Professional School Counseling Program

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ProfessionalSchool Counseling Program
Promoting Academic Achievement For Every Student
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Purpose of our Program

• Enhance and promote the learning process.
• Our goal is to enable ALL students to achieve
  success in school

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FOUNDATIONASCA National Standards
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DELIVERY

• Classroom guidance curriculum
• Individual and group counseling sessions
• Responsive services such as personal counseling
  and conflict resolution
• Supporting the school system through program
  planning, consultation and collaboration with
  community resources

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MANAGEMENT

• School counselors use data to drive their
  decisions
• Develop yearly action plans
• Monitor student progress
• Principals agreement

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ACCOUNTABILITY

• School counselors measure the results of their
  programs.
• Use this data to make decisions regarding program
  improvement.

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GUIDANCE CURRICULUM

• K-5 Get Real About Violence
• 6-8
• Violence Prevention, Promotion and Retention
• Organization, Study and Test taking skills
• Career Exploration
• Developing an Academic Plan

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GUIDANCE CURRICULUM

• High School
• Developing an Academic Plan
• Registration, College and High School Graduation
  Requirements
• Violence Prevention
• Career Exploration
• Post High School Options
• Transition to the Real World

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INTENTIONAL GUIDANCE

• Attendance
• Behavior
• Academic Achievement

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Vision Statement

• All students are entitled to receive the benefits
  of a school counseling program that is
  developmental in nature, preventative in design,
  and comprehensive in scope. As an integral part
  of a total educational program, credentialed
  school counselors ensure equity and access to
  services so that every student is challenged and
  supported to achieve his/her highest potential.

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Awards!
Cutting Edge Award 1999-2000 Academy Award
2000-2001 and 2001-2002 ASCA National Standards
Exemplary School Counseling Programs 2000
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Student Assistant Program (SAP)

• AB 1113
• Funds grades 8-12
• Coordinating comprehensive violence prevention
  and intervention services
• Prevention and intervention for abuse tobacco,
  alcohol, and other drugs

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Elementary School Counseling Demonstration Act
Grant

• 6 High Needs Elementary Schools
• Creekside Bear Valley
• Serrano Hendrick Ranch
• Sunnymead Edgemont
• Violence Prevention Education for every student
• Intensive services for students at risk of
  retention

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Guidance Assistants

• All middle and high school
• Assist and support school counselor
• Schedule appointment
• Prepare college reference materials
• Assist in preparation of guidance resources.

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Education Code 49600

• Educational Counseling is
• specialized services provided by a school
  counselor possessing a valid credential with a
  specialization in pupil services

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Requirements for School Counselors

• Credentialed by the California Commission on
  Teacher Credentialing
• Most school counselors possess masters degrees

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Moreno Valley Unified

• Employs credentialed school counselors at ALL
  levels
• Ratio of _at_1 to 550 or better at the secondary
  level
• Elementary ranges from 1 day a week to having two
  full time school counselors

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How can parents and the community help?

• Attend school functions
• Encourage children to do their best in school
• Support and promote good study habits
• Help children understand that learning is
  important and is tied to future career choices
• Ask questions if you dont understand
• Volunteer to help!
• Call us when you have concerns or need assistance

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Promoting Academic Achievement For Every Student

• Sample Results

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Academic Results Goal Setting (K-5)

• After classroom guidance lessons pre-post
  tests indicated
• student knowledge of goal setting increased from
  10 to 98
• 90 achieved their identified goal

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Academic Interventions Problem Solving (K-5)

• PROBLEM
• Monthly After-School detentions increased
  from
• 65 to 120 students
• Counselor determined reasons for detentions
• 66 Missing Assignments
• 34 Inappropriate Behavior
• SOLUTION
• Established a Homework Club and multiple
• after-school tutoring classes

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Personal/Social ResultsConflict Resolution
(K-5)

• Number of students who could
• peacefully resolve a conflict increased
• from 55 to 88
• Following implementation of a Conflict Manager
  program the number of suspended students was
  reduced from 13 to 3 over the period of 3
  years

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Academic Results Education (6-8)

• The number of students who could evaluate
  transcripts, identify promotion retention
  criteria and apply study skills increased from
• 55 to 98 (6th graders)
• 52 to 92 (7th graders)
• 38 to 98 (8th graders)

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Academic Results Interventions (6-8)

• After Academic Counseling Groups
• 37 of 6th graders (64)
• 24 of 7th graders (47)
• 72 of 8th graders (46)
• 157 Students Demonstrated
• GPA Improvement!

