Maude Trevvett Elementary School Counseling Advisory Council September

Maude Trevvett Elementary School Counseling Advisory Council September 14, 2017 Bethany Bushey, M. Ed, NCC blogs. henrico. k 12. va. us/blbushey remind. com/join/teschcouns

Check out my bulletin boards in the hallway for all of the latest school counseling information!

Agenda: • • • Introductions What is an Advisory Council? Review of the ASCA National Model Program Vision/Mission Statements Job Responsibilities School-wide events Program goals Maternity Leave Comments, suggestions, and questions

The Advisory Council • “The advisory council is a representative group of stakeholders (e. g. parent, staff, community, administration, students, etc. ) selected to review and provide input on the school counseling program. ” - ASCA • Meets once in the fall and once in the spring • September 14, 2017 and June 7, 2018

ASCA National Model Not "What do school counselors do? ” but "How are students different as a result of what school counselors do? " • American School Counselor Association (ASCA) created the ASCA National Model®, a framework for a comprehensive, data-driven school counseling program. • Model supports that 80% of a school counselor’s time should be spent on direct and indirect services to students (lessons, individual sessions, group counseling, middle school transition planning, consultation with parents and staff, responsive services) • Program evaluation completed each year

School Counseling Program Vision & Mission Statements: Vision: Trevvett Elementary is a school where all students feel valued, loved, safe, and have access to academic, emotional, social, and behavior support. Every student is given the same opportunities to succeed. Students use mindfulness techniques to monitor their emotions and seek help as needed. Students utilize conflict resolution techniques when interacting with peers. Students explore their own hobbies and interests and know how they relate to their future career choices. Students leave Trevvett understanding the importance of various postsecondary opportunities. Students grow to be life long learners and productive citizens. Mission: The School Counseling Program at Trevvett is a comprehensive program that utilizes student data to create and monitor interventions that assist all students with social/emotional development, career exploration, and academic success. The school counselor works in partnership with administration, staff, and parents/guardians to maximize student success daily through roles as a leader, collaborator, and advocate.

My beliefs: • I believe that all children have the right to a high-quality education. • I believe all children should feel safe, loved, and valued at school. • I believe all students should have access to the school counseling program in order to ensure maximum student achievement and development as whole people • I believe that as a school counselor I am an advocate, a leader, and a collaborator with staff, administration, students and parents. • I believe in monitoring my program through data analysis to ensure the most comprehensive program possible. • I believe in upholding confidentiality and maintaining ethical standards. • I believe that a school counseling program cannot be effective without buy-in from administration, staff, parents, and the students themselves.

As the school counselor I am responsible for: • Individual Counseling • Group Counseling/Mediation • Classroom Lessons • K-5 th every other week • Consultation/Collaboration • Staff, Parents • School-Wide Interventions • 504 Coordinator • Middle School Planning • Attendance Team, Leadership Team, IT Team, Crisis Team • New this year: ELL Liasion, Community Service Chair

Individual Counseling Referrals from… • Staff • Parents • Students (on my door) How can students get in touch with me? • Passes, parents, teachers Examples: grief/loss, self-esteem, behavior, fear, anxiety, stress, family issues, friendship Methods: Play therapy, art therapy, drama therapy, talk therapy, Cognitive Behavioral Therapy & more!

Group Counseling • Generally during lunchtime for 4 -8 weeks • Referrals – Staff, Parents, Students • Needs Assessments • Focus on a specific topic: • Examples include children of divorce or broken homes, stress, anger management, self-esteem & empowerment, friendship… A group can be created on any topic!

Classroom Lessons Topics include: • K – school behavior, manners, listening, hands to self, responsibility • 1 – small problem solving • 2 – conflict resolution, tattling vs. teasing, friendship • 3 – bullying, friendship • 4 – peer pressure, career exploration, drug and alcohol prevention • 5 – transitioning to middle school, test anxiety, careers

School-wide Interventions • Grandparents’ & Special Friends’ Day • Family engagement – 180 visitors! • Bullying Prevention Month • Poster Contest, Unity Day, Mix It Up Day, Red Ribbon Week • College Awareness Week • Future Career Day, Dress to Impress, College Sweatshirt Day • Henrico Christmas Mother Non-Perishable Food Item Drive/Holiday Assistance • Career Day • Bully Blockers • No Name Calling Week • Coffee with the Counselor • Weekly Food Assistance Bags • 5 th grade trip to The University of Richmond • The Great Kindness Challenge • Month of the Military Child

Suggestions from last year’s Advisory Council:

59. 09% of students participated in individual or group counseling, academic advising, crisis response, or mediation. • Academic support • More study skills/organization groups • Link program goals to academics • Additional groups (link more to needs assessments) • Bridge gap with LEP population • Cultural Day, use of interpreters and translations • Family outreach • Newsletter, more social media

Needs Assessment Data: 2 nd & 3 rd Grade

Needs Assessment Data: 4 th & 5 th Grade

2017 -2018 Program Goals: • By the final session of an eight week small counseling group, selected LEP students in grades 3 -5 will increase their knowledge of study skills by 50% as measured by a post-test. LEP students will be identified based on teacher recommendation, a needs assessment, and low grades in Reading. This goal is meant to help raise the LEP Student Reading SOL pass rate from 55%.

2017 -2018 Program Goals: • By the final session of an eight week small counseling group, selected students with disabilities (SWD) in grades 3 -5 will increase their knowledge of study skills by 50% as measured by a post-test. SWD will be identified based on teacher recommendation, a needs assessment, and low grades in all academic subjects. This goal is meant to help raise the SWD Student Reading SOL pass rate from 60%, Math from 68%, and Science from 47%.

2017 -2018 Program Goals: • By the end of my classroom career unit, 90% of 5 th graders will be able to identify and explain different types of careers as measured by a post-test. 95% of 5 th graders will set career goals for their future by the end of the classroom career unit as measured by a post-test. I will visit each 5 th grade classroom twice a month for three months for 30 -minute classroom lessons focusing on the difference between a job and a career, goal-setting, various types of careers, and exploring the Virginia Career View website.

Maternity Leave September ? – Winter Break Return: January 2 Substitute: Mrs. Terry Mullinnix blbushey@Henrico. k 12. va. us

Comments? Suggestions? Questions?