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Elementary and Secondary School Counseling Programs

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FY2013 Grantee Award Abstracts

Fiscal Year 2013
Program Abstract

County of Maricopa Osborn School District #8 (AZ) $396,780
County of Maricopa Osborn School District #8 will implement the nationally recognized and science based model: Positive Behavior Intervention and Support (PBIS) as the primary theoretical foundation. Each school will build upon an established PBIS leadership team to expand implementation to all three tiers of the PBIS model within their specific school community.  School-based Counselors will provide individual and group therapy as part of the Tier II and Tier III components of a complete School-Wide PBIS program.  In an effort to focus on building strong behavioral skills early on, the project will utilize the child therapy program, Dinosaur School, for reducing disruptive and aggressive behavior and increasing pro-social behaviors.  The project will utilize both the classroom and small group therapy intervention to build a prevention component and respond to the needs of students requiring intensive behavioral and emotional intervention.  This evidenced Based program will be delivered by the school based counselors.  

Alhambra Unified School District (CA) $396,657
Alhambra Unified School District (AUSD) will implement the Gateway to Success Elementary Counseling Program (Gateway) to address identified gaps and weaknesses in services and infrastructure.  Gateway will integrate Social Emotional Response to Intervention (SE-RTI), aligning with the RTI framework.  This framework is supported by the American School Counselor Association (ASCA) Gateway’s goal is to offer broad based prevention/early intervention services to all students currently enrolled in elementary schools (K-5).  Core to Gateway are six critical components that reflect the four quadrants outlined by the ASCA National Model. These components include: 1) Management Integration Team; 2) Elementary Counselor; 3) School Site Team; 4) Community Partnerships; 5) Training; and 6) Comprehensive Program Evaluation. To address gaps and weaknesses in the district, this program will focus on addressing:1) Inadequate counseling; 2) Fragmented availability of triage and crisis intervention services; 3) Violence related behaviors leading to disciplinary referrals; and 4) Student at risk behaviors linked to poor social, academic and emotional outcome. 

Cajon Valley Union School District (CA) $399,304
Cajon Valley Union School District (CVUSD) will implement the Supportive Schools: Successful Students (4S) program to offer comprehensive counseling services with social emotional learning curriculum—Second Step and Positive Behavioral Interventions and Supports (PBIS). The goals of 4S are to reduce student to counselor ratio from 2071:0 to 628:1, reduce disciplinary referrals, increase student attendance, increase self-reported levels of school connectedness, and increase opportunities for parent involvement and education.  With close proximity to multiple military facilities in and around San Diego County, 4S will use grant funds to identify military connected students and families.  The data gathered will help inform the establishment of sustainable military-friendly school climates that improve students’ social, behavioral, and academic outcomes. 

Cutler-Orosi Joint Unified School District (CA) $322,694
Cutler-Orosi Joint Unified School District project includes the following goals: (1) elementary schools will promote a culture of achievement in a safe, supportive environment; (2) an integrated continuum of research-based strategies will reduce the need for crisis intervention; (3) an effective management plan will achieve the objectives of the school counseling program and produce program practices with potential for replication and dissemination.  Goals include improving school climate, school connectedness, parent involvement, and student resiliency, social competencies, and student decision making skills. Grant funds will provide for a counselor at each elementary school site.  Counselors will implement the Second Step curriculum, in alignment with the district wide PBIS and RTI frameworks.

Desert Sands Unified School District (CA) $267,922
Desert Sands Unified School District, CONNECTIONS’ program’s overarching goal is to improve K-5 students’ psychological health, by increasing the numbers of Mental Health Professional’s at elementary schools to provide counseling at school and at students’ homes.  CONNECTIONS focuses on: creating more caring and connected schools through increased counselor presence at K-5 schools; training for most school personnel; emphasizing anti-bullying strategies; targeting students with chronic misbehavior (including truancy); and targeting students with adverse economic and psychological issues in their families.  CONNECTIONS will augment and expand counseling, in-service training, and other services performed by the district’s Student Assistance Program’s (SAP).  SAP will roll out CONNECTIONS at six of its 20 K-5 schools.

