counselor portfolio ecc

Elnora C. ChappellProfessional School Counselor

Teacher Effectiveness Measure Framework2014-2015

P R O F E S S I O N A L S C H O O L C O U N S E L O R P O R T F O L I O

IntroductionShelby County School Counselors Care

• School Counseling is in Shelby County Schools and is designed to meet the needs of the students.

• Counselors work with students, parents, teachers,

administrators, and community.

• Students can be referred to a counselor by a parent, a student, a teacher, an administrator, or by him/herself.

• If a parent wants to refer their child, the process is

simple—just call the school and talk with the counselor or schedule an appointment for a face-to-face meeting with the counselor.

• All school counselors in Shelby County Schools have at least a Masters Degree in School Counseling.

• Shelby County School Counselors are available to help students.


RationaleThe rationale for counseling programs in schools is to be more responsive to the challenges that students, parents, teachers, and the community face today and in the future. The emphasis is on reaching all students with a school counseling program that is based on a clearly designed program emphasizing standards, activities, needs assessments, program assessments, and procedures. The school counseling program incorporates a team approach, performance indicators, deficiency remediation, and systematic implementation.

To insure the implementation of a comprehensive school counseling program, each school must address the following issues: • School counseling reaching 100% of the students. • A plan for addressing student needs. • A plan for accountability. • A plan for needs and program assessment. • Programs based on “student needs” rather than “scheduling” needs. Assumptions about a comprehensive school counseling program are as follows: • It serves all the students. • It helps students function more effectively. • It is an integral part of the total educational program. • It addresses performance expectations and performance indicators. • It is correlated to other subjects. • It guarantees the student access to the counselor and the counselor access to the student. • It assists students with their educational, career, and personal and social development. • It provides developmental, as well as, prevention and intervention services. • It is continually revised through program assessment and needs assessment.


SCS Philosophy of School Counseling

We believe in the worth, dignity, and uniqueness of each individual. We also believe that each school has unique needs. Therefore, each school counseling program is designed to address the specific needs of their students and community.

The counseling program is coordinated in conjunction with services provided by social workers, school psychologists, administrators, the school faculty, special education staff, and the Central Office. With this in mind the Shelby County Schools’ Counseling Program is also coordinated with National School Counselors’ Standards and the State Counseling Model.

This model has four major components— • School Counseling Curriculum,

Individual Planning, Responsive Services, andProgram Support.

Also included in the counseling program are needs assessment and ongoing program assessment. Finally, the counseling program takes advantage of community resources to provide workshops for teachers and counselors, speakers for parents and students, and career awareness opportunities.


Objectives and Goals of School Counseling

The objectives for the counseling program are based on National School Counselors’ Standards. The goal of these objectives is to help students:

1. To acquire the attitudes, knowledge, and skills which contribute to effective learning in school and across their life span. 2. To complete school with the academic preparation essential to choose from a wide range of substantial post secondary options, including college. 3. To understand the relationship of academics to the world of work, to life at home, and in the community. 4. To acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. 5. To employ strategies to achieve future career success and satisfaction.

6. To understand the relationship among personal qualities, education and training, and the world of work. 7. To acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others. 8. To make decisions, set goals, and take necessary action to achieve goals. 9. To understand safety and survival skills. 10. To utilize technology to enhance learning.


Elementary School Counselor’s Job Responsibilities

Qualifications: Masters Degree in School Counseling

Reports to: Building PrincipalSupervision by: Central Office Counseling Manager Primary Functions: The professional school counselor provides a comprehensive school counseling program for students in the elementary school grades. The school counselor coordinates activities to address the needs of the students; consults and collaborates with teachers, staff and parents/guardians to support student success; and supports other elementary school educational programs consistent with the school counselor management agreement. Foundation: Based on the American School Counselor Association, 3rd edition, and the Tennessee Model for School Counselors, an Annual Agreement Plan will be used to set Program Goals for the school year. Evaluate and revise the building school counseling program utilizing the Program Audit: Conduct the Program Audit and review the results with staff and administration. Modify the school counseling program based on the results of the audit to improve student success. Major Job Responsibilities: • Conduct and analyze a thorough need assessment of their respective school in order to determine the needs of all stakeholders.• Implement the elementary school counseling program curriculum based on state and national standards for school counseling in three domains (academic, career, and

