Meadow View Elementary School Case Study

The Comprehensive School Counseling Program Notebook which follows the ASCA National Model third edition was created in School Counseling Programs. This notebook is divided into four components as directed by the comprehensive school counseling program: foundation, delivery, management, and accountability. The Foundation section includes my core beliefs, my vision, my mission, rationale, description, and goals of the program at Mountain Home Junior School. Delivery, Management, and Accountability (AR 1.2).

Last year, at Kingsland High School’s Graduation Ceremony, Josie Hinze not only receiveed her High School Diploma, but also her Associates of Arts Degree before even attending any college or university. Fast-forward to one year later, and seven Kingsland students will be graduating high school with both their High School Diploma and AA Degree thanks to the collaboration of Riverland Community College and Kingsland High School for allowing high school students to take college-level courses in high school and receive college credit for them. Not only that, but there are several others who will be graduating Kingsland High School with transferrable college credit so their first few semesters might

The agency as a whole is required to provide an appropriate education according to the Massachusetts state laws. Along with the necessary education topics, Nathaniel Bowditch offers Spanish classes for students four days a week, a weekly choice block that includes classes like volleyball, 3D printing, and swimming, and a daily WIN (what I need) block that provides students with support in the classes they are lacking. They also provide grade specific programs like foundation phonics for students in grades kindergarten through second and an after school drama program for students in grades fifth through eighth. All of these programs are able to be in existence because of the partnership with Playworks, YMCA, and LEAP for Education (Gosselin, 2017). Unlike the students at the school who have a scheduled out day, the adjustment counselor gets pulled in every direction with no idea what the day may bring. The adjustment counselor is required to but not restricted to helping students helping students in class, at home, and in their personal lives. A counselor may help with personal difficulties, situations between students or between a child and a parent, difficult classroom situations, and for the older students, future goals, and scheduling of classes. Parents may also be in contact with the counselor about their child (Prescott,

Memo two contributes a profile of Boronda Meadows Elementary School. Furthermore, it provides a profile of the community of Salinas, California. The profile of the school and the community could assist me with economic, social, environmental, demographic, and educational data.

The foundation component is the basis of a school counseling program which assists students to achieve academic success (Oberman & Studer, 2011, p. 2). School counselors form school counseling programs that focus on student results, student competencies and professional competencies (ASCA, n.d.-c, p. 2). In order for a school counselor to establish program focus, they must determine how the students will benefit from the school counseling program (ASCA, n.d.-c, p. 2). Student competencies are guided by three domains: academic, career and social/emotional development to maintain an effective school counseling program (ASCA, n.d.-c, p. 2). Professional competencies guide school counselors to maintain professionalism, leadership and integrity in their profession (ASCA, n.d.-c, p. 2).

SSCM Gilmore made an unannounced visit to Grovetown Middle School in Grovetown Ga to interview Kaydence Reliford. The interview included SSCM, Kaydence Reliford, and Ryan Brown (school counselor). Kaydence stated that her relationship with mom and dad is that she is able to talk with mom more than dad. She stated she is able to talk with her dad, but it is normally after school. She stated that her parents used to rarely argue; however, now they are arguing every night. She stated she rarely gets punished. She stated normally her punishments for discipline include, banned from television, or phone being taken away. She state she doesn’t get spanked much at all. She commented that she slaps her sister at times, because her sister will get on

I spent the last five + years working daily with students and their families as the director of an after school program and summer camp sponsored by the City of Philadelphia Department of Human Services. These programs were created to prevent truancy and reduce child abuse and neglect. My program had a STEAM and literacy focus. As director, I was responsible for managing all aspects of program administration from meeting the state school-age child care health and safety standards, to hiring and supervising staff, to selecting and implementing curriculum.

Red Clay School District has played a tremendous role in educating our youth in Delaware. The district’s principle is that the whole school community takes responsibility in students learning. As an educator, I believe that it does take a village to raise a child. I am applying for the position as a Math Instructional Coach for Warner and Shortlidge School because of a desire to be a part of a school that share interest in a similar principle. I have a strong educational background coupled with my 6+ years in the education sector make me a very competitive candidate for the position. During my tenure, I have worked with students in inner city schools, and I have also developed a strong background and interest in the intellectual development

Samuel was last enrolled this past school year full-time in the New Directions School at S.H. Clarke Academy. He was in the General Educational Development (GED) program. Prior to attending New Directions School, he attended Churchland High School as a 10th grader. He had numerous suspensions while at Churchland High School and was placed at New Directions as a result of continued behavioral issues.

Gulf Shores Middle School- On October, 22, 2015, the eighth grade students were taken, as a field trip, to Playhouse in the Park, to go and watch plays of Edgar Allan Poe poems for the mystery and suspense unit. The students were taken to see The Tell-Tale Heart, Ligeia, The System of Dr. Tarr and Professor Fether, The Cask of Amontillado performed by the kind people at Playhouse at the Park. They did this because they’re in the mystery and suspense unit, and they have been reading Edgar Allan Poe works, such as The Tell-Tell Heart. After the plays the students were expected to create think and answer questions about what differences were in the plays, and the original pieces of writing.

Madison began the Commack Middle School in the 6th Grade. She continued to receive integrated co-teaching services daily. She also received a special skills class daily for 40 minutes, individual counseling services twice a month for 30 minutes, special seating arrangements, refocusing and redirection, check for understanding, copy of class notes, and extended time. Vision consultation services were provided in the classroom once a month for 45 minutes. In 2014, Madison’s parents considered moving her to a non-integrated class, however she continued to have this support in the 7th Grade. During 7th grade, Madison made improvements with her visual-spatial skills by using open space more effectively; however it was noted on her IEP that providing her lines to write on offered her the best support.

Michael is a 6 year old first grader at Stillmeadow Elementary School in Stamford, CT. According to Michael’s kindergarten teacher, his current DRA level is 14, which is above the benchmark for students at the start of first grade. The benchmark DRA level entering first grade is level 6. In kindergarten, Michael’s teacher consistently provided extensions for assignments in addition to homework more challenging than others in class, as she found he would typically finish work quickly and stated he was bored. The purpose of testing Michael was for enrichment. The reading interest survey revealed that Michael enjoys reading nonfiction books and books with humor. He also stated that he loves to read and becomes uninterested while reading books

I write to inform you of my decision to resign from the position Additional Assistant, at Oakleigh Elementary School, effective, October 2, 2017, to pursue other career opportunities within the Baltimore County Public Schools System.

As humans, we are all free thinkers and are meant to think beyond normal expectations. In my own life, I have continuously worked to open my mind to new beliefs, keeping myself from being closed off to the world around me. Even the most simple act of defiance against a generally accepted principle is notable and important. One example in my life is my own defiance against my local school board in regards to school closures.

My role at the school is to provide one-on-one counseling for identified, at risk youth, as well as to co-facilitate groups--both full classroom and afterschool. I currently have five students in my individual caseload; I co-facilitate one after-school group for 3rd grade boys, and a 1st and 2nd grade boys’ group one day per week during lunch.