
Small Group

Our small groups were formed to address the needs stated in our program goals and our closing the gap goal. Each group has lessons that were created to meet the needs of the identified grade level population. The small group attendance groups were an intervention designed to address our program goal that addresses attendance. Students identified in this group are...


Liberty Middle School (2018)
Cumming, GA
Closing-the-Gap

The achievement gap we chose to close was identified based on a disaggregation of data related to our program goals. As we reviewed our data, we realized we had a significant number of students failing courses after the first nine weeks of school. After reviewing our data at the end of the first nine weeks, we had 101 total...


Liberty Middle School (2018)
Clifton, VA
Core Curriculum

The Student Services Core Curriculum covered a range of topics including: Anti-Bullying, Grade Level Orientations, and Learning Strategies. The Learning Strategies Core Curriculum taught academic habits to two classes (one 7th grade and one 8th grade) that could benefit from extra support. Perception data was collected at the beginning of the lessons, a midyear point, and the end of the...


Liberty Middle School (2018)
Clifton, VA
Small Group

Our student, parent, and teacher needs assessments for the 2016-2017 school year indicated the top concern was study skills and organizational habits. This year we started an Academic Habits pilot program in a classroom setting. We targeted two Read 180 classes with the greatest need as demonstrated by grades and Standards of Learning (SOL) scores. Within one class, we noticed...


Liberty Middle School (2018)
Clifton, VA
Closing-the-Gap

When discussing our department goals we reviewed the School Improvement Plan and identified this year’s school focus as improving literacy. The English Language Learner (ELL) students represent 12.33% of our school population. There are many challenges that ELL students have to overcome, including language barriers, gaps in learning, and the acculturation process. Additionally, standardized testing measures depict...


Livingston Middle School (2017)
Livingston, CA
Core Curriculum

The 2016/2017 school year was a year of learning for the Livingston Middle School school counselors. This was the first year that all classroom guidance lessons were chosen using intentionally selected mindsets and behaviors. This was the first year that school counselors used Google forms to administer the pre and post tests for each lesson, which was an effective...


Livingston Middle School (2017)
Livingston, CA
Small Group

As we continue to build our comprehensive school counseling program, we realize that we had a high number of individual responsive services and needed to offer more intentional small groups to our students. We began with a thorough review of available school-wide achievement, attendance and behavior data. We prioritized students based on administrator referrals and available records....


Livingston Middle School (2017)
Livingston, CA
Closing-the-Gap

After a thorough review of state and district English Language Learner (ELL) assessments, School Accountability Report Card and school goals, we learned that twenty seven percent of students at Livingston Middle School were classified as English Language Learners. California state regulations mandate English Language Learners have additional support in English Language Development (ELD). At our school, this support...


Lucile Bruner Elementary (2017)
North Las Vegas, NV
Core Curriculum

The core curriculum results report analyzes two coping skills lessons and one study skills lesson. I chose the lessons to address two of my program goals. The lessons are linked to my counseling program’s vision and mission by helping students acquire knowledge, skills, and attitudes necessary to be become proficient students and responsible citizens that contribute positively in society. 113...


Lucile Bruner Elementary (2017)
North Las Vegas, NV
Small Group

The 2016-17 small group action plan shows the six groups that Bruner students participated in. During my medical leave early in the school year, the school social worker facilitated four small groups that focused on teaching selected students more appropriate behaviors. Students participating in the self-control, making good choices, and social skills groups were referred by teachers and/or chosen due...


Lucile Bruner Elementary (2017)
North Las Vegas, NV
Closing-the-Gap

Attendance reports in Infinite Campus at the end of the first semester (2016-17) revealed nineteen students were at-risk for retention due to absences. Thirteen of the nineteen students were African American, five were Hispanic and one was Asian. At Bruner and throughout the school district, African Americans have the lowest Average Daily Attendance (ADA) rate. AiMSWeb data revealed six of...


Maine West High School (2017)
Des Plaines, IL
Core Curriculum

To assess the effectiveness and impact of the three specific interventions conducted to target the goals in the 2015-16 school year, we used a variety of data sources. For perception data we used our school wide needs assessments that were conducted in 20114, 2014 and 2015. We also used pre and post tests with all of the interventions for perception...

Academic Achievement
Career Development
College Readiness
Diversity
Dropout Prevention
Mentoring
Postsecondary Preparation
Suburban School Counseling

Maine West High School (2017)
Des Plaines, IL
Small Group

The Student Services Department at Maine West High School successfully implemented and ran the Social-Emotional Well-Being Group in four different cycles during the 2015-2016 school year. The curriculum was originally created with the purpose of supporting students struggling with depression and helping them to learn skills and strategies for coping so that they could improve attendance and be more...

Attendance
Crisis/Trauma
Group Counseling
Health Issues & Sex Education
Mental Health
Suburban School Counseling

Maine West High School (2017)
Des Plaines, IL
Closing-the-Gap

The closing the gap goal was originally chosen as a target goal during the 2012-2013 school year. At that time we had assessed data from the 2011-2012 school year. The intervention became a psychoeducational group titled Yes You Can, and has been run every year since, with modifications in curriculum made yearly based on perception data and participant feedback. Each...

Academic Achievement
Attendance
Career Development
Character Education
College Readiness
Mental Health
Postsecondary Preparation

Makaha Elementary School (2018)
Waianae, HI
Core Curriculum

# 9 Core Curriculum Results Report Makaha Elementary The core curriculum results report is based on three guidance lessons taught in grade 2 and 6 during quarter 1, 2, and 3 of SY 2016-17. The lessons incorporated ASCA mindsets and behaviors targeting academic, social-emotional & career domains. The mindsets and behaviors selected for grade 2 focus...


Makaha Elementary School (2018)
Waianae, HI
Small Group

# 10 Small Group Response Services Narrative Makaha Elementary Through small-group responsive services, interventions are delivered to support the unique needs of all students and target specific concerns identified from school data that align with our program goals. Students are identified for groups in a number of ways; our data team process which analyzes attendance, behavioral and achievement...


Makaha Elementary School (2018)
Waianae, HI
Closing-the-Gap

# 11 Closing the Gap Narrative Makaha Elementary is currently participating in a complex-wide initiative developing multi-tiered systems of support with consultant Diana Browning Wright. Due to Waianae students’ high needs, school and complex plans include this critical priority. Based on analysis of school data, leadership recognized that students with emotional/behavioral concerns also frequently manifest academic struggles. Makaha’s...


Marine Leadership Academy at Ames (2018)
Chicago, IL
Core Curriculum

DEVELOPMENT: The goal of the three core curriculum lessons developed were to meet the counseling program’s academic goal of increasing the number of students who earn Bs or better from 30% to 35% , an unweighted 3.0 grade point average, by the end of the 2017 school year. All core curriculum lessons were presented...


Marine Leadership Academy at Ames (2018)
Chicago, IL
Small Group

ACTION PLAN TOPICS AND PARTICIPANTS: Inherent in our urban setting and demographics, students at Marine Leadership Academy (MLA) have experienced high levels of trauma, specific to street violence, gang affiliation, sexual assault and other factors of poverty. We utilized a student needs assessment in collaboration with a district wide survey called the “Five Essentials...


Marine Leadership Academy at Ames (2018)
Chicago, IL
Closing-the-Gap

IDENTIFYING THE GAP: In reviewing our school data profile we were quickly confronted by our low 7th grade on track rate. On track for 7th grade in Chicago Public Schools, is defined by students ending the year with Cs or better in both their Reading and Math courses and having 95% or higher attendance. During school year...


Mauldin Elementary School (2017)
Simpsonville, SC
Core Curriculum

Our educational community is very devoted to fostering problem-solving skills. The Profile of the South Carolina Graduate lists problem-solving as a critical need. Our school mission statement is dedicated to producing students who “persevere in seeking solutions.” Our School Counseling Program Mission and Vision statements align with our state, district, and school and their commitments to instill problem-solving...


Mauldin Elementary School (2017)
Simpsonville, SC
Small Group

In the 2016-2017 school year, the school counselors were able to offer 13 small groups to students in kindergarten-fifth grade. Small group counseling is a tier 2 intervention for struggling students needing additional support outside of tier 1 classroom instruction and school-wide programs and activities. Each small group directly aligns with academic, social, or emotional development of our students....


Mauldin Elementary School (2017)
Simpsonville, SC
Closing-the-Gap

Mauldin Elementary’s educational community is dedicated to the academic success for all students, especially those considered at-risk. Our collaborative effort to provide structured academic interventions to identified at-risk students includes both research-based programs and evidence-based curriculum. Our academic program goal was developed in an effort to assist the identified gap group students in academic growth, specifically by increasing their...


