Polser Elementary
Counselors Reinforcing Excellence for Students in Texas
Mission Statement and Vision
Students, staff, and community design and implement a learning organization that provides engaging, innovative experiences every day. All of our students enjoy thriving, productive lives in a future they create.
Polser Elementary Counselor Contact Information
Email: garrettm@lisd.net
Website: http://pin.it/ufu9Njw
Phone: (972) 350-3807
Twitter: @PolserCounselor
CATEGORY 1: Principal's Comments
Principal's Statement
Ms. Garrett serves a fundamental role as Counselor at Polser Elementary. She creates a counseling program that provides social and emotional support for our students to help them feel safe at school and thrive academically. Her classroom guidance lessons follow campus initiatives, the American School Counselor Association (ASCA) model, the Texas Model for Comprehensive School Counseling Programs, and provides topics that will grow our students’ awareness and build positive techniques to support them as they navigate situations that affect them at home and in their school environment.
Ms. Garrett works with our school administration team, teachers, parents, and student groups to support areas of concern, build positive relationships, access to outside resources, behavior techniques, and social skill lessons to support all our campus stakeholders. She serves as our Student Council Leader, a collaborative participant on our Building Leadership Team, a member of our Team Leader Committee, and Campus Design Team to create a culture that supports social and emotional growth for our students and teachers as well as develops and implements our Campus Improvement Plan.
Ms. Garrett played a key role in developing our Polser 10 campus behavior guidelines and house system to promote positive behavior following Ron Clark’s Essential 55 and the philosophy created at the Ron Clark Academy. She also developed a program to educate our campus on key character traits, such as, Respect, Responsibility, Citizenship, Trustworthiness, Caring, and Fairness. Each month she identifies and recognizes students that exemplify one trait.
Student Success and School Safety
The comprehensive guidance program contributes to student success by providing a safe, nurturing, inclusive, and flexible environments that remove barriers to learning. Students come first and the program ensures all students are uniquely capable and deserve opportunities to reach maximum potential. The comprehensive guidance program uses data-driven guidance programs that are meaningful, relevant, promoting student self-advocacy, and personal wellness in order to equip all students with the knowledge and skills necessary for lifelong success.
The CGP utilized data taken from the teacher office referrals in order to pin point some of the concerns when conducting minute meetings. Minute meetings are conducted as a way for the school counselor to create a more in depth relationship with all students grades Kindergarten through fifth grade. The counselor meets with all students grade K-5 in order to check in on the students individually. The meetings take place once in the fall and once in the spring.
Vital Role of the Comprehensive Guidance Program in support of ASCA
The comprehensive guidance program contributes to Polser in the areas of guidance, system support, responsive services, and individual student planning. The guidance and counseling program will help in supporting our campus goals in the areas of community engagement, resource stewardship, academic performance, student learning, and student experience.
The program provides guidance curriculum to students by teaching interactive lessons on friendship, feelings, conflict resolution, bullying, decision making, responsible behavior, cross cultural effectiveness, and interpersonal communication. Games, stories, videos, technology, puppets, and other activities are used in teaching the lessons.
System support is vital and given indirectly which benefits students' success and enrichment; this includes consultations with teachers, counselor staff development, program development and management, parent education and consultation, standardized testing, and community relations efforts.
Responsive services are provided by working with students whose concerns or problems might put their academic, personal, or social needs at risk. This category often deals with small groups or individual meetings to address personal conflict, bullying, study skills, attendance, academic success, trauma, suicide ideation, child abuse, or any other need a student might have.
The guidance and counseling program also helps with individualized goal setting, identifying and analyzing strengths and weaknesses, recognizing career opportunities and making appropriate life decisions.
Goal of the Comprehensive Guidance Program in Relation to Polser's Campus Improvement
Student Experience - A thriving student experience comes from an environment that engages and connects students to each other and with staff. In LISD, we know that students thrive when they are engaged in their learning and feel a sense of belonging in our schools. When students are provided enriching opportunities outside the classroom, they will find success not only in school but in their lives beyond our hallways.
Performance Objective- I nurture each learner as an individual and as a citizen of the community. Model and maintain a culture of respect. Also, find and promote students' passion and interests.
Evaluation Data Source(s): Professional learning data, student participation in clubs, maker-space, STEM initiative
Campus Improvement Plan Initiatives
As stated in Polser's campus improvement plan, the comprehensive guidance program contributes to Polser in the areas of community engagement, resource stewardship, academic performance, student learning, and student experience. During the school year, 75% of Polser students will have a parent attend at least one of the following events: Meet the Teacher, Open House, Curriculum Night, Watch D.O.G.S., field trips, and school-sponsored events (i.e. Field Day, Polar Bear Dash), these are measured by sign-in sheets and an office spreadsheet.
