Comprehensive School

Counseling Program
2021-2022

Owl Creek School - LEA 7203027

375 N. Rupple Rd.
Fayetteville, AR 72704
 Table of Contents

Section One: Foundation (Define) Page #

Arkansas Comprehensive School Counseling Plan and ASCA Model 2
Owl Creek School and Our Team 3
Beliefs, Vision, and Mission Statements 4
Program Goal, Elementary Grades K-4 5
Program Goal, Middle School Grades 5-6 7

Section Two: Management (Manage)

Self-Assessment and Annual Review 10
Direct and Indirect Counseling Services 11
Administrative Activities 12
Calendars 13

Section Three: Delivery (Deliver)

Classroom Lessons 16
Classroom Lessons
Homeroom/Advisory
Flight Lessons/Character Days
Rise and Shine/Morning Meetings
Scope and Sequence
Sample Lesson Plans
Small Groups 23
Career Planning 27
Other Requirements 29
At-Risk Students
Orientation Programs for New and Transitioning Students
Academic Advisement and Individual Planning
Suicide Prevention
Bullying Prevention
Multi-tiered Services
Advisory Council/PBIS

Section Four: Accountability (Assess)

Annual Reflection 37
Appendix A: Fayetteville Public Schools Counselor Directory 40
Appendix B: School Counselor Data Review 19-20 42
Appendix C: Annual Administrative Conference 45

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Section One: Foundation (Define)

Arkansas Comprehensive School Counselor Plan & ASCA Model

Arkansas school counselors adhere to the highest standard of professional practices as

defined by the ASCA National Model in the development and implementation of
comprehensive school counseling programs. This model provides the mechanism
through which school counselor teams design, coordinate, implement, manage, and
evaluate their programs to promote students’ success. The model provides a framework
for the program components, the school counselor’s role in implementation, and the
underlying themes of leadership, advocacy, collaboration, and systemic change.

Enhancing the learning process for all students, Arkansas school counselors utilize the
ASCA Mindsets and Behaviors to guide the development of effective school counseling
programs around three domains: academic, career, and social/emotional. The Mindsets
and Behaviors are the foundation for classroom lessons, small groups, and activities
within a comprehensive school counseling program. Arkansas school counselors also
utilize the Arkansas Comprehensive School Counseling Program Guide, the Arkansas
School Counselor Toolkit and G.U.I.D.E for life which is a five step process designed to
help students achieve personal success through: Growth, Understanding, Interactions,
Decisions, and Empathy.

Maintaining integrity for the profession is held standard for all Arkansas school
counselors. Arkansas school counselors adhere to the Code of Ethics for Arkansas
Educators as well as the 2016 ASCA Ethical Standards for School Counselors. In
addition, evaluations for school counselors are performed by building administrators
through the Arkansas Teacher Excellence Support System (TESS) for school
counselors. This evaluation serves as an administrative conference and provides an
opportunity for reflection and identification of contract tasks, duties, and the school
counselor’s professional goals for the following school year.

Fayetteville Public Schools

Owl Creek School is embedded within the Fayetteville Public School (FPS) District. FPS
adheres to the philosophy that the school counseling program is developmental,
sequential, and an essential part of the overall education process. The comprehensive
program is built on the assumption that certain educational, career, and personal
objectives are attainable when school counseling for all students is provided. School

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counseling is not a service offered by one person but a program coordinated with other
educators incorporating a comprehensive curriculum.

Owl Creek School

Owl Creek School is a unique building for the FPS system in that it is made up of a
pre-K, elementary, and middle school. The elementary side serves kindergarten through
fourth grade, and the middle school serves fifth and sixth. The pre-K program is a
partnership between FPS and the department of early childhood education and is not
served by the school counseling program.

Owl Creek serves and celebrates a very diverse population of students. According to
the University of Arkansas Office for Education Policy, Owl Creek’s student
demographics exceed the state average percent in most indicators: English language
learners, students with disabilities, homelessness, free/reduced lunch, and minority
races. More information relating to Owl Creek can be found at Arkansas School Report
Card-Owl Creek School and Arkansas Schools Data - Demographics.

Our Team

Owl Creek School’s K-6 Comprehensive School Counseling Program involves the work
of many hands. Fayetteville Public Schools is fortunate to have many counselors and
social workers that assist in the implementation of our program, and the directory can
be found in Appendix A. Our work is collaborative and interdependent. Specific to Owl
Creek, the following staff and positions play an important role in the implementation of
our program:

Building Principal Mr. Brandon Craft

Elementary Assistant Principal, 504 Coordinator Ms. Synetra Morris
Elementary School Counselor Mrs. Sarah Gheen
Middle School Assistant Principal, 504 Coordinator Mr. Matt Pledger
Middle School Counselor Mrs. Mary Martin
Social Worker, Families in Transition Coordinator Mrs. Lisa Hughey
Special Education Designee Mrs. Melissa Noble
Student Support Interventionist Mr. Brent Smith

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Owl Creek School’s Belief Statement

Owl Creek School’s community of administrators, teachers, school counselors, support

staff and other stakeholders believes that:

● Every child is a leader.

● Failure and struggle can lead to success.
● Individuality and diversity make us stronger.
● Relationships foster learning.
● High expectations support growth.
● Children learn in different ways.
● All can adapt to achieve excellence.
● Communication and collaboration are key.
● Community partnerships promote success.
● Character building is essential.
● Celebrating success and growth is important.

Owl Creek School’s Mission Statement

Owl Creek School will SOAR by inspiring leadership, maintaining high expectations,
embracing diversity, developing good character, and creating lasting relationships for a
successful future..

Owl Creek School Counseling Program’s Vision Statement

We envision a future where every person is valued, dreams and aspirations are
realized, and interpersonal connections between community members are mutually
beneficial, strong and unyielding.

Owl Creek School Counseling Program’s Mission Statement

Owl Creek School’s mission is to develop leaders through social and emotional
learning, meaningful support of academic interests and career exploration, and
nurturing agency and social capital within our broader community. This will be
accomplished through intentional focus on social and emotional learning, restorative
practices, project-based learning, and opportunities for leadership development.

This supports the Fayetteville Public School’s mission for school counselors by helping
to maximize the potential of all students, supporting them to become productive and

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responsible members of society by guiding the academic, career, and personal/social
development of all students.

Owl Creek Program Goals

Arkansas school counselors develop SMART program goals that define how the vision
and mission will be accomplished. School counselors use these SMART goals to
develop classroom lessons, as well as small- group and closing-the-gap action plans. In
Owl Creek, program goals for elementary and middle school support the mission and
belief statement while utilizing reflective data to support areas of need within the school.

Program Goal: Owl Creek Elementary (grades K-4)

Academic Year 2021 to 2022

Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:

The outcome data relevant to the elementary goals include: discipline referrals. It is hoped that
through the use of a comprehensive social and emotional learning program and restorative
practices, there will be evidence of outcome data through a decrease in the number of
discipline referrals from teachers to administration.

By May 2022 , All elementary students

End Date Targeted Group

will Decrease in discipline referrals and increase in literacy achievement

(increase/decrease something related to achievement, attendance or discipline)

by Decreasing from Frequent (More to Less Frequent

than 3 times a (one or less per
semester) semester)

Measure of change Baseline data Target data

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 Supplemental Data:
Check with stakeholders (parents, teachers, students, administrators, etc.), to identify possible
factors contributing to this problem/issue.

Owl Creek serves a high risk population for poverty and families in transition. Such factors that
correlate to poverty and homelessness take an emotional and academic toll on the child. Some
children we see with frequent office referrals are often dealing with significant homelife issues.

Mindsets & Behavior Data:

Identify one–two ASCA Mindsets & Behaviors most relevant for this targeted group and goal:
M&B# Mindsets & Behaviors Statement

M.1 Belief in development of whole self, including a healthy balance of mental, social/
emotional and physical well-being
B-SMS 2 Demonstrate self-discipline and self-control

Based on the selected ASCA Mindsets & Behaviors, write one–two learning
objectives/competencies students need to learn.
Students will learn to have awareness of emotions and triggers that cause elevated behavior.

