TINICUM’S SCHOOL COUNSELING PROGRAMA Data Summary of Survey Results

How did I organize surveys? Developed questions based on American School

Counselor Association’s National Model Foundation Delivery Management Accountability

ASCA National Model ASCA Standards

Personal/Social Academic Career

Foundation Beliefs and Philosophy: The philosophy is a set

of principles guiding the program development, implementation and evaluation. All personnel involved in managing and implementing the program should reach consensus on each belief or guiding principal contained in the philosophy.

Mission: A mission statement describes the program’s purpose and goals. A school counseling program mission statement aligns with and is a subset of the school and district’s mission.

Delivery System Guidance Curriculum: The guidance curriculum consists of

structured developmental lessons designed to assist students in achieving the desired competencies and to provide all students with the knowledge and skills appropriate for their developmental level. The guidance curriculum is infused throughout the school’s overall curriculum and is presented systematically through K-12 classroom and group activities.

Individual Student Planning: School counselors coordinate ongoing systematic activities designed to assist students individually in establishing personal goals and developing future plans.

Responsive Services: Responsive services, which are the traditional duties of a school counselor, consist of activities meeting individual students’ immediate needs, usually necessitated by life events or situations and conditions in the students’ lives. These needs require counseling, consultation, referral, peer mediation or information.

Systems Support: Like any organized activity, a school counseling program requires administration and management to establish, maintain and enhance the total counseling program.

ManagementIntertwined with the delivery system is the management

system, which incorporates organizational processes and tools to ensure the program is organized, concrete, clearly delineated and reflective of the school’s needs. This is a relatively new concept for administrators and school counselors who traditionally have not viewed school counselors as “managers.”

Management Agreements Advisory Council Use of Data Action Plans Use of Time Use of Calendars

Accountability Results Reports School Counselor Performance Standards Program Audit

Who Was Surveyed? Parents/Guardians

38 Total Respondents through Internet Survey

Faculty/Staff 11 Total Respondents through Internet

Survey Students

Surveyed all students by verbal data collection through Ambassadors

The Survey Parent/Guardian and Faculty/Staff

Surveys were similar questions. Distributed through a Google Docs

survey format which collects data anonymously and generates graphs and statistics.

Survey was broken down into two sections. Questions focusing on specific services

delivered. Questions focusing on the umbrella

program.

Services Small Groups: Typically consists of 3-6 students and are organized based on

need. Provides a format for students to help one another with common issues (social, academic, divorce, grief) and also provides a feeling of belonging. I truly believe that every student can and should benefit from this service at least once in their academic career. Groups can be anywhere from 3-10 weeks. I try to organize my group with unit lesson plans which also include pre and post evaluations to measure progress.

Guidance Lessons: A format to address an entire classroom on a specific need in order to help students develop the necessary skills to become competent in their personal, social, academic and career development.

Individual: Meeting with a student one on one to provide extra support in personal, social or academic areas. Meetings should be brief and solution focused. This is not considered therapy. Some meetings may be ongoing over a few weeks, other meetings may be over one or two occassions.

Lunch Bunch: This is a setting that is less structured than small groups; curriculum is not used. It provides an opportunity to feel a sense of belonging and work on social skills.

Small Groups

Parent Results Staff Results

39% Extremely Beneficial26% Beneficial18% Neutral8% Not Quite Beneficial8% Not at all Beneficial

82% Very Important18% Important

Classroom Guidance LessonsParent Results Staff Results

66% Extremely Beneficial26% Beneficial5% Neutral3% Not at all Beneficial

18% Very Important55% Important18% Neutral9% Not quite Important

Career Education

Parent Results Staff Results

18% Important45% Neutral36% Not quite important

50% Extremely Beneficial16% Beneficial18% Neutral16% Not quite BeneficialTransition Services for 5th graders was varied. A classroom guidance lesson at the end of the year may be a succinct

way to address this need.

Second Step

Parent Results Staff Results

47% Extremely Beneficial13% Beneficial26% Neutral13% Not quite Beneficial

9% Very Important27% Important18% Neutral45% Not quite important

Lunch Bunches

Parent Results Staff Results

53% Extremely Beneficial24% Beneficial21% Neutral3% Not quite Beneficial

27% Very Important27% Important45% Neutral

Conclusion of Service Delivery Small Groups:

Continue to develop them through assessments from teachers and maybe students also Possibly consider keeping them shorter (4 weeks) so that more can be organized

throughout the year Classroom Guidance:

Provide them on an as needed basis in each classroom Possibly set up quarterly lessons

Career Education: Career Day Provided through Classroom Guidance Provide only to 4th and 5th grade

Second Step: Embraced by the district so it needs to be provided Evaluations to determine effectiveness

Lunch Bunches: Currently they are organized by request or by need from my assessment Should they be more organized? Groups assigned for a day in 6 day cycle for marking periods?