Earlimart School District (CA) $249,738
Earlimart School District will implement the SECOND STEP Violence Prevention Curriculum – a K-8th grade research-based program designed to reduce aggression, promote positive social behaviors, and increase success in schools, at two of the district’s elementary schools.  The district will use grant funds to hire two fully qualified and certified fulltime counselors, one at each school – to implement group and individual counseling services for all students under the SECOND STEP Violence Prevention Curriculum.  The goals of the program is to improve the academic success of the students by helping them manager anger, improving their relationship skills, gain self-control in a classroom setting and learn to set positive goals.

Elk Grove Unified School District (CA) $398,498
The Elk Grove Unified School District will implement Project GROW “Getting Ready for our World”, an elementary school counseling program that will bring significant new resources to five of their most disadvantaged schools.  Project GROW includes  a systemic, public health model that is designed to positively impact the learning environment at multiple levels with strategies that will produce long-term, sustainable change.  “Project GROW”will increase the ratio of school mental health professionals to students at the targeted schools by creating a continuum of care that forges new linkages among school staff, parents and community-based agencies.  Project GROWwill impact every student using evidence-based universal  intervention programs that build resilience and strength, prevent mild to moderate behaviors from becoming worse, and direct intensive services where they are most needed.  

Montebello Unified School District (CA) $395,768
Montebello Unified School District (MUSD) will implement the Project Safety Net program, which will transform the structure and process for counseling in their schools and ultimately result in a comprehensive system for addressing the counseling and educational needs of all students.  Starting with five elementary schools, MUSD will ensure that each student has on-campus access to highly qualified clinical social workers who will play a key role in instituting a screening and detection system followed by targeted interventions that work in conjunction with school-wide prevention strategies to improve mental health and well-being, student engagement and achievement.

Mountain Empire Unified School District (CA) $397,320
Mountain Empire Unified School District (MEUSD) will implement project RISE UP, a data management system which will allow counselors increased access to current data for instructional improvement and policy practices in an effort to compel a change with behavior referral rates, truancies and suspension.  Project RISE UP has three goals that intersect to provide a comprehensive multi-level, data driven and systematic approach to supporting students, teachers and administrators in helping to remove barriers that impede student progress toward achievement.  The goals of project RISE UP include; establishing a school counseling program in the elementary schools; enabling more decision-making through the collection, analyzing and use of high quality and timely data to improve instructional practice and policies and to positively impact student outcomes.  MEUSD plans to use grant funds to hire mental health professionals for project RISE UP.

Sierra Sands Unified School District (CA) $200,000
Sierra Sands USD will implement a sustainable and effective early intervention mental health support service that will meet the student’s social and emotional needs to support academic achievement.  The project will focus on the enhancement and expansion of existing counseling services at the elementary level.  The district will utilize the “Steps to Success, Second Step and Sense of Self” curriculum with a focus on disruptive, aggressive and bullying behaviors.  Delivery of services will be done through classroom-based lessons, small group sessions and individual services for more intense intervention.  The integration of data and data-based decision-making into the counseling services program and instructional design is the overall goal of this project. 

Summerville Elementary School District (CA) $340,547
Summerville Elementary School District will implement a “Public Health Framework” for the delivery of mental health services and support for school aged children in three of their elementary schools.  The collaborative project entitled “Linked to Kids” will remove barriers for learning through an integrated comprehensive and cohesive continuum of support that promotes healthy and positive youth development through early intervention.  Student outcomes for the project will be 1) improved academic performance as evidenced on State mandated testing, and 2) improved soci-emotional status as evidenced on the Healthy Kids Survey.

