Search Results (504)

Abraham Lincoln High School (2019)
Denver, CO
Core Curriculum

All of the core curriculum lessons were developed with the ALHS counseling mission, vision and goals, state standards, administration goals and chosen ASCA Mindsets and Behaviors in mind. We decided to take a closer look at three lessons that range in focus, but when combined, highlight our department’s support of students’ academic, postsecondary and social/emotional needs: “10th Grade I...

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Abraham Lincoln High School (2019)
Denver, CO
Small Group

REVISED Our rationale for which groups to run was decided by a School-wide Needs Assessment given to students and staff. This year our top three needs for personal-social counseling were anger, anxiety and grief. These needs coincided with what we were seeing in our crisis response services. Additionally, they line up with 3 of the top 4 most important developmental...

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Abraham Lincoln High School (2019)
Denver, CO
Closing-the-Gap

REVISED: One of the major focuses of schoolwide and district improvement plans is to graduate students college and career ready. When reviewing data for planning and goal setting for the 2017/18 school year, we noticed a gap with regard to our ELL Level 1 students (students who speak little or no English) having the opportunity to access concurrent enrollment (CE)...

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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...

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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...

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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...

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Austin High School (2018)
Austin, IN
Core Curriculum

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Austin High School (2018)
Austin, IN
Small Group

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Austin High School (2018)
Austin, IN
Closing-the-Gap

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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...

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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...

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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...

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Avaxat Elementary School (2018)
San Diego , CA
Core Curriculum

Core Counseling Results Report Core curriculum lessons are a major component of the elementary school counseling program, as its reach extends to all. At Avaxat Elementary, the staff has generously given me access to classrooms to provide support regularly over the last 3 years. I have instructed well over 400 lessons per year! One highly successful unit, Empathy, gives...

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Avaxat Elementary School (2018)
San Diego , CA
Small Group

Action Plan Reflective of Schools Needs The school counseling program offers nine targeted, age specific groups to reinforce/reteach skills so they can be successful in the classroom. The attached action plan is a comprehensive plan which provides small group counseling to meet the variety of needs of our students, including social/emotional and academic supports. The groups offered are generally...

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Avaxat Elementary School (2018)
San Diego , CA
Closing-the-Gap

Closing the Gap Results Report Narrative. The purpose of any closing the gap activity is to build a multi-tiered system for a targeted group of students to close a “gap” in the areas of attendance, behavior or academics. During the last few years, Avaxat has had tremendous growth in reading scores. One of the principal’s goals for...

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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...

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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....

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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,...

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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...

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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...

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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...

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Bel Air Elementary School (2019)
Woodbridge, VA
Core Curriculum

With bullying as the focus of one of our program goals, the Bully Circle lesson is one I feel is important and should continue to be taught. When looking at the perception data, it was interesting to note that while students learned the strategies for dealing with bullies and could identify adults that can help them, there were notable...

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Bel Air Elementary School (2019)
Woodbridge, VA
Small Group

REVISED Small groups are an important part of the responsive services delivered by the school counselor. It is an opportunity to provide support to our students based on their unique needs and help us accomplish our vision of helping students “to achieve academically, develop socially, build resiliency and graduate from high school college-and-career-ready.” When planning topics for small groups, I always...

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Bel Air Elementary School (2019)
Woodbridge, VA
Closing-the-Gap

Improving the attendance of elementary students can be a tricky endeavor. Attending school is not always in their control, but having them at school is important and so I chose to focus on our students with excessive absences. On their website, the Virginia Department of Education states that “students who are absent for more than 10% of the...

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Benefield Elementary (2018)
Lawrenceville, GA
Core Curriculum

The three core curriculum lessons that were submitted were based on behavior. The mission of our counseling program is to help our students to develop into productive citizens by fostering behaviors that promote life long learning. These lessons were also aligned with our Crosswalk Tool and ASCA Mindsets and Behaviors that addressed responsibility, consequences conflict resolution, and self- control. These...

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Benefield Elementary (2018)
Lawrenceville, GA
Small Group

Assessing and meeting the needs of all students is an important aspect of the counseling program. Each year, the teachers are given an opportunity to get to know their students, and in October may complete a needs assessment which may include recommending those students who will benefit from small group participation....

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Benefield Elementary (2018)
Lawrenceville, GA
Closing-the-Gap

The Local School Plan for Improvement (LSPI) goals were developed by our administration and Instructional Leadership Team (ILT) at the beginning of the year. Written in SMART goal format, they are developed based on the academic needs of our school. The local District Assessment (DA) and standardized test known as the Georgia Milestones (GMAS) are usually the referenced tools of...

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Bolingbrook High School (2018)
Bolingbrook, IL
Core Curriculum

Our first lesson, a Signs of Suicide (SOS) presentation, was completed with all students enrolled in Health Class, who are primarily freshman. Out of our 425 student who completed the BSAD (Brief Screener for Adolescent Depression), eighty-six students showed signs of depression and thirteen of those students needed immediate supports. BHS used this information to help develop more...

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Bolingbrook High School (2018)
Bolingbrook, IL
Small Group

The Counseling Department runs groups year-round with a focus in addressing behaviors (such as poor school attendance and behaviors inappropriate for the school setting) that are barriers to educational success. Student needs are the driving factor in determining what groups we offer; Need is measured through perception of the student themself and other staff, as well as attendance data, referral...

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

For our Closing the Gap activities, we focused on data which would impact our larger objective of raising graduation rates. Our long term goal is to raise our rate to be more in line with neighboring suburbs, from 83.6% to 86%. Using freshman and sophomore groups would not have an immediate impact, but would support our building goal...

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Broad Run High School (2018)
ASHBURN, VA
Core Curriculum

This year, Broad Run school counselors focused on building relationships with students and strengthening their resiliency to reduce stress and increase attendance and promotion rates. Counselors felt it was important for students to “identify long- and short-term academic, career, and social/emotional goals” (B-LS 7). We offered a College Application Boot Camp as a pilot program for rising seniors before school...

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Broad Run High School (2018)
ASHBURN, VA
Small Group

At Broad Run High School, we have seen an increase in student visits to the counseling office due to stress and emotional issues. Needs assessment results from the 2016-207 school year indicated that 68% of the student body wanted to learn more about ways to manage stress. School data has shown a decline in our overall annual attendance rate and...

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Broad Run High School (2018)
ASHBURN, VA
Closing-the-Gap

At the beginning of this school year, the Broad Run school counseling team analyzed attendance and graduation data and found that attendance rates were showing a steady decline, by 0.19% from the previous school year, and chronic absenteeism increased by 2.81% over the past five years. Further analysis indicated that Hispanic students have shown an increase in chronic absenteeism, as...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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....

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Cabarrus Early College of Technology (2019)
Concord , NC
Core Curriculum

REVISED SECTION: The three core curriculum lessons I chose to analyze aligns with my school counseling program’s vision and mission statements. These lessons are beneficial to target my 2017-2018 school counseling program’s goals, as they serve as catalysts to incorporate discussion regarding both my attendance and achievement goals. Since our school only had 9th and 10th Grade during the...

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Cabarrus Early College of Technology (2019)
Concord , NC
Small Group

REVISED SECTION: Every year, I select small groups for my action plan based on two criteria. First, I always send out a needs assessment and give students the option to sign up for a small group that they feel would be beneficial for them. Secondly, sometimes we require students to participate in a small group based on academic, achievement, attendance,...

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Cabarrus Early College of Technology (2019)
Concord , NC
Closing-the-Gap

REVISED SECTION: In May 2017, 5 of our 10th Grade Hispanic females were identified as “at-risk” entering their community college English course because they did not pass their entrance exam (the NCDAP test). While they did not pass this exam, they were still able to enroll into the course for Spring of 2018; this just meant that they were missing...

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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...

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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...

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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...

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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...

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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...

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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...

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Campus Park Elementary (2019)
Livingston , CA
Core Curriculum

REVISED The data results from the core curriculum perception and outcome data will help develop my school counseling practice, goals, and pre and post test questions as well as be a guide for what lessons should be taught the next school year. I am glad that I chose the lessons I did as I feel like I was able to...

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Campus Park Elementary (2019)
Livingston , CA
Small Group

REVISED SECTION Using the completed Mindsets and Behavior Tool, I reviewed all referrals I received and if it was in the best interest of the student, I placed them in a small group with other students who had similar needs and could be served by...

