2 Page Reflection I need an assessment or reflection for the below assignment named FINAL. Pleas include an abstract. I uploaded a sample so you can see it

2 Page Reflection I need an assessment or reflection for the below assignment named FINAL. Pleas include an abstract. I uploaded a sample so you can see it. Its on page 22 .

I also need powerpoint slides. 7 – 10

PLEASE FOLLOW THE SAMPLE ATTACHED ! | P a g e 1

DEFINE


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Mission Statements
Anaheim Elementary School District (AESD)

Anaheim Elementary School District provides high quality schools for a diverse student
population. The educational program focuses on mastery of skills, enabling students to live
productively in a changing society and, in so doing, develop in them responsibility, confidence,
and enthusiasm for lifelong learning.

Ponderosa Elementary School

Ponderosa Elementary is committed to providing a safe, diverse environment that works to
inspire responsibility and enthusiasm to facilitate and encourage the skills necessary for all
students to be confident in their pursuit of their future dreams and goals.

Ponderosa Elementary School Counseling Department

Ponderosa Elementary School’s Counseling Program supports the educational process through
classroom lessons; helping students struggling with academic, emotional, or behavioral issues;
and helps strengthen families struggling with difficulties at school or at home.

Narrative:

The mission statement of AESD was acquired at anaheimelementary.org/mission-and-vision/
#targetText=Anaheim%20Elementary%20School%20District%20provides,and%20enthusiasm%
20for%20lifelong%20learning. Ponderosa Elementary School’s mission statement was gathered
with an emphasis to meet the need for students to obtain the knowledge and skills needed to
become successful in their future. The counseling department mission at Ponderosa was obtained
by coming to an agreement that the core beliefs developed offer an overall representation.

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Vision Statements
Anaheim Elementary School District (AESD)

Together, we create a service-oriented culture of excellence where success for each student and
all relationships reflect our core values.

Ponderosa Elementary School

Ponderosa is an academic community where scholars, staff, and parents work together to foster
lifelong learners with emphasis on PRIDE, Respect, Excellence, Success and Scholarly
Behavior. Ponderosa prepares scholars to be competitive in the global economy through
intensive instruction of Mathematics and Science, using Project Lead the Way curriculum.

Ponderosa Elementary School Counseling Department

Together, we help every student to become a thriving, caring, and resilient member of society,
utilizing life skills to gain every day success and happiness.

Narrative:

The vision statement of AESD was acquired at anaheimelementary.org/mission-and-vision/#
targetText=Anaheim%20Elementary%20School%20District%20provides,and%20enthusiasm%2
0for%20lifelong%20learning. Ponderosa Elementary’s vision statement was gathered with an
emphasis to meet the need for students to obtain the knowledge and skills needed to become
successful in their future. The counseling department vision was obtained by coming to an
agreement that all students gain overall happiness.

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Beliefs
Anaheim Elementary School District (AESD) believes:

A comprehensive education requires a focus on Rigor, Relevance, and Relationships; and
expects AESD to:

• Ensure students are learning at their respective grade level with the goal of being proficient
in all subjects, and by the end of sixth grade be academically and socially prepared for
seventh grade, to assure that they are on the path to college and career readiness.

• Ensure students receive an education that will foster proficiency in the English language. We
also want them to know that the District values and honors their native language and culture.
As such, we promote opportunities that sustain their native language so that they may
develop bilingual and bicultural competencies.

• Ensure students have the benefit of being at competency level as early as possible in their
K-6 education. We place great emphasis on proven, powerful, and responsive interventions
at the earliest possible stage.

• Ensure students receive a well-rounded, holistic education that includes core academic
curriculum consisting of literacy, numeracy, social and scientific studies, visual and
performing arts/music, bilingualism, technological competency, and information literacy.

• Ensure students are exposed to academic vocabulary in all subjects throughout the school
day.

• Ensure students exit our PreK-6 system with their creativity maximized and as strong
problem-solvers and critical thinkers.

• Ensure students benefit from an emphasis on the importance of good citizenship, civic
engagement, democracy, good social interaction skills, and maintaining a healthy mind and
body.

• Ensure students benefit from a school system with varied linguistic and cultural capacities to
best serve their educational needs and adequately prepare them to be global 21st century
citizens.

• Ensure students benefit from our educational and professional partnerships that are designed
to give them a unique edge in college and career preparation (through the Anaheim
Educational Pledge and the Anaheim Collaborative).