McEachern High School (2018)
Powder Springs, GA
Core Curriculum

RESUBMIT SECTION In attempting to meet the needs of all students, we reviewed data from the school year 2015-2016 needs assessment. Along with the needs assessment, we also collaborated with our administration and teachers to identify unique concerns raised by our students. Each counselor in our department created an individual lesson to address societal issues and academic needs....


McEachern High School (2018)
Powder Springs, GA
Small Group

RESUBMIT SECTION Small group counseling sessions are a vital part of the McEachern High School Counseling Department’s comprehensive program. The Small group topics that are listed on our action plan are determined through the use of needs assessment data and feedback from the school leadership team and advisory council. Our counselors use data to implement specific lessons for targeted students based...


McEachern High School (2018)
Powder Springs, GA
Closing-the-Gap

RESUBMIT SECTION To prepare for our 2016-2017 Closing the Gap Project, the McEachern High School Counseling Department used the 2015-2016 graduation data to identify achievement gaps within our school. Increasing our school graduation rate is one of the achievement predictors indicated in the College and Career Ready Performance Index (CCRPI). To identify our gap, we used information gathered from our...


Melwood Elementary School (2018)
Upper Marlboro, MD
Core Curriculum

REVISED SECTION The CCRR component has been revised as recommended by reviewers. Implications are clearly defined and I have added future counseling activities with a rationale for the recommendation. The line of questioning for lessons 1 and 3 for the the pre/post test has also been revised to show growth in content areas. The school counseling core curriculum connects with my vision...


Melwood Elementary School (2018)
Upper Marlboro, MD
Small Group

REVISED SECTION The small group component has been revised to respond reviewer request, as implications are now more developed and reflect adjustments to the plan. Several small group sessions took place during the 2016-2017 school year. From working with scholars with social skill issues to working with fifth grade scholars at risk of being retained to working with girls with low...


Melwood Elementary School (2018)
Upper Marlboro, MD
Closing-the-Gap

REVISED SECTION Per reviewer’s request, the closing the gap component narrative now reflects and states the number of scholar who scored Low or Low Average. The narrative includes implications and how I decided to use or discontinue to use certain interventions. The 2016-17 closing the gap action plan was created to address the achievement gap of ESOL scholars. The counseling department...


Miles Elementary School (2017)
Erlanger, KY
Core Curriculum

The School Counseling Core Curriculum Action Plan is analyzed through various sources of data. Data supporting selected interventions determine if the school counseling program goals were achieved. Goal One focused on increasing the school’s Average Daily Attendance (ADA) from 96.00 to 96.50. To meet this goal, the Student Success Skills (SSS) evidence-based classroom guidance program was implemented as this program...

Attendance

Miles Elementary School (2017)
Erlanger, KY
Small Group

The Miles Elementary School Counseling Team (MESCT) offered a variety of small groups during the 2015-2016 school year. Counselors used data (student needs assessments, standardized test scores, attendance, behavior referrals, and parent/teacher input) to determine students to include in groups, which typically consist of 4-8 students and meet for 5-8 sessions. Groups are cycled throughout the year based on the...

Academic Achievement

Miles Elementary School (2017)
Erlanger, KY
Closing-the-Gap

RATIONALE At Miles Elementary, the school counseling team acknowledges that identifying and closing achievement gaps are an integral part of helping every student be successful. An achievement gap was identified after reviewing Fall 2015 Measures of Academic Progress (MAP) Reading scores. During this review of MAP standardized test score data, the counselors and administration noticed that 5th grade students...

Attendance

Miller Elementary School (2018)
Warner Robins, GA
Core Curriculum

Goal 3:By June 2017, the combined total of behavior incident counts in grades 3-5 will decrease by 20% from a total of 177 incident counts in 2015-2016 to a total of 142 incident counts in 2016-2017. The 3 lesson unit on Expected and Unexpected Behaviors was presented to grades 3-5 as a part of the Core Curriculum. The unit supported...


Miller Elementary School (2018)
Warner Robins, GA
Small Group

Small Group Responsive Services Narrative •Why were the group topics on the action plan selected? After reviewing our school data, and consulting with teachers, administration, and our advisory council, it was determined that our school discipline referrals from 2015-2016 were due to lack of social skills. Behavior incident counts were steadily increasing over the years. Therefore, there was definitely a need to...


Miller Elementary School (2018)
Warner Robins, GA
Closing-the-Gap

Closing the Gap Results Report •How was the gap defined through data? Each year school related data is used to determine areas that need to be addressed to support our school’s plan for improvement. Once our school’s 2015-2016 discipline data was reviewed, it was noted that our discipline referrals for negative school behaviors were on the rise. The data indicated that...


Nanakuli Elementary (2016)
Waianae, HI
Core Curriculum

School Counseling Curriculum Results Report Narrative The core curriculum results report were based on guidance lessons taught during the school year was taken from the Second Step Curriculum, which focused on skills for social and academic success in early learning through grade 6. The program is designed to teach children how to understand and manage their emotions, control their reactions,...

Academic Achievement
Attendance
PBIS/MTSS

Nanakuli Elementary (2016)
Waianae, HI
Small Group

In the whole group session for Tier 1 support, the counseling department took leadership responsibility and collaborated with the faculty to provide Tier 1 strategies for all students. In the small group sessions for Tier 2, the counseling department had a more strategic responsibility. The counseling department monitored and identified targeted suspected students who needed additional support....

Academic Achievement
Behavioral Issues
Character Education
PBIS/MTSS
Violence Prevention

Nanakuli Elementary (2016)
Waianae, HI
Closing-the-Gap

Our Closing-The-Gap action plan addressed decreasing the number of Class D offenses: Physical offenses as indicated by office referrals on the eCSSS (electronic Comprehensive Student Support System). In School Year 2014-2015, 91 out of 100 verified offenses were Class D offenses. On October 2015, the faculty used Review 360 to screen Grade 3 to Grade 6...

Academic Achievement
Behavioral Issues
Bullying
Character Education
Diversity
PBIS/MTSS
Violence Prevention

Nanakuli High & Intermediate School (2017)
Waianae, HI
Core Curriculum

Goal 1: Increasing Early College Participation To increase the college going rate, counselors collaborated with University of Hawaii system colleges to provide students the opportunity to take dual credit courses (earn high school and college credit simultaneously) and early college courses to earn college credit. Counselors also implemented lessons, helping students understand that post-secondary education and lifelong learning are...

Academic Achievement
College Readiness
Postsecondary Preparation
Transitions

Nanakuli High & Intermediate School (2017)
Waianae, HI
Small Group

Student Development group topic was selected by reviewing our STRIVE HI state data and cumulative GPA student data breakdown which showed a need to increase our student’s college going and college readiness rate. The goal of the Student Development group was to increase cumulative Grade Point Average for students who were categorized as students with at-risk characteristics due to...

Academic Achievement
Attendance
Dropout Prevention
PBIS/MTSS
RTI

Nanakuli High & Intermediate School (2017)
Waianae, HI
Closing-the-Gap

Our program goal #3: By the end of the school year 2015-2016, 7th and 8th grade suspension rate will decrease by 20% from SY 2014-2015 (Number suspended = 60) as reported to the Hawaii State Department of Education data systems. The aggregated data from the 2014-2015 Disciplinary Action Tracking from HIDOE Comprehensive Student Support System (CSSS) Database and Longitudinal...

Academic Achievement
Attendance
Behavioral Issues
Career Development
Character Education
College Readiness

Northley Middle School (2018)
Aston, PA
Core Curriculum

Classroom counseling lessons are developed to match our mindsets and behaviors as well as data collected on behavior, attendance, and academic achievement. Our classroom counseling curriculum supports our department's vision and mission that all students should have equal access to our services that help prepare them to be life-long learners, problem-solvers, and model citizens. The Prejudice and Discrimination was presented...


Northley Middle School (2018)
Aston, PA
Small Group

REVISED SECTION: Students who were absent 10 or more days in 6th grade during the 2015-2016 school year were invited to participate with parent permission in a small group during the 2016-2017 school year. Two parents declined permission. Two students withdrew from school during the school year. This left me with 22 participants. We met each month to review their attendance....


Northley Middle School (2018)
Aston, PA
Closing-the-Gap

REVISED NARRATIVE AND CHARTS BELOW The Northley Middle School Counseling Vision aims to empower all students to demonstrate a strong work ethic and reach their highest academic potential. For our closing the gap intervention, The Northley Middle School counselors identified students in each grade who received a certain numeric grade in each of their classes at the end of the first...


