Stephanie Hundermark, MA, LBS
2014-2015
Annual School
Counseling Report
2014-2015
The following report will be the first annual End of Year Report which will illustrate
the school counseling services for the Kindergarten Academy at Interboro School
District during the 2014-2015 School Year. Similar to the Interboro School District
mission to provide students with “a supportive learning environment to succeed
academically, socially, and emotionally.”, the School Counseling department at the
Kindergarten Academy strives to meet the academic, career, personal, and social
needs of every student—in doing so, students are more prepared to meet the
challenges of the future.
Additionally, this report will encompass the additional counseling responsibilities
and services provided the Glenolden School through the Emotional Support
program as well as the Student Assistance Program.
Interboro Kindergarten
Academy
http://www.interborosd.org/Domain/8
Enrollment: 247
School Year: 2014-2015
Principal: Nancy DeSanctis
Counselor: Stephanie Hundermark, MA, LBS
Students at the Kindergarten Academy were able to meet one-on-one with their school counselor,
Stephanie Hundermark to discuss issues that were affecting their academic, social and emotional
development. In order to see Ms. Hundermark students were referred by their teachers, the building
principle, or parents. During sessions, play therapy techniques along with a solution focused
counseling theory (i.e. drawing, role-playing, puppetry, etc.) were used as a way to discuss school
counseling goals, as outlined by the American School Counselor Association. This included helping
students develop and reach their academic, emotional, and personal goals.
Total students seen individually: 60 August-December: 27 December-End of Year: 31
Average time spent per student: 20-30 minutes Average number of sessions per student: 5
Referral Data: (Will be included next year)
Number of Referrals from…
Teachers: Parents:
Principal: Students:
Other:
Percentage of students seen individually: 25 %
Individual Counseling
End of Year School Counseling Report (Continued)
Kindergarten Academy Page 1
School At- A- Glance
Students in Special Education: 11%
Low Income Students: 44%
English Language Learners: .7%
Kindergarten Academy Page 2
End of Year School Counseling Report (Continued)
Another counseling service available to students at the Kindergarten Academy was group counseling.
This was done by identified need and topic, such as “making and keeping friends” or “social skills.”
These groups and topics were decided based on a needs assessment completed by classroom teachers
and by parent, teacher, or school personnel request. In order for a student to participate in small group
counseling (usually 5-7 participants), a permission form had to be signed by his or her parent/guardian.
Each lesson was designed around the core Social, Emotional, Learning Competencies and American
School Counselor Association standards.
http://www.casel.org/social-and-emotional-learning/core-competencies
http://static.pdesas.org/content/documents/ASCA_National_Standards_for_Students.pdf
During sessions, play therapy techniques i.e. drawing, role-playing, puppetry, etc.) were used as a way
to discuss school counseling goals, as outlined by the American School Counselor Association. Also, for
older students (T1) interactive/reflective activities were used (i.e. making feelings books, interviewing
peers)
Total Number of Groups: 7 Percentage of Students Seen in Groups: 20%
Friendship Skills (Kid2Kid) Social Skills
Group A Group B IEP Social Skills (all year) Processing (winter)
Sessions: 8 Sessions: 8 Sessions: 25 Sessions: 8 total
Time spent: 4 hours Time spent: 4 hours Time spent: 12.5 hours Time spent: 4 hours
Students served: 5 Students served: 6 Students served: 7 Students served: 4
Feelings Identification Processing Feelings Banana Split
Sessions: 8 total Sessions: 8 total Sessions: 8 total
Time spent: 4 hours Time spent: 4 hours Time spent: 4 hours
Students served: 5 total Students served: 10 total Students served: 7 total
Problem Solving
Sessions: 8 total
Time spent: 4 hours
Students served: 8 students
Kindergarten Academy Page 3
Classroom Lessons
All students at the Kindergarten Academy had the opportunity to meet their school counselor, Ms.
Hundermark, during their Introduction to Kindergarten classroom guidance sessions. This session was
offered during the beginning of the school year and focused on introducing students to the newly
implemented counseling program. Toward the end of the year, teachers were offered classroom lessons
from the character education program Building Character with Kelso which was designed around the
Academic Content Standards and American School Counselor Association standards. Teachers signed-up
for classroom guidance units based on the specific needs of their students.
Each week lessons included an interactive / reflective activity along with a parent or guardian letter home
connecting home and school into the counseling lesson.
