Running head: CSCPP Fox and Jackson

Comprehensive School Counseling Program Plan

Deona Fox and Candra Jackson
University of West Alabama
SC 540
Fall 2014

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The following plan has been designed to meet the needs of all students at West Hills
Elementary. Information and resources have been aligned with Mississippi Frameworks and
ASCA Model in efforts to help support students social, personal, academic, and career
development. Research found that by involving parents in their childs development, it can truly
make the difference in their educational outcome. This plan provides ideas, suggestions, goals,
objectives, sample documents engaging in the shared belief that family and community
involvement in schools and can help school staff and others design a long-term approach in
essence to having a successful productive life. Incorporated into this plan are goals and
objectives along with an accountability plan. This plan is a great way to support and ensure that
West Hills present important information that can be of assistance to parents, teachers,
administrators, students and the community.
Mission Statement
.

The Comprehensive School Counseling Program at West Hills Elementary promotes academic
achievement by helping students to build on foundations of learning and adapting to the
multicultural diversity. The program is aligned with the ASCA model and through academics,
career, and personal/social development, administrators, staff members, and parents will be able
to work together to create a friendly and nurturing learning environment in which all students
can succeed. West Hills provides academic and behavior interventions that will enable students
to achieve their highest positive and creative academic and behavioral potential. West Hills
Elementary will continue to provide a safe and orderly environment that will help students to
build lifelong learning skills to becoming responsible and productive citizens in an ever changing
world.

Goals and Objectives

The Comprehensive School Counseling Program follows the ASCA National Model, the
Mississippi Counseling Curriculum Framework expectations for student achievement, and the
Meridian Public School District vision to make positive strides daily.

improve student achievement

Safe and nurturing learning environment
A high performance organization
learning community
Accountability for results

Academic Development
Goal 1: Acquire skills to improve academic achievement.
Student will:

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Self-regulate their learning

Set academic goals
Develop strategies to meet their goals
Utilize technology to increase comprehension
Apply critical thinking skills
Utilize students planner

Goal 2: Acquire preparation skills for assessments

Student will:
Develop good study habits
Organize binders, notes, and handouts
Review essential lessons
Participate in tutoring sections
Utilize preparation materials
Goal 3: Improve academic responsibility and increase student accountability
Student will:
Utilize students planner
Complete assignment in a timely manner
Be prepared and ready to learn
Self-assess
Track their improvement
Personal/Social Development

Develop positive attitude towards self

Use effective communication skills
Develop coping skills for dealing with problems

Goal 1: Develop Self-Awareness

Student will:
Identify strengths and weaknesses
Implement self-control
Utilize skills to improve self-esteem
Develop positive attitudes about self
Goal 2: Improve Social Skills
Student will:

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Develop basic interaction skills

Use effective communication skills
Participate in classroom activities

Goal 3: Create safe and nurturing learning environment

Student will:
Practice school wide rules and expectations
Learn how to cope with stress and pressure
Set behavior goals
Develop a sense of responsibility to contribute to school order and
safety
Career Development
Goal 1: Master skills on grade level
Student will:
Complete objectives with 65% mastery
Performing on grade level
Improve focus on specific task
Make connections between concepts
Goal 2: Create lifelong learning skills
Student will:
Communicate effectively verbal/written
Gather information to use resources
Work cooperatively in groups
Apply proper grammar skills
Goal 3: Develop an understanding for the effective use of technology
Student will:
master keyboarding skills
create a PowerPoint
create spreadsheets
create a word document
use search engines as a resource for research

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Accountability Plan

.
Objective
Acquire skills to
improve academic
achievement

Measurements for Accountability

1. Contact the locate college to find
volunteers

Implement a tutoring
program

2. Identify non-master skills and

develop activities to use for
interventions

Acquire preparation
skills for assessments

3. Evaluation feedback from student

and tutor on tutoring section hard copy
1. Implement of documents such as
pamphlet, flyers, and brochures.