Oakton High School (2017)
Vienna , VA
Core Curriculum

Goal 1 Collaboration Lesson: Due to the focus on collaborative learning at Oakton High School, a student must be proficient at group work in order to be successful in class, which can directly affect a student’s GPA. Counselors felt that teaching collaboration skills can help boost all students’ GPAs including the students with a GPA below a 2.7. To collect perception data, 150...

Academic Achievement
College Readiness
Dropout Prevention

Oakton High School (2017)
Vienna , VA
Small Group

During the 2015-2016 school year, the Oakton High School Counseling Department developed three small groups that focused on increasing the grades of students with a 2.7 GPA and under, as well as acceptance rates to four-year colleges for Hispanic male students in the class of 2019. The Ninth Grade Study Skills Group was created in an effort to increase...

Academic Achievement
Career Development
College Readiness

Oakton High School (2017)
Vienna , VA
Closing-the-Gap

The average GPA of an Oakton student is 3.43. Our counselors chose to focus on students with below a 2.7 GPA, who are not currently being supported by special programs such as Special Education or ESOL. We believe this is an achievement gap because these students are not being targeted through any special programs, but need academic support....


Palmer Middle School (2018)
Kennesaw , GA
Core Curriculum

After the implantation of our core curriculum lessons the counseling team sat down to evaluate their effectiveness. There was an emphasis on academic achievement lessons this year to align with our program goal of improving promotion rates. This goal was developed to help decrease the number of retentions from previous years. The area that needed improvement in academic achievement was...


Palmer Middle School (2018)
Kennesaw , GA
Small Group

Small group responsive services provide intensive support to our at-risk students. By using school achievement, attendance, and behavioral data we identified students to target to close the achievement gap. After our groups were planned based on school data, we matched the goals of the groups to the ASCA Mindsets and Behaviors Planning Tool in order to fine tune the purpose...


Palmer Middle School (2018)
Kennesaw , GA
Closing-the-Gap

The Palmer achievement gap intervention is one of our three program goals. This goal is tied to our school improvement plan of closing-the-gap for failing students and help prevent retention. Our “Success” program is also tied to our counseling mission of improving school achievement rates for all students. Focusing on ASCA Mindsets and Behaviors: Learning Strategies and Self-Management Skills, students...


Park Vista Community High School (2018)
Lake Worth, FL
Core Curriculum

REVISED SECTION Our “Introduction to High School” lesson was presented in September to freshman English classes. We began with a whole group lesson regarding high school graduation requirements, postsecondary planning, and resources within our office. The attached data reports reflect an increase in the percentage of students correctly identifying graduation requirements. Each post-test question was answered correctly by...


Park Vista Community High School (2018)
Lake Worth, FL
Small Group

REVISED SECTION Our small group action plan was developed based on the needs of our school community, our vision and mission, our goals, our SIP, and our district’s strategic plan. Four groups have been offered successfully in the past. Our Movers and Shakers group was added this year as we expanded our support for freshmen. Women of Tomorrow...


Park Vista Community High School (2018)
Lake Worth, FL
Closing-the-Gap

REVISED SECTION 63% of our graduates attend a 4-year university. Of this population, over 98% of them have completed accelerated coursework with us. 82% of them have completed an accelerated course prior to 12th grade. Overall, 96% of our graduates who have completed accelerated coursework as underclassmen go on to continue their education at either a 2 or...


Parkview High School (2016)
Lilburn, GA
Core Curriculum

Core Curriculum Results Report Narrative All of the Core Curriculum Lesson were developed and delivered as a way to support the Parkview High School Counseling Department’s Vision and Mission and to address the chosen ACSA Mindsets and Behaviors. The core curriculum lessons were done either to directly support the program goals, to address school data, or due to state mandates...

Academic Achievement
Attendance

Parkview High School (2016)
Lilburn, GA
Small Group

Small Group Narrative At the high school level we spend most of our time with individual student planning, so when determining what small groups are held, we typically will hold them as an intervention to address our program goals and chosen ASCA Mindsets & Behaviors. Data revealed that excessive absences was a significant problem for our Latino students, retention was...

Academic Achievement
Mentoring

Parkview High School (2016)
Lilburn, GA
Closing-the-Gap

Closing the Gap Narrative According to the data from the previous school year the ELL student population represents 5% of Parkview’s total enrollment; however, they represent 39% of the dropout rate. The counselors believe this is an overrepresentation of a targeted group. Therefore, the counselors decided to make it a program (closing the gap) goal to not only lower the dropout...

Academic Achievement
Attendance
Career Development
College Readiness
Dropout Prevention
Postsecondary Preparation
Suicide Prevention

Peachtree Ridge High School (2017)
Suwanee, GA
Core Curriculum

Data from the Four-Year Plan, Move on When Ready (MOWR), and the College Selection Process core curriculum lessons produced a number of significant implications for the Peachtree Ridge High School (PRHS) Counseling Department. Four-Year Plan Core Curriculum The objectives of the Four-Year Plan core curriculum lesson were to review the promotion and graduation requirements, provide students with an overview of required...

Academic Achievement

Peachtree Ridge High School (2017)
Suwanee, GA
Small Group

During the 2015-16 school year, the PRHS Counseling Department facilitated two small groups. Each benefited a specific group of students who needed more individualized support. First-Generation College Group The first-generation college group was created in response to the number of students who self-identified as first-generation college students. Because these students would benefit from extra support beyond the individual Junior and Senior...

Academic Achievement

Peachtree Ridge High School (2017)
Suwanee, GA
Closing-the-Gap

The PRHS Counseling Department Closing the Gap goal is “By the end of the 2015-2016 school year 75% of the target group will be back on track with their cohort (either promoted to 10th grade or graduate on time).” This goal was identified in part because of the correlation to two of the department goals for the 2015-16 school year...

Academic Achievement
College Readiness

Pebblebrook High School (2018)
Mableton, GA
Core Curriculum

Approximately 517 first time ninth grade students participated in lessons on study skills. Ninth grade students completed a pre and post-test so that we would be able to assess their attitudes, knowledge, and skills as a result of the study skills lessons. In general, students showed an increase in all areas, but we noticed that many students still did not...


Pebblebrook High School (2018)
Mableton, GA
Small Group

The school counseling department used a variety of assessment tools to determine the needs of its student population. The results provided foundational data that would be used to develop programs and interventions designed to address the greatest needs of students. The school counselors partnered with stakeholders within the school and community to implement programs throughout the 2016-2017 school year. The...


Pebblebrook High School (2018)
Mableton, GA
Closing-the-Gap

The Pebblebrook High School Counseling Department met in the Summer prior to the start of the 2016-2017 school year. The team met to identify and discuss specific areas of school-wide concern, which derived from school data. Review of the Cobb County School District’s Retention Report for Pebblebrook High School revealed that there was a high number of 9th grade students...


Red River High School (2018)
Grand Forks, ND
Core Curriculum

REVISED - 9. Core Curriculum Results Report We selected three core curriculum lesson plans to analyze and to collect data. We chose to represent three different grade levels in order to capture a comprehensive picture of the core curriculum that we offer to all students throughout high school. All three lessons are directly linked to our vision, mission,...


Red River High School (2018)
Grand Forks, ND
Small Group

REVISED - 10. Small-Group Responsive Services: The counseling department has continuously focused on improving the academic success of our EL students due to the achievement gap noticed from our school data profile. For example, our school’s graduation rate for limited-english proficiency students had dropped steadily in the last four years. A program goal for the 2016-17 school year is to reduce...


Red River High School (2018)
Grand Forks, ND
Closing-the-Gap

REVISED - Closing the Gap In the 2015-16 school year the counseling department started to look at data as it related to students who did not earn 6 course credits by the end of their 9th grade year. At Red River High School, 6 credits would indicate that you have completed your 9th grade year and would be considered a 10th...


Richland Northeast High School (2018)
Columbia, SC
Core Curriculum

The freshmen orientations were successful as the survey data revealed an increase of at least 25% in each area measured. One of the most notable data point was that 100% of the freshmen knew the graduation requirements by the end of the presentation. Additionally, there was a 182% increase in the number of freshmen that knew the GPA requirement...


Richland Northeast High School (2018)
Columbia, SC
Small Group

The Impact Group topics were selected due to low grades, staff request and student survey responses. The goals for the group were to improve student school motivation, use of academic resources and improve interpersonal communication skills. Teen Talk utilized a curriculum developed by an adolescent health research organization for the topics. In addition, the curriculum allowed for...


