Davenport Professional Elementary School Counseling Program

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Davenport Professional ElementarySchool
Counseling Program
Promoting Academic Achievement For
Every Student
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Mission Statement

• The mission of the Davenport Community School
  Districts comprehensive elementary school
  counseling program is to enhance each students
  ability to acquire knowledge, attitudes and
  skills in the academic, career and
  personal/social domains to become contributing
  members of our diverse society.

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Davenport Elementary Counseling Program Reform

• Aligning school counseling program with the ASCA
  National Standards and state content standards
• Setting measurable goals
• Implementing a consistent program district wide
• Collecting results of the counseling program
• Using results for program improvement
• GOALS Removing barriers to learning and
  promoting academic success for every student

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Paradigm Shift- Changing Roles

• Old Model vs. New Model
• Re-active Pro-active
• Process-based Results-based
• Services Provided Data Impact

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Our Mission All students will gain competencies
that will
empower them to

• Acquire Improve
• Knowledge Academics
• Skills Behavior
• Positive Attitude Attendance

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Program Delivery

• Guidance Curriculum
• Lessons in the classroom
• Intentional guidance groups
• Individual Student Planning
• Academic Advisement
• Individual and Group
• Responsive Services
• Personal counseling
• Conflict resolution, crisis
• Supporting the School System
• Program planning and evaluation
• Consultation and Collaboration
• Professional development

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(No Transcript)
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ASCA National StandardsAmerican School Counselor
Association
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Intentional Guidance ActivitiesClosing the Gap

• Looking at data
• Where are your gaps?
• What must be in place to ensure equity and access
  to achievement for all?
• Levels the playing field for underrepresented,
  underserved, and under performing youth

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Student Progress Data

• Student Achievement data
• ITBS, reading and math
• Achievement-Related data behavior, attendance,
  etc.
• Standards Competency related data
• pre-post test results

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Program Evaluation Data

• Process data
• What did we do for whom?
• Perception data
• What do people think they know, believe
• or can do?
• Results data
• How are students different as a result of an
• activity or program?

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Example- Process DataDCS Elementary School

• 4 Class lessons per grade level on attendance614
• Intentional guidance groups33

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Example- Perception DataDCS Elementary Schools

• Pre-test data
• 61 of students identified correct start time
• 42 of students identified correct tardy time
• Post-test data
• 88 of students identified correct start time 44
  increase
• 85 of students identified correct tardy time
  102 increase

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Example-Results Data DCS Attendance in Elementary
Schools

• Attendance results for Davenport elementary
  schools
• 2004-2005 compared to 2005-2006

.7 increase
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Example-Results Data Behavior in Elementary
Schools

• Referral data focuses on five behaviors
• Abusive Language
• Physical
• Bullying
• Disruption
• Defiant
• 1 decrease in 2006-07

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Davenport Elementary School Counseling
Programis about...

• Results
• How are students different as a result
• of the school counseling program?

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Early intervention is needed. For each
drop-out, Daggett states that the cost is
800,000. For each non-attending student, the
district loses 9,201 in state and federal money.
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The Davenport Elementary Counselors thank you for
your continued support.