Comprehensive Developmental Elementary School Guidance Plan 1

Comprehensive Developmental Elementary School Guidance Program

Christina Reed
Dr. Lisa Allen
SGC511
July 8, 2017
Comprehensive Developmental Elementary School Guidance Plan 2

Part I. Foundation

The foundation of the Comprehensive Developmental Elementary Guidance Program is

founded on the belief that the program enhances the students learning to create lifelong learners

and leaders that move academically through each school setting successfully, and graduating

successfully. The foundational belief is supported, assessed, and established by the school

guidance counselor as well as the stakeholders to ensure the success of each student

academically, and social/emotionally. The Comprehensive Developmental Elementary Guidance

Program supports the Mission statement of the school by ensuring that leadership and learning

are a priority. Stakeholders collaborate by evaluating and implementing any programs utilized by

the school which is an essential part of supporting the CDGP. The collaboration will not only

occur within the administration of the school itself but with students, parents, other stakeholders,

and the community. This partnership helps ensure that students gain the skills, knowledge, self-

expression, and personal responsibility to be successful throughout their academic career and

life.

School Mission Statement

The mission statement for a school defines the purpose and direction for the school. The

mission statement also outlines the values of the school. The mission of Justice Elementary is to

Create lifelong learners and leaders. Justice uses a learning environment that prides itself on the

safety of the students and staff. The mission statement, Vision Statement and Counseling

Philosophy are built on responsibility, leadership and knowledge by the students and staff. The

mission statement of Justice Elementary works to ensure all students have an opportunity to learn

equally and strive as a leader which build self-confidence and a goal oriented attitude which will

carry them throughout their academic career. Leadership and learning will be promoted through

the collaboration of the staff, students, and stakeholders (i.e. parents and community) by
Comprehensive Developmental Elementary School Guidance Plan 3

evaluating and implementing programs which will aid in student’s in discovery their leadership

abilities. The mission statement works to ensure that the students of Justice Elementary are

prepared to take on leadership roles throughout their academic career and into college or life.

Philosophy and Vision Statement

The Comprehensive Developmental Elementary Guidance Program Philosophy is based

on the ASCA model, national standards, and ethical guidelines four guidance counselors. The

CDGP philosophy and vision statement are created in a manner which works simultaneously

with the school’s mission statement. The vision statement of the school is to ensure that all

students are leaders academically and in the community as well as continue to pursue an

education beyond high school. The mission statement, as well as the philosophy, align with this

vision statement which helps ensure the success of the students.

The success and well-being of students is one of the man goals of the philosophy.

Success will be achieved through building a relationship and providing help to a diverse body of

students throughout their Elementary school career. By aiding students enthusiastically,

encouraging them to reach their full potential, their goals will be achieved and exceeded.

Counseling Program Mission Statement

The counseling programs mission statement works simultaneously with the school’s

mission and vision statements providing the support needed for students and staff’s goals to be

met. The counseling mission statement helps ensure ALL students have equal opportunities, in a

safe and secure environment while ensuring leadership qualities ae being promoted and

cultivated in students. Pride in learning is also promoted throughout the different programs and

activates made available to the student body. The counseling mission statement ensure students

are achieving success academically, as well as being successful personally and socially by:

(1) Advocating for a student to ensure success

 Comprehensive Developmental Elementary School Guidance Plan 4

(2) Working with all stakeholders to ensure the success of programs in the school

(3) provide a safe learning environment

(4) Cultivating and promoting leadership qualities in all students through programs and

activities.

The Counseling program mission statement, as well as the school mission statement,

promotes distinction which is rooted in responsibility, leadership, and knowledge.

The Comprehensive Counseling Program will meet the immediate needs of the students

by ensuring the students success by advocating for students, providing a safe learning

environment, and cultivating and promoting leadership skills in the student body through the use

of activities and programs throughout the academic year. The plan will be used to educate all

stakeholders, teachers, and students regarding the expectations and goals of the Counseling Plan.

The Plan is built on a foundation which helps develop fixed goals, opportunities, high

expectations, student support, teamwork, and encouragement for students. The program has been

established to ensure that all material is developmentally appropriate for the students. Some of

these goals include a preventative, proactive education, increased academic achievement, closing

the gaps, minimizing any barriers students may experience, advocacy for students by providing

growth in the areas of academic, social/emotional and life development.

