K-12 Comprehensive School Counseling Plan
December 2012
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The Shenendehowa Central School District’s School Counseling Department (K-12) has developed a Comprehensive School Counseling Plan. This program guide
is the result of a review by the counselor’s currently employed in the Shenendehowa Central School District. These professionals guided the development of this
document and we thank them for their input. We owe thanks to our administration and the Board of Education for allowing us the time and resources to
develop this comprehensive plan that we are sure will help the continued success of our students.
This comprehensive model is the centerpiece of the Shenendehowa Central School District’s effort to transform their professional school counseling department.
This complete comprehensive model acts as a manual for counselors and administrators in clarifying the role of a School Counselor.
Director of School Counselors
:
Rebecca Carman
Elementary Counselors
Middle School Counselors
High School Counselors
Jaclyn Franchini
Gail Bates
Johnna Apple
Kristin Huntsman
Linda Shady
Michael Carpentieri
Amy Quinlivan
Chelsea Kelly
Tricia Clark
Mary Quinn
Ellen Mainwaring
Lauren Di Gianni
Debra Reinisch
Liza Reif
Steve Hart
Erica Rock
Don Shea
Gretchen Lynch
Tracy Rodriguez
Caryn Simone
Joan McGee
Courtney Swisher
Robert Swider
Maria Payne
Jan Reilly
Timothy Roberts
Katherine Sapienza
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Transformation of School Counseling
Why do school counseling programs need transformation?
As education changes and the expectations related to the Common Core Standards become greater, the demands on both students and educators also increase.
The role of school counseling is evolving to address these changes. The pages that follow will outline a cutting edge, school counseling plan for the
Shenendehowa school community.
In order to develop and implement a comprehensive and standard-based counseling program, which is proactive and designed to reach and assist every student
in Shenendehowa, a new vision and a wide range of skills are necessary for the contemporary school counselor. By using skills in leadership, advocacy,
collaborations and data analysis, counselors can focus on the goal of improving student achievement and creating changes needed to impact the system.
Shenendehowa school counselors will always use their counseling, consultation, and coordination skills. However, as counselor’s training and professional
development incorporate leadership, advocacy, collaboration, teaming and use of data, a more effective role for school counselors will emerge. By focusing on
student achievement, school counselors will become vital educators in the Shenendehowa school setting.
As leaders and advocates, Shenendehowa school counselors are expected to promote, plan, implement, and assess a comprehensive school counseling program.
They work to promote student success by closing existing achievement gaps and providing access to a demanding academic program for each student. Keeping
in mind “students first,” Shenendehowa school counselors ensure that every student benefits directly from the school counseling program. It is our hope that
the Shenendehowa Central School District's comprehensive school counseling programs will help to improve the continuity of services with students every day.
The Shenendehowa Central School District's Counseling Department is dedicated to meeting the needs of the students in each of its thirteen schools.
The
National Standards for School Counseling Programs
(1997) and the
National Model for School Counseling Programs
, both developed by the American School
Counseling Association (ASCA),
have shifted the focus of counseling from a student-by-student system to a comprehensive and developmental program
providing academic, career, and personal/social development for every K – 12 student.
This comprehensive school counseling model offers content, process and accountability methods. School
counselors are integral participants in collaborative
programs that guide student achievement. Collaborating
with teachers, administrators, community members, and families provides school counselors with
information
that can direct their programs. New York State school counselors with the support of superintendents,
principals, and local boards of education, can
analyze and assess school counseling programs, implement
programs through a variety of delivery systems, and maintain an accountability system that
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T
he ASCA comprehensive school counseling program document 2012
,
recommends that the school counselor ratio be 1:250 (maximum)
.
It is also
recommended
that specialized school counselors, such as At-Risk counselors, have no more than an 8% ratio of
the school building's population. Hence, school counselors can
play significant roles in closing the achievement
gap and profoundly contribute to helping New York maintain its position as one of the finest educational
systems in our country.
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New York State Part 100 Regulations - School Counseling Programs
As per the New York State Education Department, listed in Part 100 of the Commissioner's Regulations, school counseling/guidance programs are defined as
follows:
I) Public Schools: Each school district shall have a guidance program for all students.
II) In grades K-6, the program shall be designed in coordination with the teaching staff to prepare students to effectively participate in their current and future
educational programs; to help students who exhibit any attendance, academic, behavioral or adjustment problems; to educate students concerning avoidance of
child sexual abuse and to encourage parental involvement.