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Campus Park Elementary (2019)
Livingston , CA
Closing-the-Gap

REVISED Results from end of school year discipline data, the area of behavior indicated that suspension rates for students in Special Education was high, and above the district and state average for suspensions for Special Education students. District and site improvement plans for the 2016-2017 and 2017-2018 school years also had existing goals focused on reducing the suspension rates for...

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Capistrano Valley High School (2019)
Mission Viejo , CA
Core Curriculum

The CVHS core curriculum directly supports the CVHS counseling mission, vision and goals, and is aligned with the ASCA Mindsets & Behaviors. The three lessons chosen for a thorough review were: 9th grade Stress Reduction, 10th grade SOS, and 12th grade Financial Aid. The review was used to determine effective delivery of lessons, accurate collection of data, targeted ASCA...

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Capistrano Valley High School (2019)
Mission Viejo , CA
Small Group

(REVISED)The comprehensive school counseling program at CVHS includes academic small groups for students who are failing three or more classes, stress reduction groups for 11th grade students and a 12th grade Deferred Action Child Arrival (DACA) support small group. The academic small groups target the most at risk 9th and 10th grade students in order to provide early interventions and...

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Capistrano Valley High School (2019)
Mission Viejo , CA
Closing-the-Gap

School attendance records determined that Hispanic/Latino students were overrepresented as the group with the highest chronic absenteeism (18+days absent/10% of school year) for the 2016-17 school year. Through discussions with the SCAC, and further analyzing school attendance data, it was determined that chronic absenteeism was disproportionately a problem among low SES students also, a group primarily made up of students...

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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...

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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...

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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...

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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...

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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...

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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...

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Carole Highlands Elementary Sc (2019)
Takoma Park , MD
Core Curriculum

I am mindful of the fact when providing lessons to my students that pictures, surveys and reading materials must be differentiated to meet my student population of 59% English Language Learners. I meet with my ESOL Department monthly prior to delivering my core curriculum and small group lesson plans to review ESOL accommodations to meet the needs of my students....

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Carole Highlands Elementary Sc (2019)
Takoma Park , MD
Small Group

REVISED SECTION The Implications section of the Results Report and the Small Group Narrative have been revised to respond to reviewer suggestions. Small groups were identified during the Summer 2017 School Program Management Team (SPMT) meeting where we reviewed academic progress, attendance data, and PBIS behavior referrals from 2016-2017. We discussed where I could have the greatest impact on our school’s...

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Carole Highlands Elementary Sc (2019)
Takoma Park , MD
Closing-the-Gap

REVISED SECTION The Perception Data Summary has been updated to respond to reviewer suggestions. Based on the Closing the Gap intervention, I now receive notification from the registrar monthly when parents register a Newcomer or students transfer from other states into our school. Improving the attendance for the 10 identified students will impact over all school attendance by...

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Carroll Magnet Middle School (2019)
Raleigh , NC
Core Curriculum

In an effort to evaluate the effectiveness of our core curriculum lessons, we collected and analyzed data for each lesson. The three lessons we provided were delivered effectively- we saw every student across each grade level and teams in a timely manner. Any students who were absent received lessons during small group. For each lesson, we used a pre and...

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Carroll Magnet Middle School (2019)
Raleigh , NC
Small Group

Revised We found small group counseling to be an effective intervention to support our vision, mission and ASCA Mindsets and Behaviors. The School Counseling Department utilized data such as the achievement, attendance, and behavioral data as well as input from teachers, parents, students, and administrators to identify the needs of students who may need additional support to be successful in...

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Carroll Magnet Middle School (2019)
Raleigh , NC
Closing-the-Gap

Revised The vision of the School Improvement Plan (SIP) at Carroll Magnet Middle School (CMMS) includes the belief that every student is uniquely capable and deserves to be challenged and engaged in a relevant, rigorous, and meaningful learning each day. We believe that students who attend school regularly are much more likely to be a part of this challenging, relevant,...

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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...

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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...

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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...

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Cheston Elementary School (2019)
Easton, PA
Core Curriculum

The third grade conflict resolution unit proved effective. I was able to deliver the unit within the time allotted and the three sessions seems sufficient for delivering the intended content. Perception data consistently shows that the students meet the lesson goals. They develop a common language for discussing conflict and teachers throughout the school are able to...

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Cheston Elementary School (2019)
Easton, PA
Small Group

REVISED SECTION In the last two years, a startling number (12) of our students have experienced the loss of an immediate family member. An additional 12 identified students experienced the loss of an extended family member. This prompted the implementation of two grief groups this past year - one for 2nd and 3rd graders and one for 4th and...

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Cheston Elementary School (2019)
Easton, PA
Closing-the-Gap

REVISED SECTION My identified gap was defined through review of report card data. In the 4th grade there were a number of regular education students who were not achieving in a major subject area. Some of these students were receiving academic interventions, and some were not. It appeared, however, that the academic interventions themselves were not sufficient to...

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Clinton High School (2018)
Clinton , IA
Core Curriculum

The effectiveness of our core curriculum lessons for seniors is evident in our data. The counselors at Clinton High School believe that collecting data and obtaining results are crucial to maintaining an effective school counseling program. Our first lesson reviewed student transcripts, reviewed using the career decision making model, and information about the FAFSA. Using a pre/post test...

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Clinton High School (2018)
Clinton , IA
Small Group

The groups that we ran during the 2017-2018 school year were chosen with many things in mind. We first looked at our school data that is shared at our annual district meeting at the beginning of the school year. There was a lot of focus on the ACT and how our school has experienced a decline on both students...

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Clinton High School (2018)
Clinton , IA
Closing-the-Gap

Our gap was defined through data from the National Clearinghouse and our goal of college persistence. It was in our Area Educational Agency’s Counselor Academy that we were given the opportunity to look at all of our district’s data from the National Clearinghouse. What we discovered is that there was a large gap between our students who identify...

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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...

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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...

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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...

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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...

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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...

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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,...

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Dakota Prairie Elementary (2019)
Brookings , SD
Core Curriculum

Both the Dakota Prairie mission and vision statements focus on “all learners.” Because school counseling core curriculum is the largest component on the school counseling program, it could be considered the most impactful. Core Curriculum is important in making a difference and helping all learners reach their full potential as well as make a positive impact on their ability to...

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Dakota Prairie Elementary (2019)
Brookings , SD
Small Group

REVISED SECTION I offered nine small groups during the 2017-2018 school year. Many of the groups were developed based on learner’s needs and teacher referrals. This year I was able to offer a small group experience for all kindergarten and 1st grade learners. I offered a social skill group based on the Sanford harmony curriculum. All 124 kindergarten...

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Dakota Prairie Elementary (2019)
Brookings , SD
Closing-the-Gap

REVISED SECTION Our Gap goal was created with one of our school improvement goal in mind. District Strategic Goal: By the end of the 5th year, 100% learners in grades K-3 will show growth and 90% of learners will be reading at the end of their grade level equivalency. School wide data showed that at the end of the 2016-2017 school year,...

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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...

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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...

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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...

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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...

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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...

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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...

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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....

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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Fall Creek Junior High (2018)
Fishers, IN
Core Curriculum

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Fall Creek Junior High (2018)
Fishers, IN
Small Group

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Fall Creek Junior High (2018)
Fishers, IN
Closing-the-Gap

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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...

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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...

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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...

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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,...

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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...

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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...

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Five Forks Middle School (2019)
Lawrenceville , GA
Core Curriculum

The three lessons in the peer relations unit for 7th grade were analyzed for the core curriculum (CC) results report. Lesson one, Upstander Strategies, supported the creation and maintenance of a culture of kindness and inclusion. Lesson two, Managing Peer Pressure, encouraged awareness of student’s social interactions and taught critical thinking skills. Lesson three, Celebrating Diversity, was a cultural awareness...

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Five Forks Middle School (2019)
Lawrenceville , GA
Small Group

REVISED SECTION Small group responsive services allowed the counseling department to support a number of students at a tier 2 level of intervention who have shown to be in need through the school data profile. Counselors chose Mindsets and Behaviors (M/B) that would best support the unique needs of our students. By focusing on resilience groups, school counselors were able to...