Students will learn techniques and tools to self-regulate and control elevated behavior and de
escalate.

Possible Activities/Strategies/Interventions by School Counselors

1. School counselor will teach whole-group self-regulation skills.

2. Use of classroom morning meeting time to teach SEL skills according to DESSA screener
results.
3. School counselor will teach small group self-regulation skills for Tier II students.
4. School counselor will individually support students who receive multiple referrals.

Pre-/Post-Assessment:
Convert the learning objectives/competencies to a Likert-scale measure and/or brief answer
assessment.

1 2 3 4

Rarely Sometimes Most of the time Almost All the time

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Statement Scale

I know when I am angry, frustrated, sad, or scared. 1 2 3 4

I know what things make me upset when I am in class. 1 2 3 4

I know ways that I can calm myself down when I am upset. 1 2 3 4

1 2 3 4

Brief answer question:

What are some things that let you know that you are feeling mad, sad, scared, or frustrated?

Brief answer question:

What are some things that help you to calm when you are sad, mad, scared, or frustrated?

Program Goal: Owl Creek Middle School (grades 5-6)

Academic Year 2021 to 2022

Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:

Our discipline records show that 20% of our middle school population receive office referrals.
66% of the students receiving office referrals receive more than one.

By May 2022 , students with semester 1 office referrals

End Date Targeted Group

will Improve prosocial behaviors and decrease the number of office referrals

(increase/decrease something related to achievement, attendance or discipline)

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 by decreasing from Frequent (3 or to Less Frequent
more times during (less than 3 times
semester 1) for semester 2)

Measure of change Baseline data Target data

Supplemental Data:
Check with stakeholders (parents, teachers, students, administrators, etc.), to identify possible
factors contributing to this problem/issue.

Office referrals and subsequent consequences do not appear to be a deterrent for negative
behaviors. Owl Creek School’s demographic is diverse; school policies, procedures and services
may not be meeting the needs (belonging, freedom, power, and fun) of all students. Many
students are affected by trauma and have not learned emotion regulation skills.

Mindsets & Behavior Data:

Identify one–two ASCA Mindsets & Behaviors most relevant for this targeted group and goal:
M&B# Mindsets & Behaviors Statement
M. 1 Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being.
B-SMS 7 Demonstrate effective coping skills when faced with a problem.

Based on the selected ASCA Mindsets & Behaviors, write one–two learning
objectives/competencies students need to learn.
Students will learn two self-regulation techniques to use when feeling strong emotions.

Students will learn and use affective statements and affective questions when resolving
conflict.

Possible Activities/Strategies/Interventions by School Counselors

1. School counselor will prompt use of affective language.
2. School counselor will use affective questioning when helping students resolve conflict.
3. School counselor will facilitate restorative circles when needed.

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 4. School counselor will work with PBIS and Advisory Committees to develop school-wide
lessons to address areas of concern.
5. School counselor will facilitate small group interventions as needed.

Pre-/Post-Assessment:
Convert the learning objectives/competencies to a Likert-scale measure and/or brief answer
assessment.

1 2 3 4

Rarely Sometimes Most of the time Almost All the time

Statement Scale

Students can model two self-regulation techniques. 1 2 3 4

Students can identify and express precise emotions s/he is feeling. 1 2 3 4

Students appropriately participate in impromptu circles to resolve 1 2 3 4

conflict.

Students acknowledge others' feelings and take responsibility for their 1 2 3 4

own actions.

Brief answer question:

What happened? What were you thinking at the time?

Brief answer question:

Who has been harmed? What do you need to do to repair the harm done?

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Section Two: Management (Manage)

Self-Assessment and Annual Review

Owl Creek school counselors use the Arkansas Comprehensive School Counseling
Self-Assessment for self-assessment and annual program review, which can be found
in the school counselor toolkit (Arkansas School Counselor Toolkit). Below are results
from the 2020-21 program review:

Component Area for Program Progressing Area of Program

Growth Strength

Elem K-4 One: Define 0/12 (0%) 4/12 (33%) 8/12 (67%)

Two: Manage 0/10 (0%) 1/12 (8%) 11/12 (92%)

Three: Deliver 0/15 (0%) 0/15 (0%) 15/15 (100%)

Four: Assess 0/9 (0%) 1/9 (11%) 8/9 (89%)

Five: Administrative Activities 0/3 (0%) 0/3 (0%) 3/3 (100%)

Sub-Total: 0/49 (0%) 6/49 (12%) 43/49 (88%)

Middle 5-6 One: Define 0/12 (0%) 2/12 (17%) 10/12 (83%)

Two: Manage 0/10 (0%) 3/10 (30%) 7/10 (70%)

Three: Deliver 0/15 (0%) 2/15 (13%) 13/15 (87%)

Four: Assess 0/9 (0%) 3/9 (33%) 6/9 (67%)

Five: Administrative Activities 0/3 (0%) 0/3 (0%) 3/3 (100%)

Sub-Total: 0/49 (0%) 10/49 (20%) 39/49 (80%)

BUILDING TOTAL: 0/98 (0%) 16/98 (16%) 82/98 (84%)

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Direct and Indirect Counseling Services

Act 190, The School Counseling Improvement Act, states that school counselors shall
spend at least 90% of his/her time each month, on student contract days, providing
direct and indirect counseling services to students. School counselors document their
time on task using the following tool:

Daily-Weekly Use-of-Time Tool

A snapshot of typical use-of-time for Owl Creek school counselors based on two weeks
documentation during the 2020-21 school year is reflected in the chart below:

Percent Direct + Indirect Percent Administrative

Elementary (K-4) 97% 3%

Middle (5-6) 98% 2%

At Owl Creek School, school counselors provide the following direct and indirect
services:

Elementary School Counselor

Direct Services Indirect Services

● Classroom lessons, monthly ● Consultation with parents and

● Small group lessons teachers
● Individual counseling ● Consultation with community
● Crisis counseling agencies
● Behavioral supports ● Referrals for mental health
● Conflict resolution services
● Attendance ● Child maltreatment reports
● Student peer helpers ● Parent communication
● Student Ambassadors ● Teacher communication
● Parent Meetings ● Contributing member of the
● School-wide programs: Red following committees: 504, RtI A,
Ribbon Week, Unity Day, Random RtI B, ESOL, GT, PBIS, Special
Acts of Kindness Services, Advisory, and building
leadership

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Middle School Counselor
Direct Services Indirect Services

● Classroom lessons, monthly ● Consultation with parents and

● Small group lessons teachers
● Individual counseling ● Consultation with community
● Crisis counseling agencies
● Orientation for new students ● Referrals for mental health
● Academic advisement services
● Career Action Planning (CAP) ● Child maltreatment reports
● Grade transitions to future school ● Parent communication
● Assessment interpretation ● Teacher communication
● Behavioral supports ● Contributing member of the
● Conflict resolution following committees: 504, RtI A,
● Attendance RtI B, ESOL, GT, PBIS, Advisory,
● Student peer helpers and building leadership
● Student Ambassadors
● Club sponsor
● Parent Table Talks
● School-wide programs: Red
Ribbon Week, Unity Day, Random
Acts of Kindness

Administrative Activities

Act 190, The School Counseling Improvement Act, states that school counselors shall
devote no more than 10% of his/her time each month, on student contract days,
engaging in administrative activities. At Owl Creek School, school counselors assist with
the following administrative activities:

Elementary School Counselor Middle School Counselor

● Morning Hallway Duty ● Advisory Committee Chair

● Chair of Morning Meeting ● Special Services Chair
Committee ● New student schedules
● Member of PBIS Committee
● Member of Building Leadership
Committee

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Calendars

The following calendar provides an overview of counseling programs and services

provided throughout the school year. ES = Elementary only, MS = Middle School only.

