Program Focus
Beliefs
School Counseling Philosophy
I believe all students should have access to an exceptional, equitable education provided in a safe school environment. All students have the ability to achieve academic, social/emotional, and postsecondary success with the support of a comprehensive school counseling program. I believe that every student has the inherent right to feel safe and respected at school, and I will work diligently to create a positive social justice-oriented climate. In collaboration with educational stakeholders, I will use data-driven practices to narrow achievement gaps and ensure all students’ needs are met, while working simultaneously to eliminate social/emotional barriers that interfere with academic achievement.
Diversity Statement
I respect all people regardless of their ethnicity/race, religious/spiritual identity, socioeconomic status, sexual identity or orientation, developmental challenges, unique physical characteristics, etc. I believe all PreK-12 students have the potential to succeed academically, socially, and emotionally. In the school setting, I have the privilege of working in a diverse climate. As a multicultural competent school counselor, I recognize and continually reassess my worldview, including my beliefs, values, and potential biases. Furthermore, I continually educate myself so that I use culturally appropriate practices and intervention strategies. Within the school community, I advocate for social justice and educate students about inclusion, tolerance, and honoring differences to help make our school and world a greater, safer place for all.
Vision Statement
All York Elementary School students will be motivated and empowered learners prepared to reach their fullest potential, graduate postsecondary- or career-ready, and become productive members of 21st Century society.
Mission Statement
The School Counseling Program at York Elementary School will provide a relevant and engaging education that emphasizes equity, access, and success for every student to foster the social/emotional, academic, career, and STEM development of all students.
Program Goals (2022-23)
- By June 9, 2023, the identified students will decrease their number of cumulative unexcused absences by 50%, from 214 to 107. (Closing-the-Gap Goal)
- By June 9, 2023, the identified students will decrease their number of cumulative self-injury/suicide assessments by 52.6%, from 19 to 9.
Standards
"These standards help new and experienced school counselors develop, implement and assess their school counseling program to improve student outcomes." (American School Counselor Association (ASCA), 2019)
Student Standards
"ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student" (ASCA, 2014)
North Carolina Guidance Essential Standards (Public Schools of North Carolina, n.d.)
"Social Justice Standards: The Teaching Tolerance Anti-Bias Framework" (Teaching Tolerance, n.d.)
Professional Standards
"ASCA Ethical Standards for School Counselors" (ASCA, 2016)
"ACA Code of Ethics" (American Counseling Association (ACA), 2014)
Direct and Indirect Student Services
"School counselors deliver developmentally appropriate activities and services directly to students or indirectly for students as a result of the school counselor’s interaction with others. These activities and services help students develop the ASCA Mindsets & Behaviors for Student Success and improve their achievement, attendance and discipline. A minimum of 80% of a school counselor's time should be spent in direct and indirect student services." (ASCA, 2019)
Direct Student Services
Instruction
Appraisal and Advisement
Counseling
Indirect Student Services
Consultation
Collaboration
Referrals
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