COMPREHENSIVE

SCHOOL
COUNSELING
PROGRAM
Fremont elementary school

ANAIS, CINDY, GEORGE, GISELLE, VANESSA

 LOCATION: SANTA ANA, CA| GRADES SERVED: TK-5TH |ENROLLMENT: 640 |
ENROLLMENT SCHOOL DEMOGRAPHICS
English language Learners: (46.3%) Socioeconomically disadvantaged: (90.4%),
Homeless population of 4.7% and 14.1% student with disabilites.

RACE/ETHNICITY
Majority of the students identify as Hispanic (96.9%) with Asian being the next highest
category with 1.3% white with 0.9% and Black/African American 0.2% American Indian
Alaskan native 0.4%
 MISSION
All Fremont students will have access to a comprehensive, data-
informed school counseling program that promotes equity, access,
and inclusion. Fremont’s school counselors will proactively promote
academic success, college and career awareness, and social-
emotional development. Parent and community partnerships will
form another integral component that maximizes every child’s
individual academic, social, and emotional growth. The school
counseling program advocates for and nurtures students as they
prepare to become educated and empowered global citizens.
 VISION
All students from Fremont Elementary are ready for
secondary schooling and have the skills and knowledge to
become college and career ready in addition to engaged
citizens and lifelong learners. They actively seek
opportunities to learn and grow their beliefs, cultural
awareness, and skills to be the best version of themselves to
thrive and contribute to a diverse and expansive society.
 2017 DATA
Chronic absenteeism:
37 out of 448 Hispanic/Latino students (8.4%) are
considered chronically absent 17.

Achievement Gap
Only 19.2% of students were at or above grade level for
the NWEA MAP Math test The lowest percentage of
students that met it was English Learners (7.21%) and the
highest percentage was Hispanic/Latino students
 2 GOALS
By June 2023...
Students identified as English
Students identified as language learners will increase
Hispanic/Latino will decrease their academic achievement in
absenteeism by 24% from 37 to mathematicsby 30% from 122
24 students to 165 students
 Goal: Absenteeism -- 37 out of 448

DECREASING Hispanic/Latino students (8.4%) considered

chronically absent. By June 2023, absenteeism
will decrease among Hispanic/Latino students

ABSENTEEISM by 24.3% from 37 to 28 students.

Mindsets and behaviors:

M3: Positive attitude toward work and
learning
B-SMS 6. Ability to identify and
overcome barriers
B-SMS 8. Balance of school, home, and
community activities
 DECREASING ABSENTEEISM
Classroom Lesson Indirect services:
Students should know that they will be learning about Recognize and respond to incidents of bias
among staff and students (ASCA, 2021)
what a positive attitude looks like for them personally
Present workshops for parents/families on
and how to apply that to school. how to foster and support respectful student
This lesson will: behaviors (ASCA, 2021)
How to recognize the what, why, and how of having a
positive attitude
Identify areas of interest
Understand how their areas of interest are related to
school.
Create a diagram identifying the overlap between areas
of interest and school.
Evaluation:
Pre-survey & Post-survey
Student Absenteeism Data Collection
ACADEMIC Goal: By June 2023, students that identify as
English Language Learners will increase their

ACHIEVEMENT academic achievement in math by 30% from

122 to 165 students.

IN MATH
Mindsets and behaviors:
M5: Belief in using abilities to their
fullest to achieve high-quality results
and outcomes
B-SMS 6. Ability to identify and
overcome barriers
 INCREASE MATH ACHIEVEMENT
Direct services:
Small Groups
After-school tutoring
Evaluation:
Pre-survey & Post-survey
Student Math Data Collection among EL
Indirect services:
Advocate for learning materials and resources in
all content areas that promote diversity and
inclusion and address systemic barriers (ASCA,
2021)
Lead efforts to challenge policies, procedures,
practices, traditions, customs or other behaviors
perpetuating intentional or unintentional biased
behaviors and outcomes (ASCA 2021)
 CTG Student Mindsets and Behaviors

CLOSING THE GAP:

1 ASCA Mindset Standard:
M 1. Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
2 ASCA Behavior Standards:

SMALL GROUPS B-LS 4. Self-motivation and self-direction for learning

B-SMS 1. Responsibility for self and actions
B-SMS 10. Ability to manage transitions and adapt to change

Group Objectives addressed by Week (must connect to

Topics Covered by Week
identified Mindsets and Behaviors)

Week 1 Topic: Self-motivation Students will be able to be more motivated.

Students will be more responsible with schoolwork and

Week 2 Topic: Responsibility 
classwork.

Week 3 Topic: Transitions Students will learn about transitioning from classrooms.

Students will learn about different study strategies to better

Week 4 Topic: Study Skills
their performance. 

Students will learn about resources involving technology

Week 5 Topic: Resources
where they can gain access.

Students will learn about being vocal with their teachers

Week 6 Topic: Communication 
about assignments and lessons.  
 THANK YOU
AND SEE YOU AGAIN
FREMONT ELEMENTARY