August January

● Open house ● MS academic awards assembly

● Student orientation ● Choose Love lessons (forgiveness)
● MS student schedules ● Peer Helper program
● Curriculum Night and Block Party ● Classroom lessons
● Choose Love lessons (courage) ● MS Rising 7th grade tours (CAP)
● Classroom lessons ● New student orientation

September February

● Choose Love lessons (courage) ● Random Acts of Kindness Week

● Classroom lessons ● Choose Love lessons (forgiveness)
● MS Ambassador training ● Peer Helper program
● New student orientation ● Classroom lessons
● Small group lessons ● New student orientation
● Initial DESSA mini SEL screener ● Small group lessons

October March

● Red Ribbon Week ● Choose Love lessons (forgiveness)

● Unity Day (National Bully Prevention ● Parent/Teacher Conferences
Month) ● Peer Helper program
● Choose Love lessons (courage) ● Classroom lessons
● Parent/Teacher conferences ● New student orientation
● Classroom lessons ● Small group lessons
● New student orientation ● Q3 DESSA mini SEL screener
● Small group lessons

November April

● Choose Love lessons (gratitude) ● Choose Love lessons (compassion in

● MS Peer Helper Training action)
● Classroom lessons ● Peer helper program
● New student orientation ● World Cultures Week
● Small group lessons ● ACT pep rally and Wingding
● Classroom lessons
● CAP conferences
● New student orientation
● Small group lessons

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 December May

● Choose Love lessons (gratitude) ● MS academic awards assembly

● Peer Helper program ● Choose Love lessons (compassion in
● Classroom lessons action)
● New student orientation ● Peer Helper program
● Q2 DESSA mini SEL screener ● Classroom lessons
● MS Rising 5th grade tours (CAP)
● Final DESSA mini SEL screener

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Sample Weekly Calendar Events

Owl Creek school counselor activities are not part of an encore wheel or master
schedule. School counselors work directly with teachers and staff to schedule
classroom lessons, small groups, consultation meetings, and individual counseling
services. Below are regularly scheduled tasks that occur during the school day:

Elementary K-4
Monday Tuesday Wednesday Thursday Friday
Individual/ Group Individual/ Group Individual/ Group Individual/ Group Individual/ Group
Counseling Counseling Counseling Counseling Counseling

Two Classroom Two Classroom Two Classroom Two Classroom Two Classroom
Lessons Lessons Lessons Lessons Lessons

Special Services RTI A/B Snack Pack/

consultation consultation once/ Weekend Food
once/month month Distribution

Middle 5-6
Monday Tuesday Wednesday Thursday Friday
Individual Individual Individual Individual Individual
counseling counseling counseling counseling counseling

Small groups Classroom Classroom RtI A or RtI B Small groups

lessons three per lessons three per consultation once
Special Services day, alternating day, alternating per month New student
consultation between grades between grades orientation
once/month and teams and teams once/month

Snack Pack/
Weekend Food
Distribution

Section Three: Delivery (Deliver)

The delivery system is focused on the process and method of delivering the comprehensive
school counseling program to students. Direct services are those that are provided directly to
students. Indirect services are services provided on behalf of students as a result of the school
counselors' interactions with others including referrals for additional assistance, consultation and
collaboration with parents, teachers, other educators and community organizations. Direct and
Indirect services to students make up at least 90% of the counselor’s time monthly.

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Classroom Lessons

School counseling core curriculum addresses academic growth, career exploration or

development, and social and emotional learning. This curriculum is intentional, planned,
and developmentally appropriate based on student needs. The delivery can be provided
in the classroom or by means of interdisciplinary lessons by certified staff. Typically,
elementary students receive weekly classroom lessons with the elementary school
counselor while middle school students receive monthly classroom lessons with the
middle school counselor. Classroom lessons are limited to 40 minute sessions, not to
exceed more than three lessons per day and not to exceed more than ten lessons per
week.

Homeroom/Advisory Lessons

Fayetteville Public Schools has mandated the Jesse Lewis Choose Love Enrichment
Program as our curriculum for social and emotional learning. These lessons are taught
twice each week by the homeroom or advisory teacher. All certified staff receive training
in restorative practices which is also embedded into homeroom and advisory lessons.

Flight Lessons and Character Days

Owl Creek School has a robust Positive Behavioral Interventions and Support (PBIS)
program we can SOAR. From the start of the school year, students are taught to
Support and encourage others, become an Outstanding leader, Always be safe, and
show Respect and Responsibility. Flight lessons are developed by the PBIS committee
and teach students procedures and behaviors that contribute to a positive and healthy
school community environment. These lessons are taught at the beginning of each
semester.

Character Days are scheduled for middle school students at the beginning of quarters
two and four. Character Day lessons are also created by the PBIS committee and cover
a variety of topics based on school data and area of need. On Character Days, students
engage in a minimum of six lessons that are taught by classroom teachers.

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Rise and Shine/Morning Meetings

Every Friday morning, K-4 students attend Rise and Shine. In Rise and Shine, students
celebrate weekly successes and celebrate community. Awards for the week for students
and staff are presented and announcements for upcoming events are made.

Morning meetings for elementary students happen daily first thing in the morning while
students are arriving to class and finishing breakfast. School announcements are
presented by 4th grade students on the intercom. At this time, teachers welcome
students, give updates to the week, teach SEL lessons,and set the expectations for the
day.

Middle school students attend a daily morning meeting from 7:25-7:35 which is
facilitated by the assistant principal for grades 5-6. Each day of the week has a
scheduled activity:

● Monday - Preview of the week ahead

● Tuesday - Teacher Talks on Choose Love topic of choice
● Wednesday - Wise Owl Worker (WOW) Awards for students, teacher
compliments
● Thursday - Teacher Talks on Choose Love topic of choice
● Friday - Minute-to-Win-it games designed for fun and community building

Following is the scope and sequence of lessons for the 2020-2021 school year.

Elementary (K-4) Scope and Sequence

August January

Counselor Introduction Goals/ Using SMART

● Needs assessment ● Update Needs assessment
● Responding to beginning of school year ● Begin thinking about Small Group Needs
needs, student needs. and update small groups as needed
● “What is a counselor” Lesson ● SMART Goals Lesson

September February

Counselor Introduction Identify Feelings (Self)

● Needs assessment ● National School Counselor Week
● Responding to beginning of school year ● Valentine/Yearbook Outreach
needs, student needs. ● Begin new small groups as needed
● “What is a counselor” Lesson ● Feelings of self- identification Lesson

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 October March

Assertive Language/ Upstander Feelings: Empathy

● National Bully Prevention Month/Red ● Identifying feelings in others
Ribbon Week/Fire Safety Month ● Practice/ reflect empathy
● Bully prevention curriculum
● Assertive language Lesson/ Practice

November April

Gratitude Feelings: Self-Control/ Self-regulation

● Thankfulness/ Gratitude Lesson ● Feeling identification in self and others
● Reflective practice for thankfulness review
● Techniques of self-control and
self-regulation
● Review of empathy

December May

● Holiday outreach Goal Setting/ Transition to New Grade

● Finish up fall guidance ● Summer safety lesson
● Finish up fall small groups ● Goals review for next year
● Counselor wrap-up

This link takes you to the G.U.I.D.E for life FPS scope and sequence K-4.

Middle (5-6) Scope and Sequence

August January

● Flight lessons (PBIS lessons on school ● Flight lessons (PBIS lessons on school
expectations and procedures) expectations and procedures)
● Choose love lessons (courage) ● Choose Love lessons (forgiveness)
● Grade 5 Minute Interviews ● Grade 6 CAP and Rising 7 transition

September February

● Choose love lessons (courage) ● Choose Love lessons (forgiveness)

● Grade 5 Minute Interviews ● Grade 5 Career Exploration connecting
● Grade 6 Needs Assessment passion/interest to careers
● Grade 6 Career Exploration lifestyle
survey

October March

● Character Day (lessons on the following ● Character Day (lessons on the following
topics: bullying prevention, circle of topics: accountability/integrity, managing
control, disagreeing respectfully, personal stress, internet safety, peer pressure,
space/boundaries, social responsibility, sexual harassment, and emotion

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 and take-a-break/calming corner) management)
● Choose Love lessons (courage) ● Choose Love lessons (forgiveness)
● Grade 5 Intro to Careers ● Grade 5 Career Exploration values survey
● Grade 6 Career Exploration interest ● Grade 6 Career Exploration values survey
survey Pt 1

November April

● Choose Love lessons (gratitude) ● Choose Love lessons (compassion in

● Grade 5 Career Exploration colors action)
personality test ● Grade 5 Career Exploration PBL Pt 1
● Grade 6 Career Exploration interest ● Grade 6 Career Exploration PBL Pt 1
survey Pt 2

December May

● Choose Love lessons (gratitude) ● Choose Love lessons (compassion in

action)
● Grade 5 Career Exploration PBL Pt 2
● Grade 6 Career Exploration PBL Pt 2
● Grade 4 Rising 5th transition

This link takes you to the G.U.I.D.E. 5-8 FPS Scope and Sequence.