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Five Forks Middle School (2019)
Lawrenceville , GA
Closing-the-Gap

REVISED SECTION The discipline gap was defined using disaggregated school data profile from the Statewide Longitudinal Data System and Schools Administrative Student Information. Discrepancies between enrollment and discipline referrals with three student sub-groups were noted. Specifically, in 2016-2017, male students made up 51.3% of the enrollment and 82.6% of discipline referrals, African-American students were 27.3% of enrollment and 42.3% of discipline...

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Flinn Middle School (2018)
Rockford, IL
Core Curriculum

For the 2017-2018 school year, three core curriculum lessons targeted communication, self-esteem and responsibility, focusing on our mindsets and behaviors and goals. While the lessons had impact there are things we can do to improve our delivery and collect data for the 2018-2019 school year. The Dove Self-Esteem Project lessons were presented, for three sessions, to 140...

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Flinn Middle School (2018)
Rockford, IL
Small Group

Small groups are an integral part of the Flinn Middle School counseling department. After issues arise that have been identified in each grade level using the needs assessment, class presentations, discussions with students, or other stakeholders; the counselors look at the next step of intervention that is needed for our students. The Flinn small group action plan reflects our...

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Flinn Middle School (2018)
Rockford, IL
Closing-the-Gap

The Flinn Middle School Closing the Gap Goal was to decrease office discipline referrals by 5% from 824 earned in 2016/2017 to 783 earned in 2017/2018 in a selected group of 17 black students in the 7th grade. The process of defining our gap started in the 2016/2017 school year, concentrating on our end of the year data. The...

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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:...

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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...

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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...

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Francis Scott Key Elementary School (2019)
Arlington , VA
Core Curriculum

REVISED The fourth-grade emotional regulation/management unit is comprised of three lessons and was created to increase the behavioral ability of students to self-regulate. It addresses the first program goal. Student and staff discussions, the Second Step curriculum, and office behavioral referral data helped create lesson content. All lessons are linked to ASCA mindsets and behaviors and Key’s vision...

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Francis Scott Key Elementary School (2019)
Arlington , VA
Small Group

REVISED For the 2017-2018 school year seventeen different small groups were conducted at Key. Most addressed academic, attendance and behavior discrepancies that existed between student groups and were tied to the counseling vision, mission, and program goals. Staff members recommended one developmental group be offered at each grade level to all students and grade level teams decided on the topics....

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Francis Scott Key Elementary School (2019)
Arlington , VA
Closing-the-Gap

REVISED In July 2017, Key’s assistant principal and I met to analyze suspension data. She noted eleven suspensions for technology violations and expressed concern. I concurred as these students were missing school while suspended and losing technology privileges for the remainder of the school year. APS believes technology should be a part of everyone’s education, and therefore provide...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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Glenkirk Elementary School (2019)
Gainesville , VA
Core Curriculum

During the 2017-18 school year we placed a heavy emphasis on growth mindset. It created a solid foundation for the year and connected to our program goal of increasing the pass rate on the Standards of Learning (SOL) assessment for our Black and Hispanic students in fourth and fifth grade. In total we had 112 of our 116 fourth graders...

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Glenkirk Elementary School (2019)
Gainesville , VA
Small Group

REVISED Topics for small groups during the 2017-18 school year were chosen based on information gathered from school improvement data, referrals by teachers, administrators, parents and the school counselors. For groups such as “Test Busters”, “Kindergarten Kids”, “Study Buddies” and “Making Good Choices” we use school data and referrals from school staff and parents. Our “Test Busters” group participants were invited...

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Glenkirk Elementary School (2019)
Gainesville , VA
Closing-the-Gap

REVISED: During the 2017-18 school year our closing the gap focus was improving the fourth and fifth grade Standards of Learning (SOL) test scores for Black students and Hispanic students in the areas of math and reading. The gap was found by examining the school data with our continuous improvement committee and became a school focus area. Reading and math SOL...

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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....

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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...

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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...

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Griffin Middle School (2018)
Smyrna , GA
Core Curriculum

The SMART goal-setting academic lesson targeted seventh grade. The lesson was included in the Core- Curriculum Action Plan to improve students’ confidence in their ability to succeed (MS2). The team asked perception questions including knowledge of how to write a SMART goal, demonstrating their skill by writing a SMART goal, and an attitude question to gauge belief in ability to...

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Griffin Middle School (2018)
Smyrna , GA
Small Group

As previously mentioned in Component 3, we reviewed our PBIS and discipline data and found that there were over 500 referrals last year for out of school suspensions for physical altercations. As a result, the school’s strategic plan and one of our school counseling program goals centered on reducing behavior referrals for conflict. For the counseling department to attain our...

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Griffin Middle School (2018)
Smyrna , GA
Closing-the-Gap

We began by reviewing the school strategic plan to define our program goals based on the school’s needs. As mentioned in Component 3, attendance was an area of identified need, as well as a school-wide area for improvement. In reviewing the data, we determined that we had a group of 39 sixth graders with a higher-than-average number of absences during...

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Gunston Middle School (2018)
Arlington , VA
Core Curriculum

Goal 1: The eighth grade core curriculum bullying lesson correlates with program goal #1. The lesson was initially facilitated during October, National Bullying Prevention Awareness Month, to reinforce student knowledge and to proactively address student misconceptions. The lesson teaches age-appropriate skills that students can use to prevent bullying and is intended to reduce the number of discipline infractions related...

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Gunston Middle School (2018)
Arlington , VA
Small Group

School counselors reviewed school performance data, recurring social-emotional needs, and attendance patterns impacting academic achievement during the previous school year. Based on this data, aligned with the Arlington Tiered System of Support, topics for small groups were developed for SY 2017-2018. Group topics aligned with school counseling goals to close the achievement gap among GAP groups, to develop...

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Gunston Middle School (2018)
Arlington , VA
Closing-the-Gap

The 2016-2017 school data indicates that Hispanic students received discipline referrals for bullying behavior at a markedly higher rate than other students. Of 102 infractions, 50 involved Hispanic students. Because bullying creates fear and other negative emotions for both the bully and the victim, resulting in reduced learning, this data clearly indicates a need to provide targeted intervention...

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Hamilton Southeastern High School (2018)
Fishers , IN
Core Curriculum

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Hamilton Southeastern High School (2018)
Fishers , IN
Small Group

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Hamilton Southeastern High School (2018)
Fishers , IN
Closing-the-Gap

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Helen Ball Elementary (2019)
El Paso , TX
Core Curriculum

The School Counseling Core Curriculum is the largest component of the counseling program that reaches the most students and has the greatest impact on student success. The evaluation of this component is instrumental in determining the effectiveness of the lessons delivered and provide the opportunity to make decision about which lessons to continue, adjust or discontinue. Combing...

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Helen Ball Elementary (2019)
El Paso , TX
Small Group

REVISED SECTION: Small-groups were developed after gathering needs assessment data from various sources including the input from parents, teachers, students, counseling office visits and referrals to the office. After appropriate screening and assessments, the groups were formed. The conflict resolution group was created with the goal in mind due to the previous year’s disciplinary reports. At the beginning of...

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Helen Ball Elementary (2019)
El Paso , TX
Closing-the-Gap

REVISED SECTION: The State of Texas Assessments of Academic Readiness (STAAR) program, is an annual assessment tool that measures student progress in core curriculum subject beginning in 3rd grade. When a student fails to pass these assessments in 3rd and 4th grade, students may be placed in the next grade level. When students reach 5th grade, they must...

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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...

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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...

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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...

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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...

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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...

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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%....

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Hidden Hills Elementary (2019)
Laguna Niguel , CA
Core Curriculum

REVISED SECTION: Hidden Hills Elementary school has one School Counselor that serves 366 students from TK through 5th grade. The core curriculum action plan supports our school wide focus of The Energy Bus initiative, the ASCA mindsets and behaviors, state mandates, and the counseling competencies and standards set forth by the district. At the end...

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Hidden Hills Elementary (2019)
Laguna Niguel , CA
Small Group

REVISED SECTION: The small group action plan shows the four small groups that Hidden Hills students participated in throughout the year: social skills, citizenship, newcomer, and attendance. Students participating in group are referred by teachers, parents, themselves, or identified through data analysis. I met with the selected students to inquire about their commitment to participation...

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Hidden Hills Elementary (2019)
Laguna Niguel , CA
Closing-the-Gap

REVISED SECTION: One of the goals of Hidden Hills Elementary School is to improve student attendance, both in terms of tardies and unexcused absences. To get a better idea on how to approach the issue of attendance, we analyzed the 2016-2017 attendance data to see where interventions can be directed. In the 2016-2017 school year, there...

