Elementary and Secondary School Counseling Programs
Fiscal Year 2010
PR # Q215E100011
Board of Trustees Carbondale Elementary
Project Director: Patty Johnson
School District #95
925 S. Gianty City Rd.
Carbondale, IL 62902
Carbondale Elementary School District No. 95 will use funds for the ConnectEd project, which will expand the district’s elementary school counseling program. ConnectEd will create a written district-wide integrated program for counseling and mental health services, to be implemented through an increase in the number of mental health professionals in schools and provision of Positive Behavior Support training for all district counseling and teaching staff. The project seeks to decrease the number of student disciplinary referrals at all schools by increasing the number of students with disciplinary problems who receive ongoing treatment with a therapist. Additionally, ConnectEd aims to increase students’ educational attainment aspirations, as measured through an interrupted time-series survey analysis.
PR # Q215E100014
Clinton County School District
Project Director: Mickey McFall
2353 North Highway 127
Albany, KY 42602
The Clinton County School District, serving 1,836 students, will implement the Clinton Elementary School Counseling project (CESC) to ensure the availability of social and emotional supports for all children. CESC will expand counseling services in grades 1-8 by hiring 2 additional school counselors and 1 social worker, who will provide individual and group counseling for students as well as support for caregivers, school staff, and teachers. It will also develop an integrated services delivery model to coordinate all school and community services available to families in Clinton County. The project will implement an evaluation component using metrics that are aligned with GPRA indicators.
PR # Q215E100016
Duval County Public Schools
Project Director: Joni Shook
1701 Prudential Dr
Jacksonville, FL 32207
Duval County Public Schools will implement the Social Emotional Learning Framework (SELF) Project to increase counseling services at four high-needs elementary schools with high numbers of discipline referrals and above-average percentages of minority and low SES students. Counseling teams will be created at each school, and they will design a comprehensive, data-driven school counseling program utilizing the American School Counselor Association National Model and the principles of Response to Intervention (RtI). Additionally, the project will leverage existing partnerships with community organizations to refer students with intensive mental health needs.
PR # Q215E100053
Rio Rancho Public Schools
Project Director: Sherri Carver
500 Laser Road
Rio Rancho, NM 87124
Rio Rancho Public Schools will use the School Counseling Grant to lower the student to counselor ratio in four secondary schools that demonstrate low student achievement and self-esteem and high rates of inappropriate and high-risk behaviors. The schools will bring teachers and parents together within teams for service delivery, and they will also strengthen partnerships with external service providers. The LEA has formed an evaluation team composed of a broad array of professionals to measure progress toward the target outcomes of improved academic performance and improved social/personal skills.
PR # Q215E100054
Northeast Washington Educational Service District 101
Project Director: Astri Zidack
4202 South Regal Street
Spokane, WA 99223
Northeast Washington Educational Service District 101 is implementing the Stevens County Elementary Counseling (SCEC) Project to increase the number of mental health professionals and to reduce the number of disciplinary referrals in six rural elementary schools. SCEC will hire four full-time mental health professionals, increasing student access to counseling services and building linkages to community-based services.
PR # Q215E100062
Washington County School District
Project Director: Marybeth Fuller
121 W. Tabernacle
St. George, UT 84770
The Washington County School District (WCSD) is implementing the Elementary School Counseling Program in fourteen high-need elementary schools. The project goals are to close the gap between the current and recommended student-counselor ratios and to decrease the number of yearly disciplinary referrals. The program will develop a uniform mental health services plan, including school-based early identification and referral, as well as counseling activities for individual students, student groups, classrooms, and families. A Project Director and the WCSD Safe & Drug-Free Schools Board will oversee and assess the project, and Educational Outfitters will conduct an independent project evaluation.
PR # Q215E100063
Richland School District Two
Project Director: Arlene Bakutes
6831 Brookfield Road
Columbia, SC 29206
Richland School District Two proposes Project CARE (Counseling and Resource Enhancement) to expand the counseling program in five high-need elementary schools. Project CARE seeks to decrease student/guidance counselor ratios in order to reduce discipline problems, ameliorate low achievement, and increase parental participation in student counseling issues. Additionally, the initiative will emphasize the reduction of risk factors for Latino students district-wide by increasing support services. Finally, Project CARE will facilitate professional development for district counseling personnel to increase sustainability.
