Welcome to the Jesse Owens School Counseling Program website.  It is an honor to serve you and your child.

  My name is Eddie Davis, the Jesse Owens School counselor. I have an M.Ed. in Special Education, and I am on track to complete my MS in School Counseling next spring. I am also a licensed LBS-1. I am completing my 5th year as a middle school Special educator, serving some of the most wonderful and deserving student populations ever.  

  My professional interests include guiding and counseling students, researching and learning the best practices and proven theories of school counseling, and pursuing social justice by means of studying psychology, reading professional journals and writings, and attending professional development opportunities to keep abreast of the most current and relevant research in the areas of school counseling and social justice.

  Our school counseling program is modeled after the American School Counseling Association National model (ASCA), highly regarded as the standard for professional school counselors. Through this body, we elect to use the four components of the model, define, deliver, manage, and assess, to guide our delivery of sound, proven, data-driven support and care for every student within our reach.

  Regarding the Define component, the ASCA  Students Standards help our school counseling program identify the knowledge, skills, and attitudes students need to achieve positive outcomes in the area of academics, social-emotional development, and career readiness. These standards are research-based and created by organizations that have identified strategies to make an impact on student achievement and academic performance.  The standards are categorized as mindset standards and behavior standards. Mindset standards are related to beliefs and psychosocial attitudes students have about themselves, and the behavioral standards include behaviors commonly associated with being a successful student. These standards are measured by grade level competencies, measuring expectations students should attain as they progress through the standards, and domains, academic,  career, and social-emotional development that promote the mindsets and behaviors that enhance students' learning process and create a culture of college and career readiness. Finally, there are seven implementation steps to inform the best use and practices of the  Mindsets and Behavior standards to influence student success.

  The Manage component provides organizational tools and assessments designed to guide, target, structure, and construct our school counseling program to maximize results.

  The Deliver component defines the methods our school counselors use to provide activities and services to our students and for our students. It consists of direct services, provided to our students, and indirect services, provided for our students. 

  The final component, Assess, defines the effort the Jesse Owens School Counseling Program achieves the best results for our students, regularly determining the effectiveness of our school counseling programs.  We use assessments to inform potential improvements to our school counseling program design and delivery, and to show how students are achieving as a result of our school counseling program. 

  Collectively, our school counseling program and stakeholders endeavor to exceed our fiduciary responsibilities, and to ensure success for our students and transparency with all as we impact the outcomes for each of our students.

ASCA National Model. (2019). A Framework for School Counseling Program. ( 4th ed.).  Alexandria, VA: Author.