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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...

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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...

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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%...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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Jefferson Township Middle School (2019)
Oak Ridge , NJ
Core Curriculum

*REVISED SECTION* *We want to note that we uploaded revised charts for lessons 2 and 3, showing percent change to demonstrate impact. While we could not revise our chart for lesson 1, as mentioned in section 8, we created a pre/post test to use for this lesson going forward that would provide us with the percent change data we would need.* It...

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Jefferson Township Middle School (2019)
Oak Ridge , NJ
Small Group

*REVISED SECTION* Every fall we meet in our PLC to plan our program for the year. We start with our vision and mission, analyze the previous year’s data and advisory council feedback, the ScIP committee’s improvement goals, and we conduct a student needs assessment. We plan our program, including small groups, based on this information. The ASCA Mindsets and Behaviors are...

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Jefferson Township Middle School (2019)
Oak Ridge , NJ
Closing-the-Gap

*REVISED SECTION * *While we failed to specify which questions on our survey were targeting attitudes, knowledge, and skills, they were created with all in mind. Please note the change, also indicated in the Perception Data section of the template below, to reflect that Questions 1 and 2 measured attitudes and Question 3 measured knowledge and skills. Additionally, in a follow-up...

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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...

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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...

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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...

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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...

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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...

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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...

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Kapolei Elementary (2018)
Kapolei, HI
Core Curriculum

Peaceful Solutions (September 2017) Based on our behavior referral data, 5th grade annually has the second highest referrals and we wanted to use this lesson in hopes that it will be reduced. The lesson was delivered to all 5th grade classes (135 students). Pre/Post perception data showed increases to all questions. “I believe that it is important to...

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Kapolei Elementary (2018)
Kapolei, HI
Small Group

Our small groups action plan reflects the unique needs of our school. Based on our behavior referral data, the two highest locations has been the playground and classroom and the groups we have created is reflected on helping students work on skills that teaches appropriate behaviors. The developmental needs of the students are considered when creating our counseling...

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Kapolei Elementary (2018)
Kapolei, HI
Closing-the-Gap

The gap was identified through our year-end attendance report from our state database called Infinite Campus (16-17). In looking at our data, it showed that 4th grade had the highest number of students with 15 or more absences (36 students). The second highest was a tie between 5th grade and Kindergarten. With 5th grade moving on to middle...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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,...

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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...

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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...

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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...

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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...

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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...

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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,...

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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...

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Lead Mine Elementary (2018)
Raleigh, NC
Core Curriculum

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Lead Mine Elementary (2018)
Raleigh, NC
Small Group

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Lead Mine Elementary (2018)
Raleigh, NC
Closing-the-Gap

Closing the Gap Action Plan: Attendance The Attendance All Star group that targeted students with 18 or more excused or unexcused absences was a success this year, improving 57% of participants' attendance. The group offered support to 2-5 students who needed an ongoing intervention that helped teach personal responsibility and the importance of coming to school.. Students enjoyed the monthly...

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Lee-Davis High School (2018)
Mechanicsville , VA
Core Curriculum

All Core Curriculum lessons were developed to align with the Vision and Mission Statements of our department, school and district to provide equitable opportunities for all students to achieve academic success, decrease absenteeism, and build a foundation for learning experiences and growth beyond high school. The three lessons we chose to highlight from our Core Curriculum Action Plan are:...

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Lee-Davis High School (2018)
Mechanicsville , VA
Small Group

Small groups included on the action plan were created based on homebound data (anxiety group), achievement/grade report data (9th grade success group), and enrollment data (new student group). The 9th grade success group was created to attempt to reduce the number of students retained during their freshman year, which was tied directly to a school improvement goal for the...

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Lee-Davis High School (2018)
Mechanicsville , VA
Closing-the-Gap

Lee-Davis School Counselors have been tracking retention data since 2014-2015. In the summer of 2017, when we reviewed the previous 3 years of data at our annual School Counseling Retreat, it was apparent that 9th graders had significantly more retentions than other grade levels (students are identified as being retained in freshman year as those who have not passed...

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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...

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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...

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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...

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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,...

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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...

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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...

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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...

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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...

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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...

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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...

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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....

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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...

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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...

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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...

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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...

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Maili Elementary School (2018)
Waianae, HI
Core Curriculum

Since this is the largest component of the school counseling program, in many ways it has the most impact on making a difference and helping students reach their maximum potential. The three lessons highlighted in this application are a reflection of second grade lessons in the Second Step Curriculum. All three lessons are directly linked to our vision, mission, goals...

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Maili Elementary School (2018)
Waianae, HI
Small Group

Throughout the 2017-2018 school year, I conducted sixteen different small groups. These small group responsive services supported the vision of our counseling department by equipping our students with the necessary tools to become “resilient, respectful, life-long learners who BELIEVE in their ability to achieve their greatest potential as future citizens contributing to a global society”. The multiple groups that were conducted...

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

How the gap was defined through data: The achievement gap we selected was directly related to our attendance program goal. Our school profile data showed that 30% of our student population (267 students) had 15 or more absences (chronically absent) during the 2016-17 school year. According to “Attendance in Early Elementary Grades: Association with Student Characteristics, School Readiness and Third...

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Maine East High School (2019)
Park Ridge, IL
Core Curriculum

REVISED SECTION: Our three lessons were a part of a larger unit for all freshmen. The first lesson focuses on helping students understand the role of the school counselor, learning about school resources, and understanding how to calculate grade point average.This lesson was given to students individually or in small groups in each counselor’s office. The second lesson was about teaching...

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Maine East High School (2019)
Park Ridge, IL
Small Group

REVISED SECTION: Our small group action plan was developed through a comprehensive look at school-wide and individual student data to determine larger student needs and identify groups of students who shared a common need that was impacting them from being successful in school. The primary data sources that were looked at were: our yearly school-wide needs assessment (which was given to...

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Maine East High School (2019)
Park Ridge, IL
Closing-the-Gap

REVISED SECTION: Our counselors reviewed student achievement data from the previous school year and learned that Biology (a required course for all freshman) had more semester 1 failures (35 out of 400 students or 9% of students) than any other course during the 2016-2017 school year. Compared to all other grade levels in science courses, freshmen failed science at a higher...

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Maine Township High School South (2019)
Park Ridge , IL
Core Curriculum

We evaluated the effectiveness of the core freshman lessons by looking at process, perception, and outcome data for these lessons. The process data indicate that all freshmen had access to these lessons; absent students were offered small group makeup sessions by their counselors. The perception data provided helpful information on the effectiveness of the lessons. For each of the items...

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Maine Township High School South (2019)
Park Ridge , IL
Small Group

REVISED: Data from our needs assessment was used to identify our gaps and the delivery of our small groups. With the assistance of our school psychologists and school social workers during a departmental meeting, we solicited ideas of topics to cover in small group responsive services based on the survey. The topics of social skills and anxiety continued to be...

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Maine Township High School South (2019)
Park Ridge , IL
Closing-the-Gap

REVISED: Analyzing data from 2016-2017, we identified an academic gap via reports on freshman course failures. During 2016-17, 50 freshmen failed at least one semester of Algebra; eight failed both semesters. Of all freshman courses failures in 2016-17, 61.8% were math courses. Because math is sequential, some failing students become stuck until they pass to the next level. Of students...

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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...

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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...

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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...

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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...

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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...

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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...

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Marietta Sixth Grade Academy (2018)
Marietta , GA
Core Curriculum

Data is helpful for evaluating lessons, content, and gained knowledge. Having the results report for each core curriculum lesson helps streamline the lesson’s content to student achievement, behavior, or attendance. Given that MSGA is one grade level and consists of one full time and one part time counselor for magnet students, it affects the way in which we...

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Marietta Sixth Grade Academy (2018)
Marietta , GA
Small Group

The topics on the action plan were selected based on students’ need for that year. Given that our school is one grade level, we are tasked with meeting and learning about a new student population every year. The attendance group was important given the new protocol established to decrease absenteeism. The anti-self-harm group was created as a response...

