Elementary School Counseling Manual€¦ · The NBOE School Counselor impacts students' academic...

Newark Board of Education

Elementary

School Counseling Manual 2019

Shamere Williams

Supervisor of Elementary Guidance, Office of Student Life

Maria Ortiz

Executive Director, Office of Student Life

Roger León

Superintendent

|

Table of Contents

Page

I. Introduction

Vision and Mission Statement

School Counselor Overview

School Counselor Goals

3

II. Role of the Professional School Counselor

American School Counselor Association (ASCA) Domains

Direct and Indirect Services

4-6

III. Referral Process

● Overview of the Referral Process

● Referral Process Flow Chart

7-8

III. Diverse Populations

● LGBTQIA, Multicultural Awareness

● Undocumented Students

9-11

IV. Effective Management Strategies for School Counselors 12

V. Public Relations Tips 13

VI. ASCA National Standards 14-19

VII. Social Emotional Learning Competencies 20-21

VIII. Monthly Thematic Calendar

● Calendar Descriptors

22-26

IX. Appendix

● Interventions and PRIM Strategies for Counseling Students

● Resources

● Sign-In Sheets

● School Counselor Referral Forms

● DAP Progress Notes

● Monthly Report

● End of Year Report

● Counseling Consent Form

27-42

|

Introduction

The Mission of the Newark Board of Education’s School Counseling Program is to provide

a quantifiable, comprehensive, developmental counseling framework, addressing the individual

academic, career, and personal/social development of all students. We expect all students to be

productive members of the community, thus, the School District Counseling Services program

will identify and help eliminate barriers to learning creating success for all students.

Vision: To transform school culture and climate, promote high scholastic and moral gauges,

impact student achievement and unlock the full potential of students and staff. Creating a

healthy learning environment that is safe, conducive to the learning needs of all, and advances

mental health awareness is our charge.

School Counselor Overview

Consistent with the mission statement of Newark Board of Education and the American School

Counselor Association, we believe that all students will learn and achieve academic excellence.

It is our aim to develop and implement district-wide school counseling programs and activities

which will increase opportunities for college and career access. Through the implementation of

a developmental school counseling framework and use of college and career readiness software,

students engage in career and post-secondary education exploration, increasing awareness and

promoting readiness for students chosen course of study.

The NBOE School Counselor impacts students' academic success, social emotional

development, and post-secondary planning. The goal of the school counseling framework is for

Newark Board of Education’s elementary and secondary School Counselors to benefit from

clearly defined responsibilities and a cohesive structure to provide developmental guidance

through a balanced, progressive program for all students. Moreover, it describes what

constitutes a quality school counseling program and provides equal opportunities and equity for

all students to receive support and counseling in caring, inspiring, and engaging environments

as well as access to college and career programming.

School Counselor Goals:

• To provide all students with opportunities, access, and information on post-secondary

options

• To provide students and parents with scholarship and financial aid information

• To strengthen and expand the guidance skills and knowledge needed to serve our student

population and their parents/guardians through professional development, workshops,

and training sessions

• To infuse social emotional learning and development via elementary and secondary

counseling programs

• To provide effective individual and group counseling sessions

• To utilize district designated software for college, career planning, and goal setting with

students and parents/guardians

|

The Role of the Professional School Counselor

School Counselors are certified educators with a minimum of a master’s degree in school

counseling. They are qualified to address all students’ academic, career and social/emotional

developmental needs. Additionally, they work with all educational team members, including:

administrators, teachers, parents, and community partners to ensure the success of students. The

overall mission of a School Counselor is to provide a supportive and safe environment in which

students can unlock their full potential, learn and succeed.

The focus of all School Counselors is based on three domains: Academic, Career and

Personal/Social Development. School Counselors create comprehensive school counseling

programs that focus on student outcomes, teach student social and emotional learning (SEL)

competencies and are delivered with identified professional competencies. Consistent with New

Jersey State regulations, School Counselors are aware of the importance of state and district

initiatives and incorporate these standards when developing their comprehensive school

counseling program.

Domains

Academic development includes acquiring skills, attitudes and knowledge that contribute to effective learning in school; employing strategies to achieve success in school; and

understanding the relationship of academics to the world of work, life at home and in the community. Academic goals support the premise that all students should meet or exceed

the local, state and national goals.

Career development goals guide the school counseling program to provide the foundation

for the acquisition of skills, attitudes and knowledge that enable students to make a successful transition from school to the world of work and from job to job across their

lifespan. Career development goals and competencies ensure that students develop career goals as a result of their participation in a comprehensive plan of career awareness,

exploration and preparation activities.

Personal/social development goals guide the school counseling program to provide the

foundation for personal and social growth as students advance through school and into adulthood. Personal/social development contributes to academic and career success by

helping students understand and respect themselves and others, acquire effective

interpersonal skills, understand safety and survival skills and develop into contributing members of society.

|

Direct and Indirect Services

School Counselors provide services to students, parents, school staff and the community in the

following areas:

Direct Services with Students:

The concept of comprehensive school counseling is based on the assumption that there is program

content that all students should learn in a systematic and sequential way. The curriculum typically

consists of student competencies and structured activities presented systematically through

classroom or group activities. Student competencies to be addressed in the content standards are

identified in part through a needs assessment at the building or district level, and generally focus

on skill development in the following areas:

● Self-understanding and interpersonal relations

● Self-direction

● Decision making and problem solving

● Teamwork and cooperation

● Cultural awareness

● Career/post-secondary investigation, options and planning

● Organization and time management

● Communication

● Peer pressure, conflict resolution and peer mediation

The school counseling program supports the development of an individual planning portfolio. It

requires not only the counselor’s ability to develop, organize and implement the framework, but

also the ability to gain the cooperation and support of the entire faculty and staff.

Direct Services include:

Classroom Guidance: School Counselors, in collaboration with teachers, deliver a large group

learning activity or unit in the classroom.

Group Activities: Counselors facilitate group sessions the classroom to respond to students’

identified interests or needs. School Counselors plan and lead structured activities that are designed

to increase the skills and knowledge of student participants.

Lesson Plan/Activities: The school counseling program is a written document with lesson plans

that have identified goals, student competencies, activities for achieving the competencies and a

suggested timeline for implementation by grade level.

