TINICUM’S SCHOOL COUNSELING PROGRAMA Data Summary of Survey Results
How did I organize surveys? Developed questions based on American School
Counselor Association’s National Model Foundation Delivery Management Accountability
ASCA National Model ASCA Standards
Personal/Social Academic Career
Foundation Beliefs and Philosophy: The philosophy is a set
of principles guiding the program development, implementation and evaluation. All personnel involved in managing and implementing the program should reach consensus on each belief or guiding principal contained in the philosophy.
Mission: A mission statement describes the program’s purpose and goals. A school counseling program mission statement aligns with and is a subset of the school and district’s mission.
Delivery System Guidance Curriculum: The guidance curriculum consists of
structured developmental lessons designed to assist students in achieving the desired competencies and to provide all students with the knowledge and skills appropriate for their developmental level. The guidance curriculum is infused throughout the school’s overall curriculum and is presented systematically through K-12 classroom and group activities.
Individual Student Planning: School counselors coordinate ongoing systematic activities designed to assist students individually in establishing personal goals and developing future plans.
Responsive Services: Responsive services, which are the traditional duties of a school counselor, consist of activities meeting individual students’ immediate needs, usually necessitated by life events or situations and conditions in the students’ lives. These needs require counseling, consultation, referral, peer mediation or information.
Systems Support: Like any organized activity, a school counseling program requires administration and management to establish, maintain and enhance the total counseling program.
ManagementIntertwined with the delivery system is the management
system, which incorporates organizational processes and tools to ensure the program is organized, concrete, clearly delineated and reflective of the school’s needs. This is a relatively new concept for administrators and school counselors who traditionally have not viewed school counselors as “managers.”
Management Agreements Advisory Council Use of Data Action Plans Use of Time Use of Calendars
Accountability Results Reports School Counselor Performance Standards Program Audit
Who Was Surveyed? Parents/Guardians
38 Total Respondents through Internet Survey
Faculty/Staff 11 Total Respondents through Internet
Survey Students
Surveyed all students by verbal data collection through Ambassadors
The Survey Parent/Guardian and Faculty/Staff
Surveys were similar questions. Distributed through a Google Docs
survey format which collects data anonymously and generates graphs and statistics.
Survey was broken down into two sections. Questions focusing on specific services
delivered. Questions focusing on the umbrella
program.
Services Small Groups: Typically consists of 3-6 students and are organized based on
need. Provides a format for students to help one another with common issues (social, academic, divorce, grief) and also provides a feeling of belonging. I truly believe that every student can and should benefit from this service at least once in their academic career. Groups can be anywhere from 3-10 weeks. I try to organize my group with unit lesson plans which also include pre and post evaluations to measure progress.
Guidance Lessons: A format to address an entire classroom on a specific need in order to help students develop the necessary skills to become competent in their personal, social, academic and career development.
Individual: Meeting with a student one on one to provide extra support in personal, social or academic areas. Meetings should be brief and solution focused. This is not considered therapy. Some meetings may be ongoing over a few weeks, other meetings may be over one or two occassions.
Lunch Bunch: This is a setting that is less structured than small groups; curriculum is not used. It provides an opportunity to feel a sense of belonging and work on social skills.
Small Groups
Parent Results Staff Results
39% Extremely Beneficial26% Beneficial18% Neutral8% Not Quite Beneficial8% Not at all Beneficial
82% Very Important18% Important
Classroom Guidance LessonsParent Results Staff Results
66% Extremely Beneficial26% Beneficial5% Neutral3% Not at all Beneficial
18% Very Important55% Important18% Neutral9% Not quite Important
Career Education
Parent Results Staff Results
18% Important45% Neutral36% Not quite important
50% Extremely Beneficial16% Beneficial18% Neutral16% Not quite BeneficialTransition Services for 5th graders was varied. A classroom guidance lesson at the end of the year may be a succinct
way to address this need.
Second Step
Parent Results Staff Results
47% Extremely Beneficial13% Beneficial26% Neutral13% Not quite Beneficial
9% Very Important27% Important18% Neutral45% Not quite important
Lunch Bunches
Parent Results Staff Results
53% Extremely Beneficial24% Beneficial21% Neutral3% Not quite Beneficial
27% Very Important27% Important45% Neutral
Conclusion of Service Delivery Small Groups:
Continue to develop them through assessments from teachers and maybe students also Possibly consider keeping them shorter (4 weeks) so that more can be organized
throughout the year Classroom Guidance:
Provide them on an as needed basis in each classroom Possibly set up quarterly lessons
Career Education: Career Day Provided through Classroom Guidance Provide only to 4th and 5th grade
Second Step: Embraced by the district so it needs to be provided Evaluations to determine effectiveness
Lunch Bunches: Currently they are organized by request or by need from my assessment Should they be more organized? Groups assigned for a day in 6 day cycle for marking periods?
