CNSL 679 Comprehensive School Counseling Program

0
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Brickle, Farrell, Repman 1
I. Introduction:
Our school counseling program at Albert Leonard Middle School will encompass the
social/emotional, academic and career readiness needs of students with the implementation of an
in depth action plan. This plan reflects updated data from ongoing annual assessments that reflect
each of these domains. By ensuring this accountability within the school counseling department,
the students can feel a connection to the counselors. This strong connection can encourage the
students to utilize these services which will aid in making their academic journeys healthy and
productive. As role models, the counselors serve as constant support for the students by
advocating for them in an honest and empathetic way. 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.
A. Overview of Demographics:
Albert Leonard middle school is part of the city of New Rochelle, New York. Some of
the students are within walking distance to the building, while the majority take the bus The
demographics for this school is as follows. There are currently about 1,168 students in
attendance, spanning from 6th to 8th grade . The school is 55% male and 45% female. The
breakdown of students’ ethnicity is as follows: 30% of students are Hispanic or Latino, 39% are
White, 6% are Asian or Native Hawaiian/other Pacific Islander, 25% are Black or African
American, 2% are multiracial.
B. School Data:
The disaggregated data is as follows. Throughout the school body 4% of students are
English New Language (ENL) students. Other important factors are that 15% of students have
disabilities, whether that be mental or physical, and about 38% of students are economically
disadvantaged. There is a program where students can receive either free lunch, or lunch at a
reduced price. About 50% of the students participate in one of these options. Many of the
students and families in the district fall into the middle class, or lower-middle class category.
Currently, the school attendance rate is 94% and the student to teacher ratio is roughly 30:1.
There is a program where students can receive either free lunch, or lunch at a reduced price.
Many of the students and families in the district fall into the middle class, or lower-middle class
category. Currently, the school attendance rate is 93% and the student to teacher ratio is roughly
13:1.
C. Rationale for school counseling program:
The rationale for this comprehensive counseling program was created in response to a
need for social emotional learning, created by the pandemic and the shift to online learning. The
social emotional, academic and career readiness domains were effected greatly and that is why
this counseling program would advocate for change in these areas by creating workshops that
deal with cyber bullying, sexual harrassment, child abuse (emotional and physical) and academic
achievement. One of the biggest problems we believe in education today is putting limits or caps
on what children can achieve. There are so many parent’s that say “My child will never go to
college or my child will never become a CEO”. This is a terrible mindset to have and needs to be
changed, by allowing EXPOSURE to every student in order for them to flourish and succeed in
any life path they so choose. Albert Leonard Middle School follows the ethical standards of the
American School Counselor Association by ensuring that students have a safe academic
environment. It is the ethical duty of a school counselor to ensure that the school is a bullying
and harassment free zone (American School Counselor Association, 2016). Our program is
delivered through direct and indirect services which consist of the following components:
School Counse ling Curriculum, individual planning, one on one counseling, group counseling,
responsive services and system support.
II. Foundation:
A.District Mission Statement:
MISSION: The City School District of New Rochelle is committed to fostering a safe
environment and providing a high-quality education that is authentic, inclusive, collaborative,
and prepares the whole child to engage in a diverse world. https://www.nred.org/
B. Mission Statement of Albert Leonard Middle School :
Albert Leonard Middle School wants to create an equitable environment that focuses on
racial and ethical diversity. Allowing each student to have access to the counseling department
they can have a high quality of education and social emotional learning on a weekly basis. By
offering these services the students can be authentic, inclusive and collaborative with their peers
in the world at large. By using components of the ASCA model we will create a school
environment by preparing students for their future success. This will be accomplished by using
restorative practices such as conflict resolution and instruction of the highest quality, which is
done in a safe learning environment without bias. This will provide advocacy, equity and access
for all students.
The Core Beliefs of the school is-We believe:
1. schools should be safe, joyous places of learning
2. every student is worthy of intellectual, social, and emotional respect
3. in the continuous improvement of teaching and learning
4. quality education requires culturally competent adults
5. parents and guardians are our partners

6. in the pursuit of equity and excellence
7. the diversity of our schools is a strength
8. in fiscal accountability to those that invest in our schools
9. in providing robust, varied, and cutting edge educational opportunities
10. in educating the whole child by nurturing students’ physical, social, emotional,
creative, and intellectual growth .
Albert Leonard Middle School’s (ALMS) motto is Inspire, Educate, Empower all
children everyday, which is embedded in the core foundation of a comprehensive school
counseling program.
Narrative:
The mission statement was developed by having a real and concrete understanding of
how the student population, the community, the student body, the stakeholders, the parents, the
teachers, the support staff and especially the students can work together to create a positive
learning environment. By thinking and examining the microcosmic environment that is a school,
we can see how understanding equity and diversity play a big role in the overall success of a
school. By focusing on celebrating, encouraging and promoting diversity in a school, the
students can begin to thrive and have overall success. The mission statement focuses on social
emotional learning, academics and career readiness which ables the students to have long term
success. The counseling department will engage the students in goal setting, best educational
practices, autonomy over their post secondary and career choices, anger management strategies
and conflict resolution. Every child has a place at Albert Leonard Middle School.
Vision Statement of Albert Leonard Middle School:

Albert Leonard Middle School has a strong focus on nurturing and fostering the whole
child, mentally, physically and emotionally. By challenging their students to be creative and
investigative thinkers the school will thrive and the students will become life-long learners. With
these systems in place they will have critical thinking at the forefront of their education in order
to foster independent thought, collaborative interaction and alternative problem solving methods
which can ultimately bring which will serve the global community.
The best possible outcomes of this vision would be:
1. Increase attendance rate by 15% from the attendance rate that was gathered from
outcome data in the 2021-2022 school year
2. Increase graduation rate by 10% from the attendance rate that was gathered from
outcome data in the 2021-2022 school year.
Narrative:
This comprehensive school counseling program advocates for the following domains:
social emotional, academic and career readiness. The vision statement allows for equitable
change in all of three of these domains by creating workshops that deal with cyber bullying,
sexual harrassment, child abuse (emotional and physical) and academic achievement. This vision
can help the school at large and also the academic achievement gap that is an ongoing problem
throughout the school community. Our vision statement outlines what values and morals school
holds, and ways that we can continue to uphold these elements in the most productive and
educational way possible. Based off the vision of the school, we can make decisions that will
benefit our students by identifying achievement gaps with the school by ongoing assessment and
data collection
C. School Counseling Program Goals:

The goals for our school counseling program based on the data that was researched are
increased attendance and highschool success. These goals promote achievement and attendance,
that reflect outcome data from the previous year which reflect closing-the-gap issues, and
academic and career development. By using our SMART goals we can ensure that each goal is
specific, measurable, achievable, relevant, and time bound. These SMART goals which are
addressed daily allow students to work towards their larger goals within the School Counseling
Comprehensive program which are attendance and high school readiness. Based on our two
vision goals for the 2022-2023 academic year we have devised the below sub set SMART Goals
in order to achieve these larger academic, social/emotional and career readiness goals.
SMART Goals:
Goal 1: Social/Emotion and Academic

Specific: We want change the attendance rate from 94%-100% in order to have a better
academic achievement and improve it by %15
Measurable: Data based off school records in eschool
Achievable: it is attainable by implementing an incentive based goal like metro cards, DD
cards or dress down day
Relevant: It is a goal that affects the students on a day to day basis
Time Bound: One school year
Objective 1: arriving at school on time can allow the student to begin their academic day in a
more efficient way
Objective 2: contributes to a higher achievement rate within the school
Objective 3: contributes to a higher level of professional behavior
Expected outcomes: For students to achieve academic success throughout the school year by
arriving at school on time which adhere to the following mindsets and behaviors based off of the
ASCA model
Mindsets and Behaviors:

M 6. Understanding that postsecondary education and lifelong learning are necessary for
long-term success.
B-LS 4. Self-motivation and self- direction for learning.
B-SMS 5. Perseverance to achieve long-and short-term goals.
B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary
Goal 2: Career Readiness and Academic

Specific: Students who are outside the 1.5 distance away from the school will obtain
reduced transportation in order to consistently attend school and be on track to graduate
creating at 10% increase
Measurable: Attendance records in eschool, if the students are on time in and have a
transportation plan
Achievable: work with the local MTA or work with the school district in city hall who
deals with the transportation department to obtain the metro cards
Relevant: Relevant: It is a goal that affects the students on a day to day basis
Time Bound: One school year
Objective 1: If students have a better mindset around how they will get to school by having
transportation that is provided, the students will have more ease with coming to school on a
consistent basis. Any additional stress about how they will get to school will be alleviated.
Objective 2: contributes to a higher achievement rate within the school and allows the students to
be on track to graduate
Objective 3: contributes to a higher level of professional behavior and be on track to graduate
Expected outcomes: For students to achieve academic achievement throughout the school year
by having a transportation plan which adheres to the below mindsets and behaviors based off the
ASCA model
Mindsets and Behaviors:

M 1.
Belief in development of whole self, including a healthy balance of mental, social/emotional and
physical well-being
B-LS 7.
Long- and short-term academic, career and social/emotional goals
B-SMS 4. Delayed gratification for long-term rewards
B-SS 5.
Ethical decision-making and social responsibility
Narrative:
By setting SMART goals throughout an academic school year the students have clarity
and communication in order to be successful. The incentive for perfect attendance that was stated
above can motivate the students to take pride in getting to school everyday. The second goal
addresses an issue that many students have which is difficulty obtaining safe transportation in
order to get to school everyday. By providing metro cards the students can have access to daily
transportation. Assessing these goals on a 15 day cycle can give the counseling department a
better understanding of the success of the intervention they have been set in place. Based on the
2021-2022 school year data, the areas of attendance and graduation rate were cause for concern
and in order “to drive the strategic efforts, synchronize collaborations, prioritize work efforts,
focus resources'' (ASCA, 2019) implementation of specific Tier 1-3 interventions though the
counseling department will need to be implemented in order to achieve these goals. These
program goals are developed annually in order to be aligned with the vision and the mission of
the school.
D. Mindsets and Behaviors Crosswalk
ASCA Mindsets and Behaviors: Program Planning Tools

By using the below planning tool we can ensure that our comprehensive school
counseling program will reach all three domains and all middle school grade
levels 5-8
Grade Level
Mindsets Academic Career Social/

Emotional
1. Belief in development of whole self, including a healthy balance 5-8

of mental, social/ emotional and physical well-being
2. Self-confidence in ability to succeed 5-8
3. Sense of belonging in the school environment 6-8
4. Understanding that postsecondary education and life-long 6-8 6-8

learning are necessary for long-term career success
5. Belief in using abilities to their fullest to achieve high-quality results 6-8

and outcomes
6. Positive attitude toward work and learning 5-8
Behavior: Learning Strategies Academic Career Social/

Emotional
1. Demonstrate critical-thinking skills to make informed decisions 6-8 6-8
2. Demonstrate creativity 6-8
3. Use time-management, organizational and study skills 5-8
4. Apply self-motivation and self-direction to learning 6-8
5. Apply media and technology skills 6-8
6. Set high standards of quality 5-8
7. Identify long- and short-term academic, career and social/emotional 6-8

goals
8. Actively engage in challenging coursework 6-8
9. Gather evidence and consider multiple perspectives to make 6-8

informed decisions
10. Participate in enrichment and extracurricular activities 5-8
Behavior: Self-Management Skills Academic Career Social/

Emotional
1. Demonstrate ability to assume responsibility 6-8
2. Demonstrate self-discipline and self-control 6-8

3. Demonstrate ability to work independently 5-8 6-8 6-8
4. Demonstrate ability to delay immediate gratification for long-term 6-8

rewards
5. Demonstrate perseverance to achieve long- and short-term goals 6-8
6. Demonstrate ability to overcome barriers to learning 5-8 6-8
7. Demonstrate effective coping skills when faced with a problem 6-8
8. Demonstrate the ability to balance school, home and community 6-8

activities
9. Demonstrate personal safety skills 6-8
10. Demonstrate ability to manage transitions and ability to adapt to 6-8

changing situations and responsibilities
Behavior: Social Skills Academic Career Social/

Emotional
1. Use effective oral and written communication skills and listening 6-8
skills
2. Create positive and supportive relationships with other students 6-8
3. Create relationships with adults that support success 6-8 6-8 6-8
4. Demonstrate empathy 6-8
5. Demonstrate ethical decision-making and social responsibility 6-8
6. Use effective collaboration and cooperation skills 5-8
7. Use leadership and teamwork skills to work effectively in diverse 6-8

teams
8. Demonstrate advocacy skills and ability to assert self, when 5-8

necessary
9. Demonstrate social maturity and behaviors appropriate to the 6-8

situation and environment
The ASCA Student Standards: Mindsets & Behaviors for Student Success guide offers an
overview of the planning and delivery of all student activities and interventions both in group
sessions and classroom guidance lessons. The classroom and group Mindsets & Behaviors action
plan provides a thorough guide of the delivery of direct/indirect services in large group (LG),
classroom (Class) and small-group (SG) settings. This plan presents the topics addressed, while
the annual calendar presents the schedule of all classroom and group activities. Below is an easy
crosswalk to locate lessons one may need if they want to target a specific mindset or behavior.
Mindsets and Behaviors Crosswalk
School Name Date Created Most Recent Revision