Elementary (K-4) Sample Classroom Lesson Plan

Lesson Plan for Gratitude (lesson title)

School Counselor: Sarah Gheen

Target Audience: K-4
Mindsets & Behaviors: M1, M2, & M6
(limit of three)
Lesson 4 Of 8

Learning Objective(s)/Competency
Students will: Learn the definition of gratitude.

Students will: Be able to list ways to show gratitude to others.

Materials:
Book- “I Want Your Moo!”-Weiner and Nenback, Paper for activity

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Evidence Base:

⬜
X Best Practice

⬜ Action Research

⬜ Research-Informed
Evidence-Based
Procedure: Describe how you will:
Introduce: Gratitude as the act of showing your appreciation for others, ideas,
things, and actions. Being grateful and showing gratitude, creates a
positive change in our brains to be able to see the good in the world
around you. It is also important to have gratitude for yourself for your
strengths, talents, and uniqueness. Overall, an attitude of gratitude helps
to create a better community for all.

Communicate Through discussion:

Lesson Objective:
What is gratitude? What are some things we are thankful for?

Can we be grateful for others? Self? How do we show gratitude?

Teach Content: Read story:

Grades K-2: Read “I Want Your, Moo!” –Weiner and Nenback (K-2)

Practice Content: Activity: Gratitude Snowman

Draw or write one thing you are “SNOW” grateful for?

Summarize: Gratitude can come in many forms and places, but it is one of those
actions that help to improve the world around you. Having gratitude
towards others shows your appreciation to the world around you, and
having gratitude towards yourself, shows your appreciation for your
uniqueness, strengths, and talents.
Close Gratitude is something that we will continue to work on every year!

Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number Approx 25 per classroom
of students:

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Planned length of Approx 30 minutes
lesson(s):
Mindsets & Behaviors Data:
▪ Pre-test administered before first lesson (See discussion questions to test pre-knowledge)
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group
session (Post lesson discussion questions)
▪ Pre-/post-assessment attached (evidence of activity expressing gratitude)
Outcome Data: (choose one)
⬜ Discipline (describe): Gratitude for self and others will help to address problem behaviors
related to stress with other students and frustrations with self. It helps to build
self-confidence for self and appreciation for others.

Middle (5-6) Sample Classroom Lesson Plan

Lesson Plan for What is your true color? (lesson title)

School Counselor: Mary Martin

Target Audience: 5th graders
Mindsets & Behaviors: M 5 Belief in using abilities to their fullest to achieve high-quality results
(limit of three) and outcomes.
B-LS 1 Demonstrate critical-thinking skills to make informed decisions.
Lesson 1 Of 4

Learning Objective(s)/Competency
Students will: identify their color personality and related strengths.
Students will: identify two careers that are connected to their personality color for
future research.

Materials:
Access to computers, True Colors Personality Test, youtube videos describing each color, list of
careers for each personality color.

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Evidence Base:
⬜
⬜ Best Practice
Action Research

⬜ Evidence-Based
✓ Research-Informed

Procedure: Describe how you will:

Introduce: Our job as middle school students is to learn about ourselves and use this
information for planning our future. Today’s lesson is the first of a series
of activities that we will explore this year related to careers.
Communicate Today you are going to learn about your personality type and examine
Lesson Objective: several careers that match your personality.
Teach Content: 1. Explain how to complete the personality assessment.
2. Demonstrate google classroom: how to watch the corresponding
video and view the career list.
3. Demonstrate how to document findings.
Practice Content: Students work independently to complete the assessment, log in to
google classroom, view the corresponding video, and select two related
careers for future exploration.
Summarize: Students will write a summary statement about their personality
strength, describing a time when they felt success.
Close: Invite students to briefly share their findings. Remind students that this is
the first of several exploration opportunities.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number 224 students
of students:
Planned length of 40 minutes
lesson(s):
Mindsets & Behaviors Data:
▪ Pre-test administered before first lesson
▪ Post-test administered after lesson (if standalone) or after last lesson of unit/group session 
▪ Pre-/post-assessment attached
Outcome Data: (choose one)

22
✓ Achievement (describe): At the end of the lesson, each student will have a completed
assignment identifying several personality strengths, personality challenges, and two
careers of interest that are connected to their personality type.

⬜ Attendance (describe):
⬜ Discipline (describe):
Small Groups

School counselors work with small groups of students to provide instruction, activities
and support designed to improve student success. Typically, small groups include up to
10 students in a minimum of four group sessions. Like classroom lesson plans, small
group plans are intentional based on need, developmentally appropriate, and planned.
Beginning with the 2021-2022 school year, students will have the opportunity to
participate in SEL groups based on the DESSA SEL screener. Small group topics fall
within the domains of academic support, career exploration, and social and emotional
learning.

Elementary (K-4) Sample Small Group Plan

School Name Owl Creek

Annual Student Reductions in discipline referrals for social skills based behaviors
Outcome Goal

Mindsets & Behaviors (Limit of three)

1.M3:Sense of belonging in the school environment

2. B-SS 2. Create positive and supportive relationships with other students
3.B-SMS 7. Demonstrate effective coping skills when faced with a problem

Mindsets & Behaviors Survey Items

1. I feel like I am a part of a group when I am at school.
2. I have people that I call friends at school.
3. I know when I am feeling sad, mad, angry, or scared.
4. I have a plan of what I can do if I am feeling sad, mad, angry, or scared.

Interventions

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Direct Student Services Indirect Student Services

1. Small group that meets weekly 1. Consult with teachers

2. Therapeutic activities that increase 2. Consult with parents
emotional awareness 3. Compile data of group’s growth
3. Practice strategies to use when and progress
feeling upset

Data Collection Plan Results Data

Participation Data Plan Participation Results Data

Anticipated: 4-6 3rd grade members, Actual

Discipline referrals decreased from
beginning of year post intervention

Mindsets & Behaviors Data Plan Mindsets & Behaviors Data Results

Pre-Intervention Data Average: Post-Intervention Data Average:

1. Discipline referrals more frequent 1.Reduced discipline referrals
for social skills related behaviors. 2.Reduced consequences
2. Office referrals more than twice a 3.Classroom reporting better behavior
month
4.Parents reporting better behavior
3. Consequences common for
behavior
4. Weekly Parent phone calls

Outcome Data Plan Outcome Data Results

Baseline Data: Number of office referrals Final Data: Mid Year numbers
from previous school year and referrals
from the beginning of school year Percent Change: Reduced by 50%

Implications

Analyze your data. How will data inform future practice?

24
Data will inform how to approach behavior skill deficits at the beginning of the school
year in order to avoid office referrals and discipline procedures and increase a
student’s feelings of belongingness and self-efficacy.

Middle (5-6) Sample Small Group Plan

School Name Owl Creek School

Annual Student Group participants will learn to navigate tricky friendship problems,
Outcome Goal build proactive communication skills, and feel better about
themselves.

Mindsets & Behaviors (Limit of three)

1. M1: Belief in development of the whole self, including a healthy balance of mental,
social/emotional and physical well-being.
2. B-SMS 7: Demonstrate effective coping skills when faced with a problem.
3. B-SS 2: Create positive and supportive relationships with other students.

