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Comprehensive School Counseling Program

Part I: Introduction
Rolland Elementary is a suburban school serving students K-5th grade. It is a modest
sized school, located in Doylestown, PA, serving over 500 students. The staff and students are
diverse in terms of culture and socioeconomic status. Race/ethnicity percentages for students are
White, 70 percent; Black, 8 percent; Asian, 10 percent; Hispanic, 10 percent; Native American,
1 percent; and Other, 1 percent. With such a diverse group of students, Rolland Elementary
experiences bullying. After given survey to all students, 58 percent of the student population
have been bullied verbally, physically and/or mentally. The student discipline rate is currently 15
percent. 78 percent of students at Rolland Elementary have scored proficient or advanced on the
Pennsylvania System of School Assessments. This suburban school is well funded and provides
its students with modern technologies and a great deal of extracurricular activities. It also has a
strong collaboration and influence with the surrounding community. Rolland has two guidance
counselors, each have an equal amount of students on their caseload separated by last name.
The Comprehensive School Counseling Program (CSCP) at Rolland Elementary focuses
on the success of its students through the use of its philosophy of the counseling program. The
CSCP focuses on the belief and values of the school, which is supported by a data driven
delivery system through the use of management and accountability. Rolland takes a holistic and
proactive approach that focuses on the following domains: Academic, Career and
Personal/Social. The CSCP is divided into four components: Foundation, Management System,
Delivery System, and Accountability System.

Part II: Foundation


The foundation of the CSCP at Rolland Elementary School is firmly rooted in its
counselors beliefs about its students and the best way to serve them, alongside the standards of
the Pennsylvania Department of Education and the American School Counselors Association.
This strong foundation, as built upon by the schools counselors, administration, teachers,
parents, and other community figures, will guide the ways in which the students are enabled to
succeed and reach their potentials in the areas of academia, personal/social growth, and career
development. The goal of the counseling department is to provide ways for the students to
improve in these areas through curriculum that is holistic, systemic, balanced, proactive,
reflective, and infused in the academic curriculum. This section will focus on the driving
philosophy behind the Comprehensive School Counseling Plan, in conjunction with its mission
statement, beliefs, goals, and measured competencies for students and counseling staff.
1.

Beliefs

The Rolland Elementary school counselors believe:


All students have worth.
All students can be empowered to realize their potential.
All students will have access to guidance services.
The School Counselors are integral partners that advocate for students.
The School Counselor will collaborate with students, parents, teachers, administrators,
and community members to develop counseling activities.
The School Counselor will consistently evaluate activities to measure effectiveness and
appropriateness.

The School Counselor will adhere to ASCA Code of Ethics.


2.

School mission statement


Rolland Elementary School believes that this school is responsible for developing and

maintaining a comprehensive educational program that will foster the academic, social, and
personal growth of all students. Rolland Elementary School provides a secure, supportive
environment. It also provides high quality resources to challenge and empower each individual to
pursue his/her potential, to develop a passion for learning in a diverse and challenging world, to
encourage active citizenship, and to reach a high standard of achievement at all grade levels as
defined by the Pennsylvania Core Curriculum Content Standards & Common Core State
Standards.
3.

School Counseling Departments mission statement


The Rolland Elementary School School Counseling Departments mission is to build a

collaborative relationship with various stakeholders to foster the academic, career, and
personal/social development of all students in grades K-5. Student needs are addressed by
delivering services that are multifaceted and holistic in order to empower each student to reach
his/her potential.
4.

Program Goals
By the end of the 2016-2017 academic school year, the reported bullying rate will
decrease by 10% for all students.
By the end of the 2016-2017 academic school year, the discipline referral rate will
decrease by 5% for all students.

By the end of the 2016-2017 academic school year, standardized testing score will
continue to increase by 3% for all students.

5.

Student Competencies
To align with Rolland Elementary Schools mission statement and the American School

Counselor Association (ASCA) standards, the comprehensive school counseling program will
elevate understanding and maximize tools that are essential for students when becoming
empowered to reach their potentials. Students will be competent in academic, career, and
personal/social areas, which are the domains highlighted in the ASCA standards.
A:A2.4 Apply knowledge and learning styles to positively influence school performance
PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity
PS:B1.2 Understand consequences of decisions and choices
6.