Date
Albert Leonard Middle School 10/12/2022 12/23/2022
Mindset Standards
Mindset Activity/Focus or Participants Class/ SG

Purpose LG
M 1. Belief in development of ❖ Stress 24 LG

whole self, including a healthy Management
balance of mental, social/ ❖ Bullying &
emotional and physical Cyber Bullying
well-being Awareness
M 2. Sense of acceptance,
respect, support and inclusion for ❖ Sexual 24 LG
self and others in the school Harrassment
environment 24 LG
❖ Group session
SG
4-6
M.3 positive attitude ❖ Group session 4-6 SG

toward work and
learning
M 4. Self-confidence in ❖ Affirmations 24 LG SG
ability to succeed
❖ Community 24 LG
❖ Helpers
❖ Group sessions 4-6 SG
❖ Self Confidence 24 LG
Lesson – Be
You-Nique
M 5. Belief in using abilities to ❖ Self Confidence 24 LG

their fullest to achieve Lesson – Be
high-quality results and You-Nique
outcomes
M 6. Understanding that ❖ Affirmation 24 LG

postsecondary education and
life-long learning are necessary
for long-term success
Behavior Standards
Learning Strategies Activity/Focus or Participants Class/ SG

Purpose LG
B-LS 1. Critical-thinking ❖ Self Confidence 24 LG

skills to make informed Lesson – Be
decisions You-Nique
B-LS 2. Creative approach to ❖ Bullying & 24 LG

learning, tasks and problem Cyber Bullying
solving Awareness
❖ Community
Helpers
B-LS 3. Time-management, ❖ Sexual 2 groups of 6 LG

organizational and study skills Harassment girls (12
total)
B-LS 4. Self-motivation and ❖ Self 24 LG

self-direction to learning Confidence: Be
You-Nique
B-LS 5. Media and ❖ Stress 24 LG

technology skills to enhance Management
learning
B-LS 6. High-quality standards ❖ Stress 24 LG

for tasks and activities Management
B-LS 7. Long- and short-term ❖ Self 24 LG

academic, career and Confidence
social/emotional goals Lesson – Be
You-Nique
B-LS 8. Engagement in ❖ Stress 24 LG

challenging coursework Management
B-LS 9. Decision-making ❖ Bullying and

informed by gathering Cyberbullying 24 LG
evidence, getting other’s awareness
perspectives and recognizing ❖ Stress
personal bias Management
B- LS 10. Participation in ❖ Group Lessons 3-4 SG

enrichment and extracurricular
activities
Self- Management Activity/Focus or Participants Class SG

Purpose Grade
/
LG
B-SMS 1. ❖ Bullying & 24 LG

Responsibility for self and Cyber Bullying
actions Awareness
❖ Stress
Management
B-SMS 2. Self Discipline ❖ Stress 24 LG

and Self Control Management
B-SMS 3. Independent Work ❖ Affirmation 24 LG

lesson plan
❖ Sexual
Harrassement
B-SMS 4. Delayed gratification ❖ Affirmation 24 LG

for long-term rewards
B-SMS 5. Perseverance to ❖ Affirmation 24 LG

achieve long and short term
goals
B-SMS 6. Ability to overcome ❖ Bullying & 24 LG

barriers Cyber:Bullying
Awareness
B-SMS 7. Effective Coping ❖ Groups 4-6 SG

skills sessions
B-SMS 8. Balance of school, ❖ Affirmations 24 LG

home and community
activities
B-SMS 9. Personal Safety ❖ Groups 4-6 SG

Skills sessions
B-SMS 10. Ability to manage 24 LG

transitions and adapt to ❖ Stress
change Management
B-SS 1. Effective oral and ❖ Community 24 LG

written communication skills Helpers
and listening skills
B-SS 2. Positive, respectful and ❖ Community 24 LG

supportive relationships with Helpers
students who are similar to and
different from them
B-SS 3. Positive relationships ❖ Sexual 24 LG

with adults to support success Harrassmsent
B-SS 4. Empathy ❖ Community 24 LG

Helpers
B-SS 5. Ethical decision-making ❖ Bullying & 24 LG

and social responsibility Cyber Bullying
Awareness
B-SS 6. Effective ❖ Stress 24 LG

collaboration and Management
cooperation skills
B-SS 7. Leadership and ❖ Affirmation 24 LG

teamwork skills to work
effectively in diverse groups
B-SS 8. Advocacy skills for self ❖ Affirmation 24 LG

and others and ability to assert ❖ Community
self, when necessary Helpers
B-SS 9. Social maturity and ❖ Affirmation 24 LG

behaviors appropriate to the ❖ Sexual
situation and Harrassment
environment
B-SS 10. Cultural awareness, ❖ Bullying & 24 LG

sensitivity and responsiveness Cyber Bullying
Awareness
Narrative:
By using the classroom and group Mindsets & Behaviors action plan to identify all
ASCA Student Standards addressed through classroom and group activities. They serve as the
foundation for core curriculum by reflecting the national standards through the specified lesson
plans. These lesson plans can then be further expanded for Tier 2 and Tier 3 students by
implementing small group lessons. These small groups also reflect the ASCA mindsets and
behaviors. With this ITR intervention the counseling department can continue to close the gap.
These mindsets and behaviors and relevance are revised annually based on outcome date.
III. Delivery
A. Statement of Individual Planning activities:
The individual planning services will be offered in group and one on one counseling in
the following areas: anger management, sexual harrassment, bullying, self esteem, self
confidence and stress management. These services will be delivered to elementary school,
middle school and highschool. On the onset of these lessons being delivered the students will
review privacy and confidentiality.
B. Classroom guidance curriculum action plan and narrative:
Action Plan ( ◀️ click the link for the action plan)

The comprehensive action plan delivered by our comprehensive and detailed lesson plans
encompass all three domains as they relate to the needs of the students. After reviewing the
school data in regards to where the need is in the school were most prominent, we found that
there was a big focus on social emotional learning that needed to be addressed and that is where
the majority of our lessons focused. One of the examples of a lesson plan that could be used year
in and year out would be a lesson on non- violent communication. This lesson came about
because we noticed an increase in fighting going on in and out of the classroom based on
collected data. Due to this increase of the violence in the school we saw a need to implement this
particular lesson plan. By introducing historical figures like Gandhi/ Martin Luther King, the
students can start to have a greater understanding of the bigger components of social emotional
learning. With a greater understanding of these concepts the students will be able to begin to
implement empathy, self confidence and self control. The lesson also addresses how the students
can role play a more effective way of speaking and interacting with one another by placing a
bunch of sceneries into a bowl, picking them out using non-violent communication. The images
below are examples of what is used in the powerpoint for this lesson.
C. Classroom guidance lessons:
Lesson Plan 1: Bullying & Cyber Bullying Awareness
Domain: Social/ Emotional
Narrative:
The purpose of this lesson is to address the bullying that’s happening throughout the
school building and after school hours based on collected data. The lesson addresses many issues
that students of all ages are facing in school and after school. Through role-playing, independent,
and group work students will learn what bullying is and how it can affect everyone around you.
Lastly, the school counselor will “help identify and support children who are bullied, redirect the
behavior of children who bully, and change the attitudes of adults and youth who tolerate
bullying behaviors in peer groups, schools, and communities.” (Home Prevention Working in the
Community, 2021).
Lesson Plan #1: Bullying & Cyber Bullying Awareness
Domain: Social an Emotional and Career Development
School Shaylah Brickle, Katie Repman, Caitlyn Farrell

Counselor:
Lesson Plan Bullying & Cyber Bullying Awareness

Title:
Single Classroom Lesson
X Unit of Classroom Lessons: Lesson 1 of 2
Target 8th grade students

Audience:
Evidence Base:
X Best Practice
X Evidence-Based
ASCA Student Standards Targeted:
Identify 1–2 student standards relevant for this For each of the selected student standards,
targeted group and goal: write or select 1–2 learning objectives
M&B# Mindsets & Behaviors Statement Student Learning Objectives:
Student(s) will:
MS 1 belief in development of whole self, learn how to effectively communicate without

including a healthy balance of using harmful words or violence towards each
mental, social/emotional and other.
physical well-being
B-LS 2.
creative approach to learning, tasks learn how to make decisions which will help
and problem-solving them communicate in a more direct
productive way
B-L
S 9. decision-making informed by
gathering evidence, getting learn how to be a bystander and upstander
other’s perspectives and
recognizing personal bias
B-S pledge to take care of each other and solve
responsibility for self and actions problems peacefully and non-violent
B-SS learn and navigate there ethical standards

5. ethical decision-making and
social responsibility
A:A3.1 ASCA National Standards
PS:A1.1 Take responsibility for their actions
PS:A1.5 Develop positive attitudes toward self as a unique and worthy person
PS:A1.6 Identify and express feelings
Distinguish between appropriate and inappropriate behavior
NYSEL Standards
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:
- Worksheets
- Colored pencils or crayons
- Fruit snacks
- Index cards with scenarios
- Scissors
- Glue or tape
- Smartboard
Describe how you will:
Introduce Lesson Introduction: The School Counselor will go into the classroom and talk
Topic/Focus: to students about what Bullying & Cyber Bullying Awareness Month is
and why it was created. The classrooms visited are the students who
have been either experiencing bullying or the bullies in the classroom.
The School Counselor will then talk about what bullying looks like. We
will then go into cyberbullying and how it differs from general bullying.
The school counselor will explain to the students that there will be
another lesson on bullying and cyberbullying and reward any students
who answer the questions correctly.
Communicate the The School Counselor will explain to the students why we had to do the
Lesson Objective: lessons. Since there has been a lot of bullying in school and after school
hours, we wanted to teach students how to become upstanders and
handle situations using effective positive communication. This
classroom guidance aims to introduce different ways for students to
work through their problems and not bully others.
Teach Content: The School Counselor will discuss different communication styles
passive, aggressive and assertive. The School Counselor will have the
students take a pledge and complete multiple worksheets independently
and in groups.
Practice Content: Teach students what a bully can look like: “Someone who puts their
hands on you” or someone who always says mean words to you.
Start having them think about a time when someone said hurtful words
that hurt their feelings.
Talk to students about bystanders and upstanders.
Have students pledge to take care of each other and solve problems
peacefully and non-violent.
Have students do multiple worksheets- Worksheets include:
- Scenarios (have students act out what an upstander and a

bystander are)
- Have students sign a pledge to their classmates that they
will solve problems together
- Feelings chart – have students create a poster on bullying
https://www.teacherspayteachers.com/Product/Upstander-Anti-Bullying
-Activities-for-Juice-Box-Bully-or-DARE-3059610?st=a3cf71713e5bc0
c615e6089c1aedeac512
https://www.stopbullying.gov/prevention/in-the-community (Home
Prevention Working in the Community, 20219
Summarize/Close: Talk with students before the end of the presentation and ask them
whether they know the difference between bullying and cyberbullying.
And how words can hurt others' feelings. Also, ask them questions like,
how will you help your friends on the playground if you see them being
bullied? What will you do if someone is bullying you through the cell
phone?
Data Collection Plan –
Participation Data Plan:
Anticipated number 24
of students:
Planned length of 45mins

lesson(s):
ASCA Student Standards Data Plan:
Pre-/Post-Assessment items are:

1. Ask students if they know the difference between bullying & cyberbullying using a KWL
worksheet
2. Ask them what are they going to do if they are being bullied? Using a KWL worksheet
Outcome Data Plan:
Discipline: After the lessons are complete, the School Counselor will compare the number of
times students are sent to their office regarding bullying.
Follow-Up Plans
Students will come to the School Counselor's office with other students who missed the lesson
that day during their lunch period or a day after school.
As the school counselor, I would put those students in a small group and continue to do
bullying exercises like making them act out the scenarios to see if they would further
understand what a bully is.
Lesson Plan #2: Self- Confidence: Be You-Nique
Domain: Social an Emotional and Career Development
Narrative:
The purpose of this lesson is to provide 5th grade girls with lessons on what and how to
be self-confident. After reviewing data that showed an decrease in academic achievement the
counseling department decided that it was necessary to implement the below lesson By
addressing their self confidence issues the female student will have the ability to tackle more
challenging classes like math and science in a productive way. The School Counselor will be
addressing the social norms of these girls and helping them feel comfortable in their skin. The
group of 24 will be broken down into groups 2 of 12. The School Counselor will be conducting
these lessons with the hope that the girls will have higher self-esteem and less trash talk.

