Recognized ASCA Model Program

RAMP

Making A Difference…

In the lives of our Students!

Michelle Privette & Valerie Whipple

White Knoll Elementary

ASCA Website:http://www.schoolcounselor.org/

This slide show can be found at:http://wke-instructional-fair-09.wikispaces.com/

Is your School Ready to Apply for RAMP?

• If your program successfully answers the question, "How are students different because of what school counselors do?" then you're ready to show the world that your program is "ramped up."

Based on the ASCA National Model, the RAMP designation: • Gives you the confidence that your program aligns with

a nationally accepted and recognized model • Helps you evaluate your program and areas for

improvement • Increases your skills and knowledge of school

counseling • Enhances your program's efforts toward academic

achievement and student success • Identifies your school as an exemplary educational

environment

RAMP Components 12 components:

Advisory CouncilCalendarClassroom CurriculumClosing the Gap ResultsCompetencies and IndicatorsGuidance Curriculum ResultsManagement AgreementPhilosophy and Mission StatementsProgram Evaluation and ReflectionSchool Counseling GoalsSmall Group CurriculumSchool Board

Mission StatementWhite Knoll Elementary Guidance & Counseling

Mission Statement:

The Guidance and Counseling Program at White Knoll Elementary is based on the belief that guidance is an

integral part of the total educational experience of every child and can help ALL children learn more efficiently and

effectively. Our program is both developmental and preventive, focusing on the South Carolina

Comprehensive Guidance and Counseling Standards of Learning to Live, Learning to Learn, and Learning to Work.

In partnership with other educators, parents and the community, White Knoll Elementary school counselors will

promote a climate which ensures each child the opportunity to reach his/her fullest potential and become responsible and contributing members of a global society.

PhilosophiesWhite Knoll Elementary Guidance & Counseling Statement of Philosophy

The counselors at White Knoll Elementary School believe:.:. All students are unique and should be respected with dignity..:. All students can succeed..:. The school counseling program is for every child and can help ALL children

learn more efficiently and effectively..:. Learning is a lifelong process. And that the White Knoll Elementary comprehensive school counseling program should:

.:. Address the diverse needs of all students through the guidance and counselingprogram..:. Be an integral part of the overall educational program supporting lifelonglearning..:. Include developmental opportunities and experiences that address personal/social,academic, and career standards and competencies..:. Work collaboratively with parents, school personnel, and communityrepresentatives for planning and coordination..:. Use data to identify and evaluate program goals.

And that all counselors in the White Knoll Elementary School should:.:. Abide by and uphold the American School Counselor Association (ASCA) ethicalcode for professional school counseling..:. Participate in professional development activities in order to sustain and improveupon a quality school counseling program.

Cross-walking ASCA Standards with State Standards and School

focusCareer Development Domain Learning to Work (W) A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

W1 Students will understand the relationships among personal qualities, education and training, and the world of work

A1: Develop Career Awareness

XXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXX

1. develop skills to locate, evaluate, and interpret career information

W1:1 K-2 a. Identify different kinds of work

KCG Career Awareness/ 4 Kittens 1st CG Hats Off to Careers 2nd CG Career Awareness/Swimmy 3rd CG Career Cluster Awareness 5th CG Career Climb K-2 Career Vehicle Day 3-5 Career Speaker Day

1. learn about the variety of traditional and nontraditional occupations

W1:1 K-2 b. Recognize that men and women can have the same work

KCG Career Awareness/ 4 Kittens 1st CG Hats Off to Careers 2nd CG Career Awareness/Swimmy 3rd CG Career Cluster Awareness 4th CG Careers: A Look at Myself 5th CG Career Climb K-2 Career Vehicle Day 3-5 Career Speaker Day

3. develop an awareness of personal abilities, skills, interests, and motivation

W1:1 3-5 c. Explore personal skills and talents

Red Ribbon Week School Wide Emphasis 1st CG Cultural Crayons 2nd CG Career Awareness/Swimmy 2nd CG Goal Setting/School & your Future 3rd CG Career Cluster Awareness 4th CG Careers: A Look at Myself 4th CG Study Skills/Multiple Intelligences 4th CG Study Skills/Motivation

WKE 2008-2009 Goals

• 2007-2008: To educate 4th and 5th grade students with strategies to monitor their own actions and learn how to utilize appropriate social behaviors in order to reduce bullying behaviors in 4th and 5th grade.

• 2008-2009: To extend the knowledge of current 5th graders gained through 2007-2008 bullying education to include conflict management skills, showing a gain in positive conflict management skills by 50% .

• 2008-2009: To systematically educate 1st and 2nd graders on personal/social

skills in order to improve self confidence and positive peer relations by a minimum of 15%, from current skill levels, as rated by classroom teachers.

• 2008-2009: To increase the amount of completed homework in targeted at risk 4th and 5th graders by 25%.

• 2008-2009: To improve the White Knoll Elementary School Guidance and Counseling Program through the process of applying for Recognized ASCA Model Program (RAMP).

