Torre Curry-Shepker

REGEN
ELEMENTARY
SCHOOL
COUNSELING
PROGRAM
Regen
Elementary
School
Student The student population of Regen Elementary
School varies from year to year but averages
Demographics about 440 students in grades K-5.

EnrollmentbyEthnicity

AmericanIndian/AlaskaNative 1.1%

AsianorPacificIslander 15.1%

Black,notHispanic 6.0%

Hispanic 8.7%

White,notHispanic 69.1%
The average student to
teacher ratio within the
elementary school is
about 15:1.
State proficiency rate is for all tested grades: 3-8 and 10

Wisconsin Student Assessment System Percent

Proficient and Advanced Includes Wisconsin
Knowledge and Concepts Examination (WKCE) and
Wisconsin Alternate Assessment for Students with
Disabilities (WAA-SwD). WKCE college and career
readiness benchmarks are based on National
Assessment of Educational Progress.
Overall Accountability Score
and Rating

Regen Elementary School for SY 2013-14

exceeds expectations.
Regen Elementary School

Vision Statement

All K-5 students in the Regen Elementary

School District will experience and receive
unbiased, all-inclusive school counseling
services to ensure that the totality of
students academic needs are met to
safeguard their success.
Regen Elementary School

Mission
Statement
In order to promote student achievement, counselors of
the Regen Elementary School will provide developmental
counseling that include focus on career planning as well as
academic, personal, and social development. Through the
skillful use of strategic, timely, and personal interventions,
counselors customize educational experiences in order to
enhance capabilities, close achievement gaps among high
and low performing groups and support positive choices.
In addition to student partnerships, counseling staff will
assist in maintenance of partnership with faculty and staff
and community organizations.
 Career

Student standards,
adapted from the ASCA
Academic
National Model (2013) &
the Wisconsin Model
Academic Standards for
School Counseling

Personal/Social
Student Standards

Academic
Students will acquire the attitudes,
awareness, and abilities that contribute to
successful learning in school and across
their life span.
Students will complete school with the
academic preparation necessary to
transition from elementary school to junior
high school.
Understand how to relate school to life
experiences.
Student Standards

Career
Students will begin to acquire the self-
knowledge necessary to make informed
career decisions in their future.
Students will engage in foundational
understand the relationship between
educational achievement and career
development.
Students will learn basic career
management strategies to achieve future
career success and satisfaction.
Student Standards

Personal/Social

Attain and demonstrate self-awareness,

acceptance, and interpersonal skills as it
relates to understanding oneself and
others.
Students will make decisions, set goals,
and take necessary action to achieve
goals.
Students will learn and use safety and
wellness skills.
 Core
Curriculum

Delivery System of
Counseling Program
Individual
Student
Planning
Activities

Responsive
Services
Direct Services

Core Curriculum

ASCA Model: http://sspw.dpi.wi.gov/sspw_scascamodel

Wisconsin Comprehensive School Counseling Model
(WCSCM): http://sspw.dpi.wi.gov/sspw_scguidemodel
State and Federal Laws Related to the DPI's Student
Services / Prevention and Wellness Team Programs:
http://sspw.dpi.wi.gov/sspw_sspwstats
WCSCM Crosswalk Tool:
http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/xls/scw
cscmcrosswalk.xls
Common Core Standards:
http://www.sbac.edu/pages/ACPS/Departments_Programs/
DepartmentsLZ/Guidance/School_Counseling_Documents/S
chl_Counseling_Curriculum_Sco
Direct Services

Individual Student Planning

Large group classes conducted (per grade level)

offered monthly for duration of school year
Small group classes offered based on in-class
observations, teacher recommendations and
other data (504 plans, IEPs, etc)
Parent Education planned on a monthly basis
with student incentives for parent participation
Direct Services

Responsive Services

Concerns addressed:
- Crisis response: suicide, homicidal, natural
disaster, school-wide violence, self-injury, etc.
Direct individual counseling
Parent and teacher workshops that are related to
responsive services
- http://sspw.dpi.wi.gov/sites/default/files/imce/s
spw/pdf/sspwtraining.pdf
Indirect Services

Collaboration and Training with

Community & State Organizations
Suicide Prevention
Mental Health Toolkit
Compliant Student Records
Effectively & Ethically Sharing Confidential
Information across Systems
Understanding Legal and Ethical Issues for
Pupil Services Professionals
Comprehensive and Collaborative Pupil
Services Delivery

http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/pdf/sspwtraining.pdf
http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/pdf/trainingreq.pdf
Indirect Services

Collaboration and Training with Community

& State Organizations continued
Trainings
Child Maltreatment
Bloodborne Pathogens
Physical Restraint
Medication Administration
Safety Plans

http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/pdf/sspwtraining.pdf
http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/pdf/trainingreq.pdf
Indirect Services

Referral for Services

Develop contacts and a working relationship

with outside agencies and services to
mobilize resources for the school community.
Create go-to document/notebook outlining
specified and categorized external agencies
based on their services offered.
Indirect Services

Collaboration with Parents

Monthly parent night with student incentives for

parent participation, will include food and
beverage service
Open lines of parent communication while still
honoring client confidentiality
Encourage, when appropriate, parent-student
counseling sessions
Indirect Services

