Ozark School District
Comprehensive School Counseling Program
- Kim Allred, Ozark Kindergarten Center Counselor, email@example.com, 479-667-3021
- Tracy Morris, Ozark Primary School Counselor, firstname.lastname@example.org, 479-667-4745
- Lynn Burns, Ozark Upper Elementary School Counselor, email@example.com, 479-667-3464
- Brad Culver, Ozark Middle School Counselor, firstname.lastname@example.org, 479-468-6111
- Brenda Beard, Ozark Junior High Counselor, email@example.com, 479-667-4747
- Cindy Kramer, Ozark High School Counselor, firstname.lastname@example.org, 479-667-4116
- School Counseling Beliefs
- We believe all students can and will succeed.
- We believe our role is to help all students meet their potential socially, emotionally, and academically.
- We believe our responsibility is to facilitate collaboration between students, parents, and school, while maintaining our primary obligation and loyalty to the student. We are ultimately the student’s advocate.
- We believe we can meet the needs of students at varying levels of development by using individual and small group counseling to work with the students at their level socially, emotionally, and academically.
- We believe the use of data is important to school counseling. We use the data to develop lessons and guide the comprehensive school counseling program.
- In reflection: These beliefs impact our work with students, and our comprehensive counseling program by using data to guide us, meeting students at their level emotionally, socially, and academically, and serving as a facilitator for student collaboration in the community. We will use these beliefs to ensure equitable counseling for all students by using data to ensure all students needs are being met, and encouraging the maximum growth and development of each student.
- Vision Statement
- Ozark School District envisions a school counseling program that supports all students in their social development, emotional wellness and academic success, thus enabling them to become life-long learners and productive citizens.
- Mission Statement
- The mission of the Ozark School Counseling Program is to provide a comprehensive, developmental counseling program that educates the whole person and supports the school’s desire to encourage students to achieve their highest potential. School counselors are student advocates who facilitate a support system of parents, educators, and community. It is the role of the school counselor to ensure all students will develop an awareness of self, others, and possess the ability to make realistic and mature decisions in one’s academic plans, college and career goals, and personal life goals.
- Program Goals- The following are our program goals. In the past these have been based on the social, emotional, and academic needs of our students. This year we are going to work to make these data driven. Sources of data that we will use to do this are the school report card, attendance reports, school climate surveys, school behavior referrals, teacher counseling referrals, and counseling logs. This data will show us areas of student concern and needs of the school counseling program. Questions that will need to be answered when reviewing data, what are our strengths and what are our needs. This will be an ongoing process throughout the year.
- School counselors will assist in students’ personal development. They will help students to
a. Establish and maintain a sense of personal worth and positive self-image.
b. Develop and cultivate appropriate emotional responses to life experiences.
c. Understand their roles and responsibilities in school, family, and community.
- School counselors will assist in students’ social development. They will help students to
a. Develop and maintain effective interpersonal skills.
b. Understand the roles and responsibilities of others in school, family, and community.
c. Acquire the knowledge of and respect for individual differences in abilities, interests, attitudes, and backgrounds.
- School counselors will assist students’ career development. They will help students to
a. Discover the meaning of work and its relationship to the individual.
b. Develop a positive attitude and a personal identity as a worker who contributes to self and to social needs.
c. Understand their own aptitudes and develop their own abilities as they pertain to the world of work.
- School counselors will assist students in crisis situations and the development of
effective problem-solving skills. They will help students to
a. Develop strategies for exploring alternatives that allow students to successfully deal with problem situations.
b. Evaluate, select, and implement the appropriate solution(s) to the problem.
- School counselors will assist school staff in understanding the developmental growth of students and how that affects their education. They will help staff by
a. Promoting a positive learning atmosphere.
b. Promoting an understanding of the role of personnel in the guidance program.
c. Serving as a consultant in staff development.
- School counselors will assist families in developing effective parenting skills that emphasizes accepted child development principals. They will help parents by
a. Promoting effective communication among parents, school, and students.
b. Promoting effective and positive parenting skill that help in the students’ personal, social, educational, and career development.
