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Tiffany Smith

Seattle University

Fall Quarter

Kent Meridian School Profile

Demographic School Profile

Kent Meridian High School (KM) is located in Kent, Washington south of Seattle. This area is the quintessential idea of what some would hope to see as an American melting pot. Kent, Washington consists of an array of cultures, languages, ethnicities, traditions, races, ideologies and beliefs. The Kent School District (KSD) is the 4th largest school district according to The Office of Superintendent of Public Instruction (OSPI). This information was included in the October 2012 Enrollment Report seen below in Figure 1(OSPI, 2012). The Kent School District consists of various ethnic and racial backgrounds displayed in figure 2 (OSPI, 2012). Kent Meridian High School mirrors the diversity of the community, consisting of students and staff that speak over 70 languages.

Figure 1 compares KDS to other Washington District in term of enrollment, as recently as of January 2012 (OSPI, 2012). The Kent School District maintains high levels of student enrollment due to various factors. Some staff and community organizations determine that this is due to the cultural and ethnic ties that are embedded with the Kent community. Kent Meridian has a student count of about 2100 students as presented in Principal Wade Barringer’s annual report, illustrated in Figure 2. Additionally, Figure 3 describes the ethnic makeup of the school by breaking down the student count into ethnic demographics. The information provide in Figure 3 highlights the large percent of diversity mirrored in the hallways of the school, along with showing a pattern of diversity within the school over the past three years.

Figure 1. KSDs Enrollment Compared to Other Districts in Washington State. This figure shows KSD student count within the top 4 of Washington State’s largest school districts (OSPI, 2012).

Figure 2. KM Student Count by Year. This figure displays enrollment for KM across a 5 year span showing a steady increase within the area in which KM serves.

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Figure 3. Kent Meridian Ethnic Demographics. This figure illustrates the constant heterogeneous makeup of the school over several years (Wade, 2012).

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It was a difficult task to research the ethnic makeup of the staff within the district and with the school itself. It’s surprising the amount of information about student demographics, ranging from ethnic makeup all the way to household income, the information regarding school staff is lacking. It’s concerning to me that a district this big and with so much culture is not able to clearly highlight the ethnic demographics of all staff, including administrators and teachers. The information I did find was useful. Figure 4 illustrates two very important facts, one, that highly qualified teachers are being retained at the school, 82% of ESEA teachers are teaching core classes, and two, that teachers are able to be flexible in teaching core classes, which is needed when considering students schedules and placing them in rigorous classes that will enable them to be competitive within their college applications.

The need for highly qualified teachers is especially important when looking at how household income directly impacts post-secondary options for students from low income households. There are a lot of academic challenges for schools within impoverished neighborhoods. Kent Meridian High School is a Title I school that is provided federal assistance for improving the academic excellence for disadvantage students (OSPI, 2012). Figure 5 highlights the overwhelming financial need within the school and therefore within the surrounding area. Increasingly, KM students and their families are participating in free and reduced lunch. Currently, 72% of the school is considered low income and participating in the free and reduced lunch federal program as show in Figure 5.

Figure 4. KM Teacher Credentials. This figure highlights the qualifications of teachers at KM (OSPI, 2012).

|Teacher Information |Total |

|(2011-2012) |108 |

|Average Years of Experience |9.3 |

|Teachers with Master’s Degrees |68.5% |

|Total number of teachers who teach core subjects |82 |

|Total number of core academic classes |818 |

|% of classes taught by teachers meeting ESEA |98.8% |

|% of classes taught by teachers who do not meet ESEA |2.0% |

| | |

| | |

Figure 5. Kent Meridian Enrollment by School Program. This Figure presents the data important to Title I funding along with disseminating student information in terms of language and learning proficiency, and by financial need.

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Among other factors, Kent Meridian seems to be dealing with a discipline issue within the school. This can affect the ability to maintain a safe environment for the student body and school personnel, and it can also affect the student body’s ability to learn and teachers to be effective. Figure 6 illustrates a significant increase of suspensions both short term and long term. Unfortunately, I was not able to acquire an ethnic demographic breakdown of these incident counts. I believe that this information would be necessary in determining appropriate interventions to offset the amount of discipline referrals. Figures 7 and 8 include additional information surrounding discipline by emphasizing students’ concerns of safety and weak relationships with staff, both receiving the lowest scores on KM’s student climate report. These categories were perceived positively only by 50% of the student body. On the other hand, the staff climate report had contradictory information. The staff numbers were the highest in the district exceeding expectations. In fact, the staff had the highest numbers for caring for students and a positive perception of school safety. The data sheds some light on areas of improvement within the school and it should also be considered when administrators look at reducing the number of suspensions and expulsions.