personal/social) and conduct counseling learning activities in the classroom for each grade level during the year in collaboration with the teaching staff.• Provide small groups counseling services and individual counseling to students regarding academic, career (life skills) and personal/social issues, which will provide structured, goal

oriented counseling sessions to meet the short-term identified needs of individuals and groups of students.• Provide assistance in transition periods for students and other stakeholders, with special regard to kindergarten, new students, and students advancing to the 6 th grade, ensuring a

smooth transition from elementary school to middle school.• Provide prevention and intervention services for students such as conflict resolution, crisis intervention, character education, social skills, bullying, and any other state mandates.• Consult and collaborate with teachers, staff, and parents in understanding and meeting the needs of students by being a resource, taking a leadership role in the school, infusing

counseling into the curriculum, conducting staff development and parent education programs, and assisting families with school related problems and issues.• Provide information for parents in regard to outside agencies and/or community-based resources. • Analyze academic and behavioral data to aid in closing-the-gap action plans and determine appropriate students for the target group or interventions, as it relates to counseling

services, while communicating with all stakeholders the role of counseling in the educational program. • Plan, evaluate, and revise the counseling program by reviewing the counseling program annually with other district counselors and administrators, establishing a planning calendar

for counseling program activities, and evaluating the school site-counseling program.• Pursue professional growth by through professional association membership, mentoring others, keeping current of research and best practices in counseling theories and methods,

and reading professional journals.

EC Chappell – Professional School Counselor

TEM Framework and Rubric 4.0

Standard 1: Evidence for level 3 Artifacts • Counselor regularly uses accurate,

timely, and detailed data from multiple data source to plan, execute, and evaluate, a counseling program that aligns with the American School Counseling Association Standards.

• Goals and objectives are consistent with state and local program requirements, stakeholder needs, and take into account all program components.

• Counselor uses feedback from stakeholders to monitor and adjust the counseling program and services.

• Annual Agreement • Focus Areas• 20 day behavior reports• ASCA Behavior Standards report• School Counselor year at a

glance report• SCS Guidance Master Calendar• Counselor Program data reports• School’s SRT/S-Team and RTL2

data

Standard 1: Level 4/5 Artifacts • Counselor consistently uses

feedback and/or evaluations from stakeholders to monitor and adjust the counseling program and services.

•Counselor conducts an annual comprehensive evaluation of the programs and services delivered throughout the year and shows plans to adjust services based on this evaluation.

• Needs assessment data • Correspondence/communication

w/school psychologist & Social worker• Letter to parent from Social

Worker • Annual Agreement• Annual LEA Character Education

and Conflict Resolution Report

Data is also used to plan the following Counseling Activities:

Angel Tree Program • Coat Drive Activities


Counselor conducts an annual comprehensive evaluation of the programs and services delivered throughout the year and shows plans to adjust services based on this evaluation.


Comprehensive School Counseling/Guidance ProgramElementary and Secondary

NINE WEEKS PERIODS

First Quarter:

Second Quarter:

Third Quarter:

Fourth Quarter:

FOCUS AREAS

• Orientation (students, faculty, parents Transitions Career and Educational Goals Goal Setting

• Time Management Study/Test Taking Skills Decision Making Safety Issues

• Career and Educational Goals Study/Test Taking Skills Personal/Social (Getting Along)

• Personal/Social (Mediation, Anti-Bullying Safety Issues Transitions Career and Educational Goals


STUDENT NEEDS ASSESSMENTS RESULTS

Students in grades 2nd – 5th were asked to provide feedback on how the Counseling program at Westwood has helped them and what have they learned.

Some of their feedback to me are:

• Many students stated that they have learned about bullying and how to report being bullied• How to study better for the test• How to control anger by counting to ten and breathing• To get along better with friends and peers and stop checking • Counselors are nice and like to play • Counselors help students with their behaviors• You should never fight at school• Counselors walk around the school to check what kids are doing• Counselors make sure we are safe in schools• Help you understand your feelings• They need more fun time and time to play

Student’s also provided some negative feedback such as:• Counselors are mean and suspend you from the bus• Always telling them to be quiet and stop running • They don’t like counselors and doesn’t feel comfortable going to one• Counselors only talk to bad kids• Wish that counselors could do activities everyday • Think that I manage the book store• I do not come into the classroom anymore to sing the banana song Student surveys were placed into teacher’s mailboxes in September of 2014.


