Earl Warren High School
& Construction Careers Academy
About Our School!!
504: 12.6%
Special Education: 11.5%
At-Risk: 50.7%
English Language Learner: 3.9%
Gifted/Talented: 9.4%
Economically Disadvantaged: 51.5%
McKinney-Vento: 15%
Check us out at www.nisd.net/warren, then click on Guidance and Counseling
and on twitter @warren_ccateam
Section I: Role of School Counselor
At Earl Warren High School, counselors work with students individually, in groups, and in guidance to support the personal, social, and academic growth of all students. Counselors collaborate with the administrative team as well as other necessary staff to develop, assist, and support families in the realm of parent education, consultation, and resources.
CREST Award Winners
Earl Warren High School and Construction Careers Academy (CCA) counselors have won the CREST Award in 2015, 2016, 2017. In 2018 we were awarded the Lonestar Award from TSCA.
Melea Wade
(210) 397-4225
Masters in Counseling
Member of TCA, NCA, and TCTA
Warren Leadership Huddle
Jack Undrae Briggs
Evangelina Rendon-Piedra
Jorge Ramos
(210) 397-4227
Masters in Counseling, Licensed Professional Counselor-Intern
Member of NCA, ATPE, TARCA, TCA
NCA board member
Angela Taylor-Blackshear
(210) 397-4228
Masters in Counseling
Member of NCA,TCA, and TSCA
Leadership positions and committees???
Jaime Collazo
(210)397-4320
Masters in Counseling
Member of NCA, TCA, and TSCA????
Member of the Dapartment of Labor Committee
Melissa Clarke
Leadership & Advocacy
Many of our counselors participate in some form of leadership. Mrs. Wade is the head counselor, participates in the Warren leadership team, and was a member of the school advisory team for many years. Each of these committees create and implement plans to support school safety and engagement. Mrs. Taylor has served as a co-chair of the Public Policy Committee for TCA. Her role was particularly important this year as it was a legislative session. As a co-chair of the Advocacy committee, she encouraged other counselors to advocate to our congressmen. She also attended a summit on School Counseling Concerns and Issues with Senator Menendez at UTSA. All of the Warren counselors are leaders on the campus. We all work to help students and teachers to have a successful school year.
Section II: Program Implementation Cycle
Counseling Advisory Council
The School Advisory Team (SAT) is composed of teachers, counselors, parents, administrators, and community leaders. All are volunteers and serve for two years. The committee meets twice each semester to address systemic concerns and to develop action steps to improve the school environment. Decisions are incorporated in the School Improvement Plan.
Valerie Sisk: Principal; Chad Bohlken: Vice Principal; Travis Weissler: Academic Dean
Melissa Clarke: CCA Counselor; Liza Pesina: Teacher; Jason Wallace: Teacher
Denise Smith: Parent; Debra Vidal: Parent/Teacher
Karal Donnell: Parent; John Dinsmore: Parent
Use of the Implementation Cycle:
Warren High School yearly program plan
Section III: Foundational Components
Mission Statement
Construction Careers Academy's mission is to provide an advanced and rigorous curriculum with a focus on construction technology, construction management, architectural design, applied engineering and real-world experience that will prepare students for studies in higher education and/or a career in a construction-related industry.
Definition, Rationale, and Assumptions
Rationale: The Earl Warren High School and CCA counseling departments empower all students to be socially and academically successful. The counseling program assists students in maximizing success in the following competencies: interpersonal and intrapersonal skills, problem solving, personal health, and decision making. The Warren counseling program performs professional best practices of counseling, consultation, guidance in addressing student's individual, social, and academic needs.
