CARMEL MIDDLE SCHOOL Annual Agreement

2019-2020
The mission of Carmel Middle School’s Comprehensive School Counseling
Program is to provide all students with a rigorous and relevant curriculum,
promoting and supporting students to achieve at their greatest potentials. The
program aims to support academic achievement, social-emotional development,
while ensuring students are postsecondary, college, and career ready. In a warm,
nurturing, and collaborative environment, school counselors work Administrators,
Teachers, Students, Families, and Community Partners, assisting students to be
successful lifelong learners in a diverse and globally competitive society.
School Counseling Program Goals:
The school counseling program will focus on the following goals this year. Details
of activities promoting these goals are found in the curriculum, small-group
and/or closing-the-gap action plans. I have reviewed and am in agreement with
the Carmel Middle School Annual Agreement for the 2019-2020 school Year.

Program Goal Statements

1 By the end of the year, my goal is to decrease incidents of bullying by 25%.
2 By the end of the year, my goal is to improve attendance of our high risk
students by 10%

Use to Time
School Counselors plan to spend the following percentage of time delivering the
components of the school counseling program.
Planned Use Recommended
Direct of time delivering Provides
Services to 25% school counseling developmental
Students core curriculum curriculum
content in a
systematic way
to all students
of time with Assists students
15% individual student in developing
planning educational, 80%
career and or more
personal plans
of time with Addresses the
30% responsive services immediate
 concerns of
students
Indirect of time providing Interacts with
Services for 15% referrals, others to
Students consultation and provide
collaboration support for
student
achievement
Program of time with Includes
Planning and 15% foundation, planning and
School management and evaluating the 20%
Support accountability and school or less
school support counseling
program and
school support
activities

Professional Development
The team plans to participate in the following professional development based on
school counseling program goals and my school counselor competencies self-
assessment.

 District Level School Counselor Professional Learning Community

 North Carolina School Counselor Conference
 Section 504 Trainings
 Suicide Prevention and Protocol Trainings
 American School Counselor Association National Conference
Professional Collaboration and Responsibilities

Group Weekly/Monthly Coordinator

A. Administration/Support Service Meetings Monthly Pratt

B. MTSS Tiered Team Meetings Monthly

C. District School Counseling Meetings Monthly Smith
D. Grade Level PLCs (As Needed) Weekly Thompson

Budget Materials and Supplies

DATE PROJECT DESCRIPTION BUDGET TOTAL

February Continuous Mix of No Name Calling Week and Decor $50 $100
Kindness Random Act of Kindness Day
Week Student Kindess
Contest
(Art/Written
Expression)$30

Door Decorating
Contest- Ice-
Cream Party $ 20
February National Awareness=access to Support Services Incentives for Students:
School so that we can better meet student daily trivia please
Counseling needs. competition run consider
Awareness on morning news Carmel
Week https://www.schoolcounselor.org/school- broadcast for School
counselors-members/about-asca- students. Store
(1)/national-school-counseling-week Bucks!!!!
Staff incentive for Let's say
Student Support $20 total
Services
Crossword Puzzle
Raffle fro Staff: $5
starbucks gift
card. $25
March Carmels ensure that ALL students are college and Decor-Banner, $130
College career ready Balloons $50
and Career
Week Refreshments $30

Door prices for

students $40
March Vertical Facilitation of the registration process for Refreshments $35
Team rising 6th grade students. Coffee, Tea
 Meetings
with
Elementary
Counselors
March Elem Facilitation of the registration process for Door prizes $50
School rising 6th grade students. Build student
Visits motivation and decrease anxiety!
Year Long Social Student groups are developed Materials $150 ($50
Emotional throughout the year to meet student Supplies Per
Groups needs and remove barriers for Incentives counselor)
learning...all while giving students the
tools they need to meet their academic,
personal, and emotional, and goals.
Year Long Yale http://ei.yale.edu/ruler/ Staff and Class Carmel
Center for incentives School
Emotional Carmel is on its way to becoming a Store
Intelligence RULER Pilot School starting 2019-2020 Class Incentive Bucks
-RULER school year. The Yale Center for budget-$100 (starting
PILOT@ Emotional Intelligence aims to create a August
CARMEL more effective and compassionate Staff incentive 2019)
society. Staff have already began to budget $50
undergo training to prepare students $150
and families for the rollout. We want to
keep momentum going for both staff
and students
October Red Ribbon School/community initiative to combat Essay Contest $120
2019 Week the impact of substance abuse. Art Contest
Daily trivia
Banner
Balloons
November Mix it up @ Essay Contest $120
2019 Lunch Art Contest
Daily trivia
Banner
Balloons
Soon to Cougars of Club of students who are cheerleaders May need
Come Character for good character and social emotional initial
Year learning. investment
Round of $20,
however,
Club will
fundraise
Planning and Results Documents
The following documents have been developed for the school counseling
program:
Annual Calendar Program at a Glance
Curriculum Action Plan Results Reports
Small-Group Action Plan
School Counseling Program Delivery
Direct Student Services In person interactions between school counselors and
students
Strategies Implementation plan
School Counseling A. Classroom 1. No Name Calling week
Core Curriculum Instruction 2. College and Career Awareness
from NC Essential B. Group Activities Week
Standards and ASCA 3. Small Group Counseling
Student C. School Wide 4. Student Access to Everfi and CFNC
Competencies. Programming

Individual Student Appraisal Individualized Behavior plans

Planning Advisement Student Observations
Conflict Resolution
Case Management

Responsive Services Counseling Suicide assessment protocol

Crisis response 1:1 short term counseling
Consultation Bullying Reports
 Prevention, intervention, and follow
up.
Development of Safety plans
Development of Crisis Plans
State mandated Reporting
Classroom Instruction as Intervention

Indirect Student Systemic activities designed to assist students in establishing

Services personal goals and developing future plans.

