Mitchell Counseling Mission Statement

The Mitchell Counseling Office's mission is: Every Learner, Every Day

Georgetown ISD Mission is : Inspiring and Empowering Every Learner to Lead, Grow, and Serve.

Mitchell Elementary uniquely supports this mission through a balanced school counseling program by

• implementing a CSCP that addresses the unique needs of the Mitchell students and community

• creating opportunities for social-emotional learning and growth through targeted instruction

• use data to guide decision-making for individual and group support for all learners

Mitchell Counseling recognizes that to work toward this goal, we must:

• Engage in dialog throughout the year with the Administrative team, including a beginning-of-year Principal Agreement concerning the counseling program, laying out the entire plan for the year.

• Create an open dialogue with all stakeholders to foster inclusive learning for all students

Program Definition

Georgetown ISD school counselors, in collaboration with campus and district administrators, teachers, parents, and community partners, strive to provide a comprehensive counseling program for all students. In Georgetown ISD, we believe every learner shall graduate from our schools with the attributes outlined in our Learner Profile, which include the ability to:

• Communicate, collaborate, and apply critical thinking

• Create and innovate

• Obtain knowledge through inquiry and exploration

• Adapt and persevere

• Develop self-knowledge and personal responsibility

• Build and model respectful relationships

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School counselors play a critical role in supporting students to learn, grow, and connect through classroom guidance, small group interactions, and individual student support, in order to strengthen these Learner Profile attributes for academic success in GISD and beyond.

Rationale

The Georgetown ISD Counseling Services Team empowers students to be socially and emotionally prepared to learn, grow, and connect. Our counseling programs serve the whole child by preparing students with competencies that address interpersonal and intrapersonal skills, personal health and safety, and post-secondary planning. The counselor uses a variety of data-gathering practices to determine student needs and implement strategies to address these needs in their school counseling program. GISD school counselors utilize their unique counseling skills to address students’ individual and developmental needs. Additionally, we work closely with families, staff, and the community to support student needs through consultation, collaboration, guidance and advising, and referrals to additional resources as needed.

Assumptions

Comprehensive School Counseling Program Assumptions are statements of student, staff, and program conditions that must exist for the school counseling program to exist.

• Comprehensive School Counseling Programs (CSCP) provide for each of the four delivery system components: Guidance & Advising, Individual Planning, Responsive Services, System Support.

• Every student, parent, teacher, community member, etc. has equal access to the CSCP's services.

• Parents will be full partners with educators in the education of their children.

• Counselors can make their unique contributions to the educational program and healthy growth & development of students.

• School Administrators understand and support the school counseling program priorities and demands & make decisions that reflect those.

• All Staff Members accept responsibility for CSCP's goals and objectives

For the 2021-2022 academic school year,Mitchell Elementary will prioritize the following two assumptions:

• Priority assumption one: Comprehensive School Counseling Programs (CSCP) provide for each of the four delivery system components: Guidance & Advising, Individual Planning, Responsive Services, System Support.

• Priority assumption two: School Administrators understand and support the school counseling program priorities and demands & make decisions that reflect those.

Program Definition, Rationale, & Assumptions

Evaluating Our Program

In addition to feedback from the Mitchell Design Team and SEL Action Team, the counselor utilizes assessments in the form of surveys to evaluate the needs of the students and develop program goals. Specifically, the Student Lesson Exit Tickets and the Student Experience Survey are used to determine both academic as well as social/emotional needs of the students.

The Student Lesson Exit provides valuable information that highlights academic needs and postsecondary readiness through a series of questions that focus both on the students' academics as well as their learning goals. The counselor, along with the administration team and MTSS team, uses this information to evaluate and develop processes that better fit students' academic and social-emotional needs

Similarly, the Student Experience Survey assesses every student in terms of social/emotional and academic concerns. This information is used to help identify students in need as well as providing feedback in terms of school climate. The counselor uses this information to inform guidance lessons and provide targeted interventions.