End of the Year Report
Maryville Elementary School Guidance
INTRODUCTION
School At-A -Glance
Enrollment: 366
Students in Special Education: 17.49%
Low Income Students: 80%
English Language Learners: 0.55%
Principal: Ruth Esterle
Instructional Coach: Carla Wilson
Counselor: Kaet Barron
Email: kaet.barron@bullitt.kyschools.us
Website: http://maryvillecounselor.weebly.com/
Phone: (502) 869-2400
Facebook: https://www.facebook.com/pages/Maryville-Elementary-School
COUNSELING BY THE NUMBERS
669: Total number of individual student sessions held (an increase from 610 sessions during the previous school year)
78: Students who received weekly individual or small group counseling for at least 6 weeks ( a decrease of 1 student from previous school year)
7: Students with an IEP or 504 who receive direct counseling services (a decrease from 12 students from the previous school year.)
4: Students labeled GT who received direct counseling services (adecrease from 7 students in 14-15).
95: IEP/ 504/ PSP Meetings (increase from 69 meetings during 14-15)
9: Number of groups held (Several book clubs, Healthy Habits/Hygiene, Leadership Team, Social Skills by grade level (1-4) (remained the same from the previous school year)
91: Number of students served through Lunch Bunch meetings (large decrease from previous years, however I considered Book Club students a "group" this year as verses a lunch bunch. During the 2014-2015 school year, 172 students were seen during a combination of lunch bunch and book clubs).
106: Formal parent contacts through the phone or face to face; not including IEPs, conferences, emails and notes in planners. (a decrease from 122 formal contacts during the 2014-2015 school year).
INDIVIDUAL COUNSELING
Number of students in Individual Counseling who receive my services regularly: 78
SMALL GROUP COUNSELING/ LUNCH BUNCH
Total Number of Groups: 9
Total Number of Lunch Bunches: 92
Total Number of Students in Small Group Counseling and Lunch Bunches: 170
GROUP FOCUS: Number of sessions/ students served:
Book Club: 24/20
Hygiene/ Healthy Habits: 3/4
Leadership: 30/31 (two different groups of Leadership: Fall and Spring)
Social Skills:
- First Grade: 4/4
- First Grade: 4/6
- Second Grade: 4/4
- Third Grade: 4/3
- Fourth Grade: 4/3
LUNCH BUNCH FOCUS: Number of sessions held:
Attendance Reward: 30
Book Club Meetings: 24
Confidence/ Self Esteem: 5
Friendship Skills: 16
Maryville Money Award: 2
Morale: 7
New Student Lunch: 7
Nutrition: 3
Reward Lunches: 14
Additionally, this year we introduced lunch in the classroom with the counselor for classes that had the most improved attendance each week. During these lunches, classes had lunch in the classroom with their counselor while either watching a movie or having a conversation. During the 2015-2016 school year, a total of 28 "Most Improved Lunches" were held.
CLASSROOM GUIDANCE
Additional classroom guidance sessions were scheduled this year to:
- Introduce the Counselor and Counseling Services
- Communicate Red Ribbon Week goals and lessons
- Introduce College and Career Readiness Week activities
- Answer questions related to K-Prep testing for 3-5th graders
Teachers can also request guidance lessons if they feel their class is in need of teaching or re-teaching on a specific topic. This year, additional guidance lessons were held on:
- Growth mindset
- Stealing
- Rumor Spreading
- Bus Expectations
- Cliques
- Hygiene
Total Classroom Guidance lessons held: 162 (an increase from 122 last school year)
MEETINGS
95: IEP/504/PSP Meetings
64: Parent Meetings (An increase from 31 the previous year)
21: Counselor Related Meetings ( Elementary School Counseling Meetings, PBIS meetings, etc.)
17: Trainings
31: School Meetings
These numbers also do not include ABRI meetings (heald monthly), staff meetings (held bi-weekly) or RTI/PLC meetings (approximately every 3 weeks).
CRISIS INTERVENTION AND RESPONSE SERVICES
Total Number of Unscheduled Sessions: 278 ( a decrease from 435 from the previous school year)
Number of Students Requiring Assistance: 144
Percent not on my Caseload: 66.66%
Positive Behavior Interventions
- 2011-2012: 107
- 2012-2013: 85
- 2013-2014: 106
- 2014-2015: 74
- 2015-2016: 72
At the end of the 2015-2016 school year, the three biggest problem areas were:
- Defiance: 32% of referrals
- Physical Aggression: 19% of referrals
- Abusive language: 15% of referrals
However, one of the most positive things from the school year is the dramatic reduction of bus referrals. Since data tracking began five years ago, the 2015-2016 school saw the fewest amount of bus referals in Maryville history. Not only were bus referrals down, but they composed a much smaller percentage of overall referrals.