III) In grades 7-12, the school counseling program shall include the following activities and services:
A.) An annual review of each student's educational progress and career plans, with such reviews conducted with each student individually or with small
groups by personnel certified or licensed as school counselors.
B.) Instruction at each grade level to help students learn about various careers and about career planning skills conducted by personnel certified or
licensed as school counselors, or by classroom teachers in cooperation with the school counselor.
C.) Other advisory and individual or group counseling assistance to enable students to benefit from the curriculum to help students develop and
implement postsecondary educational and career plans; to help students who exhibit any attendance, academic, behavioral or adjustment problems;
to encourage parental involvement, provided that advisory assistance shall be provided by teachers or counselors or by certified teaching assistants
under the supervision of counselors or teachers; such individual or group counseling shall be provided by certified or licensed school psychologists or
certified or licensed school social workers in cooperation with certified and licensed school counselors.
IV) Each school district shall develop a district plan which sets forth the manner in which the district shall comply with the requirements of this subdivision. Such
plan should be filed in the district offices and shall be available for review by any individual. The plan shall present program objectives, which describe
expectations of what students will learn from the program; activities to accomplish the objectives; specifications of the staff members and other resources
assigned to accomplish the objectives; provisions for the annual assessment of the program results.
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The Essential Role of the School Counselor
All essential educators are committed to providing the optimal educational experience for their students through their academic journey. The teacher, the
administrator, and the school counselor are all significant to the precise balance needed for the student to attend an optimally functioning school and school
system.
The role of the school counselor is one that is growing with the times. As our society faces increasing number of challenges (financial, cultural, social) so do our
students, teachers, and administrators. The school counselor is central to all the participants involved in the education of the child while having the equally
important role of identifying the individual needs of all students.
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The Comprehensive Model
The comprehensive school counseling program is a framework for the systemic development, implementation, and evaluation of school counseling programs.
The process for delivery of the National Standards linked to the Common Core Standards is accomplished by utilizing each of the four components of the
comprehensive model: school counseling curriculum, individual student planning, responsive services, and system support. The comprehensive model identifies
the competencies for students and uses varying strategies to deliver the content of the program to every student. Most importantly, the comprehensive
program links school counseling to the total educational process.
The ASCA's National Model for School Counseling Programs incorporates the national standards, the comprehensive process and results-based accountability,
while considering the developmental needs of every student. The four main components of the model are:
1. The foundation
of the program which addresses the belief and mission that every student will benefit from the school counseling program.
2. The delivery system
which defines the implementation process and the components of the comprehensive model (guidance curriculum, individual planning
with students, responsive services and system support).
3. The management system
that presents the organizational process and tools needed to deliver a comprehensive school counseling program. These processes
and tools include: agreements or responsibilities, use of data, action plans, time and task analysis; and monthly calendars
4. The accountability system
which helps school counselors demonstrate the effectiveness of their work in measurable terms such as impacts over time,
performance evaluation, and a program audit.
The National Model for School Counseling Programs speaks to the importance of accountability and having an organizational framework that documents and
demonstrates
“how students are different as a result of the school counseling
programs.”
A commitment to accountability shifts public perception from
questions such as “what do school counselors really do?” to showing how school counselors are key players in the academic success for all students.
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Shenendehowa Central School Counseling Department Foundation
Mission Statement
To provide a comprehensive, developmental counseling program that targets the academic, career, and personal/social development of all students.
School Counselors are professional advocates who collaborate with other educators, parents/guardians, and community stakeholders to maximize student
potential and academic achievement.
School Counselors believe that all students are capable of developing and demonstrating the knowledge, skills, abilities, and character needed to participate in
a global society as responsible citizens.
School Counseling National Domains and Standards
The National Standards for School Counseling Programs facilitate student development in three board areas: academic development, career development and
personal/social development. Following are the nine national standards adopted by New York State.
Academic Development
Standard A:
Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the life span.
Standard B:
Students will complete school with the academic preparation essential to choose from a wide range of substantial
post-secondary options,
including college.
Standard C:
Students will understand the relationship of academics to the world of work and to life at home and in the community.
Career Development
Standard A:
Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make
informed career decisions.
Standard B:
Students will employ strategies to achieve future career success and satisfaction.
Standard C:
Students will understand the relationship between personal qualities, education & training and the world of
work.
Personal/Social Development
Standard A:
Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect themselves
and others.
Standard B:
Students will make decisions, set goals and take necessary action to achieve goals.
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Shenendehowa Central School Counseling Department Delivery System
Delivery system defines the components of the comprehensive model including individual student planning, school counseling curriculum, responsive services
and system support.