Conduct an assembly
on Preparing for Tests

Improve academic
responsibility and
increase student
accountability
Establish a schedule to
prioritize and organize
key daily activities
Develop Self-Awareness
Teach a character
education You and
Your Values
Create a Students Self
Report
Improve Social Skills

Timeline for Measurement

1. August
2. August May
3. End of each month

1. August
2. September
3. End of each nine weeks

2. Mini lesson on creating a study

schedule and outline for material
covered
3. Evaluation feedback from
students and teachers
1. Assign students a daily planner to
use

1. August
2. August - May

2. Assist students in listing and

prioritizing key assignments,
record working time, and check
off when completed
1. Planning and implementation
documents such as activities and
worksheets

1. September
2. At the end of September

2. Evaluation feedback from

students and teachers.
1. Gathering and implementation of

1. October

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Implementation of
social skills activities

6
activities such as matching games,
emotion charades, and eyes on the
forehead

2. October
3. At end of each nine
weeks

2. Perform observation and provide

feedback on how to interact with
others.

Create safe and

nurturing learning
environment
Conduct a PBIS
assembly

Master skills on grade

level
Utilize a progress
monitoring checklist

Create lifelong learning

skills
Host a career day

Acquire the effective

use of technology
Conduct lesson in the
computer lab that
teaches keyboarding

3. Evaluation and feedback from

students and faculty online
1. Planning and implementation
documents such as flyers,
morning announcements, and
schedule guess speakers.

1. August and January

2. At the end of each nine
weeks. (October,
December, March, May)

2. Evaluation feedback from

students, faculty, staff, and
families hard copy or online
1. Creating a checklist with skills
that are required for mastery on
grade level.

1. August May
2. End of every month
3. End of every month

2. Evaluation feedback from

students and teachers.
3. Follow ups sections
1. Planning and implementation
resources and documents
brochures, career interview form,
resumes
2. Evaluation feedback from
students, faculty, staff, volunteer,
and families hard copy or online
1. Implementation of keyboarding
lesson website and practice
material
2. Check for mastery through online
assessment.

1. November January
2. January

1. August May
2. End of each month

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Sample Documents
Enclosed are sample documents geared towards the involvement in collaboration the
academic and social needs of students and parents. Each document contains vital information
that may answer questions to problems or situations that may occur. Each document is a way to
promote awareness and adherence to appropriate guidelines. These documents also ensure that
the counselor will provide accurate and meaningful data in efforts to meet the needs of each
student.
Appendix 1
.
Mississippis Fact Sheet for Parents

The Office of Accreditation strives to help promote parental

involvement in Mississippi public schools. The office also answers
questions and provides direction to parents or guardians of students
who request assistance from the Mississippi Department of
Education.
Graduation Requirements
Getting Involved
Parent involvement is critical to the success of students in school.
Getting involved in your child's school will show your child that
you think school is important. Below are some ways to get
involved.

own education, economic, or ethnic/racial

background;

Student attitudes are more positive;

Teachers become more enthusiastic;

Provide your child with a proper diet, school supplies,

and other basic needs.

Provide a study environment for learning at home.

Provide resources for learning including books and
magazines and utilize the local library.

Negative student behavior decreases;

Graduation rates are higher;
Students have higher grades, better attendance, and
complete homework more often;

Teachers have higher expectations for students.

Tips for Parents
Parents are the most important teachers in a child's life and play a
crucial role in their child's learning process. Below are some
important steps parents can take to support their child's success in
school.

When school begins, contact your child's teacher to

introduce yourself.

Attend the opening day of school activities, for

example, an open house or family night.

Get to know your child's teacher. Let your child's

teacher know that you are ready to work together.

Join the PTA or PTO.

Meet and talk with other parents and school staff.

Encourage your child's teacher to contact you regularly

about your child's academic progress.

Provide encouragement for homework.

If the teacher doesn't contact you, contact the teacher

periodically, to see how things are going. This will
remind the teacher how much you value your child's
education.

Read and talk about information sent home from

school.

Ask your child about his or her school day -- what was
learned, new experiences, friends, etc.

Help your child stay calm and confident on test days,

and send him or her to school well-rested. Make
sure he or she has breakfast at home or at school.

Recognize progress and praise efforts that are made.

Attend activities in which your child participates -- field

trips, school performances, student exhibits, etc.

Be active in your child's school. Let your child's

teacher and principal know that you want to be
involved and offer to serve as a resource for your
unique knowledge or experiences.
Students whose families are involved in school will be more
successful. Some of the benefits of parental involvement include:

Student achievement increases regardless of the parent's

Learn about your school's curriculum and support

services.
Encourage your child to talk to teachers if he or she
does not understand an assignment.