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Academic ResultsIntervention (6-8)

• Counselors met with identified students either
  individually, in groups or in SST to analyze
  grades, map outcome goals, and teach skills
  necessary to avoid retention.

72 Students Avoided Retention
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Academic Results Test-Taking (6-8)

• Number of students demonstrating knowledge of
  test-taking strategies increased from 13 to 63
• Number of 6th graders completing the
• SAT 9 test increased from 40 to 96

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Career DevelopmentResults (6-8)

• At one site, the number of students who could
  demonstrate career knowledge increased from 24
  to 79
• At another, the number of students setting a
  career goal increased from 45 to 100

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Personal/Social ResultsConflict Resolution (6-8)

• At one site the number of students resolving
  conflicts with the help of peer mediators
  increased from 0 to 346
• At another site, the number who took advantage of
  peer mediation increased from 47 to 149

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Academic Results (9-12)
Goal Each ninth grader has a 4 year plan on file.
Over 93 of the ninth and tenth graders had a
4-year plan on file in the counseling office by
June of 2002.
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Moreno Valley High School ELL Population Growth
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Moreno Valley High School ELL Academic
Intervention Program

• 1991/1994 No Bilingual Counselors
• 1995 One Bilingual Counselor
• Parent Conferences
• 1997 Two Bilingual Counselors
• Parent Conferences
• Parent Workshops
• 1999/2001 Three Bilingual Counselors

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Improved Programs and Services

• Started the Saturday Program with Field Work
  Students
• Started the UCR Student Mentor Program
• Started the 60 Day Recovery Program
• Increased Parent Conferences and Workshops
• Increased Home Visitations
• Increased Group Support
• Increased Guidance Lessons for ELL students
• Increased Parent Phone Contacts
• Utilized Parent Volunteers

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Closing the Gap MVHS GPA vs. ELL GPA
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Career DevelopmentCanyon Springs High School

• In the last three years the number of students
  visiting the career center has increased from
  30 to over 200 students per day.
• Parent attendance at evening guidance events has
  increased from 150 to 500 parents
• Scholarship dollars for students increased from
  857,000 to 950, 000
• Finally, graduation rates improve from
• 84 to 89

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Personal/ Social DevelopmentStandard A-B-C
Student Assistance Program
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Getting Help

• 48 Insight Groups (6-10 students per group)
• Alcohol and Other Drug Use
• Anger Management
• Behavior Management
• 388 Referrals to Outside Agencies
• Department of Mental Health (5150)
• Juvenile Justice System
• Mental Health Agencies and Services

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Change in Student Behavior as Measured by the
Number of Referrals and Suspensions at VVHS
Before, During, and After Involvement in SAP
Insight Group

• From September 2000 to May 2001

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Change in Chemical Useas a Result of SAP Insight
Groups
93 of the Students Chose Healthier Behaviors
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Violence Prevention Education

• 453 Time to Tell Guidance Lessons
  presented to students
• 11,525 Students Impacted
• 673 Staff Trained in recognizing the
• Early Warning Signsof violence

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Documented Changes in Student Behavior as a
Result of Guidance Lesson at March Mountain and
March Valley Schools
First Semester (Before lessons)
Second Semester (After lessons)

• Conflict Mediations 11
• Pre-Fights 11
• Fights 27

• Conflict Mediations 59
• Pre-Fights 12
• Fights 9

Number of fights reduced by 200
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Improvement in Attendance at Bayside as a Result
of Classroom Presentations and Attendance
Intervention
Positive Attendance
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Overall Program Improvement

• Aligning school counseling program with the ASCA
  National Standards and state content standards
• Setting measurable goals
• Implementing a consistent program district wide
• Collecting results of the counseling program
• Using results for program improvement
• GOALS Removing barriers to learning and
  promoting academic success for every student

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The School Counseling Program
Thanks you for your support!