Management Agreement AMERICAN

SCHOOL COUNSELOR ASSOCIATION

Elementary School Counselor

Management Agreement School: White Knoll Elementary School School year: 2008-2009

Counselor: Michelle Privette

Date: September 15, 2008

PROGRAMMATIC DELIVERY The school counselor/counselors will spend approximately the following time in each component area to ensure the delivery of the school counseling program.

35% of my time delivering guidance curriculum 40% of my time with responsive services 5% of my time with individual student planning 20% of my time with system support Lessons will be delivered in the academic, career and personal/social domain in the grades of 1st, 3rd, and 5th grades.

Guidance Curriculum

Student Planning

Responsive Services

System Support

Programs and services presented and available to staff include: On-going availability for student referral and/or consultation. Counselors are available for attendance at parent/teacher conferences. Regularly scheduled monthly counselor/grade level teachers meeting are held. Monthly Faculty Presentations: Guidance Program Overview, Effective Teacher/Parent Conferences, Supporting Positive Student Choices/Red Ribbon Week, Energizing for a New Year, Supporting Career Awareness in the Classroom, Supporting Friendship Skills, Importance of Personal Safety for Students, Avoiding Student Test Anxiety. Mrs. Privette will be a member of the Response to Intervention team.

Programs and services presented and available to parents include: On-going availability for student referral and/or consultation. Counselors are available for attendance at parent/teacher conferences. A Parent Resource Library is available in the Guidance office. The Guidance Web page includes Guidance Program information and links to parenting resources. Guidance newsletters, highlighting classroom guidance topics, will be sent home to parents following classroom guidance lessons. Parents will be invited and included as career resources. Parent Education workshops will be held twice yearly. Parent Education topics will be chosen based on Guidance Advisory Council recommendations. A Community Resource and Referral list is available.

Programs and services presented and available to the community include: Donations will be collected through Red Ribbon Week fund raiser and donated to a local food bank. Student Council, sponsored by Guidance, supports school and community service projects. Examples include assisting mock presidential elections, holiday giving project. Mrs. Privette will serve as the Elementary School Counselor representative on the Lexington 1 School District Caring Communities Committee, the United Way School Representative, and cosponsor the White Knoll Elementary Student Council.

@ 2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

2008-2009 School Guidance Counseling Advisory

Council MembersMichelle Privette WKE School CounselorValerie Whipple WKE School CounselorKim Dooley WKE PTA Co-PresidentLynn Hatchell WKE 5K Teacher/ParentKevin Jones Parent/ Lexington County SherriffTammy Lorrick WKE Music TeacherJan Malone WKE PrincipalGeorgia Mason Lexington 1 Director of GuidanceKathy Moore Parent/Community PharmacistBethany Paetow WKE 5th Grade Teacher/ParentTony Signorino Parent/Lexington County Fire ServiceJon Stevens WKE Assistant Principal/PBIS

Chairperson Amy Wood WKE School Nurse/Parent

Weekly CalendarMrs. Privette 17-23

Monday 7:30 TC Newboult 8:00 DSS – C.H. (Newboult) 8:15 Travel Time 8:30-10: 30 District Counselor’s Professional Development Meeting 10:30 Travel Time 10:45 AC Stevens 11:00 CG Clonts 5th 11:30 CG continued 11:45 Lunch 12:00 Peer Mediation 12:30 SG Dieckmann 1st 1:00 SG Baldwin1st 1:30 Guidance/Admin Meeting 2:00 IG S.E.(Hart) 2:30 Collaborative Planning/Reflection 3:00 RAMP 3:30 RAMP Guidance Curriculum Indiv. Student Planning Responsive Services System Support

Tuesday 7:30 Collaborative Planning/Reflection 8:00 IG K.W. (Clubb) 8:30 IG C.P. (Baldwin) 8:45 CG Baldwin 1st 9:00 CG continued 9:30 CG Hughes 5th 10:00 CG continued 10:30 CG Siegmund 5th 11:00 CG continued 11:30 Lunch 12:00 Peer Mediation 12:30 SG Dieckmann 1st 1:00 SG Baldwin 1st 1:30 IG R.S. (Baldwin) 2:00 IG S.E. (Hart) 2:30 Collaborative Planning/Reflection

14.5 hours 39% 3 hours 8% 12.25 hours 33% 7.25 hours 20%

Wednesday 7:15 Student Council 7:30 Student Council continued 8:00 TC Hane 8:15 TC Hughes 8:30 IG N.P. (Siegmund) 8:45 CG Hart 1st 9:00 CG continued 9:30 IG A.P. (Hughes) 9:45 CG Crews 1st 10:00 CG continued 10:30 CG Paetow 5th 11:00 DSS – R.S(Herring) 11:30 Lunch 12:00 Peer Mediation 12:30 SG Dieckmann 1st 1:00 SG Baldwin 1st 1:30 TC Whipple 2:00 SG C.B., E.H., A.M. (Hughes) 2:15 IG S.E. (Hart) 2:30 Collaborative Planning/Reflection