Professional Competencies
School counselors at Rolland Elementary should have the understanding, abilities, skills

and attitudes necessary to design, frame, evaluate and implement a comprehensive school
counseling program which highlights academic, career and personal/social domains of the ASCA
National Model.

Part III: Management System


Management is a crucial portion of the Comprehensive School Counseling Program at
Rolland Elementary School. Through the ongoing evaluation and action by the management
team, school counselors at Rolland Elementary School will be able to effectively supervise and
assist in student development. Students will have the support necessary to succeed academically
and socially and will be prepared for the future.
The management component of the Comprehensive School Counseling Program will be a
collaboration between the school counseling team and school administrators. Together, these
faculty members will utilize assessments and organizational models in order to implement
improved services and programs for student development and success.
School counselors at Rolland Elementary School will be responsible for monitoring both
achievement and behavior assessment data. By analyzing this data, the school counselors will be
able to evaluate the progress of the program, and determine if changes and adaptations are
necessary for continued success.
Each counselor will be expected to monitor their impact, and evaluate their individual
work. This will help each school counselor to improve, and will help to maintain high standards
within the management team. The school counselors at Rolland Elementary School will be vital
components in the success of the students.

1. Assessment
The school counseling program at Rolland Elementary School uses assessments in order
to provide effective services an efficient and cost effective manner. The assessments help to
ensure that all resources (including time) allocated to the counseling programs are necessary and
being used.
The school counselors at Rolland Elementary School utilize three different types of
assessment, all of which are recommended by the National Model of the ASCA. The School
Counselor Competencies Assessment is a self-evaluation designed for school counselors. School
counselors are asked to assess their own performance, as well as the performance of school
administrators, and the programs effectiveness.
In addition to the School Counselor Competencies Assessment, school counselors are
also asked to complete a School Counseling Program Assessment. This assessment also
evaluates the effectiveness of the program, and requires the counselors to analyze specific
strengths and weaknesses of the program. Through these evaluations, the counselors are able to
identify areas of improvements and plans to accomplish these goals.
The final assessment completed by school counselors at Rolland Elementary School is
the Use-of-Time Assessment. This assessment evaluates the use of the time of the counselors to
ensure that the counselors are consciously managing their time. The ASCA recommends that
counselors spend eighty percent of their time on direct and indirect student services. The
remaining twenty percent is set aside for program management and school service support.
These assessments should be completed twice a year in order to ensure efficiency.

2. Annual Agreement
The annual agreement is a collaborative effort between the school administrators and
school counselors at Rolland Elementary School. The annual agreement allows both the school
administrators and counselors the opportunity to formally discuss the goals of of the CSCP. Not
only are the school counselors able to share their ideas for the CSCP, it allows the school
administrators more insight into the focus and process of the CSCP.
The annual agreement will identify the duties and responsibilities of the school
counselors at Rolland Elementary School. The ASCA recommends that this agreement is agreed
upon and signed within the first two months of the academic year; however, regardless of when
the agreement is signed, specific tasks and responsibilities can be reassigned at any time.
3. Advisory Council
Twice a year, the CSCP at Rolland Elementary School is evaluated by the advisory
council. The advisory council consists of eight to twenty members who are considered to be
stakeholders in the school and community. During the advisory councils bimonthly meetings,
members discuss and review the outcome and results of the CSCP. Based on these results, the
members will suggest recommendations for the program, and advocate for public relations and
funding of the CSCP.
Goals and agendas should be decided on before the meeting, and should be recorded in
formal minutes.

