697 School Counsel Plan-2

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Running head: School Counseling Plan
School Counseling
Plan 2022-2023
I.S 392
Sevastia Moundros
Marylene Rodriguez
Felicia Alexander
Josephine Martinez
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School Counseling Plan
Table of Contents
I. Introduction
School Counseling Program Introduction…………………………………………………………..3.
Rationale for School Counseling Program Plan………………………………………………........4.
II. Foundation:
School Mission and Vision Statement……………………………………………………………….5.
School Counseling Mission and Vision Statement………………………………………………….5.
Narrative for Mission and Vision…………………………………………………………................6.
School Counseling Program Goals………………………………………………………………….8.
Narrative for School Counseling Program Goals…………………………..………………………11.
Mindsets and Behaviors Crosswalk…………………………………………………………………12.
Narrative for Mindsets and Behaviors Crosswalk……………………………………….................14.
III. Delivery:
Individual Planning Activities………………………………………………………………………15.
Classroom Guidance Curriculum Action Plan…………………………………………………….16.
Guidance Curriculum Action Plan Narrative……………………………………………………...16.
Classroom Guidance Lessons and Narrative…………………………………………….................17.
Classroom Guidance Results Report and Narrative……………………………………………….30.
Statement of Small Group Counseling Activities…………………………………………………..32.
6 Session Small Group Counseling Unit…………………………………………………………….35.
IV. Management
Annual Agreement and Narrative……………………………………………………………………72.
List of Advisory Council and Agenda…………………………………………………...……………78.
Weekly and Yearly Calendar…………………………………………………………….……………85.
Weekly/Yearly Calendar Narrative…………………………………………………………………...85.
V. Accountability:
Closing The Gap Report…………………………………………………………………………….…86.
Program Evaluation and Reflection…………………………………………………..…………….…97.
Appendix………………………………………………………………………………………………..101.
References………………………………………………………………………………………………108.

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I. Introduction
School Counseling Program Plan
The academic, social and emotional needs of each I.S 392 student are assessed by the School
Counseling Department to ensure that the school serves the student in the best way possible. School
Counselors are advocates for the equitable treatment of all students in school and in the community. Our
school counseling department is committed to each of our students, and we believe that all students
should have a relationship with their counselor, which is the foundation for achieving our goals.
Counselors are responsible for being role models and advocates for all students. Our comprehensive
school counseling plan is aligned with the standards and student competencies developed by the American
School Counselor Association for academic, personal/social, and career development, as well as the
National Model and the New York State Social Emotional Learning Benchmarks. Our comprehensive
school counseling program consists of four components, defined by the American School Counselor
Association (ASCA): Foundation, Delivery, Management and Accountability.
I.S 392 is a public middle school that serves students in grades 6 through 8 of the New York City
school district 23, located in Brownsville, Brooklyn. There are a total of 392 students in the school, of
which 140 (43%) are male students and 186 (57%) are female students. The ethnicity breakdown is as
follows: 80% of the school population is African American, 15% are Hispanic/Latino, 2% are Asian, 2%
are White, and 1% is Multiracial. 2% of these students are English language learners. The average daily
attendance for this school is 93% and the school is in good standing with New York State. 258 of the
students in the school are economically disadvantaged, and 64 of those students are chronically absent.
The student to teacher ratio is approximately 1:15, the counselor to student ratio is 1:155.
I.S. 392 stands out with a demanding academic program for high-achieving students. This school
is an above average school with test scores consistently high. 66% of the students are proficient in
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reading, while 51% are proficient in math. Although children come in with generally strong academic
backgrounds, there is a range of abilities, and many students face challenges at home. A significant
number of students live in temporary housing. There are 39 students in this school who have disabilities,
whether that be intellectual or physical. There is a program where students can receive either free lunch,
or lunch at a reduced price. About 84% of the students participate in one of these options.
Rationale for the School Counseling Program Plan
As active advocates in the school community, school counselors help all students reach their full
potential and succeed in lifelong learning. We strive to work with teachers, administrators, parents and
communities to create a caring and diverse learning environment. Our goal is to prepare every student for
tomorrow's emerging world challenges. I.S 392 provides a safe and nurturing environment that
encourages individual and civic responsibility, respects diversity and enables all students to reach their
full potential. Our comprehensive school counseling program is a framework for the systemic
development, implementation, and evaluation of school counseling programs.
At I.S 392, we encourage and foster social emotional learning, college and career readiness, and
academic growth through our counseling and support program. Our curriculum helps students get ready
for the changes they'll face in their academic careers. To improve student achievement, we encourage the
development of a range of skills, including time management, organization, study techniques, and self-
advocacy. Our program is delivered through a direct service program consisting of the following
components:
 School Counseling Curriculum
 Individual Planning
 Responsive Services
 System Support
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II. Foundation
Intermediate School 392 Vision Statement
Our vision is to equip students with the tools for success both educationally and emotionally. We
will promote academic excellence and digital acuity by infusing the arts and professional competencies to
prepare students for college and careers
School Mission Statement
The pursuit of excellence is the mission of I.S. 392. A variety of instructional methodologies,
including the integration of the arts, mentorship, as well as technology across the curriculum, enrich
student learning and cultivate divergent thinking. Students will be provided with the support and
assistance to meet their educational needs and socioemotional development and will be expected to
assume individual responsibility for their educational progress. A positive, cooperative working
relationship will be fostered between all stakeholders.
School Counseling Program Mission Statement
The mission of I.S 392 is to provide all students access to a comprehensive program and to equip
them with the skills necessary to achieve academic, personal/social, and career excellence. I.S 392 will
provide challenging learning opportunities in a safe and supportive environment in which high
expectations are established. Our aim is for students to become lifelong learners who responsibly and
productively influence our world.
School Counseling Program Vision Statement
The I.S. 392 counseling team envisions a culture that promotes academic excellence in an equitable
learning environment for all scholars and prepares them for success in any future endeavors. Our scholars
are empowered to be compassionate, culturally competent, and responsible leaders within their
communities. I.S 392 provides students with a variety of opportunities to learn, grow, and thrive. Our
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vision is to create a trusting, caring environment in which diversity is honored and respected. Our future
rests in the hands of today's children. Education is the key to improving the quality of their lives. Our
vision for students is based on the following beliefs:
1. Our school counseling program is a collaborative effort between school counselors and
stakeholders to promote academic, career, and social/emotional development.
2. Our school counseling program is data driven.
3. Our school counseling program supports student achievement.
Narrative for Mission and Vision
At I.S. 392 we are dedicated to a student-centered program that promotes academic excellence
through an enriched, rigorous interdisciplinary curriculum. Each year, our students encounter a highly
intensive and challenging academic program that will push them to their full potential. We are confident
that all of our students will have the capacity and ability to meet our expectations and the demands of
their classes and teachers. Our goal is to ensure that all students become critical thinkers and active
problem-solvers. We do all of this to prepare them for the demands of the real-world; so they can become
productive citizens.
At I.S 392, we value the needs of each one of our students. Strength of character and personal
responsibility form the foundation that our student's success is built upon. Our diversity is our greatest
strength. I.S 392 closely follows the ethical standards of the American School Counselor Association
(American School Counselor Association, 2016). Our mission is to prepare every student for success in
college, career, and life. Through a strong sense of community, students are encouraged and supported to
reach their full potential. Our unique guidance approach ensures personalized attention to address
students’ individual needs.

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Our mission and vision statement outline what our values and beliefs are as a school. It is
important for keeping our school focused on our core purpose. We make school decisions based on our
mission and vision and it is a document that allows parents to be able to see if their students' school aligns
with their families' values. Our vision statement describes our school's long term goals. While our mission
statement explains how our school reaches its goals and where we want to be in the future. All students
should feel represented at I.S 392. Our school aims to eliminate stigmas and support all students so that
they are equipped to have a bright future and become contributing members of society.
I.S 392 is a safe and supportive environment where disruptions are minimized; violence, drugs,
bullying and fear are not present; students are not discriminated against; expectations for behavior are
clearly communicated; and consequences for infractions are consistently and fairly applied. Students are
encouraged to be leaders and positive role models speaking up about issues such as bullying (ASCA,
2021). A safe and caring school environment is one in which students feel positively connected to others,
respected, and that their work is meaningful. District 23 schools establish a culture of joy, high
expectations, critical thinking, and cultural competence in partnership with our families and school
communities. We emphasize equitable and welcoming learning environments where every child will
receive high-quality instruction every day. The mission statement was developed by discussing with the
school counseling team what we all want to see accomplished. Each of us listed what we believed was
important for our students. We made lists of words and phrases that resonated with us and our personal
beliefs. Then the district and school mission statements were reviewed and incorporated into our mission
statement.
For us to promote equitable treatment for all, student's data must be collected and utilized to see
where there are gaps in student achievement and opportunities are (ASCA, 2019). Every student will be
able to participate in the rigorous curriculum eliminating any barriers. Data collection will be critical for
understanding if our goals are being met.

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School Counseling Program Goals
· Goal One: Academic Achievement
By May 2023, students in 6th, 7th, and 8th grade will decrease the number of failed classes by 10% from
the previous school year, to the current school year. We commit to fostering students’ social emotional
learning through a system of support that identifies and meets the needs of students and families and will
be monitored through program data. School counselors will offer individual and/or small group
counseling, as well as classroom guidance, prevention education and student–centered interventions that:
 Objective 1: use site /district data to deliver comprehensive guidance programs.
 Objective 2: contribute to the district goals.
 Objective 3: focus on development of knowledge and skills necessary for high school graduation,
the workforce and post-secondary options.
 Promote achievement, attendance, behavior and/or school safety
Expected outcomes: For students to achieve school success as well as improve learning and academic
skills. Counselors will review data for areas of concern and identify them and based on mindsets and
behaviors will help students demonstrate:
B- SS2 3 Create relationships with adults that support success
B-SMS 1 Teach students how to be academically successful
B-SMS Demonstrate ability to overcome barriers to Teach students how to be academically successful
B-LS 4- Apply self-motivation and self-directed learning
B-LS 7 Identify long and short term academic, career and social emotional goals
We plan to create an environment of academic excellence, as well as increase academic achievement.
· Goal Two: Personal and Social Development

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By May 2023, students in 6th, 7th, and 8th grade will decrease the number of crisis incidents by 10%
from the previous school year to the current school year. To encourage students' personal/social growth in
a secure, inclusive school environment; school counselors will provide individual and/or small group
counseling, classroom guidance, prevention education and student–centered interventions that:
 Objective 1: help students thrive in a safe learning environment.
 Objective 2: promote developmental interpersonal skills to build positive relationships with peers,
adults and community around them.
 Objective 3: students recognize their individual strengths and challenges.
Expected outcomes: For students to acquire self-knowledge, as well as acquire interpersonal skills.
Counselors will review data for areas of concern and identify them and based on mindsets and behaviors
will help students demonstrate:
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different
from them
B-SS 4. Empathy
B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary
B-SS 10. Cultural awareness, sensitivity and responsiveness
· Goal 3: Career Awareness:
We commit to increasing Student College, Career and Civic Readiness. All students in grade 6 will
complete career plans. All students in grades 6-8 will complete an Individual Progress Review/Individual
Graduation Plan, which includes their Career Plan from year 6- with their school counselor. To provide a
foundation for students to understand their interests, abilities and challenges; school counselors will
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provide prevention education, individual/small group counseling, classroom guidance and student-
centered interventions that allow students to:
 Objective 1: develop their personal learning plan for high graduation and their career pathway.
 Objective 2: develop productive work habits in the classroom that apply to the workforce.
 Objective 3: To provide students with exposure to and opportunities to create their own
College/Career goals.
Expected outcomes: For students to have increased knowledge of College/ Career options as well as
increase in student’s ability to connect their interests to college and careers.
Counselors will review data for areas of concern and identify them and based on mindsets and behaviors
will help students demonstrate:
M3: Positive attitude toward work and learning
M4: Self-confidence in ability to succeed
B-SMS 3. Independent work
B-SMS 5. Perseverance to achieve long- and short-term goals
B-SMS 6. Ability to identify and overcome barriers
B-SMS 8. Balance of school, home and community activities
· Goal 4: Attendance Data
Schoolwide daily attendance rate is 93% which is comparable to New York City’s daily
attendance rate and marginally higher than the district's daily rate of 90%. The goal is to maintain and/or
increase the daily attendance rate. Decrease the chronically absent rate by 5% from 21% to 16%.
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Estimated outcome: Students identified with 5 or more absences in the first nine weeks of the
current school year will reduce the aggregate number of absences by 25% from 66 to 50, by the third
marking period. Counselors will review data for areas of concern and identify them and based on
mindsets and behaviors will help students demonstrate:
B-SMS 1. Responsibility for self and actions
B-SMS 2. Self-discipline and self-control
Narrative for School Counseling Goals
School counseling goals in I.S 392 are important in demonstrating “impact” on students, advocating
for our program and students, and having accountability. School counselors will highlight how students
differ based on our programs and services by creating program goals, being responsible, improving, and
advocating for our programs. The school counseling program goals give focus to the school counseling
program. They define how the vision and mission are accomplished and guide the development of
curriculum, small- groups and closing-the-gap action plans. As a school, we think that effective school
counselors follow the ASCA ethical guidelines. Our school counseling program is data-driven,
developmental, comprehensive, and preventive. Our program supports student achievement and believes
that all students can develop academic, career, and social/emotional skills.
Based on the 2021-2022 school year data, the areas of attendance, behavior and academics
established patterns of concern and led us to think about development of goals for this academic school
year of 2022-2023. I.S 392 sets program goals based on various types of student data, as you can see
above we chose career, attendance, grades and behavior. Program goals are developed annually in order to
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be aligned with the vision and the mission of the school. Our program goals to prioritize our school
counseling plan, as well as help us become more focused counselors (Carey & Dimmitt, 2012).
Mindsets and Behaviors Crosswalk
Mindset and Behavior Action Plan