Richland Northeast High School (2018)
Columbia, SC
Closing-the-Gap

South Carolina is one of five states with the lowest graduation rate in the nation for African-American males (Superville, 2015). BLACK LIVES MATTER: The Schott 50 State Report on Public Education and Black Males (2015) noted that South Carolina has a graduation rate of 51%. Hence, we were concerned when we reviewed the data of the students that...


Ridgeview STEM Jr. High (2018)
Pickerington, OH
Core Curriculum

At the end of the 16-17 school year, we were eager to reflect on our Core Curriculum Lesson Plans and assess the effectiveness of the Safety Days. The safety days were initially designed to respond to the overwhelming number of behavior reports concerning behavior online, and with the understanding that all students would be given their own laptop and...


Ridgeview STEM Jr. High (2018)
Pickerington, OH
Small Group

REVISED: The small groups were created based on the needs evident in our student population, through our needs assessment and created in a way to support our program goals. Each group was designed and implemented as part of coursework for the school counseling intern and the social work interns, and were carefully designed and monitored with the school counselors...


Ridgeview STEM Jr. High (2018)
Pickerington, OH
Closing-the-Gap

As a 7th and 8th grade building, Ridgeview sees many students who struggle to manage the transition between a sheltered and highly-structured middle school to the much faster-paced, independent requirements of a junior high year. We also feel it is imperative to prepare our students to give them the best possible opportunity to begin their high school with the...


Riverside Polytechnic High School (2017)
Riverside, CA
Core Curriculum

Prior to core curriculum lesson on the Free Application for Federal Student Aid (FAFSA) only 45% of students knew what the FAFSA was, 43% knew what a California Grant (Cal Grant) was, 24.4% knew how to file a FAFSA or Cal Grant, .8% knew the different types of financial aid, .9% knew when they needed to file a FAFSA. After...

Academic Achievement
College Readiness
Dropout Prevention
Transitions
Urban School Counseling

Riverside Polytechnic High School (2017)
Riverside, CA
Small Group

Prior to the 2015-2016 school year, small group services were not offered at Poly High School. It is important to note that this was due to counselors having a caseload of an average of 600 students, which is more than double the recommended ASCA caseload of 250 to 1. The addition of the sixth counselor this year brought the caseloads...

Academic Achievement
Career Development
College Readiness

Riverside Polytechnic High School (2017)
Riverside, CA
Closing-the-Gap

In alignment with the district’s objective towards increasing the graduation, retention, and college entrance requirement completion rate of the African American student population within the Riverside Unified School District and Riverside Poly High School, the Heritage Program was developed at the district level and is implemented at each site. Students and parents within this program are provided additional support by...

Academic Achievement
Behavioral Issues
Bullying
Character Education
College Readiness
Conflict Resolution
Dropout Prevention
Postsecondary Preparation
Transitions
Violence Prevention

Roberts Elementary (2017)
Suwanee, GA
Core Curriculum

9. School Counseling Core Curriculum Results Report The core curriculum lessons were chosen for grades three, four and five to support program goal number four. The school data showed that 50% of discipline incidents that were officially written up during the previous school year had to do with offences against students (i.e. peer conflicts). Teachers in grades three,...

Attendance

Roberts Elementary (2017)
Suwanee, GA
Small Group

Roberts Elementary Comprehensive Counseling program includes a variety of developmentally, goal driven groups as responsive services. These groups are designed to helping our students be lifelong learners and in developing skills which promote academic excellence, college and career development and fosters responsible student behavior in order for all students to become productive and contributing leaders of society. To determine what...

Academic Achievement

Roberts Elementary (2017)
Suwanee, GA
Closing-the-Gap

11. Closing the Gap-Attendance (Goal #1) Counselors are uniquely trained to disaggregate the data and develop interventions to help close the gap between student groups. Yearly the counselors look at the data to develop their program goals to address identified needs in the school. We are fortunate in our district to have access to a variety of data tools. The state...

Conflict Resolution

Romeoville High School (2018)
Romeoville, IL
Core Curriculum

Revision:Lesson 1: Results of our 10th grade lesson targeting Soft Skills and Career exploration show an increase in students perception of understanding what soft skills are and awareness of career interest. Pretest results showed that 16% of students indicated that they knew what soft skills were. After the lesson, post-assessment results indicated that 97% could identify what soft skills...


Romeoville High School (2018)
Romeoville, IL
Small Group

REVISION: Added a graph file to summarize student perception data. Reduced the number of mindsets targeted. The small group action plan was created at the beginning of the 2016-2017 school year after discussing the needs of our students. Due to the success of secondary homeroom groups the previous year, the counselors thought that expanding and further developing curriculum for...


Romeoville High School (2018)
Romeoville, IL
Closing-the-Gap

Narrative Revision: As we reviewed our student’s 6 week performance data by grade level (grades, behavior infractions and attendance) we noticed that our tenth-grade students were accountable for over 35% of our behavioral infractions even though they accounted for 25% of the student population. The school profile data illuminated the fact that our tenth grade students were earning a greater number...


Sagewood Middle School (2018)
Parker, CO
Core Curriculum

Core Curriculum lessons were designed to follow the Mindsets and Behaviors. Our Core Curriculum supports our mission and vision statements. From these lessons we selected three to analyze and determine their effectiveness. In school year 2015-16, there were 47 incident reports in sixth grade relating to bullying. This year, our goal was to decrease that number by 10%...


Sagewood Middle School (2018)
Parker, CO
Small Group

At SGMS our counseling department’s intention is to be proactive in meeting the needs of our students across all grade levels as stated in our vision, mission, and beliefs statements. When preparing the small-group action plan, our team reviewed school-wide and grade level data on achievement, attendance, and behavior from multiple sources to include: student needs assessments, minute meetings, grade...


Sagewood Middle School (2018)
Parker, CO
Closing-the-Gap

As the 2015-16 school year ended, our counseling team identified a group of male students who had failing grades each semester during middle school, accounted for a majority of our 8th grade discipline referrals, and had a higher rate of absenteeism (10% or more). These students received all of our universal interventions and did not qualify academically for higher...


Saint Paul Music Academy (2018)
St Paul, MN
Core Curriculum

REVISED- Analysis of the school counseling core curriculum is imperative in reflection and improvement of the effectiveness of the provided classroom lessons. Through each year in reflecting student perception data, I have greatly altered my lesson delivery based on many factors, including student developmental, academic, and language levels. Overall reflecting on the three submitted lessons, student perception and outcome...


Saint Paul Music Academy (2018)
St Paul, MN
Small Group

REVISED- The tier 2 small group counseling interventions, as outlined in the Small Group Action Plan, were developed based on review of data sources and established as key strategies for program goals. Data was collected and reviewed from outcome sources (report card, standardized testing results, attendance, and office behavior referral data: see artifacts in program goals and CCAP sections)....


Saint Paul Music Academy (2018)
St Paul, MN
Closing-the-Gap

REVISED- Students targeted in closing the gap activities included African American students who had received 2 or more Office Behavior Referrals (ODR’s) in the 2015-2016 school year. African American students comprise 21% of total student enrollment, yet represented nearly 60% of total ODR’s as reflected by school-wide SWIS behavior data. This data was used to establish program goal #1...


Shenendehowa High School (2017)
Clifton Park, NY
Core Curriculum

All lessons are related to Goal # 3. By June 2016, 90% of all students in grades 9-12 will complete a series of grade-related activities that are designed to help students make informed decisions when selecting courses and creating post-secondary plans. Each of the three lessons were developed for our 9th grade students. At Shenendehowa High School this is their first...

Academic Achievement
Career Development
Character Education
College Readiness
Dropout Prevention
Group Counseling
Parent/Family Collaboration
Suburban School Counseling
Transitions

Shenendehowa High School (2017)
Clifton Park, NY
Small Group

At Shenendehowa High School we have an alternative education program for students in grades 10-12. This program provides an academically challenging environment to students who have difficulty in a traditional classroom setting. The students/parents in this program volunteer to participate and agree to certain academic, behavioral and attendance expectations. Over the last 9 years of this program the expectations to...

Academic Achievement
Career Development
College Readiness
Postsecondary Preparation
Suburban School Counseling
Transitions

Shenendehowa High School (2017)
Clifton Park, NY
Closing-the-Gap

In the 2014-2015 school year the high school principal started to look at data with us as it related to students who did not achieve 5 course credits by the end of their 9th grade year. At Shenendehowa CSD 5 credits would indicate that you have completed your 9th grade year and would be considered a 10th grader. It was...