PR # Q215E100065
Washington County School District
Project Director: Marybeth Fuller
121 W. Tabernacle
St. George, UT 84770
The Washington County School District (WCSD) proposes the Secondary School Counseling Program in fourteen high-need secondary schools. The project goals are to close the gap between the current and recommended student-counselor ratios and to decrease the number of yearly disciplinary referrals. The program will develop a uniform mental health services plan, including school-based early identification and referral, as well as counseling activities for individual students, student groups, classrooms, and families. A Project Director and the WCSD Safe & Drug-Free Schools Board will oversee and assess the project, and Educational Outfitters will conduct an independent project evaluation.
PR # Q215E100082
Santee School District
Project Director: Meredith Riffel
9619 Cuyamaca Street
Santee, CA 92071
Santee School District proposes the Santee Cares Project to provide a comprehensive counseling program at five schools, a service that has been consistently requested by administrators, teachers, and parents. The overarching goal is to improve student learning. The project will hire 5 counselors, implement Second Step to facilitate socio-emotional learning classroom lessons for grades K-5, increase parent involvement in the school community, and provide professional development for key school staff to increase students’ exposure to career options.
PR # Q215E100090
Jones County Schools
Project Director: Dr. Vicki Rogers
125 Stewart Avenue
Gray, GA 31032
Jones County Schools designed PILLARS: Promoting Independent Life-Long Achievement via Resources and Support, to address its students’ growing mental health needs. The program targets three schools serving grades six through nine, which were identified as the highest-need schools for intervention. PILLARS will increase the number of mental health professionals for students, strengthen school partnerships with external service providers, train counselors, and teachers to provide prevention and case management, and involve parents in the program implementation. The program will include expanding the Teachers as Advisors program and the implementation of the Tribes Learning Community Model, as well as implementation of the Safe School Ambassadors initiative, a student-led initiative to address bullying.
PR # Q215E100130
Carpinteria Unified School District
Project Director: Sharon Velarde
1400 Linden Avenue
Carpinteria, CA 93013
Carpinteria Unified School District (CUSD) proposes the PROJECTPRIDE – “Promoting Resilience in Daily Education” to create a school counseling program in one elementary school, and to expand the school-community counseling program for 6th grade students at the middle school. PROJECT PRIDE is designed to create systemic change in school staff practices in order to increase student learning and positive behavior.
Goals and intended outcomes include: 1) Improving school climate and safety through an evidence-based, school-wide, three-tiered system of prevention; 2) Establish and maintain a safe, orderly, and supportive school climate for students; 3) Provide culturally sensitive academic, social, emotional, and behavioral instruction; 4) Increase school staff’s data-driven decisions about strategies, activities, and programs; 5) Reduce discipline referrals; 6) Increase culturally and linguistically appropriate parent education and support; 7) Provide instruction and supports so that students take prosocial actions to reduce or eliminate bullying; 8) Extend youth asset development interventions to after school program time; 9) Improve student mental health through school-based counseling and positive behavior support; and 10) Improve student access to local community mental health services.
PR # Q215E100131
Rochester City School District
Project Director: Linda Stagles
131 West Broad Street
Rochester, NY 14614
The Rochester City School District (RCSD) has selected three high need elementary schools to demonstrate that having Social Workers available to oversee a continuum of youth development services and supports can actually lower disciplinary referrals and improve school performance. In addition to hiring high quality staff, the RCSD will follow best practices to provide a safe, nurturing, and disciplined environment, screen students to identify those at-risk before disciplinary problems emerge. The RCSD will also provide early supports to those students with school adjustment problems and teach all students social competencies, empathy, self-control, and anger management skills.
The RCSD will increase students’ access to needed mental health services, engage parents whose children have severe behavioral challenges, train staff to know the difference between discipline problems and emotional challenges – and give them the tools and resources they need to support students with emotional or behavioral challenges.
PR # Q215E100145
Caldwell County Schools
Project Director: Jill Duffy
1914 Hickory Boulevard
Lenoir, NC 28645
Caldwell County Schools proposes a Child-Family Support Team (CFST) design to close the service gaps and dramatically upgrade counseling and mental health delivery in four school populations steeped in cultural poverty.