Figure 6. KM Suspensions & Expulsions Incidents by Year & Length. The figure illustrates dramatic increase in out of school suspensions and a slight decrease in expulsions.

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Figure 7. KM School Student Climate Survey 2012. This figure presents an overall depiction of KMs relationship with its students, highlighting areas of need and successes.

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Figure 8. Student Climate Survey 2012 Cont.

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Figure 9. KM Staff Climate Survey

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Academically, Kent Meridian has been showing positive strides for the past couple of years. Figure 10, 11 and 12 displays this in different ways. Figure 10 illustrates KM’s graduation numbers compared to the district as a whole. KM has a higher graduation rate in all in all key areas which include the following: ethnic demographic, ELL, SPED, and low income. Figure 11 displays a gradual increase in graduation numbers over several years, and Figure 12 illustrates a decrease in drops out and therefore an increase in on-time and extended graduation rates.

Figure 10. KM Graduation Rate 2011 by Ethnicity Compared to District

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Figure 11. Graduation Demographics by Year

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Figure 12. KM Drop Out, On-Time and Extended Grad Rates by Year

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It’s important to look at academic excellence in terms of course rigor and proficiency levels within the student body. Kent Meridian is making strides with some students while remaining stagnant with others. Figure 13 highlights rigorous courses taken by the student body broken down by ethnicity. The information provided depicts a majority of rigorous classes taken by White and Asian students while showing a significantly less rigorous load for Hispanic, Black, Native American, and students of two or more races. Figure 14 illustrates a student body that is less proficient in the English language and reading than in previous years. In terms of state graduation requirements, KM had shown an overall increase in science and math and a slight decrease in reading and writing proficiency, shown in Figure 15. This echoes the reading proficiency levels in Figure 14 and the breakdown of writing proficiency levels by ethnicity in Figure 16. Figure 16 presents ethnic demographics for the writing section of the HSPE, showing a decrease in proficiency for most ethnic groups within the school outside of Asian and Hispanic groups.

KM Rigorous Course Load

235 students at KM are taking at least one IB course

133 Juniors and 102 Seniors

93 males and 143 females

Ethnicity (choices set by IBO)

(4)-2% Native American

(69)-29.3% Asian

(42)-17.8% Hispanic

(32)-13.6% Black

(57)-24% White

(30)-12.8% Two or more races

Figure 13. KM Rigorous Course Load by Ethnicity

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Free/Reduced Status

(130)-55% free/reduced

ELL Participation

(68)-28.9% Have been in ELL at some point in their school career

Figure 14. KM English Language Proficiency & Reading Assessment vs. District

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Figure 15. KM HSPE/EOC Scores by Subject

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Figure 16. KM HSPE (Writing) Scores by Ethnicity

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Figure16. KM HSPE (Reading) Scores by Ethnicity

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Data Interpretation

Kent Meridian contains data that is difficult to maintain and interpret due to district processes that are currently in place. The information used is generally gathered and maintained by the district and in doing so is not readily available to most staff and departments within the school. The information took months to acquire with little emphasis in providing disaggregate information across specific data sources such as discipline referral, attendance, language and reading proficiency and others. Fortunately, the data gathered permitted me the chance draw conclusions regarding school environment, relationships, and the learning aptitudes of specific groups within the school. First, the student body makeup within Kent Meridian High School is highly diverse. More than 73% of the school is made up of ethnically diverse students where Asian, Black, and Hispanic ethnic groups alone, make up 63% (as shown in Figure 3). This detail is important to look at especially when assessing KM as a Title 1 school. The ethnic makeup of the school aligns with the financial need of the school. The school has a student body where 73% participate in the federal program for free and reduced lunch (shown in Figure 5). In order to participate in this program you have to meet the income eligibility guidelines set by the United States Department of Agriculture. To put this in perspective, for a household size ranging between 2 and 4, the annual salary for the total household would have to be within 27,000-39,000 annually (USDA, 2012). The average student is dealing with hardships common to improvised areas which can affect academic excellence within the surrounding schools. These hardships usually include things such as transportation to school, parent’s ability to communicate with school staff, assisting students with homework, and having the time to make it to student school events.