4. Use of Data
School counselors at Rolland Elementary School utilize school data to identify student
needs. The school data will focus on achievement, attendance, and student behavior. It is
imperative for the school counselors to both understand and use the school data to ensure that all
students are treated fairly, and all students are provided with the same resources and benefits.
This data can be used to track student progress, identify barriers that students may be
commonly encountering, improve school services and organizations, and educate stakeholders.
In many schools, the disaggregate data can also help to identify a specific group of students
underperforming in comparison to their classmates. However, at Rolland Elementary School
there is a not a significant difference in data based on groups or categorization of students.
Instead, Rolland Elementary School used data to identify a 58% occurrence of bullying amongst
all students and student groups. The primary goal of the counselors at Rolland Elementary
School is to decrease this rate of occurrence.
Using their data, counselors can identify specific programs and tactics to best help and
support the students at Rolland Elementary School.
5. Action Plans
In order for the CSCP at Rolland Elementary School to be successfully implemented, the
school counselors must prepare the detailed action plan to achieve their goals. The action plan at
Rolland Elementary School should address the design, documentation, and implementation for
the programs curriculum and small groups.

6. Lesson Plans
Lesson plans are crucial in the success of classroom lessons in the curriculum of the
CSCP. School counselors at Rolland Elementary School are encouraged to design specific
lesson plans for classroom lessons, identifying the following: ASCA student standards, learning
objectives, required materials, procedures and activities, and plan for evaluation of the lesson.
The counselor will need to determine how to collect the process data, the perception data,
and the outcome data from the lesson. If necessary, the counselor should also consider whether
or not a follow up to the lesson is necessary. The follow up may help to identify any students
that are struggling with the lesson, and ensure mastery of the lesson and skills from other
students.
7. Calendars
An annual calendar is provided for all students, faculty members, parents, and guardians
in order to provide them with specific details and dates for upcoming school counseling
activities. The calendar can include details on when and where these activities will be held.
These calendars are not only informative, but also help to promote participation. Rolland
Elementary School does display the annual calendar on the school website.
School counselors should also consider creating weekly calendars to help in their
personal planning process. The weekly calendars will be more flexible than the annual calendar,
but allow counselors to plan for classroom lessons, individual counseling, collaboration, and data
analysis.

Part IV: Delivery System


The delivery system of Rolland Elementary Schools CSCP is made of various programs
and services offered to students through the school counseling department. The delivery model
consists of both direct and indirect services for students.
The direct services that are offered at Rolland Elementary School are school counseling
core curriculum, individualized planning small-group counseling, and responsive services and
counseling . The individualized planning and responsive counseling services utilized occur in
face-to-face, private meetings. The indirect services at Rolland Elementary School are programs
for students that are developed through interactions and relationships between school counselors
and various school and community personnel. School counselors will be involved in both
consultation and collaboration with school and community personnel in order to provide the
most effective programs for students.
The delivery model at Rolland Elementary School is based on the ASCA National Model.
This section will identify and describe the specific accommodations, resources, and services
available to students. All described programs will support academic growth, emotional
development, and social and personal skills.
1.

Direct Student Services

a.

School Counseling Core Curriculum: The school counseling curriculum is integrated into

the academic classroom, as well as into the schools positive behavior support program and into
the schools monthly assemblies. The school counseling department uses the Super Student
Curriculum, which has the following focuses:
Character Development (K-2nd)

Understanding Self & Others (K-2nd)


Interpersonal and Communication Skills (3rd-5th)
Decision Making and Problem Solving (3rd-5th)
School Success Skills (K-5th)
Each focus will be taught during the grades listed. In order to teach the focuses, the
school counseling department will also use the following guidelines for their implementation:
Sequential & flexible
Available for all students
Actively involves students and school personnel
Explicitly teaches desired skills and attitudes
Promotes attainable models of behavior
Integrated part of the total education process
School counselors will organize a grade-level assembly once a month to focus on the unit
being taught. Counselors will teach a follow-up lesson to each classroom two weeks later. Units
are based on the focuses listed above and will follow the Super Student theme and curriculum. A
sample of this curriculum action plan is attached in Appendix A. School counselors will
collaborate with classroom teachers to promote and develop the skills featured each month.
The school counselors will also implement specific small groups to target the CSCP
goals: the Friendship Group, the F.O.C.U.S. Group (for standardized test-taking), and the Anger
Wranglers Group. The purpose of these small groups is to provide a safe environment for
sharing, giving and receiving feedback, practicing new skills, and increasing awareness so that
students can feel successful in the learning environment. Small groups typically meet once a

week for 30 minutes for six to eight sessions during the school day at a time that is agreeable
with the teacher.
35% of the school counselors time will be dedicated to the core curriculum.
b.