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Marietta Sixth Grade Academy (2018)
Marietta , GA
Closing-the-Gap

The Rasch unIT (RIT) is a stable scale utilized to measures student’s academic growth over time. During the 2016-2017 end of year Connecting the Dots meeting, the counseling department saw that the average RIT score for the spring semester of the entire school was 217.1 in reading, putting the average student between a 6th and 7th grade reading level....

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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...

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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...

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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...

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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...

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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....

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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...

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McClure Middle School (2018)
Kennesaw , GA
Core Curriculum

Bullying Lesson: The outcome data for this lesson indicated a 63% decrease in bullying behaviors from 2016-2017 through 2017-2018. Using surveys, Ms. Sledge was able to get a better understanding about the students’ beliefs regarding their understanding of what “bullying” is. Given that only 75% of students could properly apply a skill taught in the lesson, Ms. Sledge wants to...

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McClure Middle School (2018)
Kennesaw , GA
Small Group

Through small group responsive services, the vision and mission of our counseling department was supported by conducting a ten-student group of individuals at risk of retention. This group was important and necessary to provide students with the tools they need to advance to 9th grade. Retention and promotion is a specific need at McClure that is being addressed on...

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

Students were chosen for this project by looking at attendance reports and grade reports for the first quarter. Ms. Sherer identified students if they had missed 2 days or more a month and failed 2 or more classes in on the first quarter report card. Ms. Sherer and our social worker, Ms. Miller, agreed to intervene with these students because...

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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....

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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...

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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...

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McGavock High School (2018)
Nashville, TN
Core Curriculum

Once we looked at the data collected from these three specific lessons, we were pleased to see how it played out on paper. With the first lesson on high school success, we felt like this was a great way to introduce our 9th graders on how to either continue being successful or to press the restart button and start being...

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McGavock High School (2018)
Nashville, TN
Small Group

The anxiety small group was created to meet the needs of four sophomore girls in one academy. These girls had similar upbringings and struggles that were recognized by the school counselor. When the counselor recognized these similarities, she reached out to each student individually to ask if they would be comfortable and interested in participating. Each of the four students...

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McGavock High School (2018)
Nashville, TN
Closing-the-Gap

We have noticed a disparity in the college going rate between our students who qualify for Free/Reduced Lunch (FRL) and those who do not. In Tennessee we are lucky to have a scholarship program, Tennessee Promise, that provides two years of free community college or technical school to all who apply. This program does not have a GPA or standardized...

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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...

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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...

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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...

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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...

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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...

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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...

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Millbrook High School (2019)
Raleigh , NC
Core Curriculum

REVISED SECTION: The three lessons highlighted in this section align with our continuous goals within our department, that involve post-secondary planning, and social and emotional health. The lesson, “How do I reach my post-secondary goals”, was presented to all students in grade 11. Academic counselors went to English III classes to deliver this presentation to 528 juniors. The focus...

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Millbrook High School (2019)
Raleigh , NC
Small Group

REVISED SECTION: At Millbrook High School our small groups were designed with the mindsets and behaviors as the foundation in order to address our comprehensive school counseling program. Much of our school counseling program is based on core curriculum and individual student planning, therefore our groups addressed intervention concerns that are found by analyzing student data. The groups run at...

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Millbrook High School (2019)
Raleigh , NC
Closing-the-Gap

REVISED SECTION: One of the goals of Wake County Schools is to increase the on-time graduation rate of all students. Graduation data from 2016-17 identified two subgroups, Latinx and African American males, represented a disproportionate percentage of our retained students. The retention rates for these groups were 26.5% for Latinx and 17% for African American students. Previous interventions focused...

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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...

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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...

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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...

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Mills Park Elementary (2018)
Cary, NC
Core Curriculum

The 5th grade anxiety lesson was taught to 179 5th graders. They learned about types of anxiety, coping strategies, assessed their own anxiety, discussed stressors and activities to ease anxiety. The students’ major worries were: demanding schedules, extra school work, grades and pressure from home. Coping strategies discussed were reading, playing outside, and taking deep breaths, but a lack...

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Mills Park Elementary (2018)
Cary, NC
Small Group

The small-group action plan outlines all of the small groups that we taught during the school year. We chose to do our small groups based on: the school improvement plan, academic achievement data, attendance data, behavior data, developmental needs, and ASCA Mindsets and Behaviors. The reading group was formed based on the school improvement plan which outlined that hispanic students...

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Mills Park Elementary (2018)
Cary, NC
Closing-the-Gap

The gap in academic achievement data was found when looking through the School Improvement Plan and school profile data where observed that hispanic students were underachieving in reading proficiency when compared to other subgroups at Mills Park Elementary. We then identified K-3rd grade students who were far-below proficiency based on their beginning of the year Text Reading Comprehension (TRC) scores....

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Moises E Molina High School (2019)
Dallas , TX
Core Curriculum

(REVISED SECTION) Based on Parent, Staff, and Student Needs Assessments, our School Counseling Advisory Council (SCAC) recommendations and our Campus Improvement Plan, Molina’s Counseling Department determined two main counseling outcome goals for the 2017-2018 school year. Knowing implicitly that attendance and thus graduation rates can be negatively impacted by students who feel disenfranchised, disempowered and/or disengaged from the school/learning due to avoidant...

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Moises E Molina High School (2019)
Dallas , TX
Small Group

REVISED SECTION Based on results of our 2017-2018 student, teacher and parent beginning of year needs assessment, as well as data from the previous year’s Campus Improvement Plan, students were chosen to participate in small group counseling lessons targeting improving absences, improving academic achievement and increasing access to dual credit courses. The following group topics (1) decreasing excessive absences, (2) empowering...

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Moises E Molina High School (2019)
Dallas , TX
Closing-the-Gap

One of our greatest achievements at Molina High School is that we have been able to maintain a 90% or higher four-year graduation rate for the past seven years. However, it is quite challenging to improve that rate since approximately 30% of our student enrollment are English Language Learners (ELL), some of which are new to the country. Upon...

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Montrose Alternative Learning Center (2018)
Alexandria , VA
Core Curriculum

Lesson 1 is the only lesson that addresses career planning in my Core Curriculum action plan at Montrose. This lesson was designed to replace the lesson students would have received if they were at their base school. Typically in the spring, high schools visit incoming middle school students to describe their elective classes and high school requirements for graduation. My...

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Montrose Alternative Learning Center (2018)
Alexandria , VA
Small Group

A Needs Assessment was given to students at the beginning of the 2017-2018 school year. Small Groups were created by this data, in addition to the data collected from the 2016-2017 school year. Once the Needs Assessment was administered, we sorted the data and examined it individually prior to a clinical meeting. During the meeting, each of us shared our...

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Montrose Alternative Learning Center (2018)
Alexandria , VA
Closing-the-Gap

Our gap group was identified through academic data collected during the 2016-2017 school year. In analyzing the data, we noticed that 8 8th grade students had D’s/F’s as a final grade for 2 or more core classes. Specifically, 3 students had 2 D’s/F’s, 2 students had 3 D’s/F’s and 4 students had 3 D’s/F’s. Our 8th grade students showed a...

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Muhlenberg Elementary School (2019)
Allentown , PA
Core Curriculum

REVISED Of the three lessons I selected, Lesson #1 supports Goal #1 and Lesson #2 supports Goal #2. The content of these lessons is challenging, activities are engaging, and the students are not only learning skills and content, but are able to effectively and accurately report out on what they learned. Unfortunately, for some of my core curricular lessons, I inadvertently...

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Muhlenberg Elementary School (2019)
Allentown , PA
Small Group

REVISED 31 small support groups were facilitated by the school counselor to students in Grades K-5 (136 students). A form was distributed to teachers in November which asked for their high need student recommendations by listed topic ideas. I develop my own compilation of students who are in need of a small support group based on individual and school-wide data...

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Muhlenberg Elementary School (2019)
Allentown , PA
Closing-the-Gap

REVISED We chose a cohort of 1st grade students (supporting Goal #1) after studying kindergarten office infraction and SWPBIS data for 2016-2017 and identifying a gap between a group of 15 students and the rest of their 59 classmates. In 2017-2018, 8 of these students moved, leaving a targeted group of seven 1st grade students. In order to intervene with these...

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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...

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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...

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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...

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North High School (2019)
Denver , CO
Core Curriculum

REVISED SECTION The Core Curriculum lessons chosen for the Results Report are examples of how our Core Curriculum aligns with our Mindsets & Behaviors as well as our program goals. The work that our students do as part of their Individual Career and Academic Plan (ICAP) helps them better understand and prepare to be successful with the counseling goals (being...