- Program Management
The management component of the ASCA Model provides Arkansas school counselors organizational guidance and tools to help support the development of a student focused, needs-based comprehensive plan. Management requires self and program assessment to ensure that counselors are able to identify program strengths and weaknesses. In addition, data can be used to plan for short- and long- term goals to improve the program, and help the counselor determine what type of professional development can be used to meet the goals of their Personal Growth Plan.
- Comprehensive School Counseling Program Assessment
The Comprehensive School Counseling Program assessments help schools to determine the counselor’s ability to provide both direct and indirect services to students. According to AR Act 190, counselors are mandated to serve students directly and indirectly 90% of the time with 10% dedicated to administrative activities.
Direct student services:
School counseling core curriculum:
- Instruction – direct instruction, team teaching, developing learning activities.
- Group activities – planned activities outside the classroom promoting academic, career or social/emotional development.
Individual student planning:
- Appraisal – assist students in evaluating interests abilities, skills and achievement.
- Advisement – assist students in goal setting based on academic, career and social/emotional data. Assist students in forming and managing their student success plans.
- Counseling – in individual or small group settings school counselors provide planned, short-term and goal-focused counseling. School counselors do not provide therapy or long-term counseling in schools. However, school counselors are prepared to recognize and respond to student mental health needs and assist students and families seeking resources.
- Crisis response – provide support and assistance to students and families as they navigate crisis and emergency situations.
Indirect student services:
- Consultation - share strategies supporting student achievement with parents, teachers, other educators and community organizations.
- Collaboration - work with other educators, parents and the community to support student achievement.
- Referrals - support for students and families to school or community resources for additional assistance and information.
- Conferences-holding conferences with students and parents in regards to school success, 504 and ELL placement establishment and behavioral issues.
Additional site-based student services:
- Orientation – support for new and transferring students to assist their inclusion into their new school community.
- Parental Involvement-each school will designate a parental involvement coordinator to reinforce the parent-school connection.
- interpreting student data- interpret standardized test results for parents, faculty, students, and community stakeholders.
- building test coordinator duties-teacher testing inservice, inventory of tests, distribution of tests, test security procedures, documentation of test procedures, make-up testing as well as getting tests shipped/prepared for grading purposes.
- Maintaining student records- review academic records and files, updating them for use with students and parents, as well as for their own professional use.
- 504 building coordinator-maintaining 504 folders/paperwork, planning conference times with teachers and parents.
- ELL building coordinator-maintaining ELL folders/paperwork, planning conference times with teachers and parents.
- guidance/counseling records-maintaining and updating counseling records and planning, managing and evaluating the comprehensive school counseling program.
- guidance lessons-planning classroom and group guidance lessons
- AP coordinator-maintaining AP program requirements in regards to teacher training, program course audits, course renewals and staying up-to-date on current changes within the program.
- concurrent credit enrollment-overseeing the online application process for concurrent credit students, collecting transcripts and qualifying test scores for the receiving secondary institution and coordinating further testing opportunities if a student does not meet the score requirements.
School Counseling Program Assessment
Arkansas school counselors use a program assessment to self-evaluate the comprehensive school counseling program in comparison to the ASCA National Model (ASCA, 2012).
See pages 42 and 59 in the ASCA Model book (2012). Templates can be found in the Arkansas School Counselor Toolkit.
Use of Time Assessments
Use-of-time assessments are used to determine the percentage of time the counselor is providing direct counseling to students or indirect administrative services that are related to the comprehensive counseling program. Using the data from use-of-time logs provides regular feedback to the counselor and administration to ensure that the counseling program is being provided with fidelity to the students and their needs are being met. Use of time documentation also helps the counselor and leadership determine which activities or services the counselor is providing that are appropriate to the program and the Public School Student Services Plan. Calendars are used to keep students, parents, teachers and administrators informed and to encourage active participation in the school counseling program. See page 63 in the ASCA Model book (2012). Templates can be found in the Arkansas School Counselor Toolkit
Each year, the counselor and his/her supervising administrator meet to develop an annual agreement. This agreement identifies specific roles and responsibilities of the counselor and the school counseling program goals. The agreement also establishes the guidelines for the provision of direct/indirect counseling services and administrative activities. Professional development needed to implement the counseling program in identified in the agreement.