Be a good example that learning is a lifelong process

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Appendix 1

Appendix 2

Character Education Activity

West Hills Elementary
Are You a Responsible Person?
(Take this self-evaluation and decide for yourself.)
Personal Responsibility:
True False
I do what needs to be done.
I am reliable and dependable.
I never make excuses or blame others for my
actions.
I always follow through on my commitments.
Social Responsibility:
True False
I do my part for the common good.
I volunteer in my school or community.
I participate in community service.
I do what I can to help take care of the
environment.
I think I am/am not a responsible person because: ___________________
Appendix 2

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Appendix 3
Developing Character through Service Learning through Journaling
Grade Level: 5th

Character Traits: Respect, Responsibility

.Time needed: 1 hour for 4 weeks

Objectives: The student will be able to demonstrate good citizenship in the classroom
and school activities. Compare good citizenship in the classroom and school to
neighborhood and community citizenship .Identify examples of responsible participation
in neighborhoods and communities.

Goals: The Learner earner will exhibit attributes of good citizenship in the classroom, school,
neighborhood, and community.
The learner will apply the concepts of authority, responsibility, and justice to democratic
societies.
Materials/Resources Needed:

Paper and pencils for brainstorming

Dry erase board, or chalkboard
Poster board for Action Plan- with questions printed on it
Service learning Journals

Procedures/Activities
Introduction: Choose a student that needs help with behavior problems by providing them with
service learning project. The counselor and student will complete an activity each week along
with four journal entries that focuses on the need of the volunteer. At the first meeting the
counselor will ask the student to brainstorm ways that they can become better students in and
outside of the classroom. Together make a list of activities to complete each week in favor of the
students meeting their goal. Have student write in their Service Learning journals each week for
targeted behavior.
Closing: Each week the student will journal Have children write in their journals and draw a
picture of how they felt during this intervention. Each journal will provide a place where the
student can write about how to improve in that area.
Assessment: Student will write a self-assessment in their journals each week
Students are encouraged to write and draw pictures

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Appendix Four
STUDENT ACTIVITY: Responsibility
Have student to share a time when they acted irresponsibly and a time when they took responsibility. With the UWA
student have them to share one of their stories and the impact that person's behavior had on those around them. A writing
prompt has been provided to help the student to write and reflect on a when they acted irresponsibly and a time when they
took responsibility
Writing Prompt: Why is it important to follow school rules and expectations?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Draw a picture

Appendix Five

Families
Programs for families include child care, access and visitation, home energy assistance, nutrition assistance and so much
more.

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Mississippi Department of Human Services

As an organization, the Mississippi Department of Human Services is dedicated to serving others throughout the state and
seeks to promote integrity, self-development, outstanding program delivery and excellent customer service. The agency also
seeks to empower families being served to become self-sufficient and responsible for their future success.
Mission Statement
The mission of the agency is to provide services to people in need by optimizing all available resources to sustain the family
unit and to encourage traditional family values thereby promoting self-sufficiency and personal responsibility for all
Mississippians.

MDHS provides programs and

The programs offered by MDHS

services to all Mississippians:

are operated by the

Adults

Families

Providers

professionals in the agency's

seven programmatic divisions:

Aging & Adult Services

Community Services

Field Operations

Early Childhood Care &

Development

Family & Children's

Services

Family Foundation &

Support

Field Operations

Youth Services
About MDHS
Aging & Adult Services
Career Opportunities
with MDHS
Community Services
Early Childhood Care &
Development
Family & Children's
Services
Family Foundation &
Support

Find a MDHS County

Office Near You
Olivia Y. Lawsuit
Policies & Procedures
Press Releases, News,
Social Media

Publications

Report Child
Abuse/Neglect
Report Fraud
Requests for Proposals
Youth Services
Privacy Disclaimer
Disclaimer, Terms &
Conditions
Statistics