Ponderosa Elementary School believes:

• All students have worth, and can achieve and be successful learners in a changing
society.

• All students have a right to a safe and supportive learning environment, and a positive
relationship between home and school.

Ponderosa Elementary School Counseling Department believes each School Counselor::

• Champions for every student’s success.

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• Utilizes current school data and state standards to implement and determine the
effectiveness and needs of their specific program.

• Follows the American School Counselor Association (ASCA) professional ethics
guidelines.

• Advocates for each student to meet their individual needs to reach their potential.
• Bridges the gap between parents, teachers, administrators, and the community

resources to provide referrals as necessary.
• Has a State-Certified Master’s degree in School Counseling and a Pupil Personnel

Services credential.
• Takes into account appropriate developmental stages of life and learning.
• Emphasizes the importance of good citizenship, social interaction skills, and

maintaining a healthy mind and body.

Narrative:

The beliefs of AESD were acquired at anaheimelementary.org/district-goals/. The beliefs of
Ponderosa Elementary and it’s school counseling program were obtained by the School
Counselor. Our beliefs support that all students have the ability to achieve success regardless of
their cultural background. Because of this, Ponderosa Elementary School’s counseling program
will integrate activities that meet the current needs of our students and guide them through their
road to become high achievers.

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Annual Student Outcome Goals
Academic SMART Goal

By June 2020, 75% of Kindergarten students will demonstrate growth towards counting to 100 in
a count sequence, as evidenced by the district approved classroom math assessment.

Narrative: Previous data showed that some students were able to count to 100 by either 1s or in
increments of 5s or 10s. The proposed goal gives students the opportunity to be able to count by
1st, 5s, and 10s by the end of the school year.

College/Career SMART Goal

By May 2020, 87% of 5th grade students will be able to connect their personal interests and
skills with a career of their choice, as evidenced by their 5th grade project.

Narrative: Previous years’ data showed 75% of students were able to connect a personal interest/
skill to a career choice. The proposed goal plans to be met by allowing students more time for
personality and interest assessments during class and more explanations of what the different
career categories.

Personal/Social/Emotional SMART Goal

By December 2019, at least 90% of 1st grade students will understand the difference between a
small problem they can solve on their own and an adult problem they need help with, as
indicated by a teacher report.

Narrative: Previous data has shown that students in 1st grade struggle to understand the
difference between a small problem and an adult problem. The proposed goal provides
Kindergarten students with classroom lesson plans in order to help students understand the
differences and ask for help when needed. 


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MANAGE


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! School Data Summary
Create your school’s data story by reviewing the school improvement plan, school data
reports, other data resources (e.g., student behavior surveys, climate surveys, school
engagement surveys, etc.).

1. Identify who in the building can help you. Who is your data expert; who can
help you interpret the data?

a. Yadira Moreno – Principal

2. Identify the school improvement plan goals.
▪ In which areas can the school counseling program support the work?

o ELA and Math Support
o Chronic Absenteeism

▪ List those goals:
o English Learners, homeless, students with disabilities, and those of

Hispanic descent will gain a better understanding of English and Math,
as evidenced by maintaining moving up one grade level in those
subjects by the end of the school year.

o Students with disabilities will increase their attendance rates by 10%.

3. Review available school data reports for previous years to identify trends. 
For example: Is there a subgroup that historically underperforms on standardized

achievement benchmarks? Is there a grade level that historically has the most
absences? Is there a subgroup that historically receives the majority of
discipline referrals?

▪ What is working well according to your school data reports?
! Teachers are appropriately assigned and fully credentialed in the subject

area and for the pupils they are teaching.
! Pupils have access to standards-aligned instructional materials.
! Efforts to seek parent input in making decisions for the school.
! Since 2013, suspension rates have been 0.5% or lower and there has

been zero expulsions.

▪ Highlight possible areas of need according to your school data reports.
! ELA and math support for English Learners, homeless, students with

disabilities, and those of Hispanic descent.
! Chronic absenteeism for students with disabilities.

4. Compare your school’s data with district and state data or other comparable
data points.

a. ELA support and math support is needed at the district level in all races
and categories with the exception of Asian and Filipino as compared to
only for English learners, homeless, students with disabilities, and those of

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Hispanic descent at Ponderosa. Similarly, chronic absenteeism is also
shown in all races and categories with the exception of Asian and Filipino
at the district level as compared to only those students with disabilities at
Ponderosa.

