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Barcelona School Counseling Program

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Statement of Philosophy

The professional school counselor of Barcelona Elementary School believes:

  • All students have a right to be treated as unique individuals deserving of dignity and respect
  • Diversity should be recognized, appreciated, and celebrated.
  • All students have a right to a safe and positive educational environment conducive to learning and growth.
  • Every student is capable of outstanding achievement in academic, personal/social, and career domains when his or her educational pursuits are supported by parents/guardians, teachers, staff, and community members.
  • Collaboration among educational stakeholders is crucial for achievement of school, counseling program, and student goals.
  • The comprehensive school counseling program is essential to the progressive functioning of the school.
  • The Barcelona community is passionate about providing students with tools for success.

And that the comprehensive school counseling program should:

  • Be accessible to and reach all students.
  • Be comprehensive in scope, addressing academic, personal/social, and career domains.
  • Be preventative in focus.
  • Be developmentally-appropriate by nature.
  • Be planned and coordinated by the school counselor, administration, and other educational stakeholders.
  • Be delivered by a trained, state-certified, master’s-level school counselor, who will also collaborate with other school and community professionals and resources to provide a broad range of necessary services.
  • Be driven by data for intentional development and objective evaluation.
  • Be evaluated by the counselor, administration, and other educational stakeholders on the degree to which the program met specified goals and standards.

And that the counselor at Barcelona Elementary School will:

  • Faithfully follow all state, federal, and local laws and standards, Albuquerque Public School policies and procedures, and professional ethics to ensure the safety, wellbeing, and interests of all individuals.
  • Seek consultation and supervision to advance her skills and knowledge.
  • Attend professional development events, including APS District counselor meetings, to uphold the quality of the school counseling program.
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Mission Statement

The mission of the Barcelona Elementary School Counseling Program is to utilize professional and community collaboration, ongoing evaluation, and a commitment to progress in order to promote the positive growth and development of all students. Through the deliverance of a comprehensive, developmentally-appropriate, prevention-focused school counseling program, the school counselor will ensure that every student has the attitudes, skills, knowledge, support, and resources required for success in academic, social/emotional, and career domains. The school counselor is a student advocate who strives to ensure the safety and wellbeing of students and is charged with the responsibility of monitoring the school climate to maximize student learning and minimize barriers to success. With the enhanced education afforded by their participation in the school counseling program, students of Barcelona will be well-prepared for achievement in a 21st Century world.

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Goals

Coming soon for the 2017-2018 School Year.

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American School Counselor Association's Mindsets & Behaviors

 

 

Grade

Level

 

Mindsets

Academic

Career

Social/Emotional

1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

2. Self-confidence in ability to succeed

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

3. Sense of belonging in the school environment

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

4. Understanding that postsecondary education and life-long learning are necessary for long-term career success

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

6. Positive attitude toward work and learning

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

Behavior: Learning Strategies

 

 

 

1. Demonstrate critical-thinking skills to make informed decisions

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

2. Demonstrate creativity

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

3. Use time-management, organizational and study skills

1, 2, 3, 4, 5

2, 3, 4, 5

1, 3, 5

4. Apply self-motivation and self-direction to learning

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

5. Apply media and technology skills

 

 

 

6. Set high standards of quality

1, 2, 3, 4, 5

1, 3, 4, 5

1, 2, 3, 4, 5

7. Identify long- and short-term academic, career and social/emotional goals

K, 1, 3, 4, 5

K, 3, 4, 5

K, 1, 2, 3, 4, 5

8. Actively engage in challenging coursework

 

 

 

9. Gather evidence and consider multiple perspectives to make informed decisions

K, 1, 2, 3, 4, 5

K, 1, 3, 4, 5

K, 1, 2, 3, 4, 5

10. Participate in enrichment and extracurricular activities

3

3

3

Behavior: Self-Management Skills

 

 

 

1. Demonstrate ability to assume responsibility

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

2. Demonstrate self-discipline and self-control

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

3. Demonstrate ability to work independently

K, 1, 2, 3, 4, 5

1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

4. Demonstrate ability to delay immediate gratification for long-term rewards

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

5. Demonstrate perseverance to achieve long- and short-term goals

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

6. Demonstrate ability to overcome barriers to learning

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

7. Demonstrate effective coping skills when faced with a problem

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

8. Demonstrate the ability to balance school, home and community activities

K, 1, 2, 3, 4

K, 3, 4, 5

K, 1, 2, 5

9. Demonstrate personal safety skills

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3. 4, 5

Behavior: Social Skills

 

 

 

1. Use effective oral and written communication skills and listening skills

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

2. Create positive and supportive relationships with other students

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

3. Create relationships with adults that support success

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

4. Demonstrate empathy

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

5. Demonstrate ethical decision-making and social responsibility

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

6. Use effective collaboration and cooperation skills

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

7. Use leadership and teamwork skills to work effectively in diverse teams

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

8. Demonstrate advocacy skills and ability to assert self, when necessary

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

9. Demonstrate social maturity and behaviors appropriate to the situation and environment

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5

K, 1, 2, 3, 4, 5