Campbell County Middle School. Welcome! CCMS School Counseling Advisory Council Meeting #1

Transcription

1 Campbell County Middle School Welcome! CCMS School Counseling Advisory Council Meeting #1

2 Role of an Advisory Council The advisory council is a group of members who meet twice a year to advise the counseling program. The council should accurately represent the dynamics of the community, as well as include representatives who are affected by the school counseling program.

3 American Student Achievement Institute ASAI What is School Counseling? Information in this presentation has been retrieved from Redesigning School Counseling (ASAI)

4 PURPOSE OF SCHOOL COUNSELING To enable all students to successfully prepare for: Education at the Next Level Responsible Citizenship Employment in a Global Economy

5 SCOPE OF SCHOOL COUNSELING Guidance Counseling Advocacy Management

6 GUIDANCE The help all students receive from parents, teachers, counselors, community members and others to assist with educational, career, and citizenship development. COUNSELING The help some students receive from credentialed professionals to address personal and social problems that are interfering with learning.

7 ADVOCACY Advocating for systemic change to develop an environment that supports learning for ALL students. MANAGEMENT Behind the scenes tasks necessary for the school counseling program to run smoothly and efficiently.

8 School Counseling Impact on Achievement ACHIEVEMENT Sound Student Choices GUIDANCE COUNSELING

9 CURRENT PRACTICE IN MANY SCHOOLS School Counseling Defined as a POSITION Lack Common Vision Lack Common Language Lack Standards Lack Curriculum

10 Consequences of Undefined Programs Too few school counselor positions Resulting in high student to counselor ratios ASCA recommendation: 250 students : 1 counselor Our school s ratio: 384 students : 1 counselor Our state s ratio: 459 students : 1 counselor Assignment of Non-Program Tasks DEFINITION: Counselor tasks that do not help students: 1) Learn knowledge and skills that will help them make sound academic, career or social-personal decisions 2) Address a person-social problem that is interfering with learning. THE BOTTOM LINE: Many counselors lack the time they need to effectively serve students.

11 Consequences of Undefined Programs SPOTTY SERVICES College prep Parents refer Troublemakers Teachers refer Special education Law refers (annual review conference).

12 Here at CCMS, this year we are working towards reaching all students by continuing to build our comprehensive program. ALL Students

13 American Student Achievement Institute ASAI Redesigning School Counseling GUIDANCE

14 At CCMS, we have CLC time every other Friday for one hour. During this time, all certified staff in the building including administrators and counselors conduct a CLC. o The counseling department was lucky enough to be given the opportunity to create the curriculum for these dates. o We are currently providing two evidence-based curriculums: 1. Student Success Skills which focuses on Academic as well as Personal/Social Development 2. Second Step which focuses on Personal/Social Development On top of the evidence-based curriculums, we have built in time for reviewing test results for all grades in state KPREP testing as well as the Explore Test.

15 American Student Achievement Institute ASAI Redesigning School Counseling COUNSELING

16 Abuse Adoption Issues Anger Anxiety Cheating Conflicts Cults Depression Divorce Drugs / Alcohol Eating Disorders Family Issues Friend Issues Homelessness Hunger Run Away Self Image Stress Suicide Teen Parenting Violence

17 American Student Achievement Institute ASAI Redesigning School Counseling ADVOCACY

18 Advocacy GOAL: All students master a rigorous academic curriculum. Groups of Students Individual Students

19 American Student Achievement Institute ASAI Redesigning School Counseling PROGRAM MANAGEMENT

20 Program Development Visioning Needs assessment Resource development Activity development Materials development Personal Development Conferences Workshops Seminars Graduate courses Professional reading Networking School Improvement Team Teachers / administrators Parents Community agencies Community businesses Evaluation Student evaluation o Choices o Guidance indicators o Counseling goals Program evaluation Counselor evaluation

21 American Student Achievement Institute ASAI Redesigning School Counseling NON-PROGRAM

22 ADMINISTRATION State Testing State Reports Special Education Gifted & Talented Book Rental Substitute Teaching Attendance RECORDS Report Cards Transcripts Grade Point Averages Class Ranks Honor Rolls SCHEDULING Master Scheduling Balancing Class Loads OTHER Awards Graduation Discipline

23 American Student Achievement Institute ASAI Redesigning School Counseling PROGRAM BALANCE

24 Program Time Use Goals TASK TARGET ACTUAL GUIDANCE % % COUNSELING % % ADVOCACY % % MANAGEMENT % % NON-PROGRAM % %

25 American Student Achievement Institute ASAI Redesigning School Counseling ACCOUNTABILITY

26 School Counseling Impact on Achievement ACHIEVEMENT Sound Student Choices GUIDANCE COUNSELING

27 CCMS Data Review Student Success Skills can help meet our school goals based on the CSIP as well as the School Report Card and student s needs based on Needs Assessment results Based on our CCMS Report Card, as a school we need to focus on: o Male and Female-i.e. look at behavior occurrences 6 th Grade: 42 Male, 4 Female 7 th Grade: 35 Male, 6 Female 8 th Grade: 26 Male, 15 Female o Free and Reduced-all content areas and all grade levels, students were half of building-wide proficiency rate o Special Education Services-significant discrepancy rates for proficiency by grades