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Narrative for Mindsets and Behaviors Crosswalk
School counselors should always adhere to the Mindset and Behavior Standards. The mindsets and
behaviors are beliefs and observable behaviors that research shows lead to student success (ASCA, 2019).
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Competencies are the specific learning objectives for a lesson or activity. The purpose of the planning tool
is to identify which standards will be the focus of the year in classroom lessons, small group and
individual counseling. Furthermore, the school counselors at I.S 392 reflect on our school counseling
program components to identify gaps, priorities, and needs of students to ensure that our school
counseling program promotes student success and is aligned with district, school and school counseling
vision, mission, and program goals for the year.
The selected Mindsets and Behaviors also guide our core curriculum, schoolwide programs and
activities. By using the ASCA Mindset and Behaviors Planning tool, we began to match the appropriate
Mindsets and Behaviors to the program components (i.e. core curriculum, small group, and closing the
gap activities). As we matched the grade levels and intervention types, I noticed gaps and not enough
focus on the attendance and behavior program goals. This led us to realign my focus to select the most
appropriate program goals to match to domains, mindsets and behaviors. We ensure that student
interventions are consistent with both the school goal and the school counseling program goals.
Additionally, we build upon standards from one year to the next. Reviewing the Mindsets and Behaviors
helps us highlight for students how their acquisition and growth in the varied standards improve their
academic and behavioral performance from year to year. Focusing on the collective purpose that our
vision outlines helps us prioritize certain mindsets, behaviors, values, and skills to emphasize with our
students.
III. Delivery
Individual Planning Activities
School counselors at I.S. 392 support students through individual services such as meeting with
individual students to address needs, concerns, and barriers to success, meeting with individual students to
address attendance and school performance, as well as checking in with student to identify progress.
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Through individual conferences school counselors assist students to select the best possible school
program and monitor their academic progress.
Students are assigned to one of the four counselors in our school by grade level. Students are
welcome to come into the school counseling office whenever they would like- to create an appointment
for a time that works for them. In the beginning of the school year our school counselor visits each class
to re-introduce themselves and let students know how to come and see their counselor.
Confidentiality ensures that school counselors won't share students' disclosures with others except
when the student authorizes it. School counselors at I.S 392 must clearly explain the boundaries of
confidentiality to students prior to engaging in a school counseling situation. A report to the parent or
other official needs to be made when the student makes the following claims in a counseling situation:
1. Student is a danger to him- or herself;
2. Student is in danger from another individual;
3. Student reports that he/she may injure another individual.
School counselors work with students to build academic and personal goals as well as career plans
through personalized student planning. Students are then able to evaluate these goals through individual
or small-group appraisal and advisement. Our counselors assist all students to plan, monitor and manage
their own academic achievement as well as their personal and career developments.
Our individual response activities include counseling or referral activities to meet the immediate
needs and concerns of students at I.S 392. Responsive services include personal counseling; crisis
counseling; conflict resolution; agency or school system program referral; consultation for parents,
teachers or other professionals and provide such services to the students in their respective grade levels.
Guidance Curriculum Action Plan
Action Plan
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Narrative for Core Curriculum Action Plan
The Counseling department meets several times a year to map out and adjust the Core Curriculum
Action Plan for the year. At the end of the year, the counselors outline and update the Action Plan for the
following school year. After the counselors have examined end of year data and identified the goals, they
review the core curriculum using the action plan. They make sure that the lessons they are planning to
deliver support the program goals. School counselors use the mindsets and behaviors of the American
School Counselor Association (ASCA) to focus lessons and influence student outcomes. Because both
counselors have students on their caseloads from each grade, they both deliver the lessons. Generally, the
counselors deliver the lessons together as a team, even though one counselor takes the lead on specific
lesson planning and program accountability.
The counselors evaluate the effectiveness of our Core Curriculum using perception and outcome
data. Not all lessons directly address a program goal, but all lessons either support department goals
directly or indirectly. As the counselors reflect on the data after a lesson or unit, they make notes about
ways to improve the delivery and content.
Classroom Guidance Lessons
Lesson 1: Domain: Career Development
Narrative for Lesson 1 “Ready, Set, Work!”
Career exploration lessons are ongoing lessons that we have with each grade level at I.S 392. The
purpose of these lessons are to allow students to explore and judge what appeals to them and what does
not. In this lesson we spoke about the skills needed to pursue those careers that our students are interested
in. What we are trying to teach in these lessons are steps that will expand students’ understanding of the
world of work, as well teach them how to conduct career research and better understand details about jobs
within various career fields. We want our students to be able to connect their academic achievements with
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potential careers, which is why we focus on strengths. The American School Counselor Association
(2018), suggests teaching academic habits and encouraging growth of soft skills that employers are
seeking.
School counselors play an important role in preparing and helping students feel prepared and
equipped to enter the workforce upon graduation. School counselors can increase college readiness
opportunities by teaching students guidance lessons focused on careers (Conley, 2010). School counselors
help students determine an appropriate post-secondary plan based upon their strengths and goals (Choi et
al.,2015).
This lesson addresses career information in order to help students develop plans. The ultimate goal
of our lesson is to address career goals for students to explore and compare postsecondary options to
pursue after high school. Classroom teachers will be in the room to manage the classroom, while
counselors teach the lesson. At the end of our lesson students will learn about the career exploration
process, how to build a career, and understand how to gather information about a career they are
interested in.
School Sevastia Moundros

Counselor:
Lesson Plan Title: Ready, Set, Work!
 Single Classroom Lesson

 Unit of Classroom Lessons: Lesson _____ of _____
 Small-Group Session Lessons: Lesson _____ of _____
Target Audience: 8th Grade
Evidence Base:
 Best Practice (commonly used and believed to be of high quality)
 Action Research (individual investigates own practice to improve content/delivery)
 Research-Informed (a review of research provides foundation for content/delivery)
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 Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
ASCA Student Standards Student Learning Objectives:

Targeted:
Identify 1–2 student standards For each of the selected student standards, write or select
relevant for this targeted group and 1–2 learning objectives
goal:
(Best practice = select one)
M&B Mindsets & Behaviors Student Learning Objectives
# Statement
M3 Positive attitude toward work Student(s) will:
and learning  Learn about the career exploration process, how to
M6 build a career, and complete a career goal
Understanding that worksheet to gather information about a career they
postsecondary education and are interested in.
lifelong learning are  Learn about career planning and different forms of
necessary for long-term educational and job training choices available
B.5a. success  Students explore and compare postsecondary
options to pursue after high school.
NYSEL Standard
2C.2b
Analyze how present
.
decision-making affects
college and career choices
2C.1a.
Analyze ways to work
effectively in groups
Identify ways to work well
with others.
NYS Regulation: 100.2(j)(2)(ii) (a) Each plan shall be developed annually and shall include program
objectives, activities, program development and maintenance planning, school counseling curriculum,
professional development planning, evaluation methods based on data analysis of program results and
closing the gap analysis reports to inform program improvement, and assessment of the resources
necessary to support positive student outcomes.
Materials:
Career Goals Handout, Pen
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Describe how you will:

Introduce Lesson This activity can begin with an icebreaker where students come up with and share
Topic/Focus: one word that they would use to describe themselves.
Follow up with how might this word be beneficial if you were working in a job?
Would employers look for an employee that has this characteristic?
Then introduce the topic of Careers to class:

 What are my career interests?
 What are your plans for after high school?
 How do your plans connect to your future career?
 Have student volunteers to share responses.
The first section talks about exploring interests, the second section highlights the
importance of post-secondary plans. Knowledge, skills, and attitudes do not
appear suddenly on the day you are ready to leave middle or high school. They
require time to develop with time and attention.
Communicate the The objective of this lesson is that students will be able to:
Lesson Objective:
 Describe their postsecondary options
 Compare several postsecondary options
 Choose one option that fits their interests and describe it in detail
 Present their findings to the class
Students will be able to identify and share personal strengths and characteristics,
as well as correlate how these qualities might impact their career paths. This will
help students begin to think about how interests are developed and how they
might connect these to career and educational choices.
We will be completing a worksheet, and then having a discussion. It is important

to know how to explore careers, even if you do not know what you want to do.
You must learn how to connect different skills with different careers.
Teach Content: Work will eventually be a big part of your life. Students identify and describe
postsecondary options. Students then choose a postsecondary option, write out
their initial steps to pursue their chosen option, and create and give a presentation
based on their research. Have students identify a couple of interests that they
would like to have in their future job. Ask students which interests they might
want to keep as hobbies.
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There are different choices that can help you achieve your goals such as two and
four year colleges, military training, apprenticeships, and on-the-job training. It is
important to understand each one in order to set goals and take action steps to
accomplish your goals.
Practice Content: The hook is the worksheet - Students will fill out the “Career Goal'' (Appendix)
Worksheet. After completing we will have a discussion. Students identify and
describe postsecondary options. Students then choose a postsecondary option,
write out their initial steps to pursue their chosen option. Students will then
present their career goals to the class.
Summarize/Close: Reflection: Think of at least two short-term goals that you can accomplish within
the next two weeks to get started or continue with your career planning process.
Write them down in your student planner.
Today we learned about career planning and identifying different post-secondary
options, as well as completing career goals worksheets. .
Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number of students: 100 total- between 9th and 10th graders.
Planned length of lesson(s): 45 Minutes
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with
the selected ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
1. Students will identify personal life goals for career/job. (Short answer)
2. Students will be able to describe the career of their choice and consider how it fits with their
needs and preferences.
3. Identify post-secondary options consistent with interests, achievement, aptitude and abilities
4. Explain their awareness of personal abilities, skills, interests and motivations
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselors will compare reading levels of students before and after delivery of
lessons.
Attendance: School counselors will compare the number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict
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first quarter with second quarter

 Achievement (describe): Improved student achievement. This lesson will allow students to develop
career goals. By this lesson we will rely on data to provide the insight they need to help students
succeed. By doing this we are using perception data to measure students attitudes, knowledge and
skills and how they will be different as a result of our classroom lesson (ASCA, 2018). In the end we
will use outcome data to determine whether the students learned more about careers- and the
strengths of each careers (ASCA, 2021).
 Attendance (describe):
 Discipline (describe):
Follow-Up Plans
Explain your plan for students who missed the lesson.
Let the students complete the worksheet during their lunch period. Have a discussion about their post-
secondary options, and their interests.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of student
standards (M&B)/student learning objectives.
Have an individual counseling session with the student to learn more about what they know about
careers and why they are important.
Lesson Plan 2: Domain: Career Development
Narrative for Lesson 2: Career Exploration
The lesson on career exploration is done during a celebration of career week where students and
staff can dress up as their chosen profession at the end of the week. This lesson is for grades 6-7. It’s
important to educate students on career readiness early on so they can begin thinking about their future
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and be motivated to go on to college and be life-long learners. According to ASCA 2019a, it is our
responsibility as school counselors to use best practices in guiding students while accessing the most up-
to-date information. Students are never too young to begin thinking about their future and it will benefit
them to learn about their interests and what it will take to accomplish their goals for the future. This
lesson aligns with my school counseling program goal: By June 2023, students in grades 3-5 will
demonstrate an awareness of various career pathways and their educational or training pre-requisite to
make informed decisions using system support, resources, and activities.
Lesson Plan Career Exploration

for
School Counselor: Marylene Rodriguez

Target Audience: Grades 3-5
Mindsets & M 3. Positive attitude toward work and learning
Behaviors: M 6. Understanding that postsecondary education and lifelong learning are
(limit of three) necessary for long-term success
B-LS 7. Long- and short-term academic, career, and social/emotional goals
NY SEl Standard 1C.1a Describe why learning is important in helping students achieve personal
goals.
NYSED 100.2(j)(2)(ii)(a)
Regulations
Lesson 1 Of 1
Learning Objective(s)/Competency
Students will: 1. Students will discover and reflect on career interests.
2. Students will make connections between school and student’s future career.
Students will: 3. Students will identify their interests by completing an interest survey and will
come up with different careers that match their interests.
4. Students will participate in a school-wide career day and come to school
dressed in their profession of choice.
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Materials:
 The Career Game Show (modified and used as icebreaker activity – no point collection)
 Career Interest Survey
 Career Interest Inventory Scoring (teacher’s guide)
 Family Activity “Career Spotlight” (homework)
 Career Day flyer
Evidence Base:
 Best Practice
 Action Research
 Research-Informed
 Evidence-Based
Procedure: Describe how you will:
Introduce: The school counselor will introduce the purpose of the lesson and begin an open
discussion about the importance of discovering career interests and possible career
choices.
Communicate To think about what your interests are and put together a few careers that match
Lesson those interests
Objective:
Teach Content: Say “Put your thumbs up if you know what you want to do for a career or job when
you grow up” acknowledge all responses even from students who did not raise
their thumbs. Continue discussion and ask “Did you know that there are over
10,000 different careers out there? And by the time you are all adults there will be
even more as the needs of our community changes and technology advances”.
Discuss different factors that go into how people choose their careers. Allow 2-3
mins for students to respond out loud while encouraging answers provided.
Continue: “Yes! Those are all great responses and ideas! Some of the ways people
choose their jobs are based on their education and training, what interests them, and
what they are good at. Sometimes it even depends on the amount of money or
income you could make and what jobs are available at the time. Say: In this lesson
you’re going to learn about your interests by completing the Career Interest Survey
(Appendix B) and once you are all done, we will see what career type you’re
interested in. (10 mins)
Practice Content: Pass out the Career Interest Survey. Students are to read and circle whether
they like or dislike the activities listed. (5 mins)
24
Review student’s choices by using the Career Interest Inventory Scoring sheet
(Appendix B). Have students count the number of likes for each interest area,
which are color coded (blue-realistic, green-investigative, purple-artistic, pink-
social, yellow-enterprising, and red-conventional). The highest amount of likes in
one area is that student’s interest area. Let students know it is possible to have
two or more interest areas. (5 mins)
Summarize: Process the lesson with the class. Some questions you can ask are:
 “Do you agree with your interest area?”
 “What did you learn about yourself?”
 “What surprised you the most?”
 “How can you apply these ideas and/or tools in the classroom, at recess, at
home, with your friends, etc.?”
Point out positive things that happened in the classroom, like students working
together for the icebreaker, and were having fun while learning and working
their creativity muscles. (5 mins)
Close: Distribute the Career Spotlight family activity sheet (Appendix C) along with
career day flyer (Appendix D). Explain to students that they will choose a career
of their choice to investigate and answer the questions on the sheet and will
bring back to school. Students can have their parents or caregiver assist with
this assignment. Children will then participate in the school-wide career day
dressed as their chosen profession. (5 mins)
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated 5th grade students
number of
students:
Planned length of 30-40 mins
lesson(s):
Mindsets & Behaviors Data:
 Pre-test administered before first lesson
 Post-test administered after lesson (if standalone) or after last lesson of unit/group session
 Pre-/post-assessment attached “List as many careers as you can”
Outcome Data: (choose one)
25
 Achievement (describe): Improved student achievement. This lesson will allow students to develop
career goals. By this lesson we will rely on data to provide the insight they need to help students
succeed. By doing this we are using perception data to measure students attitudes, knowledge and
skills and how they will be different as a result of our classroom lesson (ASCA, 2018). In the end
we will use outcome data to determine whether the students learned more about careers- and the
strengths of each careers (ASCA, 2021).
 Attendance (describe):
 Discipline (describe):
Lesson 3: Domain: Social/Emotional Development
Narrative for Lesson 3: “Assessing Self Concept”
In our lesson Assessing Self Concept, we discussed questions such as- What is self-esteem? What
is self-confidence? Can we change self-esteem and self-confidence? Positive self-esteem is a factor in
determining academic achievement in all students, regardless of gender. Students with high self-esteem
generally scored higher in school. Low self-esteem can present itself in a variety of ways, including a
noticeable social withdrawal from others, self-criticism, signs of regression, or quitting easily. The
purpose of teaching this lesson is to help students feel ready for life experiences.
An important role of the school counselor is to remove barriers to students’ success. Self-concept
includes how the child perceives and understands themselves, as well as the child’s perception of how
others see him or her (Uszynska-Jarmoc, 2007). Addressing self-esteem is necessary for students to take
risks in their learning and to bounce back after failure or adversity. Low self-esteem or lack of confidence
leaves students doubting their ability to succeed, making them hesitant to engage in learning or take
26
appropriate academic growth risks (Kolar, & McBride, 2011). Researchers have found that children with
a poor self-concept are more likely to perform poorly in school (Parker, 2010). When self-esteem
increases, there is an improvement in academic performance, which then enhances a child’s overall self-
concept.
According to Uszynska-Jarmoc (2007), research shows that the relationship between stress and
self-esteem is linked and that self-esteem can affect many areas of life, including academic and
professional success. The reason this lesson was based on creating personal goals is because the key to
improving self-esteem among students is to support them in adopting goals that look towards something
larger than themselves. Students will get the opportunity to understand how self-esteem helps students
feel more empowered and thus they can reach their highest potential when it comes to their education.
The positive correlation between healthy self-concept and academic achievement cannot be ignored.
At the end of our lesson students will acquire the knowledge, attitude and interpersonal skills to
help them understand and respect self and others. As well as students will identify their own strengths and
ways to help build their self-confidence. Classroom teachers will be in the room to manage the classroom,
while counselors teacher the lesson. The ultimate skill we want
to teach students is to acquire self-confidence and the ability to have a positive view of ones-self. As well
as, for our students to achieve after this lesson is for understanding how to change your thoughts. Most
importantly, it will help students recognize that by practicing new thoughts and behaviors – old patterns
and habits are changed with consistent, regular practice. The purpose of this lesson isn’t to eliminate
stress and anxiety but to help students manage it.

