Running Head: FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE Final Project – Comprehensive Developmental Guidance Plan Donna Burns – CND Lamar University Department of Counseling and Special Populations CNDV 5330 Developmental Guidance Patricia Harris, EdD August 17, 2013
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Running Head: FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE
Final Project – Comprehensive Developmental Guidance Plan
Donna Burns – CND
Lamar University
Department of Counseling and Special Populations
CNDV 5330 Developmental Guidance
Patricia Harris, EdD
August 17, 2013
FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLAN
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Part I
Advisory Council
The importance of building a strong relationship between home and school is an integral
part of a quality education. The purpose of an advisory council is to bring key stakeholders into
the campus environment (figuratively and perhaps literally) to help build the connection between
home and school. Specifically, the advisory team serves to assess and review the goals and
results of the comprehensive school counseling program (CSCP), make recommendations, and
promote an understanding of the CSCP with the school and community. Members of the
advisory team could include students, parents/guardians, teachers, counselors, administrators and
community members.
School Mission Statement
A school’s mission statement should define its purpose and direction as well as outline its
core values. On the flip side, a school’s mission statement can help students and parents decide if
the school’s purpose and programs, and the way it provides these services, line up with personal
educational goals. The mission statement of Manvel High School (the school in which I hope to
secure employment as a professional school counselor) states that MHS will prepare students to
be successful in a dynamic global society through a rigorous curriculum. Using professional
resources and technology, staff will collaborate with parents, students, and the community to
develop life-long learners and innovative critical thinkers who will contribute to society at their
full potential.
Counseling Program Mission Statement
The purpose of the counseling program mission statement is to support the school’s
mission. It also allows for collaboration with other individuals and organizations to promote all
students’ academic, career and personal/social development. The mission of the counseling
FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLAN
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program at Manvel High School is to provide all students with the academic, personal and social
skills necessary to become responsible, productive and respectful individuals who develop into
contributing members of society by means of comprehensive and developmental support.
Personal Counselor Mission Statement
A personal counselor mission statement is important because it gives others insight into
the 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 the
role of the professional school counselor by defining who we are, how work and collaborate with
campus staff, and what we do to help all children on campus to achieve academic success.
ASCA Standards
The 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 attitudes
necessary to establish the foundations of a school counseling program aligning with the ASCA
National Model.
II-B: Abilities & Skills - An effective school counselor is able to accomplish measurable
objectives demonstrating the following abilities and skills:
II-B-1. Develops the beliefs and vision of the school counseling program that align with
current school improvement and student success initiatives at the school, district
and state level
II-B-2. Develops a school counseling mission statement aligning with the school, district
and state mission
II-B-3. Uses student standards, such as ASCA Student Standards and other appropriate
student standards such as district or state standards, to drive the implementation of a
comprehensive school counseling program
III. Management - School counselors should possess the knowledge, abilities, skills and attitudes
necessary to manage a school counseling program aligning with the ASCA National Model.
III-B: Abilities & Skills - An effective school counselor is able to accomplish measurable
objectives demonstrating the following abilities and skills:
III-B-2. Establishes and convenes an advisory council for the comprehensive school
counseling program
III-B-2a. Uses leadership skills to facilitate vision and positive change for the comprehensive
school counseling program
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III-B-2b. Determines appropriate education stakeholders who should be represented on the
advisory council
III-B-2c. Develops effective and efficient meeting agendas
III-B-2d. Reviews school data, school counseling program assessment and school counseling
program goals with the advisory council
III-B-2e. Records meeting notes and distributes as appropriate
III-B-2f. Analyzes and incorporates feedback from the advisory council related to school
counseling program goals as appropriate
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Part II
Needs Assessment
According to Dollarhide & Saginak (2012), needs assessments are important because data
gleaned from such evaluations are integral in the early planning processes of a school counseling
program. School counselors use these data to determine their selection of interventions, such as
small groups, presentations/workshops, classroom guidance lessons, schoolwide initiatives and
programs, and professional development initiatives. This information will also allow professional
school counselors to speak the language of decision makers, thus allowing social and academic
advocacy for children with special needs or those encountering systemic barriers to academic,
career, or personal/social success (Erford, 2011). Additionally, “school counselors who closely
monitor, through evaluation, the effects that programs and interventions are having on factors
that directly associate with learning and attainment are providing invaluable information for
sustaining 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 over
200%. 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-tiered
credit recovery plan designed to increase the campus/district graduation rate. MHS was once a
title 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 current
enrollment numbers, the school will reach full capacity with the 2013-14 school year.
Manvel High School serves predominantly low-middle class families. The breakdown of
its student population is as follows: 27% African-American, 29% Anglo, 11% Asian, 33%
FINAL PROJECT – COMPREHENSIVE DEVELOPMENTAL GUIDANCE PLAN
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Hispanic, 53% male, 47% female and 39% low socioeconomic status. MHS serves 76 English
Language Learner students, 170 students in the Gifted and Talented program, 41 students qualify
for 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 of
0.7%. The average daily attendance rate for students in 2012-13 was 95.3%. The average daily
attendance 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. The
instructional staff includes 100% Highly Qualified teachers and 100% Highly Qualified
paraprofessionals (Alexander, 2011).
Assessment Instruments
According to Erford (2011), accountability in the school counseling program must
address five primary questions using the five accountability measures noted in parentheses
following 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 when
compared to these standards? (needs assessment) (3) What services were implemented to address
the identified needs and standards? (service assessment) (4) What was the result of the
implemented services? (results or outcomes studies) (5) How well is the professional school