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Fredericktown  Elementary  School  (Grades  3-­‐5)  

School  Counseling  Program  Data  for  2013-­‐2014  School  Year  
Collected  and  Prepared  By:  Diana  Arie  
 
Academic  
 
“Organization  Boot  Camp”-­‐  Small  Group:    
Number  of  Organization  Issues  Reported  
Key  data  points:  
• 75%  of  students  who  participated  in  
this  group  reported  having  fewer  
organization  issues  after  
participating  in  the  group  sessions.  
It  could  be  possible  that  those  who  
did  not  report  fewer  issues  showed  
an  increase  in  reporting  because  
their  awareness  of  potential  
organization  issues  increased  after  
participating  in  the  group.  The  most  
significant  improvements  related  to  
writing  homework  in  agendas  and  
backpack  organization.  
 
• All  students  set  goals  for  themselves  related  to  the  organization  issues  they  
reported  on  the  pre-­‐group  checklist.  Every  student  reported  achieving  at  
least  one  of  those  goals.  

                                                   

 

 

88%  of  students  had  a  more  organized  desk  when  checked  3  weeks  after  
group  ended.  
 
Other  Academic  Programs:  
• Students  increased  literacy  skills  while  participating  in  Girls’  Book  Club,    
Boys’  Book  Club,  and  Classroom  Reading  Groups.  
 
• Students  gained  knowledge  of  test-­‐taking  and  study  skills  while  participating  
in  classroom  lessons  and  a  school-­‐wide  test-­‐preparation  assembly.  
 
Future  Focus:    
• Collect  data  related  to  grades    
• Begin  programs  to  address  attendance  and  homework  concerns  

 

Fredericktown  Elementary  School  (Grades  3-­‐5)  
School  Counseling  Program  Data  for  2013-­‐2014  School  Year  
Collected  and  Prepared  By:  Diana  Arie  
 
Career  
 
Career  Café:    
Key  data  points:  
• 93%  of  all  5th  grade  students  voluntarily  attended  at  least  one  Career  Café  
session    
o reasons  given  by  those  who  chose  not  to  attend  included:  “did  not  
want  to  give  up  recess”,  “not  interested  in  the  jobs  that  were  offered”,  
and  “wanted  to  eat  with  friends”  
• 20  volunteers  from  within  the  school  and  community  spoke  about  their  
careers  
• 75%  of  students  listed  at  least  one  career  of  interest  to  them  when  
completing  career  interest  inventories  prior  to  the  first  Career  Café  session  
• 66%  of  careers  listed  by  those  students  were  addressed  by  one  of  the  career  
speakers  
• 98%  of  students  who  attended  at  least  one  Career  Café  session  would  
recommend  Career  Café  to  future  5th  grade  students  
 
Career  Café  Sessions  Attended/  Student  
                       
0  sessions  =  7%  
1  session  =  8%  
2-­‐6  sessions  =  54%  
7-­‐10  sessions  =  23%  
11  or  more  sessions  =  8%  

 

 

Future  Focus:  
• Continue  Career  Café  with  more  speakers  
• Create  a  5th  grade  Career  Fair  presentation  for  younger  students  
• Create  a  college-­‐going  culture  within  the  school:  college  pennant/  flags  for  each  teacher’s  
alma  mater,  create  a  “career  and  college  corner”  to  highlight  introductory  information  about  
college  and  careers  
 

 

 

 

 

Fredericktown  Elementary  School  (Grades  3-­‐5)  
School  Counseling  Program  Data  for  2013-­‐2014  School  Year  
Collected  and  Prepared  By:  Diana  Arie  
 
Personal/  Social  
 
Middle  School  Transition  Program:    
Key  data  points:  
• Students  reported  that  “being  able  to  ask  middle  school  students  questions  
was  helpful”:  average  score  3.5  (see  scale  below)  
• Students  reported  that  “taking  a  tour  of  the  middle  school  was  helpful”:  
average  score  3.7  (see  scale  below)  
 

Scale:  
1=  not  true  
3=  somewhat  
5=  very  true  

                                                           
 
 
 
Other  Personal/  Social  Programs  
 
Individual  counseling  and  small  groups  were  offered  to  students  dealing  with  a  
variety  of  issues.  Other  small  groups  offered  during  the  2013-­‐2014  school  year  
included:  Girls  in  Real  Life  Situations,  Grief  (in  partnership  with  Hospice  of  Knox  
County),  Changing  Families,  and  Super  Students  (academic  skill  development).  
 
