SECTION II: PROGRAM IMPLEMENTATION CYCLE

COUNSELING ADVISORY COUNCIL

Meetings are four times per year: September, October, December, and March

Ryan Pavone - Principal

Lisa Bemus - School Counselor

Demi Herrera - Teacher Representative

Emily Rodriguez - Communities in School Representative

Andrew Enciso - Student Representative

Jessica Lopez - Parent

Use of Implementation Cycle:

At Jessup Elementary, I use the Implementation Cycle to ensure our counseling program remains data-driven, effective, and responsive to student needs. Each year, our counseling team reviews feedback from the Benchmarks of Quality (BoQ) and other data sources to evaluate program strengths and identify areas for improvement. For example, at the end of the year, we collaboratively updated our program plan to include enhanced student recognition systems for those demonstrating our monthly guidance lesson traits, as well as attendance incentives to promote student engagement.

Through this ongoing cycle of assessing, planning, implementing, monitoring, and adjusting, we ensure our counseling initiatives—such as classroom lessons, small groups, and schoolwide events—align with the Texas Model for Comprehensive School Counseling Programs and meet the evolving academic, social, and emotional needs of all Jessup Eagles.
This reflective process allows me to continuously refine our program, strengthen collaboration with staff, and ensure every initiative truly benefits the students we serve.

Implementation Cycle Stage

Campus-Based Example at Jessup Elementary

Organizing

The counseling team analyzed campus data—including student surveys, discipline referrals, BoQ, and attendance records—to identify areas for improvement, such as increasing engagement in monthly guidance lessons. Team roles were assigned, and a clear schedule of counseling activities was developed to address identified needs.

Planning

The team established SMART goals, such as increasing student participation in SEL lessons by 15% by the end of the year. Strategies included class-wide recognition systems, behavior intervention, positive behavior incentives, and alignment with school-wide priorities to ensure meaningful impact.

Designing

Lesson plans and program materials were intentionally created to meet the needs of all learners. For example, the kindness guidance lessons incorporated interactive games, visual supports, and student choice activities, ensuring lessons were engaging, accessible, and developmentally appropriate.

Implementing

Lessons and programs were delivered as planned, with active engagement strategies embedded. For instance, the emotional regulation guidance lessons included movement breaks, collaborative discussions, and modeling strategies, ensuring students could practice and internalize key skills.

Evaluating

The team systematically reviewed program effectiveness using student feedback, teacher input, and engagement data. For example, after tracking participation, attendance incentives and recognition certificates were implemented to celebrate students consistently demonstrating positive behaviors, resulting in measurable increases in engagement.