Secondly, these hardships, both financially and socially, have impacted the relationships inside the school. Kent Meridian has qualified teachers and teachers that are interested in providing an effective, caring environment for students (as shown in Figures 4 and 9). KM also has students that are invested in their learning and understand the need for education (shown in figures 7 and 8), but there are two distinct perspectives on the relationship of staff and students. Students are invested in their learning but do not feel safe and comfortable with the adult staff, whereas the staff feels safe and confident in their relationship with students (shown in Figures 7,8 and 9). This discrepancy can create discord between the student and staff and disrupt the ability for students adhere to and learn from effective curriculum.

Thirdly, the relationships inside the school impact the curriculum and therefore the proficiency of each student. In order to teach students they have to be willing to learn. Kent Meridian has a highly diverse student body that feels indecisive about the staff teaching them. The relationship between the staff and students is showing itself in two ways. One, the number of discipline incidents have increased (as shown in Figure 6). Two, the proficiency level in English and reading has decreased, along with proficiency in the areas of reading and writing as scored by the High School Proficiency Exam (HSPE), shown in Figure 15.

Overall, KM’s course load for students is not aligning with the makeup of the student body. KM has a student body where 63% of it is made up on Black, Hispanic, and Asian students, but the ethnic breakdown of rigorous classes does not make this. Rigorous course are overwhelming held by White and Asian students (over 50%), which leaves out a major part of the student body consisting of Hispanic and Black students. The school definitely has a ways to go, but continues to make leaps with the overall graduation rate increasing in all student demographics, over the past three years.

Interventions need to be put in place for discipline referrals and academic aptitude. I would encourage the counseling department taking lead in exploring what type of disaggregated data would be found in student discipline referrals and the prevalence of which staff members are requesting these referrals. The interventions could then be designed for specific groups that show higher incidents of referrals and not to mention interventions in place for specific teachers if shown necessary. Academic aptitude interventions would entail interventions that would target student populations that are not currently present in rigorous course loads. These interventions would focus on incoming freshman and sophomores displaying one or more low grades in core subjects and creating interventions to assist them in participating in rigorous courses by their junior year in standing.

School Counseling Program

The school counseling program was approved for one additional school counselor at the beginning of the 2012-2013 school year. The program is now made up of six counselors with clearly defined roles. Two of the counselor work solely with credit deficient students, two works with students’ on-track, one works with Special Education (SPED) and International Bachelorette (IB) students only, and one focuses solely on English Language Learners (ELL). The defined roles encourage increase one-on-one time with specific population of students and increases the effectiveness of the counseling department as a whole. Counting me, this year KM has seven counselors with defined roles. As the counseling intern, my tasks are to assist with attendance interventions and run an attendance group in the near future. I have been assigned students from each counselor’s caseload, in order for me to counseling students from all backgrounds. The counseling department has loosely defined goals and processes currently. Even though individual counselors have goals in alignment with the School Improvement Plan (SIP), the goals for the department are not defined and at times, department meetings are not effective in describing quarterly goals by individual contributions and relating that to annual department goals.

This is shown to be a byproduct of underutilizing data presented by the district and the principal. The counseling department spends a majority of their time in activities that directly benefit students but the effectiveness of their work is seemingly diminished by the lack of data utilized by the department when deciding activities, interventions, presentations, and curriculum used throughout the department. This is being work on with the appointment of a new assistant principal directly over the counseling department. The assistant principal is heavily data driven and is implementing the use of data in every decision process regarding student success. KM is a large school and graduation rate in being increased due to effort within the counseling department to be flexible in dealing with class load, teacher class sizes, accessing credit retrieval options, and the positive relationship of the staff within the department. This is partly effective due to the continued emphasizes of professional development where each department has allotted time for Professional Learning Communities (PLC’s) and monthly district lead workshops around professional development. The program depends on the counselor’s abilities to be available for students at all times and to work with administrators such as the registrar and programs with the school that assist with credit retrieval.

