Sitka Elementary School

Presentation
David Fonken
Jill Maloney
Emily Sanborn

Important Demographics
Sitka Elementary is a K-5 school
496 students enrolled
Sitka has higher ELP population than
statewide
Sitka has higher % of minority students
than statewide
A 78% increase in minority students
within the district (07-08)
A 300% increase in # of OR schools with
greater than 40% of students eligible for
free/reduced lunch (since 01)
Sitka has a higher attendance rate than
statewide


White Black His-
panic
Asian/
Pacific
Am.
Indian
Multi-
Ethnic

Sitka 53.1 0 39.8 1 0 6.1
Ore. 66.3 2.6 20.6 4.6 1.8 4.1
ELP Reduced/Free
Lunch
Sitka 38% 51%
Oregon 11% 50%
Mission Statement
The school counseling program at Sitka Elementary strives to
provide all students with: guidance curriculum to foster skills and
competencies essential to lifelong resiliency, responsive services
to meet students immediate needs and address barriers to
learning, individual planning to nurture each students unique
capabilities and personal goals, and system support to promote a
positive school climate for all. In collaboration with educators,
parents/guardians, and the greater community, we provide
direction and support to empower all students to achieve their
highest potential and become contributing members of global
society.
Why School Counselors?
School counselors make a measurable impact in students lives!



Students in schools with more fully implemented guidance programs

rated their overall education better
took more advanced mathematics and science courses
had higher scores on every scale of the American College Testing Program







[American School Counselor Association (2005). The ASCA National Model: A Framework for School Counseling Programs, Second Edition.]
School counselors are integral to the
total education program!

We design, organize, implement, and coordinate a program that is:
comprehensive in scope
preventive in design
developmental in nature

We bring to our work:
unique graduate level training in psychological, clinical and educational paradigms
an in-depth understanding of the social and emotional issues that relate to the academic
development and achievement of children.

We are trained:
to assess school needs
identify areas of improvement for the community of learners
and engage all stakeholders in the delivery of programs and services to help every student
achieve school success.


Addressees the academic, career, and personal/social developmental needs of all students Connects
school and community

Plans, implements and evaluates developmental guidance curriculum programs

Coordinates individual student planning to establish goals and develop future plans

Delivers Responsive Services to meet their immediate needs and concerns using strategies such as
consultation, individual and small group counseling, crisis counseling, referral and peer facilitation

Provides System Support which consists of management activities to establish, maintain and enhance the
total school counseling program in a structured manner to ensure the primary focus: caring, helpful, and
clearly delineated services to students and the wider needs of the school.

Management System identifying important information, program goals, counselor responsibilities,
professional development, collaboration with supervisors, colleagues, and stakeholders, advisory council,
use of data, action plans, use of time, calendars, resources and budget

Data Collection/Priorities

The comprehensive guidance and counseling program is developed from a
careful analysis of students needs, achievement and related data.


We want to know
what the school is trying to achieve
what areas need improvement
and what are the possible barriers to success.

To find these answers
we look at a wide variety of data from several perspectives


Data Collection/Priorities
1. Student Achievement Data
measures students academic progress
Data that informed this years priorities at Sitka included:
standardized test data, AYP, at/above grade/achievement level in reading, math, etc.


2. Achievement Related Data
measures those fields the literature has shown to be correlated to academic achievement
Data that informed this years priorities at Sitka included:
discipline referrals (SWIS), attendance rates, parent or guardian involvement


3. Standards and competency related data
measures student mastery of the competencies delineated in ASCAs National Standards
Data that informed this years priorities at Sitka included:
percentage of students who apply conflict resolution skills



Priorities

Based on our data analysis, we determined the following areas of focus for
the 2011-2012 school year:

Reducing the number of tardy students and the total number of minutes
missed by students due to tardiness.

Reducing the number of office referrals originating from recess and lunch
times.

Increasing student perception of rule compliance, safety, community,
cooperation, and positive conflict resolution on the playground.

Increasing the involvement, feelings of connectedness, and awareness of
school services and events among the Hispanic/Latino population.

Sitka Elementary Tardiness
Concerns
Problems
Some Sitka students are arriving late


Implications:
Missing academic time in class
Requires special attention to catch-
up
Developing behavior patterns that
are not conducive to school success
and later work life

Research:
Attendance problems correlate
directly to achievement problems
Sitka Elementary Tardiness S.O.A.R.I.N.G
Assessments:
1.District has exceeds attendance target of 92%
2.Informal teacher/office staff late arrival survey
3.Time use log to track student tardiness over 2 months
Time in minutes
Frequency of lateness
Limited English Proficient

Results:
1. Informal survey of 21 staff suggests LEP students are
overwhelmingly tardy (8 LEP and 2 non-LEP students
identified)
2. Time log results indicate LEP students are 75% of the late
population and non-LEP are 25%. 12 students are chronically
late (5 or more times)
3. Incentive program appears to be working

Impact:
Chronically tardy students reduced late arrival at school by 50% at end of 8 week tracking period. This translates into more learning time for
these students and fewer classroom interruptions. The incentive program appears to positively address the issue of student tardiness.
Objectives:
1. Gather baseline data (time use log) to investigate more precisely student tardiness.
2. Implement immediately a supportive incentive program for tardy students using Sitka coupons.
3. Reduce tardiness by 10% by end of 2011-2012 school year
94.5
95
95.5
96
96.5
97
Percent
All Limited
English
Hispanic White
Category
Sitka Elementary Attendance Rates
2009-2010
2010-2011
Week/Min.
Avg.
1 5 8 Avg.
All 24 11 4 12
LEP 27 13 2 13
Non 9 1 6 9 (5)
Sitka Playground
Priority:

Reducing the number of office referrals
originating from recess and lunch times.
Increasing student perception of rule
compliance, safety, community, cooperation,
and positive conflict resolution on the
playground.