Academic Achievement
Attendance
Behavioral Issues
Bullying
Career Development
Conflict Resolution

Shepaug Valley School (2017)
Washington, CT
Core Curriculum

Goal 1: By June 1, 2016 80% of juniors will link their PSAT results with KHAN Academy. Through a series of targeted lessons we assisted students in grades ten and eleven in understanding the redesigned SAT/PSAT and linking 87% of student in the junior class to KHAN Academy. As a part of our PSAT curriculum we stressed the unprecedented...

Academic Achievement
Career Development
College Readiness
Gifted & Talented
Postsecondary Preparation

Shepaug Valley School (2017)
Washington, CT
Small Group

Counseling groups have been an integral part of the Shepaug Valley Counseling program. Groups are determined through the referrals from parents, students, Shepaug faculty and teachers from the elementary schools. The topics are chosen based on the referrals received and lessons are developed around the need. Counselors have run short term and long terms groups as decided by the need...

Academic Achievement
Attendance
Dropout Prevention
Parent/Family Collaboration
RTI

Shepaug Valley School (2017)
Washington, CT
Closing-the-Gap

Shepaug Valley School counselors strongly believe in the importance of all students of having a plan for furthering their education, training, or work prior to graduation from Shepaug. We believe it is the responsibility of the counselor to work closely with each student to help them identify a plan and make it a reality. For the last three...

Academic Achievement
Attendance
Career Development
College Readiness
Crisis/Trauma
Dropout Prevention
Mental Health
Parent/Family Collaboration
Postsecondary Preparation

Shiloh Middle School (2018)
Snellville, GA
Core Curriculum

Core curriculum lessons were developed and delivered to all three grade levels. Lessons were based on our department goals, as well as our vision and mission for our local school counseling program. We have chosen to closely exam and analyze three lessons. All students in all grades were given a pre-test and a post-test during the core curriculum...


Shiloh Middle School (2018)
Snellville, GA
Small Group

The mission, vision, and goals of the SMS counseling department is advanced through our small group curriculum. As middle school counselors, a substantial amount of time is directed toward assisting individual students. So, we are very intentional about selecting the small groups that we run in the school year. Each counselor conducted the groups with their assigned grade level. To...


Shiloh Middle School (2018)
Snellville, GA
Closing-the-Gap

The achievement gap we selected to close was identified based on a disaggregation of data directly related to our program goals as well as a directive received from our principal. When analyzing the data, we noticed that we had a large number of students who received 10 or more unexcused absences. More shockingly, the total number of unexcused absences for...


Soldotna High School (2017)
Soldotna, AK
Core Curriculum

Core Curriculum Results Report Narrative: Soldotna High School’s Counselor Core Curriculum lessons were carefully developed with counselors across the district. Counselors have chosen to align the core curriculum with district and school vision and mission statements to address specific mindsets and behaviors counselors are addressing in our school. The core curriculum directly and indirectly supports department goals, which are also aligned...


Soldotna High School (2017)
Soldotna, AK
Small Group

Small-Group Responsive Services Narrative: Before the 2016-2017 year started, the counselors from Soldotna High School met with the ninth grade Counselor, along with administrators from both buildings. Based on how many students were below six credits, (see 10.3) counselors decided there needed to be interventions for this 10th grade cohort. Students identified by not being on track to graduate were placed...


Soldotna High School (2017)
Soldotna, AK
Closing-the-Gap

Closing-the-Gap Results Report Narrative: Soldotna High School Counselors identified gap data by examining end of year reports from the district’s student information system (PowerSchool) that showed students behind in credits. Counselors identified seniors in the class of 2017 with less than 16 credits, which the district deems at the number of credits to be deficient. In August of 2016, counselors recommended...


Sope Creek Elementary School (2017)
Marietta, GA
Core Curriculum

School Counseling Core Curriculum Results Report Narrative: During 2015-2016 the Sope Creek counselors provided 16-17 lessons to each grade level. Included were 10-12 core curriculum lessons related to our school-wide counseling theme of “Choosing Happiness” from which we collected data for our school counseling core curriculum results report. Of the 10-12 lessons in our plan, three are highlighted in Component 8. These...

Academic Achievement
Group Counseling

Sope Creek Elementary School (2017)
Marietta, GA
Small Group

Sope Creek Small-Group Responsive Services Narrative: Throughout 2015-16 school year, Sope Creek counselors conducted a variety of small groups for students experiencing difficulties in the following areas: new student adjustment, changing families, loss, social skills, academic achievement, behavior, self-esteem, and study and test taking skills. We believe strongly that consistently providing responsive small group services each year supports our school mission...

Anger Management
Behavioral Issues
Bullying
Conflict Resolution
Diversity
Mental Health
Relational Aggression

Sope Creek Elementary School (2017)
Marietta, GA
Closing-the-Gap

Sope Creek Closing-the-Gap Results Report Narrative: Our Closing-the-Gap goal is aligned with our school and district priorities. In order to successfully complete an academic year, fifth grade students must meet standards in reading and math, as documented by their report card grades. Research shows that interventions addressing school success behaviors increase student achievement (Bleuer, J., Palomares, S., & Waltz,...

Academic Achievement
Anger Management
Behavioral Issues
Bullying
Character Education
Conflict Resolution
Diversity
Mental Health

South County High (2018)
Lorton, VA
Core Curriculum

REVISED SECTION Lesson 1 Sophomore Career Unit (Career Domain) A career exploration unit exposed 10th graders (571) to Family Connections and the tools available for post-secondary opportunities. Students took an interest inventory, which helped identify strengths and possible careers (B:LS 7). They then viewed videos of professionals in specific careers and learned about the associated educational and skill requirements for that career....


South County High (2018)
Lorton, VA
Small Group

REVISED SECTION The small group action plan reflects the three groups we ran this year; the 9th grade Goals, Plan and Success group (GPS), the On-Time Senior Graduation Group and the ESOL Student Performance group. The 9th grade group links to the ASCA model B:LS 7, identifying long- and short–term goals, and M 6 which focuses on creating a positive attitude...


South County High (2018)
Lorton, VA
Closing-the-Gap

Goal 3: In 2017, 100% of Special Education Students identified as in danger of failing will graduate on time. Several factors were taken into consideration when creating this closing the achievement gap goal. The South County School Improvement Plan highlights the need to close the achievement gap for special education students. Data indicated that a disproportionate percentage of our at-risk seniors in...


South High School (2017)
Cheyenne, WY
Core Curriculum

One of South’s school counseling goals for the 2015- 2016 school year was 90% of students in the freshmen class will earn 7 or more credits in the 2015-2016 school year and be promoted to 10th grade. Through a core curriculum lesson, all 9th grade students were given a presentation about the amount of credits needed to promote to...

Academic Achievement
College Readiness
Postsecondary Preparation

South High School (2017)
Cheyenne, WY
Small Group

Small group responsive services are a key component to the South High School Counseling Department’s comprehensive program. As our department plans for the upcoming school year, groups are created based on student need, feedback from the advisory council and are designed to support our identified program goals. The decision about which counselor delivers each group is based on particular expertise...

Academic Achievement
Dropout Prevention

South High School (2017)
Cheyenne, WY
Closing-the-Gap

Identifying the Gap With 28% of our freshmen behind cohort, we identified these students as our “closing the gap” group and created several interventions to help them be successful. At the end of the 14-15 school year, only 71.8% of our freshmen earned enough credit to be promoted to 10th grade. Coupled with this data is the current research showing...

Academic Achievement
College Readiness
Postsecondary Preparation

South Junior High School (2018)
Boise, ID
Core Curriculum

“Explore Growth Mindset” was delivered to all 7th grade students. The mindset lesson was driven by our program goal of reducing the number of students who earned a GPA of 2.0 or below by 25% for the 16-17 school year and supported our school-wide programming of Character Traits for Success. Lesson content focused on expanding student knowledge of growth versus...


South Junior High School (2018)
Boise, ID
Small Group

The seven group offerings for the 16-17 school year were driven by South Counseling’s program goals and reflect the unique needs of our students. The Small Group Action Plan’s focus on groups in the Social/Emotional domain is directly tied to our program goal of reducing behavioral referrals, while the academic skills and Samson Life Challenge group are a reflection of...


South Junior High School (2018)
Boise, ID
Closing-the-Gap

South counselors developed academic, behavioral, and attendance data profiles for the 15-16 school year. Behaviorally, male students were responsible for nearly 70% of referrals for violent, aggressive, or unsafe behavior. Academically, 70% of students who failed to earn a GPA of 2.0 or above for the 15-16 school year were male. Furthermore, male students receiving special education services were failing...


Southern Alamance High School (2018)
Graham, NC
Core Curriculum

Revised The 9th grade career cluster finder survey proved to be a good activity for students as 96% of students were able to correctly identify with a career cluster at the conclusion of the lesson which was a 33% increase based on perception data taken prior to the lesson. Students were able to research careers that fell within a cluster...