Counselor:
Lesson Plan Title: Assessing Self Concept
 Single Classroom Lesson
27
 Unit of Classroom Lessons: Lesson _____ of _____

 Small-Group Session Lessons: Lesson _____ of _____
Target Audience: 7th Grade
Evidence Base:
 Best Practice (commonly used and believed to be of high quality)
 Action Research (individual investigates own practice to improve content/delivery)
 Research-Informed (a review of research provides foundation for content/delivery)
 Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
ASCA Student Standards Targeted: Student Learning Objectives:
Identify 1–2 student standards relevant for this For each of the selected student standards, write
targeted group and goal: or select 1–2 learning objectives
M&B# Mindsets & Behaviors Statement Student Learning Objectives
B-SM 1 Responsibility for self and actions Student(s) will:
1. Students will acquire the knowledge,
B-SS 8 Advocacy skills for self and others attitude and interpersonal skills to help
and ability to assert self, when them understand and respect self and
necessary others.
2. Students will make decisions, set goals
Enter ASCA Mindsets & Behaviors and take necessary action to achieve
M1 Belief in development of whole self, goals.
including a healthy balance of 3. Participate in a class discussion about the
mental, social/emotional and physical consequences of maintaining a negative
well-being. view of self in contrast to the benefits of
maintaining a positive self-concept; and
ASCA National Standards will identify at least two ways to improve
A:A1.1 or maintain his/her self-concept.
Articulate feelings of competence and
4. Students will identify their own strengths.
confidence as learners
A:A1.5 5. Students will identify ways to help build
their self-confidence.
Identify attitudes and behaviors that
lead to successful learning
NYSSEL Benchmarks
1A.3b. Apply strategies to manage stress and

28
to motivate oneself to constructively

address challenges.
1A.4b.
Generate ways to develop more
positive attitudes.
Materials:
Clear container filled with water
1 medium size rock
1 small sponge/foam
Smart Board
Paper/Pen

Introduce Lesson Students who feel good about themselves have the confidence to try new
Topic/Focus: things and are more likely to try their best.
They feel proud of what they can do. Self-esteem helps students cope with
mistakes. It helps student try again, even if they fail
at first. As a result, self-esteem helps kids do better at school, at home,
and with friends.
Display the container where all the students can see it.
What will happen if I drop this rock into the water?
What about the sponge?
How could this be compared to a person’s self-concept?
Volunteers will share responses.
29
The purpose of this lesson is to help students recognize how both high and
low self-esteem impact the school environment and therefore, the level of
student success.
Communicate the Discuss the consequences of maintaining a negative view of self in
Lesson Objective: contrast to the benefits of maintaining a positive self-concept; and we will
identify at least two ways to improve or maintain our self-concept.
Teach Content:  What is self-esteem? What is self-confidence? Can we change
self-esteem and self-confidence? Why is it important for teenagers
to have a positive self-concept? How do you think self-esteem and
confidence go together?
The idea of sinking and floating can definitely be compared to a person’s

self-concept. Just like the rock, negative thoughts, comments, activities,
and situations can weigh down a person’s self-concept; and make them
feel like they are sinking/drowning. On the other hand, positive thoughts,
comments, activities, and situations can lift a person’s spirit, making them
feel as if they are floating on air.
What is a positive self-concept? It is a growing belief about yourself that
helps you to cope successfully with the events in your life. In turn, this
can lead to you making a positive impact on others.
Keep in mind that for every negative view a person has of themselves, can
be canceled out by positive self-talk and affirmations.
Practice Content: On the smart board we are going to list ways that we can improve self-
concept. Do students have a positive attitude, how can we have a positive
attitude? What are some ways we can express our feelings and thoughts
accurately to others? How do we develop good relationships with others?
What is positive self-talk? How do we take care of ourselves physically
and emotionally?
Summarize/Close: Reflection: Set two personal goals that you will practice daily that will
improve or maintain your self-concept. Write these goals down in your
paper or planner. After discussing responses, explain that there are ways
to improve their self-concept as well as maintain it.
As a class we have discussed the consequences of maintaining a negative

view of self in contrast to the benefits of maintaining a positive self-
concept; and we identified at least two ways to improve or maintain our
30
self-concept.
Data Collection Plan – For multiple lessons in a unit, complete this section only once for the
Anticipated number 25- in four different 9th grade classes: (100 total)
of students:
Planned length of 40 minutes
lesson(s):
For each lesson/unit/small group, school counselors will administer pre-/post-assessment
aligned with the selected ASCA Student Standards and student learning objectives.
1. I feel good about myself (Scale: Often, Sometimes, Rarely)
2. What is self-esteem? What is one thing that makes you feel good about yourself? - Short
Answer
3. I am confident I can do well in school

Examples:
Achievement: School counselor will compare reading levels of students before and after delivery
of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer
conflict first quarter with second quarter
 Achievement (describe): Students will be more confident in their day to day lives. Students
who feel good about themselves are able to present themselves in better ways while they are
at school and in their academics. Self-esteem and perceived competence are necessary for
students to take risks in their learning and to bounce back after failure or adversity.
School counselor will compare assessment results in the next month after meeting.
Follow-Up Plans
Students that missed the lesson will be provide with an opportunity to participate in a lunch
group to receive the lesson content:
 Recap discussion on What is self-esteem? What is self-confidence? Can we change self-

31
esteem and self-confidence? Why is it important for teenagers to have a positive self-
concept? Allow students two set personal goals that you will practice daily that will
improve or maintain their self-concept.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
 For students who did not demonstrate mastery on the pre/post assessments allow them to
come to the counseling office to further discuss self-esteem and self-concept. We will go
further in-depth on how we can boost self-esteem, and why it is important for not only
academics but day to day life.
Lesson 3: Domain: Academic Achievement
Narrative for Lesson 3 “Skills for Success”
The lesson on Skills for Success was made for our sixth grade students, since some students at I.S
392 have been experiencing issues adjusting to middle school and having trouble using skills like
listening and focusing. The goal is to get students excited about learning by doing a fun activity like
drawing pictures that simulate the skills being discussed in the lesson. This lesson aligns with the
academic domain and teaches students strategies to use that can help maximize their ability to learn.
Giving this lesson will not only help the students but will benefit the teachers as well since they are
having a hard time getting the students to settle down and focus on the lessons being taught. This will give
them an opportunity to reinforce what is done in the lesson to get the students ready for a day of learning
by beginning the class with the learning song. The goal for this lesson is to also improve the chronic
absenteeism rate by promoting fun lessons that engage students early on.
32
Lesson Plan Skills for Success (Lesson

for Title)
School Counselor: Marylene Rodriguez

Target Audience: 6th grade
Mindsets & M 3 – Positive attitude toward work and learning
Behaviors: M 4 – Self-confidence in ability to succeed
(limit of three) B-LS 1 – Critical thinking skills to make informed decisions
NY SEL Standard 1C.1b. Identify goals for personal behavior progress, achievement, or success.
NYSED Regulations 100.2(j)(2)(ii)(a)
Lesson 1 Of 2
Learning Objective(s)/Competency
Students will: Identify the skills needed to be a successful learner
Students will: Students will create a Learning Book depicting five skills for learning.
Materials:
Learning Book activity sheet
Crayons or colored pencils
Picture cards of images depicting skills
The Learning Song video (used in lesson 2)
Evidence Base:
 Best Practice
 Action Research
 Research-Informed
 Evidence-Based
Procedure: Describe how you will:
Introduce: Hook: “Today you’re going to pretend you are illustrators (describe what an
illustrator is) and make your own Learning Book. What do you think it is going to
take to be an illustrator? Students will respond with follow directions, draw pictures,
neat work and listen to the teacher.
Communicate Ask the students to state what they think would be important skills to include in a
Lesson Objective: Learning Book. The counselor will share the six picture cards (attached) and ask
33
students if these would be important skills. Students will state why each skill is
important.
1.Eyes on the speaker
2.Quiet feet, quiet hands (Quiet body in song)
3.Raise Hand
4.Quiet mouth
5.Use your ears
Teach Content: Hand out a Learning Book activity sheet to each student. Review the steps of
making the book with the students: a.) Draw pictures b.) Color the pictures c.) Cut
the squares apart. Inform students that they should not cut the squares apart until the
pictures are complete. (Counselor will make the book by stapling squares together).
Practice Content: Direct students to draw eyes in the square labeled 1. Eyes on Speaker (discuss why
skill is important); direct students to draw hands and feet in the square of their book
labeled 2. Quiet Bodies (discuss why this skill is important. Give examples of
ways to have quiet hands and feet in different situations (at your desk, at group
time on the carpet, walking in the hall, etc.). Direct students to draw a child
raising his or her hand in square 3. Raise my hand. (Remember to assist students
having difficulty along the way.) Direct students to draw a face with a mouth closed
in square 4. Quiet mouth. Direct students to draw a picture of ears in square 5. Use
my ears. Ask, “Why is it important to listen when you are being a learner? Inform
students they will color and cut out the book next class period.
Summarize: Reflect on the five skills discussed today and ask students
Close: Remind students to write their name on their learning book sheets and collect for the
next class.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated 30 students (Two classes)
number of
students:
Planned length of 40 mins
lesson(s):
34
Mindsets & Behaviors Data:

 Pre-test administered before first lesson – “What is one skill you need for learning?”
 Post-test administered after lesson - “What is one skill you need for learning?”
 Pre-/post-assessment attached
Outcome Data: (choose one)
 Achievement (describe): Students will be able to list 2 of 5 skills discussed by end of lesson 2.
Counselor will check in with teacher to see how student’s listening and learning skills get, one week
after lesson.
Classroom and Small-Group Results Report
School Name I.S 392

Results Report for:  Unit of Classroom Lessons
 Small Group
Grade Level 7th grade
Topic Assessing Self Concept
Targeted M&B# M&B Statement:
B-SM 1 Responsibility for self and actions
ASCA Student
Standards M&B# M&B Statement:
B-SS 8 Advocacy skills for self and others and
1–2 mindsets or
ability to assert self, when necessary
behaviors per lesson
M&B# M&B Statement:
M1 Belief in development of the whole
self, including a healthy balance of
mental, social/emotional, and physical
well-being.
1. I feel good about myself (Scale: Often, Sometimes, Rarely)
ASCA Student
Standards Pre/-Post- 2. What is self-esteem? What is one thing that makes you feel good about
Assessment Items yourself? - Short Answer
Two per mindset and
behavior
3. I am confident I can do well in school
DATA RESULTS
Participation Data Number of students 25 in four different 7th grade classes:
(100 total)
35
Length of lessons/sessions 40 minutes

Number of lessons/sessions 1 lesson
Pre-Assessment Data: Post-Assessment Data:
(Calculate average student response to (Calculate average student response to
each item) each item)
Mindsets & 1. 46% 1. 80%
Behaviors Data 2. Short Answer: 54 of 100 can define 2. 82 of 100 can define self-esteem and
self-esteem and identify one thing that identify one thing that makes them feel
makes them feel good about good about themselves (82%)
themselves (56%) 3. 76%
3. 33%
Outcome Data Baseline Data: 33% of 7th graders Final Data: 76% of students were able
(Achievement, expressed feeling confident in doing to express feeling confident in
Attendance and/or well in school themselves and one way they can
achieve passing scores.
Discipline Data)
Percent Change: 43% increase in students assessing their self-concept.
Reflection  How did the instruction/small group facilitate the attainment of identified
ASCA Student Standards?
The lesson on self-concept helped students assess their self-concept and
identify the source of their low or high self-esteem. This lesson promotes the
belief in one-self with the chosen activities where students can visualize the
impact low or high self-esteem has on their academic progress. The lesson
also helps students look into themselves and their learning/studying habits, it
makes them question: are they studying before exams? What can they do
differently to get better results? Once they are able to answer this, they can
take accountability and do better moving forward.
 How could the lesson/unit/small group be improved (e.g., consider timing,
number and type of services, student access, and identified barriers)?
This lesson could be turned into a unit to improve outcome data and better
the chances of students really learning about and increasing their self-
concept. By creating more lessons, more activities can be implemented like
journaling, so students can express their feelings openly and can then meet
with the counselor to discuss further.
36
Classroom Guidance Results Report Narrative
Counselors have chosen to align the core curriculum with district and school vision and mission
statements to address specific mindsets and behaviors counselors are addressing in our school. The core
curriculum directly and indirectly supports department goals, which are also aligned with district and
school goals. The six lessons counselors chose to examine directly and indirectly support department
goals. Counselors chose one lesson from each grade level to ensure thorough reflection on the core
curriculum across the school. In the analysis of the effectiveness of the lessons, counselors first reflected
on pre-test and post-test perception data. Next, they looked at outcome data and discussed implications
with the administrator while planning ahead for the 2022-2023 school year. Counselors shared outcome
data with the school counseling advisory council at the 2022 fall meeting.
Overall, the classroom guidance lesson on Self Concept proved to be effective in engaging
students in discussion on the importance of interpersonal skills to help students understand and respect
themselves and others, as well as the reality of the consequences of maintaining a negative view of self in
contrast to the benefits of maintaining a positive self-concept. As the students were discussing and writing
down their thoughts, the counselors circled the groups and also participated in different conversations. By
being a part of the groups and then evaluating the group discussion, the counselors found there to be a
great deal of growth in this area of knowledge.
While the students seemed to benefit from the lesson, future suggestions for determining the true
effectiveness of the lesson would be to establish a clear and potent pre and post- test that can assess the
students’ study skills before and after the presentation. This could also be a way for the counselors to ask
students to indicate if they would like further, more individualized, help in this area.
37
G.R.I.P Counselor: Sevastia Moundros School: I.S 392
Activity: Assessing Self-Concept Classroom Lesson
Grade: 7th grade
Goal: Students will acquire the knowledge, attitude, and Results: According to

interpersonal skills to help them understand and respect themselves the pre-test for this
and others. activity only 33% of 9th
This lesson is aligned with ASCA Standards: graders expressed feeling
B-SM 1 Responsibility for self and actions; confident in doing well in
B-SS 8 Advocacy skills for self and others and ability to assert self, school.
when necessary;
M1 Belief in the development of the whole self, including a healthy Impact: After
balance of mental, social/emotional and physical well-being. participating in the
classroom lesson, 76% of
students were able to
express feeling confident
in themselves and one
way they can achieve
passing scores.
______________________
_
Program
Implications:
 The lesson had
positive test results
in all 7th-grade
classrooms.
 This topic has been
revisited in other
lessons and in small
groups.
 The results show
students struggle
with self-
confidence after
receiving failing
grades.
38
Statement of Small Group Counseling Activities
A needs assessment was conducted at the end of the 2021-2022 school year to inform the creation
of small groups based on the needs of our student population. We compiled and analyzed the results and
presented them to the administration during a planning meeting at the beginning of the school year. The
goals of the coming year were also discussed. We looked at the mindsets and behaviors that we wanted to
address, and which ones we wanted to target in small groups. The counselors compiled a list of students in
need of small group support, separated into categories as they counseled the students during the year. The
students for the more academic groups, organizational skills and academic achievement, were chosen
based on grades, including those on academic probation, as well as based on their participation in the
mentor program. Students and parents were contacted and the groups were organized and announced in
the Annual Calendar.
Small group counseling will also be based on need through referrals from teachers, parents, and
counselors. Small groups will be students from the same grade who are having similar issues in one topic
area. Small groups typically run for 6 weeks. Parents will be informed when their child is being asked to
participate in a group via parent permission letter and/or phone call from the School Counselor.
The small-group services are supported by our vision, mission, and program goals utilizing
achievement, attendance, and behavioral data as well as input from administrators, teachers, parents, and
students. Before beginning a counseling small group there are several areas that our school counselors
must consider including confidentiality and assessment of the group. Confidentiality is there to build trust
and rapport while working towards goals.
In every session of our small groups, we remind the students and members that as school
counselors we will respect and maintain the confidentiality of each student. This will be the case unless I
am ethically or legally obligated to limit confidentiality. An example of this would be if a group member
39
threatened to cause harm to him-or herself or another group member. Also, as a group member, one
agrees to maintain the confidentiality of fellow group members. This means that all discussions, activities,
etc. that take place during group meetings will not be talked about outside of the meetings, or to anyone
not participating in the group.
School counselors at I.S 392 develop appropriate activities to address in small or large group
settings. Topics may include safety, substance abuse, family issues, conflict resolution, academic
performance and communication skills. School counselors are trained in group process and must be
familiar with confidentiality issues.
Small Group Counseling Unit
Narrative for Letting Off Steam
As counselors at I.S 392 we are confronted with many different types of issues that may come up
with our students. One of the biggest issues we have been seeing lately is anger management, which will
be the focus of our group sessions. Group counseling for high school students is a much needed area of
support in order to help students reduce the emotional and physical arousal that anger can cause. It is
imperative that students learn how to control reactions and properly respond in an appropriate manner.
The purpose of this group is to help identify stressors, and assist on the steps students can take to help
them stay calm. Our aim is to help students learn strategies and coping skills to manage anger, and to
decrease disciplinary referrals related to anger and violent behavior after completion of the group
experience. This group counseling will allow students to handle tense situations in a constructive, positive
way. The title of our group is “Letting off Steam”.
Group members are identified and referred by school counselors, teachers, administrators, and
family members. A flier and newsletter that advertises the group will be posted at the school and through
a mass email to both parents and students. When it comes to screening the different group members, a
40
parent and guardian consent form will be sent home for each student’s participation in the group.
Screening interviews will begin for students as consent forms are returned. If more students are interested
than groups can be accommodated for, students will be put on a waitlist on a need-based order.
“Screening is essential because not everyone is appropriate for every group” (Jacobs et al., 2018).
Although parental consent for the student under 18 is required for group participation, ethical
guidelines indicate that prospective group members, regardless of age, must also understand the process
they are joining. The group will meet for 6 weeks at a time that is convenient for all involved (lunch
period) for 45 minutes each session.
This group format would be the following: the sessions would run for six sessions in an empty
classroom during lunch period with six students for 45 minutes, each session. This is an educational group
as it would be a way to learn coping skills in regards to anger. This group would have several different
topics and content that will be presented and discussed for every session, in regards to different ways to
deal and cope with anger. This plan addresses anger arousal, behavioral changes, and cognitive change
suggestions for students addressing their anger along with times when we feel angry; coping skills,
breathing exercises, impulse control work. There would also be a use of CBT as it relates to anger: “anger
management treatment aimed to teach students to: (a) be aware of situations that evoke anger, (b) be
aware of becoming angry, and (c) develop skills to control and manage anger” (Felce, 2021). Some of the
goals of the group are to increase students' understanding of their anger arousal, both triggers, and the
physiological experiences. Along with helping students recognize, learn, and implement behaviors that
are most effective when dealing with anger. As well as to change the way students talk to themselves
about and during anger. These small-group services are supported by our vision, mission, and program
goals: utilizing achievement, attendance, and behavioral data as well as input from administrators,
teachers, parents, and students.