I would recommend some things that are already taking place and others that aren’t. First, the counseling department is going through training in the next couple of week to using data mining with the Skyward database. It’s important that counselors are able to pull their own reports and develop clear quarterly and annual goals that are data-based. Second, I would encourage the counseling department to be more visible in the school. I would suggest that they present curriculum that aligns with the American School Counseling Association (ASCA) Model and the SIP, so that tier 1 interventions are visible to the staff and students. It helps to reduce the percent of students in need of more focused interventions. Thirdly, I would argue the need for the counseling department to access community resources that are currently present in the school and look for areas of need which are services by them. This includes afterschool tutoring and mentoring programs.

Overall, several key items are missing or are considered lacking within the counseling department. These items include needs assessments, classroom guidance lessons, organized services and interventions. Elements that are partly or fully developed includes, a department which focuses a majority of their time on students, counseling priorities that are defined in school curriculum and on committees, and a plan that focuses on closing the achievement gap for minority and low income students. When I went over the School Program Implementation Survey (SCPIS) with two of the counselors, I was surprised to find the counselors inspired by the recommendation I set forth. They agreed with me concerning the structure of the program and the need for clearly defined processes and tasks that should be derived from data and not simply suggestion-based. They also echoed my concerns around effective department meetings. Although, they were concerned with basing the SCPIS on my perception of the program over the past couple of months, during a time where the department mainly focuses on scheduling and other tasks are left for a later time in the school year.

Strategic Elements

Kent Meridian’s mission statement establishes that all leaders and school staff do whatever it takes to educate all students to achieve their life goals..every day. The mission is further declared in school outcomes defined in the School Improvement Plan. The SIP for the current school year is currently in its fourth year for a five year improvement plan. The goals of the SIP are twofold; One, to increase proficiency in core areas of math, science, reading, and writing, two, to increase the participation of parent and community involvement. Each core subject has an action plan that addresses the following: Goals, strategy, rational, and responsibilities or tasks. The areas of focus are interwoven with tasks and responsibilities designed to improve student proficiency in core academic subjects. These include quarterly core subject assessments for all eligible HSPE takers. These assessments then undergo quarterly reviews at PLC meetings and data review at monthly school-wide staff meetings. During the monthly staff meetings, the data is then used decide the best way to approach curriculum in the classroom and work towards quarterly goals. The staff meetings adhere to the action plans described to the SIP and map out areas of improvement and successes. This takes into consideration the timeline of the tasks, the professional development offered to complete the tasks, and budget allotted to fund the tasks.

These overall accomplishments of the KM’s School Improvement Plan are defined by six different components within the SIP. These components are defined as follows: Attract qualified teachers, include teachers in assessment decisions, increase graduation rates through increasing core subject proficiency, increase family involvement, and coordinate services with community organizations. This year, the SIP is being addresses in various ways. The school and district are working together to provide staff the opportunity for professional development through training workshops facilitated by community organizations. The school has also brought in community organization which in include mental health, college prep, and drug and alcohol services. Also, as seen in Figure 15, KM is making strides in student proficiency areas such as math and science.

Key Relationships

Kent Meridian is starting to understand the importance of certain stakeholders in the academic success of its students. I believe this is due to a recent change in leadership. Dr. Wade Barringer has been the principal of the school for almost five years and focuses his plan for success as a partnership with staff, parents, and the surrounding community. He has made significant strides in graduation rates, is respected by his staff, and is highly visible in the school. His administrative assistant moved into his office and he takes meetings with the staff in their classrooms and offices. This is having a positive effect overall. His leadership is from the top down. He is at all the parent nights such as the Latino parent information night recently held in October.

The parents have the opportunity to be involved with the school but there is still disconnect between the school and parents. There were low attendance for most of the parent nights disaggregated by ethnicity, and open house, both held in the past couple of months. The school and community bonds are growing stronger with a presence of Kent Youth and Family Resources, Kent Refugee Organization, and UW’s Dream Project, splitting it’s time across the school week, having at least one organization present on each day of the week. The counselors and teachers have inconsistent relationship depending on the counselor. Two of the counselors were teachers and have stronger bonds with the teaching staff, while the other 4 are new to the school and are still building relationships. The school counselors respect and admire the principal but go through the assistant principal for most matters and therefore have a closer tie to him.

