1. The School Counseling Program
Waters Middle School

2. Our School Counseling Program is aligned with the
American School Counselor Association Model

3. Program Beliefs
All students will benefit through participation in a comprehensive school counseling program that is planned, managed and delivered by trained and certified professional school counselors.
School Counselors are leaders who advocate for all students through the implementation of a comprehensive, data driven school counseling program.
All students will maximize their individual potential to achieve high levels of learning and academic success resulting in college and career readiness.
Through the implementation of a comprehensive school counseling program all students will have access to opportunities for personal growth.
The ASCA Ethical Standards for School Counselors are the basis and guide in which all school counselors will make decisions to maintain the highest standard of integrity, leadership and professionalism.

4. Program Vision
The vision of the Waters Middle School counseling program is for all students to maximize their individual potential to achieve high levels of academic success. With the support of the comprehensive school counseling program, students will have opportunities for personal growth, become college and career ready, and grow into contributing members of the community.

5. Program Mission
 The mission of the school counseling program at Waters Middle School is to provide all students with a comprehensive, data driven school counseling program that will allow for growth in the academic, social/emotional and career domains. School counselors will partner with administrators, teachers, parents, guardians and a caring community to ensure that all students acquire the necessary skills to think critically and communicate effectively.

6. Program Goals
At least 65% of students who failed a core course during the first and/or second marking period will complete the course with a passing grade.
Decrease the number of students with two or more disciplinary referrals by 10% from the SY to the SY.
Decrease unexcused tardies by 10% from the SY to the SY.

7. Supportive Data 2016-17 Program Goals
At least 65% of students who failed a core course during the first and/or second marking period will complete the course with a passing grade.
Based on data, 48 students failed the first or second marking period in a core class. Failure prevention was a school-wide goal for the SY and will be a student support team goal for the SY.
Decrease the number of students with two or more disciplinary referrals by 10% from the SY to the SY.
According to Cognos reporting data, 98 students had two or more referrals during the SY. Based on the PBS Discipline Data Reporting Tool, there was a significant increase in the average number of referrals per day per month. During the SY the yearly referral rate was 1.61 and during the SY the yearly referral rate was 3.30.
Decrease unexcused tardies by 10% from the SY to the SY.
According to the attendance threshold report in truancy tracker (Data Service Center), there were 1092 unexcused tardies for the SY.

9. ASCA School Counselor
Competencies

10. Management of the Program
Assessments
School Counselor Competencies Assessment
School Counseling Program Assessment
Use of Time Assessment
Tools
Annual Agreement
Advisory Council*
Use of Data
School Data Profile
Program Results Data
Action Plans
Curriculum
Small Group
Closing the Gap
Lesson Plans
Calendar

11. A Data Driven Program Data Examples: Promotion and retention rates
Standardized test data
Grades
Discipline referrals
Suspension rates
Attendance
Homework completion
Delaware School Climate Data

12. Program Delivery
Direct and Indirect Services It is recommended that counselors spend 80% of their time in direct (in-person interactions) and indirect (interactions on behalf of students) services.
Program Planning/School Support It is recommended that school counselor spend the remaining 20% of their time in program management, professional development, data analysis and fair share responsibilities.

13. Program Delivery
Students receiving more intensive or multiple interventions: individual counseling, mentoring, outside agency coordination, referrals, check in/check out, etc.
Tier 3 Support
Closing the Gap
Small Group Counseling
Individual Counseling
Conflict Resolution/ Mediation
Consultation/Referrals
Tier 2 Support
Small Group
Tier 1 Support
Core Curriculum
Core Curriculum Classroom Instruction
Grade Level/School Wide Counseling Program Activities
Individual Student Planning

14. School Counseling Action Plans
Curriculum
Lessons/activities presented to all students to increase knowledge and skills in the academic, social-emotional and career domains
Small Group
Intended to provide short term intervention to a selected group of students to meet prevention or intervention goals (based on school data)
Closing the Gap
Based on gaps identified through disaggregated data. The action plan outlines the activities and resources necessary to close the gap

15. Accountability Data Analysis Program Results
Evaluation and Improvement
School counselors evaluate data and make program decisions based on the analysis. This process allows counselors to set program goals for the following school year.

16. DPAS Goals
The program goals guide the development of the curriculum, small group, and closing the gap action plan.

17. DPAS Goals
The program goals guide the development of the curriculum, small group, and closing the gap action plan.