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SamplePaperfromProfessor1.docxSchool counseling entails providing academic, career and college, and social-emotional
competencies for all students via a counseling program. The goal is for students to achieve wellbeing to attain academic achievement. COUNSELOR NAME works hard every day to
accomplish this goal. LASTNAME is a school counselor for Madera Unified School District. He
conducts his programs for James Madison and James Monroe Elementary School. It can be
difficult to run programs when working at multiple schools, but that does not deter LASTNAME
as he attempts to assist students in reaching well-being. Despite working feverishly, there is still
room for improvement at his schools. The purpose of the paper will be to examine the necessary
area of growth and the tier model to address that area.
LASTNAME is currently conducting programs that focus on improving behaviors and
reducing suspensions rates via the following programs: Positive Behavioral Interventions and Supports, Restorative Justice, and Early Warning System (J. LASTNAME, personal communication [JPC], June 5th, 2018). However, an additional program should be
created in which focuses on improving academics at a school-wide level. When researching the
school's state test results, they validate the need for an academic-base counseling program
Both schools did not do well on the CAASPP as they hold high percentages in regards to
not meeting standards for the Math and English portions of the test. LASTNAME is already
conducting programs that address the students social-emotional competencies. However, the
school's test results show it is essential to focus on their academic competencies as well, as
improving in the area can lead to attaining academic achievement, thus, improving test scores.
To address the student's academic competencies, LASTNAME should coordinate a
program in which invokes the tier model system. The tiered model is a three-level system of
school supports that utilizes academic or behavioral interventions (3-Tier Model, 2018). The
base of the system is known as tier one, the following is tier two, then finally ending at tier three.
Every student begins at tier one, and those struggling at this level moves to Tier two. Similarly,
those who are struggling in tier two, transitions into the final level: tier three. The purpose of the
tier model is to assist struggling learners at the schools. Thus, equity is created as the trouble
learners develop to be at the same academic level of students who are not struggling. Also, as
aforementioned, If the struggling learners improve academically, the schools state test results
may improve as well.
Tier One
The base level is the universal stage in which all students participate. Therefore, instructions take place in the classroom. LASTNAME can provide intervention inthree ways. One, he can collaborate with teachers to have them include his academic incentives in their lesson plans. Examples of his academic incentives are stickers, movies, or pizza parties (JPC, 2018). The purpose would be to motivate students to conduct their academia such ascompleting all in-class assignments or turning in all of their homework. Two, LASTNAME can stay in the background to monitor the students' progress. In other words, his role would be to stay up-to-date on how students are performing academically. He can accomplish the task by reviewing grades, other academic-based data, and teacher comments or observations. Thepurpose is to learn which students are struggling academically. Three, LASTNAME can collaborate with teachers to partake in professional development, which is educators receiving specialize training, formal education, or advance professional learning (Professional Development, 2013). In regards to the tier one, professional development can entail teachers learning new techniques for behavioral modification rather than utilizing punitive punishments.
Also, teachers can seek development in improving student engagement in class. The purpose is
for teachers to improve their professional knowledge, competence skill, and effectiveness in
developing the students academically. Research shows professional development to improve
teaching, thus, progressing students' academic development as well (Kennedy, 2016). Those still
having trouble may transition to tier two.
Tier Two
The second level is the group stage in which LASTNAME holds group sessions with students who struggled in tier one. The groups can be small, and he can conduct three to five sessions per week (Kolbert, Williams, Morgan, Crothers, & Hughes, 2016). LASTNAME can provide intervention in three ways. One, assisting the students in attaining quality academic skills. Thus, having students obtain skills in organization, time management, and studying (Kolbert et al., 2016). LASTNAME can have the groups bring in their assignments or books to practice the academic skills with the materials. It is worth noting that academic skills build college and career readiness, which research shows can assist with academic development (“Why College and Career Readiness is an Integral Component of K-12 Education”, 2014). The
purpose is to improve student's efficiency in conducting their school work. Two, LASTNAME
can utilize curriculum mapping with the groups. Schools are currently in the era of high-stakes
testing. Thus, curriculum mapping assists teachers by facilitating the breadth and depth of a
specific curriculum (Kolbert et al, 2016). Essentially, curriculum mapping entails LASTNAME
to choose a counseling topic that fits into a particular subject. For example, if a group is reading
a novel such as Lord of the Flies, LASTNAME can discuss with the group the topic of bullying
and its adverse effects. Thereby, having the topic of bullying fit into the English curriculum. The
purpose is to assist teachers by facilitating the curriculum, which research shows curriculum
mapping to benefit students by promoting their academic development (Galassi & Akos, 2012).