Thursday 7:30 IG N.W. (Mills) 7:45 IG G.H. (Lackey) 8:15 IG N.W. (Mills) 8:30 IG continued 8:45 CG Leviner 1st 9:00 CG continued 9:30 IG B.G. (Lackey) 10:00 CG Dieckmann 1st 10:30 SG A.P., J.F. 11:00 Lunch 11:30 TC Baldwin 11:45 TC Mills 12:00 IG L.T. (Hane) 12:15 PC R.S. mom (Baldwin) 12:30 SG Dieckmann 1st 1:00 SG Baldwin 1st 1:30 IG R.S. (Baldwin) 1:45 IG S.C. (Stevens) 2:00 DSS 2:15 IG S.E. (Hart) 2:30 TC Baldwin 2:45 TC Lackey

Friday 7:30 SG SWOOSH 8:00 SG continued 8:15 CG Miller 1st 8:30 CG continued 9:00 CG Mills 5th 9:30 CG continued 9:45 CG Hane 5th 10:00 CG continued 10:30 IG N.T. (Hart) 10:45 CG Richardson 5th 11:00 CG continued 11:30 RTI 12:00 RTI continued 12:30 Lunch 1:00 IG J.B. (Paetow) 1:30 SG SWOOSH 2:00 SG continued 2:15 IG S.E. (Hart) 2:30 Collaborative Planning/Reflection AC-Administration Consult CG – Classroom Guidance DSS – Depart of Social Services IG – Individual Guidance PC – Parent Conference RTI – Response to Intervention SG – Small Group TC – Teacher Consult

Process, Perception, and Results Data

74%

97%

74%

97%

79%

97%

86%

100%

70%

96%

76%

97%

0%

100%

Feelings Self-Appreciation

Cooperative Respect Confidence Overall

Pre-Test Post-Test

Growth Groups Process and Perception Data Goal 3: 2008-2009: To systematically educate 1st and 2nd graders on personal/social skills in order to improve self confidence and positive peer relations by a minimum of 15%, from current skill levels, as rated by classroom teachers. Process Data: Number of Students Affected - 118

1st Grade Growth Centered Groups Pre/Post Test Perception Data

1st grade teachers were asked to rate each of their students in the following areas before the small groups began and then again after the students had completed the group meetings.

1. Student finds good ways to handle feelings and controls unpleasant feelings. 2. Student appreciates who she/he is and feels special. 3. Student is cooperative. 4. Student respects the differences in others. 5. Student shows confidence.

* Data indicates an overall increase by 28%

Initial Results Data for 1st and 2nd Grade Growth Groups

Discipline Data shows total referrals for 1st grade during 1st and 2nd quarters = 26.

Discipline Data shows total referrals for 2nd grade during 1st and 2nd quarters = 18.

Discipline Data shows total referral for 1st grade during 1st and 2nd quarters = 37. Referrals decreased from 25 referrals 1st quarter to 12 referrals 2nd quarter for a decrease = 13 less referrals.

2008-2009 1st Grade Referral Data - By Quarter

0

10

20

30

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Referrals for 07-08

0

5

10

15

20

25

30

35

40

45

50

5th Grade 4th Grade 3rd Grade 2nd Grade 1st Grade Kindergarten

Closing the Gap

Counselor Target Group Standards, Competencies &

I ndicators Addressed

Type of Service Delivered in

What Manner?

Start and End Dates

Process Data (Number of

Students Affected)

Perception Data (Pre and post

test competency attainment or student data)*

Results Data (How did the

student change as a result of the

lesson?)*

Implications (What do the

data tell you?)

Mrs. Privette & Mrs. Whipple

25 students in 4th and 5th grades

Academic:A1:1` Students in 5 small groups participated in 6 Lessons

Week of November 3, 2008 - week of December 15, 2008

20 Teacher Survey Results: 70% Improvement in Homework Completion Rate

1) 75% of target group grades increased from 1st quarter to 2nd quarter. 2) The grade point average of Math and Language Arts grades increased from a 76 average 1st quarter to a 79 average 2nd quarter for a 4% increase.

Academic:A1:2 Students complete their daily homework

Academic:A1:3 Pre: 43% Post: 73%

Academic:A2:1

Academic:A2:2

Academic:A3:3

Academic:A3:1

Academic:A3:2

Academic:A3:4

Academic:B1:1

Academic:B1:3

Academic:B1:5

Academic:B1:6

Academic:B2:1

Academic:B2:5

Academic:C1:1

Closing-the-Gap Results Report

Target Group: 20 students in 4th and 5th grades

Target Group selection is based upon the following criteria: teacher reports & identified subsidized lunch program participants.Data that drove this decision: School report card data indicates that students qualifying for Subsidized Meals were 12% more likely to score Below Basic on both the Math and English Language Arts state tests.

Results show weekly monitoring and encouragement increases homework completion in 4th and 5th graders. Improvement in grades indicates consistent homework completion improves overall academic progress. Participants in the homework groups may need further support from other resources such as adult mentors. Further, the target group, students participating in the subsidized lunch program, made marked improvement in spite of families' economic hardships. Therefore, focused support and encouragement within the school setting can improve academic progress for these students.

Reflection