During the school year, key characteristics of respect and citizenry—as outlined in our campus Polser 10 and determined by a Principal Advisory Committee and the Campus Design Team—will increase by at least .25 on a 5-point scale when compared to the previous year survey data.
CATEGORY 2: School Counseling Advisory Council
Purpose of the School Counseling Advisory Council
The purpose of the School Counseling Advisory Council is to focus on the social/emotional and safety needs of all students to insure a systemic approach with consistent implementation throughout the district as well as compliance with state and district mandates. It is comprised of the building leadership team (BLT), the Prevention And Wellness Systemic Program (PAWs) members, and the Student Council members.
Members:
Lisa Phelps, Principal
Heather Casida, Assist.Principal
Melodie Garrett, Counselor
Tracy Rutan, Specialist
Valorie Longshore, Pre K
Marci Miller, Kinder
Mary Chapman, First
Jamie Achilli, Second
Wanda Wilkins, Third
Marla Gray, Fourth
Jakki Lopez, Fifth
Leigh Morgan, Special Education
Angela Cross, Specials
The Taylor family, Parents
Charlene Smith, Comm. Rep and Business Partner
Kim Estrada, LISD Rep
Student Council Members:
Destiny B-N.-President, Jourdan H.-Vice President, Blaise D.-Secretary, Shareef M., Erin G., Jamarion H., Hao N., Aaron L., Matthew U., Mahek K., Madison T., Antonio C., Aronno D., Cooper G., Jayla C., Raven S.
Member Selection
Meeting Requirements
The School Counseling Advisory Council meets four times a year.
Sample Agenda:
September 3:00 pm Polser ES
· Introductions and discussion of the purpose of the BLT and PAWS committee
· Go over CNA and approve (looking at the Plan4Learning CNA we developed in Spring)
· Go over Campus Improvement Plan/goals and approve
· Discuss and approve both Parent Involvement Policy and School Parent Compact
-Send information to parents 9/26 via email callout
-Discuss upcoming campus events and how to increase volunteerism, excitement, and participation.
1. RRW activity
2. “In Tents” Reading
3. Choir and Multicultural Food Fair
4. Spirit Days
5. Walk/Bike to school week
Intents Reading
Mix it Up Lunches
Students move out of their comfort zones and connect with someone new over lunch. Sentence starters and activities are used to help produce a positive social environment.
Freestyle Bikes
The Effectiveness of the SCAC Feedback and Input
Polser’s School Counseling Advisory Council guides the school counseling program by discussing programs used to meet the needs of the student body as well as the campus goals. The council initiates ideas and reviews how to implement them throughout the year. Data is used to follow up about the effectiveness of each program and the campus goals to ensure growth has occurred.
CATEGORY 3: School Climate and Safety
SCAC Relationship in Regards to School Climate and Safety
The Student Advisory Committee will consist of staff and students. The students and staff will devise a plan to help implement and promote success with our Polser 10 and school climate.
You are a Polser Bear every minute of every day. Polser Bears follow these expectations at all times and in all places. This includes before school, during school, and after school. This includes in our building, on the playground, on the bus, on field trips, and even at home.
1) Respect Adults: 2) Respect Students: 3) Respect the Speaker: 4) Respect Our Surroundings: 5) Etiquette and Manners: 6) Hallway Procedures: 7) Cafeteria Procedures: 8) Bathroom Procedures: 9) Bus Procedures: 10) Respect Yourself:
The implementation of student kid with character beads highlights positive engagement of students, reinforce Kagan and other engagement strategies, student testimonials, character traits, and high fives on our KPAW morning news show. Students will be placed into tribes and make a collaborative effort to work together to promote respect and positivity throughout the school.
Programs and Activities
Kids With Character
KWC is a school-wide program that helps promote good character. The lessons and videos show and encourage students throughout the year. Each teacher selects a monthly kid with character. These students are recognized for following our Polser 10 and for being great examples of students with character throughout the year. Each classroom teacher selects one student monthly to be recognized monthly on our KPAW Morning News Show. KWC students also receive a certificate to a local restaurant, a bead for their character necklace, and points for their House.