Individual Student Planning
Counselors monitor students’ progress so they may achieve success in academic, personal/social, and career areas. This may be
accomplished through:
• Individual or Small Group Appraisal:
Work with students in analyzing and evaluating abilities, interests, skills, and achievement.
• Individual or Small Group Advisement:
Work directly with students on achieving success in personal/social, academic, and career areas.
• Case Management:
Monitor individual students’ progress.
• Placement:
Collaborate with school staff in determining the proper educational setting for students as they meet their academic and social goals.
School Counseling Curriculum
The counseling curriculum provides developmental activities that address academic, career and personal/social needs of students
K-12. This is accomplished through:
• Classroom Activities:
School counselors present lessons in the classroom
• Group Activities:
School counselors conduct group activities outside of the classroom to address students’ particular needs
• Interdisciplinary Activities:
School counselors collaborate with school staff to implement curriculum across content areas.
Responsive Services
School Counselors provide support and interventions to meet the needs of students. This is accomplished through:
• Individual and Small Group Counseling:
Counseling is provided for students experiencing social, emotional, personal, or academic difficulties.
• Crisis Counseling:
Short term counseling that is provided to students, families or staff as an immediate intervention to a crisis.
• Referrals:
Counselors connect families to appropriate resources as needed.
• Consultation:
School counselors collaborate with families, school staff and community agencies to develop interventions for students.
System Support
School counselors assess the effectiveness of the counseling program. This is accomplished through:
• Teaming:
School Counselors participate in district wide and building committees.
• Professional Development:
School counselors regularly participate in training, conferences, and meetings to update knowledge and skills.
• Program Promotion:
School Counselors provide orientation and information regarding the programs to the greater community via websites, counseling
newsletters and presentations.
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• Program Management and Evaluation:
School counselors regularly collect and analyze data to evaluate the program and continue updating program
activities.
Elementary School Level Action Plan
GradeLevel
Guidance Lesson Content
ASCA Domain/ Standard
Curriculum
and
Materials
Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will theResults be Measured? Outcome(s) when applicable Kdg Feeling Identification Expression Personal/Social Development Domain: Standard A1
Books,
puppets,
role-play,
music, art,
activities,
etc.
Varies by building All Kdg Students (80-110 per building) Regular ClassroomObservation Identify and label
emotions.
Kdg Listening Academic Development
Domain: Standard A2, A3; Personal/Social Development Domain: Standard A2
Books,
puppets,
role-play,
music, art,
activities,
etc.
Varies by building All Kdg Students (80-110 per building) Regular ClassroomObservation Identify the five
parts of whole body listening. Kdg Personal Safety Skills Personal/Social Development Domain: Standard A1 Netsmartz Program Varies by building All Kdg Students (80-110 per building) Regular Classroom
Observation Identify four
personal safety rules.
1st Friendship Skills Academic Development
Domain: Standard A3; Personal/ Social Development Domain: Standard A1, A2, B1
Books,
puppets,
role-play,
music, art,
activities,
etc.
Varies by building All Grade 1 Students (80-110 per building) Regular ClassroomObservation Students will be
able to identify ways to make friends and be a
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1st Conflict Resolution Academic Development
Domain: Standard A2, A3;Career Development Domain: Standard A2; Personal/ Social Development Domain: Standard A1, A2, B1
Books,
puppets,
role-play,
music, art,
activities,
etc.
Varies by building All Grade 1 Students (80-110 per building) Regular Classroom Students will be able to use a variety of problem solving strategies. Grade Level Guidance Lesson ContentASCA Domain/ Standard
Curriculum
and
Materials
Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will theResults be Measured?
Outcome(s) when applicable
1st Personal Safety Personal/Social
Development Domain: Standard A1, A2, B1
Netsmartz Varies by building All Grade 1 Students (80-110 per building) Regular Classroom Observation checklist Identify four personal safety rules.
1st Bullying Prevention Career Development
Domain: Standard A2; Personal/ Social Development Domain: Standard A1, A2, B1
Books, role play, etc. Varies by building All Grade 1 Students (80-110 per building) Regular Classroom Observation checklist Students will be able to give a definition of bullying.
2nd Personal Safety Personal/Social
Development Domain: Standard A1, A2, B1
Netsmartz Varies by building All Grade 2 Students (80-110 per building) Regular Classroom
Pre and Post tests
Apply four safety rules.
2nd Problem Solving
Communication Skills
Academic Development Domain: Standard A2, A3; Personal/Social
Development
Domain: Standard A2
Books, etc. Varies by
building All Grade 2 Students (80-110 per building) Regular Classroom
Observation Students will
become self-directed learners.