5. Identify what else you need to know.
a. Additional data is needed to find what contributes to the high need of

additional support for ELA and math in order to offer additional resources
that will assist for overall success. Along with this, additional information is
needed on what can be done to support students with disabilities in their
attendance.

6. Identify and prioritize data points you will address through your school
counseling program.

Data Points

How Addressed Through the
School 

Counseling Program

1. ELA and Math Support 1. Assess and provide additional
academic and/or emotional support
and resources to English Learners,
homeless, students with disabilities,
and those of Hispanic descent.

2. Chronic Absenteeism 2.Assess for reasoning of absences
for students with disabilities and
provide support as needed.

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Classroom and Group 

Mindsets & Behaviors Action Plan
The ASCA Mindsets & Behaviors guide the planning and delivery of all student activities

and interventions. The purpose of the classroom and group Mindsets & Behaviors action plan is to provide an
overview of the delivery of direct services in large group (LG), classroom (Class) and small group (SG) settings. This
plan presents the topics addressed, and the annual calendar presents schedule of all classroom and group activities.

Use the classroom and group Mindsets & Behaviors action plan to identify all ASCA Mindsets & Behaviors addressed
through classroom and group activities. While some activities address multiple ASCA Mindsets & Behaviors, list the
activity with the primary mindset or behavior addressed by the activity. It is not necessary to repeat activities with all
ASCA Mindsets & Behaviors addressed through that activity.

School Name: Ponderosa Elementary

Mindsets Activity Participants Class/LG SG

M 1. Belief in development of whole self,
including a healthy balance of mental,
social/ emotional and physical well-being

Inside Out Group 3rd-5th X

M 2. Self-confidence in ability to succeed

M 3. Sense of belonging in the school
environment

Start with Hello K-6th X

M 4. Understanding that postsecondary
education and lifelong learning are
necessary for long-term career success

Interests & Skills 5th X

M 5. Belief in using abilities to their fullest to
achieve high-quality results and outcomes

Time to Improve 4th X

M 6. Positive attitude toward work and
learning

Resiliency Group 4th-6th X

Behavior Learning Strategies Activity Participants Class/LG SG

B-LS 1. Demonstrate critical-thinking skills
to make informed decisions

Time to Improve 4th X

B-LS 2. Demonstrate creativity

B-LS 3. Use time-management,
organizational and study skills

B-LS 4. Apply self-motivation and self-
direction to learning

Resiliency Group 4th-6th X

B-LS 5. Apply media and technology skills

B-LS 6. Set high standards of quality

B-LS 7. Identify long- and short-term
academic, career and social/emotional
goals

Interests & Skills 5th X

B-LS 8. Actively engage in challenging
coursework

B-LS 9. Gather evidence and consider
multiple perspectives to make informed
decisions

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B-LS 10. Participate in enrichment and
extracurricular activities

Behavior Self-Management Skills Activity Participants Class/LG SG

B-SMS 1. Demonstrate ability to assume
responsibility

B-SMS 2. Demonstrate self-discipline and
self-control

B-SMS 3. Demonstrate ability to work
independently

B-SMS 4. Demonstrate ability to delay
immediate gratification for long-term
rewards

B-SMS 5. Demonstrate perseverance to
achieve long- and short-term goals

B-SMS 6. Demonstrate ability to overcome
barriers to learning

B-SMS 7. Demonstrate effective coping
skills when faced with a problem

B-SMS 8. Demonstrate the ability to
balance school, home and community
activities

Time to Improve 4th X

B-SMS 9. Demonstrate personal safety
skills

Personal Space Camp 1st X

B-SMS 10. Demonstrate ability to manage
transitions and ability to adapt to changing
situations and responsibilities

Behavior Social Skills Activity Participants Class/LG SG

B-SS 1. Use effective oral and written
communication skills and listening skills

B-SS 2. Create positive and supportive
relationships with other students

Start with Hello K-6th X

B-SS 3. Create relationships with adults that
support success

B-SS 4. Demonstrate empathy Inside Out Group 3rd-5th X

B-SS 5. Demonstrate ethical decision-
making and social responsibility

B-SS 6. Use effective collaboration and
cooperation skills

B-SS 7. Use leadership and teamwork skills
to work effectively in diverse teams

B-SS 8. Demonstrate advocacy skills and
ability to assert self, when necessary

B-SS 9. Demonstrate social maturity and
behaviors appropriate to the situation and
environment