An evaluation of the School Counseling Program
Caring Children Making Caring Choices
School Counseling Program
Developed questions to assess needs that can be addressed through a school wide counseling program, which is currently called Caring Children Making Caring Choices or CCMCC
Understanding these needs will help guide our school wide program into the direction we need. Note: these needs can also be addressed
through direct services (small groups, individual, classroom guidance, etc.)
Character Education
Caring 58% Trust 45% Citizenship 63% Respect 84% Responsibility 76% Honesty 66% Fairness 61% Compassion 66% Empathy 68%
Caring 55% Trust 55% Citizenship 55% Respect 91% Responsibility 91% Honesty 64% Fairness 55% Compassion 82% Empathy 100%
Parent Results Staff Results
Is Bullying a Problem?
Parent Results Staff Results
13% Significant Problem26% A problem39% Neutral18% Not quite a problem3% Not at all a problem
18% A problem45% Neutral36% Not quite a problem
What Type of Bullying is the Biggest Problem?
Cyber 5%Relational 45%Physical 32%Verbal 74%
Cyber 0%Relational 100%Physical 45%Verbal 64%
Parent Results Staff Results
Student Tolerance
Their Student’s Tolerance
All Students’ Tolerance
Parent Results Staff Results
What are your feelings about the current program: Caring Children Making Caring Choices
Parent Results Staff Results
45% Strongly Agree24% Agree13% Neutral3% Disagree3% Strongly Disagree
9% Strongly Agree36% Agree36% Neutral18% Disagree
Giving Back to the Community
Parent Results Staff Results
74% Extremely Important24% Important3% Neutral
73% Extremely Important18% Important9% Neutral
What do you hope to see develop in the guidance department? (Parents)
Programs that address relevant issues Peer group counseling Classroom interaction about social topics Guide students toward their passion/career Let children with good habits be good examples for the kids with bad
habits Being available to students for any concerns – social, personal,
academic or otherwise Addressing/disciplining multiple offenders for bullying Notifying parents of child’s office visit How bullying is addressed Social Skills programming through lunch bunches, social stories,
etc. Building empathy Educational guidance – i.e. study skills Address self-esteem, combined families, grief Accountability for actions
What is one thing you’d like to see stay the same in the guidance department? (Parents)
Continue the caring philosophy/culture Continue Character Education Allowing the children to have a voice and be involved in
decisions Communication between parent, child, school The comfort and approachability Community involvement Concept of CCMCC but it should be “revamped” – even a new
name Keep Senior Dinner Being a support person and an ally for parents and children Open door policy Keep CCMCC
Please explain what part of CCMCC you’d like to see continue. (Staff)
The Tinicum Pledge and giving back to the community
Student’s decisions and directions in community service and other parts of the program
Raising money for outside organizations
Explain what you hope to see develop in the guidance department. (Staff)
Addressing specific student needs Meeting with students who have issues and
need guidance Small groups Students being rewarded for good behavior Reminders about meetings Working with kids and families Staff building activities More support/training for teachers to deal with
problem students and students with significant needs
What is one thing you’d like to see stay the same in the guidance department. (Staff)
Open door policy and support for staff Available to students, parents and
teachers for support and advice Confidentiality Tinicum Pledge CCMCC dinner and car wash
Most Importantly,What do the students think?
Friendship9%
Conflict Resolution
21%
Social Skills14%Feelings
3%Individual
12%Empathy
7%
Community Outreach
2%
Student Behavior
17%
Bullying5%
School Atmos-phere
2%
Classroom Guidance9%
Where Do We Go From Here? Delivery of service (Personal/Social, Academic & Career Development):
Individual Small Groups Classroom Guidance Lunch Bunch
School Counseling Program Should it still be called CCMCC? The philosophy should stay Giving back to the community Bullying Prevention Character Education:
Traits agreed upon through survey are compassion respect responsibility honesty empathy
Positive Behavior
Tinicum Is…CARING learning
FAMILY unique homelike close-knit blessing academic
amazing great happy supportive AWESOME creative
united fun friendly welcoming busy