Minute meetings
Data from office referrals is collected in order to assess the behavior needs of the campus. The minute meetings provide data for the social and emotional well being of all students grades Kindergarten through fifth grade. Minute meetings are completed in the fall and spring. The data from the fall provides a brief look into each student and the spring minute meetings provide opportunities for follow up, as well as a way to get to know new students to Polser for the year. Data from the minute meetings is also used to help meet the needs of students and staff.
Houses
Houses were created in order to created camaraderie vertically with students grades Prek through Fifth. Students were placed in their homeroom teacher's house and work together to promote positivity by following our Polser 10. As a team the teachers and students work together to gain points. The house with the most points will have an opportunity for rewards. Each house is in friendly competition with one another while working as a team with other members of their house to gain points for positive behavior. Students can earn point, on a Dojo point system and these points are calculated. The winning house earns prizes throughout the year.
Kid with character
Office Referrals
Houses
School Safety Plan
The comprehensive guidance program assist students who may be experiencing thoughts of suicide, self harm, or have violent risk tendencies. It follows protocol by assessing the students’ needs and following up with appropriate strategies needed to ensure all students are safely regulated.
The Child Protection curriculum is taught to all students. This unit consists of topics discussing personal safety and protection from dangerous situations. The comprehensive guidance program ensures the safety of our students through times of need and in crisis.
A safe room box is created in order to provide tools for emergency situations that may occur. It contains items and activities that may be utilized in case of a school-wide loss, emergency, or crisis.
CATEGORY 4: Student Results
The goal is for all students to display character traits as they continue to be lifelong learners.
Student Experience - A thriving student experience comes from an environment that engages and connects students to each other and with staff. In LISD, we know that students thrive when they are engaged in their learning and feel a sense of belonging in our schools. When students are provided enriching opportunities outside the classroom, they will find success not only in school but in their lives beyond our hallways.
Performance Objective: I engage in work that directly and indirectly creates positive experiences for learners: Be positive and encouraging every day; Turn personal interests into learning experiences.
Goal 1:
The Polser 10 was created from Ron Clark's Essential 55. Our Polser 10 help promote good character and provide tools to use in order to help with the goals listed. Teachers and students both focused on the Polser 10 in order to help aid in building meaningful relationships. Individual and small group options are also available for teachers to make a referral. A sense of respect will increase in 25% of the areas expressed in the survey by both staff and students. The Second Step Curriculum is also used during small groups and also provides information for teachers to utilize in the classroom in order to aid in building strong and supportive relationships.
Polser 10 Survey (November) Staff and Students
This graph depicts both students grades 3-5 and staff results. The light and dark green numbers indicate a positive increase, while the numbers in light red depict slight decreases. The dark red numbers show a more significant increase resulting in the survey yielding good results. Even though there was a little over a 5% increase in three areas form September to December, the student goal was not met for the year; however, overall the students have positive experiences and feel respected as a whole.
Polser 10 Survey with May data for Staff and Students
Results for the students’ numbers appear to have decreased, but over time the numbers depict good results. Most of the staff numbers show an increase, meaning positive changes were made. There was a 50% increase in the areas ranging from September to November according to the staff results.
Goal 2
The CGP utilizes the Second Step Curriculum in order to help with data taken from the office referrals during the 2016-2017 and 2017-2018 school years. The Second Step Curriculum helps in areas of problem solving, emotion management, and focuses on empathy and other skills for learning, such as respect. Bully prevention tools and the child protection units are also used in efforts of decreasing negative behaviors.
Data Targeted the First 9 Weeks
Second Step Goals
Sample Second Step Curriculum
CATEGORY 5: Major Achievements
Guidance Curriculum is provided for all students grades Pre Kindergarten through fifth grade.
The Comprehensive Guidance Program provides guidance curriculum to the students. The counselor goes into classrooms and presents interactive lessons on friendship, feelings, conflict resolution, bullying, decision making, responsible behavior, cross cultural effectiveness, and interpersonal communication. The counselor uses games, stories, videos, technology, puppets, and other activities. Visits are for Kindergarten through 2nd every 3 weeks for 30 minutes each time, and get more in depth with 3rd-5th graders for 45 minutes every 3 weeks, and there are also visits with Pre-K classes throughout the year.
Responsive services are provided by working with students whose concerns or problems might put their academic, personal, or social needs at risk. This category often deals with small groups or individual meetings to address personal conflict, bullying, study skills, attendance, academic success, trauma, suicide ideation, child abuse, or any other need a student might have. This also includes meeting with new students to address any issues they might be experiencing.
Individual planning with students consists of goal setting, identifying and analyzing strengths and weaknesses, recognizing career opportunities and making appropriate life decisions.