See page 64 and 65 in the ASCA Model book (2012). Templates can be
found in the Arkansas School Counselor Toolkit. http://www.arkansased.gov/public/userfiles/Learning_Services/Guidance_School_Counseling/Arkansas_School_Counselor_Toolkit_2016F.pdf
School Counselor Advisory Team/Council
Creating an advisory council that consists of stakeholders supports the implementation of the counseling program. The council advises the school counseling program goals, reviews program results, makes recommendations and advocates for the school counseling program.
This council should meet at least twice a year to share in the planning of goals of the program, determine needs or gaps for students, provide opportunity for feedback regarding the program, and allow stakeholders to understand and be involved in the comprehensive school counseling program.
Templates can be found in the Arkansas School Counselor Toolkit.
Weekly and Annual Calendars
Annual calendars provide an overview of counseling programs and services provided throughout the school year. Weekly calendars provide a snapshot of what the counselor’s plans are for the week and can include classroom guidance, small groups, time for planning, individual counseling and other consultation or administrative activities.Calendars will be developed and implemented for the school counselor and stakeholders as needed.
ASCA School Counselor Professional Standards and Ethics
School counselors are held to professional standards and ethics as written within the guidelines of the American School Counseling Association and the Arkansas Department of Education. Those standards and ethics rules will be reviewed and followed in order to maintain integrity and accountability within the program.
Links to the ASCA professional standards and ADE Ethics are here.
Link to 2016 ASCA Counselor Ethical Standards https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards
2016.p df o ASCA School Counselor Competencies
- Direct Counseling
- Individual and Group counseling is available to all students.
- Individual and Small group lessons include but are not limited to:
- Character Education
- Anger Management
- Study Skills
- Acceptance of Others
- Self Esteem
- Military Deployment
- Family Support
- Career Education
- The counselor delivers school counseling curriculum lessons to classroom and large groups--No more than 40 minutes per session and no more than 3 sessions per day or 10 per week.
- Counselors assist students in understanding the relationship between school and classroom performance and their future college- or career- aspirations. This process begins in early grades and continues throughout the students’ education. Age-appropriate classroom guidance lessons, small groups, and individual counseling sessions, as well as supporting teacher lessons and classroom procedures can all be used in the process of helping students see the connections.
- Orientation programs are developed and are included in the comprehensive counseling program for students at each level of education or for transferring students.
- Each building has a procedure for organizing and supervising new student orientation programs. Students transferring to Ozark after the beginning of the school year have individual conferences with the school counselor if needed for evaluation of records in order to determine placement in appropriate classes. Office personnel provide students and parents with Student Handbook concerning each school’s policies and procedures.
- Academic advisement procedures are included in the comprehensive counseling program. They are implemented to help students establish goals in elementary, middle and high school.
- Counselors advise students on educational, academic assessment, and career counseling including advising students on the national college assessments, workforce opportunities, and alternative programs that could provide successful high school completion and post-secondary opportunities.
- Interpretation of student academic and educational assessment results are provided.
- The counselor provides support to students to help them understand the relationship between classroom performance and success in school.
- The counselor may be involved in the programs designed to help students develop their essential skills as defined in the G.U.I.D.E. for Life. (area for growth)
- Classroom guidance and activities throughout the year on bullying are provided to every student in classroom guidance, group counseling, and various programs promoting character education.
- Developmentally-appropriate, student-centered education materials will be integrated into the school counseling curriculum.
- The content of these age-appropriate materials will include:
- the importance of safe and healthy choices and coping strategies.
- how to recognize risk factors and warning signs of mental disorders and suicide in oneself and others.
- help-seeking strategies for oneself or others, including how to engage school resources and refer friends for help.
- schools may provide supplemental smallgroup suicide prevention programming for students.
- Identifying a Student at Risk
- All staff will receive annual professional development on risk factors, warning signs, protective factors, response procedures, referrals, postvention, and resources regarding youth suicide prevention.
- Inclusive School Crisis Response Plan:
- A crisis situation may include:
- Serious injury, death, or the threat of death at school of a student or other personnel.
- An incident of destruction that may cause injury or death or the possibility of injury or death.