41
Letting Off Steam (6 sessions)
Lesson Plan Letting Off Steam

Session 1: How Does My Anger Affect Me?
Group Norms and Introductions
School Counselor: Sevastia Moundros

Lesson Plan Title: Letting Off Steam: Lesson 1- How Does My Anger Affect Me?
Group Norms and Introduction

 Unit of Classroom Lessons: Lesson _____ of _____
 Small-Group Session Lessons: Lesson _1__ of __6___
Evidence Base:
 Best Practice (commonly used and believed to be of high quality)
 Action Research (individual investigates own practice to improve content/delivery)
 Research-Informed (a review of research provides foundation for content/delivery)
 Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
Identify 1–2 student standards relevant for this targeted For each of the selected student standards,
group and goal: write or select 1–2 learning objectives
M1 Belief in the development of the whole self, Student(s) will:
including a healthy balance of mental,
 Create group norms
social/emotional, and physical well-being
 Understand limits of
confidentiality
B-SMS 7 Effective coping skills
42
 learn important anger management

B-SS 2 Positive, respectful, and supportive relationships
skills such as recognizing when
with students who are similar to and different
from them they are angry, identifying anger

triggers, and developing positive
coping skills.
ASCA National Standards
A:A3.1 Take responsibility for their actions

Develop positive attitudes toward self as a
PS:A1.1 unique and worthy person
Identify and express feelings

PS:A1.5
Distinguish between appropriate and
PS:A1.6 inappropriate behavior
____________________________
NYSEL Standard
Analyze how present decision-making affects

B.5a. college and career choices
2C.2b.
Analyze ways to work effectively in groups
2C.1a.
Identify ways to work well with others.
NYS Regulation: 100.2(j)(2)(ii) (a) Each plan shall be developed annually and shall include
program objectives, activities, program development and maintenance planning, school
counseling curriculum, professional development planning, evaluation methods based on data
analysis of program results and closing the gap analysis reports to inform program
improvement, and assessment of the resources necessary to support positive student
outcomes.
Materials:
Poster Paper
Markers
43

Introduce Lesson
We will start by going over the rules and expectations and how the group will run.
Topic/Focus:
The rules will be gone over in great detail as it will be imperative that the group
members understand what will be expected of the members. This will take up
most of the group.
Icebreakers help the students get to know each other and let go of some of those
first-session jitters. After breaking the ice, it’s important to set norms for the
group. I want students to know how they are expected to engage with and treat
one another.
After setting the group norms we will go over what our group will be about.
Explain that today, the topic will be what happens when people get angry, and
what they do as well as not do. We will introduce the topic of our group: Letting
Off Steam is to help students reduce the emotional and physical arousal that anger
can cause.
Communicate the Our aim is to help students learn strategies and coping skills to manage anger, and
Lesson Objective:
to decrease disciplinary referrals related to anger and violent behavior after
completion of the group experience.
Teach Content: 1. Confidentiality statement: Everything that is said in this room will stay in
this room unless the facilitators feel that you are a harm to yourself or
others. Confidentiality ensures that school counselors won't share students'
disclosures with others except when the student authorizes it or when there
is a clear and present danger to the student and/or to other persons

44
2. After the initial discussion of confidentiality, we will then start the
introduction of each group member, along with an ice breaker activity.
1. Rule setting, confidentiality, stating the purpose of our group and
greetings: trust building, will be the main topic of the first meeting.
3. The six group members are granted three minutes to introduce themselves,
including counselors. (around 18 minutes)
4. The next 10 minutes would be a simple ice breaker like two truths and a
lie where the group members are asked to offer the group two truths and a
lie about themselves. The purpose of this icebreaker activity will be to
help the members learn a little more about each other and hopefully add a
lot of laughs.
5. Confidentiality video https://youtu.be/celrmrAdBdc (2 min)
6. Come up with the group norms with the entire group
7. The remainder of the session we will compile a list of feelings: negative in
one column, positive in another. – We will be referring to this list in later
sessions.
Practice Content:  Welcome students to the group and share the lesson title
 Go through limits of confidentiality, introductions and ice breaker
 Thoroughly go through group norms, come up with the norms as a group,

write them on a poster board, and hang the norms up in front of the office
so that students will be able to see the group norms in every single session,
and you will be able to refer back to them- as needed.
 Explain the objectives for the session today and why they are important.
 To begin, the school counselor will say, “Why don’t we start by spending
a few minutes talking about the benefits of group counseling and what
45
groups are about?”
 Explain why someone might be in group counseling for anger:

o You get angry very easily and/or for reasons that you later realize
were insignificant.
o Your anger negatively affects your relationships with family,
friends, teachers or other students
o You are experiencing physical symptoms of uncontrolled anger,
such as headaches, high blood pressure, lowered immune response,
or tightness in your chest.
o You are experiencing emotional symptoms of uncontrolled anger,
such as irritability, stress, or feelings of guilt, depression, or
anxiety.
o You catch yourself contemplating ways to act on an old grudge or
to “get back” at someone you think has done you wrong.
o You have experienced uncontrolled anger to the point that you
have become aggressive or violent toward someone else.
 Ask the students to think quietly about things that have made them feel
angry.
 Ask the group to reflect on the last time that they were angry. Ask them to
focus on where that anger came from. Do the angry feelings have
synonyms, such as frustration, rage, disappointment, etc.?
 After we compile a list of feelings- written on our poster board- The
school counselor will have different students read each bullet point, calling
on the first student and asking the next student to give popcorn to a new
student.
 Expand upon the bullet points explaining that feeling angry is normal, just
as the examples shared with the class. Explain that anger is a normal
emotion that everyone feels. However, if we overreact when we are upset
by saying or doing things we don’t mean, that is when we can get
ourselves into trouble.
 What can we get out of Letting Off Steam?
o Helping you to become more aware of what prompts your bouts of
anger and how you react to those events.
o Equipping you with coping strategies to use whenever you are
confronted by a problem that would normally leave you angry.
o Developing your self-control so that you are able to delay your
anger while you enact the coping mechanisms you’ve learned.
o Improving your overall physical and emotional health.
o Helping to rebuild your current relationships and form healthy
relationships in the future.
46
Summarize/Close:
We will end the first session of the group with a little bit of psychoeducation
about the group topic. Summary of the session and a brief process discussion
about what the video of confidentiality said to the group.
Narrative for Lesson Plan 1:
Letting Off Steam is our group for anger management that meets for 6 sessions. This is our first
session. There are six students in this group, who were referred by their teachers, counselors and parents.
The procedure of our first lesson is mainly to get to know our students and build trust and relationships.
We will introduce our group, make sure the students are aware of the confidentiality statement. Students
typically come into groups with mixed emotions, some excitement mixed with apprehension and anxiety.
It is critical for the first session to care about students and help them acclimate to what is expected of
them in group, as well as help them get the most out of the group experience. The initial session includes
a discussion of ground rules to ensure safety of the group members and help make the group productive.
Discussion, rather than lecture, is emphasized.
The first session is organized around getting group members to know each other and identifying of
the focus of the group. We want to understand what the students hope to achieve in our group. Our plan
with our group addresses anger arousal, behavioral changes, and cognitive change suggestions for
students addressing their anger. This plan emphasizes personal reflection, with members keeping their
own journal and working to find their own personally effective methods. Group discussion is utilized and
homework assignments will be given throughout the group.

47
Lesson Plan 2 Letting Off Steam

Session 2: Managing our Anger

Counselor:
Lesson Plan Title: Letting Off Steam: Lesson 2: Managing our Anger

 Small-Group Session Lessons: Lesson ___2__ of __6___
Evidence Base:
M1 Belief in development of whole self, Student(s) will:
including a healthy balance of
mental, social/emotional and physical  explain what it means to feel angry and
well-being how anger affects their bodies.
B-SMS Responsibility for self and actions
ASCA National Standards
A:A3.1 Take responsibility for their actions
Develop positive attitudes toward self

48
PS:A1.1 as a unique and worthy person
Identify and express feelings

PS:A1.5
Distinguish between appropriate and
PS:A1.6 inappropriate behavior
SEL Benchmarks:
Analyze how thoughts and emotions

1A.4a. affect decision making and
responsible behavior.
1A.4b. Generate ways to develop more

positive attitudes.
Materials:
Ball for game of Hot Potato.
Paper + Pen
Whiteboard + Markers

Introduce Lesson  Our second session starts with reiterating confidentiality
Topic/Focus: statement, a review of our rules and the purpose of our group:
managing our anger.
 Write on the board: ESSENTIAL QUESTION:
o What’s the difference between healthy and unhealthy
anger?
Explain to group that anger energizes us to deal with the things that bug
us in a healthy way or in a destructive way that can hurt others. We can
49
manage angry feelings by stopping and thinking about how to care about
ourselves and others.
Communicate the 1. Talk about a past situation that has made them feel angry, and
Lesson Objective: what they did in reaction to their anger.
Students will: 2. Talk about the consequences of those actions, and what they
should do differently next time they’re angry
Teach Content: 1. We would begin by doing another icebreaker to make sure

everyone knows each other’s names: hot potato. We will
quickly pass around a ball (the hot potato) and the students
will have to pass it by saying the other students name, the
students have 15 seconds to say the students name or they
get “burned” and will have to be out for the next round
2. Brief reminder about the norms and rules of the group.
3. Begin by brainstorming with the students a definition of
anger. What is anger to you?
4. Mention to students that hurt and anger are related feelings
of discomfort. When we do not express our hurt, the pain
stays inside. When it comes out it comes out as anger.
 Discussion on what factors influence their feelings of anger (15
min):
1. Answer the question posted on the board. Everyone is free
to ask questions and share opinions.
2. Questions from the counselor to the participants these
answers can be written down (10 minutes):
i. What makes you angry?
ii. What happens to you when you get angry?
iii. Who is around when you get angry
Explain to students that anger is not a bad feeling, it is how it is expressed

that makes the feelings “bad”. If we do not learn how to express anger
appropriately, it may be something we struggle without whole lives.
Practice Content: Give students a few minutes to think about situations that have made them
feel angry in the past.
50
 Explain that they are going to write a sentence beginning with “I

felt angry when….”.
 Ask students to write any 3 situations that have made them feel
angry and present in the class.
After the students present, explain to the students that anger is a natural
emotion that everyone feels. Emphasize that it is not anger itself that is
bad, but rather what we choose to do in reaction to that anger.
 Our last question for the session is: What stood out about today’s
session?
Summarize/Close: Introduce homework to students. An anger journal can be a useful tool to

help you track your experiences with anger. Our homework for this week
is to: Begin anger journal. For this week, students will record situations in
which they feel angry and what they notice about the ways they acted and
how well those things worked for them. The journal will be used for much
of the group, and entries will become more detailed as more skills are
acquired.
End session with : Anger can be a helpful emotion for taking action if
something in your life is not right. However, the way you manage your
reactions and behaviors that stem from anger can be the difference
between making positive change or constantly needing to deal with
negative consequences of angry outbursts.
Anticipated number 6 students
of students:
51
lesson(s):
1. I can describe how anger feels in my body? (Yes) (No) (Sometimes)
2. I can identify triggers that make me angry? (Yes) ( No) (Sometimes)
3. I know three calming down strategies (Yes) (No)
4. I know how to calmly handle my conflicts (Yes) (No) (Sometimes)
At the end of each meeting, students will be asked the following process questions:

1) What was effective/ineffective about the meeting?
2) What did you learn?
3) What did you enjoy the most?
 Achievement (describe):
 Attendance (describe):
 Discipline (describe): School counselor will compare total number of disciplinary reports for
peer-on-peer conflict and outbursts, first quarter with second quarter
Follow-Up Plans
Students who missed this lesson will be pulled during lunch the following day so that they can
participate fully in the unit lesson.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
Students who are struggling with this concept will be recommended to attend small group
counseling for another set amount of time.
52
Narrative for Lesson 2:
Anger management issues are commonly reported in schools, and it is important for school
counselors to be prepared to lead groups helping students learn and implement proper anger management
skills. This group process creates benefits for its members that can aid in the learning and changing
process for members who are struggling with anger management. The Letting Off Steam Anger group
was selected as an intervention because it would give counselors access to a group of 10th grade students
who had identified anger as affecting their school performance. Groups become a close community
offering support, encouragement, a sense of belonging, and much feedback. In our session 2 of six, we
reiterate the confidentiality, and then get started on the difference between healthy and unhealthy anger.
Our objective of lesson 2 is for the students explain what it means to feel angry and how anger affects
their bodies. We emphasize that having the emotion anger is a normal feeling but the way we act when we
are angry is something that we need to work on throughout our sessions. We begin to discuss how anger
affects students in their daily lives. In this session we also introduce homework, homework assignments
are used by students to rehearse new skills, practice coping strategies, and restructure destructive beliefs.
The content in the lessons centered around Mindset 1, belief in development of whole self, including a
healthy balance of mental, social/emotional and physical well-being, and Mindset 2, self confidence in the
ability to succeed.
Lesson Plan 3 Letting Off Steam

Triggers and Planning Prevention
53

Counselor:
Lesson Plan Title: Letting Off Steam: Lesson 3: Triggers and Planning Prevention

 Small-Group Session Lessons: Lesson _3____ of __6___
Evidence Base:
B-SMS Effective coping skills Student(s) will:
7.  recognize, learn, and implement
Personal safety skills behaviors that are most effective when
B-SMS dealing with anger.
9.
ASCA STANDARDS  identify at least two ways to calm down
PS:A2.2 Respect alternative points of view when they are angry.
PS:A2.6 Use effective communications skills
PS:A2.7 Know that communication involves
speaking, listening and nonverbal
behavior
SEL BENCHMARKS:
1A.5a. Evaluate how expressing one’s

emotions in different situations
affects others..
1A.5b. Evaluate how expressing more

positive attitudes influences others.
54
Materials:
Balloon and Pin
Bowl
Paper
Whiteboard