Assumptions: In order for the Earl Warren High School and CCA counseling programs to thrive and be fully effective and implemented, the following conditions and resources are necessary:
- counseling program calendar of planned activities
- the professional school counselor roles and responsibilities are clearly defined and supported. The school counselor responsibilities must align with professional roles
- removal of testing responsibilities involving both coordination and preparation of testing materials as well as other clerical and administrative duties
- analysis and use of data/time tool for professional school counselors to record and capture real time being allocated to direct school counseling, planning, collaboration, and non-counseling activities
- appropriate staffing, taking into account total student population as well as counselor to student ratio
- school counseling budget
- tools and supplies - books, journals, coloring utensils, paper, etc.
- the professional school counseling protocol is articulated, supported and adopted
- clarification - a department counseling handbook is developed stating and clarifying the policies and procedures that are expected to be reflected on each campus
- comprehensive needs assessment - the creation and development and use of a standard guidance curriculum reflecting the assessed needs of students, staff, and parents
Developing Program Goals
School counseling program goals are imperative to the success in forming and designing a comprehensive school counseling program. The student learning objective (SLO) school counseling goal initiates growth and design in the design of school counseling interventions interspersed in the creation of this program. The school counseling reviews and carefully analyzes various key data points to include targeted needs assessments, focus groups, the district's and campus improvement plans, college enrollment, scholarship data, as well as other reports. The school counselor will review necessary data and trends, and identify areas of importance which can be addressed and acknowledged through the school counseling program.
Evaluating Our Program
Section IV: Four Service Delivery Components
SMART Goals by Delivery Components
Guidance: The counseling department will develop & provide guidance lessons to all grade levels that address developmentally appropriate topics based on the student needs assessments given to faculty and staff.
Responsive Services: Provide effective responsive service through at least two small groups per counselor on emergent needs such as peer pressure, healthy relationships or grief.
System Support: Beginning the school year of August 2019, the counseling department will provide a large group presentation on an Educators Guide to Helping Students with High-Risk Issues, including reporting child abuse and following proper protocol on addressing suicidal and non-suicidal threats.
Activity by Service Component
- Meet twice, individually with every high school student
- Meet with every incoming freshman
- Small groups with at risk students
- Enroll new students
- Parent teacher conferences
Guidance
- Guidance lessons addressing college and career readiness, healthy relationships, substance use prevention, and coping skills.
- Career Day
Responsive Services
- crisis response both on campus and at other campuses
- Small groups
- Parent education
- Consultation
- Staff development
- STAAR, PSAT, and SAT testing
Guidance Curriculum Highlight!
During the month of October 2019, the counseling department delivered guidance lessons that addressed bullying prevention for Bullying Prevention Month and Substance Abuse for Red Ribbon Week. Specifically, students learned about David's Law and the dangers of vaping. Students were engaged and gained knowledge of how to be an upstander to prevent bullying and pledging to be drug free.
Parent Collaboration Highlight!
Year At A Glance
Section V: Program Curriculum
Healthy Relationship Lesson
We evaluate the students' learning outcomes in multiple ways. During the lesson, it is through the students' participation, discussion, and questions that indicate they are building knowledge. At the conclusion of the lesson, students are asked to individually write about what they learned. This gives us feedback on an individual level. Finally, the skills learned through this lesson are realized when our students come in to the counseling office to seek counsel regarding issues in their own relationships or to find help for a friend in an unhealthy relationship.
The Warren counselors seek out opportunities to share the importance of teaching Interpersonal Effetiveness, Intrapersonal Effectiveness, Postsecondary Planning and Career Readiness, and Personal Health and Safety to our students with all stakeholders. We start each school year by presenting to the staff on topics including the signs of substance abuse, suicide prevention, bullying, human trafficking, and how to report child abuse. Our role as counselors is clearly defined and suggestions are provided for how teachers and other staff can support and supplement our objectives. Throughout the year, teachers are kept informed of the guidance lessons being taught and small group meetings so that they can provide feedback and make recommendations. We include the needs assessment data collected from the staff to drive the direction of our curriculum. Parents are also a key partner as we strive towards students reaching their full potential in all areas. We reach out to parents through call outs, our website, newsletters, and informational nights.