The Diffusion of Innovation Theory (DOI) uses diffusion and communication to acquire certain results. Diffusion Theory is the process by which an innovation channeled, accepted, and declined by members of a social system (Ratts, J. & Woods, C., 2011). Kent Meridian has a process in place where buy in is continuously being adopted by more members of the social system. The innovators are definitely made up of the principal and assistant principals. The principal developed a plan for KM that uses more collaboration between the administrators and staff; staff and parents; and school and community. He also changed the grading system to a new standard-based method. He was able to use data to address the achievement gaps that needed to be addressed as much outside the school and within the school.

In accordance with his vision, Dr. Barringer was fortunate to have in place assistant principals that agreed with his values and holistic view of change. The early adopters of the plan came from the administrators and recently hired staff. They are the backbone of the school and most of the staff had been there for more than 9 years (OSPI, 2012). The administrators and new staff believed in Principal Wade’s vision, and more importantly, his evenhanded approach at change and transparency. The late majority included teachers who had been within the district and particularly KM for a long time. They were more hesitant in the new plan for the school, because they had comfort in the status quo. With the status quo there are clean power structures and programs in place that are familiar (Ratts, J., & Woods, C., 2011). The laggards are the students. They are reluctant in adhere to the changes in grading standards, much of it due to clear confusion and interpretation of the grading methods. They are so use to having letter grades which are engrained in them and hard break from.

Being Visible

Kent Meridian afforded me many opportunities to be visible in the school. I have highlighted the top four below:

• Fall Open House: KM’s Open House was the third week of September from 7:00 to 8:30 PM. During this time the school began with an assembly where the counseling department staff was introduced to students and families, and their caseloads explained in detail by each counselor. I was included in those introductory as the new counseling department intern. The department gathered in different areas of the school with stations set up for parent-counselor Q&A as the families rotated from class-to-class interacting with teachers and staff.

• The Curriculum Meeting: KM’s curriculum meeting occurs each month as a school-wide meeting. I attending the meeting in both September and October. They are during late arrival days from 7:30 to 9 AM. They are lead by the principal or assistant principals dealing with agendas aligned with the SIP. The first half covers the monthly goals for each department set by the previous year, and the second part is lead by the School Improvement Team and focuses in curriculum development.

• Parent Conferences: Kent Meridian has the responsibility to increase parent involvement per the SIP. KM is addressing this goal by providing 5 parent information nights throughout the school year exclusively tailored to specific ethnicities. I attended the Latino Parent Information Night held on October 2nd, from 5:30 to 7pm. This included academic and informational packets provided in both, English and Spanish. It also incorporated interpreters, information stations, dinner, and babysitting services. The counselors shared an information booth with each interpreter.

• Black Student Union (BSU): KM has a variety of school organizations that tie into culture, academics, and social development. The meeting I attended was BSU. I did so because of my close ties with UW Seattle’s BSU organization. I invited seniors to apply to attend UW’s Essence for Success program and attend UW’s Ethnic Cultural Center grand opening at the beginning of next year. I let them know I would assist with the applications and planning of these two events. I wanted to encourage a relationship between KM and UW through this medium. I was able to participate in the planning KM’s upcoming MLK assembly. The meeting also topics around SAT prep, college applications, and scholarships.

Community Mapping

KM has a new vision. As discusses earlier, community resources that were once underused are starting to provide services to the students and staff of KM. The largest contributor of services comes from Kent Youth and Family Services (KYFS). KYFS provides two staff members weekly at all schools within the KSD. Kent Meridian has a mental heather provider two days a week, who maintains a caseload for 40 students as of last week. KM recently, added a drug and alcohol counselor from KYFS that in onsite twice a week. Other community resources are list below by name and services provided.

