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

30

40

50

60

70

80

90

100

Safe at School Hit or Pushed Caring Adult

Risk Factors

Per

cen

tag

e o

f S

tud

ents

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 Team

Focused 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 Assistance

3. Support for Transitions

4. Home Involvement

5. 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 Results

Guidance 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.