Introduce Lesson Confidentiality statement reiterated + Review Rules
Topic/Focus:
Begin with homework review: Students will each share one thing they did when
angry (yelling, throwing things, etc.), and if it helped or hurt them getting what
they wanted. Students will share what they noticed about their body when they
became angry (one member will record all responses on a whiteboard.
Explain the purpose of our journal: The purpose of your journal is to help you
identify patterns of behavior and specific recurring elements that really "push your
buttons". The more accurately you can observe your feelings and behaviors and
the more detailed your anger diary, the more likely you will be able to identify
anger triggers and how you react to them. Understanding the ways in which you
experience anger can help you plan strategies to cope with your emotions in more
productive ways.
Triggers introduction: There are many ways that our brains can be triggered, and
55
these triggers are usually different from person to person based on individual life
experiences. It is important for us to realize what our triggers are, to be aware of
what issues in our lives promote a high alert in our brains and send us over the
edge. Then, once we identify our triggers, it is beneficial to determine why these
triggers cause such an emotionally charged response. Understanding the
underlying reasons for our triggers allows us to anticipate potential anger
episodes.
If we are attuned and aware of our triggers, we are better able to predict our own
response and make choices not to respond in an angry manner. This means that we
will be:
1. observational about what is going on to trigger us
2. take measures to talk ourselves into a more acceptable response that
will allow us to be in control of how we are reacting to the situation.
Communicate the Identify and reframe triggers and practice communicating anger. Once we have
Lesson Objective:
identified some of the triggers and have begun to understand your trigger themes,
we will be able to be work more constructively to control your response to those
triggers. Anger-triggering thoughts occur automatically and almost
instantaneously, so it will take some conscious work on your part to identify them
and to substitute something more to your liking.
Teach Content: A discussion of a prevention program such as Cognitive Behavioral Therapy
(CBT) would be discussed with the group in order to begin to reorient the way the
56
group members are thinking about their anger and if there are different ways to
change their thought patterns
Practice Content:  Welcome students to Letting Off Steam.
 Reiterate confidentiality and group rules.
 Begin with homework review
 Explain the purpose of keeping their journal
 Have a “do now” on board that says: One way I express my anger is
_____. Take a few minutes for students to write down their answer. Then
go around the room and share.
 Start conversation about triggers
 Start with a deflated balloon and label that as calm. Inflate slightly and
label this as bothered and so on. We will make the connection that anger is
growing like the balloon is filling with air.
 We will put students in two groups. One member will share a situation in
which they got angry. The group will work together to find specifics that
prompted anger. After one example, students will have five minutes on
their own to brainstorm specifics about what makes them angry. The group
will share the specifics and members will create a list of their own, to be
put in their journal.
 We also make the connection to our ability to handle triggers. As we get
angrier, we are more likely to react to triggers we could have handled

57
when we were calm.
 We will then take a pin and poke at the deflated balloon. The balloon can
handle the poking just fine when we aren’t “filled with anger”. It would
take some effortful poking to cause a problem. However as the balloon
fills with air (anger), poking with a pin (trigger) will cause it to burst.
 We will then write down all of the triggers that may occur and write them
on a piece of paper and then put them in a collective bowl anonymously.
Once everyone has put their triggers in the bowl we will collectively go
through and process each trigger and discuss how they affect the group and
how we could possibly begin to deal with them.
Summarize/Close: Being more in charge of your reaction during anger comes from the self-
control you maintain in understanding what happens in your brain, and in knowing
and understanding your triggers. Your thoughts and emotions remain in your
cortex where you are able to be strategic and less emotionally charged. Summarize
how these triggers may affect the group members and ask the group members to
track throughout the week three times a trigger may come
Summarize what CBT is : CBT is a psychological treatment designed to help a
person recognize distortions in their thoughts by re-evaluating them. Cognitive
behavioral therapy is a solution-oriented form of psychotherapy that teaches you
how to identify negative thoughts/feelings, do a reality-check, then challenge and
replace them with more rational thoughts.
Homework for this week: Record in your journal

58
 What thoughts were going through your mind when you got angry?
 On a scale of 0-100 how angry did you feel?
 What did you actually do?
 How did you feel immediately after the episode?
 What were the consequences of the incident?
of students:
lesson(s):
1. Three of my anger triggers are: (Short answer)
2. Name at least two things you notice about your body when you feel angry: (Short answer)
3. When I get angry, I know lots of different ways to handle it. (Yes) (No) (Sometimes)

59
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of
lesson.
Discipline (describe): School counselor will check in at the next lesson and record what percentage of
students named one way they demonstrated coping skills for anger at school in the week
Follow-Up Plans
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment
of student standards /student learning objectives.
Narrative for Lesson Plan 3:
As we get to the middle of our group, we want our small group services to provide an opportunity
for all students to develop their personal and social skills. The objective of our lesson for our third session
is to identify and reframe triggers and practice communicating anger. Once we have identified some of
the triggers and have begun to understand the students trigger themes, we will be able to be work more
constructively to control the response to those triggers. This is an important lesson because when students
understand triggers, rather than handling anger issues after the fact, it is far better to prevent an angry
outburst from happening. One problem that students with anger issues face is that they are unable to
understand what is exaggerating their triggers. The essential element of anger management is
60
understanding the cause of your anger and then working on it to stop sudden anger for no reason. If a
student is unable to understand the reason behind his or her anger, they don’t know where to stop. If we
observe our emotional patterns, we can easily understand what triggers us and what calms us. In this
session we also introduce CBT therapy to our students. Uncontrolled emotions like anger, when left
unmanaged, can escalate to mental health issues. CBT is a highly recommended therapy that brings
promising benefits for people who need help managing their anger. CBT is beneficial for our group
because it is a short-term treatment that usually ranges from several sessions.
Lesson Plan 4: Letting Off Steam
Personal Experiences

Counselor:
Lesson Plan Title: Letting Off Steam: Lesson 4: Personal Experiences
 Small-Group Session Lessons: Lesson __4___ of ___6__
Evidence Base:

61
Identify 1–2 student standards relevant for For each of the selected student standards, write
this targeted group and goal: or select 1–2 learning objectives
B-SS3 Positive, respectful and supportive Student(s) will:

relationships with students who are
similar to and different from them  practice expressing anger appropriately
ASCA STANDARDS and recognize the benefits of this type of

PS:B1.3 Identify alternative solutions to a
problem behavior over inappropriate expression
PS:B1.4 Develop effective coping skills for
dealing with problems of anger.
Demonstrate when, where and how
PS:B1.5 to seek help for solving problems
and making decisions
Know how to apply conflict
PS:B1.6 resolution skills
SEL Benchmarks
Set priorities that build on strengths

1B.4a. and identify areas for improvement.
Identify strategies to make use of

1C.4a. resources to overcome obstacles to
achieve goals.
Analyze similarities and differences

2A.4a. between one’s own and others’
perspectives.
62
Materials:
Pencil, Crayons and Paper
Bubble wrap

Introduce Lesson Confidentiality Statement reiterated
Topic/Focus: We will start this session off by discussing and processing the homework
given last session. We will talk about the new coping strategies that the
members have tried.
We can understand our anger by understanding how we react to the world
around us and what bugs us. When we discover what our body does and
how it feels, we learn that anger is not as unexpected as we first thought.
We can manage angry feelings by stopping and thinking how to care
about ourselves and others.
Communicate the Students will learn how to express their anger appropriately. After
Lesson Objective: identifying individual and collective anger triggers from last session,
students will examine the potential consequences of repressing anger or
expressing this emotion in unhealthy or destructive ways. They discuss

63
strategies for controlling impulsive behaviors. Then they explore healthy,
constructive ways of dealing with anger.
Teach Content: Although anger is considered a bit of a troublemaker, it has an important
function. If expressed constructively, anger can actually be useful in
society.
Despite anger being a common and natural emotion, many people find it
difficult to manage anger effectively or express it in constructive ways.
Anger is a red flag that lets us know when something unjust has happened
and action is required to remedy it. When appropriate and proportionate,
anger can be useful if it motivates us to deal with a perceived threat or
correct an unjust situation.
Popping bubble wrap, which is included in our activity for today, has
been a way to evoke laughter, giggles, and smiles, all of which are
physiologically proven to have calming and soothing effects on your
system.
Practice Content: 1. Welcome students to Letting Off Steam.
2. Reiterate confidentiality and group rules.
3. Process and discuss homework on triggers, have students
share the new coping strategies they have tried in the last
64
weeks.
4. Explain the focus of today’s session. While we are
explaining the focus of our lesson, students will be able to
pop bubble wrap. Popping bubble wrap is releasing pent up
stress, out of your system with each focused burst.
Popping bubbles places ones stressor; usually a prolonged
problem or conflict situation, on something fun.
5. When you get angry, your body lets you know you are
being bugged about something.
6. On the board the essential question of today’s focus is:
What could I do after I get triggered that would make it
better and I wouldn’t get so upset or mad?
7. Go around the room and share everyone’s answers.
8. Activity: Draw a simple outline of your body.
Color in the areas of your body that are affected by your
anger. Label the colored areas with a word or words that
describe what is happening to that area of your body (e.g.,
squinting eyes, pounding heart, red face, etc.).
Circle the area that YOU notice first when you get angry.
Summarize/Close: Sometimes, we don’t know we are angry until after the explosion has
happened. Drawing the areas of your body that are affected by anger will
help us identify the signs our body gives that lets us know we are feeling
65
angry. Over time, we will start to recognize that feeling and ideally use a
coping skill before things get too overwhelming.
 Homework: In your journal, write down qualities of someone who
manages their anger in a way they admire.
Anticipated number 6 Students
of students:
lesson(s):
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
1. What was the effect of your behavior on you, on others?
2. Things that make me feel angry…. (Short answer)

3.Things I can do to feel happy and calm again…. (Short answer)

Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first
quarter with second quarter
Discipline (describe): School counselor will check in at the next lesson and record what
66
percentage of students named one way they demonstrated coping skills for anger at school in the
week
Follow-Up Plans
of student standards /student learning objectives.
Narrative for Lesson 4
The instinctive, natural way to express anger is to respond aggressively. In Lesson 4 out of 6, the
objective is for students to practice expressing anger appropriately and recognize the benefits of this type
of behavior over inappropriate expression of anger. The goal of this lesson is to reduce both your
emotional feelings and the physiological arousal that anger causes. We want the students to understand
that they can’t get rid of, or avoid, the things or the people that enrage you, nor can you change them, but
you can learn to control your reactions. We also use an activity with bubble wrap, and the purpose for this
is a way to evoke laughter, giggles, and smiles, all of which are physiologically proven to have calming
and soothing effects on your system. In this lesson we also draw our body and color in where we feel
anger in our bodies. Drawing the areas of your body that are affected by anger will help us identify the
signs our body gives that lets us know we are feeling angry. This is important because recognizing the
physical cues that let our body know we are angry such as heart beats faster, breathing rate increases,
feeling stiffness or tight muscles in your body. As soon as you start feeling any of these, you should know
it is time check and trigger and work on it. Over time, we will start to recognize that feeling and ideally
use a coping skill before things get too overwhelming.

67

Counselor:
Lesson Plan Title: Letting Off Steam Lesson 5: Assertive Vs. Aggressive

 Small-Group Session Lessons: Lesson __5___ of __6___
Evidence Base:
M2 Sense of acceptance, respect, support Student(s) will:
and inclusion for self and others in
the school environment  Students will review material covered in
the group and recognize their competence
M3 Positive attitude toward work and in managing anger.
learning  Explore alternative ways of handling
M4 anger.
Self-confidence in ability to succeed
SEL Benchmarks:
Analyze how thoughts and emotions

1A.4a. affect decision making and
68
responsible behavior.
Materials:
Index cards: assertive vs aggressive statements

Introduce Lesson Getting ready to close out our group sessions. We will mention how next
Topic/Focus: week is our final closing session
Communicate the The aim of this lesson is for the students to practice skills they have
Lesson Objective: learned this far, Students will also partake in an activity to identify
whether statements are aggressive vs. assertive.
Teach Content: Anger can be caused by internal and external events. You might feel mad
at a person, a teacher, parents an entity like the school you go for or even
the company you work for, or an event like a traffic jam or a political
election. Wherever the feelings come from, you don’t have to let your
anger get the better of you. This week’s discussion will then be focused
on creating a list of other things than can be done in the face of anger:
counting to ten, self-talk (although this will not be elaborated on), leaving
the situation, or asking an adult for help. Members will pick one they
would like to try, and practice it (do jumping jacks and think of something
anger-provoking, count to ten and calm down; role-playing asking a

69
teacher to leave the room so he or she can calm down).
Assertive behavior is all about standing up for yourself, but aggression
usually involves threatening, attacking, or (to a lesser degree) ignoring
others. Assertive individuals stand up for themselves—for their beliefs,
their values, their needs. And they do so in a respectful, unthreatening,
nonviolent way.
Practice Content: 1. Welcome students to Letting Off Steam.
2. Reiterate confidentiality and group rules.
3. Mention that next week is our final session.
4. We will then go on to speak about if there are specific
areas in their skills that need improvement (10 minutes).
5. Ask students to share how they feel group has been going
and to share any progress that has been made.
6. The activity will be identifying how they feel this group
has changed their mindset, and they can share what they
are doing to work on being more positive instead of
negative views and what steps they will continue to take to
move on from the event. The facilitators would encourage
a discussion of how they could continue to implement
these strategies moving forward in their daily lives
7. Members can brainstorm and review each of the
techniques practiced in the group and the leader can
prompt discussion of any methods the members are not

70
recalling.
8. Discuss the difference between being assertive vs being
aggressive. Students will be divided into groups of three.
Each group will get five index cards with short vignettes
printed and ask them to decide whether the subject on the
card is assertive or aggressive. Reconvene into a large
group and compare answers.
Summarize/Close: Summarize the main points of the session. Explain how next week will be
our last session.
Homework: As the final homework, students will be asked to write a

letter to themselves, encouraging and reminding their future-self of what
they have learned in the group and why it is important to control their
anger. The leader will keep the letters, and monitor the members’
behavior after the group ends and send them as students begin to struggle
with anger again, or at the end of the school year if anger doesn’t become
an issue again.
of students:
lesson(s):


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Examples:
Achievement: School counselor will compare reading levels of students before and after delivery
of lesson.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer
conflict first quarter with second quarter
 Discipline (describe): School counselor will compare total number of disciplinary reports
for peer-on-peer conflict first quarter with second quarter
Follow-Up Plans
of student standards (M&B)/student learning objectives.
Narrative Lesson 5
In lesson 5 of six sessions of Letting Off Steam, students will review material covered in the group
and recognize their competence in managing anger as well as explore alternative ways of handling anger.
We will speak about if there is anything that they may not have mastered, or still need to work on. We
will focus on our progress throughout the group. Students will brainstorm and review each of the
techniques practiced in the group. So far our group has been about anger management and how we can
teach students how to identify their anger and respond in healthier ways. The cognitive behavioral
approach to anger management involves teaching participants how to recognize the warning signs that
their anger is rising. Improving students ability to respond to stressful or frustrating situations in a healthy
and productive way is one of the primary benefits of our group. In this lesson, students will learn how to
be assertive without being aggressive or intimidating.

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Counselor:
Lesson Plan Title:
Letting Off Steam: Committed Action

 Small-Group Session Lessons: Lesson ___6__ of __6___
Evidence Base:
B-SMS5 Perseverance to achieve long- and Student(s) will:
short-term goals
B-SMS6  gain closure for the group process and
Ability to identify and overcome complete closing measures and
barriers evaluations.
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Materials:
Paper & Pen

Introduce Lesson In this session, the leader reviews and summarizes the basic concepts of
Topic/Focus:
anger management that were presented, paying special attention to
clarifying and reinforcing concepts.
Communicate the In the final session, students will review what each session entailed, what
Lesson Objective:
we learned about anger control plans, coping skills and triggers and
complete a closing exercise.
Teach Content: Negative Thoughts: As you set out to make change, it will be normal for
your mind to engage in negative thinking: “I am too busy”, “I can’t do it”,
“I will fail”, “It’s too hard”, and so on. This isn’t a problem if we defuse
from them, but if we fuse with those thoughts, they can prevent us from
moving forward.
Practice Content: Homework Review: Students will not be asked to share their letters, but
will turn them in and share about what they felt like while writing them.
 The final session will start with a discussion about how members
feel about ending the group, any concerns they have, and how they
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felt about the group.
 We will have a discussion on what they have learned about anger.
 The members will then list their most successful anger
management strategies.
Answer questions in rounds:
1. What have you learned about anger management?

2. List anger management strategies in your anger control plan. How
can you use these strategies to better manage your anger?
3. In what ways can you continue to improve your anger
management skills? Are there specific areas that need
improvement?
4. Share answers with group.
Exercise for today: Take a few moments to reflect on this: Up until now,
your anger has been acting like a suit of armor, protecting you from
feeling your pain, hurt and grief. Unfortunately, this pain, hurt and grief is
like a wound that will not heal, until you carefully tend to it. So see if you
can now take off your armor, and heal the wound beneath it. Ask yourself,
‘What is beneath this anger? What am I really feeling, deep inside?’ Scan
your body, and notice any strong sensations. Focus on the strongest, most
difficult sensation.
Activity: students will leave a handprint or thumbprint to make something
as a group. We will use their thumbprints to make a bundle of balloons, a
flower, a caterpillar or something else. This is just something to leave
behind that they can see when they come back to the counseling office as
a reminder of their time in group.