Future  Focus:  
• Continue  the  education  piece  of  the  transition  program  (how  to  use  
combination  locks  and  read  a  middle  school  schedule,  and  question/  answer  
sessions  for  questions  about  middle  school)  
• Begin  pen  pals  earlier  in  the  year  (Jan.?)  
• Continue  pen  pal  luncheon  with  more  organization  (compile  a  list  of  pen  pals  
before  the  teachers  deliver  the  letters,  label  tables  so  pen  pals  are  able  to  find  
each  other)  
• Have  middle  school  peer  helpers  create  a  video  showing  the  “typical  day”  of  a  
middle  school  student,  including  an  introduction  from  each  teacher  
 
 
 
 
 

Fredericktown  Elementary  School  (Grades  3-­‐5)  
School  Counseling  Program  Data  for  2013-­‐2014  School  Year  
Collected  and  Prepared  By:  Diana  Arie  
 
Parent  Programs  
 
“Active  Parenting”  Parent  Education  Classes:  “Active  Parenting  Now”  parent  
education  courses  were  offered  to  parents.  These  classes  consist  of  three  2-­‐hour  
sessions.  Classes  were  offered  once  in  the  fall  and  again  in  the  spring,  with  a  
morning  and  evening  option  available  at  each  time.  
 
Key  data  points:  
• 21  parents  attended  two  or  more  Active  Parenting  sessions  
• 83%  of  attending  parents  were  present  for  all  three  sessions  
• 100%  of  attending  parents  said  they  would  recommend  the  classes  to  a  
friend  
• 100%  of  attending  parents  said  they  would  attend  another  Active  Parenting  
class  conducted  by  the  same  leader  
 
Future  Focus:    
• The  only  suggestion  parents  made  for  improving  the  program  was  that  we  offer  
dinner.  Next  year:  look  into  the  possibility  of  dinner  donations  
 
 
Homework  Help  Tips  BINGO:  A  BINGO  game  was  created  and  used  as  a  session  
during  the  school-­‐wide  literacy  night.  In  this  session,  families  learned  how  to  best  
help  their  child  with  homework  while  playing  a  BINGO  game.  Prizes  during  the  
game  included  a  variety  of  homework  and  school  supplies.  A  raffle  for  homework  
supply  sets  was  offered  to  families  who  attended  literacy  night.  
 
Key  data  points:  
• This  session  was  the  most  requested  session  offered  during  literacy  night,  
requiring  two  classrooms  for  each  session.  
• More  than  120  individuals  (including  students  and  parents)  attended  one  of  
the  three  30  minute  sessions  offered.  
• 78  families  entered  the  raffle  for  homework  supply  sets-­‐  5  sets  of  supplies  
were  given  away  
 
Future  Focus:  
• Implement  a  pre-­‐  and  post-­‐  assessment  of  homework  helping  skills  
• Possibly  move  to  a  different  topic  and/  or  activity  since  many  families  
participated  in  this  session  
 
 
 
 
 
 

Fredericktown  Elementary  School  (Grades  3-­‐5)  
School  Counseling  Program  Data  for  2013-­‐2014  School  Year  
Collected  and  Prepared  By:  Diana  Arie  
 
Addressing  Needs  
 
Parent  Needs  Assessment:    
Key  data  points:  
• 48%  of  families  returned  the  survey  (203  responses/  419  families  within  the  
school)  
• Parents  listed  concerns  they  
had  about  their  own  children.  
• Parents  were  able  to  suggest  
resource  topics  to  be  included  
in  a  Family  Lending  Library.    
Topics  suggested  included:  
bullying,  parenting,  peer  
pressure,  self-­‐esteem,  family  
changes,  transitions,  and  
others.  These  topics  were  
considered  when  purchasing  
resources  for  the  lending  
library.  
 
Future  Focus:  
• Consider  sending  the  survey  to  parents  electronically,  and  have  paper  copies  for  
those  unable  to  complete  the  electronic  version  
 
Teacher  Needs  Assessment:    
Key  data  points:  
• 35  teachers  and  staff    
members  responded    
to  this  needs  
assessment    
(61%)  
• Staff  training,  small    
groups  and  classroom    
lessons  and  curriculum    
were  used  to  address    
9  of  the  11  topics  listed  
 
Future  Focus:  
• Next  year  a  student  
ambassador  mentoring  
program  will  be  created  
to  help  new  and  transfer  
students.  
• An  attendance  group  program,  including  check-­‐in/  check-­‐out  will  be  developed.