Counselor:
Lesson Plan Self Confidence Lesson – Be You-Nique

Title:
Single Classroom Lesson
o Unit of Classroom Lessons: Lesson 1 of 4
Target 7th grade students

Audience:
Evidence Base:
X Best Practice
X Action Research
ASCA Student Standards Targeted: 5th Grade Girls
M&B# Mindsets & Behaviors Statement Student Learning Objectives
Student(s) will:
M.4 self-confidence in ability to succeed begin to learn what makes this unique from
everyone else. Also, how to have
self-confidence in school and out of school.
belief in using abilities to their explore how they stand out amongst the rest
M5 fullest to achieve high-quality results and believing in themselves
and outcomes
B-LS 1 critical-thinking skills to make have a being to gain critical thinking skills
informed decisions that will make them more confident
B-LS 4. self-motivation and self-direction see a correlation between self confidence and
to learning coursework
B-L long- and short-term academic, see a correlation between self confidence and
S 7. career and social/emotional coursework
goals

NYSEL Standards
Materials:
- Worksheets
- Colored pencils or crayons
- Fruit snacks

Introduce Lesson Introduction: The School Counselor will introduce the group and
Topic/Focus: welcome all the students who attended. The Counselor will explain why
the group was called and when and where they will meet for the next
couple of sessions. The School Counselor will have the group make
group rules they will follow and sign off in agreement. The Counselor
will tell students the purpose of this group is to teach students about
what self-confidence is and have them think about what makes them
stand out from their peers. Also, teaching the students how they can
cope with negative self-talk.
Communicate the The School Counselor will explain why the group was formed since the
Lesson Objective: teachers and the counselor have seen negative self-talk among the
5th-grade girls. The School Counselor will ask the girls if they
understand why they were selected for the group and why the group is
essential. The negative self-talk is usually done in the hallways, at
lunchtime, or sometimes in the classroom. The goal is to introduce to
young girls what self-confidence is. What makes them unique?
Teach Content: The School Counselor will explain why self-confidence is necessary
and why knowing what makes them unique is essential. The Counselor
will give them a series of activities to do independently and with the
group.
Practice Content: The students will be taught about self-confidence – its definition and
what trash talkers are. Have the students develop their own definitions,
which will bring a different perspective to the group. Then have
students complete a worksheet15 where they list 5-10 things that make
them unique or different from others.
https://www.pinterest.com/pin/543176405070067686/
Be You-Nique15
f
Then, allow them to color positive qualities that relate to them and have
a group discussion on what they think makes them unique and what
qualities did they color and why?
https://www.pinterest.com/pin/240379698847875134/ Color Qualities2
Teach students about trash talkers or negative self-talk – teach students
that people may say mean things about them, but they have to learn not
to listen to negative comments.
https://www.teacherspayteachers.com/Product/Trash-Talkers-Building-P
ositive-Self-Talk-for-Confidence-and-Self-Esteem-2460918?st=582fbc0
28b6578c0c01dcee99a5d6d9411
Students will also do a mirror exercise which will allow them to see
what they think of themselves and how they think others view them.
Mirror, Mirror worksheet7
Summarize/Close: The counselor will ask students whether they understood what
self-confidence is and will they start using more positive words instead
of trash talking. Can they name one unique thing they found out about
themselves? Tell the girls they will meet at the same time and place next
week.
Data Collection Plan –
Anticipated number 2 groups of 12 girls (24 total)

of students:

lesson(s):


1. Ask girls how the lesson made them feel using a KWL worksheet
2. Did they learn anything new about themselves after reviewing the KWL worksheet
3. On a scale of 1-5, how confident do they feel after the exercise
Outcome Data Plan:
Discipline: The School Counselor will compare the number of times these girls use negative
comments in the hallway and at lunch from the beginning of the year until after the winter
break.
Follow-Up Plans
Students must complete the worksheet and answer the questions on their lunch break. They will
then be allowed to join the group to allow the students to catch up on anything we discussed In
the previous meeting.
As the school counselor, I would allow students who missed the lesson to join another group
session to get the full understanding of what self-confidence is and what makes them unique.
Lesson Plan 3: Sexual Harassment

Domain: Social and Emotional
Narrative:
The purpose of this lesson is for students to understand to definition of sexual harassment
and how to report sexual harassment in the school based off school collected data. The
information given to the students from the school counselor gives them the definition of what
sexual harassment is, how to report it, and the three types of sexual harassment. This is for
prevention against sexual harassment and for students to know that the school is a safe place for
them and there school counselors are always there for them.

Counselor:
Lesson Plan Sexual Harassment

Title:
X Single Classroom Lesson

● Lesson for 8th grade students
Target High School Students (ages 14 to 18 years old)

Audience:
Evidence Base:
X Best Practice
X Evidence-Based
Student(s) will:
M. 2. sense of acceptance, respect, support understand how to report sexual harassment at
and inclusion for self and others in school and follow protcol.
the school environment.
B-SS 3. positive relationships with adults to reach out to school clinical members (school
support success. counselors, social workers) for assistance.
B-SS. 9. social maturity and behaviors use the knowledge of the content
appropriate to the situation and appropriately in the school environment.
environment.

NYSEL Standards
Materials:
● White board/SMART Board

● Markers
● Sexual Harassment Form
● Pens/Pencils
Introduce Lesson Introduction: The school counselor will welcome the students to the
Topic/Focus: lesson and thank them for coming. The school counselor explains
confidentiality to the students again and asks if they understand. The
school counselor will explain that the purpose of the counseling lesson
is to understand what sexual harassment is and how to follow the school
protcol in reporting it. The school counselor will explain that this may
be an uncomfortable conversation to have however it is for the students’
safety. The school counselor will also inform the students that they can
come to see the counselors after class for clarification or to discuss any
concerns. The school counselor will hand out a piece of paper that asks
the students to chose on a Likert scale how much they know about
sexual harassment and how important they think it is. After the school
counselor collects the paper, they will ask the students what they think
sexual harassment is and what that looks like.
Communicate the The school counselor will explain the importance of having this lesson,
Lesson Objective: which is to ensure the students know what sexual harassment is and how
to report it. The school counselor wants the students to know these
objectives, as well as the three way you can be sexually harassed and
that the students can always come to the school counselor and discuss
these issues.
Teach Content: The School Counselor will define sexual harassment.

The School Counselor will explain the protocol in reporting sexual
harassment in the school.
Practice Content: After the students explain their perspective of what sexual harassment
is, the school counselor will tell them the definition of sexual
harrassment: “behavior characterized by the making of unwelcome and
inappropriate sexual remarks or physical advances in a workplace or
other professional or social situation” (Oxford Langauages, 2022). The
school counselor will give examples of what sexual harassment looks
like: someone who is making comments about your body or what you
wear in a sexual way. The school counselor will ask for any questions so
far.
Next, the school counselor will show a video
(https://www.youtube.com/watch?v=m9HVVVmVAM8) titled Sexual
Harassment at School8. After the video, the school counselor will ask
the students how they think the girl felt in the video; the school
counselor will write these emotions on the board. Then the school
counselor will ask the ways you can be sexually harassed: verbally,
physically, and visually, and the school counselor will give examples of
each. The school counselor will explain that the video was about a girl
being sexual harassed, however boys can be sexually harassed as well
and will be taken seriously. The school counselor will ask for any
questions.
Next, the school counselor will explain the protcol in reporting sexual
harassment at the school. The school counselor will pass around the
form that gets filled out with the school counselor. The school counselor
will fill one out as an example to familiarize the students. The school
counselor will ask if there are any questions about the process or what
they have discussed so far.
Summarize/Close: As the school counselor reviews the definition of sexual harassment, the
three forms of sexual harassment, that anyone can be sexually harassed,
and the protocol of reporting sexual harassment in the school, the school
counselor will also hand out an exit ticket with the same Likert
questions in the beginning (how much they know about sexual
harassment and how important they think it is). The school counselor
will ask for any questions or clarification. The school counselor will
explain that the students can come to their office if they need anything
in relation to the lesson or anything at all.
Data Collection Plan
Anticipated number Approx. 250 students in the 10th grade - classroom size between 20 to
of students: 24 students - 10 classrooms

lesson(s):

1. Pre-test questions on a Likert scale - how much they know about sexual harassment and how
important they think it is.
2. Post-test questions on a Likert scale - how much they know about sexual harassment and
how important they think it is.
Outcome Data Plan:
Attendance: School counselors will document the amount of students in each lesson and follow
up with the students that missed the lesson.
Follow-Up Plans
The students who missed the lesson: at the end of these lessons, the school counselor will get all
the students that missed into one group meeting to conduct the lesson.
The students who struggled with the concepts: at the end of these lessons, the school counselor
will follow up with these students and hold a group for them to review the key points of the
lesson.
Lesson Plan #4: Stress Management

Domain: Career Readiness/Academic:
The purpose of this lesson is for students to understand how they can manage stress
throughout their academic careers. Based on data that was collected it was identified that many
students do not go to class when they feel stressed and therefore it is important to address this
issue with the below lesson. The information given to the students from the school counselor
gives them tangible coping strategies that they can use in and out of school when they feel
stressed. By teaching the students coping strategies they can have a greater autonomy over their
mental health, academic success and overall happiness.

Counselor:
Lesson Plan Stress Management

Title:
X Single Classroom Lesson
● Lesson for 11-12th grade students
Target 11-12th grade students

Audience:
Evidence Base:
X Best Practice
X Evidence-Based
Student(s) will:
M. 1. belief in development of whole self,
including a healthy balance of be able to advocate for themselves and their
mental, social/emotional and needs for their mental health.
physical well-being.
B-LS. 5. media and technology skills to

enhance learning. use QR codes for a pretest and a post-test.
B-S
M.1 ability to manage transitions and
adapt to change gain tools in order to do this
BS Self discipline and Self Control gain tools in order to do this

M.
2.
work collaboratively with each other’s
B-LS. 9. decision-making informed by perspectives and evidence.
gathering evidence, getting others’
perspectives and recognizing
personal bias.
NYSEL Standards
Materials:
● White board/SMART board

● Markers
● Pens/pencils
● Coping Strategies Sheet3
Introduce Lesson Introduction: The school counselor will welcome the students to the
Topic/Focus: lesson and thank them for coming. The school counselor explains
confidentiality to the students again and asks if they understand. The
school counselor will explain the purpose of this lesson is to understand
how to cope and manage their stress. The school counselor will explain
that when the students share, know that it’s a safe space to discuss what
causes them stress. The school counselor will ask the students to go on
their phones and scan the QR code on the board. The QR code will
bring them to a Google Poll that asks the students “On a scale from 1 to
10, how well do you cope with stress?” and “Do you use any coping
skills or strategies to cope with stress?” As the students fill out the
Google Poll, the school counselor will hand out the Coping Strategies
sheet.
Communicate the The School Counselor will explain what stress management is, how to
Lesson Objective: manage stress, and coping mechanisms to use. Junior year is the most
stressful year because of college preparation, SATs, and getting your
grades up before applying next year. This lesson will teach students how
to acknowledge that they are stressed, different management strategies,
and coping skills.
Teach Content: The School Counselor will explain what stress management is in a
school setting.
The School Counselor will discuss different stress management
strategies.
The School Counselor will explain coping skills.
Practice Content: The school counselor will ask the students to give them examples of
what causes them stress; school, work, personal, friends, family. The
school counselor will write these stresses on the board. The school
counselor will then ask the students to write down three major things
that cause stress in their life, and write them in the middle of the circle.
As the student writes down their stressors, the school counselor will
write down the five sections on the sheet; mental, emotional, academic,
social, and physical. The school counselor will ask the students to work
in small groups and discuss coping strategies that can be used to manage
these stressors under each category. As the students are working
together, the school counselor will go around to each group and listen to
what they’re discussing and assist if needed.
Coping Strategies worksheet3
When the students finish the group activity, the school counselor will
ask the groups to come up and write on the board one coping strategy
from each category. The school counselor will review what the students
have come up with and answer any questions.
Summarize/Close: The school counselor will explain to the students that these strategies
can help you manage your stress in different parts of your life. The
school counselor will ask the students to go on their phones again and
scan the QR code on the board. The QR code will bring them to a
Google Poll that asks the students “What coping strategy do you think
will work for you?” and “On a scale from 1 to 10, how helpful was this
lesson?” The school counselor will thank the students for their
participation and ask for any questions.
Data Collection Plan – For multiple lessons in a unit, complete this section only once for the
unit.
Anticipated number Approx. 250 students in 11th grade - classroom size between 20 to 24
of students: students - 10 classrooms

lesson(s):

1. Pre-test: The QR code questions:
2. Post-test: The QR code questions:
Outcome Data Plan:
Attendance: School counselors will document the amount of students in each lesson and follow
up with the students that missed the lesson.
Follow-Up Plans
The students who missed the lesson: at the end of these lessons, the school counselor will get all
the students that missed into one group meeting to conduct the lesson.
The students who struggled with the concepts: at the end of these lessons, the school counselor
will follow up with these students and hold a group for them to review the key points of the
lesson.
Lesson Plan #5: Community helpers:
Domain: Academic Achievement and Career Readiness

Narrative:
The purpose of this lesson is for students in elementary school to begin to identify
different community helpers that they may see in their lives. This activity allows the students to
dress up as community helpers and identify careers that their parents do or other people that they
may see on a daily basis. We noticed that with the rise of social media, students at a very young
age are starting to have more questions about the world at large specifically and may ask the
question “what grown ups do?” . This is a great lesson to begin to answer this question for these
younger students. This lesson can help the students get curious about what might interest them
and what they may want to do when they grow up.
School Shaylah Brickle, Caitlyn Farrell, Katie Repman

Counselor:
Lesson Plan Community Helpers

Title:
X Unit of Classroom Lessons:
o Unit Classroom Lesson 1 of 6
Target 2- 5th grade students

Audience:
Evidence Base:
X Best Practice (commonly used and believed to be of high quality)

X Action Research (individual investigates own practice to improve content/delivery)
X Research-Informed (a review of research provides foundation for content/delivery)
X Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

Identify 1–2 student standards relevant for For each of the selected student standards, write or
this targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
Student(s) will:
students will be able to identify the role and

self-confidence in ability to
M 4. importance of community helpers in their
succeed
everyday lives
advocacy skills for self student will be able to identify at least 3

B-SS 8. and others and ability to community helpers
assert self, when
necessary
students will be able to effectively

effective oral and
B-SS 1. communicate to the class about their
written communication
community helper
skills and listening
skills
positive, respectful and supportive student wills acknowledging that individuals

B-LS 2. relationships with students who are will have different roles and positions
similar to and different from them.