Individual Student Planning


Individual Student Planning services focus on the individual needs of every student.

These services are provided by school counselors to help students grow and develop
academically and socially. School counselors at Rolland Elementary use appraisal as a way to
evaluate student interests, skills, and achievement. The school counselors also advise students
through transitions and growth-oriented activities. Collaboration between school counselors,
parents, and teachers in the areas of appraisal and advisement is sought whenever possible. 15%
of the counselors time will be spent on individual student planning.
c.

Responsive Services
Responsive services are designed to meet students immediate needs and concerns. They

are available to all students and may be initiated by students, teachers, parents, or school
counselors after a review of data. Both individual counseling and crisis response are used as
responsive services. The purpose of individual counseling is to help students overcome issues
impeding success in the areas of academic, career, and personal/social development. Crisis
response services are provided to students who are a part of critical situations that require
immediate intervention. Responsive services at Rolland Elementary are meant to be short-term;
however, school counselors will provide referral to community programs if necessary. 15% of
the counselors time will be spend on responsive services.
2.

Indirect Student Services

a.

Referrals
External referrals: Students will be referred to outside resources, such as behavioral

health clinics, within the community when for instances such as substance abuse, depression
and suicidal behavior.
Internal referrals: Resources within the school will be used when necessary such as
school psychologists, speech therapists, occupational therapists, and/or special education
teachers.
b.

Consultation
Consultations will be dynamic and systematic in how it is presented. The counselor will

work with parents, staff and students through consultation and by giving them control of a
situation, or empowering them.

c.

Collaboration
Parents, staff, administration, community members, stakeholders and students will

collaborate to create an effective and healthy school environment. The use of monthly
newsletters including upcoming events, new programs related to the counseling department and
resources within the community will be sent home with students and posted on the school
districts website. School counselors will conduct in-services for staff with regards to
personal/social, academic and vocational related issues. For example, an in-service will be
conducted on the prevention and intervention of bullying. Monthly meetings will be held so staff
and stakeholders can collaborate and work together to make changes as needed.

Part V: Accountability System


At Rolland Elementary School, accountability is greatly focused upon. It is essential to
evaluate the School Counseling program to determine whether or not it is having a positive effect
on the students. The school counselors will be held accountable of the implementation and
outcome of the School Counseling Program. Data analysis, program results and evaluations will
be used to hold the CSPS to a high degree. Counselors will monitor, evaluate, and improve upon
the strengths and weaknesses of the program. Furthermore, the counselor will monitor him or her
effectiveness in use of time and progress of the program.
a.

Data analysis
Data collection and analysis will navigate the needs of the program and play a significant

role in the School Counseling program at Rolland Elementary School. Data helps determine the
strengths, concerns and achievement gaps of this school.
The counselors use of time will be accounted and analyzed to ensure that time is being
spent effectively. A calendar and sign in sheets will be used to monitor how the counselors are
spending their time. Calendars will be used to write down a brief summary of where the
counselor has been in a day, in addition to their scheduled plans. Sign in sheets will be used
when students see the counselor to monitor how much time is spent in direct services. The
calendar and sign in sheets will be analyzed monthly to get a percentage of how much time is
being spent providing direct and indirect services. Counselors will be accountable for 80 percent
of their time spent in indirect and direct services and 20 percent spent managing tasks, as
recommended by the American Counseling Association National Model.
b.