The CFST Initiative includes components meant to create systemic improvement in attitude toward, delivery of, and educational connections mental health treatment for elementary students. Components consist of: 1) a counselor-social worker-nurse team to coordinate student identification, assessment, planning, and connections to external agencies; 2) mental health contracted services for children whose treatment plans call for intervention beyond the school level; 3) collaboration with the Caldwell Child Collaborative, a community council of leaders from education, DSS, mental health, public health, and law enforcement; 4) use of the PATHS program for 1st and 2nd graders to build protective factors and increase problem-solving and coping skills; 5) teacher training in understanding cultural poverty and characteristics of minority cultures; and 6) positive family involvement in service planning and follow-through for their child's needs.
PR # Q215E100157
Sacramento City Unified School District
Project Director: Rebecka Hagerty
5735 47th Avenue
Sacramento, CA 95824
The Sacramento City Unified School District (SCUSD) proposes Project Thrive, a project to establish counseling services in six underserved elementary schools located within an area of the city known as South Sacramento. South Sacramento is an area in great need of early intervention in mental health.
The goals of the project are: 1) to close the gap between existing student to mental health professional ratios in six schools; and 2) to decrease the average number of disciplinary referrals in each of the six schools. To achieve these goals, Project Thrive will hire three mental health professionals to implement a three-tiered project to serve every student along a continuum of intervention from Universal to Selective to Indicated, depending on the needs of the student. Each tier of the project will incorporate evidence-based methods of intervention, including Caring School Community, The Incredible Years, and short-term counseling and service coordination.
The entire school community will be involved in the project design, implementation, and evaluation, including principals, teachers, and parents. Project Thrive will produce the lasting benefits of a healthy school climate and early detection and intervention of mental health issues, which will in turn reduce the number of disciplinary referrals, improve academic performance, and prepare students for success.
School District of the City of Pontiac
Project Director: Thomas Maridada
47200 Woodward Avenue
Pontiac, MI 48342
The School District of the City of Pontiac proposes a counseling grant to serve high-risk students attending low-performing, inner city elementary schools. Four targeted schools in Pontiac, Michigan – Alcott, Jefferson-Whittier, Owen and Whitman – serve 1,845 students living in impoverished, underserved communities. Partner schools seek to fill a void in mental health services and social/emotional learning opportunities by implementing PRIDE: Putting Resources Into Developing Excellence! PRIDE is a research-based approach to elementary counseling designed by a Task Force of administrators, counselors, teachers, community mental health professionals and parents. The primary goal of the project is the development of an effective mental health and behavioral support system for at-risk elementary students.
Implementation of multiple components – Positive Behavior Interventions and Supports (PBIS), PATHS prevention curriculum, Active Parenting Now (APN) programs and therapeutic counseling (Cognitive Behavioral Therapy and Life Space Crisis Intervention) – will increase school capacity to provide counseling and help Pontiac schools reduce discipline problems while supporting social and emotional learning.
Recovery School District – LDE
Project Director: Judith Romano
1641 Poland Avenue
New Orleans, LA 70117
Recovery School District, New Orleans proposes a counseling grant program to serve high-risk students attending four low-performing elementary schools impacted by crime, violence, family instability, and the long-term aftermath of Hurricane Katrina. The CARES: Counseling At-Risk Elementary Students program is a research-based approach to elementary counseling designed by a Task Force which includes, administrators, counselors, teachers, community mental health professionals and parents. The primary goal of the project is the development of an effective mental health and behavioral support system for elementary students.
Implementation of multiple components – Positive Behavior Interventions and Supports (PBIS), PATHS prevention curriculum, Parenting Wisely programs and therapeutic counseling (Cognitive Behavioral Therapy and Life Space Crisis Intervention) – will increase school capacity to provide counseling and help schools reduce discipline problems while supporting social / emotional learning.
Saint Paul Public Schools
Project Director: Kevin Hogan
360 Colborne Street
St. Paul, MN 55102
Saint Paul Public Schools (SPPS) proposes to implement the Comprehensive Counseling and Behavior Support (CCBS) Project, an evidence-based elementary school counseling prevention framework that directly addresses the District’s continual over-reliance on suspensions and dismissals, its disproportionate use of exclusion for African American students, and the resulting achievement gap. The project will service 2,400 students in five elementary schools with historically-poor track records of suspensions and dismissals.
The CCBS model, which includes components to increase staff cultural competency and parent involvement, is founded on both the Learner Support Framework and on the evidence-based Response to Intervention (RTI) Framework of tiered intervention. Through the project, schools will build protective factors through prevention to all students (Tier One), provide intervention to students who still need help (Tier Two), and ensure intensive, individualized counseling and mental health referrals for students who don’t respond to Tier Two intervention, or who are in clear need of serious mental health treatment (Tier Three). The project is designed to reduce the student/counselor ratio in project schools; reduce the number of disciplinary referrals, suspensions, dismissals, and referrals to special education at each project school; and reduce each school’s disproportionate use of discipline for African American students.