3rd Bullying Prevention Career Development
Domain: Standard A2; Personal/ Social Development Domain: Standard A1, A2, B1
Books, role play, etc. Varies by building All Grade 3 Students (80-110 per building) Regular Classroom
Pre and Post tests
Students will be able to give a
definition of bullying.
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3rd Social Skills/
Cooperation
Academic Development Domain: Standard A3; Career Development Domain: A1, A2, C2; Personal/ Social
Development Domain: A1, A2, B1
Books, etc. Varies by
building All Grade 3 Students (80-110 per building) Regular Classroom Teacher reports Report Card data Students will become a collaborative learner and work/play with others respectfully
3rd Test Anxiety Academic Development
Domain: Standard A1, A2, A3, B1, B2, C1; Career Development Domain: Standard A1, A2; Personal/Social
Development Domain: A1, B1 Books, powerpoint, role plays, etc. Varies by building All Grade 3 Students (80-110 per building) Regular Classroom Pre/post assessment Students will identify ways to cope with stress and anxiety during
a test.
Grade Level
Guidance Lesson Content
ASCA Domain/ Standard
Curriculum
and
Materials
Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will theResults be Measured? Outcome(s) when applicable 4th Personal and Internet Safety Personal/Social Development Domain: Standard A1, A2 Netsmartz Varies by building All Grade 4 Students (80-110 per building) Regular Classroom
Pre and Post test
Students will identify and apply
safety rules.
4th Bullying Prevention Career Development
Domain: Standard A2; Personal/ Social Development Domain: Standard A1, A2, B1
Books, role plays, etc. Varies by building All Grade 4 Students (80-110 per building) Regular Classroom Bullying discipline reports Fewer incidents of reported bullying. 4th Study/Learning Skills Academic Development Domain: Standard A1, A2, A3, B1, B2, C1; Career Development Domain: Standard A1, A2; Personal/Social
Development Domain: A1, B1 Books, role plays, etc. Varies by building All Grade 4 Students (80-110 per building) Regular Classroom Teacher Reports Improve student knowledge and practice of effective organizational and study strategies to increase academic performance
5th Internet Safety Academic Development
Domain: Standard A2, A3, B1; Personal/Social Development Domain: A1,
Netsmartz Varies by building All Grade 5 Students (80-110 per building) Regular Classroom Pre/Post assessment Improve student knowledge of safe internet practices
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5th Bullying Prevention Academic Development
Domain: Standard A3; Career Development Domain: A1, A2, C2; Personal/ Social
Development Domain: A1, A2, B1 Books, role plays, etc. Varies by building All Grade 5 Students (80-110 per building) Regular Classroom Bullying discipline reports Fewer incidents of reported bullying.
All New Student
Lunches
Personal/Social
Development Domain: C1
Books, games, etc.
September All new
students in each building (50+ per building) Counselor’s Office
n/a Students will gain
knowledge about the new school and
be able to identify the school counselor. Grade Level Guidance Lesson Content
ASCA Domain/ Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the
Results be Measured? Outcome(s) when applicable 1st-5th Changing Families Groups Personal/Social
Development Domain: A1, A2 Books, games, etc. October-May Approx. 40-50 students per building Counselor’s Office
n/a Ability for students
to focus and participate in academic activities.
K-5 Social Skills Groups Personal/Social
Development Domain: A1, A2, B1
Books, games, etc.
Ongoing Varies Counselor’s
Office
Teacher and Parent Reports
Students’ social skills will improve.
K-5 Individual Counseling Depends on topic of counseling. Books, games, etc. Ongoing Varies based on need Counselor’s Office Behavior, attendance, parent and teacher reports Student behavior improves and counseling can be discontinued.
K-5 Crisis Counseling Depends on topic of
counseling. Ongoing Varies based on need Counselor’s Office or other location n/a Student deescalates and returns to class or program. K-5 Response to Intervention (IST Meetings) Academic Development Domain: Standard A2, A3, B1
District Forms Ongoing Varies
(approx. 50 per building) Data collection Improved student performance
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K-5 Committee for Special Education (CSE) Meetings Academic Development Domain: Standard B1, B2 Individualized Education Plans (IEPs)Ongoing Varies n/a n/a n/a
Middle School Level Action Plan
GradeLevel
Guidance Lesson Content
ASCA Domain/ Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the
Results be Measured?