Program Results

The school counselors at Rolland Elementary will ensure that programs are evaluated to
confirm that the process, perception and outcome goals of the School Counseling program are
being met. The results of these goals will be used to determine if changes need to be made to the
program. The Curriculum Results report will help decide if the program was effective,
appropriate, according to plan and beneficial to the majority of students. In addition, the
counselors will be accountable for the small group results report. Once analyzed, this report will
help determine if the use of small-group lessons were beneficial and whether or not they made a
positive change. Additionally, closing-the-gap results will be analyzed to determine if the
program was effective and made positive attributes to closing the achievement gap at Rolland.
Results will be shared to the administration through the use of a PowerPoint presentation with
the numerical results listed. Additionally, they will be posted on the website for parents,
community members and stakeholders to see.
c.

Evaluation and Improvement

As part of the School Counseling program, the school counselors strive for improvement through
the use of evaluation. By evaluating progress towards the goals the students will benefit. The
counselors will use self-analysis to evaluate their strengths and weaknesses. They will also be
held accountable for their performance and implementing the CSPS. Additionally, counselors
will use a competencies assessment to ensure that all competencies are being met. Furthermore,
once a year the administration will conduct a School counselor performance appraisal to ensure
that the counselors are meeting their job description.

Part VI: Conclusion


This Comprehensive School Counseling Program implemented by Rolland Elementary
Schools dedicated school counselors alongside community stakeholders will serve all students
and strive to meet their needs. The school counseling program will take a holistic approach at
helping students reach their academic, personal/social, and career development goals in order to
empower its students to reach their potential through their access to all counseling services.

References
Dimmitt, C. (2007). Evidence-based school counseling: Making a difference with data-driven
practices. CA: Corwin-Press
Dollarhide, Collette T. & Saginak, Kelli A., (2012). Comprehensive school counseling programs,
2nd Ed. Boston: Allyn & Bacon.
The ASCA national model: A framework for school counseling programs, 3rd Ed. (2012).
American School Counselor Association.

APPENDIX A: A sample of Rolland Elementarys Action Plans

2nd Grade Curriculum Map


Goal: By the end of the 2016-2017 academic school year, the reported bullying rate will decrease

by 10% for all students.

Curriculum: Super Student


Grade/
Month

Domain(s)

2nd GradeSeptember

Personal/social

2nd GradeOctober

Personal/social

2nd GradeNovember

Personal/social

2nd GradeDecember

Personal/social
Academic
Career

Topic

Goal

ASCA
Standards

Kindness

All students will work together to identify the


meaning of Kindness, and to understand how
kindness can be shown to others.

PS: A1.2
PS: A1.6
PS: A2.8

Respect

All students will work together to identify the


meaning of Respect, specifically the meaning of
respect towards others.

PS: A1.2
PS: A1.9
PS: A2.3

Students will be able to understand and appreciate


the differences of others and how to peacefully
and respectfully approach differences in opinion.

PS:A2.3
PS:A2.4
PS:A2.5

Students will be able to identify their strengths in


school subjects, as well as outside the classroom.

PS.A1.1
PS.A1.2
A:A1.1

Tolerance

SelfConfidence

development
2nd GradeJanuary

Personal/social

2nd GradeFebruary

Personal/social

2nd GradeMarch

Academic

2nd GradeApril

Academic
Personal/social

2nd GradeMay

Academic
Personal/social

C:B1.2
Friendship

Students will be able to demonstrate how to make


and keep friends.

PS:A2.8

Communicatio
n

Students will be able to demonstrate how to


communicate and understand that communication
involves talking, listening, and nonverbal
behaviors.

PS:A2.6
PS:A2.7

Mistakes

Students will be able to understand that mistakes


are a part of the learning process.

A:A1.4

PS:A2.1

Responsibility

Students will be able to identify personal


responsibilities as students and citizens and apply
skills learned in unit to complete said
responsibilities.
Students will be able to demonstrate effectively
working with group members to complete a task.

A:A3.3
PS:A2.6

Working
Together

SMALL GROUP ACTION PLAN


School Name

Rolland Elementary School

Group Name

Anger Wranglers Group

Goal (SMART
format)

By the end of the 2016-2017 academic school year, the discipline referral rate will decrease by 5% for
all students.

Target Group

Students with two or more disciplinary referrals related to anger or violent behavior; Students
identified by teachers as having difficulty with anger-related behavior.