Albuquerque Public Schools
Project Director: Laura Owen
6400 Uptown Boulevard
Suite 395 West
Albuquerque, NM 87110
The Albuquerque Public Schools (APS) Health and Wellness Department proposes to implement promising and innovative approaches for expanding counseling programs in 89 elementary schools (45,000 students) within the District. The Elementary School Counselor Expansion (ESCE) program will increase 9 current half-time elementary school counselors to full-time status. Furthermore, the Why Try program (a simple, hands-on curriculum which helps students develop skills to overcome challenges and improve outcomes in the areas of academics, attendance, and behavior) will be implemented at the elementary level.
Through the addition of more counselors and the implementation of the Why Try program it is expected that there be among other results; an increase in attendance rates and references of students participating in Why Try; an increased percentage of improved student behavior and grades; an improvement of student to counselor ratios to align with national standards; a decrease in the number of disciplinary referrals per school; and an improvement in participating students’ knowledge, attitudes, beliefs, motivation, self-efficacy and intentions.
School District of Pittsburgh
Project Director: Victoria Berger
341 S. Bellefield Avenue
Pittsburgh, PA 15213
The School District of Pittsburgh will implement a program entitled Truancy Prevention Outreach Team (T-POT) that will focus specifically on 7th and 8th grade students enrolled at district schools with the highest truancy rates. T-POT will significantly reduce the rates of truancy among these students, through the establishment of a comprehensive mental health delivery system that reduces the overall ratio of students to counselors; collaborate with families and a local mental and behavioral health program to address the “whole student”; and provides 1:1 counseling to students.
Goal #1: To promote personal and social responsibility among T-POT students by encouraging regular school attendance. Anticipated outcomes are:
- Increased School Engagement
- More Positive Parent Attitudes
- Improved Student Attendance Rates
- Decreased Disciplinary Referrals
Goal #2: To enhance the capacity of participating schools to support all students in meeting requirements of The Pittsburgh Promise. Anticipated outcomes are:
- Increased Cultural Competence
- Improved Student/Mental Health Professional Ratios
Goal #3: To disseminate best practices in truancy prevention methods throughout the district. Anticipated outcomes are:
- Increased Awareness of T-POT Goals, Objectives and Outcomes
- Increased Knowledge of Truancy Prevention Methods
ABC Unified School District
Project Director: Terri Villa-McDowell
16700 Norwalk Boulevard
Cerritos, CA 90703
The goals for the ABC High School Intervention Program will be: 1) To create a culturally and linguistically responsive integrated service delivery system for high school students that lessens the gap between current student to mental health professional ratios and the recommended ratios, ensures they work as a team, and connects to district structures and community support agencies to increase access for students; 2) To provide professional development for teachers to implement improved practices and new programs to support student mental health; 3) To implement evidence-based programs and effective strategies based on evidence for positive youth development and prevention, early intervention, and intensive intervention to improve student emotional, behavioral and mental health outcomes.
Outcomes will build an integrated system for delivering culturally competent mental health services; increase the number of school mental health counselors and social workers to a ratio more aligned with recommended ratios; to increase early identification and access to early interventions for high school students suffering from mental health issues; to provide teachers with staff development in programs designed to help identify and help students cope with mental health trauma; to lessen disciplinary referrals and increase positive school and life achievement and success for students.
San Rafael City Schools
Project Director: Rebecca Rosales
310 Nova Albion Way
San Rafael, CA 94903
San Rafael will hire 3.5 experienced elementary School Counselors to promote academic achievement and personal/social development at the elementary district’s seven schools and after school programs. The five main goals of the program are to: 1) Provide School Counselors to reduce the student-counselor ratio; 2) Ensure that School Counselors reduce disciplinary referrals by helping classroom teachers implement the Positive Action behavioral and academic support curriculum; 3) Ensure that School Counselors increase staff awareness of mental health concerns and cultural linguistic competence through trainings; 4) Ensure that counselors provide training for parents; and 5) Ensure that School Counselors expand partnerships with community-based agencies and universities by adding Counseling Interns to be supervised by the School Counselors.