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North High School (2019)
Denver , CO
Small Group

REVISED SECTION In the past, the counseling department devoted the majority of its services to individual student planning. As we grew in our department and our program, we set a goal to implement small groups in the 2016-2017 school year. Lacking small group programming was also identified as a major need in our annual agreements conversation....

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North High School (2019)
Denver , CO
Closing-the-Gap

REVISED SECTION As a counseling team we reviewed multiple data sources to determine gaps in our counseling program that impact our students. We reviewed the school performance framework, our student and family perception surveys, attendance data, academic data, and observed trends in our school. Three gaps emerged from the data pertaining to attendance, counseling office support, and credit recovery completion. 1)...

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North-Grand High School (2019)
Chicago , IL
Core Curriculum

REVISED SECTION The lessons that we highlight are a component of the work we did toward our Freshman-on-Track and college persistence goals. The purpose of the G.P.A. lesson was to help students understand the importance of starting academically strong with not only passing all classes, but aiming for high standards. The use of slides and Naviance access allows us to share...

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North-Grand High School (2019)
Chicago , IL
Small Group

REVISED SECTION We offer two therapeutic small groups that address a social/emotional concern. All counselors facilitate at least one group. We highlighted our grief groups, as we have observed that this is a rising need among our students. We offered multiple grief groups this year due to the increase of losses that students have been faced with. Students were selected through...

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North-Grand High School (2019)
Chicago , IL
Closing-the-Gap

REVISED SECTION At North Grand High School, we are working on closing the gap between high achieving students and their enrollment at selective and highly selective schools. As a counseling department, and members of the Post-Secondary team, we disaggregated the data to dig deeper into our college enrollment and persistence numbers. After reviewing district data, we decided to look at...

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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...

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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....

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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...

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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...

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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...

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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....

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Pacific Crest Middle School (2018)
Bend , OR
Core Curriculum

As a counseling department we reviewed and analyzed our core curriculum lessons in order to determine effectiveness, areas for improvement, and how to better collect perception and outcome data. The process data that we collected and analyzed provided evidence of student participation in the lessons and helped to inform us on future counseling lessons and activities. Our process data revealed...

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Pacific Crest Middle School (2018)
Bend , OR
Small Group

Providing small-groups for students is a fundamental piece of the comprehensive school counseling program at Pacific Crest Middle School. This approach enables our counseling department to provide direct services to students in need of extra academic and social/emotional support. Developmentally, at the middle school level, students tend to grow more in a positive direction in a small-group setting vs. individual...

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Pacific Crest Middle School (2018)
Bend , OR
Closing-the-Gap

Bend-LaPine School District uses a system called “DART”, that pulls data that key areas such as attendance, which is a predictor of student success. We used this data to determine what our chronically absenteeism rate was and to begin dis-aggregating the data. Research has shown that when students attendance improves, their academic performance enhances, as well as their chance of...

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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...

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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...

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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...

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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...

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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...

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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...

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Pate Elementary (2018)
Darlington, SC
Core Curriculum

The results report highlights the three different grade levels (5K-2nd) that receive whole classroom lessons as part of the school counseling program’s core curriculum. Kindergarten’s lesson focused on responsibility and punctuality as it relates to school attendance. For the past several years, improving attendance has been a goal for the school counseling program. Analysis of the attendance data...

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Pate Elementary (2018)
Darlington, SC
Small Group

A variety of small groups met during the 2017-18 school year that were designed to meet the program goals. These small groups allowed for a more concentrated intervention focus for selected students. The following group topics were selected for small group counseling: academic self-regulation and success; anger management, and relational aggression/bullying. The academic self-regulation and success group was implemented...

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Pate Elementary (2018)
Darlington, SC
Closing-the-Gap

South Carolina recently passed legislation stating that students who did not pass the state standardized assessment for third grade in reading were to be retained. Prior to this mandate’s start (2017-18 school year), the school district analyzed data from past test administrations found that there was a high correlation between Measures of Academic Progress (MAP) test scores and the...

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Patrick Henry Middle School (2019)
Woodhaven , MI
Core Curriculum

Revised Section We selected three core curriculum lessons to determine the effectiveness of our program. These lessons, comprehensive in scope and developmentally appropriate for students in grades 8 and 9, were chosen due to their relationship to our core curriculum goal, ASCA mindsets and behaviors, as well as our vision and mission. Multiple data sources, including perception, process and outcome data,...

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Patrick Henry Middle School (2019)
Woodhaven , MI
Small Group

Revised Section Small groups are one way we respond to student needs in a more specific and intentional way. The main focus for our small groups this year was the Best on the Test initiative. This was important because all of our school improvement goals were written towards improving our proficiency ratings on standardized tests. We knew we could teach skills...

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Patrick Henry Middle School (2019)
Woodhaven , MI
Closing-the-Gap

Revised Section Our closing the gap goal was derived from our desire to achieve our vision. Research shows that students who fall behind in ninth grade are more at risk for dropping out. Due to our unique configuration with the ninth grade students, it takes extra concentrated efforts to ensure they are supported and understand the importance of staying on...

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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...

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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...

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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...

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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...

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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...

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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...

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Peet Junior High School (2018)
Cedar Falls, IA
Core Curriculum

The ASCA National Model describes the core curriculum, small-group and closing-the-gap results reports to help show how students are different as a result of Peet’s school counseling program. Our results reports are vital for advocating and communicating to stakeholders the positive impact our program has on students’ noncognitive skills, like the ASCA Mindset & Behaviors, as well as our...

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Peet Junior High School (2018)
Cedar Falls, IA
Small Group

At PJH, small group counseling is a critical piece in our responsive services and tiered interventions. Small groups support our vision by instilling resiliency, 21st century skills and social/emotional learning. Small groups are rooted in our belief statement of providing differentiated support, based on student need, in a caring environment. It is also closely tied to our...

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Peet Junior High School (2018)
Cedar Falls, IA
Closing-the-Gap

After much work and success in closing an achievement gap amongst student minority groups, we reviewed our critical data elements and decided to redirect our focus on attendance through data collected on our daily attendance report. Further disaggregation of the data revealed a gap and discrepancies in attendance among our grade levels. Although our 7th graders did better...

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Penn High School (2018)
Mishawaka, IN
Core Curriculum

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Penn High School (2018)
Mishawaka, IN
Small Group

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Penn High School (2018)
Mishawaka, IN
Closing-the-Gap

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Perry Meridian Sixth Grade Academy (2018)
Indianapolis , IN
Core Curriculum

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Perry Meridian Sixth Grade Academy (2018)
Indianapolis , IN
Small Group

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Perry Meridian Sixth Grade Academy (2018)
Indianapolis , IN
Closing-the-Gap

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Powder Springs Elementary School (2019)
Powder Springs , GA
Core Curriculum

REVISED SECTION To address our third goal, lessons were developed to decrease negative behaviors and increase positive relationships. A lesson focused on diversity was delivered to all K-2 students (360) in January 2018 that aimed for students to develop a sense of belonging at school (M:3), create positive and supportive relationships with other students (BSS:2), and demonstrate decision making and responsibility...

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Powder Springs Elementary School (2019)
Powder Springs , GA
Small Group

REVISED SECTION Small groups are an integral part of the counseling department at Powder Springs Elementary School. During the school year, we conducted 12 small groups, addressing the social/emotional and academic needs of students served, while also operating within our vision, mission, and goals. According to the student needs assessment, 30% of 3rd-5th grade students indicated needing help with self-management skills,...

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Powder Springs Elementary School (2019)
Powder Springs , GA
Closing-the-Gap

The counselors developed goals by analyzing data and collaborating with our Advisory Council and the School Strategic Plan (SSP) Team. The SSP Team reviewed achievement data and set goals to address needs. The SSP reading goal stated, “by the end of the 2017-2018 school year, 75% of Powder Springs Elementary School students will be reading on or above grade level.”...

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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,...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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Riley Elementary School (2018)
LaPorte, IN
Core Curriculum

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Riley Elementary School (2018)
LaPorte, IN
Small Group

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Riley Elementary School (2018)
LaPorte, IN
Closing-the-Gap

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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...

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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...

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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...