Strategies Implementation plan

Referrals Referral School Supplies
Program Coordination Mental health Referrals
Program Facilitation Social Security Disability Info. Requests
Community Outreach McKinney Vento Support

Consultation System of Care Approach Home visits

Parent Conferences
Teacher Conferences
MTSS Meetings
Data Team Meetings
Mental Health Services Review
DSS follow up
Section 504 Meetings

Collaboration School/District Committees 504 Case Management

Homebound Services Management
MTSS Leadership
System of Care Team Meetings
Grade Level PLCs (As Needed)
 System Support
 Fair Share Duties
 Morning/Afternoon Duty
 Curriculum/ Family Nights
 Community Involvement Day/Night
 Test proctoring/ administering
 Cumulative folder checks
 Webpage Maintenance
 Quarterly Newsletters for staff
 Dissemination of information on community resources

Ongoing Professional Development Standards

(Public Schools of North Carolina State Board of Education, 2008)

Standard 1: School counselors demonstrate leadership, advocacy, and

collaboration
 Collaboration on various teams
 Attend grade level PLC meetings monthly
 Provide an in-service for staff a minimum of once a year
 Work collaboratively with all school staff to create a positive learning
community
 Improve the counseling profession by staying current in research and best
practices
 Advocate for equitable, student-centered legislation, policy, and
procedures

Standard 2: School counselors promote a respectful environment for a diverse

population of students
 Create an environment that is inviting, respectful, supportive, inclusive,
flexible, nurturing, and developmentally-appropriate
 Embrace diversity in the school community and in the world
 o Help others understand how a student’s culture, language, and
background may influence school performance and consider these
influences in the programs and services they provide
 Maintain high expectations for all students and treat students as individuals
 Collaborate with others to create a customized plan of action that provides
follow-up services to meet students’ varied needs
 Improve communication and collaboration among the school, home, and
community in order to promote and build trust, understanding, and
partnerships with all segments of the school community

Standard 3: School counselors understand and facilitate the implementation of

comprehensive school counseling program
 Implementation of programming includes individual counseling, classroom
presentation, academic advising, career development services, consultation,
parent education and other responsive services
 Align content standards and implement program models developed by
professional organizations in school counseling
 Understand how their professional knowledge and skills support and
enhance student success curricula areas as they align components of the
North Carolina Standards Course of Study Guidance Curriculum to their
content areas/ disciplines
 Deliberately, strategically, and broadly incorporate into their programs life
skills in academic, personal/social, and career domains that include
leadership, ethics, accountability, adaptability, personal productivity,
personal responsibility, people skills, self-direction, and social responsibility
Standard 4: School counselors promote learning for all students
 Use data to plan programs that help students develop their academic and
career-related skills as well as their abilities to relate cooperatively and
effectively with other people
 Use a variety of methods to implement programs that will help raise
achievement and close gaps
  Know the influences that affect individual student learning, such as human
development, culture, and language proficiency. Assist in overcoming those
barriers that impact student learning
 Consult with, collaborate with, and gather data from colleagues, parents/
guardians, and other stakeholders to ensure that student needs are being
addressed
 Utilize the School Counseling Curriculum, Individual Student Planning, and
Preventative & Responsive Services in meeting the needs of students as
they strive to raise achievement and close gaps
 Help students learn problem solving techniques that incorporate critical
thinking skills such as identifying problems, recognizing options, weighing
evidence, and evaluating consequences
 Use a variety of methods to communicate effectively and listen
responsively to students, colleagues, parents/ guardians, and others
stakeholders in order to identify issues and barriers that impede student
success

Standard 5: School counselors actively reflect on their practice

 Analyze formal and informal data to evaluate their programs in a deliberate
on-going manner
 Think systematically and crucially about the impact of the comprehensive
school counseling program on student academic, career, and personal/
social development
 Analyze student achievement, behavior, and school climate data, as well as
feedback from students, parents, and other stakeholders to continually
develop their program
 Participate in continued, high quality professional development
 Actively investigate and consider new ideas that improve student academic,
career, and personal/social development as well as the school counseling
profession
 Data Informed Practice
 Achievement data- used to determine the level of student achievement in a
particular content area (performance-based assessments, written exams,
quizzes)
 Demographic data-description information about the school community
such as enrollment, gender, ethnicity, economic status, student attendance,
grade levels, school suspensions and office referrals/ behavior issues
 Program Data- define the programs instructional strategies and classroom
practices of the teachers and school counselors
o Pre-test and post-test for all classroom lessons/small groups
 Perception Data- what students, parents, staff and others think about the
learning environment. They include questionnaires, interviews, surveys, and
observations. Collecting and evaluating perception data allows educations
to pay attention to the opinions and ideas of the community