School Board of Pinellas County
Project Director: Charlie Eubanks
301 – 4th Street SW
Largo, Florida 33770
Pinellas County Schools will implement the Elementary Counseling project, which will build upon existing mental health services in the County. The project will provide comprehensive, research-based prevention programming and will provide mental health services to students in four targeted elementary schools. The project will expand counseling services to close the gap between recommended and actual ratios for mental health services at targeted sites. The project will also increase the current percentage of time counselors, social workers, and psychologists spend providing direct services to students from 50% to a minimum of 80%.
One full-time Student Assistance Counselor (SAC) will be assigned to each of the four identified schools to implement a comprehensive prevention and intervention program addressing the social emotional and mental health needs of students. Counselors will work within the existing Problem Solving-Response to Instruction/Intervention (PS/RtI) model to enhance social emotional learning and increase mental health services. Counselors will use the Olweus Bullying Prevention Program and the Check and Connect monitoring process, and other research-based programs based on individual school needs identified through the PS/RtI to provide a comprehensive approach to mental health services. Counselors will also provide direct services to students through skill acquisition lessons, individual and group counseling, consultation with parents and other educators, advocacy with community partners, and professional development for staff in areas of concern identified at each site.
PR # Q215E100363
San Francisco Unified School District (SFUSD)
Project Director: Trish Bascom
555 Franklin Street
San Francisco, CA 94102
Through the proposed Middle School Counseling Program, SFUSD seeks to expand the counseling and mental health services provides to 10 middle schools serving 6,599 students. SFUSD seeks to help the schools transform their culture so that students are instead engaged with restorative approaches and counseling that fosters their development, achieves social justice, and develops high-achieving and joyful learners. The SFUSD will use research-based and model strategies to increase schools’ capacity to meet students’ psychosocial needs and reduce barriers to learning.
Olympic Educational Service District 114
Project Director: Kristin Schutte
105 National Avenue North
Bremerton, Washington 98312
The School Counseling Enhancement Project (SCEP) proposal represents a collaborative partnership with the Olympic Educational Service District (OESD) and Port Angeles School District to establish and expand school counseling services for the district in three rural elementary schools serving 1392 students. The SCEP will adopt the American School Counselors Association National Model. As per the model, the majority of the school counselors’ time is spent delivering direct services (e.g., individual and group sessions) as well as implementing two school-wide guidance curriculum – Second Step and Why Try. Both model programs are effective in increasing students’ social, emotional, and behavioral (SEB) competence.
The project goals are: Goal 1: To implement a comprehensive elementary school counseling program that is responsive and proactive to the mental, SEB and academic needs of students within targeted schools; Goal 2: To improve school climate and culture; and Goal 3: To bridge the gap between school and community-based mental health systems.
Alamance-Burlington School System
Project Director: Marrius Pettiford
1712 Vaughn Road
Burlington, NC 27217
Project ACHIEVE – Alamance Counselors High Expectations Value Excellence—will provide funding for essential school counseling services at six of the most disadvantaged elementary schools in the Alamance-Burlington School System (ABSS). Consistent with the purpose of this grant program, the goal is to expand the elementary school counseling programs, thereby contributing to the education of all students to meet high academic standards and become responsible citizens in a rapidly changing world. The objectives are aimed at increasing the availability, quantity, and quality of school counseling services; developing the cultural and linguistic competencies of school counselors to better serve the needs of a diverse population; improving students’ academic achievement; reducing student disciplinary problems; and enhancing career awareness in students.
Lakeside Union School District
Project Director: Nancy Fink
12335 Woodside Avenue
Lakeside, CA 92040
The Lakeside Union School District (LUSD) proposes to initiate the “Excellence for All” Project based on the American School Counselor Association (ASCA) National Standards for School Counseling and a Public Health Framework. Two counselors and a social worker will be hired to implement the coordinated, multi-campus wide plan at four elementary schools. Direct services will be provided to all students, with a special focus on services for at-risk and high risk students, including English Learners and students with disabilities. The intended outcome is to increase educational achievement rates for all students with support from project team, families and community partners.
The project’s first goal is to initiate a strong standards based counseling program to maximize student’s emotional development and learning readiness. Goal 2 is to create a harmonious, peaceful school environment and the final project goal is to involve parents and community partners, including those experienced in working with a variety of ethnic and cultural issues, in project activities to increase educational achievement for all.
