Comprehensive School

Counseling Program:
Peterson Elementary School
Tim Franklin, Bethany Haug, Kirk Johnson, Sam Mayers-White, Kelli McLaurin
February 27, 2018
CSL 522
Introduction
School Profile

● North Park Community of Chicago

● 900 students
● 40 languages
● Diverse Student Body
● Extensive After School Programs
○ Arabic Language
○ Restorative Justice
Relevant Data: Academics

● 73% of students agree that what they learn in school is important

● 38% of students strongly agree that they do well in their classes; 7%
say they don’t do well in their classes
● 83% of students say it is easy for them to learn new things
Relevant Data: Social/Emotional
Foundation
Developing Beliefs
About Students

● All students are capable of attaining academic, social/emotional, and

college/career competencies for personal success.

About Community

● Student diversity is a source of pride and strength and will be honored by all
members of the school community.

About School Counseling

● School counselors are agents for systemic change and educational equity.
Vision and Mission

CPS, Peterson, and our own vision/mission all emphasize:

● Opportunity for high achievement for all students

● Respect for and celebration of diversity
● Role and value of community partnership
Program Goals
● Reduce incidents of bullying by 2% in 6th-8th grade.
● Through the use of core curriculum, small group responsive services,
and closing-the-gap interventions, decrease the number of students
with a failing grade by at least 2%.
● Increase early college and career awareness in grades K-5. By the end
of the year, the number of K-5 students who can identify one career
and local university/college of personal interest will increase by 2%
Management
Advisory Council
http://mgpetersonelementary.weebly.com/management.html
Sample Calendar
2017-2018 School Wide/School Counseling Program
Delivery
Core Curriculum Lessons: Social/Emotional
Who/What/When: All 6th-grade students will receive the lesson, “Bully
Proof Your School,” over the course of 3 days in advisory class.

Student Perception: At least 80% of students who have attended all 3

lessons will be able to successfully identify a HAHASO strategy to use in a
bullying scenario.

Outcome/Goal: Incidents of bullying will reduce by 2% by the end of the

school year.
Core Curriculum Lessons: Academic
Who/ What/When: All 8th-grade students will receive the lesson, “Anti-
Test Society,” for 1 day in advisory class.

Student Perception: 100% of students who have attended the lesson will
be able to successfully identify what makes them anxious about taking a
test.

Outcome/Goal: Students will be able to increase their test scores by 2%

after they have identified their weak points in test-taking by the end of the
school year.
Core Curriculum Lessons: College/Career
Who/What/When: 60 2nd Grade students will receive the lesson “Who Am
I?” in their homeroom class for 1 day.

Student Perception: At least 80% of students will know at least 3

community helpers at the end of the lesson.

Outcome/Goal: Based on data, 33%-36% of 2nd graders will be able to

understand how important attending school daily and engagement in order
to be a great community helper.
Small Group Lessons
Who/What/When? Academically at-risk 6th, 7th, and 8th grade students
will complete time management lessons over the course of one month
during the Fall semester.

Perception Data:
LP #1- 90% of group will be able to list three real-life examples in which they could use time management skills

LP #2- 100% of group will be able to identify what procrastination is/how they would properly avoid the behavior

LP #3- 100% will be able to identify two strategies to properly cope with distractions

LP #4- 90% will be able to properly categorize 100% of the listed tasks
Small Group Lessons
Student Outcome: Through the use of core curriculum lessons, 80% of 6th-
8th grade academically at-risk students who participate in the time
management group will show an improvement in their time management
skills and/or will increase their class grade by at least 2%.
 Percent of Students Who Met/Exceeded
Expectations on PARCC Exam¹

Closing the Gap: Data White

Hispanic/
Latino % Gap

Grade 6 ELA 50 42.1 7.9

● Group Identified:
Hispanic/Latino students Math 36.4 5 31.4
grades 6-8
Grade 7 ELA 68.8 38.5 30.5
● Data source: PARCC test
results as reported on 2017 Math 37.5 17.9 19.6
ISBE School Report Card
Grade 8 ELA 18.2 10.5 7.7

¹Illinois State Board of Education. (2017). Illinois Math 27.3 15.8 11.5
School Report Card: Peterson Elementary School.
Closing the Gap: Solution Shop
● Semester-long counseling/study skills small group run by counselors
● Process Data: Weekly meetings, 8-10 middle school students earning
2+ Ds or Fs on most recent report card
● Program agenda determined by student concerns - may include study
skills, goal-setting, social skills training, etc.
● Multi-faceted: students receive tutoring, individual counseling, group
counseling, and instruction on study skills
Closing the Gap: Solution Shop Impact
● Perception Data: Regular communication between school and families
through use of Daily Monitoring Chart
● Perception Data: 75% of teachers surveyed said participating students
made “some or significant changes” in their behavior, attitude, and/or
preparedness for school
● Outcome Data: Majority (57%) of participating students showed
improved GPA after participating in program
Closing the Gap: Family Engagement Survey

● Parent/family engagement is strongly

associated with academic achievement and
college persistence, especially for low-income
Latino and African-American students
● 5Essentials survey indicates that Peterson
already does this well
● Goal: Triangulate data, identify strengths of
existing efforts and areas for improvement
 Thank You!

School Counselors Can

Change The World!