Tripoli Community School Comprehensive School Counseling Program

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Tripoli Community School Comprehensive School
Counseling Program

• Stacey Snyder,
• PreK-12 Professional School Counselor

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Legislation

• Each school district shall have a school
  counseling program that is articulated
  sequential Kindergarten through grade twelve. It
  is comprehensive in scope, preventive in design,
  developmental in nature, data driven and integral
  to the school districts curricula and
  instructional program

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Legislation, continued

• The Comprehensive School Counseling Program is
  implemented by a licensed school counselor
• Iowa Teaching Quality Law states school boards
  should strive for a school counselor to student
  ratio of 1350 (ASCA recommends a school
  counselor to student ratio of 1250)

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Components of Comprehensive School Guidance
Programs

• Foundation
• Delivery System
• Management
• Accountability

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Foundation

• Beliefs Philosophy
• Academic, Career and Personal/Social Domains
• American School Counselor Association (ASCA)
  Standards Competencies

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Philosophy

• The mission of the Tripoli Community School
  District counseling program is to have all
  educators work collaboratively to assist every
  student in acquiring the skills, knowledge and
  attitudes that prepare them to achieve success as
  lifelong learners, responsible citizens and
  productive workers in an ever-changing world.

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Delivery System

• Individual Student Planning
• Academic Advising
• ACCUPLACER, COMPASS, PLAN ASVAB testing
• Individual and Group Counseling
• Transition Support
• College Visits
• Four Year Planning
• Review and Interpret Test Scores

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Delivery System

• Responsive Services
• Personal Counseling
• Crisis Counseling
• Conflict Resolution
• Referrals
• Waverly Health Center Collaboration
• GEI Support
• Career and College Fairs
• Panther Pals Coordination

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Delivery Systems

• System Support
• Program Planning Development
• Consultation and Collaboration
• Committee Involvement
• Professional Development Memberships
• Parent Communication (Letter, email, phone calls)
• Web Page Communication (Personal Development Goal
  2008-09)

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Delivery Systems

• Guidance Curriculum
• Guidance lessons in the classroom
• Parent Workshops including Financial Aid, College
  Planning, Fill out the FAFSA (ICAN)
• Character Education
• Life Skills Exploratory (6th Grade)
• SADD TATU
• Project DATE (Cedar Valley Friends of the Family)
• Take Charge of Your Body
• DARE

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Management

• Advisory Council
• Use of Time Calendars
• Use of Data (Process, Perception, Achievement,
  Achievement Related Behavior)
• Action Plan

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Accountability

• Use of data to make decisions regarding program
  improvement
• Measure of program effectiveness
• School Counselor Performance Standards

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Flashlight Approach

• Intentional Guidance
• Choose one area for this year and carry out the
  project and check the results

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SAMPLE Results

• ASCA National Standard A Students will acquire
  the knowledge, attitudes and interpersonal skills
  to help them understand and respect self and
  others.
• Student Competency PS A1 Acquire self-knowledge

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Process Data

• During February, March and April 2009 the school
  counselor had group meetings during lunch for
  interested middle school students to talk about
  positive body image

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Perception Data

• Pre/Post Tests were given to students
• There was a shift in those that agreed that
  having a positive self image of my body is
  important to my self-esteem (from 80 to 100)
• There was also a shift in those that disagreed
  with Images of models, athletes, and movie stars
  in magazines and commercial ads are the real
  measure of beauty (from 33 to 100)

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Perception Data, continued

• Recognition of the fact that 98 of models are
  thinner than the average American woman grew.
  Pre-test 16 of participants recognized this,
  Post-test 86 did

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Results Data

• By personal disclosure, all participants reported
  being more cognizant of eating habits and also
  were not skipping meals
• Also through disclosure, friends still report
  moments of weakness when others indicate their
  dissatisfaction with their current body shape

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Implications

• This is a sensitive topic that can also be
  addressed through individual counseling
• Continued monitoring and perhaps future groups on
  this topic could be valuable
• It could also be valuable to see if eating
  disorders are covered in the middle school
  curriculum

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Thank You!

• Tripoli Community School Board of Education
• Administrators
• Teachers
• Support Staff (secretaries, para-educators,
  custodians, kitchen, transportation, coaches)
• Parents
• Community Members
• Students