2017 Annual Conference

Torri Jackson, GSCA Immediate Past President, Liberty County School System

Elementary
Middle
Secondary
Independent
Counselor Educator, Supervisor
Post-secondary/Admissions

Are you ready to use your innate leadership skills within the best school counseling professional organization in the nation? Come to this session to learn more about the governance structure of GSCA and how to become a leader within the organization. A variety of leadership roles will be explained in detail and specific instructions on how to nominate and apply for all roles will be provided. All school counselors are gifted with leadership and advocacy skills, and it is time to take the next step in your school counseling career and become a GSCA leader. Utilize the information gained from this session to help you begin your GSCA leadership journey!

See the abstract.

Beth Mines

Elementary

Students experiencing trauma represent 20% of school populations.  Neuroscience shows that trauma affects the development of the brain, which then affects student's behavior and ability to learning.  Children of trauma are frequently less responsive to traditional supports such as positive reinforcement, consequences and behavior contracts. This presentation expands the awareness of types of trauma affecting children and describes easy-to-teach strategies counselors can share with teachers.   Become an advocate for trauma awareness at your school!

Learning Objectives:  Participants will

1) Be able to name criteria for trauma described by ACE (Adverse Childhood Experiences).

2) Be able to understand the impact of trauma on the brain's development

3) Become familiar with resources to learn more about trauma 

4) Learn a variety of strategies to share with classroom teachers about how to respond to and build positive relationships with these students.

Content for the presentation is gathered from the presenter's research over the past three years including multiple texts (The Social Neuroscience of Education; Reaching and Teaching Children Who Hurt; The Dance of Attachment; Helping Children Succeed; Treating Traumatic Stress in Children and Adolexcents), 20 hours of webinar training presented by the National Child Traumatic Stress Network and attendance at Georgia Association for Play Therapy conferences over the past 6 years.  

Participants will be encouraged to share experiences with partners (while maintaining confidentiality), and to ask questions.  Participants will leave with powerpoint notes, and a list of resources and descriptions of easy-to-teach interventions for counselors to share with classroom teachers.

 

Gizani Netherland-Maxie, Professional School Counselor
Shamira Pierson-Porter, Professional School Counselor
Emily Flaaen, Professional School Counselor
Monica Garcia, Professional School Counselor

Elementary
Middle
Secondary
Counselor Educator, Supervisor

Training school counselor interns is a huge commitment. Professional school counselors, school counseling interns, and graduate students, are encouraged to colloborate during this session. Topics of discussion will center around best practices for school counselor supervisors to provide training and support of school counseling interns so that they eventually become professional school counselors that promote comprehensive school counseling programs.

This session intends to allow dialogue that will help to create a positive experience for both the supervisor as well as the school counseling intern, by identfying best practices in those perspective roles. A tip sheet will be provided from both the supervisor and counseling intern perspectives. Resources to be shared that will help "break the ice" and begin to foster a trusting relationship between supervisor and intern.

Catherine Roberts, EdD
Reva Robinson, MA

Elementary
Middle
Secondary

The College & Career Ready Performance Index (CCRPI)is a tool that help provides accountability and communication to all stakeholders about the promotion of college and career readiness for Georgia public school students within your school.  This presentation will provide you with helpful tools in increasing your attendance and career development, which is two of five of the ways School Counselors can impact the increase in your school's CCRPI performance index.

The participants will have an opportunity to learn about how to impact their school's CCRPI school's Performance Index through interactive dialogue and an informational powerpoint presentation with handouts.  The participants will also receive strategies and interventions to aid them in providing guidance lessons with students to increase attendance and the career development.  The learning objectives are: the state itself are preparing students for the next educational level. It provides a comprehensive roadmap to help educators, parents, and community members promote and improve college and career readiness for all students.

To obtain strategies to help prepare students for the next educational level

To understand the five ways School Counselors can impact the CCRPI performance Index (i.e., Attendance, School Climate, Achievement Gap, Career Development, and Positive Behavioral Interventions and supports - PBIS)It provides a comprehensive roadmap to help educators, parents and community members promote and improve college and career readiness for all students

To develop a plan to promote and improve college and career readiness for all students

Chastity Williams
Ashley Chennault
Lisa Miller

Elementary
Middle

A successful college and career readiness program begins with collaboration amongst stakeholders in order to provide real world foundational and supplemental experiences for kindergarten through 8^th grade. Various strategies include researching career clusters with an interdisciplinary approach, building relationships with community members through apprenticeships, and creating a capstone project will prepare our scholars for success.

During this session, the presenters will focus on providing attendees with specific and practical strategies for successful delivery of a consistent culturally competent college and career readiness program. We will discuss the importance of equalizing access to career information. In addition, we will distribute examples of a calendar, integrated lessons, and morning meeting/advisement activity plans to create a common language for scholars, teachers, parents, and community members. Attendees will engage in Think, Pair, Share activities, an application brainstorming session, and a Kahoot to assess their knowledge.  

