Annual ConferenceAnaheim, California
November 2008
My Mind Turns to a Different Point of View after the RAIN
Elementary School CounselorsNancy Carey
Sharon TuckerChris O’Sullivan
Kim LesnickDean Lesicko DirectorMurrieta Valley USD
2008-2009
COMPREHENSIVE ELEMENTARY SCHOOL COUNSELING
PROGRAM
Re-EngageAdvocateInterveneNurture
History of Grant Previously, in Murrieta, there were no
elementary school counselors Principals continued to request
counselors Several counselors decided to write the
ESSCP grant in order to meet the need of the elementary schools.
Research of Dr. Adelman and Dr. Taylor from UCLA Mental Health Project Addressing Barriers to Learning.
API and School SafetyAPI and School Safety
0
10
20
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40
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60
70
80
90
100
Safe at School Hit or Pushed Caring Adult
Risk Factors
Perc
enta
ge o
f Stu
dent
s
Group 1 API = 818
Group 2 API = 848
Group 3 API = 875
Risk Factors
Implementing the ASCA National Model
Distribution of Counselor Time
Educate staff on the role of the school counselor as part of program support
Barriers to Student Learning & School Improvement
Range of Learners
I = Motivationally ready and able
II = Not very motivated/lacking prerequisite knowledge
& skills/different learning rates & styles/minor vulnerabilities
III = Avoidant/very deficient in current capabilities/has a disability/major health problems
Instructional
Component(a) Classroom
Teaching(b)
Enrichment Activity
Barriers toLearningdevelopmen
tandteaching
High Standards
Desired Outcome
s
No Barriers 2 Re-engaging Students in Classroom Instruction
1 Addressing Interfering Factors
EnablingComponent
Potential Barriers/Enabling Components
Barriers Divorce of parents Relocation due to loss of
home/high level of mobility Lack of food/shelter Lack of glasses and
medical insurance Lack of social skills needed
to make friends Lack of parental support in
the home Grief Violence and drugs Negative encounters with
peer/teachers Medical problems
Enabling Components Small groups to allow students
a place to be heard. Connect families with
community resources for food, shelter, clothing, and health care.
Parenting classes Provide a liaison between
student and teacher Provide a liaison between
student and parent Provide student with
organizational skills Teach students coping skills Health education School lunch program Drug prevention programs
Services Provided School Guidance1. Academic Support,
organizational, study and test-taking skills
2. Goal setting and decision- making
3. Career awareness4. Peer relationships,
coping strategies and effective social skills
5. Communication , problem solving and conflict resolution
Small Group1. Academic planning2. Goal
setting/decision-making
3. Education on understanding of self, including strengths and weaknesses
4. Transition plans5. Referrals for
additional support
Goal: Improve Academic Achievement3 key areas
I. IDENTIFY AND REDUCE BARRIERS TO LEARNING
1. Guidance Lessons (Universal all students)
2. Small Group Counseling (Selected students)*
3. Individual/Family Counseling (Targeted students)*
4. Data Analysis
*Based on CST scores and referrals.
II.ENHANCE ABILITY OF STAFF TO ENGAGE ALL STUDENTS
1. Professional Development2. Affective Training
3. Teacher Support4. Classroom/ Student Interventions
III. CREATE A CULTURE WHERE ALL FEEL CONNECTED AND VALUED
1. Support transitions
student/staff 2. PEER Leaders3. Community Involvement 4. Resources for Families
Curriculum
Peacemakers-A Violence Prevention Program
By Jeremy Shapiro, P.D.
S.S. Grin- Social Skills Group Intervention
By SEL media
*Programs used are research validated
A Learning Support Team??A Case-Oriented TeamFocused on specificindividuals and
discreteservices.
A Resource-Oriented Team
Focused on All studentsand the resources, programs and systemsTo address barriers tolearning and promotehealthy development.
Resource MappingLevels of Intervention
R
Universal Learning Supports
System for Prevention
System for Early Intervention
System for Intensive Intervention
1. Classroom Focused Supports
2. Crisis & Emergency Assistance3. Support for Transitions4. Home Involvement5. Community Volunteers
6. Student & Family Assistance
Challenges First year program, very fluid, constantly
making changes and adjustments. Scheduling- 3.2 counselors servicing 11
elementary schools Implementing over 1100 guidance lessons Office space for counselors to meet with
parents and to complete work (11X11 sq ft office shared by 3 counselors)
Timeline from the beginning of the grant to actual implementation of program
Measuring ResultsGuidance Curriculum : “Peace Makers” A Violence Prevention Program. All 4th & 5th graders.
Small Group Curriculum: “S.S. GRIN” Social Skills Group Intervention. Targeted 4th & 5th graders based on CST scores and referrals.
Each school will document discipline referrals during the school year. After receiving the Peace Makers and S.S. GRIN curriculum discipline referrals should be reduced and Academic Achievement should improve.
Comments from Administers and Teachers
As an administrator, I am very excited to see what impact the program will have on our students. I sat in on a couple of lessons and what stood out are the tools the students will be equipped with to deal with some of the real issues they face on campus. I appreciate the effort of the team and will support all you do in any way I can.
I would like to tell you about one of our students who
participated in Mrs. Carey's Friendship Crew group for boys. It was a tremendous help for my student, and he is now slower to react inappropriately in difficult situations on the playground.
I just wanted to say that I have two students who are benefitting from the Friendship Club. They are very excited to attend it each week. Together, these and other interventions are making a difference in the lives of our students. Thank you for making this possible.