LCAP:

Elementary
School
Kellie Fujimoto, Edlin Simental, Jessica
Moreno, and Diana Ulloa-Serrano
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1. Basic Services
2. Implementation of Common Core State
LCAP Priorities Standards
3. Parental Involvement
4. Pupil Achievement
5. Pupil Engagement
6. School Climate
7. Course Access
8. Pupil Outcomes
 PRIORITY 1

Basic Services
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“All students have access to and use

appropriate grade-level, standards-aligned
instructional materials for all content
areas.”
(California Department of Education, 2018)
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○ ASCA Domain
Academic, Social-Emotional
○ ASCA Mindset:
Role of the M.5 Belief in using abilities to their fullest to achieve
Counselor high-quality results and outcomes
○ ASCA Behavior:
B-LS 8 Actively engage in challenging coursework
B-SMS 7 Demonstrate effective coping skills when faced
with a problem
○ ASCA Ethical Standard:
B.2.o Promote equity and access for all students
through the use of community resources
 Goals: 6

- Support students and teachers in gaining access to

standards-aligned instructional materials
- Provide evidence based school counseling curriculum to all

Action Plan students

Needs Assessment:

- Survey administered to teachers, parents, and the librarian

identifying supplies they do not have or are unable to provide
- California Healthy Kids Survey (CHKS)
Data:

- % of parents that are unable to provide school supplies

- Amount of supplies needed by teachers and the librarian
- Counseling referral and CHKS data
- Grades, test scores, and benchmarks of students
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Services:
- Advocate with teachers and the librarian for standards-aligned
instructional materials
- Refer parents to community resources
- Workshop on school apps and programs for parents
- Provide evidence based school counseling curriculum
Evaluation:
- Pre/Post data from teachers, parents, and the librarian from the
beginning to end of the school year and from year to year
- California Healthy Kids Survey (CHKS) from year to year
- Academic outcomes (test scores, benchmarks, and grades)
 PRIORITY 3

Parental
Involvement
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“A Local Educational Agencies (LEA) provides training and

opportunities for parents to learn about LEA and school plans,
programs, and activities. LEAs include parents, students, and
families in developing LEA and school site strategies to
improve academic achievement and the social, emotional, and
physical well-being of all students.”
(California Department of Education, 2018)
 ASCA Domain: 10
academic development
social-emotional development
LCAP Priority 3 ASCA Mindset:
Role of the School M1. Belief in development of whole self, including a healthy
Counselor balance of mental, social/emotional and physical well-being
ASCA Behavior:
B-SMS 6. Demonstrate ability to overcome barriers to
learning
B-SMS 7. Demonstrate effective coping skills when faced with
a problem
ASCA Ethical Standards:
B.1.a. Recognize that providing services to minors in a school
setting requires school counselors to collaborate with
students’ parents/ guardians as appropriate.
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Goal: To provide parents the tools and resources

Action Plan needed to best support students academically and
social-emotionally
Needs Assessment: a survey/ questionnaire used to
identify parent needs
Data: parent responses
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Services:
-workshops: communicating with students, supporting
social-emotional development, helping students
academically
-informational sessions (upcoming events and programs)
-referral to outside agencies
Evaluation:
-number of parents who attended workshops/ events
-parent feedback
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Parent Needs
Assessment
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 PRIORITY 6

School Climate
 “
“Schools that successfully sustain a positive school climate are
16

committed to meeting the cognitive, social, emotional, and physical

needs of each student. A positive school climate is built on caring,
trusting, inclusive, and respectful relationships among students, staff, and
families.”
“When rules and expectations are clearly communicated and
suspensions and expulsions are reserved for the most serious
offenses, students experience supportive, personalized learning
conditions that promote social, emotional, and academic growth.”
(California Department of Education, 2018)
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General Strategies:
● Pupil suspension rates
● Pupil expulsion rates
● Other local measures, including surveys of pupils, parents,
and teachers on the sense of safety and school
connectedness
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ASCA Domain:
○ Personal/Social
ASCA Mindset Standard:
LCAP Priority 6: ○ M 3. Sense of belonging in the school environment
Role of the School
ASCA Behavior Standards:
Counselor
○ B-SS 2. Create positive and supportive relationships with other
students
○ B-LS 10. Participate in enrichment and extracurricular activities
○ B-SMS 9. Demonstrate personal safety skills
○ B-SS 6. Use effective collaboration and cooperation skills
Ethical Standards
○ A.1. Supporting Student Development
◦ a. Have a primary obligation to the students, who are to be
treated with dignity and respect as unique individuals.
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Goal:

LCAP Priority 6: ○ All students feel safe and have a sense of belonging in the school setting
Increase in attendance rates and decrease in suspension and expulsion
Action Plan
○
rates
Needs Assessment:
○ California Healthy Kids Survey (CHKS), California School Staff Survey
(CSSS), California School Parent Survey (CSPS).
○ Counselor created needs assessment based on the school’s need
Data:
○ Students and parents’ school climate perception data
○ Discipline, expulsion and attendance rates
○ Student participation rates in school activities
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Services:
○ Implementation of Positive Behavior Intervention and Supports (PBIS)
LCAP Priority 6: ○
○
School wide events and activities such as kindness week
Bullying and violence prevention, interventions and/or curriculum
Action Plan ○ Provide behavioral interventions based on discipline data such as office
behavior referrals and suspension/expulsion rates.
◦ Peer mediation programs
◦ Restorative justice practices
○ Refer students and families to community resources
Evaluation:
○ Pre/post test before interventions
○ % of students/parents participating in school wide events
○ Comparing achievement related data such as attendance, behavior and
discipline data
○ Comparison of previous and current needs assessment and surveys
 Population:
Low-Income Students
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○ More likely to grow up in crowded, noisier,

Needs of the and poor-quality housing
Population ○ Less predictability in their daily lives
○ Changes in residences
○ Lower-quality child care
○ Lower-quality healthcare and access to
mental health services
○ Lower academic achievement
(Bobbitt & Gershoff, 2016)
(Romagnolo & Ohrt 2017)
(Hodgkinson, Godoy, Beers, & Lewin, 2017)
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“School counselors can teach kids how to

deal with daily stress like having to take
care of your siblings after school, living in
bad neighborhoods, or having stressed-out
parents.”
(Williams et. al.,2015)
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Best Practices for Individual Counseling & Referrals Resources

Working with ○ Researchers have found narrative therapy to be a beneficial
Low-Income method of treatment for adolescents from underserved
Students in the populations or those experiencing social issues (Romagnolo & Ohrt
2017)
Social Emotional ○ Despite their high need for mental health services, children and
Domain families living in poverty are least likely to be connected with
high-quality mental health care. (Hodgkinson, Godoy, Beers, & Lewin,
2017).
○ School Counselors can play huge role in connecting students to
resources
○ Community asset maps can be used to identify the resources
(individual and community) that are already available to students
(Griffin & Farris, 2010)
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Best Practices for Classroom Lessons & Group Counseling

Working with ○ Small groups and classroom guidance lessons can be used to
Low-Income teach everyday life skills that students from low-income families
Students in the need in order to effectively cope with the daily challenges related
to poverty. (Williams et. al.,2015)
Social Emotional ○ SEL activities significantly relate to children's developmental
Domain skills. These include positive changes in teachers' reports of
children's social skills, student–teacher relationship, and
academic skills. (Zhai, Raver, & Jones. 2015)
Parent Involvement
○ Effective and high-quality early education and care settings must
incorporate children's home and family experiences to best
support children and their families (Bobbitt & Gershoff, 2016)
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Closing the Gap

Action Plan
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American School Counselor Association (2014). Mindsets and
behaviors for student success: K-12 college- and career-readiness standards
for every student. Alexandria, VA:
Author.

References American School Counselor Association (2016).ASCA ethical

standards for school counselors. Alexandria, VA: Author.
Bobbitt, K., & Gershoff, E. (2016). Chaotic experiences and low-income
children's social-emotional development. Children and Youth Services
Review, 70, 19.
California Department of Education. (2018, December 8).

LCFF Priority 1 Statement of Model Practices. Retrieved from

https://www.cde.ca.gov/eo/in/lcff-pri1-practices .asp

California Department of Education. (2018, December 8).

LCFF Priority 6 Statement of Model Practices. Retrieved from

https://www.cde.ca.gov/eo/in/lcff-pri6-practices.asp
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Hodgkinson, S., Godoy, L., Beers, L., & Lewin, A. (2017). Improving Mental
Health Access for Low-Income Children and Families in the Primary

References
Care Setting. Pediatrics, 139(1), .
Zhai, Raver, & Jones. (2015). Social and emotional learning services and child
outcomes in third grade: Evidence from a cohort of Head Start
participants. Children and Youth Services Review, 56, 42-51
Romagnolo, S., & Ohrt, J. (2017). Using Narrative Therapy With Low-Income
Middle School Students: A Model for School Counselors. Journal of
Child and Adolescent Counseling, 3(1), 59-73.
Joseph, W., Sam, S., Albert, T., Dely, B., Jacobs, B., Nagel, C., & Irick, A. (2015).
Academically Resilient, Low-Income Students’ Perspectives of how
School Counselors Can Meet their Academic Needs. Professional
School Counseling.