II. Data Analysis (ASCA School Data Profile Template)

School Data Profile Template

SCHOOL DATA PROFILE

SCHOOL YEAR 2015/2016
Enrollment # % # % # %
Total enrollment 482 100
Gifted (school-based) 40 15.2
ESOL 8 1.7
 Comprehensive Developmental Elementary School Guidance Plan 5

Special education services 74 28.1

 Migrant 7  1.5
SCHOOL YEAR  2015/2016
Dropout Rate % % %
All students 0.
Asian or Pacific Islander 0
African American  0
Hispanic/Latino  0
White  0
Students with disabilities  0
Students identified as disadvantaged  0
Limited-English-proficiency students  0

Graduation/Promotion Rate % % %
All students 100
Asian or Pacific Islander 0
African American 100
Hispanic/Latino 100
White 100
Students with disabilities 100
Students identified as disadvantaged  0
Limited-English-proficiency students 100

SCHOOL YEAR  2015/2016

Attendance % % %
All Students  457.48 95.5
Asian or Pacific Islander 0 0
African American 41 8.5
Hispanic/Latino 23 4.8
White  391  81.1
Students with disabilities 0
Students identified as disadvantaged  0
Limited-English-proficiency students  0

SCHOOL YEAR 2015/2016

Students with Disabilities # % # % # %
All Students with disabilities
Asian or Pacific Islander  0  0
African American 41 8.5
Hispanic/Latino  23 4.8
White 391 81.1
Other 27  5.6

SCHOOL YEAR 2015/2016

School Safety # % # % # %
Weapons offenses  1 1.2
Offenses against students  7 1.4
Offenses against staff  0  0
 Comprehensive Developmental Elementary School Guidance Plan 6

Alcohol, tobacco, drug offenses  0 0

Disorderly or disruptive behavior  2 0.4
Technology offenses  0  0

SCHOOL YEAR  2015/2016

Engagement Data # % # % # %
Students in rigorous courses  40  15.2
Students graduating without retention  482  100
Students in extracurricular activities 0 0
Student detentions  0 0
Student suspensions 4 0.8
2015/2016
SCHOOL YEAR
Tested Met / Not met
K-SCREEN – BM to start Kindergarten # % # % # %
All students with disabilities  14 5.2 .72
Asian or Pacific Islander  0  0 0
African American  0 0 0
Hispanic/Latino  0 0 0
White  66  87.1 57.4
Male  36  46.2 16.6
Female 40 53.8 21.5
2015/2016
SCHOOL YEAR
Proficient
K-PREP 3RD GRADE READING # % # % # %
All students 203 28.6
Asian or Pacific Islander  0 0
African American 12 16.7
Hispanic/Latino 7 NA
White  84 27.4
Other

2015/2016
SCHOOL YEAR 3
Proficient
K-PREP 3RD GRADE MATHMATICS # % # % # %
All students 108 38.8
Asian or Pacific Islander  0 0
African American 12 33.3
Hispanic/Latino  0 0
White  36.9  36.1
Other

2015/2016
SCHOOL YEAR
Actual /Met/ Delivery
Proficiency/Closing the Achievement Gap
# % # %
(K-5) %
All students 0 0 0
Asian or Pacific Islander 0 0 0
African American 36.9 100 36.9
 Comprehensive Developmental Elementary School Guidance Plan 7

Hispanic/Latino 54.6 100 54.6

White 61.5 100 61.5
Other

Data Analysis (Narrative)

When comparing the data, attendance is being met, and the number of conflicts in the

elementary school are low, which signifies that this area is being met as it should, with no gaps

in behavior. This data can be viewed in the School Safety section of the School data profile

template. The standard of behavior continually being met throughout the students K-5 school

career shows that they are ready behaviorally for secondary school. The data shows monitoring

behavior and ensuring that it is being met through the Developmental Plan Curriculum Action

Plan then no changes at this time will be necessary.

When analyzing the K-Screen data which shows Kindergarten readiness 58 percent of the

students tested are scoring below the benchmark in Kindergarten. The assessment data also

indicates that there are specific groups of students who's needs are not being met, scoring below

proficient according to the data for 3rd grade K-Prep scores in Reading and Mathematics it is

shown that majority of African Americans who are testing in these areas are scoring below the

proficient benchmark, and landing in the apprentice category. This data showed that African

Americans scored an incredibly low percentage versus other ethnic groups of the test takers in

proficient. are scoring the goal of proficient in the testing data. The data will be used help ensure

that students effectively are learning while in an educational institution as well as throughout

their life.

