Sterling Schools - PowerPoint PPT Presentation

Loading...

PPT – Sterling Schools PowerPoint presentation | free to download - id: 3b9c5d-NGM4O



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Sterling Schools

Description:

Professional School Counseling Program Sterling High School and Challand Middle School Franklin, Jefferson, Lincoln and Washington Elementary Sterling Counseling ... – PowerPoint PPT presentation

Number of Views:33
Avg rating:3.0/5.0
Slides: 32
Provided by: cescalOrg
Learn more at: http://www.cescal.org
Category:
Tags: schools | sterling

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Sterling Schools


1
Sterling Schools
  • Professional School Counseling Program

Sterling High School and Challand Middle School
Franklin, Jefferson, Lincoln and Washington
Elementary
2
Sterling Counseling ProgramMission Statement
  • The mission of CUSD5 School Counseling
    Department is to provide all students with a
    comprehensive, developmental guidance and
    counseling program, centered on engaging
    curriculum and services that encourage the
    highest level of achievement through student
    growth in academic, personal/social, and career
    competencies. As student advocates, school
    counselors partner with other educators, parents
    and community members to create a caring
    environment in which all students may become
    responsible learners and decision makers as they
    prepare for the future.

3
Reform of the School Counseling Program
  • Align school counseling program with ASCA
    National Standards and the Illinois Social
    Emotional Standards
  • Collaborate more with teachers and administrators
    to address student needs
  • Set measurable goals
  • Implement a consistent data driven program, using
    results for program improvement
  • Implement classroom guidance at all grade levels
  • Provide intentional guidance for at risk students
  • GOAL Removing barriers to learning and promoting
    academic success for every student

4
Paradigm Shift and Changing Roles
  • Old Model versus New Model
  • Re-active Pro-active
  • Process Based Results Based
  • Services Provided Data Impact

5
All students will gain competencies that
empower them to
  • Acquire Improve
  • Knowledge Academics
  • Skills Behavior
  • Positive Attitude Attendance

6
FOUNDATIONASCA National Standards
7
Illinois Social Emotional Standards
8
DELIVERY
  • Classroom guidance curriculum
  • Individual Student Planning coordinating
    systemic activities that help individual students
    establish personal goals and make future plans.
  • Responsive services such as individual
    counseling, group counseling, crisis counseling
    and conflict resolution
  • Supporting the school system by supporting
    teachers, students, and staff with resource
    mapping, referrals, mentoring programs,
    transition programs, Bullying Prevention
    Programs, committee work, workshops, staff
    development, parent programs, etc.

9
Counselor Use of TimeNational Recommendations
Adapted from Hatch, T (2004)
10
Elementary School Guidance Program
11
Middle School Guidance Program
12
High School Guidance Program
13
MANAGEMENT
  • School counselors use data to drive their
    decisions
  • Develop yearly action plans
  • Monitor student progress
  • Principals agreement

14
ACCOUNTABILITY
  • School counselors measure the results of their
    programs.
  • Use this data to make decisions regarding program
    improvement.

15
Accountability Project for Elementary Guidance
Curriculum Pre/Post Second Step Lesson
Jefferson, Franklin, and Washington
  • All Second Grade (N215) and Fifth Grade (N122)
    students
  • Lesson Topic Calming Down, Impulse Control and
    Problem Solving.

16
Elementary Second Step LessonImpulse Control
and Problem Solving
  • Personal/Social Domain
  • Standard A Students will acquire the knowledge,
    attitudes, and interpersonal skills to help them
    understand and respect self and others.
  • Standard B Students will make decisions, set
    goals, and take necessary action to achieve
    goals
  • ASCA Competencies
  • PS.A1.6 Distinguish between appropriate and
    inappropriate behavior
  • PS.A1.8 Understand the need for self-control and
    how to practice it
  • PS B1.1 Students will learn a decision making
    and problem solving model
  • Illinois Standards Goal 2- Use social-awareness
    and interpersonal skills to establish and
    maintain positive relationships
  • Competency 2D Demonstrate an ability to prevent,
    manage, and resolve interpersonal conflicts in a
    constructive way.

