Professional Documents
Culture Documents
Elementary
School
Kellie Fujimoto, Edlin Simental, Jessica
Moreno, and Diana Ulloa-Serrano
2
1. Basic Services
2. Implementation of Common Core State
LCAP Priorities Standards
3. Parental Involvement
4. Pupil Achievement
5. Pupil Engagement
6. School Climate
7. Course Access
8. Pupil Outcomes
PRIORITY 1
Basic Services
“ 4
Needs Assessment:
Parental
Involvement
“ 9
Services:
-workshops: communicating with students, supporting
social-emotional development, helping students
academically
-informational sessions (upcoming events and programs)
-referral to outside agencies
Evaluation:
-number of parents who attended workshops/ events
-parent feedback
13
Parent Needs
Assessment
14
PRIORITY 6
School Climate
“
“Schools that successfully sustain a positive school climate are
16
General Strategies:
● Pupil suspension rates
● Pupil expulsion rates
● Other local measures, including surveys of pupils, parents,
and teachers on the sense of safety and school
connectedness
18
ASCA Domain:
○ Personal/Social
ASCA Mindset Standard:
LCAP Priority 6: ○ M 3. Sense of belonging in the school environment
Role of the School
ASCA Behavior Standards:
Counselor
○ B-SS 2. Create positive and supportive relationships with other
students
○ B-LS 10. Participate in enrichment and extracurricular activities
○ B-SMS 9. Demonstrate personal safety skills
○ B-SS 6. Use effective collaboration and cooperation skills
Ethical Standards
○ A.1. Supporting Student Development
◦ a. Have a primary obligation to the students, who are to be
treated with dignity and respect as unique individuals.
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Goal:
LCAP Priority 6: ○ All students feel safe and have a sense of belonging in the school setting
Increase in attendance rates and decrease in suspension and expulsion
Action Plan
○
rates
Needs Assessment:
○ California Healthy Kids Survey (CHKS), California School Staff Survey
(CSSS), California School Parent Survey (CSPS).
○ Counselor created needs assessment based on the school’s need
Data:
○ Students and parents’ school climate perception data
○ Discipline, expulsion and attendance rates
○ Student participation rates in school activities
20
Services:
○ Implementation of Positive Behavior Intervention and Supports (PBIS)
LCAP Priority 6: ○
○
School wide events and activities such as kindness week
Bullying and violence prevention, interventions and/or curriculum
Action Plan ○ Provide behavioral interventions based on discipline data such as office
behavior referrals and suspension/expulsion rates.
◦ Peer mediation programs
◦ Restorative justice practices
○ Refer students and families to community resources
Evaluation:
○ Pre/post test before interventions
○ % of students/parents participating in school wide events
○ Comparing achievement related data such as attendance, behavior and
discipline data
○ Comparison of previous and current needs assessment and surveys
Population:
Low-Income Students
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https://www.cde.ca.gov/eo/in/lcff-pri6-practices.asp
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Hodgkinson, S., Godoy, L., Beers, L., & Lewin, A. (2017). Improving Mental
Health Access for Low-Income Children and Families in the Primary
References
Care Setting. Pediatrics, 139(1), .
Zhai, Raver, & Jones. (2015). Social and emotional learning services and child
outcomes in third grade: Evidence from a cohort of Head Start
participants. Children and Youth Services Review, 56, 42-51
Romagnolo, S., & Ohrt, J. (2017). Using Narrative Therapy With Low-Income
Middle School Students: A Model for School Counselors. Journal of
Child and Adolescent Counseling, 3(1), 59-73.
Joseph, W., Sam, S., Albert, T., Dely, B., Jacobs, B., Nagel, C., & Irick, A. (2015).
Academically Resilient, Low-Income Students’ Perspectives of how
School Counselors Can Meet their Academic Needs. Professional
School Counseling.