Southern Alamance High School (2018)
Graham, NC
Small Group

Revised Southern had 322 seniors in the 2016-17 school year. Thirty-two of the seniors were identified as African American or Hispanic. In reviewing the school data, for the past three years, we have seen a trend that each year more minority students are not graduating on time. In 2014, 6 minority students out of 65 did not graduate on time....


Southern Alamance High School (2018)
Graham, NC
Closing-the-Gap

Revised “How was the gap identified through data?” We first located initial data from the ABSS Data Warehouse “On-track” report, to know who should be graduating this year. This determined the number of Tweeners in our focus group. Next, we double checked our initial list by doing a transcript audit of the entire school to see which students should be...


Southern Elementary School (2017)
Falmouth, KY
Core Curriculum

At SES, process, perception, and outcome data were collected and analyzed to evaluate the effectiveness of the school counseling core curriculum. The School Counseling Core Curriculum interventions targeted math and reading goals for fourth and fifth grade. These goals were to deliver Student Success Skills (SSS) classroom guidance interventions to increase their Math MAP scores by 5% and Reading MAP...

Academic Achievement
Group Counseling

Southern Elementary School (2017)
Falmouth, KY
Small Group

At the conclusion of the first trimester, data was analyzed to identify students with three or more office referrals. Seven students were identified as having three or more office referrals. Four of the students from the report were third grade students; therefore, the targeted group for small group counseling focused on third grade students with three or more office referrals....

Behavioral Issues
Group Counseling

Southern Elementary School (2017)
Falmouth, KY
Closing-the-Gap

Goal 1 targeted Fifth grade students scoring in the 24th percentile (Novice and not receiving IEP) on their Fall Reading Measure of Academic Progress (MAP) scores and distributed these students into three small groups in which they received the Student Success Skills (SSS) small group counseling with the hopes of increasing their reading scores by 5% more than students who...

Academic Achievement
Attendance
Career Development
Character Education
College Readiness
Mental Health
Postsecondary Preparation

Southside Occupational Academy (2018)
Chicago, IL
Core Curriculum

REVISED SECTION Through collaboration with students, teachers, parents and administration we have developed competencies that are aligned with ASCA’s Mindsets and Behaviors and modified them to meet the needs of our students. We have moved from providing curriculum on set dates throughout the year to immersing our counseling curriculum into the daily learning of our students. This is...


Southside Occupational Academy (2018)
Chicago, IL
Small Group

REVISED SECTION The ASCA model and the Behaviors and Mindsets drive our practices. We used these structures to ensure we were providing our students with targeted interventions that met their needs. We identified our small groups from a variety of data sources: CPS Dashboard behavior reports, Student Logger (internal communication system) anecdotal records, teacher referrals, All In Learning data...


Southside Occupational Academy (2018)
Chicago, IL
Closing-the-Gap

REVISED SECTION The area we selected to focus on for Closing the Gap was students who are certified as Travel Trained. Due to the nature of our student population the majority of our students come to us with bus services provided per their IEP. The mission of our school and counseling department, which is driven by student IEP goals,...


Southwood Middle School (2017)
Palmetto Bay, FL
Core Curriculum

An analysis of our core curriculum results report was conducted to ensure that our goals were relevant and targeted in developmentally appropriate lessons that enhanced student achievement and data was disaggregated to evaluate the effectiveness of our anti-bullying/citizenship lessons in order to improve, change or make modifications in our curriculum. We selected three lessons based on a number of factors...

Academic Achievement

Southwood Middle School (2017)
Palmetto Bay, FL
Small Group

Through small group responsive services the vision, mission and goals of our counseling department are supported by utilizing achievement, attendance and behavioral data as well as input from administrators, parents and students to identify students in need of extra support. Topics were selected to help increase student achievement and close achievement gaps as identified in our annual school counseling goals....

Attendance

Southwood Middle School (2017)
Palmetto Bay, FL
Closing-the-Gap

Our counseling team at Southwood Middle School utilizes a district data report titled “Early Warning System” Indicator Report (EWS), that uses research proven thresholds of attendance, behavior and course performance to identify students at risk for not meeting educational milestones. As counselors, this tool allows us early identification of struggling students, thus providing us the opportunity to intervene...

Behavioral Issues
Bullying
Character Education
Conflict Resolution

Stone Hill Middle School (2018)
Ashburn, VA
Core Curriculum

We analyzed our core curriculum results report to determine if our goal to decrease peer mistreatment referrals through our efforts. We chose to highlight our Bullying lessons because the lessons aligned with our goals, ASCA Mindsets and Behaviors, and were developmentally appropriate for students. Although each grade level received different lessons, it allowed counselors to continue to build rapport, provide...


Stone Hill Middle School (2018)
Ashburn, VA
Small Group

Throughout the 2016-2017, the counselors conducted several small groups across all grade levels. The counselors typically collaborated with our school social worker and school psychologists when running the groups. The areas in which our small groups focused on were attendance, social skills, self-esteem, stress/anxiety and lunch bunches on a weekly basis. Student participants were referred through our needs assessments students...


Stone Hill Middle School (2018)
Ashburn, VA
Closing-the-Gap

Numerous research studies have shown that after school programs can play a vital role in student success. The Harvard Family Research Project (Wilmer,Little and Weiss, 2008) showed the importance of coordination between after school and school day personnel. With our program, the counselors worked very closely each week to communicate with teachers, and consistently connected students each week directly with...


Taylors Elementary School (2018)
Taylors, SC
Core Curriculum

REWRITE Core curriculum is the backbone of our program. Each lesson is strategically taught with a purpose and focuses on ASCA mindsets and behaviors. Conflict resolution was a need for our school and links to our goal on attendance. One article that focused on strategies for increasing attendance in K-8th grade suggests relationship-building interventions can improve attendance and has been shown...


Taylors Elementary School (2018)
Taylors, SC
Small Group

Determining small groups to be offered each school year is based on a combination of collaboration with teachers and administration, as well as our school's attendance, academic and behavior data. In addition, we look at counseling concerns from the previous school year. Small groups offered typically include such things as friendship, confidence, self-management, and anger management. Recommendations...


Taylors Elementary School (2018)
Taylors, SC
Closing-the-Gap

REWRITE: Determining our closing the gap goal was easy. GC Source, our Greenville data program, showed 77% of our 774 students had one or more unexcused absences the previous year. This was an area of concern due to the link of poor attendance and academic success. We needed to improve this but how with so many students? We used...


The Nokesville School (2018)
Nokesville, VA
Core Curriculum

“Academic Success Skills,” supports the Academic Program Goal, and targets the Mindsets and Behaviors about positive attitude, time-management, organizational and study skills, responsibility, self-discipline and self-control, and cooperative skills. The following data was collected: • Process - 109 of 115 fourth graders participated, (five absent, one opted-out.) • Perception - 4.03% increase in the Academic Perception Survey (see Fourth.Grade.Academic.Perception.Survey.results.) • Outcome -...


The Nokesville School (2018)
Nokesville, VA
Small Group

The School Counseling Department conducts small groups for prevention, intervention, crisis response, and to address Gap groups. At the beginning of the year, in collaboration with stakeholders, data points are reviewed along with program components. Using that information, a year-long calendar, action plan, and topic list are developed for both the Core Curriculum and the Small Groups....


The Nokesville School (2018)
Nokesville, VA
Closing-the-Gap

At the beginning of the year, the School Counseling Department built the foundation documents based on the following data points: standardized test scores, attendance, behavior referrals, etc., and collaborated with stakeholders to build the rest of the program documents and activities that helped to support the program goals and address the Mindsets and Behaviors. When the data was reviewed,...


Thetford Academy (2018)
Thetford, VT
Core Curriculum

REVISED SECTION The 2016-2017 school year was the second in which we have systematically collected data about our lessons, events, and presentations to gauge how our constituents are receiving the information we are hoping to impart. This has been especially helpful for us in considering how to revise lessons we present to our students to ensure that they are engaged and...


Thetford Academy (2018)
Thetford, VT
Small Group

REVISED SECTION (UPLOADED LESSON PLANS ALSO REVISED) Thetford Academy is a small independent school that uses block scheduling for high school students which enables them to have great flexibility and diversity in creating schedules and meeting their personal academic needs. This approach leads to grade level populations that travel in a myriad of directions and do not usually share common...