Willits Unified School District (CA) $396,373
Willits Unified School District (WUSD) proposes to strengthen WUSD’s counseling program to increase the healthy development of the district’s elementary students. The grant funds will be used to hire mental health professionals to improve the counseling infrastructure in the district.  The project will build counselor and staff capacity by providing professional development trainings such as International Institute for Restorative Practice’s “Safer Saner Schools” and “Community Boards Conflict”.  The project will provide support to improve the school climate through implementing “Safer Saner Schools.  The project will provide individual and group counseling services for students and provide guidance to parents and family members.

Bloomfield Public Schools (CT) $308,740
Bloomfield Public Schools (BPS’s) will implement a K-6 integrated school counseling and mental health program project designed to introduce or expand school counseling approaches and strategies.  The project district will create and test a strong infrastructure for elementary student and family support that can be replicated with other district schools.  The district will use grant funds to hire three elementary school counselors that will provide direct counseling services to students through evidenced-based programming and to provide intervention and prevention counseling services.  Operation of the project will be in keeping with the Connecticut Comprehensive School Counseling Program Standards, aligned with the American School counselor Association’s National Standards and adopted by the Connecticut Education Department and the Connecticut Association for Counselor Education and Supervision.

Southington Public Schools (CT) $389,789
Southington Public Schools will implement a project that will focus on the expansion of the district’s current elementary school counseling program.  The project will involve the collection, analysis, and use of high-quality and timely data to improve instructional practices, policies, and student outcomes.  The project activities are designed to fulfill five project objectives: 1) provide students with the knowledge, attitudes, and skills that lead to effective, appropriate, and respectful behavior.  2) provide students with efficient learning strategies that decrease social and emotional interference and lead to improved student achievement 3) increase the capacity of the school district to design and deliver a comprehensive school counseling program for all elementary level students. 4)  improve parent-child interactions, parental functioning, and parental social support, and 5) develop and expand partnerships with local social service agencies and community groups to advance student learning and assist schools and families.

Calhoun City Board of Education (GA) $394,458
The Calhoun City Board of Education will implement a project that will expand and improve the counseling services for students in grades K-5.  The main goals of the project include:  1) improving the quality of the School Counseling Program for students; 2) increasing the quantity of comprehensive school counseling services; and 3) decreasing the number of discipline referrals.  The project will reduce ratios of students to counselors and school social workers and make the overall counseling services more comprehensive in scope by fully implementing the American Counselor Association (ASCA) National Model. 

Geary County Unified School District #475 (KS) $399,940
Geary County Unified School District will implement a project that focuses on personal growth, educational development, and emotional well-being of their elementary students.  The district will use the grant funds to develop a system designed to address the number of disciplinary referral.  The district will provide professional development and asset development based models for all K-5 staff, and will work with site councils, parent and teacher organizations during the implementation of the project to ensure counseling services are improving student outcomes.

Harlan County Board of Education (KY) $400,000
Harlan County Public Schools will implement Project HOPE, “Harlan students Overcoming Poverty and drugs through Education” a program designed to expand counseling services and create a collaborative approach to promote students’ social, emotional, and behavioral development in all seven Harlan County elementary schools. The projects goals include:  expanding student access to counseling and behavioral support services; reduce the district’s counselor to student ratio; increase availability of behavioral support services; provide ongoing professional development and training for school counselors, teachers and other key Project HOPE personnel regarding best practices and the latest evidence-based strategies for effective school-based counseling programs.  The district will use grant funds to hire 3.5 certified counselors to conduct individual and small group guidance; drug abuse prevention education activities and activities to encourage family involvement in their children’s education while supporting their emotional health and well-being.

Northern Kentucky Cooperative (KY) $371,377
Northern Kentucky Cooperative will implement a project that will meet the needs of students by expanding counseling services in district elementary schools by providing counselors to establish comprehensive programs where services have been minimal.  The project will provide support that will allow the schools to use a developmental preventive approach to provide school counseling and increase early identification and intervention services.  Support will also be provided that will improve data-based decision making within the district and to improve student outcomes.  The project is designed to meet the needs of all students and will provide more intensive support as student needs increase.  The implementation of this project will also enable schools to approach the recommended ratio for school counselors, bringing the project ratio to 1:412 from the baseline of 1: 907