For more information please contact: Mississippi Department of Human Services

1-800-345-6347

Appendix Six
Sample Weekly Calendar Plan.
October 2014

Sun

Mon

Tue

Wed

Thu

Fri

Sat

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1

10

11

12

13

14

15

16

17

18

19

Faculty
Mtg20

21

22

23

24

25

Cumulati
ve
folders

Cumulati
ve
folders

Cumulati
ve
folders

Cumulati
ve
folders

Residenc
y
Verificati
on

Tier 2

Cultural
Climate
Survey

PBIS
Minor

Cumulativ
e folders
Manifestati
on Mtg
PBIS
Tier 2

26

27

Tier 2

Tier 2

Tier 2

28

29

30

Appendix Seven

Alabama 21st Century Community Learning Centers

31

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Location of Proposed Program Site(s) and when Program Activities Occur

Rural

Urban

Before School

After school

In the summer

Serving 21st CCLC Grant

At least one of the proposed

program schools was previously
served by 21st CCLC funding
and
completed three years in the
grant
Number of schools
proposed to be served
by the grant

Number of proposed
program sites that are
community based

Proposed total number

of students to be served
annually

Other. Please explain.

None of the proposed schools
included in this application have
ever been served by 21st CCLC grant

Number of proposed program sites that are located on

school campus(es)

Total student enrollment for proposed participating

school(s)

Proposed total number of families to be served annually

Total number of
students receiving
free/reduced lunch at
proposed participating
school(s)

Percentage of students receiving free/reduced lunch at

proposed participating school(s)

Number of students who

are below proficiency in
reading/language arts at
proposed participating
school(s)

Number of students who are below proficiency in math at

proposed participating school(s)

Number of students who

are ESL (English as a
Second Language)
students at proposed

Number of students who were suspended or expelled in

during the previous school year at proposed participating
school(s)

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participating school(s)

Number of days per

year the program
proposes to operate

Number of proposed
participating school(s)
that failed to make
Adequate Yearly
Progress (AYP)

Number of hours per week the program proposes to

operate

Applicant participated in a training for completing the 21st

CCLC application

Action Plans for Implementation of the four ASCA Model Components

Foundation- At West Hills Elementary, in order to meet the goals and social needs of each

student it is imperative that the school counselor create a comprehensive school counseling
program that focus on student outcomes, teach student competencies and are delivered with
identified professional competencies. By doing so, this will lead student to goal setting and
decision-making through communication, problem solving and conflict resolution. Through a
comprehensive developmental school counseling program, as school counselors is it our mission
to work as a team with the school staff, parents and the community to create a caring climate and
atmosphere. It is our belief that by providing education, prevention, early identification and
intervention, we are able to help all children achieve academic success by making positive stride
daily.

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Delivery System- At West Hills Elementary activities, interactions, and methods are geared towards
lessons that assist in mastery of desired competencies. Through structured guidance the counseling
program at West Hills elementary each student will have the opportunity to participate and engage in
activities that meet each students developmental level. In efforts to establish personal goals and future
plans school counseling will implement PBIS as part of a systematic approach to deter behavioral issues
that will help teachers with classroom management routine and procedures. The school counselor and
Teacher Support Team have implemented three forms of Tier. Tier Academic and Tier Behavior
interventions are geared towards helping students academically and behaviorally. Lastly, the school
counselor does not work alone, teachers, parents, administrators and community leaders play a major part
in the maintaining and establishment of the school counseling program by providing vast resources,
professional development, and community services to the children and parents of West Hills Elementary.
Management System-

Agreement: At West Hills Elementary, the school counselor and administrative team will make
decisions based on data analysis and needs of the school. The counselor and administrative team
review and discuss data to develop a plan of action that support students academic and behavior
needs. The school counseling team and administrator agrees on how students, guidance
curriculum and services will be addressed. The school counselors and administrative team meets
and agrees on program priorities, implementation strategies, and the organization of the
counseling department.
Advisory Council: At West Hills Elementary, the advisory council is developed at the beginning
of the school year. The advisory council consists of the school counselor, administrators,
selected teachers, parents, community members, and students. During the first PTO/Title 1
meeting parents and other attending community members are asked to sign up if they are
interested in being a member of the advisory council. When selecting members, the school

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counselor should select good candidates and limit the membership to 20. Once the council is
formed, it is essential for the members to reflect the diversity of the community. It also is
important to establish an environment that is conducive to informed, constructive discussion
making. The council meets at least twice a year to review the program goals, competencies and
results, and participates in making recommendations to the school counseling department,
principal, and superintendent.
Use of Data: At West Hills Elementary, the school counselor must provide evidence that each
activity implemented is based on an analysis of student needs, academic achievement, behavior
issues, and other related data. The data is used to determine how effective the program is, how it
is should be, and where it will be. Gaps in the data are identified to adjust to the current
population of students. Data is used to ensure that every student receives the benefits of the
school counseling program. The school counselor uses the data to monitor student progress,
create urgency for change, and display accountability and progress toward goals.