The data indicates that adjustments need to be made to bring up the grades for those

students who are underachieving in kindergarten, and the 3rd graders who are not meeting the
 Comprehensive Developmental Elementary School Guidance Plan 8

proficient goal. In reading the average percentage difference of students not meeting the goal

was a 12% difference, in mathematics the average percentage difference of students not meeting

the goal was 7%.

The data will be used by the staff of Justice elementary to ensure that students have the

same opportunities provided to them while in a safe environment. Student will have the

opportunity to gain any academic skills and knowledge needed to succeed throughout their

school career and after. The data will be used by counseling staff and teachers to implement

guidelines, core curriculum topics and programs which will help alleviate any deficiencies and

GAPS found whole analyzing the data. The new implementations into the Developmental Plan

and Curriculum will help assure that all students will be successful in meeting the proficiency

goals helping prepare them for their further school careers and beyond.

III: Curriculum (School Counseling Core Curriculum Action Plan Template)

SCHOOL COUNSELING
CORE CURRICULUM ACTION PLAN

Process
Data
(Project
ASCA ed
Domain number Perception Outcome Data
and of Data (Achievement,
Grade Mindsets Project student (Type of attendance
Level & Curriculu ed s surveys/ and/or
Lesson Behaviors m and Start/E affected assessments behavior data Contact
Topic Standard(s) Materials nd ) to be used) to be collected) Person
K Intro - Mindsets 3 . “Who Is Aug  All Complete Students Christina
Counselor Behaviors Your Pre-Test / will do a Reed-
L:10 School Post Test, pre/posttest Guidance
 Comprehensive Developmental Elementary School Guidance Plan 9

SM:2,10 Counselor Student with thumbs Counselor

SS:1,2,8,9 & What Survey up/down on
Does She counselor role
Do?” ppt.
created by
Me/ video
on
youtube

K Problem Mindsets Computer Sep   All  Complete Bi-Weekly Christina

Solving 1,2,5,6 Lab, Pre-Test / grade report, Reed -
Behaviors Internet, Post Test, progress Guidance
L:1,3,4,6,8, best ways Student reports; and Counselor
SM:1,2,3,4 to Survey semester
,5,6,7,8, study .ppt, grades
SS:1,2,6,7, Studying
videos,
pen/pencil
, paper
K Thinking Mindsets Practice Oct   All Complete  Bi-Weekly Christina
Thoughts 1,2,3,5,6 tests, .ppt  Pre, Post grade report, Reed-
& Feeling Behaviors tips on and Practice progress Guidance
Feelings L:1,9,10 taking Tests reports; and Counselor
SM: tests, semester
SS:1,2,3,4, strategies grades
5,6,8,9 for test
taking
worksheet
K Behavior Mindsets .ppt Nov  All Complete Minimize Christina
/ Respect 1,6,9,10 computer, Student reports of Reed-
Behaviors Antibullyi Survey Bullying Guidance
L:1,10, ng videos, incidents Counselor
SM:1,2,4,7 Paper & reported
,9,10 Pen/pencil
SS:2,3,4,5, Student
8,9 survey
K Making Mindsets Student Dec  All Complete Decrease in Christina
Friends 1,2,3,6 Survey, .p Pre-Test / incidents of Reed-
Behaviors pt, Peer Post Test, students Guidance
L:1,6,9,10 pressure Student succumbing to Counselor
SM:1,2,7, videos Survey peer pressure
SE:2,3,4,5,
8,9
K Listening Mindsets Student Jan  All Complete Christina
with ears 1,2,3,5,6 Survey, .p Student Reed-
and eyes Behaviors pt, Self Survey Guidance
L:6,10, Esteem Counselor
SM:1,2,7, videos
SS:2,3,5,8,
 Comprehensive Developmental Elementary School Guidance Plan 10

9
K Similarities Mindsets .ppt Feb  All Complete Decrease in Christina
and 1,3,6 computer, Pre-Test / Discipline Reed-
Differences Behaviors Conflict Post Test, referrals to Guidance
L:1,4,9,10 Resolution Student administration Counselor
SM:1,2,4, videos, Survey for fighting
10 Paper & and conflict
SS:1,2,3,5, Pen/pencil incidences
8,9 Student
survey
K Goal Mindsets .ppt, March  All Complete Signed Christina
Setting 1,2,4,5,6 agenda, Pre-Test / Agendas/plann Reed-
Behaviors Planner, Post Test, ers, Bi-Weekly Guidance
L:1,2,3,4,7, handouts, Student grade report, Counselor
SM:1,2,4,5 pen/pencil Survey progress
,8,10 reports; and
SS:1,3,5,6 semester
grades
K Safety Mindsets Computer April  All Complete a Christina
Behaviors lab, Student Reed-
L: Internet, Survey Guidance
SM: College Counselor
SS: Websites,
Worksheet
, Student
Surveys
K Transition Mindsets Counselor May  All Students Signed Christina
to next 1,2, 5 Generated will complete Agendas/plann Reed-
grade Behaviors a Transition ers Guidance
L: Plan Counselor
SM:
SS:
1 Intro - Mindsets 3 . “Who Is Aug  All Complete Students Christina
Counselor Behaviors Your Pre-Test / will do a Reed-
L:10 School Post Test, pre/posttest Guidance
SM:2,10 Counselor Student with thumbs Counselor
SS:1,2,8,9 & What Survey up/down on
Does She counselor role
Do?” ppt.
created by
Me/ video
on
youtube