Terrebonne Parish School District (LA) $397,386
In an effort to expand on innovative, research-based reform efforts, the Terrebonne Parish School District will implement the Integrating Positive Approaches to Counseling (IPAC) program. This project will contribute to broad reform efforts already occurring in the district by using a comprehensive approach to expand counseling services and implement data-driven intervention programs at four elementary school sites.  The goal of the project is to increase counseling services for 1763 students at four elementary schools and the objectives for the four elementary schools are to provide a network of services, supports and activities that promote: 1) data-driven intervention treatment, 2) improved learning conditions and academic achievement, 3) resistance to alcohol, tobacco, and drug use, and 4) pro-social skills in youth and their families. 

Everett Public Schools (MA) $382,900
Everett Public Schools proposes to implement a comprehensive mental health framework for their school counseling program that is designed to best suit the needs of all students at the grant sites.  The project is modeled after the Massachusetts Model for Comprehensive School Counseling Programs (MA Model) which follows the American School Counselor Association (ASCA) framework for school counseling programs.  The premise of the project is the development of a comprehensive array of services that will provide opportunities for academic, behavioral, experiential, and social growth for all students.  The goals of the program include:  1) expanding the capacity to provide counseling services by hiring more mental health professionals and developing better data-driven methods of identifying students who are at-risk and require more intensive services in order to succeed in school; and 2) decreasing the number of behavioral referrals and disciplinary interventions for all students.

Harford County Public Schools (MD) $382,037
Harford County Public Schools (HCPS) will address the mental health needs of students and increase student academic success and social competence by expanding counseling services at three elementary schools in the district.  The project will use grant funds to provide expanded counseling services for students whose behaviors impede their achievement and to hire an additional school counselor to provide mental health services for over 1,600 students. Through this project, HCPS will partner with Loyola University Maryland’s School Counseling Program faculty to provide professional development for the district’s elementary school counselors on the use of data-based decision-making when planning and implementation of preventive and responsive counseling services. 

Academy for Business and Technology (MI) $395,267
The Academy for Business & Technology will implement a school-based academic and mental health counseling program for students by establishing a counseling program in each of their elementary schools designed to facilitate student data-based decisions.  The project is designed to facilitate more data-based decision making by collecting data throughout the project period to help provide the specific services need for students and to implement an effective school counseling program that will improve instructional practices and policies.  The project will use grant funds to hire three school counselors to assist students with prevention, intervention and social skills.  The goals of the program is to:  (1) reduce the student/professional mental health ratios; (2) decrease student disciplinary problems and referrals; (3) increase student achievement and improve behavior; (4) implement an effective school counseling program which will increase student promotion rates; (5) improve parenting skills, home support, and reduce risk factors; (6) increase agency collaboration and enhance inter/intra-agency functioning; and (7) increase provision on ongoing professional development.  

Eastern Upper Peninsula ISD (MI) $372,944
Eastern Upper Peninsula will implement the 4S for Change project “Student Success through School Support” counseling program in three of the district’s elementary schools.  The goal of the project is to improve behavior and academics by providing adequate and effective supports that are desperately needed by the students.  The project will work with the region’s PBS (Positive Behavior Supports) effort and will provide counseling services for students using the American School Health Association’s guidelines for a model counseling program.  The project aims to decrease mental health professional to student ratios, decrease discipline referrals, and provide resources that improve the use of PBS in the district’s schools.

Eastern Suffolk Board of Cooperative Educational Services (NY) $365,590
The Eastern Suffolk Board of Cooperative Educational Services – “ESBOCES”, will implement a model comprehensive elementary school counseling program in the Central Islip Union Free School District. The project will be implemented in the districts’ grade 5 and 6 schools with the potential to expand to other elementary schools in the district and throughout Suffolk County.  The project will hire and support two full time School Counselors to expand counseling services consistent with the American School Counselor Association and the New York State Counselor Association models for these students and families.

