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Desert Rose

Junior High School
Counseling Team: Tahla Jarrell, Erin O’Shaughnessy, and Sholanda L. Smith
Grades: 7th and 8th
Your Counseling Team

Tahla Jarrell Erin O’Shaughnessy Sholanda L. Smith
Targets...learning not shopping

To gain a better understanding of the Desert Rose Junior High
School counseling program
To increase the awareness of available on-campus counseling
To communicate the counseling team’s goals and objectives for the
school year
To strengthen the collaborative efforts, campus-wide, of the DRJHS
certified and classified team, so that all heartbeats truly matter
Take a trip down memory lane.
What do you remember most
about your school counselor?

It Truly Takes A Village
Why You?
Why Now?
Week 1: Program Beliefs, Vision Statement, Mission Statement

Program Beliefs:
The school counselors at Desert Rose Junior High School believe:
Collaborative relationships, within the home, school, and community, promote equity
and access to quality learning opportunities for all students.
All students have the potential for acquiring academic and social success.
All students have the right to learn in an environment that is safe and supportive.
All students should be mutually respected.
All students can and will meet high academic and social standards.
All students have individual strengths and an individual development pace.
All students have the ability to initiate and act in leadership roles and influential
decision-making opportunities.
Week 1: Program Beliefs, Vision Statement, Mission Statement
Program Beliefs:
The school counselors at Desert Rose Junior High School believe:
Personalized planning, responsive services, and system support are integral in the
delivery of an effective counseling program.
The school counseling program should be comprehensive and developmental in nature.
The school counseling program should be proactive and preventative in its design.
The school counseling program should monitor the progress of all students.
The school counseling program should be data-driven in its development and in its
School counselors should be guided by and articulately follow the American School
Counselor Association ethical standards.
School counselors should participate in personal and professional development
activities to ensure the quality and effectiveness of the school counseling program.
School counselors should believe in and promote educational attainment for all
Week 1: Program Beliefs, Vision Statement, Mission Statement

Vision Statement:
The vision of the Desert Rose Junior High School Comprehensive School Counseling Program is to facilitate
student individualization that will empower learners to achieve excellence in all aspects of life. The Desert
Rose Junior High School’s Counseling Program will realize success when:
All students believe that they are capable of learning.
All students verbally state and identify their barriers and independently and strategically find
solutions to overcome barriers.
All students promote diversity awareness, inclusivity, social justice, and equity.
All students apply a growth mindset that enables them to identify their academic and personal
strengths and weaknesses.
All students will be able to state their goals, both short and long term, and their best course of action
to achieve those goals.
All students will leave junior high school inspired and intrinsically motivated to actively seek out
learning opportunities and experiences within the classroom and the community.
All students are involved in progressive affiliations and mentoring relationships and are able to
identify and pursue assistance when necessary.
All students use their abilities as global learners to enrich humanity.
Week 1: Program Beliefs, Vision Statement, Mission Statement

Mission Statement:
The mission of the Desert Rose Junior High School counseling program is to provide a
comprehensive, developmental, and preventative school counseling program that empowers
all learners to reach their highest potential. The counseling program will facilitate the
removal of academic, career, social, and emotional barriers to learning for all students.
Through a comprehensive home-school-community partnership, the school counseling
program will ensure that all students experience a safe and caring environment, as well as
help ever y learner become globally responsible citizens. By helping students identify their
interests and abilities, the counseling program will stimulate the learners’ fidelity, efficiency,
impulsivity, creativity and innovation, executive skills, and conflict resolution skills in a
positive nature.

As a comprehensive school counseling program, the Desert Rose Junior High
School counseling team strives to provide the best program available to all
students, regardless of ethnicity, gender, or socioeconomic status . Our vision
and mission statements support our belief that all students have the ability to
gain the skills to be successful in life and become lifelong learners. DRJH
counselors will not only lead by example, they will also guide students down the
right path by utilizing data to ensure programs meet the needs of the student
body. The goal of the counseling program at DRJH is to create students who
become successful adults. This goal will be met by utilizing data, implementing
action plans based off of data, and creating an environment where students
are held accountable and to a high standard. With a student-focused program,
we believe the students will excel academically and personally.
Guidance Counselor Vs. Professional school Counselor

Guidance Counselors: Professional School Counselors:
1. Are reactive 1. Are proactive
2. Provide services to some students 2. Provide services to ALL students
3. Impact measured abstractly (e.g., 3. Impact measured concretely (e.g.,
feelings and/or perception) achievement data, attendance
4. Ancillary role to school rates, graduation rates)
improvement and success 4. Essential role to school
5. Work in isolation improvement and success
6. Struggle with finding ways that 5. Work in networks and as school
lead to equity and maximizing of leaders
all students’ success 6. Provide intervention and
preventative services that are
culturally relevant

Program Goals, Mindset & Behaviors Planning Tool

Goal 1: Goal 2: Goal 3:
The number of absences among The number of campus office To increase the college and
economically disadvantaged discipline referrals will career readiness of students
students, who had 13 or more decrease by 25%, from 106 by increasing the number of
absences in the 2015-2016 school incidents to 80 incidents or students who maintain at
year, will decrease by 20 percent, fewer, by the end of the least a 70% or higher in core
from 80 incidents to 64 incidents 2016-2017 school year. classes, to increase the
by the end of the 2016-2017 percent of students who
school year. demonstrate proficiency on
the AzMERIT ELA and Math
assessments by 10%, by the
end of the 2016-2017 school
How Will WE, The Village, Make this happen?