NYSEL Standards

Materials:
● Books about community helpers, such as Career Day by Anne Rockwell1

● Helpers in My Community by Bobbie Kalman5, and Delivering Your Mail: A Book
About Mail Carriers by Ann Owen4, Dramatic play hats of community helpers
(firefighter hats, police officer hats, mail carrier hats, etc., 1 per student)
● Lined writing paper with space for a picture on top (1 per student)
● Whose Hat is This? by Sharon Katz Cooper14
● Help the Garbage Truck Driver worksheet6
● What Does the Police Officer Wear worksheet13
Introduce Lesson ● Ask students if anyone knows what a community helper is,
Topic/Focus: do the think a teacher is a community helper
● Explain that a community helper is anyone who helps
others by providing a service, then create a list of people
who help others. Examples include police officers,
firefighters, mail carrier, etc
Communicate the In this lesson, students will have the chance to discuss community
Lesson Objective: helpers! They will explore people who help them everyday and then
complete an expressive activity. SMART learning objectives are also
identified in this lesson as it is specific to the elementary level, it
measures there understanding of different professions, it is attainable
through play, it is results focused by allowing the student to write
about their experience with the activity and time focus as it can be
accomplished in one class period
Teach Content: Read the story Whose Hat is This? Identify how each hat belongs to
someone who helps others. Next, have students go through the
classroom library or selected books picked out about community
helpers. Invite them to explore these books and see how many they
can find! Have students select which community helper they would
like to be when they grow up.
Practice Content: Stand in front of the classroom and explain that a teacher is a
community helper. Say why you chose to be a community helper and
what you do to help others. Have the students take turns speaking
about which community helper they chose as their favorite. Instruct
them to wear the hats that match the community helpers they chose.
On the board, draw a picture of a teacher, and sound out the word
teacher with the class. See if any student can identify the initial sound
for the word teacher. Then, write the word teacher under the drawing.
Summarize/Close: Review the professions that were discussed and answer any questions
and encourage the students to go home and ask about what their
parents do as a job or career
unit.
Anticipated number 24 students

of students:
Planned length of 45 minutes

lesson(s):

1.Identifying the profession by writing or sound pronunciation
2.Drawing
3. Discussion
Outcome Data Plan: (choose one and describe specific data point to compare)
Achievement: School counselors will compare comprehensive levels of students before and
after delivery of lessons.
Attendance: School counselors will compare attendance levels of students before and after
delivery of lessons.
Discipline: School counselor will compare total number of disciplinary reports for
peer-on-peer conflict first quarter with second quarter
Follow-Up Plans
For students who missed the lesson: they can research a profession they are interested in and
draw a picture of it or write a journal entry. Have students find the books that match their
favorite community helpers to help assist them in finding the initial sound of that word.
Explain your plan for students who did not demonstrate mastery of this topic: plan to visit
or interview that person in real life, Have students select multiple community helpers to
add to their writing pieces. Give your students the worksheets to read.
Lesson Plan #6: Affirmations

Domain: Social/Emotional
Narrative:
The purpose of this lesson is to empower students to feel better about themselves on a
daily basis and find tools and strategies that the students can use when they are feeling low or
sad. This lesson introduces the idea of daily affirmations and how this tool can be used to help
students get ready for their day in a positive way. After reviewing the outcome data of the
students in English classes, the counselor was able to identify a gap in the way that the students
are feeling about themselves which can translate into their academic lives. After reviewing this
data the counselor was able to clearly identify that the way students were talking to each other
was completely negative and detrimental, therefore the use of daily affirmations was created.
With the use of this lesson the student can have something tangible like the beads to look at and
remind themselves of the affirmation.

Counselor:
Lesson Plan Lesson: Dealing with Bullying with the use of Positive Affirmations
Title:
o Unit Classroom Lesson 1 of 6
Target 5- 6th grade students

Audience:
Evidence Base:

Student(s) will:
M 4. self-confidence in ability to -gain self confidence through positive
succeed
affirmations
Advocacy skills for self

B-SS 8. and others and ability to -advocate for themselves through positive
assert self, when affirmations
necessary
-learn the effectiveness of positive affirmations

B-SS 7.
Effective coping skills
B-S Balance of school, home and -will use affirmations to have a between school/
MS community activities life balance
8.
Social maturity and -will use affirmations to have a between school/
B- behaviors appropriate to the life balance
SS situation and
9. environment
Materials:
● String
● Beads
● Book: The Not-So-Friendly Friend: How to set boundaries for healthy
friendships by Christina Furnival and Katie Dwyer:
https://youtu.be/-MnOX9TeItU10
Introduce Lesson ● discuss the idea of daily affirmations

Topic/Focus: ● affirmations are short, positive statements that help you trust
your abilities
● you can create a positive classroom environment by
giving lessons on the power of affirmations
Communicate the ● to understand what an affirmation is and how they can be
Lesson Objective: used in the student's daily lives when they are feeling
bullied or teased, especially at school
Teach Content: ● Begin a discussion by asking the following question:
○ How can changing negative thoughts into affirming
statements increase their self-esteem?
○ How many thoughts a day are negative?
○ Do you think children who think positive thoughts are
happier?
Practice Content: ● Read off some examples of affirmations like the one below
● Ask the students to take the beads and make
bracelets or necklaces with positive affirmations
Summarize/Close: ● ask the students if the exercise was helpful and how they
can apply it to their daily lives
● Assessment: Will you use daily affirmations in your daily
lives: yes or no (add data into an excel sheet)
unit.
Anticipated number 24 students

of students:
Planned length of 45 minutes

lesson(s):

● Pre-test administered before first lesson: do you use affirmations in your daily
life: yes or no
● Post-test administered after lesson (if standalone) or after last lesson of unit/group
session: after this lesson will you use affirmations: yes or no
Outcome Data Plan: (choose one and describe specific data point to compare)
Achievement: School counselors will compare comprehensive levels of students before and
after delivery of lessons.
Attendance: School counselors will compare attendance levels of students before and after
delivery of lessons.
Follow-Up Plans
Explain your plan for students who did not demonstrate mastery of this topic: get the
students to discuss verbally their affirmations instead of working with the beads as working
with the beads maybe tactfully difficult for some students
Statement of Classroom Results Report:
School Name Albert Leonard Middle School
Results Report
for: ● Unit of Classroom Lessons
● Single Classroom Lesson
● Small Group
Grade Level 7th grade
Topic Self Confidence- Be unique
Targeted M.4 Self-confidence in ability to

ASCA Student(s) will:
being to learn what makes success unique from everyone
Student
else. Also, how to have self-confidence in school and out of
Standards
school
1–2 mindsets
or behaviors
per lesson
Belief in using abilities to their. The student will explore how they
stand out fullest to achieve high-quality results amongst the rest
and Self-motivation and self-direction to learning
M.5
B-LS 1.
Critical-thinking skills to make informed decisions
B-LS 4.
Self-motivation and self-direction to learning
B-LS 7 Long- and short-term academic, career and social/emotional

goals
ASCA
Student 1. Pre-Check In- What is one thing you hope to learned about your body and
Standards self confidence:
Pre/-Post- 2. I feel good about myself and my body (Scale: Often, Sometimes, Rarely):
Assessment 3. What is self-esteem? What is one thing that makes you feel good about
Items yourself? Short Answer
Two per
4. I am satisfied with myself (Scale: 1-Very Satisfied; 2-Satisfied; 3-Neutral;
mindset and
4-Not Satisfied)
behavior
DATA RESULTS
Participation Number of students 25 in four different 7th

Data grade classes: (100 total)
Length of lessons/sessions 40 minutes
Number of lessons/sessions 1 lesson
Pre-Assessment Data: Post-Assessment Data:

(Calculate average student response to each item) (Calculate average
1. 2.0 student response to each
2. 2.5 item)
Mindsets & 3. 1.0 1. 3.0
Behaviors 1.33 Average (out of 4-point scale) 2. 3.5
Data 3. 3.5 3.3 Average (out
4. Short Answer: 20 of 100 can define self-esteem
and identify one thing that makes them feel good of 4-point scale)
about themselves (20%) 4. Short Answer 80 able
to identify goal and 3
activities that move them
toward that goal (80%)
Outcome Data Baseline Data: 20% of 9th graders expressed not Final Data: 80% of
(Achievement, feeling confident in passing core classes after failing students were able to
Attendance express feeling confident
and/or in themselves and one
Discipline way they can achieve
Data) passing scores.
Percent Change: 60% increase in students assessing their self-concept:
Reflection
How did the instruction facilitate the attainment of identified ASCA
Student Standards?
Working in small groups for this particular topic will allow the students to feel
more comfortable and allow them to open up more about how they are feeling.
Due to the fact that this is a very vulnerable topic it is important to have a many
different activities to be able for the students to be able to do as one of the
sessions may not work and it will be important for the group to adapt
How could the lesson be improved?
The lesson plans can be improved upon by having the students write in their
journals more and allow them to begin to express more of themselves in the
group
Classroom Guidance Results Report Narrative:
The counseling department has chosen to create a core curriculum that directly aligns
with the district and school vision and mission statements. By using mindsets and behaviors
within our classroom guidance lesson plans we are able to have a comprehensive school
counseling classroom curriculum that can span several topics and concerns. The six lessons
chosen support the department goals. Counselors chose one lesson from each grade level to
ensure thorough reflection on the core curriculum across the school. After each lesson is taught
the counseling department will reflect on the lesson with the use of pre-test and post-test
perception data. After reviewing the data of the lesson the counseling department can have a
better idea if the lesson will be a good fit for the 2022-2023 academic school year. Counselors
shared outcome data with the school counseling advisory council.
F. Sample six-session small group counseling unit and narrative:
After conducting at the end of the 2021-2022 school year in order for the counseling
department to have a better understanding as to where the gaps and needs would be within the
RTI framework. One of the assessments that were conducted are linked below and was a great
tool in allowing the counselors to create more specialized group lesson plans that can be utilized
with several different groups of student throughout the year:
First Quarter Needs Assessment(social/emotional assessment) Grade 5-7 small group (click
the link for the assessment)
The lesson plans were then presented to the administration during a planning meeting in
the beginning of the school year and the committee discussed which students they believe could
benefit from small group RTI intervention at a Tier 2 level. Once the groups were organized and
scheduled parents and students were notified. If a teacher feels strongly that their student needs a
small group intervention throughout the year that can be arranged. Most of the groups will
average 3-4 students and will run for 6 weeks. The curriculum of the small group lessons align
with the vision and mission of the school and program goals.
Group Session #1: How Does Disordered Eating affect Me?-Social/Emotional
Narrative:
This is the first lesson of six group lessons. The student’s in this group were specifically
curated by the counselor based off a beginning of the year assessment dealing with overall
health and body image. After reviewing the assessment the counselor determined that there may
be some students who are struggling with disordered eating. The counselor safely and calming
approach each member to see if they would be interested in joining the group. In this first lesson
the students will learn the rules and confidentiality of the group as it affects them and their
participation in the group. Going over confidentiality especially with 8th graders is extremely
important and the students must understand that nothing that is discussed inside the group can be
ever talked about outside the group. The main focus and objective of the group in this session is
to build trust by doing the wand excessively and group discussion. In the first session the group
will discuss how they came to the group and why they think they may have disordered eating.
Since the focus of the group could be difficult for some students to talk about it is important to
establish empathy, kindness, safety and boundaries in this first session.
Lesson Plan 1: Intuitive Eating- Lunch Bunch: Why Am I Here?


