The School Counseling Program

Waters Middle School

Our School Counseling Program is aligned with theAmerican School Counselor Association Model

Program Beliefs

 •All students will benefit through participation in a comprehensive school counseling program that is planned, managed and delivered by trained and certified professional school counselors.•School Counselors are leaders who advocate for all students through the implementation of a comprehensive, data driven school counseling program. •All students will maximize their individual potential to achieve high levels of learning and academic success resulting in college and career readiness.•Through the implementation of a comprehensive school counseling program all students will have access to opportunities for personal growth.•The ASCA Ethical Standards for School Counselors are the basis and guide in which all school counselors will make decisions to maintain the highest standard of integrity, leadership and professionalism.

Program Vision

 The vision of the Waters Middle School counseling program is for all students to maximize their individual potential to achieve high levels of academic success. With the support of the comprehensive school counseling program, students will have opportunities for personal growth, become college and career ready, and grow into contributing members of

the community.

Program Mission

 The mission of the school counseling program at Waters Middle School is to provide all students with a

comprehensive, data driven school counseling program that will allow for growth in the academic, social/emotional and

career domains. School counselors will partner with administrators, teachers, parents, guardians and a caring

community to ensure that all students acquire the necessary skills to think critically and communicate effectively.

2015-16 Program Goals

• At least 50% of sixth, seventh and eighth grade students who fail the first or second marking period in a core subject during the 2015-16 school year will complete the course with a passing grade by the end of the school year. (This goal will be revisited at the end of the first marking period as students are identified through report card grades).

• Decrease discipline referrals by at least 10% from the 2014-15 school year to the 2015-16 school year for sixth and seventh grade students with 4 or more referrals during the 2014-15 school year.

• Increase the application of school success strategies (addressing attendance, discipline and academic progress in reading and math) by 5% as measured through pre and post assessment data for at least 10% of sixth, seventh and eighth grade students identified at risk based on the 2015-16 Appoquinimink School District Disengagement Report.

ASCA School CounselorCompetencies

Management of the ProgramAssessments•School Counselor Competencies Assessment•School Counseling Program Assessment•Use of Time Assessment

Tools•Annual Agreement•Advisory Council*•Use of Data•School Data Profile•Program Results Data•Action Plans

• Curriculum• Small Group• Closing the Gap

•Lesson Plans•Calendar

A Data Driven Program

Data Examples:

• Promotion and retention rates• Standardized test data• Grades• Discipline referrals• Suspension rates• Attendance• Homework completion• Delaware School Climate Data

Program Delivery

Direct and Indirect ServicesIt is recommended that counselors spend 80% of their time in direct (in-person interactions) and indirect (interactions on behalf of students) services.

Program Planning/School SupportIt is recommended that school counselor spend the remaining 20% of their time in program management, professional development, data analysis and fair share responsibilities.

Tier 3 SupportClosing the

Gap

Tier 2 SupportSmall Group

Tier 1 SupportCore Curriculum

• Core Curriculum Classroom Instruction

• Grade Level/School Wide Counseling Program Activities

• Individual Student Planning

• Small Group Counseling

• Individual Counseling

• Conflict Resolution/ Mediation

• Consultation/Referrals

Students receiving more intensive or multiple interventions: individual counseling, mentoring, outside agency coordination, referrals, check in/check out, etc.

Program Delivery

School Counseling Action Plans• Curriculum

Lessons/activities presented to all students to increase knowledge and skills in the academic, social-emotional and career domains

• Small GroupIntended to provide short term intervention to a selected group of students to meet prevention or intervention goals (based on school data)

• Closing the GapBased on gaps identified through disaggregated data. The action plan outlines the activities and resources necessary to close the gap

Accountability

•Data Analysis•Program Results •Evaluation and Improvement

School counselors evaluate data and make program decisions based on the analysis. This process allows counselors to set program goals for the following school year.

DPAS Goals