Sarah Wenham

Counselor Educator, Supervisor
Post-secondary/Admissions

Researching postsecondary options can be an overwhelming task for some high school students.  School counselors play a crucial role in helping students understand their options and staying on course for meeting admission requirements.  Please join us to learn more about the University System of Georgia (USG) admission requirements, including the high school curriculum requirements and the new SAT score requirements.  This session will also highlight the USG resources that can help students in their research.  

This session will provide many opportunities for participants to ask questions.

Sample materials will be available for viewing during the session.  Participants will learn where to find the resources of the USG website.

During the session:

• Participants will learn about the four types of postsecondary institutions that comprise the University System of Georgia.
• Participants will learn how the USG freshman admission requirements vary by institutional sector.
• Participants will learn how the changes to the SAT have impacted the USG freshman admission requirements.
• Participants will learn about the USG’s Required High School Curriculum (RHSC) and the high school courses that satisfy the RHSC.
• Participants will learn how the University System uses the Accuplacer test to determine admissibility and placement.
• Participants will learn about the USG dual enrollment/MOWR admission requirements.
• Participants will learn about the requirements for a freshman to be classified as in-state for tuition purposes.
• Participants will learn where to find various admissions resources and related information on the USG website.

Ruth Bowen, EdS, LPC, NCC
Summit Hill Elementary School, Fulton County
RAMP Recipient 2016
Fulton County School Counselor of the Year 2016-17

Elementary

Learn innovative ways to use play in your school. Not only will this session provide creative ideas for working with students in lessons, small groups, and completing CCRPI requirements, but also for working with teachers and even parents. Hear results from a parent play group, see a playroom in action, and walk away with your own tool box of strategies you can use in your program.

 

Learning Objectives:

This session will help participants identify at least three methods of utilizing play in school counseling.

This session will help participants apply creative and play-based techniques in their counseling programs.

This session will help participants understand data related to the effectiveness of play-based techniques.

This session will help participants feel confident in using play in their programs, even if this is a new method for them.

Session Summary:

This session will discuss using play in a comprehensive school counseling program. Participants will hear examples of core curriculum lesson activities, as well as small group activities that incorporate play. Session attendees will learn about using centers and break out groups for career lessons, as well as implementing a wax museum of careers to satisfy the CCRPI portfolio requirement. They will see pictures and videos from a school-based playroom and will understand how the playroom has been utilized this year. This session will cover data about the effectiveness of the playroom lessons. Session participants will also hear a unique take on social stories, a creative method for use in individual sessions.

After hearing about using play with students, session attendees will discuss play with teachers and parents. The session will address the importance of morale in the school. Participants will explore boosting morale in playful and fun ways, using treats, games, and signs throughout the school year. The session will exhibit the details of a parent group conducted by the presenter with the moms of her small group students. Participants will see data about the group and the impact it had both on the moms and the students.

Leaving the session, participants will walk away with new ideas, will feel more confident in their own ability to utilize play in their programs, and will have handouts they can use to implement some of the session’s activities or lessons. They will also have the opportunity to win give aways throughout the session that will get them started in using play at their schools.

 

Leonissa Johnson
Malti Tuttle
E. Ken Shell

Elementary
Middle
Secondary
Counselor Educator, Supervisor

English Learners, are often referred to the Response to Intervention (RTI) process for academic support. School counselors frequently promote student success in RTI as advocates, supporters and/or facilitators. Many counselors take part in these practices with limited training or experience with RTI or English Learners. The purpose of this presentation is to share school counselor experiences in the RTI process with English Learners. Implications for training and practice will be discussed.

Learning Objectives/outcomes

1. Participants will define Response to Intervention and English Learners.
2. Participants will describe school counselors’ experiences with the Response to Intervention Process for English Learners.
3. Participants will discuss the content and experiential needs of school counselors and school counselors in training.
   

Opportunities for audience participation

Presenters will facilitate a presentation in three parts.

First the presenters will provide an overview of the Response to Intervention process, needs of English Learners and School Counselor roles. Presenters will use Total Physical Response activities (Stand up/sit down, thumbs up/down, signage) to assess what participants know about RTI and English Learners. Participants will ask members to describe their roles with RTI and English Learners at their schools.

Next the presenters will share the research literature and methodology that led to the study.  They will also share themes and quotations that describe school counselors' experiences taking part in the RTI process with English Learners. Presenters will invite audience members to identify any findings that resemble or differ from their RTI involvement.

Finally, the presenters will discuss implications for school counselor training and practice based on the research findings.  Audience members will be invited to describe any helpful or desired RTI with English Learner training needs.  Presenters will generate a list based on the dialogue with the audience.

Handouts/Resources

Participants will receive a handout with key information and findings from the presentation. Audience members will also receive a list of relevant literature and resources.

Jason Moore

Secondary
Counselor Educator, Supervisor

RPM is a partnership between the Richmond County School System and Textron Specialized Vehicles. The program mission is to motivate students to stay in school, graduate, and become career ready by providing classroom instruction, on-the-job training, key work/life skills, mentoring, and employment opportunities. Session participants will hear about a community and business partnership that re-engages students at risk of dropping out of high school and provides true work based learning opportunities.