Total Number of Topics: 6
Respect Caring Fairness
Grades: K, T1 Grades: K, T1 Grades: K, T1
Sessions: 3 each Sessions: 3 each Sessions: 3 each
Time spent: 3 hours Time spent: 3 hours Time spent: 3 hours
Students served: 35 total Students served: 35 total Students served: 35 total
Responsibility Meet the Counselor
Grades: K, T1 Grades: K, T1
Sessions: 2 Sessions: 1 per classroom
Time spent: 2 hours Time spent: 30 minutes each / 6 hours
Students served: 35 total Number of classroom’s visited: 11
Additionally, due to an identified need, a Friendship lesson was requested for one classroom. This
classroom lesson was designed utilizing the Girls in Real Life Situations curriculum, utilizing American
School Counselor Association Standards.
Friendship Lessons (GAL PALS)
Grades: K
Sessions: 6
Time Spend: 3.5 hours
Students served: 8
End of Year School Counseling Report (Continued)
End of Year School Counseling Report (Continued)
Kindergarten Academy Page 4
Additional Services Provided
School-wide Programming:
100 Day
Field Day / May Fair
Fall and Spring Conferences
Read Across America Classroom Reader
Miscellaneous Work Items:
Creating original games for individual, small group, and classroom-based counseling
Co-Facilitating CST / SAP meetings weekly
Developed Attendance Flyer
Presented Counseling Program at Faculty Meeting
Presenter for Interboro Professional Development day: Autism training for PCA’s
Providing resources for teachers, parents, and administrators
Preparing individual, small group, and classroom-based lessons
Attend parent concerns meetings as requested / needed
Attended IEP / 504 meetings as needed and requested
Supporting families during the holidays / present collection
Provided Social Work support (CYS calls and follow up, homelessness, aided in Truancy)
Prospect Park Fire House Trip / Behavior Support
Philadelphia Zoo Field Trip / Behavior Support
Orientation Day
Professional Development
Delaware County School Counselor Association (8 hours)
Holcomb SAP Community Resource Fair (4 hours)
Safety Cares Training (16 hours)
DCIU Autism Training (16 hours / 8 hours completed)
Mandatory Reporter Training (4 hours)
Mental Health First Aide Training (8 hours)
Links utilized in development of counseling program
Teacher Feedback Survey:
https://www.surveymonkey.com/s/PF6NYLS
Prezi:
https://prezi.com/b6sxo3fmty4e/copy-of-the-
kindergarten-school-counselor/
SAP is a systemic process using techniques to mobilize school resources to remove barriers to learning. The
core of the program is a professionally trained team, including school staff and liaisons from community
alcohol and drug and mental health agencies. SAP team members are trained to identify problems,
determine whether or not the presenting problem lies within the responsibility of the school and to make
recommendations to assist the student and the parent. When the problem lies beyond the scope of the
school, the SAP team will assist the parent and student so they may access services within the community.
The student assistance team members do not diagnose or treat; but they may refer for a screening or an
assessment for treatment. The SAP team gathers observable, objective information about the student’s
behavior, academic performance and demeanor in school from all school personnel who have contact with
the student. Information is also collected from the parent. A designated SAP team member will reach out
to a parent and/or guardian to discuss the reason for referral. Together, a plan is developed that includes
strategies for removing the barriers and promoting the student’s success to include in-school and/or
community-based services and activities.
http://www.sap.state.pa.us/
Total Number of Students: 64
Total Number of Meetings: 32 weekly Meetings
Total hours: 64 total meeting hours
Individual counseling provided developed from student concerns: 20
Glenolden School
http://www.interborosd.org/Page/1555
School Enrollment: 687
School Year: 2014-2015
Principal: Rachel Lambert
Assistant Principal: Brad Kohlhepp
School Counselor: Peggy Cellucci
Additional Counseling Support / SAP Coordinator: Stephanie Hundermark, MA, LBS
Student Assistance Program (SAP)
Page 5
School At- A- Glance
Students in Special Education: 15%
Low Income Students: 50%
English Language Learners: 1.2%
End of Year School Counseling Report (Continued)
Emotional Support Counseling
A counseling service available to students identified in the Emotional Support population at Glenolden
School included daily group counseling services and weekly individual counseling. This services was
determined by case managers and IEP development
These groups and topics were decided based on weekly identified needs and teacher or student
feedback. Groups were malleable and changed from day to day depending on focus issues. In order for
a student to participate in this small group counseling or individual counseling this service was written
into individual IEP’s, agreed upon at yearly IEP meetings via special education case manager, LEA and
parent. Each lesson was designed around the core Social, Emotional, Learning Competencies and
American School Counselor Association standards.