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Robert D. Wilson Elementary (2018)
Waymart, PA
Core Curriculum

*Note: data for the fifth grade lesson was included as it was part of the program goal. The lesson plan was not included in section eight as the RAMP application requests only three lesson plans.* Outcome data is emphasized in measuring the effectiveness of this intervention, as it is the “data that does not lie.” You’ll see in the attached graphs...

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Robert D. Wilson Elementary (2018)
Waymart, PA
Small Group

The action plan includes all groups that are part of the SCP. However, these are not all implemented yearly. I always run 2-3 groups in the fall and 2-3 in the spring, but the focus of the groups is based on student need. I currently offer ten support groups, which are listed and sent in an email to teachers every...

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Robert D. Wilson Elementary (2018)
Waymart, PA
Closing-the-Gap

Fifteen percent of students were absent 15+ days in the 2016-2017 school year. When this number was adjusted to discount those who were on an approved vacation or had medical reasons, the percentage dropped to 11%, or 35 students. Of the 35 students, 8 were not going to be present for the 2017-2018 school year. This left a final number...

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Robert E. Lee High School (2019)
Springfield , VA
Core Curriculum

REVISED The Student Services Department carefully develops and implements Core Curriculum lessons that support chosen mindsets and behaviors while aligning with the mission and vision of the department, school and county. The three lessons selected are components of our program which prepare students for their future. The senior lesson was geared towards achieving our program goal of a 100% graduation rate....

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Robert E. Lee High School (2019)
Springfield , VA
Small Group

REVISED When the department met at the end of 2016-2017, we analyzed data on attendance and grades and studied different programs we had implemented that year. Data showed areas where students needed extra assistance. An important area of concern was the freshman retention rate. When we originally created our program goal centering around retained freshmen, we knew...

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Robert E. Lee High School (2019)
Springfield , VA
Closing-the-Gap

REVISED The counseling team identified our closing the gap data at the department retreat in June of 2017. We knew we wanted to focus on increasing the on time graduation rate, since Lee High School’s average rate had been below the county average for several years. Knowing that research finds a direct correlation between 9th grade students who dropout...

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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,...

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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...

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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...

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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...

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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...

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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...

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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%...

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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...

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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...

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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...

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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)....

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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...

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Samuel L. Gravely, Jr. Elementary (2019)
Haymarket , VA
Core Curriculum

REVISED SECTION As part of our large group curriculum, we develop plans for collecting process, perception, and outcome data on the lessons that we deliver. Each year, three lessons are selected for detailed analysis so that we may deliver lessons more effectively, improve data collection, and determine which lessons to continue, add, or discontinue. The lessons chosen this year, one...

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Samuel L. Gravely, Jr. Elementary (2019)
Haymarket , VA
Small Group

REVISED SECTION Our small group topics are selected based upon the specific needs of our school. To determine small group needs, we analyze our school data profile, as well as academic, attendance, and behavioral (discipline referrals) reports. We consult with our stakeholders, including surveying our teachers, students, and parents, meeting with our administrators, and discussing student needs with our PBIS...

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Samuel L. Gravely, Jr. Elementary (2019)
Haymarket , VA
Closing-the-Gap

REVISED SECTION The gap addressed this school year was identified by examining our school profile, improvement plan, and last year’s attendance reports. As indicated on our school profile, an achievement gap was the disproportionate number (27%, or 35 students) of third graders who did not pass the state standardized Reading assessment in 2016-2017. This number was significant when compared to...

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Sand Creek Elementary (2018)
Fishers, IN
Core Curriculum

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Sand Creek Elementary (2018)
Fishers, IN
Small Group

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Sand Creek Elementary (2018)
Fishers, IN
Closing-the-Gap

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Sawyer Road Elementary (2018)
Marietta , GA
Core Curriculum

Kindergarten Lesson Effectiveness: This lesson introduced 114 scholars to career concepts and helped them identify potential career interests. Mindsets and Behaviors targeted were identifying career goals and using effective communication skills. Prior to the lesson, 52 Kindergarten scholars defined a career and 67 scholars stated an occupation of interest. After implementing the lesson, 93 scholars stated the definition of...

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Sawyer Road Elementary (2018)
Marietta , GA
Small Group

The Action Plan Reflects The School’s Needs Based On: Topics and Participants – Zones of Regulation was a component of our school improvement plan, so we implemented small groups with this focus. Group members were chosen based on standardized testing scores, previous behavioral data, and teacher referral. Additionally, a theme of worry occurred among scholars, so five anti-worry groups were...

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Sawyer Road Elementary (2018)
Marietta , GA
Closing-the-Gap

How Was The Gap Defined Through Data?: In the spring of 2017 we identified 36 scholars out of the third, fourth, and fifth grades who, based on previous standardized test scores, had the potential to score higher on Georgia Milestones, yet were struggling. We initially thought the struggle was due to a lack of test-taking skills and adapted a curriculum...

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Scottsburg High School (2018)
Scottsburg, IN
Core Curriculum

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Scottsburg High School (2018)
Scottsburg, IN
Small Group

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Scottsburg High School (2018)
Scottsburg, IN
Closing-the-Gap

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Selma Herndon Elementary School (2019)
Livingston , CA
Core Curriculum

REVISED SECTION Selma Herndon Core Curriculum was selected by reviewing attendance, suspension, Standardized Test for the Assessment of Reading (STAR), and California Assessment of Student Performance and Progress (CAASPP) data. Lessons were selected by targeting ASCA Mindsets and Behaviors in order to identify student achievement from educational standards and efforts. We followed our vision and mission statement by providing social-emotional, academic,...

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Selma Herndon Elementary School (2019)
Livingston , CA
Small Group

REVISED SECTION Our 2017-2018 small group action plan reflects 30 groups that were developed to assist students’ academic, behavior, and attendance. We reviewed attendance data from our student information system, office referrals, California Assessment of Student Performance and Progress (CAASPP) scores, Standardized Test for the Assessment of Reading (STAR) Accelerated Reader (A/R) scores, and grades. Through this process, students were interviewed...

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Selma Herndon Elementary School (2019)
Livingston , CA
Closing-the-Gap

REVISED SECTION Our district’s 3rd goal was to promote positive skills with the expectation of decreasing our suspension rate by 15%. As we reviewed the Single Plan for Student Achievement, School Accountability Report Card, AERIES, and California Dashboard; our administrator was concerned about our suspension rate increase. We agreed to focus on the suspension rate proactively. We identified 7 students who...

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Seymour Middle School- 6th Grade Center (2019)
Seymour , IN
Core Curriculum

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Seymour Middle School- 6th Grade Center (2019)
Seymour , IN
Small Group

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Seymour Middle School- 6th Grade Center (2019)
Seymour , IN
Closing-the-Gap

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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,...

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South Anna Elementary School (2019)
Montpelier, VA
Core Curriculum

REVISED This three-lesson work habits unit was delivered to all 4th grade students and is aligned with our first program goal. The lessons are also directly linked to our vision of developing enthusiastic learners and building students’ self-awareness, to our mission to foster students’ academic success and career and college readiness, and to the ASCA Mindsets & Behaviors. REVISED PARAGRAPH The first...

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South Anna Elementary School (2019)
Montpelier, VA
Small Group

During the 2017-18 school year, we led 21 small groups about 10 different topics across all grade levels. The part-time counselor, Ami Balderson, led six of those groups, while the full-time counselor, Emily Kitching, led the remaining 15. Groups met for 4-6 sessions, with 4-7 students participating in each group. The topics were selected based on school...

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South Anna Elementary School (2019)
Montpelier, VA
Closing-the-Gap

REVISED In disaggregating attendance data from 2015-16 onward, we noticed that, while economically-disadvantaged students represented only 22% of our student population, they represented 70% of the students identified as requiring attendance intervention. At the end of the 2016-17 school year, 30 economically-disadvantaged students had 10 or more absences, and this became our target group for our closing-the-gap action plan....

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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....

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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...

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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...

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South Effingham Middle School (2019)
Guyton , GA
Core Curriculum

REVISED SECTION Developing & implementing a core curriculum report aided us in viewing the effectiveness of the counseling program, lessons delivered, & areas of growth for the 18-19 school year. We analyzed the data to determine if the delivery of the Why Try lessons administered were effective for students. Core Curriculum lessons and other interventions were utilized in decreasing academic...