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Summarize/Close: In this final stage, we work with our students to decrease feelings of guilt
and to understand that if they experience anger episodes again, they are
not a failure. Each time this happens is an opportunity to learn and to
disrupt the anger cycle with the strategies and skills they’ve acquired.
All members will be presented with a certificate for completing the group,
and cookies will be provided to celebrate.
of students:
lesson(s):
1. I am in control of my body and my words. (Yes) ( No) (Sometimes)

2. It’s okay to walk away and take a break. (Yes) ( No) (Sometimes)
3. When I am mad, I feel lots of energy and have no control over it (Yes) ( No) (Sometimes).
4. When I am angry, I work on relaxing my body. (Yes) ( No) (Sometimes)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of
lesson.
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Discipline (describe): School counselor will check in on students next marking period and record what
percentage of students named one way they demonstrated coping skills for anger at school in the past
month.
Follow-Up Plans
 Students who missed this lesson will be pulled during lunch the following day so that they can
of student standards (M&B)/student learning objectives.
 Students who are struggling with this concept will be recommended to attend small group
Narrative Lesson 6:
The end of our group sessions will be a positive experience with a long-lasting impact on both the
students and counselors. When successful, termination is an opportunity for closure. Together, the
students and counselors take a step back and look at the personal growth that has slowly unfolded over the
course of our sessions. The purpose of this group was to give middle school students some anger
management skills in a group setting in order to deal with the anger that comes up for them on a daily
basis. Adolescents deal with so many emotions and feelings as they are venturing during this time in their
lives and it is imperative that groups like “Letting off Steam” exist in order to give students the ability to
deal with these emotions and feelings. With the program lessons above, progress and education can be
achieved by undergoing these six sessions. With the exercises, discussion group process and homework
assignments this could be a great group for anyone who may be struggling with anger.
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IV. Management
Annual Agreement
School Counselor Sevastia Moundros Year 2022-2023
School Counseling Program Mission Statement
The mission of I.S 392 is to provide all students access to a comprehensive program and to equip them
with the skills necessary to achieve academic, personal/social, and career excellence. I.S 392 will provide
challenging learning opportunities in a safe and supportive environment in which high expectations are
established. Our aim is for students to become lifelong learners who responsibly and productively
influence our world.
School Counseling Program Goals

The school counseling program will focus on the following achievement, attendance and/or behavior
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 Goal 1: Behavior Reports: By the end of the year, the number of discipline referrals will decrease by
5%. School counselors will assist students in developing appropriate problem solving and decision
making skills to resolve conflicts and take responsibility for their choices. The objective to this goal is a
decrease in classroom conflicts, as well as discipline referral decrease. By looking at discipline data,
this goal allows us to provided targeted intervention to students identify from last school year as at-risk
for behavior difficulties, and to continue to provide quality consultation to teachers at a prevention and
early intervention level.
Based on the mindsets and behaviors we will help students demonstrate:
B-SMS 10. Ability to manage transitions and adapt to change
B-SS 1. Effective oral and written communication skills and listening skills
B-SS 9. Social maturity and behaviors appropriate to the situation and environment
2 Goal 2: Academics: By the April 1 2023, students who failed first quarter in core classes, will increase
st
grades and test scores by covering studying skills and habits. After looking at academic reports,
counselors will discuss failing grades with children and check with stakeholders to identify possible
78
factors that contribute to failings grades, and low test scores. Counselors will review data for areas of
concern and identify them and based on mindsets and behaviors will:
B- SS2 3 Create relationships with adults that support success
B-SMS 1 Teach students how to be academically successful
B-SMS Demonstrate ability to overcome barriers to Teach students how to be academically successful
B-LS 4- Apply self-motivation and self-directed learning
B-LS 7 Identify long and short term academic, career and social emotional goals
We plan to create an environment of academic excellence, as well as increase academic achievement.
3 Goal 3: Attendance: By the second quarter of school chronic absenteeism will decrease by 5%. The
objective of this goal is to have students school/class attendance increase. By viewing the attendance
data, counselors are able to provide targeting group interventions, as well as u using multi-tiered
interventions and supports that include student, staff and parent engagement. Counselors will review
data for areas of concern and identify them and based on mindsets and behaviors will:
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.
Planned Use Recommended

Direct School counseling Provides developmental
Services to core curriculum curriculum content in a
20
Students systematic way to all
percent
students
Individual Assists students in the

30 student development of
planning educational, career and 80
percent personal plans percent
or more
Responsive services Addresses the
30 immediate concerns
percent of students
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Indirect Referrals, Interacts with others

Services for 10 consultation and to provide support for
Students collaboration student achievement
percent
Program Foundation, Includes planning and

management
Planning and and accountability evaluating the school
and
School 10 school support counseling program 20
Support percent and school support percent
activities or less
Advisory Council
The school counseling advisory council will meet on the following dates:
Tuesday, September 15, 2022 and Tuesday, January 1, 2023
Planning and Results Documents

The following documents have been reviewed for the school counseling program
 Annual Calendar
 Closing the Gap action Plans
 Curriculum Action Plan
 Results Reports
 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.
 ASCA Workshops, Trainings, FAFSA Workshops, Counseling Conferences
Alpha: last names beginning with A-M

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Caseload Defined by: Grade level: students in grades:

All students in building
Other:
School Direct Student Services
Counselor 1.School Counseling Core Curriculum
Responsibiliti Academic Advisement
es Individual Student Planning
Working with students to provide individual, small and large group
counseling services
Responsive Services
Individual Counseling
Small Groups
Crisis Response
Collects data from all referral + Follows up
Indirect Student Services
Referrals to Community Agencies
Special Programs
Professional Collaboration and Responsibilities

Choose all that apply.
Group Weekly/Monthly Coordinator

School Counseling Team Meetings Monthly School Counselor
Administration/School Monthly Admin/ School Counselor
Counseling Meetings
Student Support Team Meetings Bi-Weekly School Counselor/Leadership
team
Department Chair Meetings Weekly Department Chair
School Improvement Team Bi-Weekly Administration, School

Meetings Counselor, Head Teachers, PTA-
PA,
District School Counseling Monthly District/School Counselor
Meetings
Other As needed District, Admin, Counselors,
Teachers
Budget Materials and Supplies
Annual budget: $ 550
Materials and supplies needed:

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Fidget toys ($20), PBIS material ($150), Career day supplies ($60) Instructional DVD’S for groups &
small lessons ($50) Books for groups & small lessons ($100) Any other item to assist the needs of student
in the school counseling office.(Remainder money- ($170).
School Counselor Availability/Office Organization

The school counseling office will be open for students/parents/teachers from 7:45
to 3:30
My hours will be from 7:45 to 3:30 (if flexible scheduling is used).
The career center will be open from 8:15 to 2:45
Role and Responsibilities of Other Staff and Volunteers
School counseling department assistant Ms. Jackie Chin
Attendance assistant clerk Mrs. Lora Bernard
Data manager/registrar Mr. Josh Belouk
Career and college center assistant Ms. Denise Warthman
Volunteers Ms. Shaylah Mircis & Mr. Josh Wallace
School Counselor Signature Sevastia Moundros
Principal Signature Peter Thomas
Date October 14, 2022
Annual Agreement Narrative
The purpose of the annual agreement is to outline the school counseling plan while tying in the
mission and vision of the school. This agreement is created in the first months of school in order to
discuss how the school counseling programs goals aligns with the goals of the school. This is a document
created for administration to have an understanding of the school counselors specific responsibilities, use
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of time, caseload and areas for professional development. By including the school counselors hours it
allows for parents and students to access counseling services.
Based on the 2021-2022 school year data, the areas of attendance, behavior and academics
established patterns of concern and led me to think about development of goals for this academic school
year of 2022-2023. I.S 392 sets annual goals based on various types of student data, as you can see in the
document above we chose attendance, grades and behavior. Program goals are developed annually in
order to be aligned with the vision and the mission of the school. According to ASCA (2019), the
recommendation for school counselors is to spend 80% of their time in the delivery system providing both
direct and indirect students services. Based on this document it is clear that the school counselors here at
I.S 392 spend the majority of their time providing direct and indirect services to the students. 80% of our
time is spend in direct and indirect student services, and based on the needs identified in the school data
(Wilkerson et al., 2013). The majority of the time our school counselors are in direct service to and
interaction with children. The primary responsibilities of school counselors are to ensure that the entire
program is delivered through a school counseling curriculum, individualized student planning, and
responsive services.
The annual agreement is accomplished in consultation with the principal or administrator and
ensures the effective implementation of the delivery system to meet students’ needs. The annual
agreement allows for school counselors to prioritize their plan, as well as become more focused
counselors (Carey & Dimmitt, 2012). By having our principle signing off on this document, it allows the
counselor as well as administration to agree on program priorities as well as implementation strategies to
allow the program to run smoothly and organized. If the services a school counselor provides is not
clearly understood by the principal a lot of misconceptions can occur and result in added duties or higher
caseloads. As a result, school counselors may not be utilized in the most effective way to benefit all
students.
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Management of duties for the school counseling program gets divided between four school
counselors, one counselor per grade level. The annual agreement was developed using all relative data,
and using the expertise and experiences of each counselor. While all the counselors have their assigned
duties, or areas that they specialize in, we work as a unified and collaborative team. The decision to divide
the counselors per grade level was based on creating an equal amount of students per caseload, along with
experience and efficiency. The needs of each grade vary greatly, so the counselors are able to focus on
grade-specific activities and developmentally appropriate strategies. It benefits our school because the
counselors get to know the teachers and the expectations of the grade and classes well.
The role and duties of our school counselors include individual student academic planning and
goal setting, creating classroom lessons based on student success standards, short-term counseling to
students, referrals for long-term support, collaboration with families/teachers/ administrators/community
for student success, advocacy for students at individual education plan meetings and other student-focused
meetings, data analysis to identify student issues, needs and challenges, counselors acting as a systems
change agent to improve equity and access, achievement and opportunities for all students (ASCA, 2019).
Advisory Counsel and Agenda
Advisory Council Members and Stakeholder Positions:

School Counselor: Ms. Sevastia Moundros
School Counselor: Ms. Marylene Rodriguez
School Counselor: Ms. Josephine Martinez
School Counselor: Mrs. Felicia Alexander
Principle: Ms. Ingrid Joseph
Assistant Principle: Mr. Derek Torres
District Admin: Mr. Ben Wallace
Parent: Lynn Torres
Parent: Terry Gavvit
Teacher: Ms. Marsha Nichols
Teacher: Ms. Maria Valdez
Student: Logan Brown
Student: Charlotte Stavros
Resource Office: Michael Thomas
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School Counseling Advisory Council

First Semester Agenda
School: Intermediate School 392 Meeting Date/Time: 9/15/21 @ 2:30 pm
School Counseling Program Vision Statement: The I.S. 392 counseling team envisions a
culture that promotes academic excellence in an equitable learning environment for all scholars and
prepares them for success in any future endeavors. Our scholars are empowered to be compassionate,
culturally competent, and responsible leaders within their communities. I.S 392 provides students with a
variety of opportunities to learn, grow, and thrive. Our vision is to create a trusting, caring environment
in which diversity is honored and respected. Our future rests in the hands of today's children. Education
is the key to improving the quality of their lives. Our vision for students is based on the following
beliefs:
1. Our school counseling program is a collaborative effort between school counselors and
stakeholders to promote academic, career, and social/emotional development.
2. Our school counseling program is data driven.
3. Our school counseling program supports student achievement.
School Counseling Program Mission Statement: The mission of I.S 392 is to provide all
students access to a comprehensive program and to equip them with the skills necessary to achieve
academic, personal/social, and career excellence. I.S 392 will provide challenging learning opportunities
in a safe and supportive environment in which high expectations are established. Our aim is for students
to become lifelong learners who responsibly and productively influence our world.
Annual Student Outcome Goals (list all):
1.By May 20, 2022, the number of identified students in grades six, seven, and eight with 10 or
more absences in the previous school year and five or more absences in the first eight weeks of
the current school year will reduce the aggregate number of absences by 20% from previous to
current year
2. By the end of the 2021-2022 school year, the school of sixth, seventh, and eighth grade students
failing three or four classes with a grade average of 59 or below at the
end of the first eighth weeks will decrease by 75% from 24 students (end of first cycle into
eighth weeks) to 8 students (end of fourth cycle into eighth weeks.
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School Counselor
Agenda Items (at minimum)
Facilitating Discussion
I. Welcome & Introduction J. Martinez
II. School Data Summary J. Martinez
III. Action Plans Discussion/Feedback S. Moundros

 Annual Student Outcome Goal Plan
 Classroom and Group ASCA Mindsets and Behaviors
Action Plan
 Closing-the-Gap Action Plan
IV. 6th grade unit M. Rodriguez
V. 7th grade unit S. Moundros
VI. 8th grade Alumni Program F. Alexander
VII. Closure S. Moundros
The Next Meeting of the Advisory Council is planned for: 01/18/23
School Counseling Advisory Council

First Semester Minutes
School: Intermediate School 392 Meeting Date: 9/15/21
Meeting Start Time: 2:30 pm
Members All school counselors J. Lopes, parent of freshman
Present/Stakeholder C. Cohen, principal C. Scott, parent of sophomore
Position: P. Nash, assistant principal A. Martin, parent of senior
T. Mullings, ELA chair G. Feingold, business partner
M. Daniels, science chair J. Lutz, school board
I. School Data Summary

Action Needed & Person
Minutes:
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Responsible
II. Action Plans
Annual Student Outcome Goal Plan(s) Action Needed & Person

Minutes: Responsible
Goal 1 Results Report:  Work with C. Cohen
Interventions explained: on early intervention
Class instruction, small groups for targeted students, individual next year
sessions with targeted students, six- week check ins with targeted  Add parent
students, parent workshop, professional for eighth- grade workshop to school
calendar
faculty/staff
 Send email, texts and
remind app send
Results Reported
parent notification
As of today, on track for 94% of eight grade students to earn six
via email and text
credits, approaching target. blasts to parents and
guardians about
Discussion: workshops
 Started with what worked and what didn’t  Coordinate incentive
 Recommendations from C. Scott about how to get more parents plan G. Feingold
involved
 C. Cohen suggested starting check ins and group earlier; requires J. Martinez
earlier identification of struggling students
 G. Feingold offered incentives for students
Goal 2 Results Report:

Interventions explained:  Continue to further
Individual counseling with identified students, cultural competence study of restorative
work with staff justice with
Results Reported including
stakeholder
Students reduced referrals from 40 to 18, did not meet target, but
committee to oversee
did reduce number of referrals
 Create mentoring
program for next
Discussion:
year, targeting
 Started with what worked and what didn’t students struggling
 Discussions about safety, consequence given, balancing needs of with discipline
all  Incorporate cultural
 Parents expressed concerns on how all students needs are being competence with
met range from fair, just and respectful faculty/staff
 Strong recommendation for strong mentoring program for  School counselors
students struggles academically and disciplinary will work on
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strengthening parent
connections early in
the year for students
 Seeking ways to address restorative justice who may struggle
 J. Lopes in addition recommended providing service one-on- one with discipline
help with parents of identified students  Include parent
conferences part of
next year’s plan
J. Martinez and S.
Moundros
III. Closing-the-Gap Results Report