Imagine Me Leadership Charter School (NY) $317,305
Imagine Me Leadership Charter School will implement the BUILDING RESILIENT BOYS OF COLOR (BRBC) project to address the social-emotional and mental health needs of elementary students at the Charter School.  The goal of the project is to develop a comprehensive program that makes school mental health services an essential element in improving educational outcomes and supporting healthy development.  Using a positive youth development approach, BRBC will build protective factors to develop all students’ long-term capacity for positive behavior, social competence, academic achievement, and emotional well-being. It will also strengthen both internal capacity and external links to increase Imagine Me Leadership’s ability to respond to mental health needs through prevention, detection, intervention and treatment.

Salamanca City Central School District (NY) $312,009
Salamanca City Central School District will implement the project Counseling Outcomes Leading to Student Success (COLtSS). The project will address the needs of K-6 students and families at two of the districts elementary schools.  Funds awarded by this grant will be used to hire mental health professionals that will minimize the gap between the students and mental health professional ratios to serve the students with mental health needs.  The project will also implement Tiers Two and Three of the Positive Behavioral Interventions and Supports along with targeted classroom programming “Project Wisdom”, “Bully-Free Classroom” and “Why Try”.  The project will utilize data for early identification as an on-going monitoring of students in need of intervention counseling services.  The goals of the program 1) to build an elementary foundation (grades kindergarten through six) to provide a safe environment that is conducive to learning and positive development for all students; 2) to expand and enhance infrastructure protocols and student services to identify and provide early interventions for at-risk students; and 3) to expand and enhance infrastructure protocols and student services to provide intensive interventions for chronically troubled students.

Bellaire Local School District (OH) $169,173
As a member of a partnership that will serve four Appalachian Ohio school districts, Belmont Local School District with implement the Belmont Elementary Counseling Program (BECP).  The mission of the BECP is to develop a comprehensive and intricate plan that will enable schools to utilize innovative approaches for initiating and expanding elementary counseling programs in the four districts and improve instructional practices, policies and student outcomes through data-based decision-making. The project will use the “Public Health Framework” model which encompasses a multi-layer approach to address the development of a continuum of student supports through the project design while it strengthens the district’s collaboration with community programs to promote integration of services for students and their families.

Columbus Preparatory Academy (OH) $399,160
To meet the needs of students, the Ohio Charter School Consortium project will expand the current elementary school counseling program at eight K-8 schools which are limited to only social workers and contracted school psychologists. The expanded program will provide school counselors to the eight K-8 schools and reduce the student to counselor ratio to 293:1 from 2056:1. The Consortium will adopt and implement the ASCA National School Counseling Model at each school in order to address the needs of the students.  The program will build capacity in each of the eight K-8 schools by adding qualified elementary school counselors; providing professional development opportunities; and acquiring the curriculum and materials needed to implement a comprehensive school counseling program.
The expansion of the elementary school counseling program will result in system change by providing counseling services to address the academic, emotional, and career needs of all of the students in the Ohio Charter School Consortium.

Meigs Local School District (OH) $379,397
Meigs Local School District will collaborate with a variety of community agencies to implement a comprehensive, school and community response to address the mental health needs of youth and families in the community.  The project is a multi-level, multi-strategy initiative that seeks to reduce risk factors and enhance protective factors based on a public health framework.  The proposed interventions are evidenced-based model programs and incorporate a strong evaluation and quality improvement components.  The goals of the project are to address mental health needs of students by: implementing the Ohio Collaboration Model for School Success; implementing the SAMHSA model program Project SUCCESS; implementing the SAMHSA model program Creating Lasting Family Connections; implementing the SAMHSA model program Positive Behavior Intervention Support.

Rattan Public Schools (OK) $254,042
Rattan and Moyers public schools will collaborate with outside agencies to implement a comprehensive school counseling program.  This program will feature Social Emotional Learning for Life approach to improving student behavior and academic performance. The schools will share four mental health experts who will spend a majority of their time in small group or one on one counseling sessions.  The Department of Human Services, the Choctaw Nation of Oklahoma, and the Rattan City Police will serve as major partners in the project.  The project will be constructed to include extensive and constant feedback and evaluation.  The plan will lead to a year by year improvement in student academic performance, decrease in behavior referrals, increase in community collaboration, and increase in parental involvement in children’s development.