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South Effingham Middle School (2019)
Guyton , GA
Small Group

REVISED SECTION The SEMS School Counselors conducted a needs assessment at the beginning of the 2017-2018 school year to help with the creation of small groups based upon the needs of the student population. After analyzing the results, the school counselors presented the information to the administration. The mindsets & behaviors were reviewed to determine which ones would be appropriate...

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South Effingham Middle School (2019)
Guyton , GA
Closing-the-Gap

REVISED SECTION Beginning in August, we began analyzing various data with our stakeholders to determine which subgroup of students needed additional support presently & 5 to 15 years from now. Based upon academic data from infinite campus (IC), we selected minority students that were failing during the first semester. In the 16-17 school year, 97 students were failing one or more...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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....

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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...

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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...

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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....

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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...

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Southmont High School (2019)
Crawfordsville, IN
Core Curriculum

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Southmont High School (2019)
Crawfordsville, IN
Small Group

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Southmont High School (2019)
Crawfordsville, IN
Closing-the-Gap

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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...

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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...

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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,...

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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...

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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....

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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...

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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...

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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...

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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...

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Sycamore Elementary School (2018)
Sugar Hill , GA
Core Curriculum

The First grade Social Responsibility Unit was three lessons for our 130 first graders addressing our behavior program goal. After reviewing outcome and perception data, teacher report, and observation the unit was assessed effective, with growth opportunities. Students demonstrated a 28% increase in ability to tell someone how they felt and a 72% increase in their knowledge of and ability...

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Sycamore Elementary School (2018)
Sugar Hill , GA
Small Group

The Counseling Department at Sycamore is unique and innovative in design. As a high needs, title one school, with special education pre-k and self-contained Emotionally Behavior Disordered (EBD) classes, there are many needs. With the addition of one part time counselor last year, we decided to have our part time counselor, Mrs. Soloff, dedicated to servicing most small groups. This...

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Sycamore Elementary School (2018)
Sugar Hill , GA
Closing-the-Gap

Our Closing the Gap Action Plan addressed the high number of English Language Learning students who scored in the beginning learner (level 1) category on the English Language Arts Section of the Georgia Milestones, our state standardized assessment. This goal aligns with the Sycamore Elementary Local School Plan for Improvement to improve scores on the Georgia Milestones Assessment, specifically in...

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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...

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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...

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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...

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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 -...

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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....

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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,...

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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...

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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...

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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...

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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....

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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...

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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...

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Thomas Jefferson Middle School (2018)
arlington Arlington , VA
Core Curriculum

Collecting and analyzing the data from lessons we give is one of our most important tools for refining our ability to impact students. The three lessons highlighted in the core curriculum results report (attachment 9.1) were chosen for analysis particularly because they target mindsets and behaviors we deemed important for accomplishing our school counseling program goals. The “Be On Time...

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Thomas Jefferson Middle School (2018)
arlington Arlington , VA
Small Group

As a counseling department, we believe small groups provide an important opportunity for us to apply our counseling skills and have a deeper influence on students’ holistic development. The 8-classes-per-day schedule in our middle-school requires a significant amount of planning to avoid disrupting class time. As a result, our small group action plan (attachment 10.1) reflects our collective focus on...

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Thomas Jefferson Middle School (2018)
arlington Arlington , VA
Closing-the-Gap

When we reviewed a variety of data trends early in the year, one of the most jarring and alarming pieces of data that we discovered was the pervasive academic achievement gap involving Hispanic students across grade-levels earning a disproportionate amount of final failing grades (E’s) on report cards (11.7). It inflamed our sense of educational justice and got us focused...

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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...

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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...

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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...

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Trailside Middle School (2019)
Ashburn , VA
Core Curriculum

REVISED SECTION In order to provide equal access and equitable program to all students, the counseling department relies on lessons to ensure all students are receiving information that will aid in their academic and social/emotional success. While Loudoun County Public Schools tasks each specific grade level to teach a specific lesson each year, the TMS counseling department expanded on this...

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Trailside Middle School (2019)
Ashburn , VA
Small Group

Data from our 2016-17 needs assessment completed by students, as well as data from our school improvement plan with regards to attendance, referrals, and academics drove the counseling departments choice of groups. Data gathered in 6th grade indicated the following needs; Changing Families Group, Friendship Group, Girls Group, and Boys Group. The counselor spoke to all about groups and they had...

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Trailside Middle School (2019)
Ashburn , VA
Closing-the-Gap

REVISED SECTION In determining where our gaps were, the counseling team consulted the school improvement plan/goals and student achievement data every interim and quarter. Based on information obtained from these data points, the counseling team sought to target our D/F population, in hopes to improve student achievement for this population. All counselors reviewed data from the end of last year to...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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...

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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....

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Waianae Elementary School (2019)
Waianae , HI
Core Curriculum

Our school counseling core curriculum results report enables us to demonstrate program effectiveness while also identifying areas for program improvement. Specifically, the data from our school core curriculum results report will help us decide which lessons we should continue, adjust or discontinue and thereby help us deliver lessons more effectively. All three lessons addressed our behavior program goal....

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Waianae Elementary School (2019)
Waianae , HI
Small Group

The school counseling program offers small groups to provide students additional support to acquire the skills needed to be successful. After reviewing our Longitudinal Data System, the counselors, administrators, and teachers all agreed that our high-risk students need more practice in learning how to engage more positively with their peers. Our first quarter data showed 503 verified offenses...

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Waianae Elementary School (2019)
Waianae , HI
Closing-the-Gap

We looked at the end of the first quarter’s ‘Total Number of Suspects by Grade’ data taken from the Electronic Comprehensive Student Support System and noticed fifth grade had the greatest number of students with verified offenses (see attachment). The closing-the-gap (CTG) group consisted of five fifth grade students from a SPED resource class. Further disaggregation of data...

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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,...

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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...

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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...

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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...

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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...

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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...

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Warsaw Community High School (2018)
Warsaw , IN
Core Curriculum

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Warsaw Community High School (2018)
Warsaw , IN
Small Group

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Warsaw Community High School (2018)
Warsaw , IN
Closing-the-Gap

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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....

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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...

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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,...

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Weatherbee School (2018)
Hampden, ME
Core Curriculum

The data collected by the core curriculum results report helps me to make decisions about how to deliver lessons more effectively. The data showed that lesson three (career values card sort) was much less effective than the other two lessons highlighted in this section. This data showed that there was a small improvement or no change on several areas, in...

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Weatherbee School (2018)
Hampden, ME
Small Group

Lunch groups at Weatherbee school are planned based on data collected in previous years paired with current data. For example, I know from previous data that I need to run a group on academic skills, friendship, social skills, self esteem and relational aggression based on developmental needs. In 2017-18 I also added the behavioral “Decision-making” group to target my...

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Weatherbee School (2018)
Hampden, ME
Closing-the-Gap

The gap identified in this section involved attendance and students with disabilities. When looking at the school data profile (from section 3) it was clear that students with disabilities had much lower attendance than the general population: 82% for students with disabilities vs 92% of the general population. This 10% gap was identified as one of my goals, I...

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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...

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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...

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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...

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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...

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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,...

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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...

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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...

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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...

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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...

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Woodlawn Middle School (2018)
Baton Rouge , LA
Core Curriculum

The following was found regarding the effectiveness of the lessons and the data collected (see Section 9: Data attachment for details): Process: We reached an average of 96.6% (301/312) of the 6th graders. Lessons were delivered twice because of an A/B schedule—1/2 of grade goes to P.E. on A day and other ½ goes on B Day. Perception: Students’ attitudes about...

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Woodlawn Middle School (2018)
Baton Rouge , LA
Small Group

The action plan reflects the school’s unique needs. It was developed after we analyzed our school’s data and goals, considered the developmental needs of our students, and prioritized the selected ASCA Mindsets and Behaviors (MS&Bs). Three of the five groups—Attendance Counts, Building Academic Champions, and Final Academic Push—reflect the school’s academic and attendance data and goals. Attendance...

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Woodlawn Middle School (2018)
Baton Rouge , LA
Closing-the-Gap

The gap was defined using computer-generated 2016-2017 attendance reports. We disaggregated the excused/unexcused absences reports. While there were no significant differences by grade or gender, there was a significant gap by race. Looking at students with 10 or more unexcused absences, we learned Black students averaged 16.37 unexcused absences, White students averaged 16.95, but Hispanic students averaged...

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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...

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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...

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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...

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