2011-2012: 48.60% of all referrals
2012-2013: 41.18% of all referrals
2013-2014: 48.11% of all referrals
2014-2015: 41.89% of all referrals
2015-2016: 34.72% of all referrals
This year, we held several bus driver trainings through out the year. The Leadership Team presented at Towne Halls about bus expectations and we attempted to schedule busses for re-teaching following breaks (fall, winter and spring).
All of these interventions will continue during the 2016-2017 school year. The ABRI/PBIS team is also working to have students create a video on bus expectations that can be seen through out the school year.
PROFESSIONAL DEVELOPMENT
Kentucky Behavior Institute
June 17-18, 2015
Leadership Days
July 20, 2015- July 22, 2015
Scheduling Training
July 30, 2015
Mediciation Training
August 5, 2015
Bus Driver Training
August 6, 2015
Building Assessment Coordinator
August 27, 2015
Mental Health Training
September 24, 2015
Administration Code and Special Populations Training
October 29, 2015
Kentucky School Report Card
November 19, 2015
ACCESS for ELs Training
November 19, 2015
Incorporating the Arts into Education
November 19, 2015
Positive Behavior Intervention Systems: Tiered Fidelity
December 4, 2015
Kentucky School Counselor Association Conference
Febraury 24-26, 2016
OPGES
March 7, 2016
K-Prep Testing Training
April 14, 2016
Human Trafficking and the Sex Industry
June 20, 2016
Professional Development hours were also gained during the Elementary School Counseling Meetings (held monthly from August to April). These hours were related to ACCESS testing, Special Populations, Administration Code Training, K-Prep and more.
PROFESSIONAL GOALS
- Set up a welcoming, therapeutic space that helps support my counseling goals for group and individuals
- Set up protocols for parent, teacher and self-referrals for counseling services
- Participate on leadership building teams at Maryville, in particular implementing PBIS strategies
- Make and strengthen connections with parents and outside agencies
- Coordinate counseling services and interventions with the principal, teachers and other stakeholders.
- Continue professional development in Collaborative Problem Solving, Social Thinking and Positive Behavior Intervention Supports.
- Collect data on achievement, time on task, behavior and attendance in order to answer the question in next year's report: How are students different as a result of what I do?
- Create and maintain open "office hours" for students who need drop in services.
- Try to write each student a positive postcard before the end of the 2016-2017 school year.
- Offer classroom guidance lessons, allowing each teacher-if they wish--to choose a topic relevant to their class: No fighting, No Biting: Conflict Resolution, Dealing with Feelings, Stress Busters, Personal Space Camp, or Bullies to Buddies
- Establish procedures for students who desire individual services.
- Develop a plan to meet with teachers to hear about student problems early in order to intervene quickly (PLCs?)
- Add community service to the counseling program.
GOALS FOR THE 2016-2017 SCHOOL YEAR
- During the 2015-2016 we introduced empthay workshops for 4th and 5th graders during the first few weeks of school. This greatly deminished the amount of referrals those students earned for bullying/ relaisional aggression those students earned. However, I believe a referesher course is needed for the winter semester.
- Behavior RTI groups will begin the second week of school. Students identified during the 2015-2016 school year will be connected to a group.
- Continue to revamp the Leadership Team to a community service group that is actively and visable through out the school.
- Identify students who have attendance issues and work to decrease their unexcused absenses.
- Decrease the overall amount of referrals the student body earns.
- Introduce a Positive Behavior Office Referral to increase recognition of positive student behavior and choices.
HOW AM I USING THIS DATA?
For example, the most common reasons students experienced a crisis was related to friend problems or due to school issues. I will look at those notes and determine some underline key factors. Classroom guidance and counseling focuses will be created to proactively deal with some of these issues before they become a "crisis situation."
Additionally students who requested to meet with the counselor several times may be immediately scheduled at the beginning of the school year to deal with some of the behaviors they had trouble with during the previous school year. Groups are sometimes created based upon "frequent flyers." For example if 4th grade girls made up a large portion of unschedule counseling sessions due to friend issues, these girls may be placed in a group at the beginning of the year to address friendship and self esteem.
When looking at discipline data, Mrs. Esterle and I will decide how best to meet the needs our students are showing us. We may revamp bus expectations or direct several Towne Halls towards beahvior areas that need to be addressed. Every month, the ABRI/PBIS team also uses this data to determine future steps.
Furthermore, it is hoped by looking at this data, we can reduce the number of students who need counseling and we can teach them to positively and accurately address problems as they arise. Fewer students will need weekly counseling sessions and group work and fewer "crisis" situations will arise.