Scope and Sequence: The school counseling framework has a scope and sequence, which identifies

what is taught at each grade level.

|

Direct Services of Appropriate Activities for School Counselors:

Individual student academic program planning

Interpreting cognitive, aptitude and achievement test

Providing counseling to students who are tardy or absent

Providing counseling to students who have disciplinary problems

Providing counseling to students as to appropriate school uniform

Collaborating with staff and faculty to present school counseling objectives

Analyzing grade-point averages in relationship to achievement

Interpreting student records

Providing teachers with suggestions for effective classroom management

Ensuring student records are maintained as per state and federal regulations

Helping the school principal identify and resolve student issues, needs and problems

Providing individual and small-group counseling services to students

Advocating for students at individual education plan meetings, child study teams and school attendance review boards

Analyzing student performance data

Indirect Services for Students:

Within the school community, School Counselors collaborate; provide leadership and expertise

by engaging in the following activities:

● Develop a plan to communicate school counseling program mission, goals, outcomes,

activities and services to all constituents served by the school counseling program

● Collaborate with teachers, administrators, and parents regarding student needs

● Provide professional development and information to faculty and staff on student related

issues, partner with administrators and teachers to remove barriers to academic success,

develop strategies to enable students to achieve academic success, and to close the

achievement gap

● Conduct parent education programs in collaboration with community engagement

specialists

● Participate in and contribute to building and district-wide leadership teams on school improvement, strategic plans, school culture, and climate planning

● Collect, analyze and use data to show how the school counseling program contributes to

student success and makes improvements to programming

● Assist teachers with developing and implementing Social Emotional Learning

competencies in the classroom

|

Referral Process

Overview of the Referral Process

A referral is made to the School Counselor (SC) when a concern for a student is present.

Referrals may include self-referral by students encountering an issue, concerned friends/peers,

parent(s)/guardian(s), teachers, administration, and additionally other school support staff. Crisis

interventions are required in circumstances that warrant immediate attention, (e.g., peer worry

about the individual security/safety of another student, passing of a pet or relative, physical as

well as sexual maltreatment). The SC may determine that other resources would be appropriate,

including referral to other staff within the educational system, for example, the school principal,

school nurse, or student support team members. An outside referral may be fundamental when

an issue introduced is beyond the scope of practice, training, or potentially mastery of school

district personal. In the case of suspected child abuse or neglect, the SC has a legal mandate to

report through a hotline call (Division of Child Protection & Permanency-D.C.P& P.)

Steps in the Referral Process (See Referral Process Flow Chart)

STEP 1. Concern for student arises

STEP 2. Student is referred to SC/concern is identified on referral form(s). (Student Self-

Referral Form, Parent/Guardian Referral Form, Faculty/Staff Referral Form, Information about

Counseling, Informed Consent Form)

STEP 3. Once a concern is identified, the SC uses objective and subjective data to assess the

situation and determine the level and type of intervention to be taken on the student’s behalf.

(Student Behavior Data Collection)

Possible Interventions:

1. SC In-School Interventions 2. SC Referral to In-School Resource(s) 3. SC Referral to

Community Resource(s)* (Consent for Release of Information Form)

STEP 4. Interventions are implemented and the student’s progress is monitored. The

student’s response to the intervention will be reassessed and the intervention plan modified as

needed.

STEP 5. To follow up with the referring individual, the SC maintains contact with the

referring individual. Throughout this process the SC observes the guidelines of confidentiality

(see ASCA Ethical Standards) as well as family privacy as mandated by the Family Educational

Rights and Privacy Act (FERPA1, FERPA2). Consult local school board policies regarding

student confidentiality (ethical) and family privacy (legal) as well as procedures to follow for a

referral to a community agency.

|

Counselor assesses concern by collecting/reviewing data

Level and type of intervention are determined

Referral made to School Counselor by:

Self (Student)

Parent/Guardian

Teacher - Teacher/Staff Referral Form

Administrator

School Nurse

Peer

Outside Agency

Other

Reminder: SCs maintains logs and DAP progress notes as evidence of supports provided to student(s) and parent(s)

Concern for Student

Concern is identified on Referral Form(s)

COUNSELOR IN-SCHOOL

INTERVENTIONS

• At-Risk Student Goal Setting

• Emergency Intervention

• Consultation/Collaboration

with Student,

Parents/Guardians, and/or

Teachers/Other School Personnel

• Implementation of home/classroom

intervention strategies

• Individual Counseling

• Small Group Counseling

COUNSELOR REFERRAL TO

IN-SCHOOL RESOURCE(S):

• Administrator

• School Nurse

• Special Services

• School Social Worker

• Peer Mediation

COUNSELOR REFERRAL TO

COMMUNITY RESOURCES

• Mandated Reporting/Hotline

• Outside Counseling (e.g.,

Community Counseling

Services)

• Division of Children’s Services

• Juvenile Office

• Other Community Services

(e.g., Food Pantry, Homeless

Shelter, Church Outreach)

Implement intervention, monitor student’s response to the intervention,

periodically re-assess as needed

Follow-up with the referring individual within the guidelines of confidentiality

(ASCA Ethical Standards, FERPA1, FERPA2)

ELEMENTARY SCHOOL COUNSELOR REFERRAL PROCESS FLOW

CHART

https://www.schoolcounselor.org/school-counselors/standards

https://www2.ed.gov/policy/gen/reg/ferpa/index.html

https://www2.ed.gov/policy/gen/guid/fpco/index.html

|

Diverse Populations

Newark Board of Education is a diverse community of students from various backgrounds.

Given increases in racial and socioeconomic diversity in schools, School Counselors are trained

and positioned to lead courageous conversations and interventions that reduce prejudice and

educate students about diverse populations including Lesbian, Gay, Bisexual, Transsexual,

Questioning, Intersex, Asexual, (LGBTQIA) and multicultural populations.

School Counselors play a vital role in creating a safe, inclusive and welcoming school climate

for all students. They seek to promote LGBTQIA and multicultural awareness amongst its

students and staff.

LGBTQIA Multicultural

Foundations Increase school connectedness,

feelings of safety, personal well-

being, academic achievement,

attendance rate, college/career

readiness and graduation rate for

LGBTQIA students; decrease

incidents of bullying, harassment

homophobia on school campus.

Increase school connectedness, feelings

of safety, personal well-being, academic

achievement, attendance rate,

college/career readiness and graduation

rate for multicultural students; decrease

incidents of bullying, harassment on

school campus.

Management Monitoring academic performance

and attendance rates.

Monitoring academic performance and

attendance rates.

Delivery Provide indirect student services to

promote student achievement and

systemic change.

Provide indirect student services to

promote student achievement and

systemic change.

Accountability To ensure that the program is

meeting the needs of the population.

To ensure that the program is meeting

the needs of the population.