Counselor:
Lesson Plan Lesson Plan 1: Intuitive Eating- Lunch Bunch: Why Am I Here? (How
Title: Does Disordered Eating affect Me?)
Group Discussion and Introduction

Small-Group Session Lessons: Lesson 1 of 6
Target 8th graders - the students can bring in their lunch or not, the counselor will
Audience: always have food if the students want or need it
4-6 students
Evidence Base:

Student(s) will:
M 2. Sense of acceptance, respect, identify their eating disorder and whey
support and inclusion for self and they came to group
others in the school environment
M 3. Positive attitude toward work and have feel better about themselves
learning internally and externally
M 4. Self-confidence in ability to he student gain kills and tools that will

succeed help them with their eating disorders
B-SMS Personal safety skills give the students an opportunity to

9. discuss their eating disorder in a safe
Environment
B- LS Participation in enrichment and
10. extracurricular activities
the students will meet once a week to partake

in this group
ASCA National Standards

A:A3.1 Take responsibility for their actions
PS:A1.6 Distinguish between appropriate and inappropriate behavior
NYSEL Standards
Materials:
● Confidentiality Form Consent Form

● Markers and Poster Board
● Magical Wand
Introduce Lesson ● in the first session of the hand picked group members will go
Topic/Focus: over the rules and expectations of the group
● confidentiality will be reviewed as this is a crucial element in
ensuring the safety of the group
● if there is time you can show the confidentiality video
Communicate the ● The group members will have a better understanding of how
Lesson Objective: their eating disorder impacts their lives and how they can better
manage it in order to regulate their eating outside of the group
and reduce the number of starvation or binging episodes.
Teach Content: ● the counselor will discuss the purpose of the group and what
will be covered in the six session as it relates to eating disorders
● The next 10 minutes would be a simple ice breaker like the rose,
thorn and bud of their day. This icebreaker will help the students
get to know one another
Practice Content: ● explain and have a group discussion about has brought them to
this group:
○ Themselves
○ Parent
○ Teacher
● the students will then write their answers on the poster board so
the whole group can see it
● sharing with the group this will help get the students comfortable
and to remind them that they are not alone
● After the list is compiled and written on our poster board the
school counselor may want to have different students read each
bullet point, calling on the first student and asking the next
student to pass the magical wand to a new student.
● passing the wand takes the pressure off the students to feel like
they need to talk
Summarize/Close: ● summary of the session and a brief discussion about the feeling
words that were brought up in the session
● offer the homework (it is optional but will help the students in
between the group): find either a journal that you would like to
write in (it does not need to be expensive or you can make you
own
● example of the journal is to the left
Lesson Plan #2: Identify your Eating Disorder- Name It!

Domain: Academic
Narrative:
In the second group session the students will begin to start discussing more freely their
disordered eating and how it may affect them as they lead their daily lives. By having the
students engage in another ice breaker with the hot potato game the students get ready and
focused on the session. I also like the hot potato game because it is a bit more interactive and
gets the students up and moving. By getting the students to do the art therapy exercise can
encourage them to get out of their heads and more focused on their bodies. This lesson gives
them the opportunity to draw and be creative with the difficult prompts that are presented.

Counselor:
Lesson Plan Lesson Plan 2: Intuitive Eating- Lunch Bunch: Identify your Eating
Title: Disorder- Name It!
o Small-Group Session Lessons: Lesson 2 of 6
Target 10th grade

Audience: 4-6 students
Evidence Base:


Student(s) will:
M 4. Self-confidence in ability to the student gain kills and tools that will

environment

NYSEL Standards
Materials:
● Ball
● Markers
● Crayons
● Pencil Crayons
● Paper
Introduce Lesson ● discuss the confidentiality statement and review the rules and the
Topic/Focus: purpose of our group: managing your disordered eating
● the second session of the group would begin to introduce the
topic of what an eating disorder even looks like and how it might
be affecting your life
● there will be a big focus on naming the eating disorder that the
students might be struggling with: is it bulimia, anorexia
Communicate the ● have a better understanding of what their eating disorder is and
Lesson Objective: how it might be manifesting for them in their day to day lives
● begin to name their eating disorder
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. a brief reminder about the norms and rules of the group.
3. engage the students in a discussion on what is disordered eating
and give a small power point presentation on what some of the
medical terms of what these disorders may be
Note: Some of these questions may be hard for the students to answer,
remind them that it is okay if they do not want to answer these questions
at this time
Practice Content: 1. the student will draw out the answers with markers, crayons,
pencil crayons and paper to the following questions:
a. Do you think you engage in disordered eating?
b. Do you have a ritual?
c. Are you alone or with other people?
2. ask the students to discuss their drawings and any feelings that
may be coming up for them
3. encourage the students to place these drawings in their journal
Summarize/Close: ● summary of the session and a brief discussion about how the
students felt about the session
● offer the homework (it is optional but will help the students in
between the group): continuing drawing when you feel the urge
to engage in disordered eating throughout the week
● example of this exercise to the left
Lesson Plan #3: Triggers and Planning Prevention

Domain: Academic:
Narrative:
Identifying triggers is a very important component of the healing process for individuals
with disordered eating. There can be many triggers all around as we have identified in this lesson
and it is important for the group to begin to freely discuss them. Having the students role play
their triggers as we did in this exercise is a great way to get them to feel where in their first
physicality they experience the trigger. For many people that is in their stomach, but for others, it
could be tingling in their hands or feet. When certain physical symptoms begin to happen as a
result of the triggers they can act as warning signs to the person and remind them that this is
going to begin to elicit an emotion. It is important at that point for the student to start
implementing the tools that they have to deal with trigger and de-escalate the situation. The
students will then get into the habit of naming their triggers which will ultimately help in curbing
disordered eating. This identification process is important to go back to as the group progresses
and the members get more comfortable with one another.

Counselor:
Lesson Plan Lesson Plan 3: Intuitive Eating- Lunch Bunch: Triggers and Planning
Title: Prevention

Small-Group Session Lessons: Lesson 1 of 6
Target 10th grade

Evidence Base:

Student(s) will:

environment

NYSEL Standards
Materials:
● Balloon and Pin

● Bowl
● Paper
Introduce Lesson ● confidentiality statement reiterated and reviewed Rules

Topic/Focus: ● begin with homework review: students will each share one thing
thing in regards to their journal that stood out to them and how it
made them feel
● They will explain to the students the purpose of our journal
which is to begin to identify patterns and behaviors and specific
recurring elements that really "push your buttons”.
● by identifying what pushes your buttons you can begin to
identify your triggers.
● Trigger introduction: There are many ways that our brains can be
triggered, and 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 self care and support
Communicate the ● identify and reframe triggers, once the students have identified
Lesson Objective: some of the triggers the students can begin to think of different
ways we can respond
Teach Content: ● explain and teach students what triggers are : use a google slide
for this so the student can call out the answers and you can add
them as you go
● For example:
○ Adolescent tiggers could be: parents, teachers,
employers, siblings, social media, television, peers ,
drugs or alcohol, birthdays
○ Family Trigger: divorce, abuse, substance abuse, sexual
abuse, step parents, step siblings, financial strains,
changing living environments, high expectations from
parents, toxic home life
○ Triggers from School: peers, community risk factor:
school rules, clicks
● from peers within the schools, academic expectations, violence
within the school, social media bullying with the school, drug
and alcohol abuse within the school
Practice Content: ● in this session, we will write down on a piece of paper all of the
triggers that may occur and then put them in a collective bowl
anonymously
● once everyone has put their triggers in the bowl in pairs the
student will go through and role play each trigger
● then the students will briefly discuss the role play in pairs
● The group will come back together and discuss how the role play
went
Summarize/Close: ● 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
● Homework for this week: Record in your journal:
○ Track how many triggers came up for you this week
○ How did you deal if you felt a trigger come on (be
specific)
○ Powerpoint graphic to the left
Lesson Plan #4: Planning Prevention

Domain: Academic
Narrative:
This is a very interactive group lesson where the students can start implementing how
they can begin to use some of the CBT therapies that have been discussed. Using the bubble
wrap as a metaphor for the negative thoughts that come and the ability to pop them out gives the
students a fun way to begin to understand this theory in a tangible way. Sometimes when a
theory is introduced to the students they zone out because they think they may not be able to
handle it but using a fun exercise like this gets them immediately excited about what you are
talking about . I also really like the idea of looking in the mirror and drawing what you see. It is
sometimes very difficult for people to look at themselves for long periods of time. It is a good
exercise to stop and reflect on what they see about themselves and then have the opportunity to
process those emotions on paper with the use of the drawing. It is an immediate reaction to
looking at yourself that does need to be thought about. It is just simply focused on the emotions
that come.

Counselor:
Lesson Plan Lesson Plan 4: Intuitive Eating- Lunch Bunch: Planning Prevention
Title:
Target 10th grade

Evidence Base:

Student(s) will:

environment

NYSEL Standards
Materials:
● Pencil
● Crayons
● Paper
● Bubble wrap
Introduce Lesson ● confidentiality statement reiterated

Topic/Focus: ● discussing and processing the homework given last session,
● we will begin to talk about coping strategies that the students
have tried and how that fits into today's discussion
● introduce prevention techniques that the student can use when
they feel like they are going to binge or starve
Communicate the ● Students will learn how to being to have a healthier relationship
Lesson Objective: with food and how they can manage it on a day to day basis with
specific strategies, tools and theories
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 group members are
thinking about food and their bodies and if there are different
ways to change their thought patterns
● A great day to teach the idea of CBT is by using bubble wrap as
a metaphor
● we will pop out our negative thoughts by using popping bubble
wrap
● have the students play with the bubble wrap for a few minutes
Practice Content: ● process and discuss homework on triggers, have students share
the new coping strategies they have tried in the last weeks.
● activity: have students look in a mirror and draw a simple outline
of your body or color in the areas of your body that you like the
most and which areas you like the least.
● talk about the emotions that come up and how we can reframe
them or use CBT strategies
Summarize/Close: ● go over what CBT is a process discussion in regards to either the

bubble exercise or the drawing exercise
● homework: In your journal: describe someone who is a big
support or inspiration in your life
Lesson Plan #5: Implementing a Theoretical Approach like CBT

Domain: Social/ Emotional
Narrative:
I am really excited to implement this lesson and see how the student may respond to it. It
is very interactive and a skill that the students can do anytime when they are encountered with
food that may be difficult for them. Mindful eating really stems from the idea of slowing down
and engaging with the food either tactfully, sensorially or literally which I think this lesson really
embodies. Some of the triggers that the students may experience could start with these initial
interactions with food. By regaining empowerment in regards to their natural hunger cues from
their bodies they can gain tools and autonomy over food. The students can also develop and
implement a new way of thinking and reframing negative emotions. This is a great lesson
because it is a combination between DBT and CBT theories and techniques which makes it very
versatile for many students or schools.

Counselor:
Lesson Plan Lesson Plan 5: Intuitive Eating- Lunch Bunch: Implementing a Theoretical
Title: Approach like CBT

Target 10th grade

Evidence Base:

Student(s) will:
have feel better about themselves
M 3. Positive attitude toward work and internally and externally
learning

environment

NYSEL Standards
Materials:
● Banana
● Cookie
● Apple
● Soup
● Pizza

Introduce Lesson ● Following the last session where we discussed briefly being to
Topic/Focus: implement and introduce the theoretical approach CBT. We will
continue to talk about this approach along with a very fun
exercise
Communicate the ● to have a better understanding of their eating disorder and how
Lesson Objective: they can better manage it in their daily lives
Teach Content: ● discuss how our brains react around different types of food and
what thoughts or emotions come up and how could we use CBT
techniques to reframe those thoughts
● discuss the food pyramid and the way in which you can use it to
have a well balanced diet
Practice Content: ● review the confidentiality and group rules

● The school counselor will have the students pick up a piece of
food off of the table; banana, cookie, apple, soup, pizza, etc.
● The school counselor is then going to prompt the students to
close their eyes and picture the food that they’re holding in their
mind. The school counselor will ask the following questions:
○ How does it feel?
○ Does it make you feel happy that you’re going to eat?
○ Does it make you frustrated or upset?
○ Do you feel hungry?
○ If you have a negative emotion about this food what are
some positive emotions that could come up with for this
food
Summarize/Close: We will review how this activity affected each student and review our
discussion. The students will talk about their triggers and how to work
on connecting the emotions with food. I will remind the students that
next week will be our last group session.
Lesson Plan #6: Closing and Goodbye

Narrative:
I am really excited to implement this lesson and see how the students may respond to it. It
is very interactive and a skill that the students can do anytime when they are encountered with
food that may be difficult for them. Mindful eating really stems from the idea of slowing down
and engaging with the food either tactfully, sensorially or literally which I think this lesson really
embodies. Some of the triggers that the students may experience could start with these initial
interactions with food. By regaining empowerment in regards to their natural hunger cues from
their bodies they can gain tools and autonomy over food. The students can also develop and
implement a new way of thinking and reframing negative emotions. This is a great lesson
because it is a combination between DBT and CBT theories and techniques which makes it very
versatile for many students or schools.