Minutes: Closing-the-Gap Action Plan(s) Action Needed & Person
8th Grade Alumni Program Responsible
Minutes:
 Participation has increased since program initiated two years ago,  Will continue to
now have about 30% of last year’s graduates involved build program
 Discussed ways of enhancing the role of alumni with current  Solicit ideas from
students: mentoring, helping with postsecondary awareness and this year’s senior for
planning what they would like
 G. Feingold will work with chamber of commerce for additional to do as alumni next
work resources (workshops for summer jobs and high school year (to help next
preparation) year’s seniors)
Will present program to the
chamber of commerce
(scheduled by F. Alexander)
IV. Small-Group Results Report
Minutes: Action Needed & Person
8th Grade Unit Responsible
 Unit is critical for postsecondary planning; needs greater  Will increase
emphasis and awareness for parents communications to
 All parents want more opportunities to support the unit; G. parents and
Feingold suggested posting presentations on school counselor community about
website section for all to review unit
 Will record and post
unit presentations on
school counseling
website section
V.
Minutes: Action Needed & Person
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Comments/Questions Responsible
 Plenty of positive of feedback from council for school counseling
program  Will provide
 Council members would appreciate opportunity to attend invitations to council
restorative justice trainings members for
 J. Lopes and C. Cohen raised questions and concerns how restorative justice
students’ overall feelings, and what school counselors are doing trainings
to better support students  Will add safety
resources to school
counseling website
section
J. Martinez
Next Meeting Next Spring – 01/18/23
Date/Time:
Narrative for Advisory Council
The list of Advisory Council and Agenda consist of all stakeholders were present that included all
school counselors, principal, assistant principal, district admin, teachers, parents, and students. Our
Advisory Council assists in identifying needs and collaborating in developing school counseling
programs. The meeting objective is to continue working on annual student outcome goals for 2022-2023.
The Advisory Council was alarmed by the data, but ambition drastically changed once implemented a
plan. The first meeting includes the purpose and goals of the council along with information, reports, and
other data related to the school counseling program. Future agendas will evolve from this initial meeting.
The school counseling advisory council is a great asset to the comprehensive school counseling
program. The council is a team invited by the school counselors to meet a minimum of two times per
year. The school counseling team sets the agenda for the meetings and guides the discussion. The purpose
of the council is to provide feedback on program goals (developed and explained by the school
counselor), review program results (based on data presentations by the school counselors), make
recommendations about the school counseling program, and serves as advocates for the program.
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In our meetings, the counselors presented the current year program goals. This presentation
includes our curriculum plan, group plan, and our closing the gap plans in easy to understand language so
that all present (even those who are not educators) can give feedback and discuss.
The Advisory council feedback stressed that attendance and failing extensive classes
priorities to be addressed. The intervention plan for goal one results report incorporates class
instruction, small groups for targeted students, individual sessions with targeted students, six-
week check-ins with targeted students, parent workshops, and professionals for eighth-grade
faculty and staff.
The results reported that 94% of eight grade students would earn six credits. To maintain
the action plan, school counselors will notify the parent via email, texts, and signup remind app on current
and future events. In addition, to add parent workshops to the school calendar. The advisory council
support the entirety of the annual student outcome goal plan. The council discussion entails starting with
what worked and what did not is key to where to improve. The assistant principal strongly suggested
frequent check-ins with groups and early identification of struggling students.
In addition, the school counselor will coordinate an incentive plan. The intervention plan
for goal one results report incorporates class instruction, small groups for targeted students,
individual sessions with targeted students, six-week check-ins with targeted students, parent
workshops, and professionals for eighth-grade faculty and staff. The goal two results report
intervention plan incorporates individual counseling with identified students and cultural competence
work with staff. In addition, the result report will reduce students’ referrals from 40
to 18. The school counseling department did not meet the target, but reducing referrals is a
priority for the council.
The council discussion entails starting with what worked and what did not is key to where to
improve. The council meeting further discusses safety, the consequence is given, and
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balancing the needs of all. The parent expressed their feedback at the council meeting that their
children’s needs to be met from the range of fair, just, and respectful.
The council is further researching ways of restorative justice, including a stakeholder
committee to oversee the operation. The council board will implement a mentoring program next
year by strengthening communication between parents, school counselors, and the council. In
addition, incorporate cultural competence with faculty and staff.
The parent affiliated with the council committee suggested providing one-on-one
assistance for parents-identified students who may struggle with discipline. The closing-the-gap action
plan incorporates the eighth-grade alum program’s focus on increasing the graduation rate by 30%. The
small group results report focuses on the eighth-grade unit. The unit is critical for postsecondary planning
and needs greater emphasis and awareness among parents. The assistant principle suggested posting
presentations on the school counselor website section for all to review.
The council committee’s final discussion focuses on the positive feedback from the school
counseling program. The action needed to invite council members for restorative justice
training and to incorporate the school counseling website section from a school counselor.
Weekly Calendar
Weekly Calendar Document
Annual Calendar
Annual Calendar Document
Weekly/Annual Calendar Narrative
Our school counseling team meets in the summer to create a preliminary annual calendar to
organize the school counseling program. An annual school counseling calendar serves to ensure your
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most important school counseling activities are scheduled and implemented throughout the year (ASCA,
2012). Annual calendars also identify and communicate these priorities to others. A student needs analysis
survey and a school counseling program review stakeholder survey were conducted during the last week
of the 2021-2022 school year. Based on the results obtained, school outcome data, and input from the
School Counseling Advisory Council, services and activities are prioritized and scheduled. Two weeks
before the beginning of the school year, our counseling team met with the Principal to present the annual
calendar and discuss any possible conflicts.
During the school year, the school counselors meet with I.S 392 leadership team regularly to
discuss the implementation of scheduled activities. At times there is a need to adjust the annual and
weekly calendars based on information or situations arising during the year. Throughout the year, our
counseling team is dedicated to keeping our calendars up-to-date and communicating to stakeholders
when changes are made through the use of email, announcements, and reposting of calendars around the
school as needed. While creating our annual calendar we outlined all major school counseling activities
delivered or coordinated by the school counselor.
The annual calendar functioned to ground our department and the work we do for students. It is
clear from our calendars that we are not asked to participate in many non-counseling related tasks within
our school. Maintaining these documents will continue to validate our position and the importance of
protecting our time to appropriately counsel our students.
Closing the Gap Report
Closing Gap Report: Behavior
School Name I.S 392

Annual Student Behavior Reports: By the end of the February, the number of discipline referrals
Outcome Goal for African American and Hispanic students will decrease by 5%.
ASCA Mindsets & Behaviors Targeted (Limit of two standards)
1. B-SMS 1. Responsibility for self and actions
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2. B-SMS 10. Ability to manage transitions and adapt to change

3. B-SS 1. Effective oral and written communication skills and listening skills
4. B-SS 9. Social maturity and behaviors appropriate to the situation and environment
Mindsets & Behaviors Pre-/Post-Assessment Statements (Administered to target group of
students)
1. I can state my opinions respectfully (True) (False)
2. I know how to solve conflict peacefully (True) (False
3. I can come up with two solutions when conflict happens that do not add problems (T) (F)
4. I know when to step away from conflict (T) (F)
Interventions That Support Achieving the Annual Student Outcome Goal

Describe Direct Student Services (minimum of two) Describe Indirect Student Services (minimum of two)
1. Small Groups 1. Teacher Collaboration
2. Individual Counseling 2. Parent/Teacher Conferences
3. Classroom Lessons 3. Parent Meeting with Administration
Systemic Focus
Identify school or system policies, procedures or practices that create or maintain
inequities relevant to this goal.
We have frequent faculty meetings to discuss possibilities for meeting students’ needs. We
discuss relating the eagerness and appreciation students feel for athletics, art, drama, music, or
other school activities to the academic curriculum. We also discuss why students are excited to
learn and work in some areas but not in others.
List 1–2 strategies that could influence systemic change related to this goal.
Elicit input from all students. Use the curriculum program component to engage students in
discussions on a variety of subjects relevant to them and their education. Specifically, ask
students about what quality work is and how they would recognize it. Ask them about quality
behavior. Ask them what they consider their best effort and what rules should be established
for the classroom. Also, ask students how they think they can best learn the content of their
classes. It is important for students to feel that the school counselors and teachers listen to
them. Focus on meeting students’ needs rather than controlling students’ behavior. Ask
fundamental questions about how to help students and faculty tap into the five basic human
motivations; abandon questions about how to control students’ behavior. When students’ needs
are met, their school experiences “feel good.”
Baseline Data Results Data

Participation Data Plan Participation Results Data
Anticipated Actual
· Six students invited · Six students participated
· Six sessions of small group: topics include · Six sessions of small group topics-
o Staying on Track o Staying on Track
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o Self-Control o Self-Control
o Impulsive Behaviors o Impulsive Behaviors
· Two individual sessions for setting goals o “What if Everyone Did That”
· Brainstorming sessions and meetings with o School Rules
teachers of the students on better ways to o Acceptable Behaviors
interact with students · Parent Conferences with participants
· One classroom lesson on Behavior Basics parents
Mindsets & Behaviors Post-Assessment

Mindsets & Behaviors Pre-Assessment Results
Results
Pre-Assessment Data Post-Assessment Data
(Calculate the average student response for each item) (Calculate the average student response for each item)
1.6 1.6
2.6 2.6
3.6 3.6
4.6 4.6
Outcome Data Plan Outcome Data Results
Baseline Data: Final Data:
o Six students had two behavior referrals o The six students with two discipline
during the first six weeks of school. referrals had zero during the next 12
o One student had three discipline weeks of school.
referrals o The student with three referrals had
o One student had four discipline one during the next 12 weeks.
referrals o The student with four referrals had
one during the next 12 weeks.
Percent Change: 82% reduction in referrals.
Narrative
The purpose of any closing the gap activity is to build a multi-tiered system for a targeted group of
students to close a “gap” in the areas of attendance, behavior, or academics. Effective school
counselors create plans to close the achievement gap, promote student academic success, and prevent
students from dropping out of school. I.S 392 Counselors identified gap data by examining end of year
reports from the district’s student information system (PowerSchool) that showed students discipline
94
referrals. As we looked at the data results, it heightened our sense of educational justice and drew our
attention to one subjective question: Why are discipline referrals happening with our students? We
decided our closing the gap goal would specifically target 10th grade students to align with our program
goals. The achievement gap in education refers to the disparity in academic performance between groups
of students. As we looked at the data White students have less discipline data than their African American
and Latino peers. According to Holcomb-McCoy (2007), African American and Hispanic/Latino students
in the United States are subject to disciplinary action at rates much higher than their White counterparts.
These disciplinary actions put students at higher risk for negative life outcomes, including involvement in
the criminal justice system.
Our school counselors will assist students in developing appropriate problem solving and
decision-making skills to resolve conflicts and take responsibility for their choices. The goal is a decrease
in classroom conflicts and discipline referral decrease. By looking at discipline data, this goal allows us to
provide targeted intervention to students identify from last school year as at-risk for behavior difficulties,
and to continue to provide quality consultation to teachers at a prevention and early intervention level.
Closing Gap Report: Student Achievement

School Name I.S 392
Annual Student Outcome Goal Achieving Academic Excellence: By the April 1st, 2023,
students who failed first quarter in core classes, will increase
grades and test scores by 5%.
ASCA Student Standards (Limit of two standards)
1. B- SS 2 Create relationships with adults that support success
2. B-SMS 1 Teach students how to be academically successful
3. B-SMS 3 Demonstrate ability to overcome barriers to teach students how to be
academically successful.
4. B-LS 4 - Apply self-motivation and self-directed learning
5. B-LS 7 Identify long and short term academic, career and social emotional goals
Mindsets & Behaviors Pre-/Post-Assessment Statements

1. I feel comfortable going to my counselor to get help with school/academic problems ___ YES
___NO
2. Have there been any particular difficulties you have encountered with your classes? (Short
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answer)
3. What are your academic strengths? (Short answer)
4. What are your academic goals?
5. What supports do you need to meet your goals?
6. How will you know if you are making progress in your academic goals?
1. Individual counseling 3. Collaboration with teachers and admin- Staff
2. Academic Study Skills Small Group meeting.
3. Guidance lesson on study skills and 4. Consultation with school resources (In school
succeeding in the classroom tutoring).
4. Student course advisement and 5. Participating in committees- PBIS
placement 6. Evidence-based intervention approach

Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.
Large class sizes, faculty meetings- not involving parents in meeting. The classroom may not support
every student’s needs.

 Consider students' diversity to be an asset.
 Identify students who need additional instructional support
 Support students via mentors, tutoring, peer support networks, and role models.
 Engage/reach out to students' families.
 Provide safe, orderly learning environments for students and educators.
 Evaluates current year data results against the prior year to determine if the students
made progress toward proficiency in core classes.

Baseline Data Results Data
Participation Data Plan Participation Results Data
Anticipated Actual
 Six Students invited to small group for  Six students attended small group counseling
academic and study skills. and participated.
 Individual counseling for study skills  Three students who attended individual
and goals counseling boosted their grades by 3% in one
 Classroom lesson on how to improve as month.
a student  Parent conferences with seven students
 Collaboration with teachers on how to  Brainstormed with teachers on how to make
96
make the classroom a better learning sure all students are succeeding in the
environment for all students. classroom.
Mindsets & Behaviors Pre-Assessment Results Mindsets & Behaviors Post-Assessment Results
(Calculate the average student response for (Calculate the average student response for each
each item) item)
1.6 1.6
2.6 2.6
3.6 3.6
4.6 4.6
 Higher achievement by Out of the 6 students we have focused on:
identified at risk students  3/6 improved their grades by 4.5%.
 Reduction in the yearly dropout  2/6 improved by 3%
rate  1/6 improved by 5%
 Increased attendance by at risk  Overall attendance improved by 5%
students
 Higher graduation rate

Narrative
When one discusses closing the gap activities, one is talking about making sure that every student
achieves. This means making sure that every student succeeds in the classroom and has equal chances in
all aspects of learning. There are many ways that schools can work to close the achievement gap. The first
step to closing the gap in our school is identifying areas of concern. Utilizing a flexible, evidence-based
intervention approach to support learning is one of the keys to assisting students who are having trouble
or are not making consistent progress in their studies. Students need access to an aligned, standards-based,
rigorous curriculum and the necessary support to be successful. Close cooperation between schools,
parents, and the community is one of the keys to closing achievement gaps. Parent involvement has a
strong, direct impact on student achievement. Educating parents on student progress and how they can
help at home improves student learning.