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! Lesson Plan

Lesson Plan
for

Time to Improve (lesson
title)

School Counselor: Catherine Mendez

Target Audience: 4th grade classrooms

Mindsets &
Behaviors: 


(limit of three)

M 5. Belief in using abilities to their fullest to achieve high-
quality results and outcomes; B-LS 1. Demonstrate critical-
thinking skills to make informed decisions; and B-SMS 8.
Demonstrate the ability to balance school, home and
community activities.

Lesson 1 Of 3

Learning Objective(s)/Competency

Students will: help students become aware of personal behaviors and study
habits.

Students will: develop an understanding of how behaviors can be learned,
controlled, and improved.

Students will: be encouraged to improve undesirable behavior and/or weak
study skills by devising a plan for improvement and a timeline
to evaluate the skill plan.

Materials:

Evaluating My Skills Worksheet, pencil

Evidence Base:

⬜ Best Practice
⬜ Action Research
⬜ Research-Informed
⬜ Evidence-Based

Procedure: Describe how you will:

Introduce: Session will begin by going over the behavioral expectations for the
classroom and students will make their pledge for confidentiality.

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Communicate
Lesson Objective:

A class discussion will begin about the types of behaviors that make
learning easier.

Teach Content: Students will be taught that many of the behaviors are under their
control and will be pointed out that the behaviors they learn now
will influence their performance in the adult workforce.

Practice Content: Students will be asked to list three behaviors that are easy for them
to do on their own and three behaviors that are hard for them to do
on their own and share their lists. Students will be given the
“Evaluate My Study Skills” worksheet to complete as honestly as
possible.

Summarize: Students will be reminded that they can control some of their
behaviors and that they need to work on them in order to achieve
their goals and dreams.

Close: Students will be thanked for their time and will be told of the next
lesson plan for the following week to set up a plan and timeline to
evaluate the skills plan.

Data Collection Plan – For multiple lessons in a unit, this section only need be
completed once

Participation Data: 

Anticipated
number of
students:

24-30 students per 4th grade class

Planned length of
lesson(s):

30 minutes

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)

⬜ Achievement (describe): By the end of the school year, 4th grade students will
improve organization and study skills, as evidenced by homework completion
and all students maintaining “Satisfactory” grades in all subjects.

⬜ Attendance (describe):
⬜ Discipline (describe):

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!

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! Lesson Plan

Lesson Plan
for

Grief Ball (lesson
title)

School Counselor: Catherine Mendez

Target Audience: 3rd-5th

Mindsets &
Behaviors: 


(limit of three)

M 1. Belief in development of whole self, including a healthy
balance of mental, social/emotional and physical well-being;
and B-SS 4. Demonstrate empathy.

Lesson 3 Of 8

Learning Objective(s)/Competency

Students will: increase their comfort level in expressing their emotions.

Students will: will increase their knowledge of emotions and coping
strategies.

Materials:

Dry-erase board, dry-erase markers, Inside Out Emotions Board, and pipe cleaners

Evidence Base:

⬜ Best Practice
⬜ Action Research
⬜ Research-Informed
⬜ Evidence-Based

Procedure: Describe how you will:

Introduce: Session will begin by going over the behavioral expectations for the
group and students will make their pledge for confidentiality. Praise
will be given to students for sharing and listening in last week’s
session, acknowledging that it was not easy.

Communicate
Lesson Objective:

The Inside Out Emotions Board from last week will be reviewed as a
reminder of different emotions and how to cope with each.

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Teach Content: Pipe cleaners will be used to engage students in an activity to
normalize tangled emotions and grief waves by explaining how
emotions are like a tangled knot that moves when one experiences
grief.

Practice Content: Pipe cleaners will be separated by color and will represent one
emotion each. Students will be encouraged to grab as many of each
of their identifying emotions that they feel and intertwine them to
represent their emotions. Students will be asked to share, if they
would like, about their grief ball.

Summarize: Students will be prompted to look around at other students’ grief
balls to help students find comfort and empathy in the fact that
others experience intertwined feelings like they are. Students will
be reminded that they are not alone, that they will get through each
wave of emotion, that no emotion is “bad”, and that it is okay to
feel multiple emotions at the same time.