Oceanside Unified School District
Project Director: Randel Gibson
2111 Mission Avenue
Oceanside, CA 92058
The Oceanside Unified elementary counseling project will serve four high needs elementary schools. The three program goals are: 1) Implement a comprehensive elementary school counseling program that is data driven, standards based, accountable for results and serves as a catalyst for expansion throughout the district, as well as influence and support efforts in other districts; 2) Ensure all students develop the personal/social knowledge, attitudes and skills that will lead to improvements in behaviors that support increased academic achievement; and 3) Identify and provide systematic interventions for students experiencing barriers to academic success.
Crescent Public School
106 N. Magnolia
Crescent, OK 73028-0719
The proposed project will serve 100% of the Crescent Public School students, K-12, parents, teachers and community living in rural Oklahoma. Project Pathways will enable schools to develop promising and innovative approaches for initiating or expanding counseling programs in elementary and secondary schools. Each program will contribute to the personal growth, educational development, and the emotional well-being of students at this critical time in their lives.
The District will partner with the Office of Juvenile Affairs (OJA), Logan County Health Department, Logan County Department of Human Services, Logan County Youth & Family Services, Inc., Oklahoma State University Extension Center, OSU Child Development, Oklahoma Parents As Teachers Program, Lion’s Club, Ministerial Alliance, Juvenile Probation Services, Logan County Sheriff’s Department, Crescent Police Department, Crescent Afterschool Program, YMCA and others will be added yearly to build on a broad coalition of community groups. A variety of school and community-based services will be implemented that is designed to reduce the risk of violence and improve the quality of life for the students and families of Crescent Oklahoma and its area communities.
Science-based approaches will be implemented to achieve aims such as promoting students’ cooperation with their peers, setting standards of behavior, developing healthy student/family relationships, increasing parental involvement in schools, building emotional resiliency, and strengthening communication and problem-solving skills.
Southgate Community School District
Project Director: Mary Lou Provost
13305 Reeck Road, Suite 100
Southgate, MI 48195
Southgate, Michigan is the “south gate” to the Detroit metropolitan area. The goal of the project, “Comprehensive Elementary Counseling: Roadmap to Success,” is to establish a systemic, comprehensive elementary school counseling program for all students.
The first objective will measure all K-5 students interpersonal and resilience skills acquisition by having three social workers deliver classroom lessons using the reach-based Michigan Comprehensive Guidance and Counseling Model and Michigan Model Healthy Students curriculum which addresses academic, career, and personal/social domains. The second objective follows current research that integrates guidance and counseling into the total education system rather than perceiving it as an ancillary service. Our efforts will increase positive student behavior and decrease student discipline referrals and, in the process, provide students with lifelong skills to become productive members of society.
Lake County Office of Education (LCOE)
Project Director: Joyce Elmer
1152 South Main Street
Lakeport, CA 95453-5598
LCOE Elementary School Counseling Program (the “Project”) will benefit 701 students in two elementary schools in the Lakeport Unified School District and the Lucerne Elementary School District (the “Districts”). The Project will provide prevention-oriented clinical and counseling services, integrated with other comprehensive support services (health care access, etc.). The Safe Schools/Healthy Students program of the LCOE will implement the Project.
The Goals of the Project are: (a) improved social, emotional, and cognitive functioning of lower-acuity students; (b) improved social-emotional functioning of higher-acuity students; and (c) parents able to support their children’s healthy development.
Anaheim City School District
Project Director: Wendy Dallin
1001 S. East Street
Anaheim, CA 92805
The JumpStart for Kids project will build on the district’s experience and solid infrastructure in school-based health programs by initiating a comprehensive school counseling program. Services in all three tiers of the research-based Oregon Model will be delivered at the three target school sites by five school counselors.
Goal 1: Implement a comprehensive and integrated school counseling program based on the Oregon Model
Goal 2: To improve teachers’ understanding of student mental health and behavior issues, and increase their levels of cultural competency
Goal 3: To maintain community support and sustain the JumpStart 4 Kids Initiative
Crawford County Community School Corporation
Project Director: Cynthia Cain
5805 E. Administration Road
Marengo, IN 47140
The Crawford County Community School Corporation, along with its community partners, proposes a four-pronged plan for the County’s five Title 1 elementary schools. Specifically, the plan focuses on (a) increasing access to mental health care treatment for students through the addition of one school counselor, one school psychologist, and two school social workers; (b) implementing a comprehensive counseling plan through Indiana’s Gold Star Counseling Initiative; (c) providing research-based interventions including Caring School Community; and (d) increasing the school’s infrastructure for providing prevention, detection, intervention, and treatment for mental health issues through additional training for teachers and staff.