Data to Identify
Students

Behavior Reports, teacher referrals

School
Counselor
(s)

ASCA
Domain &
Standard
(Mindsets
&
Behaviors)

Cassanra
Bryant

PS:A1.5

Outline of Group
Sessions to be
Delivered

Session 1: Group
Introduction,

Process
Data
(Projected
number of
students
affected)

Perception
Data (Type of
surveys to be
used)

Outcome Data
(Achievement,
attendance
and/or
behavior data
to be
collected)

30
students

Individual
student

Number of
Discipline

Project
Start/
End

Oct-Nov

PS:A1.6
PS:A1.8
PS:A1.9
PS:A2.2
PS:B1.2
PS:B1.3
PS:B1.4
PS:B1:12
PS:C1.7
PSC1.10

paired interview,
reward chart &
responsibility jar
Session 2:
Calming
techniques, guided
relaxation
Session 3:
Self-control
Session 4:
Decision Making
Session 5:
Empathy &
Assertive
Communication
Session 6:
Role-play, review
and post-group
feedback

(5 groups
of 6
students
from
grades
1-5) will
participate
in six
group
counseling
sessions

behavior
ratings
Pre/Post on
teacher
perceptions

referrals
before,
during, and
after group

Student
Post-Group
feedback on
overall
effectiveness

SMALL GROUP ACTION PLAN


School Name

Rolland Elementary School

Group Name

Friends Group

Goal (SMART
format)

By the end of the 2016-2017 academic school year, the reported bullying rate will decrease
by 15% for all students.

Target Group

Students with 2 or more disciplinary referrals related to bullying, reported victims of


bullying incidents, teacher identified student-leaders

Data to Identify
Students

Teacher and counselor referral, student survey, behavior reports

School
Counselor

ASCA
Domain &
Standard
(Mindsets
&
Behaviors)

Outline of Group
Sessions to be
Delivered

Process
Data
(Projected
number of
students
affected)

Perception
Data (Type of
surveys to be
used)

Outcome
Data
(Achievement
, attendance
and/or
behavior
data to be
collected)

Project
Start/
End

Samantha
Schultz

PS:A1.5
PS:A1.6
PS.A1.7
PS.A1.11
PS:A2.1
AS:A2.3
PS:A2.6
PS.A2.8

Session 1: Group
introduction,
Finding a target
Session 2: The
Bystander
Session 3:
Normative beliefs
Session 4:
Friendship
Session 5:
Leadership,
Inclusion
Session 6: Group
wrap-up,
post-group
feedback

30 students
(5 groups
of 6
students
from
grades 1-5)
will
participate
in six
group
counseling
sessions

Individual
student
behavior
ratings
Pre/Post on
teacher
perceptions

Number of
Discipline
referrals
before,
during, and
after group

Jan-Feb

Student
Post-Group
feedback on
overall
effectivenes
s

SMALL GROUP ACTION PLAN


School Name

Rolland Elementary School

Group Name

F.O.C.U.S. Group

Goal (SMART
format)

By the end of the 2016-2017 academic school year, standardized testing score will continue to increase by 3%
for all students.

Target Group

Students with 20 point discrepancies between grades and standardized test scores

Data to Identify
Students

Report cards, previous years test scores

School
Counselor
Alyse
Reed

ASCA
Domain &
Standard
(Mindsets
&
Behaviors)

A:A2.1
A:B1.2
A:B1.3

Outline of
Group
Sessions to be
Delivered

Session 1:
Group

Process Data
(Projected
number of
students
affected)

30 students
(5 groups
of 6

Perception
Data (Type of
surveys to be
used)

Outcome Data
(Achievement,
attendance
and/or behavior
data to be
collected)

Individual
student

Standardized
test scores,

Project
Start/End

Mar-Apr

A:B1.5

introduction,
Face It
Session 2:
Organize It
Session 3:
Conquer It
Session 4:
Understand
It
Session 5:
Scan it
Session 6:
Group
wrap-up,
post-group
feedback

students
from grades
1-5) will
participate
in six group
counseling
sessions

behavior
ratings

classroom test
scores

Pre/Post on
teacher
perceptions
Student
Post-Group
feedback on
overall
effectiveness

Appendix B: Management Documents (As Recommended by ASCA)

Use of Time Assessment


Direct Student Services
School
Counseling Individual
Core
Student
Curriculum Planning

7-7:15 a.m.
7:16-7:30
a.m.
7:31-7:45
a.m.
7:46-8 a.m.
8:01-8:15
a.m.