Navasota Independent School District (TX) $399,922
Navasota Independent School District proposes “Counseling in the Early Years”.  The project will create a unified counseling program based on the American School Counseling Association's (ASCA) National Model.  The grant funds will be used to hire two full time counselors to provide counseling services focused on preventative and developmental appropriate curriculum, addressing bullying, substance abuse, refusal and resistance skills, social skills, etc.  Funds will also be used to provide content rich, continuous, and sustained professional development.  The goal of the program is to create learning environments that ensure every student has equal access to a quality learning opportunity that promotes social and emotional development, provide for a lower student to counselor ratio and increase the percentage of time counselors are able to provide direct services by hiring three full time counselors.

Waco Independent School District (TX) $399,584
The main goals of the Waco Counseling Project are to: 1) to build a district-wide foundation to provide a safe environment that promotes learning and positive development for all students; and 2) develop individual, classroom-based and family involvement interventions that meet student needs. These goals are accomplished through implementation of prevention and early intervention programs that promote effective counseling practices, foster and expand in-service training and skills development, and encourage greater parent and community involvement in school support services.  The program objectives used to achieve these goals focus on improving youth social/behavioral and academic skills; increasing healthy behaviors; and improving teachers’ knowledge and skill in developing social-emotional competency in students.  While introducing evidence based curriculum to the students at the five target schools will provide an increase in building resiliency, building infrastructure through the development of procedures, protocols, data collection, training, and referral linkages will provide much needed wrap-around services to the families of Waco ISD.  The goals of the program include: improving social and behavioral skills; increasing use of healthy behaviors; improving academic performance; increasing teachers’ knowledge of mental health issues; and creating a lasting infrastructure for mental health and student support services.

Kershaw County School District (SC) $394,372
The Kershaw County School District will implement the “Compass Project:  Positive Direction for Our Students and Our Schools” program for the purpose of improving student behavior likely to lead to disciplinary action and to increase the availability, range, quality and quantity of the district’s elementary (PK-8) counseling services.  Kershaw County School District’s project is based on an extensive planning process that included a comprehensive needs assessment and demonstrates strategic alignment between identified needs, gaps, existing infrastructure and resources.  The strategies chosen by the district were selected to meet the specific needs of their diverse target population.

Tooele County School District (UT) $399,649
Tooele County School District will implement an elementary school counseling program designed to promote personal growth, educational development, and the social-emotional well-being of students through expanded, comprehensive, best-practice counseling programming.  Project goals and outcomes address closing the gap in student-counselor ratios as recommended by ASHS; decreasing number of yearly disciplinary referrals; decreasing Risk Factors and increasing Protective Factors of students; improving the school environment; and the development, implementation, and accountability of a standardized school counseling model.  The program will be implemented as part of a coordinated community-wide prevention effort and, as such, will be embedded in a Communities That Care (CTC) framework – a proven public health approach to prevention.   Within this framework, the developmental preventative counseling program entails multi-layered coordinated approaches addressing the continuum of student needs; strategies are culturally, linguistically, and developmentally appropriate and evidence-based.

Milton Town School District (VT) $204,143
Milton Town School District proposes a counseling program designed with four main goals and objectives.  Goal 1 is to improve data collection and analysis to support timely decisions and policy actions.  Goal 2 is to improve counseling and community outreach to students and families to help mitigate the effects of outside factors on students.  Goal 3 is to improve student to mental health professional ratios and develop practical curriculums that address mental health issues.  Goal 4 is to provide faculty and staff training and support services.  The project is designed to build a comprehensive and timely data collection and analysis plan that will assist with more responsive and effective data-based decision making at the school and within the community with regards to the counseling needs of students and families. 

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Last Modified: 08/15/2013