http://www.casel.org/social-and-emotional-learning/core-competencies
http://static.pdesas.org/content/documents/ASCA_National_Standards_for_Students.pdf
During sessions, play therapy techniques i.e. drawing, role-playing, puppetry, etc. were used as a way to
discuss counseling goals, as outlined by the American School Counselor Association. Also, for older
students interactive/reflective activities were used (i.e. developing concepts and creating board games,
interviewing peers)
Page 6
SAP Groups developed from student concerns:
Social Skills / Processing 7
th
Grade Boys Group Social Interaction (LS/ ES)
Sessions: 16 Sessions: 20 Sessions: 15
Time spent: 8 hours Time spent: 10 hours Time spent: 15 hours
Students served: 5 Students served: 4 Students served: 6
Total students receiving SAP counseling services: 54% of students referred.
Behavior Assessment Form (BAF)
This form was developed as a 2
nd
step to the SAP referral
form, in order to gain additional information on
individual referrals.
https://docs.google.com/forms/d/1PO0vLvQeIfEHAKcnm
DrgzpM9nQ6WJ7MiQwOFaq7WnyI/viewform
Additional Services Provided
Miscellaneous Work Items:
Creating original games for individual, small group, and classroom-based counseling
Co-Facilitating STAT meetings weekly
Developed STAT Referral form for teachers to utilize and refer student concerns
Presented SAP / STAT Program at Faculty Meeting
Providing resources for teachers, parents, and administrators via SAP brochure
Preparing individual and small group counseling
Attend parent concerns meetings as requested / needed
Attended IEP / 504 meetings as needed and requested
Support school counseling with families in need during the holidays
Provided Social Work support (CYS calls and follow up, homelessness, aided in Truancy,
Community Resources)
SAP Counsel
End of Year School Counseling Report (Continued)
Page 7
Total Number of Groups: 2
Grades 1 & 3 ES Group Grades 4 &5 ES Group
Sessions: 5 x per week / 19 weeks Sessions: 5 x per week / 19 weeks
Time spent: 95 total hours Time spent: 95 total hours
Students served: 8 Students served: 5
Total Number of Individuals: 11
Time Spent: 30 minutes / 1x per week (15 weeks) = 82.5 total hours
Glenolden Professional Goals
Coordinate counseling services and interventions with the Principle, School
Psychologist, Behavior Specialist and team to work collaboratively playing on each
professional strength
Individualized group counseling services
Diversify SAP group counseling services by topic and increase group offerings
Increase visibility and utilization of SAP referral form to faculty and staff
Increase ratio of SAP referrals to school enrollment
Continued website development to increase school and community connection
Further develop and aide truancy prevention planning
Overall Summary
This report is designed to highlight several of the school counseling services provided during the first
year of the Kindergarten Academy School Counseling program. This, by no means, is a complete look
at the school counselor responsibilities and overall work load rather, a snap shot of major services
delivered
Based on the data presented in this report, the Kindergarten Academy has a wide range of counseling
services available. During the 2015-2016 school year, these numbers should increase due to the
program entering its second year with the district and an increase in community outreach, ensuring
all students have access to school counseling resources at the Kindergarten Academy.
Based on the data presented in this report for Glenolden School Student Assistance Program, over
50% of students referred to SAP received in-school services, further more action was taken to
increase visibility and the referral process to the teacher of Glenolden School.
Kindergarten Academy Professional Goals
End of Year School Counseling Report (Continued)
Page 8
Set up referral protocols for counseling services
Continue classroom lessons to be included in all classrooms at least 1 time during the
school year
Strengthen the bullying program delivered to individual classrooms during the fall
Coordinate counseling services and interventions with the Principle, School
Psychologist, Behavior Specialist, and CST team to work collaboratively playing on
each professional strength
Increase group services and develop “Lunch Bunch” or recess availability for on-spot
conflict resolution
Strengthen parent support, and community connection by developing a “Coffee with
the Counselor” night for parents
Continue professional development in collaborative problem solving, social thinking,
and positive behavior intervention support
Aide in strengthening the school wide PBIS
Collect data on achievement, behavior, attendance, and referrals in order to develop
and deliver effective counseling services
Develop career counseling program