Collaboration with Teachers

Understand the complexities of learning and knowledge of

comprehensive, coordinated practice strategies that support
student learning, health, safety and development
Needs assessments
Understand the teacher standards (PI 34.02 Teacher Standards)
within Wisconsin requirements for teacher licensure.
Engage in and/or conduct trainings
Offer in-classroom support and guidance
Conduct observations in the classroom in timely manner as
needed/recommended by teachers
Engage in active listening to understand and empathize with
teachers perspective and clinical lens in classroom or with
particular student(s)
 Assessment of
Results of
Program

Accountability
Using
Results to
Improve the
Program

Improving
Academic
Achievement,
Attendance, &
Discipline
Accountability

Assessment of Results of
Program
Utilization of ASCA National Model (2013) School Counseling
Program Assessment to evaluate the compliance with the following
areas based on a No, In Progress, or Yes score:
Foundation
Program Management
Delivery
Accountability
https://www.google.com/url?sa=t&rct=j&q=&
esrc=s&source=web&cd=4&ved=0CEUQFjAD&url=http%3A%2F%2Fwvde.s
tate.wv.us%2Fcounselors%2Fadministrators%2Fdocuments%2FCopy_
of_Program_AuditTab14.xls&ei=BReQVZ-0E4epNsXtgtAB&usg=AFQjCN
FoDKlqKeAVLY2AZ_WNaGvnwQwW2g&sig2=Q90nb3mzPqHun_sdnQR1ig&bvm
=bv.96783405,d.eXY&cad=rja

Adherence and evaluation of the ASCA School Counselor

Accountability

Assessment of Results of
Program
Distal Outcome Data
GPA (grade point averages)
student achievement test scores
number of students achieving in classes
reduction of remediation rates
disciplinary suspensions
improved school climate
substance abuse rates
Accountability

Assessment of Results of
Program
Collection of Descriptive Data
career plans

guidance curriculum: e.g., Student Success Skills

structured groups

Evaluation of Outcome Data
test-taking skills

college search skills

career planning ability

understanding the world of work

stronger decision-making skills

engagement in school

self-efficacy skills

 Accountability

Using Results to Improve the Program

School data profile completed

Achievement tracking, attendance, behavior, and safety
data compiled.
School data used to inform program goals.
School counseling program data (process, perception,
outcome) are collected and reviewed and inform program
decisions
Organize and share data/results in a user-friendly format
(e.g., charts) (ASCA, 2013)
 Accountability

Using Results to Improve the Program

Data is used to develop curriculum, small-group and

closing-the-gap action plans using action plan templates.
Action plans are consistent with the program goals and
competencies.
Projected results (process, perception and outcome) data
have been identified.
Projected outcome data are stated in terms of what the
student will demonstrate.
Curriculum lesson plan templates are used to develop
and implement classroom activities
Accountability

Improving Academic
Achievement, Attendance, &
Discipline
Family engagement in programs.
Mentoring/Tutoring
Service-Learning
Alternative Schooling programs
After-School Opportunities & Activities
Individualized planning for students.
Support for Staff and Faculty through counseling
Classroom guidance activities
Conducting timely observations and interventions
Adherence to ASCA and state counseling mandates
 Resources
American School Counselor Association (2012). ASCA national model (3rd ed.). Alexandria, VA:
American School Counselor Association. ISBN: 978-1-929289-32-5

American School Counselor Association (Retrieved 2015) School counseling program

assessment. Retrieved from: https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDkQFjAB&url=http%3A%2F
%2Fwww.ascanationalmodel.org%2FAscanationalmodel%2Fmedia%2FANM-templates
%2FSCProgramAssessment.xls&ei=BReQVZ-
0E4epNsXtgtAB&usg=AFQjCNEiJFXvi7twkNxNDgzMxPkB6bIxyA&sig2=gJGC-
B5KDyNJ5DGA5UJHRw&bvm=bv.96783405,d.eXY&cad=rja

American School Counselor Association (2015). State school counseling mandates and
legislation. Retrieved from: http://
www.schoolcounselor.org/school-counselors-members/careers-roles/state-school-counseling-man
dates-and-legislation

Common Core Standards. (Retrieved 2015). Common core curriculum of essential skills.
Retreived from:
http://www.sbac.edu/pages/ACPS/Departments_Programs/DepartmentsLZ/Guidance/School_Co
unseling_Documents/Schl_Counseling_Curriculum_Sco

Education Commission of the States Communications Department. (2015). 50-State analysis:

state profiles-K-12 governance structures database. Retrieved from:
http://ecs.force.com/mbdata/MBProfGov?SID=a0i70000006evYW&rep=K12G&state=Wisconsin
 Resources

Henderson, D.A., & Cobia D.C. Developing School Counseling Programs (3rd ed.)

Wisconsin Budget Project (2015). Wisconsin budget project blog. Retrieved from:
http://www.wisconsinbudgetproject.org/category/blog/education-blog/k-12

Wisconsin Department of Public Instruction. (2015). Retrieved from: http://dpi.wi.gov/

Wisconsin Department of Public Instruction. (2015). State and federal laws related to the
DPI's student services / prevention and wellness team programs. Retrieved from: http://
sspw.dpi.wi.gov/sspw_sspwstats

Wisconsin Department of Public (2015). Wisconsin instruction comprehensive school

counseling model (WCSCM). Retreived from: http://sspw.dpi.wi.gov/sspw_scguidemodel

Wisconsin Department of Public Instruction. (2015). Training available upon request.

Retrieved from: http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/pdf/sspwtraining.pdf

Wisconsin Department of Public Instruction. (2015). Inservice training requirements.

Retrieved from: http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/pdf/trainingreq.pdf