Select a Student

Last 504 Elig Last 504 School Grade Name Student ID Age Date of Birth

Section 504 Case Manager

04/24/2014 04/24/2014 WE4 03 7609196 8 Years 01/24/2006 Elnora C. Chappell




504 students at Westwood Elementary

https://go4.pcgeducation.com/easyiep.plx?op=ComplianceSymbolDefinitions.htm&CustomerName=tnshelbycountyiep&SessionID=3EDEA9E4-F591-1014-A132-EA80B2AA601D

https://go4.pcgeducation.com/easyiep.plx?op=student_history&StudentID=327974&ComplianceTarget=mainframe&DomainID=&StudentComplianceSubFrame=&SkipAccessReason=1&CustomerName=tnshelbycountyiep&SessionID=3EDEA9E4-F591-1014-A132-EA80B2AA601D




How do I use data to plan work products for my Comprehensive Counseling Program?

Data is used to plan the following Counseling Activities:

Small GroupsSchool Wide Programs

(e.g. Unity Day, Honor’s program, Red Ribbon Week, Career Day, )

AssembliesClassroom lessons or class meetings

Parent Workshop Meetings Behavior Incentive/Contracts

Academic CounselingProfessional Development for

FacultyGrade level meeting,

Individual counseling sessionPeer Conflict training

Standard 2: Evidence for level 3 Artifacts • Counselor develops and implements a

high-quality guidance curriculum that is based on state and national state standards and some stakeholder needs.

• Counselor always provides timely responses for all counseling services.

• Counselor consistently provides consultation services with stakeholders concerning student’s development in academic, career, and personal/social areas.

• Counselor always demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program.

• Counselor maintains membership in ASCA And attends counselor’s PDs

• Counselor maintains a log/journal of services provided daily

• Counselor consults with parents, principal, teachers, school psychologist and social worker concerning student’s development.

• Annual Audit

Standard 2: Evidence Level 4/5 Artifacts • Counselor knows, understands,

and incorporates a variety of multimedia and technology resources in the delivery of school counseling programs and services.• Counselor develops services that

are personally meaningful and relevant to all stakeholders. • Counselor understands and uses a

variety of methods for helping students monitor and direct their own learning in academic, career, and personal/social development.

• Counselor utilizes Smart Board technology in the classrooms to present information to students through PowerPoint, websites and videos • Honors celebration, Caught being

Good, student of the month, Character Bus • Behavior plans, Data team,

individual sessions and groups.

Counselor develops services that are personally meaningful and relevant to all stakeholders.


Counselor develops and implements a high-quality guidance curriculum that is based on state and national state standards and some stakeholder needs.


Counselor attends professional development sessions


Counselor maintains a running log/journal daily to document services provided, services needed and consultations with all stakeholders to ensure that all student, parents, teachers and principal concerns are responded to in a timely manner.

Counselor consistently provides consultation services with stakeholders concerning student’s development in academic, career, and personal/social areas.

Counselor utilizes data received to monitor student academic, behavior and personal social needs.


Counselor uses data received from consultations, referrals and grades to create a Target list of students with concerns, academic, behaviors, and Mental Health.

Data Removed due to student Confidentiality…

Multiculturalism and DiversityAs Counselor I know the

Demographics of my School,Not just ethnicity, but diversity

What are some other types of diversity?

Learning Styles-Visual, Kinesthetic, Auditory

Learning Disability-ADHD, ADD, OCD, ODD

Social Class- Free/Reduced versus Money

Origin- country versus city

Physical- wheelchair, functional skills

• Presentations on Diversity• Multicultural Awareness for Staff• Achievement Gap Data (Overage data)

Multiculturalism and Diversity activity*We are a Box of Crayons• Red• Blue• Green• Black • White• Yellow• Orange• http://www.youtube.com/watch?v=wXMuRI7p2k8

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http://www.youtube.com/watch?v=wXMuRI7p2k8

Requesting assistance for Diverse students: English Second language speakers


Learning Styles-Visual, Kinesthetic, Auditory

For healthy choices week –Healthy Habits Day, I incorporated academics by using the 12 powerful words song to the beat of “Happy”. District-wide Stop everything and get up and move moment. This is also a diversity activity for auditory learners. Prepared morning announcement for SGA students.