Mindsets & Behaviors Survey Items

1. Teacher referral
2. Pre and Post survey
3. Weekly exit slips

Interventions

Direct Student Services Indirect Student Services

1. Eight weekly group sessions 1. Consultation with teachers

2. Mid-term individual session 2. Consultation with parent/guardian
3. Journaling 3.

Data Collection Plan Results Data

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Participation Data Plan Participation Results Data

Anticipated Actual
6-8 participants
40 minutes sessions for 8 weeks

Mindsets & Behaviors Data Plan Mindsets & Behaviors Data Results

Pre-Intervention Data Average: Post-Intervention Data Average:

1. Attendance rate: TBD 1.
2. Achievement %: TBD 2.
3. Discipline report average: TBD 3.
4. Student self-report survey: TBD 4.

Outcome Data Plan Outcome Data Results

Baseline Data: Students are identified for Final Data:

this small group intervention through
discipline data relating to peer conflict, Percent Change:
bullying behaviors and limited assertive
language skills.

Implications

Analyze your data. How will data inform future practice?

26
Career Planning

ACT 190 dictates the following career planning process:

● Guidance in understanding the relationship between classroom performance and

success in school and beyond;
● Provision of resources to identify career interests and aptitudes to assist a
student in age-appropriate college and career planning;
● Guidance in understanding the advantages of completing career certification
internships.

Developmentally, elementary students (K-4) focus on career awareness (plant the

seed); middle school students (5-6) are engaged in career exploration (water the seed);
and high school students develop readiness for college and/or careers (harvest the
seed).

Students at Owl Creek School participate in the following career awareness and
exploration activities:

Grade Activity/Program Description Resources

K-6 World Cultures Week: Presenters from around the *Community members
world visit each classroom to share information *Spring International
about their home country including: culture,
environment, language, economics, politics, GNP,
and employment.

4-6 STEAM Expo: Community professionals are invited *Community members

to Owl Creek to exhibit their work and provide
information on a variety of careers related to
science, technology, engineering, art, and math.

K Community Visitors: Community professionals are

invited once a month to present to Kindergarten
students on their jobs.Examples include: fire fighters,
police officers, meteorologists, etc.

1 Community Visitors: Community professionals are

invited once a month to present to Kindergarten
students on their jobs.Examples include: fire fighters,
police officers, meteorologists, etc.

27
2 Classroom exploration of career through guidance
lessons, STEM and Makerspace activities in the
library, and guest visitors to classrooms

3 Classroom exploration of career through guidance

lessons, STEM and Makerspace activities in the
library, and guest visitors to classrooms, and 3rd
Lemonade Stand at the end of the year

4 Classroom exploration of career through guidance

lessons, STEM and Makerspace activities in the
library, and guest visitors to classrooms and 4th
grade Marketplace at the end of the year

5 Classroom Lessons:
1. Introduction to career exploration. Career Exploration
2. What color is your personality?
3. Building connections between your passion, Building Connections
education and careers.
4. Values Auction - exploring connection
between values and careers.
5. Putting it all together: students consolidate
exploration activity results and
compare/contrast with career interest.

6 Classroom Lessons:
1. Holland Career Personality Assessment - how My Next Move
interests are connected to careers
2. Lifestyle - how much money do I need to Real-Life Arkansas
make to support my ideal lifestyle?
3. Character Strengths - exploring the Character Strengths
connection between values and careers.
4. Putting it all together: students consolidate Jr High Course
exploration activity results and Planning Guide
compare/contrast with career interest.
5. Career Action Planning - students learn about
core and elective choices in grade 7 that can
support their academic and personal
interests.

The links below provide additional information on FPS college and career education:

K-4 College and Career Mindsets and Behaviors

5-8 College and Career Mindsets and Behaviors

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Other Requirements

At-Risk Students

Research by Robert Balfanz identifies four indicators educators can use to identify
students at risk of dropping out from high school. These at-risk students can be
identified as early as 6th grade. At the end of each quarter, a list is compiled for middle
school students based on the following indicators:

● D or failing grade in math

● D or failing grade in language arts
● Attending school 80% or less
● Students receiving an office referral

This list is shared with administrators, student support interventionist, school counselor,
and teachers for a collaborative approach in providing targeted support to students.
Approaches may include: referral to RtI A, referral to RtI B, attendance contract, or a
behavior support plan. For more information, see the link to the article below:

Four Indicators of Potential Drop Out

Orientation Programs for New and Transitioning Students

New Students

Before the start of each school year, Owl Creek School hosts an open house. Students
and their families come to Owl Creek School to pick up schedules and classroom
assignments, meet teachers and school staff, and set up school accounts. During the
first few days of school, all students participate in Flight Lessons designed to orient
them to school procedures and expectations.Several weeks after the start of the new
school year, Owl Creek School hosts a Block Party and Curriculum Night. Parents and
students meet with teachers and school staff to discuss the school’s annual report,
curriculum and school-wide expectations. The community then shares a meal together.

Fayetteville Public Schools have a well-planned process for transitioning student

cohorts between elementary (k-4), middle (5-6) and junior high (7-8) buildings. Fourth
graders participate in the following transition activities:

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 ● Classroom visit from the middle school counselor to share information about their
future school;
● Middle School Tour
● Parent Information Meeting

In addition, fourth grade teachers complete a personal profile for each student which is
shared with the future middle school counselors. This facilitates the sharing of personal
information such as academic needs and behavior supports that are useful when
creating middle school teams and schedules for the coming year.

Sixth graders transitioning to the junior high school setting participate in the following
activities:

● Transition information (included tryout dates for electives) is sent home with
students and posted on the schools’ websites.
● Information Meeting on pre-AP course options offered in junior high school
● Watch a video on electives offered at the junior high schools
● Attend a fine arts presentation on band, choir and orchestra at Fayetteville High
School
● Fine arts assessment at the middle schools. Fine arts teachers visit the middle
schools to meet with students individually to determine instrument choice for
band and orchestra as well as assess for concert or advanced choir.
● Junior High School Tour and second Parent Information Meeting
● Individual meetings with a Career Action Planning (CAP) team to complete a
practice Course Selection Sheet. Students select core and elective classes they
are interested in taking the coming year.
● CAP conference. Parents and students schedule a CAP conference with an
advisor at their future junior high school and complete junior high school
registration.

In addition, sixth grade teachers complete a personal profile for each student which is
shared with the future junior high school counselors. This facilitates the sharing of
personal information such as academic needs and behavior supports that are useful
when creating teams and schedules for the coming year.

30
Transitioning Students

Owl Creek School welcomes many transitioning students throughout the year.
Transitioning students are oriented to Owl Creek School and supported in the following
way:

Elementary Students (K-4)

● New students attend an orientation with the school counselor in which they learn
and see an overview of the school. This includes a walking tour.
● New students are assigned to an ambassador in their classroom to help with
questions, general knowledge, and to be a buddy the first week.
● New students attend a new student orientation/ check- list meeting with their new
teacher to include classroom expectations, logistics, schedule, and all things
pertinent to their class/ grade level.
● New students also attend a PBIS meeting to learn about school expectations for
Owl Creek behavior.

Middle School Students (5-6)

● New students meet with the school counselor to discuss their first day of school
and what to expect. The school counselor reviews enrollment paperwork,
transcripts, and identifies possible areas of need and support. Students are
introduced to SOAR expectations, middle school model, and daily schedule.
● New students are then assigned to a team and paired with a Student
Ambassador for the first full day of school. New students shadow a current
Student Ambassador and attend classes together. This ensures that the new
student is not alone on his/her first day of school. Student Ambassadors orient
the new student to school by: readily answering questions, introducing the new
student to teachers and future friends, teaching school and classroom
procedures, and assisting with any other issue.
● The middle school counselor consults with teachers on scheduling concerns and
assists with development of a suitable student schedule.
● The middle school counselor hosts a “new student lunch” at the end of each
month for students who enrolled during that month and the Student Ambassador
that assisted with orientation. The purpose of this group is to check in, make sure
that new students have what they need (ie: lunch number, computer log-in,
lockers, Monday folder, etc.) as well answer any other questions that new
students might have.