Counselor:
Lesson Plan Lesson Plan 6: Intuitive Eating- Lunch Bunch: Closing and Goodbye
Title:
Target 10th grade

Evidence Base:

Student(s) will:
M 2. sense of acceptance, respect, identify their eating disorder and whey
M 3. positive attitude toward work and have feel better about themselves
M 4. self-confidence in ability to the student gain kills and tools that will
B-SMS personal safety skills give the students an opportunity to

environment

NYSEL Standards
Materials:
● Butcher Paper
● Markers
Introduce Lesson ● introduce this session as the last session of the series
Topic/Focus: ● we start the discussion of talking about coping strategies that
could have been utilized for the negative thoughts around food
or body image when the group ends
● ask the students if they want or anything on their last day of the
group
Communicate the ● to have a better understanding of their eating disorder and how
Lesson Objective: they can better manage it in their daily lives
Teach Content: ● Talk It Out: Talk to someone who is a support system

● Do Something with your body: go for a walk, exercise take a nap
● Affirmations: reminded yourself that food is nutritious and
healthy
● Re-frame your thoughts around food
● Count to Ten
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 felt about the group.
● write an exit plan detailing which strategies you will use and feel
comfortable with
Summarize/Close: ● in this final stage, we work with our students to decrease feelings
of guilt and to understand that if they experience episodes of
disordered eating again, they are not a failure, each time it
happens it is an opportunity to start again
● All members will be presented with a certificate for completing
the group, and cookies will be provided to celebrate.
IV. Management:
A. The annual agreement:
ASCA Annual Agreement (( ◀️ click the link for the annual agreement)
● The counselor caseload is student caseload: 780 students

● 5 counselors in the school making each counselor with 160 students per case load
● program components or activities would involve the following:
Reviewing the students academic plan
Scheduling and data entry
Devise lesson plans
Work with mandated students on IEPs
Help students with high school and College applications
First Aid Mental Workshop
Trauma Workshops
Suicide Prevention Workshops
Bullying Awareness
Social Emotional Learning
Working with Students with disabilities
LGBTQ awareness and understanding
Non- Violent Communication
Small group mandated counseling
Counseling Calendar (see below)
Reviewing the students academic plan: this would be a direct service done with
the student at the beginning of the year and then every other month in order to
reassess and restructure what is working and what is not working with their
individual plan of counsel
Scheduling and data entry: the direct service would be done throughout time when
working with students was not happening
Devise lesson plans: this direct service is a continual review and will be
constantly updated
Work with mandated students on IEPs : this direct service can happen in an
individual or group setting
Help students with high school and College applications: this direct service will
be done every year with the graduating class and will have a lasting impact on the
future of the students
ASCACounseling Conference, ACT Workshop, SESIS Workshop First Aid

Mental Workshop and in order to continue professional development throughout
the year
Trauma Workshops: indirect professional development
Suicide Prevention Workshops: indirect professional development
Bullying Awareness: direct lesson plans that can be implemented with the
students as a means of dealing with conflict resolution
Social Emotional Learning: this is the biggest component of the counselor annual
agreement and should be reviewed and updated frequently
Working with Students with disabilities: direct one on one counseling based off of
an IEP
LGBTQ awareness and understanding: this direct or indirect service can be done
with the use of lesson plans or workshops
Non- Violent Communication: direct service
Small group mandated counseling: direct service
Counseling Calendar (see below): indirect service that should be used as a pace
guide throughout the year.
The annual agreement will be upheld with the following timeline:
A. School Counseling Team Meetings (Start in September, every month)
B. Administrative School Counseling Meetings (Start in September, every month)
C. Meetings/Leadership Team Meetings ( Start in October) Weekly
D. Department Chair Meetings (Start in September, Monthly )
E. IEP meetings Twice a year
F. District School Meetings Once a year

G. Mentee, Mentor meetings Once a month
The counseling office will be open from 7:30-3:30 everyday allowing the students a great
deal of time to come and talk with the counselor. Availability to the students is the number one
priority throughout the school year.
Annual Agreement Narrative:
In this annual agreement the counseling department is responsible for the following main
goals that pertain to three ASCA domains as they pertain to the school year:
1. By the end of 1st semester, students with more than 2 check in absences during the first
10 weeks of school will decrease by 1 checked absence moving towards our target goal
of a 15% increase in attendance for the 2022-2023 school year
2. By the end of the 2022-23 school year more than 75% of the eighth students will be on
track to graduate, this will reflect moving towards our target goal of a 10% increase in
attendance for the 2022-2023 school year
These goals comprise goals in all three domains of the ASCA National Model and are
clear and SMART goals that can be tracked through the use of data throughout the year. With this
goal in mind I would commit to an annual review of all direct and indirect services that would be
provided to the students in order for the counseling department to continue to thrive. Based on
the needs of the students gathered from preliminary first quarter assessments there can be a
clearer understanding of where to focus the curriculum:
● The counselor caseload is 250 students
● There is one middle school counselor in the building

● Program components that encompass direct and indirect planting would involve the
following:
B. Advisory Council and Meeting minutes:
School Counseling Program Vision Statement as it relates to our first semester advisory
council meeting is to continue to encourage equity and diversity within the school by creating
programs through the advisory council to have opportunities for all students to attend. Through
the implementation of more programs throughout the school, a creative learning environment can
be achieved.
The mission of the advisory council is to provide all students with access to a well data
researched comprehensive counseling program which will give them the educational skills
necessary to achieve academic, personal/social, and career excellence. These goals will be
evaluate by the advisory council through quarterly meetings
The school counseling advisory council will meet on the following dates:
Tuesday, October 29, 2022 and Tuesday, February l, 26, 2023
Invitation to the Advisory Council meeting:
Advisory Council and Agenda

Advisory Council Members and Stakeholder Positions:
● School Counselor: Ms. Katie Repman
● School Counselor: Ms. Brickle
● School Counselor: Ms. Farrell
● Principle: Dr. Gabaton-Swift
● Assistant Principal: Mr. Jack Simons
● District Admin: Ms. Lebron
● Parent: Joel Rpeman
● Parent: Shauna Vertrano
● Teacher: Ms. Mei
● Teacher: Ms. Mosley
● Student: Isla Repman
● Student: Jude Repman
● Resource Office: Micheal Mendoza
School Counseling Advisory Council First Semester Agenda
I. Welcome and Introduction K.Repman
II. School Data Summary: C. Farrell
III.Action Plans Discussion/Feedback: K.Repaman
1. Annual Student Outcome Goal Plan S. Brickle

2. School Counseling Plan K.Repman
3. Classroom and Group ASCA Mindsets and Behaviors Action Plan Closing-the-Gap
Action Plan C. Farrell
IV. 6th grade Unit K.Repman
V. 7th Grade Unit C.Farrell
VII. 8th Grade Unit: S. Brickle
VII. Closure
Minutes of Advisory Council Meeting: Date of Meeting: October 19, 2022:
Members Present/Stakeholder Position:
All school counselors

Parent: S. Vertrano
Principal: M. Gabaton Swift
Assistant principal: J. Simons
Student: I. Repman
I. Welcome and introduction to Student Council Agenda: C Farrell
● Coaching Student Council for upcoming elections

● Hurricane Relief
● Teacher Lounge clean up
● Dress down days
● Incentive for students to work towards
● Food drive- community fridge (Nov 1- Nov 18)
● Elementary School Counsel
Goal 1:
By the end of the 2022-23 school there will be a 10% increase in eighth students being on
track to graduate with the following school wide intervention such as the introduction of school
clubs the student have several incentives to want to come to school on a consistent basis.
Review of all school clubs that have started:
● Initiatives for new clubs in order to have student to feel like they belong
● Parents have to be mindful for how many clubs the students are signing up for
● Space is limited for all students
● Some of the clubs include: girl empowerment, art club (grades 3-4), flamenco clubs,
anime, board game club (in the mornings)
● This Friday is Hispanic Heritage Month with a screening of CoCo
Goal 2:
By the end of 1st semester, students with more than 2 check in absences during the first
10 weeks of school will decrease by 1 checked absence by having more mental health services
in school. By having more in house mental health services the student will be able to identify
resources that can help be successful and allow the students to have a greater connection with the
school as a whole.
Introduction of ABC’s Mental Health Clinic for grade 6-8 :
● What is the referral process? They can work with any grade level, parents and staff for
given out a general referral form for all mental health students in the school
● Deals with coping with family issues, attendance, parents working late, troubleshooting,
● Work on a treatment plan based off the DSM-5
New Initiatives:
Swimming Program - Parks Rec Department for grade 6-8
● All of the students are eligible for a free NYC membership for swimming and other
activities
● The parent just has to sign up
● Fall Session has already started

● Winter Session starts at Jan 9th
● Many locations in the New Rochelle, Bronx and Manhattan
● Recess has been great for the elementary kids to get outside and run around
● One of the parents was concerned about the fact that the kids could not run, we discussed
how that could just pertain to not playing TAG
Narrative:
This Advisory Council and Agenda consisted of several stakeholders who could attend
which included all school counselors, principal, assistant principal, teachers, parents, and
students. The meeting objective was to continue to work on annual student outcome goals for the
2022-2023 school year. The advisory council continues to work on achievement and outcome
goals that are set forth through the School Counseling Plan by implementing the new
interventions throughout the school. The initiatives set in place from the annual agreement will
be exemplified in the school community with activities such as swimming programs, Coaching
Student Council for upcoming elections, Hurricane Relief, Teacher Lounge clean up, Dress down
days, Incentive for students to work towards, Food drives and community fridge. The advisory
council also implements mental health initiatives such as the ABC mental health clinic.
The purpose of the advisory council is to continue to assess how the program is working
and what changes should be made. By having the advisory council the school at large can
continue to review results based on RTI interventions and make recommendations on how to
better the overall program. During the meeting the counselor presented and reviewed the annual
goals of the program which consists of:
Curriculum plan
Classroom Lesson Plan
Group plan
Closing the Gap
The Council would then give feedback and discuss how the interventions are affecting
these areas. The results report shows that based on the RTI interventions that above 95% of
students would be on track to graduate and that students will have one or no checks. These are on
target for our annual goals and therefore the purpose and accountability of the council remains
C. Counseling Calendar:
Weekly Calendar:
Weekly Calendar Log( ◀️ click the link for the calendar)

All the following activities coincide with the American School Counselor Association 4
the National Model. They are all considered to be appropriate activities for school counselors
(American School Counselor Association, 2019).
Annual Calendar:
August
DIRECT AND INDIRECT SERVICE ACTIVITIES:
1. Send the following welcome letter to parents and students introducing yourself
2. Introduce yourself to the staff, students and faculty, make sure you tell the students where you
are located in the school so they can find you.
3. INTRODUCTION: How counseling works, go around introduce ourselves - say name
and share one thing you are secretly pleased that you don’t have to do now that you are social
distancing
September:
1. Send the following welcome letter to parents and students introducing yourself
2. Introduce yourself to the staff, students and faculty, make sure you tell the students where you
are located in the school so they can find you.
3. INTRODUCTION: How counseling works, go around introduce ourselves - say name
and share one thing you are secretly pleased that you don’t have to do now that you are social
distancing
IEP GOALS:
What do you think you are in counseling to work on? Share
(skip this for individual counseling) COMMON GOALS OF THIS GROUP ARE: STRESS
● Things that cause it, how it shows and gets in your way, and how it impacts your
reactions
4. Go to each classroom and do classroom/school safety lessons.
5. Review Individual Education Plan (IEP) of all students on caseload (start this with individual
and group sessions)
PROGRAM PLANNING AND SCHOOL SUPPORT:
● School counseling department:

● Faculty meetings
● Review grade reports(weekly)
● Review discipline reports (weekly)
● Student service department meeting
October:
1. Solidify your COMPREHENSIVE SCHOOL COUNSELING PROGRAM

2. Reviewing how the students plan homework
● Each student was assigned an individualized homework task.
● Virtual Time Capsule
● conversation guided by feelings cards - leader held up cards & each shared a time they
felt that way (start this with individual and group sessions.
● Meet with administrators to discuss student attendance records
● Begin data assessment
3). Start highschool application process with students and parents

● Review of school attendance lesson
November:
1. Based of the assessment and needs of the students devise a lesson plans for push ins and
workshops
2. Plan a canned food drive for Thanksgiving.
3.Create anti bullying (cyber as well), sexual harrassment, stress management and anger
management workshops
4). Host a parent night where you discuss progress, attendance and absences with parents

December:
1. Have a career day with students

2. Discuss goals with students as they relate to the beginning of the year
3. Host conflict regulation goals
4. Create an advisory council and host a meeting with stakeholders.