Resources Hetrick-Martin Institute

(973) 722-5488

City of Newark Hotline

(973) 733-6400

Shani Baraka Women’s Resource

Center

(973) 733-7538

Covenant House

(973) 621-8705

www.glaad.org

www.itgetsbetter.org

www.glsen.org

wwww.teachhub.com/multicultural-

education-your-classroom

www.hmi.org

NBOE Homeless Unit

(973) 424-4445

Human Trafficking

(855) 363-6548

www.nj.gov/oag/dcj/humantrafficking/

www.scholastic.com

www.diversitycouncil.org

www.nea.org

www.eds-resources.com

www.ed.gov/about/overview/focus/

supporting-undocumented-youth.pdf

LGBTQIA as defined by The Regents of the University of California, Davis Campus:

Lesbian, Gay, Bisexual, Transsexual, Questioning, Intersex, Asexual

http://www.glaad.org/

http://www.itgetsbetter.org/

http://www.glsen.org/

http://www.teachhub.com/multicultural



http://www.teachhub.com/multicultural-education-your-classroom

http://www.hmi.org/

http://www.nj.gov/oag/dcj

http://www.nj.gov/oag/dcj

http://www.scholastic.com/

http://www.diversitycouncil.org/

http://www.nea.org/

http://www.eds-resources.com/

http://www.ed.gov/about/overview/focus/

https://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf

|

Educational Resources for Undocumented Students

What is an Undocumented Student?

An undocumented student is a foreign national who: (1) entered the United States without inspection

or with fraudulent documents; or (2) entered legally as a non-immigrant but then violated the terms

of his or her status and remained in the United States without authorization (as defined by the

National Immigration Law Center).

Most college-bound undocumented students:

● have lived in the United States most of their lives

● been brought to the U.S. by their parents at a young age

● learned English and think of themselves as American

● attended elementary, middle, and high school in this country

● excelled academically in high school and want to pursue a college education

● currently lack a way to become legal residents or citizens in the U.S.

undocuJersey

The mission of undocuJersey is to provide educational resources for undocumented students and

documented students with undocumented parents in their pursuit for higher education. For more

information on upcoming events, resources, and timely scholarships visit

www.facebook.com/undocujersey

New Jersey Tuition Equity Act

For information about qualifying for in-state tuition under the Tuition Equality Act, also known

as the New Jersey Dream Act, current students should contact the Bursar or Financial Aid Office

at their higher education institutions. Students applying for admission should consult their

Admissions Office. Visit: http://www.state.nj.us/highereducation/TuitionEqualityAct.shtml

My (Un)documented Life

Visit this website for information on applying to college, graduate school, funding and advice

from other undocumented students and many other great resources to help make your path

towards higher education easier. Visit: https://mydocumentedlife.org/

Educators for Fair Consideration

Founded in 2006, Educators for Fair Consideration (E4FC) empowers undocumented young

people to achieve educational and career goals through personal, institutional and policy

transformation. We envision an America where all young people can pursue and complete an

education with confidence and without constraint. We are a fiscally-sponsored project of

Community Initiatives. Visit: http://www.e4fc.org/

http://www.facebook.com/undocujersey

http://www.state.nj.us/highereducation/TuitionEqualityAct.shtml

https://mydocumentedlife.org/

http://www.e4fc.org/

|

TheDream.US

Rutgers University- Newark and Essex County College are pleased to announce an important

partnership with The Dream.US, a scholarship fund for DREAMers across the nation.

Scholarships of up to $25,000 students starting at Essex County College and students transferring

with an associate’s degree into Rutgers University- Newark. The scholarship will cover tuition,

fees, books, supplies, and transportation expenses for students who would otherwise be unable to

attend college. Potential applicants must have DACA (Deferred Action for Childhood Arrivals)

or TPS (Temporary Protected Status) approval and meet other academic and financial

qualifications. For more information: http://www.thedream.us/

Pre-Health Dreamers (PHD)

PHD’s mission is to support undocumented pre-health students through serving as a community

of students and allies offering peer support and professional development. For more information:

http://www.phdreamers.org/

RU-N Talent and Opportunity Pathways Financial Aid Program

The Rutgers University Newark Talent and Opportunity Pathways program or RU-N to the Top

is a financial aid program that provides a “last dollar” scholarship, meaning that this scholarship

will cover the cost of in-state tuition. This opportunity is open to undocumented students. To

qualify, your family annual income must not exceed $60,000 and must either be a Newark

resident or a NJ Community College transfer student who has already attained an associate

degree. For more information: http://admissions.newark.rutgers.edu/ru-n-talent-and-opportunity-

pathways-financial-aid-program

Legal Service Providers

For a list of pro bono legal service providers in New Jersey. For more information:

https://www.justice.gov/eoir/file/ProBonoNJ/download

http://www.thedream.us/

http://www.phdreamers.org/

http://admissions.newark.rutgers.edu/ru-n-talent-and-opportunity-pathways-financial-aid-program

http://admissions.newark.rutgers.edu/ru-n-talent-and-opportunity-pathways-financial-aid-program

https://www.justice.gov/eoir/file/ProBonoNJ/download

|

Top 10 Effective Management Strategies for School Counselors

1. Organize your calendar at the beginning of the school year, which includes: dates of

activities, reports and deadlines.

2. Establish goals and objectives that are aligned with the school’s vision.

3. Establish a weekly schedule of activities in advance; be sure that it includes your daily

objectives and time, not just random activities.

4. Establish a record-keeping/data collection system that works for you. Examples: Google

Documents (surveys, forms), Microsoft Word, Microsoft Excel, physical files. Data to be

collected can include but is not limited to: student and parent contact, classroom visits,

meetings, DCP&P collaterals, community agency referrals, etc.

5. Your office should reflect a positive and welcoming environment with career resources

for students, staff and parents.

6. Schedule appointments with students, staff/faculty, parents and community stakeholders.

7. Establish a positive rapport with team members and ask for help when needed.

8. Planning is the key to effective management of time.

9. Clarify your objectives, prioritize your most important activities and make better use of

your time.

10. Learn to relax. As a member of a helping profession, it is critical that you take time for

YOU.

|

Public Relations Tips for Counselors

1. Consult regularly with school leaders and school community to keep them abreast and

informed of your professional practices.

2. At the beginning of the year, inform students and teachers of the procedures for students’

contact with the School Counselor and visiting the guidance office.

3. Quickly allow counselees to become familiar with you via student orientations,

convocations and/or grade level meetings.

4. Meet with students on a regular basis to conduct classroom, individual and group

guidance sessions.

5. Disseminate necessary information to students and parents within 72 hours.

6. Establish rapport with all instructional and non-instructional staff to collaborate on

school-wide guidance programs.

7. Join professional organizations and stay abreast of current research.

8. Provide timely documentation and information to organizations, as requested.

9. Remember to smile - Public Relations is YOUR SPECIALTY!

|

American School Counselor Association

National Standards for Students

ASCA National Standards were established to help School Counselors identify and prioritize the

specific attitudes, knowledge and skills students should gain as a result of participating in a

school counseling program. The implementation of the ASCA National Standards help School

Counselors change the way school counseling programs are designed and delivered across the

country. School Counselors are encouraged to utilize the national standards when goal setting

and implementing daily practices.

ASCA National Standards for Students (Competencies and Indicators)

Legend: A:A-1.1 = Academic Domain, Standard A, Competency 1 and Indicator 1

Academic Development

Standard A: Students will acquire the attitudes, knowledge and skills that contribute to

effective learning in school and across the lifespan.