1 Problem Mindsets Computer Sept  All Complete Bi-Weekly Christina

Solving 1,2,5,6 Lab, Pre-Test / grade report, Reed-
Behaviors Internet, Post Test, progress Guidance
L:1,3,4,6,8, best ways Student reports; and Counselor
SM:1,2,3,4 to Survey semester
 Comprehensive Developmental Elementary School Guidance Plan 11

,5,6,7,8, study .ppt, grades

SS:1,2,6,7, Studying
videos,
pen/pencil
, paper
1 Thinking Mindsets Practice  Oct   All  Complete  Bi-Weekly Christina
Thoughts 1,2,3,5,6 tests, .ppt Pre, Post and grade report, Reed -
& Feeling Behaviors tips on Practice Tests progress Guidance
Feelings L:1,9,10 taking reports; and Counselor
SM: tests, semester
SS:1,2,3,4, strategies grades
5,6,8,9 for test
taking
worksheet
1 Behavior Mindsets .ppt Nov   All  Complete a Minimize Christina
/ Respect 1,6,9,10 computer, Student reports of Reed-
Behaviors Antibullyi Survey Bullying Guidance
L:1,10, ng videos, incidents Counselor
SM:1,2,4,7 Paper & reported
,9,10 Pen/pencil
SS:2,3,4,5, Answer
8,9 sheet
1 Making Mindsets Student Dec  All Complete Decrease in Christina
Friends 1,2,3,5,6 Survey, .p Pre-Test / incidents of Reed-
Behaviors pt, Peer Post Test, students Guidance
L:1,9,10 pressure Student succumbing to Counselor
SM: videos Survey peer pressure
SS:1,2,3,4,
5,6,8,9
1 Listening Mindsets Student Jan  All Complete a Christina
with ears 1,2,3,5,6 Survey, .p Student Reed-
and eyes Behaviors pt, Self Survey Guidance
L:6,10, Esteem Counselor
SM:1,2,7, videos
SS:2,3,5,8,
9
1 Similarit Mindsets .ppt Feb  All Complete Decrease in Christina
ies and 1, computer, Pre-Test / Discipline Reed-
Differences Behaviors Conflict Post Test, referrals to Guidance
L:1,9, Resolution Student administration Counselor
SM:1,2,4,7 videos, Survey for fighting
,9,10 Paper & and conflict
Pen/pencil incidences
Student
survey
1 Goal Mindsets Counselor March  All Complete Signed Christina
Setting 1,2,4,5,6 Generated Pre-Test / Agendas/plann Reed-
Behaviors Post Test, ers, Bi-Weekly Guidance
L:1,2,3,4,7, Student grade report, Counselor
 Comprehensive Developmental Elementary School Guidance Plan 12

SM:1,2,4,5 Survey progress

,8,10 reports; and
SS:1,3,5,6 semester
grades
1 Safety Mindsets Computer April  All Complete a Christina
Behaviors lab, Student Reed-
L: Internet, Survey Guidance
SM: College Counselor
SS: Websites,
Worksheet
, Student
Surveys
1 Transitio Mindsets Counselor May  All Students Christina
n to next 1,2, 5 Generated will complete Reed-
grade Behaviors a Transition Guidance
L: Plan Counselor
SM:
SS:
2 Intro - Mindsets 3 . “Who Is Aug  All Complete Students Christina
Counselor Behaviors Your Pre-Test / will do a Reed-
L:10 School Post Test, pre/posttest Guidance
SM:2,10 Counselor Student with thumbs Counselor
SS:1,2,8,9 & What Survey up/down on
Does She counselor role
Do?” ppt.
created by
Me/ video
on
youtube

2 Problem Mindsets Computer Sept   All Complete  Bi-Weekly Christina

Solving 1,2,5,6 Lab, Pre-Test / grade report, Reed-
Behaviors Internet, Post Test, progress Guidance
L:1,3,4,6,8, best ways Student reports; and Counselor
SM:1,2,3,4 to Survey semester
,5,6,7,8, study .ppt, grades
SS:1,2,6,7, Studying
videos,
pen/pencil
, paper
2 Thinking Mindsets Practice  Oct   All Complete Bi-Weekly Christina
Thoughts 1,2,3,5,6 tests, .ppt  Pre, Post grade report, Reed -
& Feeling Behaviors tips on and Practice progress Guidance
Feelings L:1,9,10 taking Tests reports; and Counselor
SM: tests, semester
SS:1,2,3,4, strategies grades,
5,6,8,9 for test Practice
taking ACT/SAT
worksheet
 Comprehensive Developmental Elementary School Guidance Plan 13

2 Behavior/ Mindsets .ppt Nov  All Complete a Minimize Christina

Respect 3,5,6 computer, Student reports of Reed-
Behaviors Antibullyi Survey Bullying Guidance
L:1,10, ng videos, incidents Counselor
SM:2, Paper & reported
SE:2,3,4,5, Pen/pencil
8,9 Answer
sheet
2 Making Mindsets Student Dec  All Complete Decrease in Christina
Friends 1,2,3,5,6 Survey, .p Pre-Test / incidents of Reed-
Behaviors pt, Peer Post Test, students Guidance
L:1,9,10 pressure Student succumbing to Counselor
SM: videos Survey peer pressure
SS:1,2,3,4,
5,6,8,9
2 Listening Mindsets Student Jan  All Complete a Christina
with ears 1,2,3,5,6 Survey, .p Student Reed-
and eyes Behaviors pt, Self Survey Guidance
L:6,10, Esteem Counselor
SM:1,2,7, videos
SS:2,3,5,8,
9
2 Conflict Mindsets .ppt Feb  All Complete Decrease in Christina
Resolution 1, computer, Pre-Test / Discipline Reed-
Behaviors Conflict Post Test, referrals to Guidance
L:1,9, Resolution Student administration Counselor
SM:1,2,4,7 videos, Survey for fighting
,9,10 Paper & and conflict
Pen/pencil incidences
Student
survey
2 TeamWork Mindsets Computer Mar  All Complete a Christina
2,4,5,6 lab, Student Reed-
Behaviors Internet, Survey Guidance
L:4,5,7 Career Counselor
SM:2,4,5 Cruising
SS:1,2,3,7, Websites,
9 Worksheet
, Student
Surveys
2 Safety Mindsets Computer April  All Complete a Christina
Behaviors lab, Student Reed-
L: Internet, Survey Guidance
SM: College Counselor
SS: Websites,
Worksheet
, Student
Surveys
2 Transition Mindsets Counselor May  All Students Christina
 Comprehensive Developmental Elementary School Guidance Plan 14

to next 2, 4,5,6 Generated will complete Reed-

grade Behaviors a Transition Guidance
L:4,5,7 Plan Counselor
SM:2,4,5
SS:1,2,3,7,
9
3 Planning Mindsets . “Who Is Aug  All Complete Students Christina
& Behaviors Your Pre-Test / will do a Reed-
Organizatio L: School Post Test, pre/posttest Guidance
n SM: Counselor Student with thumbs Counselor
SS: & What Survey up/down on
Does She counselor role
Do?” ppt.
created by
Me/ video
on
youtube

3 Studying Mindsets Computer Sept   All Complete Bi-Weekly Christina

Skills 1,2,5,6 Lab, Pre-Test / grade report, Reed-
Behaviors Internet, Post Test, progress Guidance
L:1,3,4,6,8, best ways Student reports; and Counselor
SM:1,2,3,4 to Survey semester
,5,6,7,8, study .ppt, grades
SS:1,2,6,7, Studying
videos,
pen/pencil
, paper
3 Test- Mindsets Practice  Oct   All Complete Bi-Weekly Christina
Taking: 1,2,5,6 tests, .ppt Pre, Post and grade report, Reed-
Behaviors tips on Practice Tests progress Guidance
L:1,3,6,7,8, taking reports; and Counselor
SM:2,5,7,1 tests, semester
0 strategies grades,
SS:1,8,9 for test Practice tests
taking
worksheet
3 Bullying Mindsets .ppt Nov  All Complete a Minimize Christina
3,5,6 computer, Student reports of Reed-
Behaviors Antibullyi Survey Bullying Guidance
L:1,10, ng videos, incidents Counselor
SM:2, Paper & reported
SS:2,3,4,5, Pen/pencil
8,9 Answer
sheet
3 Peer Mindsets Student Dec  All Pre-Test / Decrease in Christina
Pressure 1,2,3,6 Survey, .p Post Test, incidents of Reed-
Behaviors pt, Peer Student students Guidance
L:1,6,9,10 pressure Survey succumbing to Counselor
 Comprehensive Developmental Elementary School Guidance Plan 15

SM:1,2,7, videos peer pressure

SS:2,3,4,5,
8,9
3 Self Mindsets Student Jan  All Complete a Christina
Esteem 1,2,3,5,6 Survey, .p Student Reed-
Behaviors pt, Self Survey Guidance
L:6,10, Esteem Counselor
SM:1,2,7, videos
SS:2,3,5,8,
9
3 Conflict Mindsets .ppt Feb  All Pre-Test / Decrease in Christina
Resolution 1, computer, Post Test, Discipline Reed-
Behaviors Conflict Student referrals to Guidance
L:1,9, Resolution Survey administration Counselor
SM:1,2,4,7 videos, for fighting
,9,10 Paper & and conflict
Pen/pencil incidences
Student
survey
3 TeamWork Mindsets Counselor March  All Student Christina
Behaviors Generated Survey Reed-
L: Guidance
SM: Counselor
SS:
3 Leadership Mindsets Counselor April  All Complete Christina
Skills 1,2, 5 Generated Pre-Test / Reed-
Behaviors Post Test, Guidance
L:1,3,4,6,7, Student Counselor
SM:1,2,3,5 Survey
8,
SS:1,5,6
3 Transition Mindsets Counselor May  All Students Christina
to next 2, 4,5,6 Generated will complete Reed-
grade Behaviors a Transition Guidance
L:4,5,7 Plan Counselor
SM:2,4,5
SS:1,2,3,7,
9

4 Planning Mindsets . “Who Is Aug  All Complete Students Christina

& Behaviors Your Pre-Test / will do a Reed-
Organizatio L: School Post Test, pre/posttest Guidance
n SM: Counselor Student with thumbs Counselor
SS: & What Survey up/down on
Does She counselor role
 Comprehensive Developmental Elementary School Guidance Plan 16

Do?” ppt.
created by
Me/ video
on
youtube

4 Studying Mindsets Computer Sept   All Complete Bi-Weekly Christina

Skills 1,2,5,6 Lab, Pre-Test / grade report, Reed-
Behaviors Internet, Post Test, progress Guidance
L:1,3,4,6,8, best ways Student reports; and Counselor
SM:1,2,3,4 to Survey semester
,5,6,7,8, study .ppt, grades
SS:1,2,6,7, Studying
videos,
pen/pencil
, paper

4 Test- Mindsets Practice  Oct   All Complete Bi-Weekly Christina

Taking: 1,2,5,6 tests, .ppt Pre, Post and grade report, Reed-
Behaviors tips on Practice Tests progress Guidance
L:1,3,6,7,8, taking reports; and Counselor
SM:2,5,7,1 tests, semester
0 strategies grades,
SS:1,8,9 for test Practice tests
taking
worksheet
4 Bullying Mindsets .ppt Nov  All Complete a Minimize Christina
3,5,6 computer, Student reports of Reed-
Behaviors Antibullyi Survey Bullying Guidance
L:1,10, ng videos, incidents Counselor
SM:2, Paper & reported
SS:2,3,4,5, Pen/pencil
8,9 Answer
sheet
4 Peer Mindsets Student Dec  All Pre-Test / Decrease in Christina
Pressure 1,2,3,6 Survey, .p Post Test, incidents of Reed-
Behaviors pt, Peer Student students Guidance
L:1,6,9,10 pressure Survey succumbing to Counselor
SM:1,2,7, videos peer pressure
SS:2,3,4,5,
8,9
4 Self Mindsets Student Jan  All Complete a Christina
Esteem 1,2,3,5,6 Survey, .p Student Reed-
Behaviors pt, Self Survey Guidance
L:6,10, Esteem Counselor
SM:1,2,7, videos
SS:2,3,5,8,
9
 Comprehensive Developmental Elementary School Guidance Plan 17

4 Conflict Mindsets .ppt Feb  All Pre-Test / Decrease in Christina

Resolution 1, computer, Post Test, Discipline Reed-
Behaviors Conflict Student referrals to Guidance
L:1,9, Resolution Survey administration Counselor
SM:1,2,4,7 videos, for fighting
,9,10 Paper & and conflict
Pen/pencil incidences
Student
survey
4 TeamWork Mindsets Counselor March  All Student Christina
Behaviors Generated Survey Reed-
L: Guidance
SM: Counselor
SS:

4 Leadership Mindsets Counselor April  All Complete Signed Christina

Skills 1,2, 5 Generated Pre-Test / Agendas/plann Reed-
Behaviors Post Test, ers Guidance
L:1,3,4,6,7, Student Counselor
SM:1,2,3,5 Survey
8,
SS:1,5,6

4 Transition Mindsets Counselor May  All Students Christina

to next 2, 4,5,6 Generated will complete Reed-
grade Behaviors a Transition Guidance
L:4,5,7 Plan Counselor
SM:2,4,5
SS:1,2,3,7,
9

Curriculum (Narrative)

This curriculum is in place to help the students of Justice achieve social/ emotional and

academic goals that work with the mission statement, philosophy, and vision statement of the
Comprehensive Developmental Elementary School Guidance Plan 18

school. This curriculum advises the teachers of activities conducted by the counselor with the

help of the teachers if needed. These activities allow the counselor to connect with the students

and ensure academically and socially they are meeting intended goals. The curriculum also

ensures that any demographic of students is meeting or exceeding the academic goals set in

place. The curriculum also provides guidelines to ensure that the activities are developmentally

appropriate for the students. Data shows that in some areas academically African Americans are

not meeting the proficiency goals set in place for the school. The programs in this curriculum

will help these students by helping them achieve academic and social/emotional success. The

Curriculum will also address the Study habits and testing issues that the data has shown as not

being proficient. The curriculum is designed to also promote unity, which will help address any

issues concerning peer pressure, bullying or low self-esteem. The curriculum will address any

issues in all grades and classrooms of Justice Elementary.

Students will participate in group sessions which will help promote good study habits,

unity, and leadership skills. The activities are arranged to help aid in improving students’

academic goals. These group sessions will also help promote good leadership skills in the

students participating. These activities are put in place to help students learn good study habits,

respect for others, listening and learning that can be used throughout their school career as well

as post school life.

Test-taking strategies will be presented to students to help them de-stress before a test.

These strategies and techniques will promote a way to study which will help students meet

Academic goals. The test taking skills will also prepare the student future test taking in

secondary and high school settings.

IV. Responsive Services (Narrative)

The responsive services for this program will include Groups done throughout the year

that address the specific needs of the school. The responsive services will be focused on the
 Comprehensive Developmental Elementary School Guidance Plan 19

needs of the students and goals using Small Groups and Large groups. The groups will identify

the needs of the students and help students improve academically. If needed modifications to the

groups will be made to fit the needs of the students involved. There will be short term and long-

term projects which will help boost confidence and self-esteem and increase team work through

team building activities.

Individual counseling, crisis counseling, and other types of support for students will be

provided. If a determination is made that additional services are needed to ensure student well-

being, then referrals to outside services including any community services will be given.

Community Collaboration will be utilized and any outside services will be introduced upon

approval to work consecutively with the overall curriculum in the school and the school calendar

as well as with other programs to promote the goals of the Comprehensive developmental plan.

V. School Calendar (Yearly)

August September October November

16 Classes Begin
th
4 Labor Day (No
th
13 -16 Fall Break
th th
22 & 24th
rd

16th -17th Enrollments School) 5th-8th 13th End of First Thanksgiving Day
16th -17th New Counselor Grading Period (44 and Family Day (No
Student Registration Introduction/School days) School)
17th-24rd Curriculum: Expectations 18th – 24th Curriculum: 8th-14th Curriculum:
Intro - Counselor 11th New Student Thinking Thoughts & Behavior/ Respect
K-1st : 16th-17th Orientation Feeling Feelings K- 2nd: 8th-9th
2nd-3th: 21st-22nd 13th -19th Curriculum: K-2ndt: 18th-19th Bullying 3rd – 4th:
4th :23rd – 30th K-3rd Problem Solving: Test-Taking 13th-14th
13th-14th 3rd-4th: 23rd-24th
4th Studying skills:
18th-19th

December January February March

6 -12th Curriculum:
th
Dec 25 – Jan 2nd No
th
16 Presidents’ Day
th
7 -13 Curriculum:
th th

Making Friends School December 25 – Holiday (No School) Goal Setting

K-2nd: January 5 19th Presidents’ Day K -1st: 7th-14th
Peer Pressure 8th Classes Resume Observed (No School) Curriculum: Team
 Comprehensive Developmental Elementary School Guidance Plan 20

3rd – 4th: 8th Second Semester 7th-13th Curriculum: Work

22nd End of Second Begins Similarities and 2nd-4th: 14th-20th
Grading Period (46 15th Martin Luther Differences K- 1st: 7th- 23rd
days) King, Jr. Day (No 8th
22nd End of First School) Conflict Resolution
Semester (90 days) 17th-23rd Curriculum: 2nd – 4th: 12th-13th
18th Winter Break Listening with ears
Begins – End of Day and eyes K-2nd: 17th-
Dec 25th – Jan 2th No 18th
School December 25 Self Esteem
– January 5 3rd -4th 22nd-23rd

April May June

Spring Break Begins 8 -11 K-PREP
th th
25 -31 Make up day
th st

– End of Day No Testing

School 2-6 16th -22nd Curriculum:
3rd Classes Resume Transition to next
11th-17th Curriculum: grade
Safety K- 2nd: 11th- K-2: 16th-17th
17th 3rd & 4th: 21st-22nd
18th-24th Curriculum: 24th End of the Fourth
Leadership Grading Period (44
Skills days)
3rd – 4th: 18th-24th Graduation
23rd End of the Second
Semester (90 days)
24th End of School
Year (180 days)
25th Make up day

Calendar integrates major curriculum themes/topics and grade levels for the entire school year.

VI. Funding (Narrative)

The financing of the Comprehensive Counseling Program can be acquired through

serious thought, effort, and hard work. The department of education has some grants that local

educational agencies can apply for. These grants help assist in establishing or expanding

counseling programs. The department of education has a listing for grants under the MUNIS

codes. MUNIS also allows for grants for the counseling professions, social workers and therapist

inside the schools if needed. The comprehensive counseling plan can also be funded through

donations, billing Medicaid or Insurance for any available billable services. The utilization of
Comprehensive Developmental Elementary School Guidance Plan 21

free services and tools can also help the Comprehensive counseling program reach many

students. The school board also allows so much funding for counseling which can be used

toward the Comprehensive counseling plan. The comprehensive counseling program also

provides developmental guidance and counseling services to students who receive special

funding. The funding stems from students gifted, unique, migrant, compensatory, career or

technology programs. This funding can be used to help supplement the funding for the program.

VII. Program Evaluation Plan

Our leadership, advocacy, and collaboration will create a solid, self-motivated, and

operative school counseling program. Collaboration is need in leadership. Collaboration and

leadership build trust and comradery which improve results. Leadership necessitates

encouragement, which inspires others to view things in a different way become more

adventurous, and work to ensure their success in all the things they do. Advocacy is important to

ensure the success of students; an open line of communication is needed to ensure consistency in

achieving academic and social/emotional goals.

Evaluating the Comprehensive developmental plan is detrimental to ensure that the

program is reaching the goals. Evaluations will be done throughout the school year from staff

and stakeholders to ensure the CDCP is meeting the goals it has set. The dates of the assessment

will be voted on by the stakeholders for six different assessments with one being scheduled for

the beginning of school, four evaluations split between the academic year, and the last one

planned for the end of the year. By working together, we become better leaders, who are unified

in the set goals.

Comprehensive Developmental Elementary School Guidance Plan 22

Once the data has been reviewed an analyzed any discrepancies will be addressed

immediately. The data that can be used and analyzed consists of enrollment members for career

classes, technology classes, Dual credit classes, AP classes, and Pre-AP classes. The evaluation

will also use data from assessments, district performance tests, teacher-created tests, benchmark

tests, Student transcripts, which will determine if the plan is effective.

Reviewing the data will also allow for any ineffective parts of CDCP to me changed and

adapted to meet the goals that are set ensuring all parts of the CDCP are effective. The evaluation

will also give the opportunity to evaluate the funding sources to ensure that the counseling

program is receiving the most funding allowable.

References:

American School Counselor Association. (2012). ASCA School Counselor Competencies.

Alexandria, VA: Author

Reed, Christina. (2017). Comprehensive Developmental High School Guidance Program Plan

Dollarhide, C., & Saginak, K. (2012). Comprehensive school counseling programs (1st ed.).

Boston: Pearson.)

Kentucky Department of Education: MUNIS Support and Guides. (2017). Education.ky.gov.

Retrieved 4 July 2017, from http://education.ky.gov/districts/pages/munis-guides.aspx