Action Plans: At West Hills Elementary, the school counselor implements strategies in the
program to meet the needs of every student. The action plans must include the domain,
standards and competency addressed, a description of lesson activity, material that will be used,
the amount of time to complete the activities, and how evaluations will be conducted. The action
plans assist with the effort of the improving the effectiveness of the program and accountability.
Use of Time: At West Hills Elementary, the school counselor must spend 80% of his or her time
in direct contact with students. A guide from the ASCA National Model is used to determine the
amount of time devoted to the four competencies in the delivery system. The amount of time
distributed for each competency is 35% for guidance curriculum, 5% for individual students

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planning, 30% for responsive services, and 10% for system support. By having an allocated
amount of time for each competency, the school counselor is able to eliminate non-school
counseling tasks which can be assigned to another faculty member.
Use of Calendars: At West Hills Elementary, the school counselor develops and publish a
master calendar of school counseling activities and events to ensure students, parents or
guardians, teachers and administrators know what and when school counseling activities are
scheduled and when and where activities will be held. The calendar is also used for planning and
program participation. The school counselor must ensure that a well-developed calendar is
aligned with the schools calendar in order to increase involvement in students education and to
provide a schedule for program activities.
Accountability - At West Hills Elementary School counselors are required to demonstrate the

effectiveness of the school counseling program in measureable terms. In order for the counselor
to be held accountability and evaluate the program, data must be gathered and analyzed to
identify the relationship between the program and student achievement, attendance, and
behavior.
Results Reports: Result reports include process, perception, and result data. This allows the
school counselor to provide evidence that work has been completed and evaluated for
effectiveness of the program and needed adjustments have been made. Data that is collected
monthly is used to evaluate student behavior and academic performance. Data collected at the en
d of each nine weeks is used as a benchmark of progress towards goals. Annually collected data
measures the overall activity results for students.

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School Counselor Performance Standards: The performance standards are used to evaluate
the basic standards of practice by the school counselor. The standards are use to evaluate, selfevaluate, and to make adjustments with the school counseling program.

The following are the school counseling performance standards aligned with the ASCA National
Model.
Standard 1: The professional school counselor plans, organizes and delivers the school
counseling program.
Standard 2: The professional school counselor implements the school guidance curriculum
through the use of effective instructional skills and careful planning of structured group sessions
for all students.
Standard 3: The professional school counselor implements the individual planning component by
guiding individuals and groups of students and their parents or guardians through the
development of educational and career plans.
Standard 4: The professional school counselor provides responsive services through the effective
use of individual and small-group counseling, consultation and referral skills.
Standard 5: The professional school counselor provides system support through effective school
counseling program management and support for other educational programs.
Standard 6: The professional school counselor discusses the counseling department management
system and the program action plans with the school administrator.
Standard 7: The professional school counselor is responsible for establishing and convening an
advisory council for the school counseling program.
Standard 8: The professional school counselor collects and analyzes data to guide program

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direction and emphasis.

Standard 9: The professional school counselor monitors the students on a regular basis as they
progress in school.
Standard 10: The professional school counselor uses time and calendars to implement an
efficient program.
Standard 11: The professional school counselor develops a results evaluation for the program.
Standard 12: The professional school counselor conducts a yearly program audit.
Standard 13: The professional school counselor is a student advocate, leader, collaborator, and a
systems change agent.
Program Audit: The Mississippi Department of Education conduct audits to gather information
to guide future actions to improve the results of students. The school counselor uses the feedback
from audits to assist with the breakdown and analysis of program components. The data from the
audit is used to identify strengthens of the programs, areas of concern, and the need for the
improvement of goals.