Close: Session will end by refreshing the group on the coping mechanisms
for extreme emotions (i.e. asking for a break out when they feel
angry, asking to see a counselor when they feel really sad and want/
need to cry). Next week’s topic will be introduced: Comfort in Grief,
where support systems will be identified for each individual student.

Data Collection Plan – For multiple lessons in a unit, this section only need be
completed once

Participation Data: 

Anticipated
number of
students:

7

Planned length of
lesson(s):

30 minutes/lesson

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)

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DELIVER 


⬜ Achievement (describe): By the end of the group, 3rd-5th grade students who
have experienced a loss and/or are having a hard time with loss will increase
their comfort level in expressing their emotions and will increase their
knowledge of emotions and coping strategies, as evidenced by data compared
from pre- and post-surveys.

⬜ Attendance (describe):
⬜ Discipline (describe):

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ASSESS


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Abstract

The program outlined in Ponderosa’s RAMP is one that works to serve all students in

development of academic, career/college, and personal/social/emotional issues. It is designed

based on data of student needs in order to ensure the counselor knows what to address before and

even in an on-the-spot crisis situation. Because it is driven by results from students, parents,

teachers, and sometimes other school personnel, it allows the counselor to be proactive in the

issues students are facing in the school community. The program aims to make counseling more

visible in the school community so that students and teachers feel comfortable utilizing

counseling services as appropriate. The counselor at Ponderosa makes sure to do this by utilizing

leadership, advocacy, and collaboration in order to have the opportunity to create systemic

change to ensure that all students and their families are well taken care of for the future success

of the student.

Keywords: leadership, advocacy, collaboration, systemic change

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Leadership

Counselors develop a comprehensive counseling program based on the needs of the

student population. Counselors, thus, take on an active role on the school campus that allows

them to become leaders in their community. Because so much of the work that counselors do is

not just in their office, but in the classrooms and in the playground, it shows their leadership

which is modeled for students so that they may also become leaders in their school community.

The curriculum created in this program empowers students to learn and grow through their

experiences in order to determine a path for their future, while learning to advocate for

themselves and others.

Advocacy

Counselors lead by advocating for their students and communities; therefore, leadership

and advocacy go hand-in-hand. At Ponderosa, the counselor advocates for all her students at

Student Support Team (SST) meetings. Another way in which the counselor shows advocacy is

through her monthly coffee chat meetings with parents. The counselor also teaches her students

to advocate for themselves and others through program such as Start with Hello. This shows that

advocacy is another component that is addressed in Ponderosa’s counseling program. Also,

because the counselor works to obtain data from students themselves, she is not only teaching

them to advocate for themselves, but she is also teaching them to collaborate with her in order to

better their future.

Collaboration

Along with student collaboration, Ponderosa’s counselor collaborates with administrators,

teachers, parents, and outside resources to provide a comprehensive counseling program for all

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students as needed. The success of this program is directly related to the counseling team’s

ability to make connections with others on campus at SST meetings and off campus at outreach

events in order to obtain resources for students in need. The counseling program works through

interventions and preventative measures in and outside the classrooms, showing that there is a

positive collaborative connection between educators and other school staff personnel.

Systemic Change

The Counselor use leadership, advocacy, and collaboration to create systemic change and

further support students’ success. The counseling program is designed to intervene when

necessary for student needs no matter how small. And because it is not entirely driven by

academics, it helps students to become well-rounded citizens of the world.

Reflection

I learned a lot through the process of working on a mock application for Ponderosa’s

RAMP. The process was definitely an eye-opener into how much can be derived from student

data in order to better assist with students’ success. While I had a difficult time trying to find

some information, it has shown me the importance in taking the time to work on such an

application in order to better guide students. I believe Ponderosa Elementary, itself, would be

open to becoming a RAMP school, but the only thing that sets them back is time because of the

1:995 ratio when it comes to the Counselor and number of students. In the meantime, I believe

Ponderosa would benefit from having set core and small group curriculum plans to implement

for different academic, college/career, personal/social/emotional issues that arise. Overall, I

believe working on the mock RAMP application was a great opportunity and it showed me how

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realistic it can be. Now, the only thing missing is incorporating time into counselors scheduled

that will allow them to work on it.

RAMP
POWERPOINT


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