A:A1 Improve Academic Self-concept

A:A1.1 Articulate feelings of competence and confidence as learners

A:A1.2 Display a positive interest in learning

A:A1.3 Take pride in work and achievement

A:A1.4 Accepts mistakes as essential to the learning process

A:A1.5 Identify attitudes and behaviors that lead to successful learning

A:A2 Acquire Skills for Improving Learning

A:A2.1 Apply time-management and task management skills

A:A2.2 Demonstrate how effort and persistence positively affect learning

A:A2.3 Use communication skills to know when and how to ask for help

when needed

A:A3.3 Achieve School Success

A:A3.1 Take responsibility for their actions

A:A3.2 Demonstrate the ability to work independently, as well as the ability

to work cooperatively with other students

A:A3.3 Develop a broad range of interest and abilities

A:A3.4 Demonstrate dependability, productivity and initiative

A:A3.5 Share knowledge

|

Standard B: Students will complete school with the academic preparation essential to

choose from a wide range of substantial postsecondary options, including college.

A:B1 Improve Learning

A:B1.1 Demonstrate the motivation to achieve individual potential

A:B1.2 Learn and apply critical-thinking skills

A:B1.3 Apply the study skills necessary for academic success at each level

A:B1.4 Seek information and support from faculty, staff, family and peers

A:B1.5 Organize and apply academic information from a variety of sources

A:B1.6 Use knowledge of learning styles to positively influence school

performance

A:B2 Plan to Achieve Goals

A:B2.1 Establish challenging academic goals in elementary, middle/

junior high and high school

A:B2.2 Use assessment results in educational planning

A:B2.3 Develop and implement annual plan of study to maximize

Academic ability and achievement

A:B2.4 Apply knowledge of aptitudes and interest to goal setting

A:B2.5 Use problem-solving and decision-making skills to assess progress

toward educational goals

A:B2.6 Understand the relationship between classroom performance and

success in school

A:B2.7 Identify post-secondary options consistent with interests, achievement,

aptitude and abilities

STANDARD C: Students will understand the relationship of academics to the world of

work and to life at home and in the community.

A:C1 Relate School to Life Experiences

A:C1.1 Demonstrate the ability to balance school, studies, extracurricular

activities, leisure time and family life

A:C1.2 Seek co-curricular and community experiences to enhance the school

experience

A:C1.3 Understand the relationship between learning and work

A:C1.4 Demonstrate and understanding of the value of lifelong learning as

essential to seeking, obtaining and maintaining life goals

A:C1.5 Understand that school success is the preparation to make the transition

from student to community member

A:C1.6 Understand how school success and academic achievement enhance

future career and vocational opportunities

|

Career Development

Standard A: Students will acquire the skills to investigate the world of work in relation to

knowledge of self and to make informed career decisions.

C:A1 Develop Career Awareness

C:A1.1 Develop skills to locate, evaluate and interpret career information

C:A1.2 Learn about the variety of traditional and nontraditional occupations

C:A1.3 Develop an awareness of personal abilities, skills, interest and motivations

C:A1.4 Learn how to interact and work cooperatively in teams

C:A1.5 Learn to make decisions

C:A1.6 Learn how to set goals

C:A1.7 Understand the importance of planning

C:A1.8 Pursue and develop competency in areas of interest

C:A1.9 Develop hobbies and vocational interests

C:A1.10 Balance between work and leisure time

C:A2 Develop Employment Readiness

C:A2.1 Acquire employability skills such as working on a team, problem-

Solving and organizational skills

C:A2.2 Apply job readiness skills to seek employment opportunities

C:A2.3 Demonstrate knowledge about the changing workplace

C:A2.4 Learn about the rights and responsibilities of employers and

Employees

C:A2.5 Learn to respect individual uniqueness in the workplace

C:A2.6 Learn how to write a resume

C:A2.7 Develop a positive attitude toward work and learning

C:A2.8 Understand, the importance of responsibility, dependability,

Punctuality, integrity and effort in the workplace

C:A2.9 Utilize time-and task-management skills

Standard B: Students will employ strategies to achieve future career goals with success and

satisfaction.

C:B1 Acquire Career Information

C:B1.1 Apply decision-making skills to career planning, course selection

and career transition

C:B1.2 Identify personal skills, interest and abilities and relate them to

current career choices

C:B1.3 Demonstrate knowledge of the career-planning process

C:B1.4 Know the various ways in which occupations can be classified

|

C:B1.5 Use research and information resources to obtain career information

C:B1.6 Learn to use the Internet to access career-planning information

C:B1.7 Describe traditional and nontraditional career choices and how they

relate to career choice

C:B1.8 Understand how changing economic and societal needs influence

Employment trends and future training

C:B2 Identify Career Goals

C:B2.1 Demonstrate awareness of the education and training needed to

Achieve career goals

C:B2.2 Assess and modify their educational plan to support career

C:B2.3 Use employability and job readiness skills in internship,

Mentoring, shadowing and /or other work experience

C:B2.4 Select course work that is related to career interests

C:B2.5 Maintain a career-planning portfolio

Standard C: Students will understand the relationship between personal qualities,

education, training and the world of work.

C:C1 Acquire Knowledge to Achieve Career Goals

C:C1.1 Understand the relationship between educational achievement and

career success

C:C1.2 Explain how work can help to achieve personal success and

Satisfaction

C.C1.3 Identify personal preferences and interests influencing career

choice and success

C.C1.4 Understand that the changing workplace requires lifelong learning

and acquiring new skills

C.C1.5 Describe the effect of work on lifestyle

C.C1.6 Understand the importance of equity and access in career choice

C.C1.7 Understand the work is an important and satisfying means of

Personal expression

C:C2 Apply skills to Achieve Career Goals

C:C21 Demonstrate how interest, abilities and achievement to

Achieving personal, social, educational and career goals

C:C2.2 Learn how to use conflict management skills with peers and adults

C:C2.3 Learn to work cooperatively with others as a team member

C:C2.4 Apply academics and employment readiness skills in work-based

learning situations such as internships, shadowing and/or

mentoring experiences

|

Personal/Social

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help

them understand and respect self and others.

PS:A1 Acquire Self-knowledge

PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

PS:A1.2 Identify values, attitudes and beliefs

PS:A1.3 Learn the goal-setting process

PS:A1.4 Understand change is part of growth

PS:A1.5 Identify and express feelings

PS:A1.6 Distinguish between appropriate and inappropriate behavior

PS:A1.7 Recognize personal boundaries, rights and privacy needs

PS:A1.8 Understand the need for self-control and how to practice it

PS:A1.9 Demonstrate cooperative behavior in groups

PS:A1.10 Identify personal strengths and assets

PS:A1.11 Identify and discuss changing personal and social roles

PS:A1.12 Identify and recognize changing family roles

PS:A2 Acquire Interpersonal Skills

PS:A2.1 Recognize that everyone has rights and responsibilities

PS:A2.2 Respect alternative points of view

PS:A2.3 Recognize, accept, respect and appreciate individual differences

PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity

PS:A2.5 Recognize and respect differences in various family configurations

PS:A2.6 Use effective communication skills

PS:A2.7 Know that communication involves speaking, listening and

nonverbal behavior

PS:A2.8 Learn how to make and keep friends

Standard B: Students will make decisions, set goals and take necessary action

to achieve goals.