Guidance Curriculum Individual Planning Responsive Services
Standards Based Ongoing ● Individual counseling
(academics, Accessible to all students ● Small group counseling
personal/social-emotional Personalized ● Crisis intervention
growth, and career ● Community
exploration) partnerships and
Developmentally System Support referrals
appropriate Professional development ● Consultation
Tied to our school’s Consultation ● Peer facilitation
improvement plan Community Outreach
Developed through 1:1, District Committees
classroom visits, and small Advisory Councils
group rotations
Program Goals, Mindset & Behaviors Planning Tool
7th Grade
Belief in development of whole self, including a healthy balance of mental, social/emotional
and physical well-being (Social/Emotional)
Sense of belonging in the school environment (Social/Emotional)
Behavior: Learning Strategies
Use time-management, organizational and study skills (Academics)
Apply self-motivation and self-direction to learning (Academics)
Behavior: Self-Management Skills
Demonstrate self-discipline and self-control (Academic)
Demonstrate ability to manage transitions and ability to adapt to changing situations and
responsibilities (Social/Emotional)
Program Goals, Mindset & Behaviors Planning Tool
7th Grade
Behavior: Social Skills
Use effective oral and written communication skills and listening skills (Academic)
Create positive and supportive relationships with other students (Social/Emotional)
Demonstrate social maturity and behaviors appropriate to the situation and environment
Program Goals, Mindset & Behaviors Planning Tool
8th Grade
Self confidence in ability to succeed. (Social/Emotional)
Behavior: Self-Management Skills
Demonstrate ability to assume responsibility (Academic and Social/Emotional)
Behavior: Social Skills
Use effective oral and written communication skills and listening skills (Academic)
Demonstrate social maturity and behaviors appropriate to the situation and environment
(Career & Social/Emotional)
Program Goals, Mindset & Behaviors Planning Tool

Planning Tool


The Desert Rose Junior High School counseling team meet weekly with administrators to examine the academic
and social/emotional needs of our students. On a consistent basis, the leadership team (i.e., grade-level
teachers, administrators, counselors, and community stakeholders) looks at available data to determine the
focus of our learning environment and progress monitor our growth towards meeting our state, district, and
local school goals. Our district has the expectation that all schools will improve continuously and make
adjustments to annual goals, as needed. Certified staff is expected to measure success towards our local school
goals with a progress monitoring tool, using research-based systemic evaluations. After reviewing the previous
year’s data (county-generated attendance records (SAIS), standardized and district test scores), evaluation
data, the school’s Continuous Improvement Plan (CIP) SMART goals, and parent and staff surveys, the counseling
team meets to determine our program focus. After a management agreement discussion, with administration
and input from the advisory council, it has been determined that the goals will focus on attendance, academic
success, and behavior. Using county-generated attendance reports, the team has set the goal of improving the
attendance history of students who have excessive absences (i.e., 13 or more in a school year), as we believe that
students who have consistent attendance will demonstrate higher academic performance.
The AzMERIT is the standardized test in Arizona, that is used to measure a school’s progress towards Annual
Yearly Progress (AYP). Our district sets the benchmark that all middle school students demonstrate proficiency
in English Language Arts and Mathematics.

Desert Rose Junior High School counselors looked at the AzMERIT data from the previous year as well as district
benchmark assessment results. From these results, we selected the students who were at risk for not
demonstrating proficiency in ELA and Math standards in FY17 and provided strategic and research-based
interventions for them. We believe that the students who failed to demonstrate proficiency on AzMERIT also
struggle academically within the immediate learning environment. Constant parent contact and personalized
student counseling are provided in alignment with ASCA Standards. Referral to appropriate academic assistance
programs and resources are interventions that are developed as part of the intervention plan.
Because disruptions in the learning environment are a hindrance to all, we collected discipline data from our
district, parent and staff perception surveys, and administrative team direction, we determined areas of
concerns (e.g., such as fostering positive peer relationships, effectively communicating with others, and
developing problem-solving skills) as well as responding to the needs of those students who have repeatedly
have disruptive events. Our school counseling program goals are SMART (i.e., specific and measurable) goals,
which promote improved student achievement. By aligning our goals with our Continuous Improvement Plan
goals, we are sure to focus on issues that are of top priority to our school. Using data, which drives our goals, we
are able to accurately target a group of students and measure results.
Annual Agreement & Calendar

Annual Agreement Link Annual Calendar Link
Action Plan

Action Plan Link

The Ethics Slide
As counselors, we are not permitted to discuss students’ personal information and issues, UNLESS the following

1. A student is in danger or they present a danger to someone or
2. Court mandates
3. Permission is granted by the student
4. A student is in violation of a school policy that requires us to report it
to the school’s administrator.
5. A second professional opinion and/or expertise is/are necessary.

One smile can start a friendship.
One word can end a fight.
One individual can change your
-- OSIRIS (adapted)

Padlet Link
How can we help you?