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 ● Students who enroll after August and January miss the opportunity to participate
in Flight Lessons. The Student Support Interventionist offers mid-month
abbreviated Flight Lessons for these students.

Academic Advisement and Individual Planning

According to Act 190, a comprehensive school counseling program includes the

following without limitation:

● Developing an individual planning system to guide a student to access and

monitor the student’s own educational, career, and social and emotional
progress;
● Guiding a student along the pathways to graduation;
● Guiding a student in goal-setting experiences and course selection aligned with
the student’s post-secondary plans;
● Addressing accelerated learning opportunities;
● Addressing academic deficits and the accessibility of resources;
● Providing student assessment reviews, interest inventories, or academic results
needed to develop, review, and revise a student’s plan of study; and
● Providing support for students who show potential so they are more likely to
engage in rigorous coursework and take advantage of post-secondary
opportunities.

Academic advisement and individual planning services are delivered in several ways:
instruction, appraisal, advisement, and counseling. Such services are developmentally
appropriate for both the grade and age of our students as follows:

Elementary (K-4)

Instruction: Teachers keep close contact with students and communicate classroom
expectations and academic goals to parents/ guardians. Children use a folder to keep
academic work organized. Instruction is differentiated based on students’ needs and
accommodations are met for students who need further support.

Appraisal: Students are appraised/ graded on standards set forth by the district and by
the Arkansas Department of Education. Classroom goals and achievement are set by
the district, and standardized testing standards/ goals are set by the state.

32
Advisement: Student advisement is carried out by classroom teachers, counselor,
administration, and parents/guardians based on needs from the classroom and
evidence of academic progress of the student.

Counseling: All students may seek counseling from the school counselor by request or
suggestion of parent/ guardian and school staff. Counseling is provided by individual or
group method and is intended for the purpose of helping the student to be successful at
school. If there exists a need, referrals to more services.

Middle school (5-6)

Instruction: Students are taught how to use the Home Access Center (HAC) to monitor
their academic progress through classwork and test scores. Students also participate in
school-wide, classroom or small group lessons on goal-setting, time-management,
conflict resolution, self-motivation, and other topics that impact academic success.
Students accepted into the Peer Helper program partner with younger students and
teach school-success skills.

Appraisal: Students access HAC weekly and document their grades, missing work, and
behavior concerns in their Monday folders. These folders are sent home on Mondays
for parent view. Students prepare for and lead parent/teacher conferences which occur
at the end of quarters 1 and 3. They also participate in a variety of career exploration
activities that position them to discover, analyze, and assess their abilities, interests,
and skills. Owl Creek’s middle school monthly club meetings provide students an
opportunity to explore interests. Students set growth goals for their MAPS tests which
are taken periodically throughout the school year.

Advisement: Middle and Junior High School Counselors engage students in discussion
on Career Action Planning (CAP) and assist students with Junior High School course
recommendations. Using a variety of data points, school counselors assist with student
recommendations for the gifted and talented (GT) program, grade 6 accelerated math,
grade advancement, and other opportunities for acceleration. Using a variety of data
points, school counselors assist with student recommendations for academic
interventions and/or referrals for SPED testing or the development of a Section 504
plan.

Counseling: Counseling assistance and support are provided to students in individual

or small group settings during times of transition, heightened stress, critical change, or
other situations impeding student success. This assistance is short-term and based on

33
counseling theories and techniques such as Choice Theory and
Short-Term-Solution-Focused Theory that are shown to be effective in a school setting.

The following annual events at Owl Creek School support student career exploration,
decision making and goal setting:

● Curriculum Night
● Parent/Teacher Conferences held at the end of quarters 1 and 3
● STEAM expo
● Monthly club meetings
● Peer Helper Program
● Transition activities for student cohorts moving from elementary to middle school
and also from middle school to junior high school
● Flight Lessons and Character Days
● Academic Awards Assemblies at the end of each semester

Suicide Prevention

Act 190 states that comprehensive school counseling programs have strategies and
protocols to identify and help students at risk for suicide as well as protocols for
responding to death by suicide. Below is a link to Fayetteville Public Schools’ protocols:

FPS Suicide Prevention and Self-harm Protocol

In addition, all certified staff periodically receive suicide awareness training which
includes identifying risk factors, appropriate response to students, and “warm handoff”
to the school counselor or other mental health professional.

At the elementary and middle school level, education on suicide prevention is

embedded in classroom lessons on stress and coping skills, emotion management,
knowing when and how to ask for help, conflict resolution, and assertive language.

Bullying Prevention

Act 190 states that comprehensive school counseling programs provide strategies,
protocols and staff training on recognizing bullying behaviors, responding to bullying,
assisting students who are targets of bullying, and empowering students to become
allies for targeted students. Below is a link to Fayetteville Public Schools’ district policy:

34
FPS District Policy on Bullying

In addition, all certified staff periodically receive training on bullying prevention. Owl
Creek School uses the Olweus Bully Prevention Program model for responding to
bullying which utilizes the following definition and rules which have been embedded in
our PBIS program and are taught to students at the beginning of each school year:

“Bullying is when one or more people repeatedly harm, harass, intimidate, or exclude
others. Bullying is unfair and one-sided.”

Owl Creek School’s rules against bullying:

We will not bully others.

We will help students who are bullied.
We will include students who are easily left out.
When we know somebody is being bullied, we will tell an adult at school and an
adult at home.

The month of October is National Bully Prevention Month. During this month, students
participate in organized lessons on bullying prevention and participate in Unity Day
(organized by Pacer’s National Bullying Prevention Center).

If a student believes that he/she is a target of bullying or is aware of another student

who is targeted, the student can complete and submit an anonymous bullying report
which is available in paper or digital form. These reports can be submitted to either the
school counselor or the assistant principal for follow-up according to district policy.
Below is a link to a sample (inactive) form:

Owl Creek Bullying and Harassment Anonymous Reporting Form

Multi-Tiered Services

Owl Creek’s multi-tiered services provide interventions that vary in focus and intensity
and are aligned with individual student’s needs. Response to Intervention (RtI) A
(academic focus) and RtI B (behavior focus) committees meet monthly to review and
analyze student academic and behavior data. Students that struggle in either area are
referred to these committees for additional review and interventions.

35
Owl Creek teachers engage in professional learning communities with their grade and
content cohorts. These teacher teams consistently review and both informally and
formally assess students’ academic growth. Students who are not making expected
academic growth are referred to the RtI A committee for review. Tier 2 academic
interventions occur in the classroom setting in the form of small groups that address
shared student needs (such as reteaching a concept). Students that continue to
struggle academically are provided Tier 3 support in the form of individually targeted
interventions which may include a personalized literacy or math intervention and/or a
referral to the Section 504 committee or Special Education Designee for additional
support.

Owl Creek School employs a Student Support Interventionist (SSI) who works directly
with teachers and the PBIS committee to address student behavior concerns. Tier 1
behavioral supports include school-wide behavior expectations and uniform classroom
management strategies for teaching expected behaviors and responding to unexpected
behaviors. Students identified as at-risk (a combination of the number of discipline
entries, lunch detentions and office referrals) are referred to the RtI B committee for
additional support. Tier 2 behavior interventions typically include the use of a behavior
tracking/point form, small group social skills lessons, and mentoring (use of
check-in/check-out system). Students who continue to struggle with behavior receive
Tier 3 targeted support that may include: behavior support plan, school-based therapy
referral, Section 504 referral, SPED referral, or other wrap-around services.

In addition, Owl Creek School has a Special Services committee which meets monthly.
Committee members include administrators, school counselors, nurses, social worker,
SPED designee, SSI, and school-based therapists/qualified behavioral health
professionals (QBHP). Currently, 2.5 therapists and 2 QBHPs with Ozark Guidance
provide on-site therapy and related services to students at Owl Creek. Students referred
to RtI B are often referred to this committee as well which is tasked with reducing
barriers that hinder students’ overall success at school and at home.

