The School Counseling Program Waters Middle School

Our School Counseling Program is aligned with the American 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.

2016-17 Program Goals At least 65% of students who failed a core course during the first and/or second marking period will complete the course with a passing grade. Decrease the number of students with two or more disciplinary referrals by 10% from the 2015-16 SY to the 2016-17 SY. Decrease unexcused tardies by 10% from the 2015-16 SY to the 2016-17 SY.

Supportive Data 2016-17 Program Goals At least 65% of students who failed a core course during the first and/or second marking period will complete the course with a passing grade. Based on 2015-16 data, 48 students failed the first or second marking period in a core class. Failure prevention was a school-wide goal for the 2015-16 SY and will be a student support team goal for the 2016-17 SY. Decrease the number of students with two or more disciplinary referrals by 10% from the 2015-16 SY to the 2016-17 SY. According to Cognos reporting data, 98 students had two or more referrals during the 2015-16 SY. Based on the PBS Discipline Data Reporting Tool, there was a significant increase in the average number of referrals per day per month. During the 2014-15 SY the yearly referral rate was 1.61 and during the 2015-16 SY the yearly referral rate was 3.30. Decrease unexcused tardies by 10% from the 2015-16 SY to the 2016-17 SY. According to the attendance threshold report in truancy tracker (Data Service Center), there were 1092 unexcused tardies for the 2015-16 SY.

ASCA School Counselor Competencies

Management of the Program Assessments 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 Services It 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 Support It is recommended that school counselor spend the remaining 20% of their time in program management, professional development, data analysis and fair share responsibilities.

Program Delivery Students receiving more intensive or multiple interventions: individual counseling, mentoring, outside agency coordination, referrals, check in/check out, etc. Tier 3 Support Closing the Gap Small Group Counseling Individual Counseling Conflict Resolution/ Mediation Consultation/Referrals Tier 2 Support Small Group Tier 1 Support Core Curriculum Core Curriculum Classroom Instruction Grade Level/School Wide Counseling Program Activities Individual Student Planning

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 Group Intended to provide short term intervention to a selected group of students to meet prevention or intervention goals (based on school data) Closing the Gap Based 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 The program goals guide the development of the curriculum, small group, and closing the gap action plan.

DPAS Goals The program goals guide the development of the curriculum, small group, and closing the gap action plan.