|COUNSELING SERVICES |TYPES OF SERVICES |  |

|YWCA South King County Center |Counseling Services | | | |

|Catholic Community Services | |Family/Child Therapy | | | |

|24-Hour Crisis Line | | |Counseling | | | |

|Rays Renton Area Youth Services |Counseling | | | |

|Lakeside - Milam | | |Drug & Alcohol Intervention & Counseling | |

|The Healing Center | | |Grief, Loss, Assault and Abuse Counseling | |

|Kent Youth & Family Services | |Individual, Group, and Family Counseling | |

|Valley Cities Counseling | |Individual, Children, Family Counseling | |

|At Risk Youth Program | |Inform Students/Parents of Court System | |

| | | | |Community Resources for At-Risk Students | |

| | | |

|Salvation Army | | |Food Bank, Clothing Voucher, Diapers, Water & Energy, Eviction |

| | | | |Prevention |

| | | | |Program |

|YWCA South King County Center |Domestic Violence, Career Center, Employment, Housing |

| | | | |Transition Housing, Homeless Intervention | |

|Multi-Service Center | | |Utilities/Shelters Emergency Assistance, Youth/ |

|24-Hour Crisis Line | | |Domestic Abuse Women's Network (DAWN) |

| | | | |Shelter, Counseling, legal advocacy | |

|Young Moms | | |Support Parenting, Build Friendships, Personal Growth |

|Kent Food Bank | | |Food, Clothing, Emergency Services | |

|RTC Kent Learning Center- The Alliance |Educational Assistance, ESL, GED Prep | |

| | | | |Out-of-school Youth Program | | |

UW’s Dream Project Provides college prep services for college admittance

With the vast resources available to KM, emphasize school and community collaboration. I would define collaboration in accordance to the school mission and SIP. Academic achievement is presented in personal, social, and academic milestones. In order to achieve academic milestones I would not only utilize UW’s Dream Project mentors during advisory, as is currently applied, but I would develop a plan to utilize their services for afterschool tutoring. The program has mentor services available before, after, and during school. I would partner up the mentors assigned to each grade advisory with afterschool tutoring services in the school library.

I would plan for faculty buy in by rotating the teaching, admin, and counseling interns along with utilizing the faculty and students that lead school organizations. Then, I would build on top of the counseling services provided by KYFS by collaborating with Lakeside Milan to include KM parents in their monthly workshops for parents dealing with students with drug and alcohol dependence. That way, we can provide these resources to parents at the parental information nights throughout the year. Lastly, I encourage the counseling department to visit and build relationship with the local counseling services to that we can work on the personal develop of our students outside of academics. That way, counselors have more time developing interventions for students with most need, both academically and socially. This plan devises a holistic view of student development through community, parent, and school collaboration.

Conclusion

KM has strength in its leadership and community resources. The leadership and vision of the principal is breathing new life into the school. The attention to data, the focus towards professional development, and the strategic methods used in reaching goals, all adhere to the leadership put forth by the principal and the assistant principals. The plan for the SIP and the collaboration of all staff in the assessment of goals and outcomes is vital to the future success of the school and its students. The increased presence of the community is also as significant. Reaching out and building relationships with organizations that serve the surrounding community should include the students who attending community schools.

The gaps are seen in the details. The staff, departments, students, and parents should understand how to achieve academic success. The role of school personnel and school programs should be clearly defined along with its goals. It’s hard to achieve goals when the overall picture is clear but the pieces of the picture are broken and misunderstood. The counseling department should be directly in the center of student success, bridging the gap of academic excellence from all angles. They should have strong bonds with the staff and student and be visible in the classrooms and within school committees. They should have a clear plan in place in how the department is assistant the whole school in reaching the goals aligned with the SIP. Those things are areas of growth.

In my next stage as an intern, I would like to help define the ASCA model within the counseling department. I would also like to help promote more visibility within the counseling department. It’s important the department stand out within the school and lead student achievement in all areas of personal, social, and academic development. I plan on developing more groups and increase the presence of colleges and mentors onsite. I also want to focus on developing a clear understanding of graduation requirements for all levels of KM. I want the students to be aware of when they are lacking credits and what options they have to get back on track towards graduation. The school had a long way to go but is moving in the right direction.

References

American School Counselor Association [ASCA]. (2008). ASCA National Model. Retrieved

from

Kent Meridian. (2012). Kent Meridian’s Data Analysis Report. Retrieved from

OSPI. (2012). October Enrollment Report October Enrollment Report

OSPI.(2012). Kent Meridian Report Card. Retrieved from

OSPI. (2012). Title I. Retrieved from

Ratts, J. & Woods, C., 2011) The Fierce Urgency of Now: Diffusion of innovation as a mechanism to integrate social justice in counselor education. Counselors Education and Supervision, (50)2

USDA.(2012). Income Eligibility Guidelines. Retrieved from

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