Session participants will learn the following:

How to develop a program to reengage and intervene with students at risk of dropping out of high school

How to develop community and business partnerships for true work based learning opportunities

How to create and maintain a program culture focused on preparing students for graduation and career readiness

How to create classroom structures to support students with academic and attendance deficiencies

The two most important objectives of the session will be:

1. Reengaging students in relevant, real world experiences will help reinstill academic, social, and attendance confidence.
2. Students in intense family, social, economic, and academic deficient situations require the most intense and consistent means of school and community support.

There will be a question and answer session following the presentation.

Participants will receive and handout and brochure with information pertaining to the program.

Ashley Wood

Elementary
Middle
Secondary

The right story can make a difference! Inspire your Tier 2 and 3 students to read while developing resiliency through literature based small groups. Discover creative ways to implement literature groups in elementary, middle, and high schools that will support your school improvement plan and the ASCA Model. Participants will leave with book lists, lesson plans, methods for data collection, and inspiration!

After attending this session, participants will be able to: 

• Determine ways that literature based small groups benefit Tier 2 and 3 students and support an ASCA model program. 
• Develop a lesson plan for a literature based small group.
• Determine appropriate implementation models for elementary, middle, and high school settings.
• Identify methods of data collection and use of data to develop future interventions. 

Session Process:

This session will utilize mixed media (PowerPoint and student/counselor created videos) and literature samples.

Agenda

Introduction 

• Prologue
  
  • Discuss the research behind literature groups 
  • Review different models for implementation
  • Discuss ways to obtain materials for literature groups with little or no funding
• Plot Development:  
  • Participants will be divided into groups.  
  • Each group will utilize a literature sample (provided) to develop a lesson plan for a small group session. 
  • Groups will present/discuss their literature sample and lesson plan
• Resolutions and Sequels: Discuss methods of data collection and use of data to drive future interventions
• Ask the Author: Questions and answers

Handouts/Resources: Electronic booklists, sample lesson plans, and resources for developing literature groups will be available to participants

 

Ken Jackson

Middle
Secondary
Independent
Counselor Educator, Supervisor

When it comes to supporting LGBTQ students, counselors often have good intentions, but challenges translating into meaningful action.  They often do not know what to do when situations arise or they are consulted. Participants will examine an LGBTQ Student Action Decision Making Model. They will then review a sample professional development created for middle school teachers to support a transgender student.  Participants will then look a real life scenarios and apply the decision making model.

The session will cover three areas:

1. LGBTQ Student Action Decision Making Model- They will look at an approach that I have used for 19 years when consulted about LGBTQ issues in schools. It covers equality, equivalence, and equity.

2. Particpants will review a real professional development given to middle school teachers who were seeking ways to support a transgender student in class. The focus on this is both practical applications for teachers and a model counselors can use when asked to created a professional development.

3. Scenario discussion- Particpants will be grouped and given one of ten real life scenarios. They will then apply the decision making model to the scenario. All of the cases are adapted from real events that have occured in schools.

 

Mrs. Aleah Brown
Dr. Lenice B. Horton

Elementary

Our students are experiencing high levels of anxiety that is triggered from home and school. Anxiety is basically fear, and this fear can cause worry, depression, irritability, hyperactivity, and/or aggressive behaviors in children. The Mindful Counselor Toolkit contains researched based tools and strategies that are useful in helping students to de-escalate anxiety daily. 

Learning objectives: CWBAT utilize various strategies and tools IOT support students in decreasing misbehaviors.

Participants will engage in mindful exercises and be provided with resources.

Anxiety is a normal part of childhood.  It is basically a form of fear. It is perfectly normal to see anxiety in children. However, to keep anxiety from taking over a child’s life, it is important to provide them with strategies and tool’s so that children can gradually manage or overcome their fears. The Mindful Counselor Toolkit was created just for this reason.

The practice of mindfulness brings quick results to these situations.  Mindfulness means focusing on the present moment. This is particularly helpful for anxiety because anxiety is often the result of focusing on the past or the future. The busy counselor needs quick methods to assist children in de-escalating worry, irritability, hyperactivity, and aggression.  This workshop will provide resources and materials on how to make, utilize, and implement tools and strategies to improve student social and emotional well being.

Katrina D. Wilson, M.A., LPC, School Counselor, Pine Street Elementary, Rockdale County Public Schools

Elementary
Middle

Do you sometimes feel like you are working in a crisis center?  Are you stressed in your school counseling role?  Do you feel like you lack resources and are stuck in a tailspin of anger outburst, DFCS cases, and broken family systems? This fun, interactive session will help you better understand how to collaborate with your social worker, behavior specialist, parents, teachers, administrators and mental health clinicians. Come and explore the “family” of student support. 

Participants will learn how to successfully collaborate, utilize and access members of their student support team.  We will dissect a complex case scenario and examine the steps that a student support team took to successfully address several issues facing a high-needs student.  Through an interactive role-play, participants will learn how to construct an interdisciplinary team that will touch the “whole” child with appropriate interventions and resources.