PS:B1.1 Use decision-making and problem-solving model

PS:B1.2 Understand consequences of decisions and choices

PS:B1.3 Identify alternative solutions to a problem

PS:B1.4 Develop effective coping skills for dealing with problem

PS:B1.5 Demonstrate when, where and how to seek help for solving

Problems and making decisions

PS:B1.6 Know how to apply conflict resolution skills

PS:B1.7 Demonstrate a respect and appreciation for individual and

Cultural differences

PS:B1.8 Know when peer pressure is influencing a decision

|

PS:B1.9 Identify long and short-term goals

PS:B1.10 Identify alternative ways of achieving goals

PS:B1.11 Use persistence and perseverance in acquiring knowledge

and skills

PS:B1.12 Develop an action plan to set and achieve realistic goals

Standard C: Students will understand safety and survival skills.

PS:C1.1 Demonstrate knowledge of personal information (i.e.,

telephone number, home address, emergency contact)

PS:C1.2 Learn about the relationship between rules, laws, safety and the

protection of rights of the individual

PS:C1.3 Learn about the differences between appropriate and

inappropriate physical contact

PS:C1.4 Demonstrate the ability to set boundaries, rights and personal

Privacy

PS:C1.5 Differentiate between situations requiring peer support and

situations, requiring adult professional help

PS:C1.6 Identify resource people in the school and community, and

know how to seek their help

PS:C1.7 Apply effective problem-solving and decisions-making skills to

make safe and healthy choices

PS:C1.8 Learn about the emotional and physical dangers of substance

use and abuse

PS:C1.9 Learn how to cope with peer pressure

PS:C1:10 Learn techniques for managing stress and conflict

PS:C1.11 Learn coping skills for managing life events

|

SOCIAL AND EMOTIONAL LEARNING (SEL) COMPETENCIES

SEL is the process through which children and adults acquire and effectively apply the

knowledge, attitude, and skills necessary to understand and manage emotions, set and achieve

positive goals, feel and show empathy for others, establish and maintain positive relationships,

and make responsible decisions (Casel 2017).

Self-awareness

The ability to accurately recognize one’s own emotions, thoughts, and values and how they

influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-

grounded sense of confidence, optimism, and a “growth mindset.”

Identifying emotions

Accurate self-perception

Recognizing strengths

Self-confidence

Self-efficacy

Self-management

The ability to successfully regulate one’s emotions, thoughts, and behaviors in different

situations - effectively managing stress, controlling impulses, and motivating oneself; The ability

to set and work toward personal and academic goals.

Impulse control

Stress management

Self-discipline

Self-motivation

Goal-setting

Organizational skills

Social awareness

The ability to take the perspective of and empathize with others, including those from diverse

backgrounds and cultures. The ability to understand social and ethical norms for behavior and to

recognize family, school, and community resources and supports.

Perspective-taking

Empathy

Appreciating diversity

Respect for others

Relationship skills

The ability to establish and maintain healthy and rewarding relationships with diverse individuals

and groups. The ability to communicate clearly, listen well, cooperate with others, resist

inappropriate social pressure, negotiate conflict constructively, seek and offer help when needed.

Communication

Social engagement

Relationship-building

Teamwork

Responsible decision-making

The ability to make constructive choices about personal behavior and social interactions based

on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences

of various actions, and a consideration of the well-being of oneself and others.

Identifying problems

Analyzing situations

Solving problems

Evaluating

Reflecting

Ethical responsibility

Casel Core SEL Competencies: https://casel.org/core-competencies/ page 21 |

https://casel.org/core-competencies/

Suggested Monthly Thematic Calendar This school wide collaborative guide provides a suggested monthly outline to address the academic, social and emotional needs of students.

Month Topics by Grade

K-2 3-5 6-7 8

September Character Education: Friendship,

Caring

Classroom Guidance: Meet the

Counselor, Goal Setting,

Transition/Attendance/Punctuality

ASCA Domain: Academic,

Personal/Social

SEL Competency: Self-

Awareness, Self-Management

Events/Reminders: Back-To-School Night

Character Education: Friendship,

Caring





Personal/Social




Character Education: Friendship,

Caring





Personal/Social




Character Education:

Friendship, Caring





Personal/Social




October


Feelings, Respect/Courage

Classroom Guidance: Anti-

Bullying (HIB), Dealing with

Feelings, Drug/Alcohol

Awareness- Saying “No”

ASCA Domain:


Management, Social Awareness,

Responsible Decision-Making

Events/Reminders:

Week of Respect

Violence Awareness Week

Red Ribbon Week







ASCA Domain:




Events/Reminders:

Week of Respect


Red Ribbon Week







ASCA Domain:




Events/Reminders:

Week of Respect


Red Ribbon Week







ASCA Domain:




Events/Reminders:

Week of Respect


Red Ribbon Week

November Character Education:

Honesty/Trustworthiness

Classroom Guidance:

Kindness/Giving, Sharing, Doing

the Right Thing, Asking for Help

ASCA Domain: Personal/Social

SEL Competency: Social-

Awareness, Self-Management,

Responsible Decision-Making,

Relationship Skills

Events/Reminders:

Conferencing



Classroom Guidance:







Relationship Skills

Events/Reminders:

Conferencing



Classroom Guidance:







Relationship Skills

Events/Reminders:

Conferencing



Classroom Guidance:







Relationship Skills

Events/Reminders:

Conferencing

page 22 |

Month Topics by Grade

K-2 3-5 6-7 8

December Character Education:

Responsibility

Classroom Guidance: Multicultural

Awareness, Healthy Coping Skills,

Intro to Personal Grad Plans

ASCA Domain: College/Career




Events/Reminders: Newark Enrolls Application


Responsibility





SEL Competency: Self-Awareness,

Self-Management, Responsible

Decision-Making



Responsibility










Responsibility

Classroom Guidance:

Multicultural Awareness, Healthy

Coping Skills, Intro to Personal

Grad Plans






January Character Education: Achievement,

Conflict Resolution

Classroom Guidance: Academic

SMART Goals, Promotion/Retention

Review, Personal Gradation Plans,

Dealing with Disappointment,

Controlling Anger


Personal/Social




Relationship Skills

Events/Reminders: MLK Day of Service


Achievement, Conflict Resolution





Controlling Anger


Personal/Social




Relationship Skills








Controlling Anger


Personal/Social




Relationship Skills








Controlling Anger


Personal/Social




Relationship Skills


February

NATIONAL


Cooperation, Fairness,

Personal Values

Classroom Guidance:

Healthy Relationships, Career

Planning, Test Taking Skills


Career, Personal/Social


Self-Management, Social-

Awareness, Relationship Skills

Events/Reminders: School Counselor Week

Black History Month

SCHOOL



Personal Values

Classroom Guidance:









Black History Month

COUNSELING



Personal Values

Classroom Guidance:









Black History Month

WEEK



Personal Values

Classroom Guidance:









Black History Month

page 23 |

March Character Education:

Integrity/Perseverance

Classroom Guidance: Friendship,

Social Skills, Active Listening

Skills, Test Taking Skills &

Preparation



Social-Awareness, Relationship Skills

Events/Reminders:

Women’s History Month






Preparation




Events/Reminders:







Preparation




Events/Reminders:







Preparation




Events/Reminders:


April Character Education: Self-discipline,

Respect & Responsibility

Classroom Guidance: Stress

Management & Growth Mindset




Decision-Making

Events/Reminders:

Newark Enrolls Application Results

Character Education: Self-discipline,







Decision-Making

Events/Reminders:









Decision-Making

Events/Reminders:









Decision-Making

Events/Reminders:


May Character Education: Manners,

Citizenship Classroom Guidance:

Personal/Social Skills, College &

Career Readiness, Career

Fair/Activities, Transitions

ASCA Domain: Career/College



Relationship Skills

Events/Reminders:

Mental Health Month

Children’s Mental Health

Awareness Week

Character Education: Manners,








Relationship Skills

Events/Reminders:

Mental Health Month


Awareness Week









Relationship Skills

Events/Reminders:

Mental Health Month


Awareness Week









Relationship Skills

Events/Reminders: HS Transitions

Mental Health Month


Awareness Week

June


Summer Safety

Classroom Guidance: Needs

Assessments and Guidance Posttests,

Academic Readiness, Termination of

Counseling Services

ASCA Domain: Persona/Social

SEL Competency: Self-Awareness, Self-

Management

Events/Reminders: National Hunger

Awareness Month

International Children’s Day


Summer Safety




Counseling Services



Management


Awareness Month



Summer Safety




Counseling Services



Management


Awareness Month



Summer Safety




Counseling Services



Management


Awareness Month


Lesson Plan Resources and interactive lessons: http://www.elementaryschoolcounseling.org/ page 24 |

http://www.elementaryschoolcounseling.org/

|

Monthly Thematic Calendar Descriptors

Anti- Bullying/HIB: Topics that fall under HIB include but are not limited to: cyber bullying,

the impact of social media, teen dating violence and gang violence. Counselors should review

what bullying looks like and address healthy relationships versus unhealthy relationships. HIB

should also include peer to peer as well as student vs. adult contact.

Attendance/Time Management: Time management is a topic which encompasses student

attendance, the timely submission of assignments and taking responsibility for personal habits.

The correlation should be made regarding the impact of timeliness on grades and future success.

Building Healthy Relationships: Building and sustaining healthy relationships is an integral

part of the growth process. This topic should connect students to the concepts of perception vs.

reality. Effective communication leads to the discussions: how to have successful conversations

to create a “win/win situation”, how to create a personal image that attracts people to you,

making contacts and building a personal network of resources.

Career and Work Readiness: This topic is inclusive of the steps it takes to move beyond high

school into the world of college and the workplace. Resume and interview skills will be taught

and reviewed. Appropriate behavior at the workplace will be addressed.

College Planning: This topic is inclusive of the steps it takes to move beyond high school into

the world of college. Topics to be discussed include: college application process, graduation

requirements, scholarships and financial aid.

Conflict Resolution: This topic will teach students to deal with conflict in an appropriate

manner. It will also address anger management techniques. Students will learn how to use “I

statements” to communicate effectively.

Coping with Stress: Reducing stress is paramount to students’ success. When students come to

school with outside stressors as well as educational stressors, we need to provide them with tools

to help alleviate and reduce stress. Tackling issues such as time management and expectations

also coincide with reduction of stress.

Decision-making: Students need to be aware of how small decisions can have a large impact on

their lives. Decisions regarding activities, colleges, careers and even personal relationships can

be addressed.

Preparing for High School Success: This is a topic that should encompass the conversations

about the differences between middle vs. high school, what goals freshmen students expect to

accomplish in high school and what they believe will help them be successful. Counselors will

offer tools to assist them with their SMART goals.

Red Ribbon Week: Red Ribbon week is the oldest and largest drug prevention campaign in the

country. It is usually held the last week in October to address the drug epidemic we are facing.

During the month of October it is suggested that each week counselors cover one of the

following topics: Anti bullying/HIB, Teen Dating Violence, Suicide Prevention and end the

month with Drug and Alcohol Awareness.

|

Stress Management: This lesson focuses on stress management with an emphasis on techniques

students can use. Students begin by examining ways people cope with stress and distinguish

between positive and negative reactions. They review key coping mechanisms for dealing with

stress and evaluate which ones they have used. Students will learn and practice some specific

stress-management techniques to identify those that would work best for them.

Self-Awareness/ Self-Esteem: The way we feel about ourselves has a huge effect on the way we

treat ourselves and others, and on the kinds of choices we make. Students will engage in

activities that will protect, raise, and reinforce their self-esteem.

Summer Planning: Students review their academic profile and create a plan for the summer.

Students will be informed of summer school classes for credit recovery and/or enrichment.

|

School Counselor Resources

This section includes recommended templates and forms which can be used to enhance your

practice.

|

Interventions and PRIM Strategies for Counseling Students

What is PRIM? The Pre-Referral Intervention Manual (PRIM) provides a direct response to

state mandated pre-referral intervention activities. It may be used by educators to develop a

comprehensive plan of intervention strategies for a student. It is recommended that the PRIM be

included in each school's professional library and made available to principals, special needs and

general education educators, as well as School Counselors involved in pre-referral activities.

Generally, these techniques have been proven effective when working with students who exhibit

at-risk behaviors.