- A situation of the above nature, happening not at school, but will need to be dealt with at school because of the effect the incident may have on students and school personnel and the learning environment.
- The Crisis Team consists of: Administrators, Counselors, School Resource Officers, and Building Secretaries.
- An Ozark Schools Crisis Plan is located in every classroom and building on each campus.
- The Comprehensive School Counseling Plan defines strategies and action steps to assist students in an age appropriate career planning process.
- guidance and classroom activities can focus on developing personal skills, career exploration and making the connection between them and the world of work. At the secondary level, counselors work with students to ensure that they are aware of the importance of course selection and future planning. They assist students in the development of Student Success Plans so that students have a map for high school coursework. Counselors provide information to students in understanding how taking rigorous coursework may better prepare them for future success. Information on post-secondary opportunities and institutions, and alternative career programs are shared with students. Soft-skills are developed at all levels and the connection between them and career success is emphasized.
- The Comprehensive School Counseling Plan includes guidance on accelerated learning opportunities, addressing academic deficits and the accessibility to resources, providing student surveys and inventories and using data to support students who show potential to engage in rigorous student’s career planning process.
- R.I.S.E Arkansas
- Student success plans are periodically reviewed and updated.
- Parents are encouraged to build a partnership with his/her student’s career planning process.
- Various services concerning increasing parental involvement are provided and organized by various staff members in the District and are overseen by each building’s principal.
- These services include:
- Monthly newsletters
- Parent/teacher conferences
- Open House
- Individual conferences
- Counselors attend appropriate functions/programs and provide input when appropriate.
- Indirect Counseling
- Consultations can be on behalf of a student. They can include interactions with a parent or legal guardian, school staff, and community agencies concerning a student’s behavior, academics, or attendance.
- An important part of the counselor’s role is to collaborate with teachers and parents. Counselors work with teachers and administrators to help create school environments that encourage student growth and learning. Consultation can include:
- Participating in and supporting the work of the RTI team
- Conducting professional development workshops
- Discussions with teachers and other school personnel on subjects such as suicide prevention or child maltreatment reporting requirements
- Assisting teachers to work with individual students or groups of students
- Providing relevant materials and resources to teachers, especially relating to classroom guidance core curriculum
- Assisting in the identification and development of programs for students with special needs; climate, and other guidance-related areas
- Interpreting student data or assessment results
- Consulting with other specialists (e.g., social workers, psychologists, representatives from community agencies)
The counselor can also coordinate services between the school, home, and community agencies so that efforts to help students are successful and reinforced rather than duplicated.
- Referrals are made to support services in an out of the district
- Counselors establish and maintain close working relationships with a variety of school and community agencies. These agencies include but are not limited to:
- departments of health and social services
- mental health centers
- juvenile courts
- advocacy groups.
To help students and their families cope with an array of problems, counselors identify school and community resources and support the established policies and procedures for interagency communication.
- The counselor serves as a contributing member of decision making teams. Which teams are you participating in? (ESL, GT, 504, RTI, PBIS, etc.)
C. Administrative Activities
- Coordinating assessments, 504 teams, ESL committees, RTI or PBIS teams, and or family and community engagement activities or any other chair coordination of programs or meetings.
- 504 team member
- ESL committee
- Parent involvement coordinator
- RTI team member
- What data input do you regularly provide? For secondary counselors - Do you develop and implement data in the master schedule?
- Test scores
- Secondary counselors implement the data in the master schedule
- What duties do you regularly provide?
Accountability and evaluation of the school counseling program are absolute necessities. School counselors and the school counseling program must answer the question, “How are students different as a result of the school counseling program?” Now more than ever, school counselors are challenged to demonstrate the effectiveness of their programs in measurable terms. School counselors must collect and use data that support and link the school counseling programs to district and school vision and mission. The purpose of this component is to analyze the data that have been collected and make program decisions based on the results.
Initially, the counselor will develop or review a school data profile and answer some guiding questions such as: what are the strengths in the school, what concerns do you have about the data, are there achievement gaps, has attendance changed over time, and are there safety concerns? This exercise is important for school counselors so that they understand how the data was collected and how to interpret the data.
Analyzing the school data will help counselors develop more focused programming, more effective interventions, and a more responsive school counseling program.