28 CCMS Data Review Based on our CSIP Goals, as a school we need to focus on: o o Increasing the average combined reading and math KPREP scores for middle school students from 53.6% to 76.8% in 2017 Positive Behavior interventions and supports will be utilized effectively and consistently by all staff members Based on Needs Assessment Results: o o o 6 th Grade Females: felt they needed help with improving test taking skills; 6th Grade Males: did not feel comfortable going to see school counselor o Both included needing help understanding graduation requirements 7 th Grade Females: need help helping myself (gaining more selfconfidence, expressing feelings);7 th Grade Males: need help with career options o Both included needing help planning options for after high school 8 th Grade Females: need help with test taking/text anxiety; 8 th Grade Males: need help with parental divorce or separation o Both included needing help planning for after high school

29 CCMS Counseling Goals Academic Student will increase Math scores from 55.5% to 66%. Reading scores will increase from 51.8% to 57%. There will be an overall increase in KPREP scores from 53.6% to 60%. Behavior Decrease the number of office referrals by 10% from 1,464 in 2013 to 1318 by 2014 for all students. In particular, office referrals for males specifically will be reduced from 1043 to 939. Career/College Readiness Increase percentage of students with an IEP meeting benchmarks on the Explore. In Math, from 4.8% to 15% and in Reading from 12.7% to 20%. The combined score of reading and math will increase from 17.5% to 25%.

30 CCMS Vision The Vision of Campbell County Middle School s Counseling Program Campbell County Middle School s Counseling program will empower dreamers to achieve excellence in all facets of life. Campbell County Middle School s Counseling Program will realize success when: All students believe they can and will learn. All students can recognize and apply their strengths to identify and overcome barriers. All students promote an atmosphere of social justice and equity. All students can identify personal strengths and weaknesses, identify careers that match their interests, passions, and skills, identify learning styles that support their achievement, and identify short-term and long-term goals. All students leave middle school inspired to actively pursue learning opportunities and experiences in-and-out of the classroom to enhance their passion for learning. All students are involved in positive connections and mentorship relationships with adults, are able to recognize and seek help when needed, and are positive role models and mentors for others. All students use their skills as life-long learners to enhance society as local and global citizens

31 CCMS Beliefs The School Counselors at Campbell County Middle School believe: All students have significance and worth. All students regardless of ability, age, gender, ethnicity, or sexual orientation shall have equal access to all services (academic, career, and personal/social) provided by the counseling program and the school. All students have strengths that can be applied to achieve their goals. All students learn best when positive relationships are present and fostered by all educational stakeholders. School counselors must be advocates for every student. School counselors are leaders and change agents in school culture and academic achievement. School counselors develop positive relationships and recognize each student s special talents to help them achieve goals. The school counseling program collaborates with educational stakeholders to increase equity and access to opportunity. The school counseling program serves a central role in meeting students developmental needs through interventions in academic, career, and personal/social domains. The school counseling program focuses on student learning and utilizes a data-driven comprehensive school counseling program to meet the needs of every student. The comprehensive school counseling program is tailored to meet students developmental needs as identified through needs assessments, delivered using evidence-based programs, and evolved through data analysis of outcomes. The school counseling program utilizes the American School Counselor Association ethical standards.

32 CCMS School Counseling Mission Statement The mission of the Campbell County Middle School Counseling Program is to provide equal access for all students to a data-driven comprehensive school counseling program delivered by certified professional school counselors that meets the needs of every student. The comprehensive school counseling program collaborates with stakeholders to meet students developmental needs as identified through needs assessments, to deliver interventions using evidencebased programs, and evolves through data analysis of outcomes. As a result, all students will be able to identify personal strengths that can be applied to achieve their academic, career, and personal/social goals.

33 ASCA RECOGNIZED MODEL PROGRAM (RAMP) AWARD American School Counselor Association By implementing all of these great things this school year, our hope is to build a strong advisory council team to help us work towards applying for RAMP certification next October. In order to reach this goal, we will have to compile a portfolio containing evidence that we deserve to be a RAMP certified school. I n the state of Kentucky there are only a handful of RAMP certified schools, so we are thrilled at the idea of being one of the first in Northern Kentucky to achieve this status. 10 SECTIONS (52 documents) 1. Program Foundations 2. Student Data / Priorities 3. Resources 4. Program Goals 5. Guidance Activities 6. Counseling Activities 7. Advocacy Activities 8. Management Activities 9. Professionalism 10. Implementation Plan

34 Spring Advisory Council Meeting Our hope as an Advisory Council is to meet twice within the school year. We would love to meet once in the Fall and once in the Spring. Potential dates available in April?