97
Our school counselors are aware that not all students have the same resources, it is imperative that
we analyze our school’s data to discover inequities and measure our results to determine the effectiveness
our interventions. Our counselors play a powerful role in closing opportunity gaps and addressing the
social, emotional, and academic needs of students.
Closing Gap Report: Attendance
School Name I.S 392

Annual Student By the second quarter of school, student on the chronic absenteeism list will
Outcome Goal decrease as a whole by 5%.
ASCA Student Standards (Limit of two standards)

1. B-SMS 1. Responsibility for self and actions
2. B-SMS 2. Self-discipline and self-control
3. B-SMS 6. Ability to identify and overcome barriers
Mindsets & Behaviors Pre-/Post-Assessment Statements
1. Our school has a welcoming and engaging climate that promotes safety, belonging, great teaching and
learning, and interpersonal relationships with students, families, and staff. (Scale Very Accurate- Not
Accurate)
2.We reach out to chronically absent students and families and engage them as partners in improving
attendance. (Scale Very Accurate- Not Accurate)
3. Our school has a clear and widely understood attendance policy. (Scale Strongly Agree- Strongly
Disagree)
4. What do you think could be done to increase school attendance? (Short Answer)
1. Small Groups on attendance 1. Developing an attendance plan

2. Parent collaboration-daily/weekly phone 2. Developing Needs Assessment
calls 3. Enhancing the school environment to
3. PBIS- celebrating student academic progress. encourage and motivate students to attend
4. Individual counseling and consulting 4. Identifying data for students needs

98
Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.
 Bullying in classes- bullying can make school feel unsafe, both physically and
emotionally.
 Socioeconomic hardships- school can be a secondary consideration when students are
struggling at home.
Bullying in classes- bullying can make school feel unsafe, both physically and
emotionally.
 Socioeconomic hardships- school can be a secondary consideration when students are
struggling at home.
 Students are academically struggling in classes- Struggling in class can be
demoralizing for students and leaves them wondering whether it’s worth going to
school in the first place.
 Unreliable transportation for students in the building.
 A needs assessment is a systematic process for determining and addressing needs, or

"gaps" between current conditions and desired conditions or "wants".
 Setting goals through individual and group counseling.
 Developing an attendance plan- which includes target goals, needs assessment,
 Regular communication with families.
 Enhancing the school environment to encourage and motivate students to attend.
 Creating groups with the students who are at risk.
Anticipated Actual
 Individual counseling with students on  Six students attended small group
the chronic absenteeism list counseling and participated.
 Small groups with students on the  Three students who attended
chronic absenteeism list. individual counseling increased their
 Phone calls with 20 parents of the attendance by 3% in one month.
students on chronic absenteeism list  Parent conferences with fifteen
students
 Brainstormed with teachers on how to
make sure all students are succeeding/
feeling safe in the classroom.
Mindsets & Behaviors Pre-Assessment Results Mindsets & Behaviors Post-Assessment Results
99

(Calculate the average student response for each item) (Calculate the average student response for each item)
1. 10 1. 10
2. 10 2. 10
3. 10 3. 10
4. 10 4. 10
 Increased attendance by at risk students  Attendance rate decreased by 5% in
 attendance history the second quarter
 Tarty Rate decreased 3% in the
 length of time in district second quarter
 preferred learning modality
 learning strengths
 additional instructional support
 effective methods for parent/guardian

communication
Narrative
Students are considered chronically absent if they are absent at least 10 percent of the instructional
days that they were enrolled to attend in a school- or students who missed 20 or more days in the last
school year are chronically absent. The goal of this action plan is to decrease the frequency of absences,
increase overall attendance, increase academic learning, help students develop an understanding of the
importance of school, as well as assist students in developing healthy attendance patterns.
The students in our group have more than 10 absences before the end of 2nd Semester. Our small-
group consists of 6 students. The demographics of this small group is 3 females, 3 males, 4 Hispanic
students and 2 African American. When students improve their attendance rates, they improve their
100
academic prospects and chances for graduating. Attendance improves when schools engage students and
parents in positive ways and when schools provide mentors for chronically absent students.
Based on this closing the gap action report on attendance, our counselors wanted to increase our
student’s sense of belonging, increase their belief that attendance is important, and increase their
achievement. While many of the interventions in place for students are a school-wide effort, our
counselors wanted to pin-point the specific actions and interventions school counselors can take to have
an impact on student achievement. Counselors documented the various interventions in a database so that
the district can track which interventions are making an impact. Best practice interventions included
letters/phone calls to parents, repeated check-ins with school counselors, credit recovery classes,
alternative scheduling, and the school-within-a-school alternative program. Attendance, behavior, quizzes,
observations, comments, grades, and test scores are all data sources.
Data collected and organized in a systematic way can be used to make classroom, district, or
system decisions. Outcome data best highlights the results of our intervention because it relates to how the
intervention affected identified goals, areas of growth and achievement gaps. This includes attendance
numbers, number of students struggling academically, absenteeism in the school or discipline
referrals. Attendance can shed light on motivation and learning strategies.
Program Reflection
Overall, our school counseling program strives to achieve advocacy, leadership, and collaboration
to create systemic change to make a difference for students. School counselors are uniquely positioned to
support students’ academic achievement, social-emotional well-being, and postsecondary readiness and
success (Dollarhide & Saginak, 2017). School counselors serve as the first point of contact for students,
providing as much support as is feasible and referring students for specialized services when needed so
they don’t fall between the cracks. Our school counselors recognize and distinguish individual and group
differences and strive to equally value all students and groups.

101
Belief in students, use of data, seeking partnership, advocating for all students and seeking
equitable outcomes ground effective school counselor leadership principles. School counselor leaders at
all levels should understand eliminating opportunity barriers and increasing access to courses of rigor are
critical tasks that must be undertaken to close achievement gaps (Atkins & Oglesby, 2019). Our school
counselors at I.S. 392 able to articulate the rationale for the school counseling vision, its alignment with
the instructional vision and how it translates to robust student outcomes.
Advocacy is an integral component to our effective school counseling plan. The student population in
the United States is growing more and more diverse. With this significant change in student
demographics, our school counselors at I.S. 392 accept the responsibility of providing precise, inclusive,
and tailored support for student success.
As our mission and vision statements state, the counselors at I.S. 392 strive to continually analyze
data to determine the goals to help students achieve success. As we follow the American School
Counselor Association (ASCA, 2019) national model, our counselors have become data experts who
advocate for the needs of all students and have used data to drive the program. Our school counseling
program demonstrates accountability and impact on student academic, personal/social, and career
development.
Ensuring academic success for every student includes school counselor activities designed to meet
the needs of underserved, underperforming, and under-represented populations. To do this, we examine
student academic achievement data and develop action plans. This process involves identifying the
student groups who might not be performing as well as others, the data must be divided into variables.
This method highlights issues of equity and focuses the conversation on the needs of particular student
groups. While it is challenging to be fully multiculturally competent about every cultural combination of
every student in their school, school counselors need to be able to meet students where they are and work
102
from there to help them access not only their education, but also other resources that will help them be
successful in school and beyond.
The strengths of our school counseling plan include ensuring that through our mission and vision
statement, every student receives the benefit of the school counseling program by designing content
curriculum for every student. Our program is based on monitoring data to facilitate student improvement
as well as providing strategies for closing the achievement gap because some students need more. Our
school counseling program ensures equitable access to educational opportunities, fosters advocacy for
students, supports development of skills to increase student success.
As for the weakness of our school counseling program plan, is not addressing how we plan to
support one of the most vulnerable populations. At I.S. 392, we have a very small demographic of ELL
and ENL students of only 2%. Right now, New York is receiving migrant families that are being relocated
from Texas. These are families who are undocumented and may be seeking asylum from Central and
South American countries (Sanchez, 2022). I.S. 392 is a gifted and talented school that students had to
take a test to be admitted and we never had any English language learner (ELL) students. This population
is new to us and is growing. These families arrive not speaking the language and needing resources after
being placed in one of New York City’s already overburdened shelters (Sanchez, 2022). We need to
recognize that these students are arriving having experienced unimaginable traumas and need to create a
plan that includes them.
School counselors are in a unique position to support the inclusion and success of English learners
in I.S 392. The EL population faces unique challenges in the school system, including cultural
differences, language barriers, poverty and lack of resources. Being that our school counseling program
does not have any direct interventions for this student, this is a huge weakness. As school counselors, we
will make it our mission to help EL students transition by placing EL students in the appropriate classes to
103
meet their individual needs can increase school success, connect them with clubs and extra-curricular
activities, pairing them with a student representative, one who is fluent in their native language, to
acclimate them to the school, as well as organizing small groups to foster positive school adjustment.
With that being said, we will also include families in these conversations by providing families with
resources- as well as having a translator to be present at meetings with families of English learners. They
may be experiencing financial hardships and housing instability. We need to create meaningful
partnerships with community-based organizations familiar with helping this population gain resources
like Make the Road NY. For us to be a comprehensive school counseling program, we need to ensure that
the schools' culture and educational practices are not encouraging inequities (Cook, 2014). For I.S. 392’s
school counseling vision and mission statement of preparing all our students for future success to be
delivered equitably, this population needs to be recognized in the plan.
Evaluation
Our school counseling program will be assessed by our principal, assistant principal, director of
guidance as well as our students. Through the use of the Guidance Assessment Tool (Click here to view),
we will assess stakeholders perceptions of our plan, as well as have a discussion in regards to the
improvements that can be made. The evaluation includes individual comments from the director of
guidance as well as the principal as well as a rating system for how well the school counselor is meeting
required performance standards.
Evaluation is a critical component of a developmental guidance and counseling program and
ensures accountability. The purpose of evaluation is to determine the value of the program, its activities,
and staff in order to make decisions or to take actions regarding the future. A fully implemented and
supported guidance and counseling program will have a measurable impact on students, parents, faculty,
and the school climate. Because the evaluation is based on explicitly stated standards, data collection and
104
analysis will describe the level of implementation of the program, the effectiveness of the guidance
program, and the level of goal attainment. Our school counseling plan gets evaluated every year. Program
evaluation can be used as a tool for program improvement, advocacy and sustainability.
At I.S. 392, we collaboratively engage in a cycle of continuous improvement using data to identify
needs, implement different programs, and evaluate the impact so we can adjust accordingly through the
following ways:
 Monitor student performance and progress using disaggregated student data:
o Collecting academic data bi-quarterly

o Evaluate attendance data bi-quarterly (# of tardiness and absences)
o Evaluate discipline data
 Monitor the effectiveness of the school counseling program using data over time
o Evaluate pre- and post-assessments for classroom lessons, group activities, parent
workshops, and annual needs assessments
o Review the number of referrals to outside agencies
o Assess feedback from stakeholders
105
Appendix
 What have you learned from our group sessions?

 What are your triggers?
 Please list some ways Ms. Moundros can make this group better for the next group of students to learn
healthy ways to manage anger and resolve conflicts with peers or teachers?
106
“I Am” Activity
Have the student paste a little picture of themselves on a piece of paper. Around the picture,
they are to write words that describe them, both positive and negative. Then ask them to write
down positive words that other people say about them. Afterward, the student can discuss how
each one relates to them.
Beyond Career Day: A Success Guide for Middle School Youth

Author: Nathaniel Ijana
Student Success Needs Assessment

107
108
Smart Goals Template
Name: ___________________________________________ Grade: ___________________ Date:

_________________________
Currently, My grades are:
Subject 2nd 3rd Q What I 3rd Q Final 4th Q Final

Quarter Interim WANT
SPECIFIC What exactly is it that I want to achieve?

______________________________________________________
____________________
MEasurable How can I measure and track progress of my goal?
______________________________________________________
____________________
Achievable Is it able to be achieved in the given time frame?
______________________________________________________
____________________
Realistic Is it something that I am capable of accomplishing and will it benefit me?
______________________________________________________
____________________
Timely When do I want to achieve the goal by?
______________________________________________________
____________________
Support I need:
From my admin: ____________________________________________________________________

109
From my counselor _________________________________________________________________

From my teachers __________________________________________________________________
From my family _____________________________________________________________________
I will also do the following to help myself stay at the top of my game
1. ________________________________________________________
2. ________________________________________________________
Group Permission Form
Dear Parent/Guardian,
Hello! My name is Sevastia Moundros and I am one of the Middle School Counselor’s at I.S 392. It is
with great pleasure that I have invited your child to participate Letting Off Steam. This is a small group
created to assist students with solving conflicts, managing anger appropriately, and building healthy
friendships. Letting Off Steam will meet for six weeks during your child’s recess and lunch time here at
school. At the end of this group, we will celebrate our progress with a small cookie party.
I hope that you will allow your child to work with me this semester!
---------------------------------------------------------------------------------------------------------------------
Please sign this form and have your child return it to the school by Monday, December 12, 2022
---------------------------------------------------------------------------------------------------------------------
I will allow my student, _________________________________________ (child’s first and last name),
to participate in the six week Letting Off Steam group with Ms. Moundros at I.S 392.
110
Letting Off Steam Pre/post measure

111

108
References
Alvik, T. (1995). School-based evaluation: A close-up. Studies in Educational Evaluation, 21(3),
311-343. doi:10.1016/0191-491X(95)00018-P
American School Counselor Association. (2019a). ASCA National Model: A framework for
school counseling programs (4th ed.). Alexandria, VA: Author.
American School Counselor Association. (2019b). ASCA National Model: Executive summary.
Alexandria, VA: Author.
American School Counselor Association. (2019d). ASCA National Model implementation guide:
Foundation, management and accountability. Alexandria, VA: Author.
American School Counselor Association. (2019c). ASCA school counselor professional
standards & competencies. Alexandria, VA: Author.
American School Counselor Association. (2021). ASCA Student Standards: Mindsets &
Behaviors For Student Success. ASCA.
https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/
Mindsets-Behaviors.pdf
Atkins, R., & Oglesby, A. (2019). Interrupting racism: Equity and social justice in school
counseling. New York, NY: Routledge.
Balfanz, R., & Byrnes, V. (2018). Using data and the human touch: Evaluating the NYC inter-
agency campaign to Reduce Chronic Absenteeism. Journal of Education for Students
Placed at Risk (JESPAR), 23(1-2), 107–121.
https://doi.org/10.1080/10824669.2018.1435283
Bowers, J. & Hatch, P. (2003). The national model for school counseling programs. Alexandria,
VA: American School Counselor Association.

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Brown, D., and Trusty, J. (2005). Designing and leading comprehensive school counseling
programs: promoting student competence and meeting student needs. US: Thomson
Brooks/Cole.
Campbell, C. and Dahir, C. A. (1997). The national standards for school counseling programs.
Alexandria, VA: American School Counselor Association.
Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six
statewide studies. Professional School Counseling, 16(2), 146-153. doi:
10.5330/PSC.n.2012-16.146
Cook, A. L. (2014, November 30). Building connections to literacy learning among English
language learners: Exploring the role of school counselors. Journal of School
Counseling. Retrieved December 2022, from https://eric.ed.gov/?id=EJ1066329
Dollarhide, C.T. & Saginak, K.A. (2017). Comprehensive School Counseling Programs: K-12
Delivery Systems in Action, Ed 3. Pearson.
Grothaus, T., Johnson, K. F., & Edirmanasinghe, N. (2020). Culturally sustaining school
counseling. Alexandria: VA: American School Counseling Association.
Gysbers, N. C., Hughey, K. F., Starr, M, & Lapan, R. T. (1992). Improving school guidance
programs: A framework for program, personnel, and results evaluation. Jour- nal of
Counseling and Development, 70, 565-570
Littrell, J. M., & Peterson, J. S. (2001). Transforming the school culture: A model based
on an exemplary counselor. Professional School Counseling, 4, 310-320.
Maslow, A. H. (1970). Motivation and personality. New York: Harper & Row.
NYSED. (2018) New York State Social Emotional Learning Benchmarks. Retreived from
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https://www.p12.nysed.gov/sss/documents/NYSSELBenchmarks.pdf
U.S. Department of Education. (2014). Guiding principles: A resource guide for
Improving school climate and discipline, Washington, D.C.
Wilkerson, K., Perusse, R., & Hughes, A. (2013). Comprehensive school counseling programs
and student

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Running head: School Counseling Plan

School Counseling Program Plan

Association (ASCA): Foundation, Delivery, Management and Accountability.

Rationale for the School Counseling Program Plan

development, implementation, and evaluation of school counseling programs.

 School Counseling Curriculum

Intermediate School 392 Vision Statement

prepare students for college and careers

School Mission Statement

relationship will be fostered between all stakeholders.

School Counseling Program Mission Statement

productively influence our world.

School Counseling Program Vision Statement

vision for students is based on the following beliefs:

stakeholders to promote academic, career, and social/emotional development.

2. Our school counseling program is data driven.

3. Our school counseling program supports student achievement.

Narrative for Mission and Vision

students’ individual needs.

understanding if our goals are being met.

School Counseling Program Goals

· Goal One: Academic Achievement

 Objective 1: use site /district data to deliver comprehensive guidance programs.

 Objective 2: contribute to the district goals.

the workforce and post-secondary options.

 Promote achievement, attendance, behavior and/or school safety

behaviors will help students demonstrate:

B- SS2 3 Create relationships with adults that support success

B-SMS 1 Teach students how to be academically successful

B-LS 4- Apply self-motivation and self-directed learning

We plan to create an environment of academic excellence, as well as increase academic achievement.

· Goal Two: Personal and Social Development

counseling, classroom guidance, prevention education and student–centered interventions that:

 Objective 1: help students thrive in a safe learning environment.

adults and community around them.

 Objective 3: students recognize their individual strengths and challenges.

will help students demonstrate:

B-SS 10. Cultural awareness, sensitivity and responsiveness

· Goal 3: Career Awareness:

centered interventions that allow students to:

increase in student’s ability to connect their interests to college and careers.

will help students demonstrate:

M3: Positive attitude toward work and learning

M4: Self-confidence in ability to succeed

B-SMS 3. Independent work

B-SMS 5. Perseverance to achieve long- and short-term goals

B-SMS 6. Ability to identify and overcome barriers

B-SMS 8. Balance of school, home and community activities

· Goal 4: Attendance Data

mindsets and behaviors will help students demonstrate:

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self-discipline and self-control

B-SMS 6. Ability to identify and overcome barriers

Narrative for School Counseling Goals

Mindsets and Behaviors Crosswalk

Mindset and Behavior Action Plan

Narrative for Mindsets and Behaviors Crosswalk

vision, mission, and program goals for the year.

Individual Planning Activities

program and monitor their academic progress.

1. Student is a danger to him- or herself;

2. Student is in danger from another individual;

 Unit of Classroom Lessons: Lesson _ of _