Thetford Academy (2018)
Thetford, VT
Closing-the-Gap

Upon exploring the data from the 2015-2016 school year, it became evident that a major gap existed in the attendance rates between our general population of students and our students on special education plans (IEPs and 504s). At Thetford Academy, we consider 6 absences to be a concerning attendance threshold each semester. In 2015, the percentage of all students who...


Thomas A. Edison High School (2018)
Alexandria, VA
Core Curriculum

REVISED SECTION-SC Core Curriculum Results Report At Edison High School we continuously seek to enhance the academic, career, and personal/social development of all students. Our mission to maximize student achievement is what guides us in creating and delivering comprehensive school counseling curriculum. Maximizing student achievement is not solely defined as success within the walls of Edison High School....


Thomas A. Edison High School (2018)
Alexandria, VA
Small Group

Revised Small Group Results Report Narrative One of the interventions for almost all of our program goals is running small group. Individual student meetings happen often through the day, therefore we seek opportunities to address the needs of many students through small group interventions. Our Director of Student Services (DSS) provides the counseling staff with autonomy in choosing our interventions...


Thomas A. Edison High School (2018)
Alexandria, VA
Closing-the-Gap

Revised Closing-the-Gap Results Report In the 2015-2016 school year, 70% of Limited English Proficiency (LEP) students passed the English Reading Standards of Learning (SOL) and 72% of LEP students passed the English Writing SOL. General education students had a 92% pass rate on the English Reading SOL and 91% on the English Writing SOL. In previous years, the English Reading...


Thoreau Middle School (2017)
Vienna, VA
Core Curriculum

Our Core Curriculum Results Report showcased three very different lessons focusing on aspects of our comprehensive school counseling program. Each lesson was strategically planned and implemented based on our annual goals, end of year data, state and county standards, the ASCA Mindsets and Domains, and the FCPS “Portrait of a Graduate”. These lessons were designed to meet the needs of...

Academic Achievement
Diversity

Thoreau Middle School (2017)
Vienna, VA
Small Group

Research (Baker et al., 2008) shows that students who feel more connected to their school are more successful academically. As school counselors, we utilized small group counseling to build this connection among our students. After discussing our program goals and the needs of our community, we formed four different small counseling groups. Two different groups were developed after...

Attendance

Thoreau Middle School (2017)
Vienna, VA
Closing-the-Gap

When we looked at our SOL test results, we saw that our Hispanic students are not passing at as high a rate as our other subgroups. For the 2014-2015 reading 7 SOL, our white students passed at 95.7%. Our Hispanic student pass percentage was 75%. This is a discrepancy of over 20%. When we looked quarterly at...

Academic Achievement
Career Development
Conflict Resolution
English as a Second Language
Gifted & Talented

Venetia Elementary (2018)
Jacksonville, FL
Core Curriculum

The school counseling lesson topics were chosen based on the data from the needs assessment survey and state- and district-mandated curricula. The core curriculum lesson topics: Managing Feelings, Career Awareness and Exploration, Study Skills and Test Taking Strategy, and Making Friends were the top three needs identified from the survey. Personal safety and character education were included in...


Venetia Elementary (2018)
Jacksonville, FL
Small Group

The small groups were developed based on data that implicated the students who needed responsive services to meet behavior and learning expectations. I ran four groups this year. Three of those groups were in response to academic needs due to the influx of students that did not pass the state reading assessment. One group in particular that I...


Venetia Elementary (2018)
Jacksonville, FL
Closing-the-Gap

Each school year, my school district requires school counselors to create three Closing the Gap Action Plans. Each of the plans targets a specific and measurable goal as well as tailored strategies to implement to help close students' achievement gaps. After conducting a data analysis of the student population at my school, I located three barriers that...


Vernon Malone College & Career Academy (2018)
Raleigh, NC
Core Curriculum

REVISED Please note: We are unable to amend the typo on Lesson #1 under M&B. It should read “M. 4, B-LS. 10, B-SMS. 1” Overall, the results of our 2016-2017 programming showed us that we are on the path to success, while focusing on appropriate and necessary programming for our specific student population. These programs are all related to our drop-out...


Vernon Malone College & Career Academy (2018)
Raleigh, NC
Small Group

REVISED At the high school level, there is often less room for small group counseling than in younger grades where Counselors are a “special” or class built into students schedules. At Vernon Malone, this has been something we have been working to implement and expand throughout the years. Attendance is a large responsibility of the SAP Counselor, and, therefore, Linwaun Fulton...


Vernon Malone College & Career Academy (2018)
Raleigh, NC
Closing-the-Gap

REVISED As a school, we entered the 2016-2017 school year with an updated collaborative Intervention plan which would allow us to work more efficiently as a school. The Intervention Plan provided a tiered outline for how our school staff should work together to support our students. This process is based on the MTSS tiered intervention model, in which 80% of...


W.T. Woodson High School (2018)
Fairfax, VA
Core Curriculum

REVISED SECTION: The W.T. Woodson School Counseling Department core-curriculum lessons align with our vision, mission and goals. The ASCA mindsets and behaviors were taken into consideration when planning all lessons (please see Planning Tool). The three lessons represented in the core-curriculum results report are three lessons that align specifically with goals two and three of our counseling program. Lesson 1: Sophomore...


W.T. Woodson High School (2018)
Fairfax, VA
Small Group

REVISED SECTION The W.T. Woodson School Counseling Department determined four small groups would be implemented during the 2016-2017 school year to meet the needs of our students. Counselors came to this decision after analyzing the SIIP, reviewing data gathered from previous groups, and utilizing the ASCA Mindsets and Behavior Planning Tool. After reviewing the school’s needs, counselors prioritized groups to...


W.T. Woodson High School (2018)
Fairfax, VA
Closing-the-Gap

REVISED SECTION Woodson High School creates a School Innovation and Improvement Plan (SIIP) each year from analyzing the previous school year’s data. For the 2016-2017 school year, the W.T. Woodson High School SIIP and closing the gap goal was to decrease the number of student failures in courses. Comparing the SIIP and closing the gap goal with the ASCA mindset...


Wadsworth Middle School (2018)
Wadsworth, OH
Core Curriculum

REVISED SECTION: Our core curriculum lessons were developed using the determined mindsets and behaviors for our grade levels, the student, parent and teachers needs assessments and the goals of the administration and district. These lessons are directly in support of our vision and mission to support students being 21st century learners, having a positive attitude towards work and learning and...


Wadsworth Middle School (2018)
Wadsworth, OH
Small Group

REVISED SECTION: Through our small group responsive services, we wanted to assist students that needed further support on the topics, mindsets and behaviors that we identified as necessary for further instruction through small groups. The small group setting was deemed the best way to support these students identified with specific needs to succeed to the best of their ability. For the...


Wadsworth Middle School (2018)
Wadsworth, OH
Closing-the-Gap

REVISED SECTION: We began the 2016-17 school year disappointed with our standardized test results for the state, the Ohio AIR tests from the previous school year. While there were many issues to be addressed in the state report card, the School Counseling Department wanted to take on the closing-the-gap issue for students that are identified with low socioeconomic status....


Waianae High School (2018)
Waianae , HI
Core Curriculum

REVISED Lesson 1 All grade 9 students participated through their Transition to High School class. Teachers facilitated the lesson because academic success in grade 9 is more highly contingent on social/emotional development than in upper grades. Teachers provided students who missed the lesson instruction at a later time. Perception data shows growth occurred across all Mindsets and Behaviors. In reviewing pre/post results,...


Waianae High School (2018)
Waianae , HI
Small Group

REVISED The counseling department ran 6 groups during the 2016-2017 School Year. These groups were offered by school counselors and Behavioral Health Specialists (BHS) as part of our Comprehensive Student Support System (CSSS). The primary goal of the small group services was to proactively address behavioral issues to promote student success. The department looked at the significant challenges facing our...


Waianae High School (2018)
Waianae , HI
Closing-the-Gap

REVISED In creating program goals, we felt that to promote the success of all students it was important to establish a behavioral goal committed to decreasing all suspensions. However, in creating our School Data Profile we found areas in which behavioral gaps existed that needed to be addressed. For example, the Class A (most serious) offence of fighting ranked among the...


Wakefield High School (2017)
Arlington, VA
Core Curriculum

School Counseling Core Curriculum Results Report 2015-2016 Narrative The three lesson plans highlighted for the core curriculum lesson plan component represent the academic and personal/social domains. These lessons also demonstrate the way in which our department imparts core competencies to the majority of Wakefield’s students. The lessons specifically relate to our school counseling program goals and were adapted to...