Three, LASTNAME can also utilize peer tutoring with the groups. In peer tutoring, the students
work as both the tutor and tutee to one another (Kolbert et al., 2016). In other words, students
teach classmates, within their group, a subject independent of the teacher or LASTNAME. The
purpose is for students to attain academic achievement as peer tutoring allows opportunities to
respond, immediate feedback and consequences, remediation for corrected answers, and tutor collected outcome data (Kolbert, 2016). Empirical research shows peer tutoring to be beneficial
academically. In fact, studies show even low achieving students to be effective tutors (Kolbert et
al., 2016). Students who are still struggling in tier two may transition to tier three.
Tier Three
The final level is the individual stage in which LASTNAME provides individualized instructions for students who did not succeed in tier two. In other words, he conducts direct one-on-one services. LASTNAME can provide intervention in two ways. One,
continuing to develop academic knowledge and utilizing curriculum mapping as students may
respond more productively in a one-on-one setting. Additionally, as stated earlier, academic
knowledge and curriculum mapping have shown to benefit academic development. Thus, it can
be beneficial for the student to continue working in the two areas. Two, LASTNAME can assess
to if the student is harboring any socio-emotional troubles that may be impeding academic
development. LASTNAME may conduct individual counseling with the student, behavior or
academic development plans, parent consultation, or community referral (Kolbert et al., 2016).
The purpose is to improve the student's self-esteem, which is essential as research shows high
self-esteem to lead to academic achievement (Aryana, 2010). For students who are still
struggling within tier three, then an assessment for special education services may be the next
step.
Data is utilized in all three tiers to assess the student's performance. Therefore, the tier
model is a data-driven system as it assists with the development, implementation, and evaluation
of the tier model (Kolbert et al., 2016). In regards to overall school performance, screenings can
be utilized at the beginning, middle, and end of the school year to assess how students are
performing in comparison to curriculum standards. As far as performance within the tiers,
LASTNAME conducts student assessment, for each level, at different frequencies. For example,
student assessment within tier one can occur once a month, tier two can occur twice a month, and
tier 3 can occur weekly or daily (Kolbert et al., 2016). LASTNAME can report the results to the
advisory council that would be organized before the enactment of the tier model. Overall, the
purpose of data is to help LASTNAME meet the needs of the student. Data accomplishes the
task by helping LASTNAME find which students are developing academically, and which ones
are not. If many students are not performing well, then analyzing data can assist in learning what
is not working within the tier model, and what can be done to fix it. Thereby, evaluating the tier
model, developing a solution that meets the needs of the student, then implementing the solution.
An appropriate title for the tier model would be, Success for All as it illustrates the goal of
school counselors: all students succeeding. The purpose of the tier model is to ensure all students
succeed academically. It does so by working closely with struggling learners, in other words,
students receiving poor grades, especially if they are having trouble comprehending the
curriculum. Once the stakeholders are organized into an advisory council and Success for All is
developed, the first step would be identifying students who are struggling academically, which
occurs in tier one. Once the struggling learners are found, they go through a one or two-step
process with the purpose of enhancing their academia. For the students who are still having
are still having complications, then an assessment for special education services may be the next
course. Overall, Success for All focuses on all students attaining academic achievement.
References
3-Tier Model. Retrieved from
https://www.gjsd.net/apps/pages/index.jsp?uREC_ID=312472&type=d&pREC_ID=718463
Aryana, M. (2010). Relationship Between Self-esteem and Academic Achievement Amongst Pre-
University Students. Journal of Applied Sciences,10(20), 2474-2477.
doi:10.3923/jas.2010.2474.2477
Galassi, J. P., & Akos, P. (2012). Preparing School Counselors to Promote Academic
Development. Counselor Education and Supervision,51(1), 50-63. doi:10.1002/j.1556-
6978.2012.00004.x
LASTNAME, J. (2018, June 5). LASTNAME Personal Communication [Personal interview].
Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? Review of
Educational Research,86(4), 945-980. doi:10.3102/0034654315626800
Kolbert, J. B., Williams, R., Morgan, L., Crothers, L., & Hughes, T. L. (2016). Introduction to
professional school counseling: Advocacy, leadership, and intervention (1st ed.). New York:
Routledge.
Professional Development. (2013, August 30). Retrieved from
https://www.edglossary.org/professional-development/
Smarter Balanced Assessment Test Results for: School: James Madison Elementary. (n.d.).
Retrieved from
https://caaspp.cde.ca.gov/sb2017/ViewReport?ps=true&lstTestYear=2017&lstTestType=B&lstG
roup=1&lstCounty=20&lstDistrict=65243-000&lstSchool=6023980
SUCCESS FOR ALL 9
Smarter Balanced Assessment Test Results for: School: James Monroe Elementary. (n.d.). Retrieved
from
https://caaspp.cde.ca.gov/sb2017/ViewReport?ps=true&lstTestYear=2017&lstTestType=B&lstG
roup=1&lstCounty=20&lstDistrict=65243-000&lstSchool=6023998
Why College and Career Readiness is an Integral Component of K-12 Education. (2014, September
24). Retrieved from https://www.hanoverresearch.com/insights-blog/why-college-and-careerreadiness-
is-an-integral-component-of-k-12-education/