17
Skill Students who could define a problem
without blame (Jefferson / Franklin)
Number of correct answers
88 165
88 Increase
18
Knowledge Students who knew to calm down before
problem solving when having strong emotions
(Franklin Jefferson)
Number of correct answers
62 Increase
19
Skill Students who could brainstormsolutions
to a problem (Jefferson/Franklin)
Number of correct answers
62 109
76 Increase
20
Knowledge Students who could identify calming
down, techniques (Washington Elementary)
Number of correct answers
52 83
60 increase
21
KnowledgeStudents who knew what questions to
ask to evaluate and choose a solution.(Washington
Elementary)
Number of correct answers
73 98
34 increase
22
Office Behavior Referrals Before and After
Second Step(Washington Elementary)
84 61
  • 27 Decrease

23
Future ImplicationsFor The Elementary
Counseling Program
  • Teachers Teaching Second Step to better integrate
    skills into everyday activities
  • Counselors will increase time spent on Systems
    Support and programs like The 40 Developmental
    Assets, Olweus, The 6 Steps to A Trouble Free
    Playground, and Parent Programs. Programs will
    depend on building needs and IST Team Support.
  • Counselors will continue to work with
    administrators to improve the function of the
    Instructional Support Teams to meet social
    emotional standards.
  • Counselor will assist with improving the system
    for accurately keeping track of office behavior
    referrals to monitor the effectiveness of
    bullying prevention programming

24
6th Grade Guidance LessonHandling Your Anger
  • Personal/Social Domain
  • Standard A Students will acquire the knowledge,
    attitudes, and interpersonal skills to help them
    understand and respect self and others.
  • Standard B Students will make decisions, set
    goals, and take necessary action to achieve
    goals
  • Standard C Students will understand safety and
    survival skills
  • ASCA Competencies
  • PSA1.5 Identify and express feelings
  • PSA1.8 Understand the need for self control and
    how to practice it
  • PSB1.4 Develop effective coping skills for
    dealing with problems
  • PSC1.10 Learn techniques of managing stress and
    conflict

25
6th Grade Guidance LessonHandling Your Anger
Pre/Post Results
  • Knowledge
  • Students who recognized warning signs when
    people begin to experience anger

44 73
51 Increase!
26
Office Behavior Referrals Before and After the
Handling Your Anger Lesson on 11/02/06
Number of Office Referrals
67 Decrease!
21
7
10/10/06-11/01/06
11/02/06-11/30/06
27
8th Grade Guidance LessonHigh School
Preparation
  • Academic Development Domain
  • Standard B Students will complete school with
    the academic preparation essential to choose from
    a wide range of substantial post-secondary
    options, including college.
  • Standard C Students will understand the
    relationship of academics to the world of work
    and to life at home and in the community.
  • ASCA Competencies
  • AB2.2 Use assessment results in educational
    planning
  • AB2.6 Understand the relationship between
    classroom performance and success in school
  • AC1.3 Understand the relationship between
    learning and work
  • AC1.6 Understand how school success and
    academic achievement enhance future career and
    vocational opportunities

28
8th Grade Guidance LessonHigh School Prep
Pre/Post Results
  • Skill
  • Students who were able to compute a grade point
    average

40 75
57 Increase!
29
Future ImplicationsFor The Middle School
Counseling Program
  • Yearly action plans will be developed based on
    student/staff needs assessment and measurable
    data.
  • Counselors will collaborate with teachers to
    ensure the curriculum meets the Illinois Social
    Emotional Learning Standards.
  • Counselors will maintain an active role in
    supporting students through system-wide (i.e.
    PBIS, Olweus) and individual academic/ behavior
    support plans.
  • The middle school will continue to coordinate
    with the elementary and high school programs to
    create a comprehensive K-12 developmental
    guidance program.

30
High School Guidance Lesson4 Year Plans
  • Academic Development Domain
  • Standard B Students will complete school with
    the Academic Preparation Essential to choose from
    a wide range of substantial post secondary
    options, including college
  • ASCA Competencies
  • AB2.3 Develop and implement annual plan of study
    to maximize academic ability and achievement
  • AB2.7 Identify Post Secondary options consistent
    with interest, achievement, aptitude and
    abilities

31
4 Year Plans
  • 10 Item Pre/Post Test
  • Pre-Tested a random sample of 79 freshmen in
    October during study hall
  • Post-Tested 80 freshman in November during the
    same study hall

65 75
15 Increase
32
Future ImplicationsFor The High School
Counseling Program
  • Counselors will increase time spent in group
    settings in order to decrease need for
    individual. This includes implementing guidance
    lesson plans in the classrooms. Programs will
    depend on schedule support.
  • Counselors will continue to work with
    administrators and staff to improve the
    environment for our students social emotional
    needs.

33
Conclusion
  • School Counselors are contributing in a
    meaningful way to the academic mission.

34
The End
Is Just The Beginning!
About PowerShow.com