Sitka Playground
Sitka Playground

Sitka Playground
2. I feel safe and respected at school.






3. At school I learn about positive ways to handle conflicts and challenges.
Sitka Playground
4. Students at my school help one another even if they are not friends.






6. Students at my school play well together during recess and have fun.
Sitka Playground
8. Students at my school follow the rules.
Sitka Playground

Objectives:


To decrease the number of student disciplinary referrals by 75%, particularly referrals originating
from the playground during recess periods.


To decrease aggressive behavior and inappropriate language on the playground.


To provide students with a school wide recess program that encourages healthy physical activity,
cooperative play, safety and respect.


To provide students with consistent guidelines for playground behavior, effective conflict
resolutions skills and incentives for peacefully managing playground conflicts.

Peaceful Playground











http://www.youtube.com/watch?v=TuMoVnZ12pI
Peaceful Playground
Steps for Implementing the Peaceful Playground Program:

Funding
Community Involvement
Recess Policy
Training
Education
Guidance Curriculum
Student Leadership
Positive Reinforcement
Evaluate Impact

Peaceful Playground
Impact

Six months after implementing the Peaceful Playground Program and completing related classroom
guidance activities

Students were able to identify and apply steps toward peaceful resolutions of conflicts with peers.

Students understood the rules and instructions to play 20-30 new cooperative games on the
blacktop and field.

Student disciplinary referrals indicated a dramatic decrease in aggressive behavior and
inappropriate language for all but a few students. Those students have been identified for small
group interventions.

32% of students earned the privilege of serving as a student Peacemaker during recess time.

Overall referrals had decreased 86%!

Peaceful Playground
Show playground observation chart

Latino Family Night: Rationale


Stakeholder Survey

Q5: Information about student academic performance and personal development is shared
regularly and is easily understood by students and their families.
Mean Score
Latino 2.7
White Non-Hispanic 4.1
Rationale
Stakeholder Survey

Q6: Parents/Guardians are provided with guidance, materials and activities to
create learning opportunities at home which extend the goals and objectives of the
school day.
Mean Score
Latino 2.2
White Non-Hispanic 4.3
Rationale
Stakeholder Survey
- Q9: Families are important to this school and are regularly
provided with opportunities to be involved in the school
community.
Mean Score
Latino 3.1
White Non-Hispanic 3.7
Rationale
Stakeholder Survey
- Q10: The curriculum and environment at this school
recognizes and incorporates contributions from diverse
cultures.

Mean Score
Latino 2.9
White Non-Hispanic 4.4
Rationale
Parent Teacher Conference Attendance



Home Reading Program Participation
June 2011
Latino 68%
White Non-Hispanic 38%
June 2011
Latino 74 students
White Non-Hispanic 20 students
Objectives
1. Increase the opportunities for parent involvement in school-
sponsored activities.

2.Increase the awareness of services provided by the school.

3.Foster opportunities for building strong relationships between
parents and staff.

4.Increase the participation of Latino students in SESs after-
school reading program.
Event Schedule
5:00pm: Welcome Message (Administrator)
5:10: Liaison Introduction
- Pre-Event Survey

5:20-5:55: PowerPoint presentation (Spanish-
language liaison and school counselor)
- Language and interpreting services
-Parent rights
-Parent-teacher conferences
-School website
-SWIS
-Counseling and guidance services
-Home Reading Program
Event Schedule
5:55-6:05: Introduction of Home Reading
Program
6:05-6:45: Reading With Parents/
Refreshments
7:00: Questions, Thank You, Post-Event Survey,
Raffle, and Dismissal
Pre/ Post Event Survey
1. School information is communicated to families equally in Spanish
and in English.

2. I feel comfortable contacting school staff if have any questions about
my childs education.

3. I know how to use the school website to track my childs grades and
check the school calendar.

4. I understand how to request language interpreting and translating
services if needed.

5. I feel that the school provides opportunities for me to become
involved in the education of my student.
Results
Results
Q5 Q6 Q9 Q10
Latino
2.7 / 3.7 2.2/ 4.2 3.1/ 4.7 2.9/ 4.4
White Non-
Hispanic
4.1/ 4.3 4.3/ 4.3 3.7/ 3.8 4.4/ 4.5
Stakeholder Survey
(mean item scores February 2011/ December 2011)
Objectives Revisited
1. Increase the opportunities for parent involvement in school-
sponsored activities.

2. Increase the awareness of services provided by the school.

3. Foster opportunities for building strong relationships between
parents and staff.

4. Increase the participation of Latino students in SESs after-
school reading program.
Yearly Calendar
Weekly Calendar
Division of Time
Connection is Key
http://www.youtube.com/watch?v=fGNvAJnC8Sc