Advisory Council/PBIS

Currently, the PBIS committee serves as the advisory council. This committee includes
building administrators, teachers from each grade level, student support interventionist,
and school counselors. This committee meets multiple times throughout the year to
collect and review student data and develop an improvement plan for areas of concern.
The PBIS committee provides direct guidance on SEL curriculum, classroom lesson
topics, school-wide programs, and more.

36
Section Four: Accountability (Assess)

Annual Reflection

Sharing data results ensures that others are aware of and understand the process
school counselors use to develop programs that support student success. When
reviewing data, it is important to consider what is working well and what are areas of
need in the areas of achievement, attendance and discipline.

Data summary for the 2020-2021 school year.

How Addressed Through the School

Data Points Counseling Program

1. Academic - MAPS EOY Reading 1. Students with scores below the 40% are referred
K-4: to the RtI A committee for review and development
0-40 Percentile (Lo/LoAvg) = 46% of Tier 2 or Tier 3 academic intervention plans.
41-100 Percentile (Ave/HiAve/Hi) = 54% Students have access to small groups interventions
5-6: on executive functioning skills (organization,
0-40 Percentile (Lo/LoAvg) = 51% problem-solving, time/task management, etc.).
41-100 Percentile (Ave/HiAve/Hi) = 49% Referrals may be made for Section 504 plans or SPED
testing as needed.

2. Academic - MAPS EOY Math 2. Students with scores below the 40% are referred
K-4: to the RtI A committee for review and development
0-40 Percentile (Lo/LoAvg) = 45% of Tier 2 or Tier 3 academic intervention plans.
41-100 Percentile (Ave/HiAvg/Hi) = 55% Students have access to small groups interventions
5:6: on executive functioning skills (organization,
0-40 Percentile (Lo/LoAvg) = 59% problem-solving, time/task management, etc.).
41-100 Percentile (Ave/HiAvg/Hi) = 41% Referrals may be made for Section 504 plans or SPED
testing as needed.

3. Attendance rate (K-6: 94.08%) 3. Student check-ins and phone calls home to
K-4: 94.85% identify contributing factors to chronic absences:
5-6: 93.31% myths about attendance, barriers, school aversion,
or disengagement. Work with families to address
contributing factors.

4. Behavior (# of major office referrals) 4. The special services team and PBIS committees
K-4: 275 (14.3% of total students) develop lessons and interventions for Tier 1 and Tier
21 elementary students had a BSP. 2 needs. School counselors provide small group and

37
5-6: 315 (20.2 % of total students) individual counseling, therapy referrals, conduct
28 middle school students had a BSP. classroom observations, and serve on RTI A/B teams.
The student support interventionist develops Tier 2
and Tier 3 behavior support plans as needed.

5. Behavior (top three primary 5. Student behavior expectations are taught during
behaviors resulting in office referrals) flight lessons, classroom lessons, character days,
K-4: Physical aggression, defiance, and morning meetings and advisory lessons. Staff
inappropriate language. trained in restorative practices have been using
5-6: Defiance, disruptions and affective questions to better help students resolve
inappropriate language. conflict and repair harm.

Priority data points for the 2021-2022 school year.

How Addressed Through the School

Data Points Counseling Program

1. Academic - increase Reading scores 1. Support RtI A committee to address needs.

2. Academic - increase Math scores 2. Support RtI A committee to address needs.

3. Attendance rate - work to increase 3. PBIS and Special Services committees will create
the school-wide attendance rate. lessons and interventions designed to address
contributing factors to chronic absences. School
counselors and administrators will continue to
approach families individually to discern and address
needs.

4. Behavior (# of office referrals) - work 4. Staff will use restorative Practices to resolve
to reduce the number (percent) of conflict when possible. School counselors will
students receiving office referrals. provide small group and individual counseling
services. The PBIS, special services and RtI B
*Program goal for 2021-2022. committees will address needed Tier 3 interventions
such as school-based counseling services and
behavior support plans.

5. Behavior (top three primary 5. PBIS and Morning Meeting/Advisory committees

behaviors resulting in office referrals)- will create Tier 1 lessons and school-wide
work to reduce offenses. interventions to address the primary behaviors.

Data Sharing: Appendix B: 2020-2021 Data Review At a Glance will be shared with
stakeholders at the fall semester school curriculum night.

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Annual Reflection for the 2020-2021 School Year

Great- Working More Updates will take place in the posted plan or will be kept as school counselor Post in
it is on it time reflections and artifacts. Plan
done needed

✓ The counselor/program self-assessment has been reviewed and updated.

✓ Counselor team, vision, mission and belief statements have been reviewed and ✓
updated as needed.

✓ Data regarding student outcomes from the current year have been reviewed, ✓
analyzed, and implications for results over time have been considered.

✓ Results from the review of student outcomes are reflected in the plan. ✓

✓ Planning for the next year is taking place. What will be the desired outcomes as a
result of your interventions? Will you consider participation/process data, Mindsets
and Behaviors or perception data, or outcome/results data?

✓ Smart goal(s) for the next year are developed, data is reviewed, action steps or tasks ✓
are developed, and desired outcomes are clearly defined. What will be your goal(s) for
the next year? How do you plan to impact student access to learning?

✓ Annual calendar is updated. ✓

✓ Advisory council meeting information is included if available. ✓

✓ Summary of how direct and indirect services are being provided to students has been ✓
outlined. Summary of administrative activities provided is outlined and updated as
needed. (Include small group information, classroom lessons)

✓ Suicide prevention and bullying prevention models are updated as needed. ✓

✓ Developmentally appropriate career planning process and/or exploration is described, ✓

and/or updated as needed.

✓ Professional standards have been reviewed.

✓ Lessons, supporting documents, and other artifacts are updated and included in the ✓
plan as needed.

✓ Data sharing has taken place, or is planned.

✓ Material for data sharing are updated and included in your plan. (chards, graphs, ✓
presentation notes, etc.)

✓ New plan is posted for the following year no later than August 1 of each year. ✓

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 Appendix A
Fayetteville Public Schools Counselor and Social Worker Directory

School Counselor Building Phone # Email

Carlos Chicas ALLPS 479-445-1229 carlos.chicas@g.fayar.net

Cameron Magness Asbell 479-445-1062 cameron.magness@fayar.net

Kaitlyn Lee Butterfield 479-445-1029 kaitlyn.lee@fayar.net

Jody Wood FHS 479-445-1535 jody.wood@fayar.net

Cindy Marsh FHS 479-445-1537 cindy.marsh@fayar.net

Curt Champion FHS 479-445-1187 curt.champion@fayar.net

Joey Newman FHS 479-445-1536 joey.newman@fayar.net

Lesli Zeagler FHS 479-445-1180 lesli.zeagler@fayar.net

Staci Petrich FHS 479-445-1162 staci.petrich@fayar.net

Seanne Farrar FHS 479-445-1242 seanne.farrar@fayar.net

Rahji Thompson FHS 479-445-1173 rahji.thompson@fayar.net

Saundra Colvin FVA 479-445-1681 saundra.colvin@fayar.net

Kylie Mabry Happy Hollow 479-445-1408 kylie.mabry@fayar.net

Mollie Samples Holcomb 479-445-1147 mollie.samples@fayar.net

Suanny Lopez Holcomb 479-445-1147 suanny.lopez@fayar.net

Jane Corrigan Holt 479-445-1124 jane.corrigan@fayar.net

Dawn Norman Holt 479-445-1124 dawn.norman@fayar.net

Erin Clark Leverett 479-445-1051 erin.clark@fayar.net

Katy Seifritz (6th) McNair 479-718-0283 katy.seifritz@fayar.net

Sarah Gheen (K-4) Owl Creek 479-718-0214 sarah.gheen@fayar.net

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Mary Martin (5-6) Owl Creek 479-718-0212 mary.martin@fayar.net