School District of Lomira
Project Director: Misty Peto
1030 Fourth Street
Lomira, WI 53048-0919
Through comprehensive needs assessments and data analysis we have identified needs of students and gaps in our existing programming. In response, we designed a project that provides a continuum of prevention strategies and universal, selected, and targeted supports, as well as Positive Youth Development Program for students. Through the Elementary and Secondary School Counseling Program we will expand our mental health personnel and enhance and extend the array of services provided for students in grades 7-12 in order to more effectively address the mental health, social-emotional, and behavioral needs of students.
Key strategies are –
- Universal Strategies
- Increase Mental Health Personnel
- Link Crew & WEB Transition and School Culture Programs
- Safe School Ambassadors Bullying Prevention and Intervention Program
- Life Skills Training Substance Use and Violence Prevention Program
- Individual Planning Conferences
- TeenScreen Schools and Communities & SOS Suicide Prevention and
- Selected Supports
- Student Assistance Program & Student Support Groups
- Targeted Interventions
- Big Brothers Big Sisters School-based Program
- Individual Counseling using Brief Intervention and Motivational Interviewing
- NOT on Tobacco – tobacco cessation support groups
- Coordinated Service Teams and Therapy
Wyandanch Union Free School District (WYFSD)
Project Director: Pless Dickerson
1445 Dr. Martin Luther King Jr. Boulevard
Wyandanch, NY 11798
Using a resiliency model, the proposed project will provide needed social work and guidance support for elementary school students in the Wyandanch UFSD so that they may succeed in school and become productive members of society. Through the hiring of three full-time staff, the proposed project will build an infrastructure for sustainable mental health services, building protective factors of children in the WUFSD community and providing resources for parents to help their children succeed in school and life in general.
The WUFSD will contract with local organizations with experience implementing evidence-based programs for at-risk student populations. They will contract with the North Shore Child and Family Guidance Center (NSCFGC) to provide two social workers to implement the CASASTART Model. At least one social worker will be bilingual in Spanish. Additionally, Eastern Suffolk BOCES (ESB) will provide a guidance counselor for the proposed project utilizing the Project SUCCESS Model. This model will be used to help students increase their developmental assets by teaching resistance and social competency skills.
Both contracted agencies will also provide staff development and parent programs to improve district and community infrastructure for the early identification of mental health problems among youth as well as providing resources to improve student educational and social outcomes.
Lemon Grove Elementary School District
Project Director: Rick Oser
8025 Lincoln Street
Lemon Grove, CA 91945
Pyramid to Success will utilize a research and results-based, prevention and early intervention focused model within the Response to Intervention (RTI) framework. The model will integrate existing school and community services with proposed services resulting in seamless delivery of a comprehensive program which address identified student needs. Pyramid to Success will provide training in RTI to staff and will utilize all four components of the model; universal screening, three tiers of instruction; monitoring for individual students and the program as a whole, and assurance of fidelity through staff training and monitoring.
Chico Unified School District
Project Director: Scott Lindstrom
1163 East Seventh Street
Chico, CA 95928
The district will serve students in six elementary schools with a three tier elementary student support program. The program will provide integrated support services in a culturally competent and linguistically appropriate manner. Collaboration with current school and community supports will create a seamless support system for grades K-6.
100% of students will receive Tier 1 services, which include school-wide Best Behavior training, along with classroom lessons teaching social-emotional learning and bullying prevention. Targeted intervention services will provide 10% of 4th-6th graders with small group counseling for transitions and social skills. Tier 3 will provide individual counseling and behavior support plans for high-risk K-6 students and will serve 5% of the student population. Parents will be provided information regarding all program components. Parents and teachers of students in Tiers 2 and 3 will be provided additional consultation and coaching with the counselors and psychologists.
Webster Parish School Board
Project Director: Jill Wadlington
1442 Sheppard Street
Minden, LA 71055
The three elementary schools included in this project suffer declining academic performance with Stewart Elementary being on the verge of state takeover. The behavior referrals at each school are increasing to near 10% annually, and significant numbers of students are being suspended.