Examples of Student

Behaviors

Sample Intervention Strategies

Academic

Deficiencies

● Does not perform or

complete classroom

assignments during

class time

● Does not perform

academically at his/her

ability level

● Evaluate the appropriateness of the task to

determine:

(a) if the task is too difficult,

(b) if the length of time scheduled for the task

is appropriate

● Supervise the student during class assignments

in order to maintain on-task behavior

● Deliver reinforcement for any and all measures of improvement

● Refer to Intervention and Referral Services

(I&RS team)

Interpersonal

Behaviors

● Fights with other

students

● Agitates and provokes

peers to a level of

verbal or physical

assault

● Is easily angered

annoyed or upset

● Teach student problem-solving skills: (a) identify the problem,

(b) identify goals and objectives,

(c) develop strategies,

(d) develop a plan of action, and

(e) carry out the plan

● Do not force the student to interact with others

● Teach the student alternative ways to deal with

situations which frustrate, anger, etc. him/her

● Follow up with student

● Refer to school Social Worker

Alcohol,

Tobacco, and

other Drug

Abuse

● If a student appears to

be under the influence

while at school

● Provide a drug information program for the

individual, the class, and the building

● Maintain anecdotal records of the student’s

behavior to check patterns in behavior

● Refer student to the school nurse for further evaluation

● Follow district and school protocol

|

Lack of

Motivation/

Suppressed

Mood

● Demonstrates self-

destructive behavior

● Is tired, listless,

apathetic, unmotivated,

and not interested in

school

● Teach the student appropriate ways to deal

with anxiety, frustration, and anger

● Investigate the possibility of the student being

involved in the use of drugs or alcohol

● Refer student to Social Worker for further

evaluation and counseling

Harassment,

Intimidation,

and Bullying

● Suddenly failing grades

● Unexplained injuries

● Student becomes

aggressive or

disruptive

● Feeling sad, moody,

anxious, depressed,

withdrawn, and

helpless

● Frequent health

complaints- headaches,

stomachaches

● Encourage reporting as needed, document and

get support

● Pursue interests and activities to build more

positive friendships

● Develop strategies and skills for handling

bullying

● Continue to check in/monitor the student

● Refer to school harassment, intimidation, and

bullying (HIB) specialist

Suicide and

Traumatic Loss

● Threatens to hurt

herself/himself or

commit suicide

● Grieving the loss of a

parent or friend

● Refer to Social Worker or nurse

● Call the Crisis line (if needed)

● Grief Counseling

● Document follow up

● Monitor and support accordingly

Chronic

Absenteeism/

Tardiness

● Is excessively

absent/tardy

● Communicate with parents, agencies, or

appropriate parties in order to inform them of

the problem, determine the cause of the

problem, and consider possible solutions to the

problem

● Make certain the student and parents are aware

of the laws involving attendance in school

● Place student on a daily form to monitor

attendance

● Refer to the Attendance Court Representative

● Refer to school attendance committee

|

Resources

1. McCarney, Stephen B. and Wunderlich, Kathy Cummins. Pre-Referral

Intervention Manual (PRIM). Hawthorne, 2014.

2. Division of Child Protection & Permanency (DCP&P), (877) NJABUSE 877-652-2873

3. Family Crisis Intervention Unit, (973) 228-3000

4. Keeping Our Kids Safe, Healthy & In School-HIB,

https://www.state.nj.us/education/students/safety/behavior/hib

5. Newark Renaissance House, Inc.- Toll Free, (800) 474-3121

6. Newark Public Schools, (973) 733-7333, www.nps.k12.nj.us

7. New Jersey Perform Care, (877) 652-7624, http://www.performcarenj.org/index.aspx

8. New Jersey Suicide Prevention Hopeline, (855) 654-6735, www.njhopeline.com

9. 2ND Floor Text/Call Helpline, (888) 222-2228, www.2ndfloor.org

10. Psychiatric Emergency Screening Services, (973) 972-3637

11. Traumatic Loss Coalition, (973) 239-5382, https://ubhc.rutgers.edu/education/trauma-loss-

coalition/overview.xml

12. Undocumented Educational Resources, http://deanofstudents.rutgers.edu/wp-

content/uploads/sites/56/2017/01/Educational- Resources.pdf

https://www.state.nj.us/education/students/safety/behavior/hib

http://www.nps.k12.nj.us/

http://www.performcarenj.org/index.aspx

http://www.njhopeline.com/

http://www.2ndfloor.org/

https://ubhc.rutgers.edu/education/trauma-loss-%20coalition/overview.xml

https://ubhc.rutgers.edu/education/trauma-loss-%20coalition/overview.xml

http://deanofstudents.rutgers.edu/wp-content/uploads/sites/56/2017/01/Educational-%20Resources.pdf



|

Monthly Parent/Guardian Sign-In Sheet

School Name:

School Counselor(s): Month: _________________

Date Parent/Guardian’s Name

(Please Print)

Student’s Name/Grade

(Please Print)

Parent Email

Address

Phone

Number

Reason

|

Monthly Agency Contact Log

School Name:

School Counselor(s):_________________________________ ____ ______ Month:_______________________________________

Date Name/Agency Contact Number Reason

|

School Name Monthly Student Sign-In

School Counselor(s): ___________________________ Month: _________________________

Date Student’s Name (Please Print) Grade Reason

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

|

“School Name” Group Sign-In

School Counselor(s): Date:

Topic:

Student’s Name

(Please Print)

Student’s Name

(Please Print)

1. 26.

2. 27.

3. 28.

4. 29.

5. 30.

6. 31.

7. 32.

8. 33.

9. 34.

10. 35.

11. 36.

12. 37.

13. 38.

14. 39.

15. 40.

16. 41.

17. 42.

18. 43.

19. 44.

20. 45.

21. 46.

22. 47.

23. 48.

24. 49.

25. 50.

|

“School’s Name” Elementary School School Counselor Student Self-Referral Form

Dear School Counselor,

My name is __________________________________. I am in grade _________________.

My teacher is _________________________________. My classroom number is ________.

I need to talk with you about:

o URGENT!!! Something private right away!!!

o The death of a person or a pet I love

o A friend I am worried about

o My angry feelings

o How to get along better with friends/peers

o How to get along better with adults (parents/teachers)

o How to get along better with brothers and sisters

o How others are treating me

o Feeling better about myself

o Saying “NO!” and “STOP IT” when people want me to do things I don’t want to do

o My grades and schoolwork

o Planning now for the future

o Something else

Other comments: ____________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Signed _______________________________________________Date __________________

Return this form to the School Counseling Office. I will contact you as soon as possible. If you

have indicated this is URGENT!! Return the form to a person in the guidance and counseling

office or your classroom teacher.

|

“School’s Name” Elementary School Parent/Guardian Referral Form

A School Counselor is available for students, parents, faculty and staff by appointment. Please

call (________________), stop by the counseling office, or e-mail (__________________) to

schedule an appointment.