***Winter Break***

January:
1. Create an interactive new year’s resolution bulletin board for students.
2. Meet with teachers to discuss middle of year grades/concerns regarding students.
3. Discuss the rose and bud of their winter break and set goals for the remainder of the year
4.MLK lesson on equity and non-violent communication .

February:
1. Go into classrooms to teach personal hygiene lessons to students.
2. Meet with administrators to discuss how your COMPREHENSIVE SCHOOL
COUNSELING PROGRAM is going
3. Create Black History Month workshop that are interactive for the students and community at
large

***Spring Break***
March:
1. Judgment check in and discussed upcoming highschool events

2. IEP Meeting
3. Create an “I-statement” lesson and implement it in sessions.
4. Attend a Parent Teacher Association (PTA) meeting.


●
April:
1. Have students explore studying and test prep skills.

2. Highschool application completion process.
3. Push into classrooms to talk about highschool application process

May:
1. Exploring self confidence

2. Start discussing coping skills with middle school ending
3. Begin termination plan
4.Complete the wellness assessment
5. Create a Mental Health Preparedness Plan
6. Mental Health Maintenance Plan

June:
1. Create a Mental Health Preparedness Plan
2. - Mental Health Maintenance Plan
3. Complete termination process

Evaluate annual IEP GOALS: were the goals met?

What do you think you are in counseling to work on?
(skip this for individual counseling) COMMON GOALS OF THIS GROUP ARE: STRESS
● Things that cause it, how it shows and gets in your way, and how it impacts your
reactions
4. Go to each classroom and do classroom/school safety lessons.
5. Review Individual Education Plan (IEP) of all students on caseload (start this with individual
and group sessions)
Narrative:
This annual calendar reflects the monthly goal of the counseling department which is
reflected from the needs of the students. The calendar is a tool used to ensure that all students are
getting the required mandated services set forth form the department of education. The calendar
also sets a good pace guide in order to have a general overview of what the school year will look
like as it is reflected by the counseling department.
V. Accountability:
A. Closing the Gap Report (MEASURE) and narrative:
Mission
The Mission of the MEASURE Goals:

Middle school attendance is directly correlated to our overall mission statement. At Albert
Leonard Middle School, we strive to create lifelong learners, who are accountable for their
academic and career success. Our students work collaboratively with each other to ensure
overall success in the school, which connects to the interventions in each goal. We want our
students to be successful long after they graduate, academically, socially and emotionally, and
in their careers. This is attendance is at the top of our goals this incoming school year.
Mission Statement:
The Albert Leonard Middle School wants to develop and create a safe environment that brings
on racial and ethical diversity to the forefront. In allowing each student to have access to the
counseling department they can have and will have tools to achieve their goals and be active
members of the world at large. The New Rochelle school district wants to foster a safe
environment that focuses on racial and ethical diversity. Allowing each student to have access
to the counseling department they can have a high quality of education and social emotional
learning. By offering these services the students can be authentic, inclusive and collaborative
with their peers in the world at large. By using components of the ASCA model we will create
a school environment by preparing students for their future success. This will be accomplished
by using restorative practices such as conflict resolution and instruction of the highest quality,
which is done in a safe learning environment without bias. This will provide advocacy, equity
and access for all students.
Element: The critical data the school counselors aim to impact.
Elements:
The two critical data elements that will be impacted will be middle school attendance.
Goal 1:
Element: Middle school graduation
Baseline: 75% of students
Goal: Increase middle school attendance by 10%
Goal 2:
Element: Attendance
Goal: Increase attendance by 15%
Analyze: The analysis of the data from the years prior, provides the school counselors with a
baseline for the goals. For the goals of the senior attendance, the school counselor’s reviewed the
data to see which groups are not succeeding any why.
Goal 1: Middle School Graduation

● Baseline data shows 68% of 2021-2022 attended high schools after graduation.
Disaggregated Class of 2021-2022 Demographics

Ethnicity Percent of Students
Hispanic or Latino 70%
Black or African American 21%
White 6%
Asian or Native Hawaiian/Other Pacific Islander 2%
Multiracial 1%
Disaggregated data for students with middle school educational plans

Ethnicity Percent of Students with
post-secondary high school plans
White 6%
Multiracial 1%
Disaggregated middle school going rate from elementary school

Ethnicity Percent of Students attending
post-secondary high school
White 5%
Multiracial 1%
Goal 2: Attendance
● Baseline data shows that 80% of students attended school in 2021-2022 of their 8th
year
Attendance over the Four Quarters of 2021-2022 (including virtual)

Students 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
2021-2022
282 students 259/282 students 245/282 students 238/282 students 226/282 students
Attendance by Ethnicity of 2021-2022 (including virtual)

Ethnicity Percent of Seniors Percent of Seniors
Attending Consistently
Hispanic or Latino 70% 55%
Black or African American 21% 17%
White 6% 5%
Asian or Native Hawaiian/Other 2% 2%

Pacific Islander
Multiracial 1% 1%
Stakeholders-Unite
Goal 1: Middle school Graduation

Stakeholder Strategies
School Counselors ● Host high school fair for students

● Ensure that each grade level has high school goals
● Follow the Close the Gap implementation
● Check in on each student their junior year that they have a
plan after graduation
Teachers ● Discuss various careers in relation to what they are teaching

● Keep students engaged in thinking about the future
● Have students write their high school essay and any
supplementals asked by the high school
Administrators ● Create a PBIS that focuses on high school goals

● Collaborate with other schools to discuss what they are doing
for their post-secondary goals

●
School Psychologists ● Reach out to students who are at risk

● Putting students into groups that are at risk for graduation
issues
Social Workers ● Work with the families to assist the students in preparation
● Provide services as needed
Parents ● Attend school counseling presentations

● Advocate for students
Security Members ● Make sure students are in their classes

● Continue positive relationships with students
Community Agencies ● Hold after school support programs

● Send out flyers about services and supports
Goal 2: Attendance
Stakeholder Strategies
School Counselors ● Document daily on chronically absent students and reach out
to them
● Follow the Close the Gap implementation
● Hold check ins for at risk students, weekly/biweekly
● Review data from previous years on their attendance
Teachers ● Teachers offer incentives to students with perfect attendance

● Refer students who are chronically absent to school counselor
Administrators ● Create a PBIS that focuses on attendance

● Create a system of positive attendance, similar to a PBIS
● Reach out to community members for support
School Psychologists ● Reach out to students who are at risk

● Putting students into groups that are at risk for graduation
issues
Social Workers ● Work with the families to assist the students in preparation
● Provide services as needed
Parents ● Be attentive to students at home

● Support students to attend school daily
Security Members ● Make sure students are in their classes

● Continue positive relationships with students
Community Agencies ● Continue supporting the school community

● Provide services for students
Colleges ● Express importance of attendance in college
Results
Goal 1: Middle school Graduation

Results: 10% increase
Met Goal: Yes
Ethnicity Number of Percent of Number of Percent of
2022-2023 2022-2023 Post-Secondary Post-Secondary
Students Students
Hispanic 197 70% 169 63%
Black 53 21% 8 15%
White 29 6% 4 5%
Asian/NH/OPI 1 2% 1 1%
Multiracial 2 1% 2 1%
Total 282 100% 239 85%
Goal 2: Attendance
Results: 15% increase
Met Goal: Yes
Students End 1st Quarter End 2nd Quarter End 3rd Quarter End 4th Quarter
2022-2023
282 students 184/282 students 201/282 students 218/282 students 225/282 students
Educate: As school counselors, our goal is to educate others on data based interventions that
will affect the student’s. Below is our school’s report card:
Goal 1: Middle School Graduation

Principal’s Comments Data Summary:
Our goal is to ensure students are prepared for
all highschool choices they will make. The Comparative Changes in Post-Secondary
school counselors worked hard this year to Rates
create interventions based on our goal of Total Class of Class Class of
increased highschool attendance. They used Students 2019 of 2020 2021
the data from the year 2021 - 2022 to come up
with accurate interventions for the students. Students 198 202 210
School Improvement Issues Percent 69% 71% 75%

The high school rate is now 85%.
Underrepresented students do not transition to
Percentages Of Students By Ethnicity
a wide variety of options after high school.
Accepted To Post Secondary/Careers
Stakeholders Class of % of % Applied to
● Teachers: Assisted students with their 2023 Total Post- Secondary
high school essays and motivating Ethnicity Students High Schools
students to create highschool plans.
The ENL teacher supported our ENL Hispanic 70% 63%
students and families by helping with
Black 21% 15%
translation for applications and to
ensure the student and family White 6% 5%
understood and had no issues.
● Administrators: Worked with the Asian/NW/ 2% 1%
school counselors in implementing the OPI
interventions. The school counselors
needed financial support as well as Multi. 1% 1%
supplies, which the administrators
helped in getting. The administrations
Faces Behind the Data
worked to create an atmosphere that
On graduation day, several parents
was geared towards post-secondary
approached their students’ school counselor to
success.
thank them for their work towards their
● Parents: Attended the school
students’ success. The implementations made
counselor led presentation and by the school counselors is what made the
information nights with their students. difference for these students. Their parents did
They advocated for their students to not think that many students would make it to
create and follow through with their graduation, and now they are graduating with
highschool goals. a prepared future.
● Security Members: Continued to
create positive relationships with the
students that supported their future
after graduation.
● Community Agencies: ENL support
team held an evening for students and
parents that did not speak English. The
parent resource center worked with the
school counselors in creating a future
for your student night. This gave
parents the opportunity to ask

questions and gain support, and the
students to begin to reach out to
various highschools.
Systemic Change
The measurable outcome data showed the
school counseling program worked to
increase the graduation rate. They used the
whole school and the community to
implement this intervention to support the
students.
Goals 2: Attendance
Principal’s Comments Data Summary:
Our goal is to ensure our senior students are
attending school more frequently and Comparative Changes in Senior
consistently. The school counselors worked Attendance
hard this year to create interventions based on Total Student Students Student
our goal of increased 8th grade attendance. Students s of of 2020 s of
They used the data from the year 2021 - 2022 2019 2021
to come up with accurate interventions for the
students. Students 180 169 183
School Improvement Issues Percent 64% 60% 65%

8th grade attendance is now 80%
Underrepresented students do not transition to
Percent of Students who Attended School
a wide variety of options after high school.
Each Quarter
Stakeholders 2023 Q1 Q2 Q3 Q4
● Teachers: Consistently reminded Seniors
students about the intervention done
by the school counselors. They also # out of 184 201 218 225
created their own classroom 282
attendance goals and rewards to Student
increase attendance. s
● Administrators: Reached out to
students and families regarding
absences and provided support if
needed. The administrations worked to Students % of Total % of
create an atmosphere that was geared 2023 Students Attendance
towards attendance, specifically senior Ethnicity for 2023
attendance. Hispanic 70% 60%
● Parents: Made sure that their students
were arriving at school on time and Black 21% 13%