Lastly system support indirectly benefits students' success; therefore, this includes consultations with teachers, counselor staff development, program development and management, parent education and consultation, standardized testing, and community relations efforts.
Other Achievements:
- Counselor of the year first year
- Polser STEM Academy
- STEM academy certification for the 2019-2020 school year
- Kindness Certified School
- Energy Star Award 2018
CATEGORY 6: Community Partnerships/Resources
Community Partnerships
Community Engagement - We believe education is a shared responsibility between our district and the communities we serve. Community engagement is critical to the success of LISD. Through intentional strategic partnerships at the campus and district level, we can tap into the deep well of community support for LISD to forge stronger bonds with our stakeholders and develop relationships to benefit schools, local businesses and the community.
Performance Objective: I go above and beyond to serve: Seize the opportunity to serve outside the school day to build relationships; seek business and community partnerships to engage students; model community service to students.
Programs
Academics
1. Intents ReadingIntents Reading program to engage students in reading while promoting a positive and inclusive environment for community involvement. Students grades K-2 have the opportunity to read to a community volunteer. Parents, community leaders, and the Lewisville ISD board members are invited. The superintendent also attends the event and enjoys listening to our little ones read throughout this event.
2. Cookie Deliveries
Staff members reach out to our families throughout the year by delivering baked cookies during the months of November, December, and February in efforts of creating partnerships with our families. Teamwork between staff and parents helps promote positive school experiences which in return can aid in academic achievement and positive behaviors in school.
3. Pals
High School students who are assigned to specific students with needs. These students work one on one with the students to help promote positive behavior, healthy relationships, and academic progress.
Careers
1. Career Day
Career day is held annually. It consist of community and parent volunteers. The fifth graders experience speakers from all walks of life and get to participate in activities to help promote a growth mindset as they continue to explore their interests and future goals. Grades Prek through fourth grade have the opportunity to participate in class activities.
2. Community Helpers
Our students get the chance to hear from community helpers and have real life experiences. Some community helpers that have contributed to educating our students are firefighters, police officers, the milk truck, and many more.
3. Clubs
Students grades PreK through fifth grade participate in clubs during the fall and spring semesters. Clubs typically run for eight weeks. During clubs, students get to learn about different areas that target the STEM curriculum, health, educational, peer relationships, volunteering, and more.
Personal and Social
1. Denton County Friends of the Family
This is a program that the GCP utilizes in order to bring presenters in to discuss topics related to safety, peer relationships, peer pressure, and decision making. See program descriptors below.
2. Watch Dogs
Who are WatchDOGS? Fathers, grandfathers, step-fathers, uncles, and other father figures who volunteer to serve at least one day a year in a variety of school activities as assigned by the school principal or other administrator. WATCH D.O.G.S. is one of the nation’s largest and most respected school-based, family, and community engagement, organizations in the country. Since the program’s creation in 1998, more than 6,450 schools across the country have launched a WATCH D.O.G.S. program of their own. Each school year hundreds of thousands of fathers and father-figures make a positive impact on millions of children by volunteering millions of hours in their local schools through this amazing one-of-a-kind program.
3. Additional Resources
The CGP collaborates with additional services such as Metrocrest, the Excel Center in Lewisville, Christian Community Action, Salvation Army, the LISD Family Center, and many other outside counseling resources in order to provide services for families in need. Thanksgiving baskets and gifts from the angel tree are also provided to families.
CATEGORY 7: Parent Collaboration
Parents have the opportunity to take part in utilizing the guidance curriculum throughout the year. Parent letters are sent home in order for parents to register for their child's kit for the year. Parents also receive home links that can be utilized in reiterating the curriculum taught at school.
Parent communication through conferences, emails, and phone calls are vital. Information is also sent to parents in order for them to become familiar with the CCP. Parents have the opportunity to call or email when there is a need. Outside counseling resources, love and logic parenting resources, and other opportunities such as parent nights are offered to parents throughout the year.
We include parents on our PAWS/BLT committee to ensure that the parents have a voice. Parents are also provided with surveys that help us utilize data to see how effective the guidance curriculum is for them and their child. RTI, 504s, and ARD meetings invite parents and are held in order to involve parents in their child's academic and school success.
Outside counseling resources, love and logic parenting resources, and other opportunities such as parent nights are offered to parents throughout the year.
Opportunities to view the curriculum are provided for parents at Meet the Teacher during the beginning of the year, online links are sent electronically prior to teaching specific curriculum topics, and Open House is also an option for parents to become familiar with the materials used. Home-links are also shared from the Second Step curriculum.