An evaluation of the School Counseling Program

Caring Children Making Caring Choices

School Counseling Program

Developed questions to assess needs that can be addressed through a school wide counseling program, which is currently called Caring Children Making Caring Choices or CCMCC

Understanding these needs will help guide our school wide program into the direction we need. Note: these needs can also be addressed

through direct services (small groups, individual, classroom guidance, etc.)

Character Education

Caring 58% Trust 45% Citizenship 63% Respect 84% Responsibility 76% Honesty 66% Fairness 61% Compassion 66% Empathy 68%

Caring 55% Trust 55% Citizenship 55% Respect 91% Responsibility 91% Honesty 64% Fairness 55% Compassion 82% Empathy 100%

Parent Results Staff Results

Is Bullying a Problem?

Parent Results Staff Results

13% Significant Problem26% A problem39% Neutral18% Not quite a problem3% Not at all a problem

18% A problem45% Neutral36% Not quite a problem

What Type of Bullying is the Biggest Problem?

Cyber 5%Relational 45%Physical 32%Verbal 74%

Cyber 0%Relational 100%Physical 45%Verbal 64%

Parent Results Staff Results

Student Tolerance

Their Student’s Tolerance

All Students’ Tolerance

Parent Results Staff Results

What are your feelings about the current program: Caring Children Making Caring Choices

Parent Results Staff Results

45% Strongly Agree24% Agree13% Neutral3% Disagree3% Strongly Disagree

9% Strongly Agree36% Agree36% Neutral18% Disagree

Giving Back to the Community

Parent Results Staff Results

74% Extremely Important24% Important3% Neutral

73% Extremely Important18% Important9% Neutral

What do you hope to see develop in the guidance department? (Parents)

Programs that address relevant issues Peer group counseling Classroom interaction about social topics Guide students toward their passion/career Let children with good habits be good examples for the kids with bad

habits Being available to students for any concerns – social, personal,

academic or otherwise Addressing/disciplining multiple offenders for bullying Notifying parents of child’s office visit How bullying is addressed Social Skills programming through lunch bunches, social stories,

etc. Building empathy Educational guidance – i.e. study skills Address self-esteem, combined families, grief Accountability for actions

What is one thing you’d like to see stay the same in the guidance department? (Parents)

Continue the caring philosophy/culture Continue Character Education Allowing the children to have a voice and be involved in

decisions Communication between parent, child, school The comfort and approachability Community involvement Concept of CCMCC but it should be “revamped” – even a new

name Keep Senior Dinner Being a support person and an ally for parents and children Open door policy Keep CCMCC

Please explain what part of CCMCC you’d like to see continue. (Staff)

The Tinicum Pledge and giving back to the community

Student’s decisions and directions in community service and other parts of the program

Raising money for outside organizations

Explain what you hope to see develop in the guidance department. (Staff)

Addressing specific student needs Meeting with students who have issues and

need guidance Small groups Students being rewarded for good behavior Reminders about meetings Working with kids and families Staff building activities More support/training for teachers to deal with

problem students and students with significant needs

What is one thing you’d like to see stay the same in the guidance department. (Staff)

Open door policy and support for staff Available to students, parents and

teachers for support and advice Confidentiality Tinicum Pledge CCMCC dinner and car wash

Most Importantly,What do the students think?

Friendship9%

Conflict Resolution

21%

Social Skills14%Feelings

3%Individual

12%Empathy

7%

Community Outreach

2%

Student Behavior

17%

Bullying5%

School Atmos-phere

2%

Classroom Guidance9%

Where Do We Go From Here? Delivery of service (Personal/Social, Academic & Career Development):

Individual Small Groups Classroom Guidance Lunch Bunch

School Counseling Program Should it still be called CCMCC? The philosophy should stay Giving back to the community Bullying Prevention Character Education:

Traits agreed upon through survey are compassion respect responsibility honesty empathy

Positive Behavior

Tinicum Is…CARING learning

FAMILY unique homelike close-knit blessing academic

amazing great happy supportive AWESOME creative

united fun friendly welcoming busy