Academic Achievement
College Readiness

Wakefield High School (2017)
Arlington, VA
Small Group

Small-Group Responsive Services 2015-2016 Narrative Conducting small groups is a vital part of our Counseling Department. However, as the school grows and more county programs take precedence over class time, our department is met with resistance from teachers to allow students to miss class for anything other than instructional remediation. While we are aware that small groups give...

Academic Achievement
Career Development
Postsecondary Preparation

Wakefield High School (2017)
Arlington, VA
Closing-the-Gap

School Counseling Closing-the-Gap Results Report 2015-2016 Narrative Wakefield High School’s management plan identified several achievement gaps that exist between student groups. As a result, the school as a whole developed two goals to address these gaps. They were: • Goal 1: To increase the number of students enrolled in one or more Advanced Placement (AP) or intensified courses (Dual Enrollment, advanced...

Academic Achievement
Bullying
College Readiness
Crisis/Trauma
Mental Health
Postsecondary Preparation
Self-injury
Suicide Prevention
Transitions

Washington Technology Magnet (2018)
Saint Paul, MN
Core Curriculum

All of the Core Counseling Curriculum lessons were developed and delivered as a way to support Washington Technology Magnet Schools’ Counseling Department Vision and Mission and to address the chosen ACSA Mindsets and Behaviors (B-SMS 10, B-SMS 5 and B-LS 8). The school counseling core curriculum lessons are done to support our program goals and to address school data....


Washington Technology Magnet (2018)
Saint Paul, MN
Small Group

When determining what small groups are held, we typically will hold them as an intervention to help address our program goals and chosen ASCA Mindsets & Behaviors. After reviewing data and establishing our program goals counselors chose the group in which they were most passionate, and some counselors co-facilitated. “The Boys Life Skills” group was selected as the exemplary...


Washington Technology Magnet (2018)
Saint Paul, MN
Closing-the-Gap

Our closing the gap activities reflected our strategic response to discrepancies in outcome data as defined through grade reports, attendance, and behavior. We are committed to equity for all students, and that is why we carefully analyzed quarterly achievement outcome data to identify and respond to the needs of our students. For example, in Fall 2016, Dr. McCollor,...


West Millbrook (2018)
Raleigh, NC
Core Curriculum

The WMMS Counseling Department selected three core curriculum lessons to evaluate the effectiveness of the classroom activities provided through the core curriculum. The lessons chosen were based on their relation to our program goals, their relation to the three ASCA domains (academic, career, and personal/social), and their developmental appropriateness. Because our vision statement aspires to prepare students to be college...


West Millbrook (2018)
Raleigh, NC
Small Group

The WMMS Counseling Department decided to conduct academic groups and a GIRLS Group for the 2016-2017 school year in order to meet the program goals of 70% of students with 2 referrals to all day ALC (Alternative Learning Center) will maintain 1 or fewer future referrals by the end of the 16-17 school year and Sixth Grade students with two...


West Millbrook (2018)
Raleigh, NC
Closing-the-Gap

REVISED SECTION: In looking at the data of students who failed two or more classes in the first quarter, 9 students were identified; all 9 were black or Hispanic. These students became our closing the gap group. This reflects the data from our school improvement plan, which showed that there was a significant proficiency gap (see Section 3 Program Goals...


Williamstown Elementary School (2017)
Williamstown, KY
Core Curriculum

The Student Success Skills lessons were effective in the areas of behavior and increasing MAP data scores in grades K-5 across the board. However, the perception data did not seem to indicate a large impact from pre-to-post for second and third grade students. The pre-post assessments showed larger impacts for fourth and fifth grades. The goals of the interventions...

Academic Achievement
Attendance
Behavioral Issues

Williamstown Elementary School (2017)
Williamstown, KY
Small Group

There were a variety of group topics that were implemented at Williamstown Elementary during the 2015-2016 school year. The group topics that were implemented for Williamstown Elementary students throughout the school year focused on the academic, behavioral and social-emotional topics. Groups were formed based on the results of needs assessments, teacher request, or the analysis of data. For example,...

Attendance
Group Counseling

Williamstown Elementary School (2017)
Williamstown, KY
Closing-the-Gap

The Williamstown Elementary School Counselors identified the gap by looking at Third grade Reading MAP scores. Students who scored between 172 and 183 (or Low Average category scoring between the 21st and 40th percentile) on their Fall reading MAP scores received Tier Two school counseling interventions to improve their MAP scores 10% between Fall, Winter, and Spring. This...

Attendance
Behavioral Issues

Woodland Elementary (2018)
puyallup, WA
Core Curriculum

REVISED SECTION Delivering and analyzing core curriculum activities designed to address student needs is one way to ensure the alignment of services with the mission and vision as well as supporting the continued growth of the comprehensive counseling program at Woodland. With this focus in mind the lessons selected focus on two of the program goals for this school year as...


Woodland Elementary (2018)
puyallup, WA
Small Group

REVISED SECTION Small groups are a level of support designed to actualize the Woodland Counseling vision “all students have access to the supports and skills needed to develop positive relationships, maximize their potential, and take pride in their accomplishments” Grade level teams were invited to utilize RTI team time to review behavior screener data, discipline data, and classroom observations and formulate...


Woodland Elementary (2018)
puyallup, WA
Closing-the-Gap

REVISED The 5th grade cohort was identified through building leadership data reviews as our lowest performing group on the Smarter Balanced Assessment (SBA) in math. This trend was identified when this cohort were 3rd graders with only 43% of students meeting standard on the math (SBA). I worked with their classroom teachers in 4th grade to deliver lessons related to growth...


Zebulon GT Magnet Middle School (2018)
Zebulon, NC
Core Curriculum

REVISED SECTION The Zebulon GT Magnet Middle School Counseling Department follows the recommended Domains, Mindsets and Behaviors standards developed by ASCA, while also adhering to the North Carolina Professional School Counseling Standards. Our lessons are student focused – keeping in mind we are preparing our students for life in the 21st Century. The lessons were presented to 6th, 7th, and 8th...


Zebulon GT Magnet Middle School (2018)
Zebulon, NC
Small Group

Throughout the school year, Counselors run small groups covering all 3 domains- Academic, Career and Social/Emotional. The groups are developed based on student need as shown through academic and behavioral data. This along with changes in school climate would prompt the development of additional groups. One example would be the addition of a 6th grade small group focusing on...


Zebulon GT Magnet Middle School (2018)
Zebulon, NC
Closing-the-Gap

REVISED ** Per conversation with Brett- Perception data is not always pre/post. It is difficult to assess pre/post data related to obtained skills. Perception data is related to post data skill attainment. Instead of uploading pre/post assessment, the attendance group survey was uploaded (3 steps to reach goals). For the 2016 -2017 school year, we identified and chose to focus our...


Latest Research

Spotlighting Stigma and Barriers: Examining Secondary Students’ Attitudes toward School Counseling Services

November 16, 2018 Practitioner Summary

Despite the proven effectiveness of counseling for middle school and high school students, research has also identified a consistent reluctance on the part of many adolescents to seek and accept therapeutic help (e.g., Chandra & Minkovitz, 2006; Del Mauro &...

2017 ASCA Grants Project: A Study to Measure the Impact of School Counselor Ratios on Student Outcomes

November 13, 2018 Research Brief

Executive Summary--Preliminary Results Data from two states in the Northeast are being used as the basis for this correlational study (Connecticut and New York). This work is replicating the analysis completed by the investigators in Indiana, which is supporting optimal student...

Developing a Comprehensive School Suicide Prevention Program

October 24, 2018 Practitioner Summary

In this manuscript, the authors offer school counselors four types of research-supported suicide prevention programs, as well as a common standard for the development of an effective comprehensive school suicide prevention program using a five-step process, and frames these approaches...

Transformative School Counselor Leadership: An Intrinsic Case Study

October 22, 2018 Practitioner Summary

This case study explored the dynamics of a professional development opportunity designed to support school counselors’ transformative leadership practices as equity-centered change agents. Throughout the professional development, participants reflected on their individual and collective identities in relation to the populations...

2017 ASCA Grants Project: Do RAMP Schools Promote More Informed College Decision Making Than Non-RAMP Schools?

October 8, 2018 Research Brief

Executive Summary This study sought to answer the following research questions: Do graduating 12th graders attending schools with lower counselor-to-student ratios engage in a wider and more in-depth range of college counseling learning activities? Do graduating 12th graders attending schools that have more...

Remixing the School Counselor’s Tool Kit: Hip-Hop Spoken Word Therapy and YPAR

October 5, 2018 Practitioner Summary

In the 1970s, hip hop culture arose as a mechanism for speaking up about the challenging conditions faced by many minority groups, often due to the absence of resources in education and mental health in those communities (Chang, 2005). Building...