Ashley Pointer RJHS 479-445-1102 ashley.pointer@fayar.net

Sarah Brown RJHS 479-445-1101 sarah.brown@fayar.net

Jennifer Lavender Root 479-445-1021 jennifer.lavender@fayar.net

Elizabeth Rogers Vandergriff 479-445-1042 elizabeth.rogers@fayar.net

Tara Lechtenberger Washington 479-445-1072 tara.lechtenberger@fayar.net

Carolyn Jordan WJHS 479-445-1262 carolyn.jordan@fayar.net

Doug Harmon WJHS 479-445-1263 doug.harmon@fayar.net

School Social Worker Building/s Phone # Email

Sara Blickenstaff Asbell 479-435-1373 sara.blinkenstaff@fayar.net

Holcomb
Holt
Washington

Kim Buck Butterfield 479-313-5340 kimberly.buck@fayar.net

FHS
FVA

Lisa Hughey Owl Creek 479-347-9785 lisa.hughey@fayar.net

(McKinney-Vento Coordinator)

Taylor Jackson Happy Hollow 479-387-8363 taylor.jackson@fayar.net

Leverett
Root
Vandergriff

Melissa Rogers ALLPS 479-200-6983 melissa.rogers@fayar.net

McNair
RJHS
WJHS

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 Appendix B
Owl Creek School Counselors
2020-2021 Data Review
At a Glance

Attendance: Owl Creek counselors assist in attendance through parent communication and
student interaction. Counselors assist new students in orientation to the building and acclimating
to the school, and counselors assist when students leave the building through parent and new
school communication. Attendance for 2020-21 school year is below:

Elementary (K-4) Middle (5-6)

20-21 Attendance Rate 94.85% 93.31%

Students enrolled after start date 118 84

Students dropped after start date 91 69

# of educational setting changes 89+ changes 103+ changes

due to COVID options

School Counselor to Student Ratio: Owl Creek has two counselors in the building: one for
elementary and one for middle. The ratio of students to counselors at the end of the school year
are: elementary 545 to 1 and middle 363 to 1. Of the total 908 students, 46 of those students
qualify as a Family in Transition (FIT).

Therapeutic Mental Health Services: Owl Creek counselors assist in mental health services
provided to students through a school based partnership with external agencies. Counselors
refer students and consult with mental health providers as a part of the therapeutic team. In
addition, counselors also supervise Mental Health counselors in training. The number of
students referred and receiving school-based and agency therapeutic services for school year
2020-21 is below:

Elementary (K-4) Middle School (5-6)

Students referred for services 24 25

Students receiving services 34 32

Students receiving services by 15 3

mental health intern

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SEL, Character and Guidance Lessons: Owl Creek counselors teach and assist in the
implementation of social and emotional curriculum. In elementary, the counselor serves 18 in
person classrooms and 5 virtual classrooms on a monthly rotation. In middle school, the
counselor serves 12 advisory classes and 4 virtual classrooms. The counselors also assist and
consult in the teacher-implemented social and emotional program “Choose Love”. In middle
school, the counselor also assists in planning and implementing flight lessons for students in the
fall and spring as well as character lessons. Elementary flight lessons are teacher coordinated.

20-21 Lessons & Small Group

Elementary (K-4) Middle (5-6)

Classroom Lessons 207 145

Choose Love Lessons 690 384

Flight Lessons 228 216

MS-Character Lessons N/A 144

Small Group 0 (no groups were held 0 (no groups were held
due to COVID due to COVID
restrictions) restrictions)

School Wide Activities/ Assemblies: In supporting Owl Creek’s mission and enhancing
positive school climate, the elementary and the middle school counselors coordinate and/ or
assist in school assemblies and activities. COVID protocols prohibited many of the activities that
take place during a non-pandemic year. Below are the activities and assemblies that reflected
counselor involvement in the 2020-21 school year.

● Counselor Coordinated School Wide (Elementary and Middle):

○ Red Ribbons Week
○ National Bully Prevention Month (Unity Day)
○ Meet the Teacher
○ Random Acts of Kindness

● Assisted Elementary:
○ Rise and Shine Friday morning assembly
○ Elementary grade-level musical performances
○ Elementary awards ceremonies
○ Grade level pod meetings
○ Special Assemblies (Guest speakers, big events)
○ Read Across America

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 ● Coordinated Middle School:
○ Awards Assemblies
○ Character Days (twice a year)
○ Friday Circles (restorative practices)

● Assisted Middle School:

○ STEAM Days
○ Fast Friday Reward Days
○ PBIS Flight Lessons (twice a year)

Community Outreach: Owl Creek counselors partner with community agencies and
organizations for volunteering and mentorship. In these partnerships, counselors help to pair
students with mentors and volunteers and serve as the point of contact for the school. Due to
COVID, parents and community members were not allowed on campus, limiting partnership
activity.

● Big Brothers/ Big Sisters (2 students served)

● Fayetteville High School Ambassadors Pen Pals (15 students served)
● Christmas Outreach Programs (48 families served)
● Samaritan Community Snack Pack Program (120 PreK-6 students served)
● Potters House clothing vouchers (19 families served)

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 Appendix C
Annual Administrative Conference
School Counselor Sarah Gheen (K-4) and Martin Martin (5-6) Year 2021-2022

After a review of the school data, the following priorities were identified:
1. High rate of office referrals and high rate of repeat offenders.
2. Minority disproportionality in rates of office referrals.
3. Lower attendance rate when compared to 2019-20.

Based on these priorities, the following goals were identified:

School Counseling Program Annual Goals
1
Reduce the number of office referrals and repeat offenders. Reduce minority
disproportionality of office referrals.

2
Improve attendance rate.

School Counselor Use of Time

A minimum of 80% of time is recommended for direct and indirect student services and 20% or
less in program planning and school support.
Use of Time from Previous School Year
Direct and Indirect Program Planning Non-School-Counseling
Student Services and School Support Duties

97% % 3%
Use-of-Time Plan for Current School Year
Direct and Indirect Program Planning Non-Counseling Duties
Student Services and School Support

90% 5% 5%

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Ratio and Caseload
The recommended ratio is one school counselor per 250 students. Arkansas is 1:450.
One School Students
Ratio Per 450
Counselor (district ratio)
Alpha Assigned: Last names beginning with: to
Caseload X Grade Level: Students in grades: K-4 and 5-6
defined by: All Students in Building
Other:

Program Implementation Plan to Address Priorities

Attach the following documents for review and discussion during the conference:
▪ Classroom and Group Mindsets & Behaviors Action Plan
▪ Closing-the-Gap Action Plan
▪ Annual Calendar

Advisory Council
The school counseling advisory council will meet to provide feedback and input on the school
counseling program.
Fall Meeting Not set at this time.
Date:
Spring Meeting Not set at this time.
Date:
Proposed PBIS Committee Members
Members:

Professional Development
I plan to participate in the following professional development based on annual student
outcome goals and my School Counselor Professional Standards & Competencies
self-assessment.
Date(s) Topic Cost
Monthly District School Counselor Meetings $0.00
Summer District School Counseling 2021-22 Planning $0.00

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School and District Committees and Professional Work
Group Time Commitment School Counselor’s Role
PBIS Committee 1 hour monthly Committee Member
Building Leadership Team 1 hour monthly Committee Member
Morning Meeting and 1 hour monthly meeting plus 1
hour weekly for planning. Committee Facilitator
Advisory Committees
RtI A and RtI B Committees 6 hour month for each Committee Member
Special Services 1 hour weekly Committee Facilitator
Parent Engage Committee 1 hour yearly Committee Member

Budget Materials and Supplies

Annual budget: $ 500 for each K-4 and 5-6

Materials and Office supplies, curriculum materials for small group and classroom
supplies needed: guidance.

School Counselor Availability/Office Organization

The school counseling office will be open for students/parents/teachers
from 7:40 am to 2:45 pm

My hours will be from 7:25 am to 3:00 pm (if flexible scheduling is used).

Role and Responsibilities of Other Staff and Volunteers

School Counseling
N/A Department Assistant
N/A Attendance Assistant/Clerk
Dhana Suresh (building registrar) Data Manager/Registrar
College and Career Center
N/A Assistant
Brent Smith (Student Services Interventionist) Other Staff
Interns - U of A Volunteers
Sarah Gheen, Mary Martin School Counselor Signature
Brandon Craft Administrative Signature
May 25, 2021 Date Signed

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