12 POWERFUL WORDS (The Hap~1.mp3- (1 MB-).url


Diversity: Subscribe to Teaching Tolerance Magazine: Picture of Magazine covers


Counselor understands and uses a variety of methods for helping students monitor and direct their own learning in academic, career, and personal/social development: Test Taking Skills Presentation & handouts

Strategies for Taking Standardized Tests


Counselor knows, understands, and incorporates a variety of multimedia and technology resources in the delivery of school counseling programs and services.

Use of PowerPoint, Internet and Smart Boards To present information to students and staff


http://www.stopbullying.gov/live/index.html


Counselor develops services that are personally meaningful and relevant to all stakeholders: Unity Day, honor’s celebration, School Uniform Drive, Stamp Out Bullying… and many more.


Westwood students wore orange and signed banner to show support of Unity Day!

Unite Against Bullying Day


Students received Honor certificates and ribbons for academics And behavior success.


Certificates to represent social/behavior success


Honor’s students enjoyed doing Zumba, dancing and having fun!1st nine weeks honors celebration

Counselor develops services that are personally meaningful and relevant to all stakeholders!


Westwood’s Stamp Out Bullying Day Friday October 6, 2014

Students were encouraged to learn the Pledge


Counselor understands and uses a variety of methods for helping students monitor and direct their own learning in academic, career, and personal/social development… Behavior contracts, classroom rules and procedures, Grades, transitions, and data folders (agenda books), Over age for grade consultations with students and parent.

Tool currently used with my overage for grade boys to assist with goal setting

Standard 3: Evidence Level 3 Artifacts • Counselor treats stakeholders in a

fair and consistent manner.

• Counselor consistently demonstrates positive verbal and non-verbal behaviors toward stakeholders in their efforts, progress, excellence, and achievement in academic and personal/social behaviors.

•Morning check-in with students and teachers. Backpacks, uniform coats and food drives.• Academic and Behavior/social

reinforcement activities such as: Honors program, Unity day, Bulletin Boards, Parent meetings, Food Baskets referrals and Angel Tree programs: All assist in efforts towards progress, excellence and achievement in all areas.

P R O F E S S I O N A L S C H O O L C O U N S E L O R P O R T F O L I OStandard 3: Evidence Level 3 Artifacts

Counselor establishes a referral system for stakeholders that

includes verbal, written, and technology based

methods.

Teachers, parents, students and staff can make a counselor referral by completing a counselor form, through a disciplinary referral form, written counselor referral, verbally or through emails.

Standard 3: Evidence Level 4/5 Artifacts • Counselor helps connect students

and families with any external resources that they may need and provides follow up of these services.• Agency Referral List• Coordinated School Health • Health Insurance flyer for parents• Wellchild • SCS Gang Awareness Unit Sessions• Backpacks, uniforms, food, coat

drives• Angel Tree


Counselor provides accurate and up-to-date information and training to students and families regarding information pertinent to students’ success.– SCS Gang Awareness Unit visit Westwood to Speak with Parents and students on October 29, 2014.

Student’s response to writing assignment regarding what they learned from the Gang Awareness seminar.


Hello Professional School Counselors, Healthy Choices Week will be December 1 – 5.

Dec. 1/Monday: World Aids Day – “Getting to Zero”Dec. 2/Tuesday: Alcohol and Drug Free Day – “Keep a Clean Mind to Keep Good Grade”Dec. 3/Wednesday: Healthy Relationships Day – “Learn to Respect & Expect to Learn”Dec. 4/Thursday: Healthy Habits Day – “Healthy Bodies, Healthy Minds”Dec. 5/Friday: Healthy Neighborhoods Day – “Healthy Neighborhoods Support Academic Achievement” Coordinated School Health Expo @ the TLA

Standard 3 Artifacts

Establishes Positive and Purposeful Student and Family Relationships

• Student Evaluations of Counseling Services• Communications to Parents• Parent Surveys of Counseling Services• Counselor Referral System (Verbal, Written, and Technology-based)• Counselor Participation in School Programs• External Resources Provided• Communications of Status Reports or Updates• Counselors Newsletters or Web-pages• Trainings Provided to Students and Families

How Does It Make You Feel? Alone Lonely Hurt Anxious Sad Scared

Embarrassed Powerless Offended Irritated Worried Unhappy Frightened Nervous Afraid Humiliated

Alienated Upset

60

Standard 4: Evidence Level 3 Artifacts • Counselor provides meaningful

communication with school staff in the planning and execution of the counseling program.• Counselor supports school staff in

meeting student needs or in reporting status and progress of students.• Counselor shows leadership by

maintaining meaningful relationships with external support agencies.• Counselor consistently improves

professional skills and knowledge.• Counselor maintains records

documents for counseling services.