Evidence-based research has been used to develop a comprehensive plan of mental health prevention and intervention services by: 1) school-based mental health professionals to provide individual and family counseling; 2) provide professional development for teachers and school staff to provide them with the knowledge to recognize early warning signs and make appropriate referrals; and 3) offering afterschool counseling-related activities to students.
Student outcomes will be: 1) increased academic achievement in math and ELA; and 2) improved behavior with fewer referrals and suspensions.
Moorpark Unified School District (MUSD)
Project Director: Juanita Suarez
5297 Maureen Lane
Moorpark, CA 93021
The district proposes to implement a comprehensive counseling program modeled after the ASCA framework and using a Response to Intervention (RtI) delivery system. We will involve existing staff, hire three counselors, and link with five partner agencies to provide evidence-based school-wide youth development support and increasingly intense small group and individual interventions as needed.
MUSD project goals are: 1) close gap between MUSD student/health professional ratios; 2) to improve services to meet students’ academic, developmental, and social needs by implementing all four ASCA model elementary counseling program components; 3) develop long-term capacity for positive behavior, social competency, academic achievement, and emotional well being; and 4) to improve infrastructure for counseling services through linkage with partner agencies.
PR # Q215E100591
Educational Service District 123
Project Director: Diane Shepherd
3918 W. Court Street
Pasco, WA 99301
The Helping Every Learner prepare for Success (HELPS) project seeks to provide school counselors for 7 elementary schools in rural Southeastern Washington State that currently have no such resources. This project is a result of a commitment between the Educational Service District 123 (ESD 123), elementary schools in Walla Walla and Garfield Counties, public and private service providers, community members and youth/families.
The goals of the program are to provide a total of 4.75 school counselors across 7 schools that will provide counseling support to children, implement evidence-based programs and frameworks including Second Step, Steps to Respect, Response to Intervention, and Positive Youth Development. The counselors will also provide counselor-led instruction in classrooms and to groups of students, provide support to fellow teachers and staff on model implementation and work with various entities to develop the necessary multi-layered approach that will create intervention points both within the school and community.
PR # Q215E100603
Portland Public Schools
Project Director: Grace Valenzuela
196 Allen Avenue
Portland, ME 04103
Project THRIVE proposes to design and implement evidence-based mental health services within East End Community and Lyman Moore Schools utilizing a comprehensive, integrated model of a continuum of care that promotes resiliency and success in school and life. A “public health approach” to mental health care will be utilized to serve a total of 955 elementary students in grades K-8. Both schools are identified as low-achieving schools, and East End Community School is under Continuous Improvement Progress School (CIPS) as identified under NCLB.
The overall goal of the project is to support and nurture the mental health and well-being of children to ensure positive educational outcomes. Project THRIVE will partner with community-based agencies with extensive professional experiences in health and mental health services to carry out its goals, objectives, and outcomes. The application of developmental, preventive, and comprehensive evidence-based practice will improve student attendance, discipline rates, and academic achievement, as well as support parents and help build capacity among school-based personnel in working with children.
PR # Q215E100604
Board of Education of the City of St. Louis
Project Director: Linda Riekes
801 North 11th Street
St. Louis, MO 63101
The St. Louis Public Schools will implement a comprehensive and cohesive model for addressing the mental health needs of all of its elementary grade students. The multi-layered model will provide a strong continuum of evidence-based behavioral interventions, be grounded in data-based decision making and problem solving, focus on positive youth development, and reinforce and extend the scope of effectiveness of the district’s existing comprehensive guidance framework. The model will be refined and tested in 8 district elementary schools, with successful components of the model transported to other district elementary schools starting in Year 2.
The St. Louis Elementary Counseling Initiative will also focus on lowering counselor-to-student ratios in participating schools, reducing the incidence of violence and disciplinary infractions, and improving cultural competence and linguistic appropriateness across all levels of the mental health support system.
PR # Q215E100615
Fayette County Public Schools
Project Director: Kim Hooks
701 East Main Street
Lexington, KY 40502
The Fayette County Public School District proposes A Positive Vision, a comprehensive program that will expand mental health counseling services for students; reduce disciplinary referrals; increase academic achievement while reducing the achievement gaps; increase teacher skills; reduce teacher turnover; and increase parent/community involvement. The program will implement Positive Action, a research-based, SAMHSA Model program with an integrated, comprehensive, coherent program for schools, families, and communities.
A Positive Vision will target two of the district’s lowest performing middle schools (1100 students) that have high disciplinary referrals and suspensions.