Responsive
Surveys

Indirect
Student
Services

Non-SchoolCounseling
Tasks

Program Management and


School Support
Program
Foundation,
Referrals/
Management
on-SchoolN
Consultation/
and
Fair-Share
Counseling
Collaboration Accountability Responsibility
Tasks

8:16-8:30
a.m.
8:31-8:45
a.m.
8:46-9 a.m.
9:01-9:15
a.m.
9:16-9:30
a.m.
9:31-9:45
a.m.
9:46-10
a.m.
10:01-10:15
a.m.
10:16-10:30
a.m.
10:31-10:45
10:46-11
a.m.
11:01-11:15
a.m.
11:16-11:30
a.m.
11:31-11:45
a.m.
11:45
a.m.-Noon
12:01-12:15
p.m.
12:16-12:30
p.m.
12:31-12:45
12:46-1
p.m.
1:01-1:15
p.m.
1:16-1:30
p.m.
1:31-1:45
p.m.
1:46-2 p.m.

2:01-2:15
p.m.
2:16-2:30
p.m.
2:31-2:45
p.m.
2:46-3 p.m.
3:01-3:15
p.m.
3:16-3:30
p.m.
3:31-3:45
p.m.
3:46-4 p.m.
TOTALS
% per topic
% per
category

0%

0%

Annual Agreement Template


Academic Year: 2016-2017
School Counseling Program Mission Statement

The Rolland Elementary School School Counseling Departments mission is to build a


collaborative relationship with various stakeholders to foster the academic, career, and
personal/social development of all students in grades K-5. Student needs are addressed by
delivering services that are multifaceted and holistic in order to empower each student to reach
his/her potential.
School Counseling Program Goals
The school counseling program will focus on the following achievement, attendance, behavior and/or school
safety goals this year. Details of activities promoting these goals are found in the curriculum, small-group and
closing-the-gap action plans.

Program Goal Statements


1 By the end of the 2016-2017 academic school year, the reported bullying rate will

decrease by 15% for all students.


2

By the end of the 2016-2017 academic school year, the discipline referral rate will
decrease by 5% for all students.

By the end of the 2016-2017 academic school year, standardized testing score will
continue to increase by 3% for all students.

Use of Time
I plan to spend the following percentage of my time delivering the components of the school counseling
program. All components are required for a comprehensive school counseling program.

Direct Services to
Students

Planned Use
of time delivering school
35%
counseling core
curriculum

15%

15%

Indirect Services
for Students

Program Planning
and School
Support

20%

15%

of time with individual


student planning

of time with responsive


services

of time providing referrals,


consultation and
collaboration

of time with foundation,


management and
accountability and school
support

Recommended
Provides
developmental
curriculum
content in a
systematic way to
all students
Assists students
in developing
educational,
career and
personal plans
Addresses the
immediate
concerns of
students
Interacts with
others to provide
support for
student
achievement
Includes planning
and evaluating the
school counseling
program and
school support
activities

Advisory Council
The school counseling advisory council will meet on the following dates.