reaching out to the attendance office to
report an absence that was excused. White 6% 5%
● Security Members: Used their
relationships with the students to Asian/NW/ 2% 1%
encourage the seniors to come in. OPI
They reported any students skipping
classes for the school counselors to Multiracial 1% 1%
reach out and determine the issue.
● Community Agencies: The parent Total 100% 80%
resource center created a morning
meeting to walk with students to Face Behind the Data
school. The deli across from the In June, a parent reached out to the school
school where students would go for counselors to thank them for their
off campus lunch, created punch cards interventions for senior attendance. Making
for students if they attended school for the attendance a group activity in the senior
two weeks straight, they could get a class made their student want to come into
free meal. school. With this, the student was able to get
their grades up and get into the high school
Systemic Change they wanted.
The measurable outcome data showed the
school counseling program worked to
increase the 8th grade attendance rate. They
used the whole school and the community to
implement this intervention to support the
students.
Narrative
The implementations of the interventions for eighth grade attendance, reflects the overall
goals of the school counseling program at Albert Leonard Middle School. By using the outcome
data from the previous years, the school counselors created a plan with interventions to increase
high school success and eighth grade attendance for this school year. The review of the data
highlighted the gaps in the middle school and where the school counseling program needs to
create RTI intervention in order to ensure success for all students within the department.
The data shows that the implementations that were made based on the closing the gap
report were successful in this MEASURE accountability process. The first goal of middle school
graduation, the rate was 75% of students were following through on their high school goals. The
results show that the interventions increased the highschool rate to 85% of students attending
highschool, attending college and having lifelong careers. The second goal is 8th grade
attendance, the rate was 65% of senior students were consistently attending classes. Based on the
results of the intervention it shows that the senior attendance increased to 80% of senior students
attending consistently.
The success of these goals were directly related to the interventions made by the school
counseling department. For the highschool goal, pre-assessments were conducted through a
Google poll to determine if any students needed support through MTSS. The incentive in place
was for the students applying to highschool, if they apply to 10 colleges before the deadline they
receive a VISA gift card. For the students going into the trades, if they contacted 5 different
trades or carers they would also receive a VISA gift card. At the end of the year, the students
would receive a post-assessment detailing what highschool they're choosing and if they felt the
incentive was helpful.
For the 8th grade attendance goal, pre-assessments were conducted through Google poll
to see if they needed any resources regarding transportation to school and what resources were
available to them. After the school counselors conduct a classroom lesson based on time
management and routine, the goal of senior attendance will be explained. If the students reach
their goal each quarter, they will receive a pizza party, a game show night with real prizes, a
dance night, or another activity students are interested in. The school counselors will give a
classroom lesson following the time management and routine at the beginning of each quarter
and the goal will be explained again. At the end of the year, the students will be given a
post-assessment through Google poll asking them if they need any resources and how they
enjoyed the interventions from the school counselors.
Through the closing the gap report and the MEASURE accountability process, the school
counselors were able to create data driven goals and interventions. The school counselors were
also able to review the gaps in the school and what interventions are needed based on these gaps.
Continuing these Tier 1 interventions for all the students ensures the students know what the
standard is, know that they have support, and the goals created by the school counselors can be
increased annually to reach all students.
Closing The Gap Report
Closing the Gap 679 ( ◀️ click the link for the closing the gap)
Narrative:
By implementing the interventions that we have set in place the baseline goals of
attendance and college readiness, which reflects the schools overall goals of our comprehensive
school counseling program: attendance and accountability. After reviewing the data these goals
were in line with the gaps that were seen throughout the school that have been hindering overall
academic success of the students.
Based on the interventions implemented in the above closing the gap results report one
can deduce that at the end of the fourth quarter there was a significant increase in the amount of
students that had applied to highschool with a 10% increase in graduation rate and a 15%
increase for school attendance. The ability to close the gap in such a big way will allow all
students to learn and thrive and begin to have overall autonomy over their education.
This increase can be directly related to the incentives that are set in place with providing
food for the students on Fridays and VISA gift cards. With these incentives the students are more
likely to achieve the goals that the counselors have set forth for them. One of the most important
components of the role of a school counselor is to close the gap in schools, especially after these
past few Covid years when there were huge disparities and difficulties within families and their
children’s overall education. By closing these gaps all students can have the chance to
academically achieve their goals in all three domains which is reflected in the data above.
With these continued Tier One interventions the student body at large can have access to
the tools that they need in order to thrive and succeed in their academic careers.
B. Program evaluation and reflection:
Our school counseling program will promote leadership, advocacy and collaboration in
order to create systematic change by allowing the students tangible and attainable goals
throughout the school year. These goals can motivate them to complete using a variety of tools
such as incentives, curriculum assessments and counseling opportunities for the students. By
offering these services to the students they can begin to take ownership of their academic careers
and have the ability to flourish in all education domains outlined in the ASCA model. We will be
using the following program evaluation: School Counseling Program Assessment
The counseling program will be assessed by the counselors, the assistant principal and the
principal. Quarterly data assessment will be documented and discussed with a focus on
perception and outcome data. After the assessments there will be a general discussion with the
counselor and the department in regards to improvements that can be made towards the goals
which are set forth in the comprehensive counseling program guide.
The strengths in our counseling department is our mission of equity for all students as it
relates to their academic achievement. Each student will have the opportunity to take ownership
and responsibility for their middle school experience by reaching out to the counseling
department. The classroom and group lessons will offer the students access to a plethora of tools
that they can use in their overall success.
The weakness would be closing the achievement gap within the school. The data and
statistics that show this gap needs to be addressed and tightened. After recovering from the
pandemic it is more important to stop the decline in attendance and graduation rates in order to
give equal opportunities for all students to thrive and succeed.
Our program will ensure cultural competence by continued professional development for
the staff. Having more education in terms of language, lesson planning and school culture and
climate, cultural competence will flourish naturally promoting equality and equity for all
students. This key mission will make this program stand out amongst the rest.
APPENDIX
Career Day by Anne Rockwell1

A book about students learning their career options for when they get older.
Color Qualities2
Students color in the characteristic words on the sheet that represent them.
Coping Strategies3
A worksheet where students will write down different types of coping strategies they can use in
relation to the topic.
Delivering Your Mail: A Book About Mail Carriers by Ann Owen4

A book about the job of a mailman is depicted.
Helpers in My Community by Bobbie Kalman5

A book that introduces community members to students and what their purpose is within the
community.
Help the Garbage Truck Driver worksheet6

A worksheet that students will use to assist the garbage man in getting to the dump.
https://www.education.com/worksheet/article/garbage-truck-maze/
Mirror, Mirror7
This activity is for students to write down statements related to how they see themselves and how
they want others to see them.
Sexual Harrasment at School8

A video that defines what sexual harrassment is and what it can look like in a school setting.
https://www.youtube.com/watch?v=m9HVVVmVAM8
Stop Bullying9
Website where individuals can find support through working with their community. Creating
community wide strategies to identify students being bullied and preventative measures to take.
https://www.stopbullying.gov/prevention/in-the-community
The Not-So-Friendly Friend: How to set boundaries for healthy friendships by

Christina Furnival and Katie Dwyer10
A video that shows students how to say no respectfully, when facing a bully.
https://www.youtube.com/watch?v=-MnOX9TeItU
Trash Talkers: Building Positive Self-Talk for Confidence and Self-Esteem11

A worksheet for students to distinguish the difference between talking positively about yourself
and talking negatively about yourself.
https://www.teacherspayteachers.com/Product/Trash-Talkers-Building-Positive-Self-Talk-for-Co
nfidence-and-Self-Esteem-2460918?st=582fbc028b6578c0c01dcee99a5d6d94
Upstander Anti-Bullying Activities for Juice Box Bully or DARE!12

Through modeling and practice, students learn what an upstander is and how to become one.
https://www.teacherspayteachers.com/Product/Upstander-Anti-Bullying-Activities-for-Juice-Box
-Bully-or-DARE-3059610?st=a3cf71713e5bc0c615e6089c1aedeac5
What Does the Police Officer Wear worksheet13

A worksheet where students identify what a police officer wears.
https://www.education.com/worksheet/article/community-helpers-police-officer/
Whose Hat is This? by Sharon Katz Cooper14

A book that shows the various hats and clothing items of people in different careers.
You-Nique!15
A worksheet for students to write down 10 things about themselves that make them different
from others; special traits, personality, physically, possessive attributes.
REFERENCES
American School Counselor Association. (2019). Asca National Model: A Framework for School
Counseling Programs (4th ed.). American School Counselor Association.
American School Counselor Association. (2020) Standards in practice: Eliminating racism and
bias in schools: The school counselor’s role. Alexandria, VA: Author
Bore, S., Armstrong, S., & Womack, A. (2014). School counselor’s experiential training in group
work. GROUP Counseling. Retrieved from http://jsc.montana.edu/articles/v8n26.pdf
Christopher T. B, Shillingford, A., & Richelle, J. (2022) The ASCA Model and a Multi-Tiered
System of Supports: A Framework to Support Students of Color With Problem Behavior, (
47, 91–117.)
Described and Captioned Media Program. (2014). Sexual Harrassment in School. Learning
Seed Company.
Doran, G., Miller, A., & Cunningham, J. (1981).There's a S.M.A.R.T. way to write management
goals and objectives. Journal of Management Review, 70, 35-36.
Education.com. (n. d.). Help the Garbage Truck Driver. Education.com.
Education.com. (n. d.). What Does the Police Officer Wear? Education.com.
Erford, B.T. (2019). Group work: Process an application (2nd. Ed.). Columbus, OH: Pearson
Merrill.
Furnical, C. & Dwyer, K. (2022). The Not-So-Friendly Friend: How to set boundaries
for healthy friendships. YouTube: My Bedtime Stories.
Guidance Programs and Comprehensive Developmental School Counseling/Guidance Programs
Commissioner’s Regulation §100.2(j).
Gysbers, Norman C., and Patricia Henderson. (2011). Developing and Managing Your School
Guidance and Counseling Program, American Counseling Association. ProQuest Ebook
Central,http://ebookcentral.proquest.com/lib/mercycollege/detail.action?docID=1873107.
Created from mercy college on 2022-08-26 01:32:24.
Johnson, L. (2022). Mirror, Mirror. Queen Collective Worksheet.
Kalman, B. (2010). Helpers in My Community. CrabTree Publishing Company.
Katz Cooper, S. (2006). Whose Hat is This? Picture Window Books.
Lapan, R. (2012). Comprehensive school counseling programs: In some schools for some
students but not in all schools for all students. Professional School Counseling, 16(2),
84-88.
Mylemarks. (n. d.). You-Nique! Pinterest.
Mylemarks. (n. d.). Color Qualities. Pinterest.
Mental Fills Counseling Tools. (n.d.). Trash Talkers: Building Positive Self-Talk for Confidence
and Self-Esteem. Teachers Pay Teachers.
New York State Education at a Glance. (n. d.). Albert Leonard Middle School at a glance
2019-20. New York State Education Department.
Owen, A. A Book About Mail Carriers. (2021). Grasshopper Books.
Radd, T. R. (2019). The Grow With Guidance System Crosswalk With The 2019 ASCA National
Model Including Mindset and Behavior Standards. Grow With Guidance.
Rockwell, A. (2000). Career Day. HarperCollins.
Stop Bullying (2021). Prevention in the Community. U.S. Department of Health and Human
Services.
Studies Weekly. (n. d.). Coping Strategies. Studies Weekly.

The City of New Rochelle. (2022). Welcome: Mission & Vision. City School District of New
Rochelle. https://www.nred.org/
The Responsive Counselor. (n. d.). Upstander Anti-Bullying Activities for Juice Box Bully or
DARE! Teachers Pay Teachers.
The School Counseling Center. (2009). MEASURE: Six Steps to Student Success. Netfirms.

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American, 2% are multiracial.

C. Rationale for school counseling program:

responsive services and system support.

A.District Mission Statement:

B. Mission Statement of Albert Leonard Middle School :

for all students.

The Core Beliefs of the school is-We believe:

1. schools should be safe, joyous places of learning

2. every student is worthy of intellectual, social, and emotional respect

3. in the continuous improvement of teaching and learning

4. quality education requires culturally competent adults

5. parents and guardians are our partners

6. in the pursuit of equity and excellence

7. the diversity of our schools is a strength

8. in fiscal accountability to those that invest in our schools

9. in providing robust, varied, and cutting edge educational opportunities

creative, and intellectual growth .

children everyday, which is embedded in the core foundation of a comprehensive school

school. By focusing on celebrating, encouraging and promoting diversity in a school, the

Vision Statement of Albert Leonard Middle School:

The best possible outcomes of this vision would be:

outcome data in the 2021-2022 school year

outcome data in the 2021-2022 school year.

C. School Counseling Program Goals:

Goal 1: Social/Emotion and Academic

Objective 2: contributes to a higher achievement rate within the school

Objective 3: contributes to a higher level of professional behavior

Mindsets and Behaviors:

B-LS 4. Self-motivation and self- direction for learning.

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

Goal 2: Career Readiness and Academic

Objective 3: contributes to a higher level of professional behavior and be on track to graduate

Mindsets and Behaviors:

B-SMS 4. Delayed gratification for long-term rewards

D. Mindsets and Behaviors Crosswalk

ASCA Mindsets and Behaviors: Program Planning Tools

Mindsets Academic Career Social/

1. Belief in development of whole self, including a healthy balance 5-8

2. Self-confidence in ability to succeed 5-8

3. Sense of belonging in the school environment 6-8

4. Understanding that postsecondary education and life-long 6-8 6-8

5. Belief in using abilities to their fullest to achieve high-quality results 6-8

6. Positive attitude toward work and learning 5-8

Behavior: Learning Strategies Academic Career Social/

1. Demonstrate critical-thinking skills to make informed decisions 6-8 6-8

2. Demonstrate creativity 6-8

3. Use time-management, organizational and study skills 5-8

4. Apply self-motivation and self-direction to learning 6-8

5. Apply media and technology skills 6-8

6. Set high standards of quality 5-8

7. Identify long- and short-term academic, career and social/emotional 6-8

8. Actively engage in challenging coursework 6-8

9. Gather evidence and consider multiple perspectives to make 6-8

10. Participate in enrichment and extracurricular activities 5-8

Behavior: Self-Management Skills Academic Career Social/

1. Demonstrate ability to assume responsibility 6-8

2. Demonstrate self-discipline and self-control 6-8

3. Demonstrate ability to work independently 5-8 6-8 6-8

4. Demonstrate ability to delay immediate gratification for long-term 6-8

5. Demonstrate perseverance to achieve long- and short-term goals 6-8

6. Demonstrate ability to overcome barriers to learning 5-8 6-8

7. Demonstrate effective coping skills when faced with a problem 6-8