I am requesting that the School Counselor talk with my child:

___ Urgent—today! ___ As soon as possible ___ After the school counselor and I talk

Student’s Name ________________________________________ Grade _________________

Classroom/Homeroom Teacher __________________________

Your Name ______________________________Relationship to Student __________________

Phone ________________________Best times to reach me _____________________________

Your Signature_______________________________________ Date _____________________

My child’s strengths include:

___________________________________________________________________________

My primary concern(s) (Check all that apply):

o Something’s wrong but I don’t know what

o A loss (e.g. death of a person or pet, loss of a friendship, parents’ divorce)

o Anger

o Perfectionism

o Relationships with friends/peers

o Relationships with adults (parents/teachers)

o Relationships with brothers/sisters

o How my child is treated by others

o Feelings of negativity, discouragement, self-doubt

o Unhealthy or unsafe choices

o Study skills, grades and schoolwork

o Post-secondary options/Planning now for future

Other Concern(s)________________________________________________________________

Additional information regarding concern(s)__________________________________________

______________________________________________________________________________

Return this form to the school counselor’s. I will contact you as soon as possible

|

Individual Counseling Session: DAP Progress Note

Counselor: Social Worker: Support Staff:

Student Name: ID#: Grade:

Date: School/Location:

Session Number:

Topic of Session: Time in Session:

Mental Status Exam (MSE)

Orientation time person place situation

Appearance well-groomed unkept dirty

disheveled malodorous other__________

Affect appropriate inappropriate tearful

flat other__________

Observed Behavior calm cooperative

guarded demanding threatening hostile

Speech normal loud pressured

rapid flight of ideas other__________

Mood anxious depressed irritable

elevated

other__________

Eye Contact good fair poor

minimal intermittent other_________

Thought Process logical goal-directed racing

paranoid disorganized other__________

Memory intact impaired other________

Concentration good fair poor

other_____

Insight/Judgement good fair poor

other______

Hallucinations denied auditory visual

Suicidal Ideation none passive active

If active: yes no comment(s)

plan

intent

means

*If yes to above, contact Crisis

Homicidal Ideation none passive active

If active: yes no comment(s)

plan

intent

means

*If yes to above, contact Crisis

DATA:

Subjective data about the student- what are the student’s observations, thoughts, direct quotes?

Objective data- what does the counselor observe during the session (affect, mood, appearance)?

What was the general content and process of the session?

Was homework reviewed (if any)?

ASSESSMENT:

What is the counselor’s understanding about the problem?

What are the counselor’s working hypotheses?

What are the results of any testing, screening, assessments?

What is the student’s current response to the treatment plan?

PLAN:

Based on student’s response to the treatment plan, what needs revision?

What goals, objectives were addressed this session?

What is the counselor going to do next?

When is the next session date?

|

Group Counseling: DAP Progress Note

Counselor: Social Worker: Support Staff:

Group Type: Group Purpose: Number of Group Members:

Date: Time: School/Location:

Session Number:

Time in Session:

Age/Grade of Group Members:

Brief Overview of Session:

What content was covered during session?

What interventions were used?

What resources were provided to group members?

DESCRIPTION of Session: What happened in group? (subjective/objective)

What did group members report/say?

What are your observations of members’ behavior, appearance, mood (AEB)?

What did facilitator do/say or how did facilitator interact with members?

How did session conclude? (capture actions: members and facilitator)

ASSESSMENT of Session: Analysis and conclusion of the situation based on subjective

and objective data. This is the facilitator’s clinical judgment of what has been said and/or

done based upon what was seen or heard. What does the data mean, suggest or give evidence

of? (Why did it happen?).

What is the engagement/participation level of group members (AEB)?

What are the expressed concerns of members?

What are members seeking or looking forward to?

What is the recommendation of the facilitator

PLAN of Next Session: “What happens next?”

What is the date and time of next session?

What will members do next session?

What content/topic will be covered during the session?

|

ELEMENTARY SCHOOL COUNSELING PROGRAM MONTHLY REPORT

School Month Year

School Counselor

Total % of Direct Student Services: Total % of Indirect Student Services:

NUMBER OF CLASSROOM GUIDANCE SESSIONS CONDUCTED K 1 2 3 4 5 6 7 8

# of Sessions

# of Students

NUMBER OF GROUP COUNSELING SESSIONS CONDUCTED K 1 2 3 4 5 6 7 8

# of Sessions

# of Students

RESPONSIVE SERVICES

NUMBER OF REFERRALS AT EACH GRADE LEVEL SUBMITTED BY TEACHERS

# of Students

K 1 2 3 4 5 6 7 8

Academic

Attendance

Behavior

Mental Health

Physical

Health/

Substance Use

NUMBER OF REFERRALS TO OFFSITE/OUTSIDE AGENCIES

# of Students

K 1 2 3 4 5 6 7 8

Suicide

Prevention

NJ Perform

Care

DCPP

Other:

Other:

|

NUMBER OF PEER MEDIATION SESSIONS CONDUCTED K 1 2 3 4 5 6 7 8

# of Sessions

# of Students

NUMBER OF CRISIS INTERVENTIONS K 1 2 3 4 5 6 7 8

# of Sessions

# of Students

SYSTEM SUPPORT

Type of Support Number Attended

In-services/ Trainings attended

In-services/Training facilitated

SST Meetings

CST Meetings

INDIVIDUAL PLANNING WITH STUDENTS

Type of Planning Number of Instances

Individual Counseling

Goal Setting

Parent Conferences

Administration, Parent & Agency Conferences

NON-SCHOOL COUNSELING ACTIVITIES

Activity Date

MONTHLY OBJECTIVES

Were you able to complete this month’s objectives, based on the ASCA model? (Refer to the Calendar) Yes No

|

ELEMENTARY COUNSELORS’ END OF THE YEAR REPORT

PREVENTION P K K 1ST 2ND 3RD 4TH 5TH 6TH 7TH 8TH TOTAL

Classroom Guidance

Lessons Taught

# of sessions

# of students

RESPONSIVE SERVICES PK K 1ST 2ND 3RD 4TH 5TH 6TH 7TH 8TH TOTAL

Small Group &

Individual

Counseling

# of sessions

# of students

Agency Consultation & Referral

# of students

Faculty & Staff Collaboration

Crisis Intervention

INDIVIDUAL PLANNING &

SYSTEM SUPPORT Total

Parent Conferences

Administrative Conferences

SST/504,CST Meetings & Attendance

In-Service Training Attended

NON-GUIDANCE ACTIVITIES FOR SCHOOL YEAR

SUPPORT SERVICES

Number of Enrichment Applications Processed

Number of Students Accepted to Magnet Schools

School Counselor’s Signature: Date:

School: Caseload/School Population: ________________________

Principal: ______________

|

Parent/Guardian Counseling Consent Form

Date:

Dear: , Your child has been recommended for:

Individual Counseling Small Group Counseling

I have met with your son/daughter and explained the content and nature of the counseling sessions.

The counseling sessions will run for week(s). If you have any further

questions or concerns, please feel free to contact me at the following number:

. Thank you for your support and attention to this matter.

Sincerely,

School Counselor

PLEASE RETURN THIS FORM TO YOUR CHILD’S SCHOOL COUNSELOR

Student’s Name: Grade:

My child , may participate in on site school counseling sessions.

My child may not participate in on site school counseling

sessions.

Parent/Guardian’s Signature: Date:

Elementary School Counseling Manual€¦ · The NBOE School Counselor impacts students' academic...

Documents

Transcript of Elementary School Counseling Manual€¦ · The NBOE School Counselor impacts students' academic...