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Running Head: FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCEFinal Project – Comprehensive Developmental Guidance PlanDonna Burns – CNDLamar UniversityDepartment of Counseling and Special PopulationsCNDV 5330 Developmental GuidancePatricia Harris, EdDAugust 17, 2013

FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLANPart IAdvisory CouncilThe importance of building a strong relationship between home and school is an integralpart of a quality education. The purpose of an advisory council is to bring key stakeholders intothe campus environment (figuratively and perhaps literally) to help build the connection betweenhome and school. Specifically, the advisory team serves to assess and review the goals andresults of the comprehensive school counseling program (CSCP), make recommendations, andpromote an understanding of the CSCP with the school and community. Members of theadvisory team could include students, parents/guardians, teachers, counselors, administrators andcommunity members.School Mission StatementA school’s mission statement should define its purpose and direction as well as outline itscore values. On the flip side, a school’s mission statement can help students and parents decide ifthe school’s purpose and programs, and the way it provides these services, line up with personaleducational goals. The mission statement of Manvel High School (the school in which I hope tosecure employment as a professional school counselor) states that MHS will prepare students tobe successful in a dynamic global society through a rigorous curriculum. Using professionalresources and technology, staff will collaborate with parents, students, and the community todevelop life-long learners and innovative critical thinkers who will contribute to society at theirfull potential.Counseling Program Mission StatementThe purpose of the counseling program mission statement is to support the school’smission. It also allows for collaboration with other individuals and organizations to promote allstudents’ academic, career and personal/social development. The mission of the counselingPage 2 of 22

FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLANprogram at Manvel High School is to provide all students with the academic, personal and socialskills necessary to become responsible, productive and respectful individuals who develop intocontributing members of society by means of comprehensive and developmental support.Personal Counselor Mission StatementA personal counselor mission statement is important because it gives others insight intothe valuable skills and attitudes available to students who may be struggling with personal/social,academic and/or (future) career issues. A well-written statement will provide clarity about therole of the professional school counselor by defining who we are, how work and collaborate withcampus staff, and what we do to help all children on campus to achieve academic success.ASCA StandardsThe American School Counselor Association’s (ASCA) School Counselor Competencies(2012) that align with the above information are as follows:II. Foundations - School counselors should possess the knowledge, abilities, skills and attitudesnecessary to establish the foundations of a school counseling program aligning with the ASCANational Model.II-B: Abilities & Skills - An effective school counselor is able to accomplish measurableobjectives demonstrating the following abilities and skills:Develops the beliefs and vision of the school counseling program that align withII-B-1.current school improvement and student success initiatives at the school, districtand state levelDevelops a school counseling mission statement aligning with the school, districtII-B-2.and state missionUses student standards, such as ASCA Student Standards and other appropriateII-B-3.student standards such as district or state standards, to drive the implementation of acomprehensive school counseling programIII. Management - School counselors should possess the knowledge, abilities, skills and attitudesnecessary to manage a school counseling program aligning with the ASCA National Model.III-B: Abilities & Skills - An effective school counselor is able to accomplish measurableobjectives demonstrating the following abilities and skills:Establishes and convenes an advisory council for the comprehensive schoolIII-B-2.counseling programUses leadership skills to facilitate vision and positive change for the comprehensiveIII-B-2a.school counseling programPage 3 of 22

FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE etermines appropriate education stakeholders who should be represented on theadvisory councilDevelops effective and efficient meeting agendasReviews school data, school counseling program assessment and school counselingprogram goals with the advisory councilRecords meeting notes and distributes as appropriateAnalyzes and incorporates feedback from the advisory council related to schoolcounseling program goals as appropriatePage 4 of 22

FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLANPart IINeeds AssessmentAccording to Dollarhide & Saginak (2012), needs assessments are important because datagleaned from such evaluations are integral in the early planning processes of a school counselingprogram. School counselors use these data to determine their selection of interventions, such assmall groups, presentations/workshops, classroom guidance lessons, schoolwide initiatives andprograms, and professional development initiatives. This information will also allow professionalschool counselors to speak the language of decision makers, thus allowing social and academicadvocacy for children with special needs or those encountering systemic barriers to academic,career, or personal/social success (Erford, 2011). Additionally, “school counselors who closelymonitor, through evaluation, the effects that programs and interventions are having on factorsthat directly associate with learning and attainment are providing invaluable information forsustaining their role within schools” (Dollarhide & Saginak, 2012, p. 114).Manvel High School is one of 22 campuses, and only two high schools, in Alvin ISD.When it opened its doors in 2006, approximately 650 students (grades 9-10 only) attended MHS;as of last year, that number rose to 1,953 students in grades 9 to 12—an increase of just over200%. Since opening, MHS has integrated many research-based and school-wide programs,such as AVID, PBIS, Thinking Maps, Building Academic Vocabulary, as well as a 4-tieredcredit recovery plan designed to increase the campus/district graduation rate. MHS was once atitle I school (2009-10), but no longer holds that status or receives federal funding as such.Finally, a Phase II expansion plan was completed at MHS two years ago; according to currentenrollment numbers, the school will reach full capacity with the 2013-14 school year.Manvel High School serves predominantly low-middle class families. The breakdown ofits student population is as follows: 27% African-American, 29% Anglo, 11% Asian, 33%Page 5 of 22

FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLANHispanic, 53% male, 47% female and 39% low socioeconomic status. MHS serves 76 EnglishLanguage Learner students, 170 students in the Gifted and Talented program, 41 students qualifyfor 504 services, and 171 students are served through special education services.The overall mobility rate for the campus is approximately 12%, with a drop-out rate of0.7%. The average daily attendance rate for students in 2012-13 was 95.3%. The average dailyattendance rate for staff was 95%. There were a total of 4562 discipline referrals for 2012-13,which is significantly less than the previous year.The staff population is 14% African-American, 76% Anglo, 1% Asian, 9% Hispanic, 1%Native American, 37% male and 64% female with an average of 7 years of experience. Theinstructional staff includes 100% Highly Qualified teachers and 100% Highly Qualifiedparaprofessionals (Alexander, 2011).Assessment InstrumentsAccording to Erford (2011), accountability in the school counseling program mustaddress five primary questions using the five accountability measures noted in parenthesesfollowing each question: (1) Is a comprehensive, standards-based program in place? (program[process] evaluation or audit) (2) What are the needs of the school’s student population whencompared to these standards? (needs assessment) (3) What services were implemented to addressthe identified needs and standards? (service assessment) (4) What was the result of theimplemented services? (results or outcomes studies) (5) How well is the professional schoolcounselor performing? (performance evaluation/appraisal).For the purpose of this assignment, this focus of this section will be on needs assessment.The most common way of initiating a needs assessment is through observations of students andconversations with teachers, parents, administration, and students. More formal needsPage 6 of 22

FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLANassessments may be conducted through surveys, which can be administered in person, by mail, email, or through the Internet (e.g. Survey Monkey, Zoomerang, Survey Gizmo).Online surveys are a cost effective method of data-driven evaluation that allow schoolcounselors to: collect responses to a large number of questions; easily summarize and report data; evaluate results through statistical measures; ensure anonymity of respondents, if necessary; amass ample information because of high rates of return.Interviews, a perception-driven method of evaluation, are the process of collecting databy conversing with others. An interview can be face-to-face or through some means oftechnology (phone, video conference or online), and will involve an interviewer andinterviewee(s). Some benefits to conducting needs assessments via interview are: its cost efficiency; open-ended questions give way to broad perspective; depth of information greater because interviewer can probe for more details; messages can be communicated more clearly due to the visual of body language.Focus groups are group discussions conducted in person among a limited number ofstakeholders in order to gain information about their views and experiences. Some advantages ofusing focus groups as a needs assessment include: ease of set up and arrangement; efficient and inexpensive means of data collection; creates opportunity to bring personnel and stakeholders together with beneficiaries;Page 7 of 22