80%
or more

20%
or less

August 20, 2016


October 6, 2016
December 3, 2016
January 31, 2017
March 20, 2017
May 23, 2017
Planning and Results Documents
The following documents have been developed for the school counseling program.
X Annual Calendar
X Curriculum Action Plan
X Results Reports (from last years action plans)
X Small-Group Action Plan
Professional Development
I plan to participate in the following professional development based on school counseling program goals and
my school counselor competencies self-assessment.
(Samantha Schultz, Cassandra Bryant, Alyse Reid)
Professional Collaboration and Responsibilities Choose all that apply.
Group
A. School Counseling Team Meetings

B. Administration/School Counseling
Meetings
C. Student Support Team Meetings

Weekly
Samantha
Schultz,
Cassandra
Bryant
Cassandra
Bryant, Alyse
Reid
Samantha
Schultz,
Cassandra
Bryant

D. Department Chair Meetings

E. School Improvement Team Meetings

Monthly

Samantha
Schultz
Alyse Reid

Cassandra
Bryant, Alyse
Reid
Samantha
Schultz, Alyse
Reid

F. District School Counseling Meetings

Coordinator
Alyse Reid

Samantha
Schultz
Cassandra
Bryant

Samantha
Schultz, Alyse
Reid

Cassandra
Bryant

Budget Materials and Supplies


Annual Budget $3,500 ; Materials and supplies needed:

School Counselor Availability/Office Organization


The school counseling office will be open for students/parents/teachers from 7:30 am to 3:00 pm.

My hours will be from 7:15 am to 4:00 pm (if flexible scheduling is used).

Role and Responsibilities of Other Staff and Volunteers


School Counseling Department Assistant
Attendance Assistant Clerk
Data Manager/Registrar
Career and College Center Assistant
Other Staff
Volunteers
School Counselor Signature
Principal Signature
Date

Annual Calendar
September 2015
Classroom Instruction
Grade-Level Assembly
Counselor Meet & Greet
Individual counseling & consultation
Attendance Awareness Month bulletin board
School safety assemblies
Counseling Crisis Team Mtg
Back-to School Night (9/17)

February 2016
Classroom Instruction
Grade-Level Assembly
National School Counseling Week (2/1-5)
Advisory Committee Meeting (2/10)
Random Acts of Kindness Day Feb 17
Individual counseling & consultation
Small groups (K-5)
Review grades & attendance
5th grade classroom orientations, registration
Attend & present ASGW Conference (2/18-20)

October 2015
Classroom Instruction
Grade-Level Assembly
National Bullying Prevention Month Bulletin Board
Attend PSCA. Conf. (10/14-16)
Small groups (grades K-5)
Individual counseling & consultation
Advisory Committee Meeting (10/21)
CHARACTER COUNTS! Week (10/19-23)
Unity Day (10/21)
Mix-it Up at Lunch Day (10/27)

March 2016
Classroom Instruction
Grade-Level Assembly
Parent Teacher Conferences (3/8-9)
Parent/Staff Discussion
Small groups (K-5)
Individual counseling & consultation
PSSA material review and administration training

November 2015
Classroom Instruction

April 2016
Classroom Instruction Small groups (K-5)

Grade-Level Assembly
Small groups (grades K-5)
Individual counseling & consultation
Parent-Teacher conferences
Review grades & attendance

Grade-Level Assembly
PSSAs (4/23-30)
Individual counseling & consultation
Advisory Committee Meeting (4/6)
Review grades & attendance

December 2015
Classroom Instruction
Grade-Level Assembly
Advisory Committee Meeting (12/9)
Small groups (grades K-5)
Individual counseling & consultation

May 2016
Classroom Instruction
Grade-Level Assembly
College & Career Readiness Month activities
5th grade Grouping Cards & Middle School visit
Career Day (5/15)
Individual counseling & consultation
Grouping meetings

January 2016
Classroom Instruction
Grade-Level Assembly
No Name Calling Week (1/18-22)
Small groups (K-5)
Individual counseling & consultation
Too Smart to Start 5th G Lessons
Too Smart to Start Family Event (1/8)

June 2016
Classroom Instruction
Grade-Level Assembly
Review SOL results, grades & attendance

Lesson

Plan Template

Activity:
Grade(s):
ASCA Mindsets & Behaviors (Domain/Standard):

Learning Objective(s) (aligns with Competency):


1.
2.
3.
Materials:

Procedure:

Plan for Evaluation: How will each of the following be collected?


Process Data:

Perception Data:

Outcome Data:

Follow Up: