1. Lincoln Elementary School Recognized ASCA Model Program

2. School Counseling Vision Statement Students will leave Lincoln Elementary exhibiting a high level of family and community involvement, and be well prepared to meet the academic, career, and social/ emotional challenges of life, citizenship, and work beyond elementary school. Students will transition from Lincoln Elementary with sustained, healthy and supportive relationships with friends, teachers, and other educational stakeholders. Students will be inspired to be confident life-long learners who positively impact their community. Lincoln Elementary graduates will successfully complete high school career or college ready.

3. School Counseling Mission Statement The mission of the Lincoln Elementary School Counseling Program is to increase equity and create opportunities for success for all students through empirically supported academic, career, and social/emotional programming, INSPIRING students to become life-long learners. The data-driven comprehensive school counseling program collaborates with other educational stakeholders, such as teachers, administrators, parents, families, caretakers, the family resource center, and other community stakeholders to ENGAGE all students in developmentally appropriate preventative and responsive counseling services resulting in academic, social/emotional, and college/career readiness GROWTH.

4. Lincoln Elementary School Counseling Program Goals Goal #1  Students identified as scoring in the 37 th to 50 th percentile in reading in the 1 st, 2 nd, and 3 rd grades, as identified by their Fall Reading MAP scores and Fall AIMS Web Benchmark scores, will increase their reading scores by 10% more than the MAP and Benchmark average growth for that grade level as scored on the Spring Reading MAP evaluation and Spring Benchmark evaluation  This focus was due to the research on how critical it is for future success for students to be at grade level in reading by third grade. Students will receive small group counseling interventions targeting differing needs of the students. Growth will be assessed by comparing the growth of students within counseling small groups compared to students not receiving counseling small group intervention. Interventions will be organized using four evidence-based constructs as identified by Squier, Nailor, and Carey (2014): (a) Motivation, (b) Self-Direction, (c) Self-Knowledge, and (d) Relationships.

5. Lincoln Elementary School Counseling Program Goals Goal #2  The students identified at Lincoln Elementary School in the 4 th, 5 th, and 6 th grades identified as having one or more failing grades after the first quarter will both increase their overall Grade-Point-Average from the first to fourth quarter and decrease the number of failing grades they receive from the first quarter to the fourth quarter. We will utilize school counseling interventions such as Contracts to Pass and the Student Success Skills Small Group Curriculum to promote academic success.  This goal promotes the Academic domain of the ASCA National Model. The school counselors will implement the Student Success Skills (SSS) program to decrease the number of students failing one or more classes. The SSS program is an evidence-based intervention that increases standardized test scores, attendance rates, and social skills through increasing learning, social, and self- management skills. The school counselors will implement the SSS small group program, along with additional interventions in career and personal social domains to provide students with the necessary skills and resources to successfully increase their achievement in their classes.

6. Lincoln Elementary School Counseling Program Goals Goal #3  Fourth, Fifth and Sixth Grade Students (22 students) participating in the Contracts to Pass Program in September 2014 will both increase their overall Grade-Point-Average from the first quarter to fourth quarter and decrease the number of failing grades they receive from the first quarter to the fourth quarter. We will utilize school counseling interventions such as Contracts to Pass and the Student Success Skills Small Group Curriculum to promote academic success.  This goal promotes the Academic domain of the ASCA National Model. The school counselors will implement the Student Success Skills (SSS) program to decrease the number of students failing one or more classes. The SSS program is an evidence-based intervention that increases standardized test scores, attendance rates, and social skills through increasing learning, social, and self- management skills. The school counselors will implement the SSS small group program, along with additional interventions in career and personal social domains to provide students with the necessary skills and resources to successfully increase their achievement in their classes.

7. School Counseling Advisory Council Members NameRepresentative Lisa CasperIntermediate Teacher Stephanie CravenCommunity Heather DraganAdministration Greg DutyAdministration Marti Jo GriffithPrimary Teacher Tammy VercheakSpecial Education Teacher Rick WolfAdministration Cami YoungParent Ciara YoungStudent Brett ZyromskiCommunity Naomi ColliverSchool Counselor Katrina HackerSchool Counselor

8. Core Curriculum Action Plan  The Student Success Skills Program was implemented in all classrooms grades Kindergarten-6th grade.  Ready to Learn (Kindergarten-2nd Grade)  Ready for Success (3rd Grade)  Student Success Skills (4th-6th Grade)  Process Data: 270 students (K-2nd), 77 students (3rd), and 220 students (4th-6th)  Perception Data: Pre/Post Student Needs Assessments, and Pre/Post Teacher Needs Assessment  Outcome Data: Behavior Referrals, Fall-Spring Reading MAP Data

9. Core Curriculum Results 1st Grade 2nd Grade NWEA End of Year Mean 176.9189.6 Grade Level Average 173.9187.5

10. Core Curriculum Results Fall 2014 Question I can do this. I’m not sure. I need help. I know how to play and make friends. 90%7.2%2.8% I need someone I can tell my problems to and feel that they will listen and help me. 96.2%2.5%4.9% I understand why I need to come to school. 88%8.4%3.6% I know where to find a counselor 95%4.5%.5% Spring 2015 Question I can do this. I’m not sure. I need help. I know how to play and make friends. 75%15.6%9.4% I need someone I can tell my problems to and feel that they will listen and help me. 72.6%14.5%12.9% I understand why I need to come to school. 78.1%18.8%3.1% I know where to find a counselor 75%10.9%14.1%

11. Small Group Responsive Services Self-Control Group Using Julia Cook books, we read stories and do activities to help us better control our behaviors in the classroom. Topics include: blurting, personal space, cooperation, anger management. This group cannot have more than 5 students at a time. Changing Families Group A group for students experiencing divorce or separation in the home. Also for students being raised by someone other than the biological parent. This is an emotional, process group used to help student understand the nature of a changing family. Please closely attend to the students who participate, as they may need additional support. Ready to Learn Group Based on Fuzzy, students delve further into the concepts of listening, working cooperatively, pay attention, etc. Mindfulness/Stress Management Group A group to teach techniques which assist students in developing healthy coping skills. Weekly lessons provide students time to practice these coping skills. Social Skills Group Students who struggle to make friends are invited to learn conversation starters, appropriate ways to interact with peers and adults, nonverbal listening skills, etc. This group cannot have more than 5 students at one time. Self/Confidence/G.I.R.L.S./ Relational Aggression Group Girls in Real Life Situations teaches how to develop and maintain healthy friendships. Self-confidence and relational aggression groups seek to build a sense of community among girls. Self-confidence groups are also offered for boys, and teach similar skills with the individuals’ interests in mind. These groups are always gender based. Student Success Skills Group After completing the SSS lessons in the classroom, students are referred for further assistance in academic goal setting and positive academic skills. This group uses the same concepts as SSS, but allows students to delve deeper to determine individual needs for academic success. Anger Management Group Cool down and coping techniques are taught after students complete an anger inventory to determine their individual triggers. Students are asked to utilize skills during the week, and then report back to the group. Executive Functioning Group A group for students who struggle to stay organized, physically and mentally. Strategies to build executive functioning are taught through games, activities, and a lot of practice.

12. Small Group Responsive Services  Approximately 25% of all students at Lincoln Elementary School participated in a small counseling group during the 2014-2015 school year.  Student Success Skills Small Group  Process Data: 23 students 4th-6th grade  Perception Data: Seven Keys to mastering any course & Looking Good/Feeling Good worksheets (Week 1-Week 6 Comparison)  Outcome Data: Grade Point Average and Number of F’s

13. Small Group Results

15. Closing the Gap  Targeted 22 students who received one or more F’s on their report card every quarter of the 2013- 2014 school year.  Goal was to close the achievement gap for the 22 identified students. During the 2014-2015 school year, 7 students transferred to other schools leaving only 15 students in the intervention group.  Each student met with a counselor to complete a Contract to Pass, and a Construct Based Questionnaire.  Students were then placed into counseling groups based on their responses.

16. Closing the Gap

17. Prior to Intervention Post Intervention I actively participate in the classroom. 46% Disagree or Strongly Disagree 86% Agree or Strongly Agree When things get tough I quit. 80% Disagree or Strongly Disagree 86% Disagree or Strongly Disagree I have a plan for my future. 53% Agree or Strongly Agree 60% Agree or Strongly Agree If I could choose any way to spend my free time I know what I would pick. 100% Agree or Strongly Agree I know my personal feelings. 93% Agree or Strongly Agree 100% Agree or Strongly Agree I know what I do well at school. 80% Agree or Strongly Agree 93% Agree or Strongly Agree I know what my favorite subject is. 66% Agree or Strongly Agree 73% Agree or Strongly Agree I can identify character traits (kindness, respectful, responsible, etc.) that I like in my friends. 53% Agree or Strongly Agree 60% Agree or Strongly Agree Prior to Intervention Post Intervention I can pay attention and complete my classwork. 53% Disagree or Strongly Disagree 93% Agree or Strongly Agree I can keep my backpack, folders, and papers organized. 40% Disagree or Strongly Disagree 66% Agree or Strongly Agree I use learning strategies to help me be successful in class. 86% Agree or Strongly Agree 93% Agree or Strongly Agree I can control my anger or frustration. 60% Agree or Strongly Agree 80% Agree or Strongly Agree I work well in a small group. 73% Agree or Strongly Agree 100% Agree or Strongly Agree I show respect for others. 80% Agree or Strongly Agree 86% Agree or Strongly Agree I have healthy friendships with my friends. 53% Agree or Strongly Agree 66% Agree or Strongly Agree I ask for help when I need it.66% Agree or Strongly Agree 80% Agree or Strongly Agree