• Emails, Counselor Referrals and SRT Referrals• S-Team Meetings, Conferences

with parent and teachers, create Behavior Intervention Plans• Adopters, Coordinated school

health, WellChild, SCS Mental Health• Safe Schools Trainings, American

School Counselor Association trainings, Counselor’s PD

Standard 4: Evidence Level 4/5 Artifacts • Counselor provides professional

development opportunities for stakeholders and uses feedback to monitor and adjust these services.• Counselor provides mentoring,

networking, or shared best practices to fellow school counselors.• Counselor participates in school

leadership roles to meet the academic, career, and person/social needs of all students.• Counselor provides services that that

link the school to the community, enhances student success, and increases public awareness of school counseling.

• Staff training on “Making a Difference” MAD; The SRT process, Bullying, Section 504 compliance and others as needed.• Assist other counselors upon request

regarding former students and/or best practices. Assist counselor with best practice dealing with behavior concerns.• Member of leadership team, assist with bus

referrals and discipline. S-Team/SRT, Adopter’s, Honor’s and 504 Coordinator. • Angel Tree, School Uniform Drive, food

basket drive, backpack and supplies giveaway, parent meetings. Parent conferences, Adopters meeting/trainings.


Counselor provides meaningful communication with school staff in the planning and execution of the counseling program. Counselor provides feedbacks to referrals. Counselor send & responds to teacher’s emails. Counselor provides follow-up information to teachers from training.


Counselor supports school staff in meeting student needs or in reporting status and progress of students. - keeping staff informed regarding the referral process. Provide individual and small group sessions as needed by staff.


Counselor supports school staff in meeting student needs by providing each teacher (of the student) with signed copies of the BIP and by reporting the status and progress of targeted students.


Counselor meet student & staff needs academically, socially, behaviorally through various referrals systems


Counselor shows leadership by maintaining meaningful relationships with external support agencies.—Social worker, School Psychologist, School Adopters, and outside Mental health agencies… Family Exchange and Agape


Counselor consistently improves professional skills and knowledge by maintaining membership in ASCA and PD’s


New Bethel (Mae Holst) provided Thanksgiving baskets to five Families in need, November 2014.


Counselor maintains records documents for counseling services. 1st 9 weeks verification form and daily log/journal

Counselor’s daily Journal/log


Counselor provides professional development opportunities for stakeholders and uses feedback to monitor and adjust these services.


Feedback from Support Staff and teachers MAD training 2014


Counselor provides services that that link the school to the community, enhances student success, and increases public awareness of school counseling.


Counselor participates in school leadership roles to meet the academic, career, and person/social needs of all students.


Counselor provides services that that link the school to the community, enhances student success, and increases public awareness of school counseling. Various Drives and Parent Meetings


Staff and students participated in the walking school bus


Counselor provides services that that link the school to the community, enhances student success, and increases public awareness of school counseling. Participated in Westwood Community Graffiti clean up day.

Standard 4 Artifacts summation

Leadership and Communication• Logs or Communications of Collaborations of Program

Planning• External Support Agencies Relationships• Communications of Status Reports or Updates• Evidence of Numerous School Leadership Roles• Records documents for Counseling Services• PD Logs or Certificates• Professional Development Provided to Stakeholders• Mentoring, Networking, or Sharing of Best Practices with

Fellow School Counselors• Maintaining records and documents• Services Provided to Link the School and the Community

LogbooksStudent FilesEvaluationsEmail/PhoneConferencesPre/Post TestsDiscipline ratesBehavior/Academic Counseling

Standard 5: Evidence Level 3 Artifacts • Counselor consistently supports the

academic, behavioral, and/or social/emotional progress of students by monitoring and reviewing data for the purposes of identifying students in need of interventions and monitoring student success.

• Counselor consistently documents counseling services such as individual planning, small group sessions and/or parent consultations for students in need of interventions.

• Counselor consistently makes referrals as necessary to ensure success for all students.

• Counselor consistently promotes high academic and behavioral expectations, in an effective manner, for all stakeholders.

• 20 day behavior reports• SRT and S-Team referrals

• Counselor’s Log/Referrals• Agency Referral List

• Referrals to Angel Tree, Food Baskets, Social Worker and SRT

• Honors program/report cards

Standard 5: Evidence Level 4/5 Artifacts • Counselor consistently and effectively

develops strategies to implement individual student needs, such as strategies for appraisal, advisement, goal setting, decision-making, social skills, transition, and postsecondary planning.• Counselor helps students establish goals,

and develops and uses planning skills in collaboration with stakeholders.• Counselor uses appropriate academic

and behavioral data to develop and aid in closing-the gap action plans and determines appropriate students for the target group or interventions, as it relates to counseling services.

• Log of Report Card/Transcripts Reviews and Student Conferences• Logs of Counseling Services (Individual

Planning, Small Group Sessions, & Parent Consultation)

• Grade Goal sheet with overage students• Documents Advisement, Goal Setting,

Transition, Overage for Grade planning and Options for Students• Referrals made to ensure Students’ Success• Review and Use of Students’ Academic and

Behavioral and Social/Emotional Data for target groups or interventions


Counselor consistently supports the academic, behavioral, and/or social/emotional progress of students by monitoring and reviewing data for the purposes of identifying students in need of interventions and monitoring student success.

Data collected from 20 day behavior report, Teacher & office referrals are collected to createTarget List for behavior social/emotion concerns, as well as to identify students in need of behavior Intervention plans and other referrals

Counselor consistently documents counseling services such as individual planning, small group sessions and/or parent consultations for students in need of interventions.

Counselor maintains a running, handwritten log/journal daily to document counseling services provided such as individual and small group sessions and/or parent consultations for students in need of interventions.

Counselor also maintains a log of “target students” for behavior and academic referrals.

Counselor consistently makes referrals as necessary to ensure success for all students. -Social Worker, SRT Referrals


Counselor consistently makes referrals as necessary to ensure success for all students. Referral for Coats, Food and Angel Tree


Counselor consistently promotes high academic and behavioral expectations, in an effective manner, for all stakeholders

First 9wks honor’s celebration


Counselor consistently promotes high academic and behavioral expectations, in an effective manner, for all stakeholders.

Students who has shown goodAcademic progress and meets Behavioral expectations are takento the Civil Rights Forum, those who does not, are encouraged to strive to do better in order to participate in school activities such as field trips.


Counselor consistently and effectively develops strategies to implement individual student needs, such as strategies for appraisal, advisement, goal setting, decision-making, social skills, transition, and postsecondary planning. Counselor uses Goal sheets to conference with students regarding goal setting, decision making and social skills.

Counselor coordinated a Career Day and Career on Wheels to encourage students to start thinking about their future careers and to start setting goals early.


Westwood Community Center participated in the Career day activities

CAREER ON WHEELSMLGW LINEMEN HUMANE SOCIETY

PRIVATE OWNER: MR. A. BURNSMPD: CANINE UNIT

CAREER ON WHEELSEMA: HOMELAND SECURTIY MEMPHIS POLICE DEPARTMENT

WESTWOOD STUDENTS WERE VISITED BY THE TOOTH FAIRY: School Dental Program

ResourcesWebsites:

http://knowitall.scetv.org/careeraisle/students/elementary/index.cfmhttp://www.knowitall.org/kidswork/http://kids.usa.gov/jobs/index.shtml

Ø PAWS in Jobland

http://knowitall.scetv.org/careeraisle/students/elementary/index.cfm

http://knowitall.scetv.org/careeraisle/students/elementary/index.cfm

http://www.knowitall.org/kidswork/



http://kids.usa.gov/jobs/index.shtml


Counselor consistently and effectively develops strategies to implement individual student needs, such as strategies for goal setting, decision-making, social skills, transition, and postsecondary planning (Career Day). Review of student data, Report CardsAnd Cumulative Records.

Counselor uses student data from report cards and Cumulative records to meet individual student needs.


Counselor helps students establish goals, and develops and uses planning skills in collaboration with stakeholders.


RTI2 Data team information to assist with closing the gap

GAP Analysis Worksheet


Counselor assist with bus passes and conferences with students regarding behaviors on the Bus


Resources for Students and school PBIS Book Fair pick up