Outcome(s) when applicable
6,7,8 Resolve all building
scheduling conflicts and balance class size for upcoming school year
Academic B Master
Schedule
July-August 900 Counseling
Office
n/a Balanced classes
All students have working schedules.
6,7,8 Placement testing
for incoming students
Academic B State tests July-August 50 Counseling
Office
n/a Students placed in
appropriate classes.
6,7,8 School walk through Academic ABC Career ABC
Personal/Social ABC Schedules/ Lockers August 900 Middle School Complex n/a n/a 6,7,8 Rights and Expectations assembly
Academic ABC Career ABC Personal/Social ABC
September 2400 Auditorium n/a Students become
aware of school rules.
6,7,8 Open House Academic ABC Career ABC
Personal/Social ABC Appropriate Handouts, schedules September-October 2400 Middle School Complex n/a n/a
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6,7,8 New Student
Breakfast/Lunch
Academic AC Personal/Social ABC
Food October 175 Cafeteria n/a Student
adjustment is evaluated and extra support is provided if needed. 8 High School Program of Studies Review Meetings
Academic ABC Career ABC POS January 900 HSE n/a Middle School
Counselors are updated regarding High School programming. Grade Level Guidance Lesson Content
ASCA Domain/Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the
Results be Measured?
Outcome(s) when applicable
6,7,8 Failure letters Academic ABC Career ABC Letter January &
March
450 Counseling
Office
n/a Parents/guardians
will become aware of student’s academic standing.
6,7,8 Program of Studies
classroom presentations
Academic ABC Career ABC Personal/ Social ABC
POS and Scheduling Worksheet February-March 2600 Social Studies or Science
n/a Students become
aware of high school curriculum and requirements. 8 Computer lab scheduling Grade 8 going into Grade 9; input all course requests
Academic ABC Career ABC Personal/ Social ABC
POS and Scheduling Worksheet January-April 825 Social Studies, Science, or Computer Labs Student’s input correct elective requests resulting in correct input by students Appropriate elective classes inputted for 8th grade students.
6,7,8 NYS ELA and Math
testing
Academic ABC Personal/Social ABC
Test Material April 2600 Classrooms n/a n/a
5,8 Parent Orientations
Grade 8 to Grade 9, Grade 5 to Grade 6
Academic ABC Career ABC Personal/Social ABC
February &
May
1800 HSW n/a Parents become
familiar with curriculum and
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5,8 Student Orientations
Grade 8 to Grade 9, Grade 5 to Grade 6
Academic ABC Career ABC Personal/Social ABC
January &
May
Auditorium n/a Students become
familiar with curriculum and requirements. 5 Elementary to Middle School transition meetings with teachers and counselors
Academic ABC Career ABC Personal/Social ABC
Class Roster May 900 Main Office n/a Staff are aware of
student needs prior to students entering the middle
school. Grade
Level
Guidance Lesson Content
ASCA Domain/Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the
Results be Measured? Outcome(s) when applicable 5 to 6 6 to 7 7 to 8 8 to 9
Scheduling Academic ABC Career
ABC Personal/Social ABC
SIS March-June 3200 (5th grade included) Counseling Office n/a Course requests are inputted correctly 8 Middle School to High School transition meetings with counselors, school psychologist, and social worker
Academic ABC Career ABC Personal/Social ABC
Class Roster June 900 Counseling
Office n/a Student information is transferred from middle school to high school staff; staff are aware of student needs prior to students entering high school 6,7,8 Promotion/Retention meetings and summer school paperwork
Academic ABC Career ABC Personal/ Social ABC
Failure List, Summer School Form
June 180 Counseling
Office
n/a Parents are
notified regarding summer school recommendation
for student, mandated summer school for student,
or retention of student
6,7,8 New Student
Placements
Academic B SIS Ongoing 150 Counseling
Office
n/a Students start
school as soon as possible with an
appropriate schedule
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6,7,8 Individual follow-up
meetings with new students & retained students
Academic ABC Career ABC Personal/ Social ABC
Ongoing 150 Counseling
Office
n/a Students’
academic and social progress are
monitored
6,7,8 Academic
Counseling for struggling students
Academic ABC Career ABC Personal/ Social ABC
Report Card, Interims, Portal Ongoing 1800 Counseling Office Grades on report cards Improvement of student success Grade Level Guidance Lesson Content
ASCA Domain/Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the
Results be Measured?
Outcome(s) when applicable
6 Lunch Groups Academic ABC Career ABC
Personal/Social ABC Ongoing 900 Counseling Office Student success evaluated during team meetings Student and counselor relationship is strengthened, improved grades and/or social skills.
6,7,8 Individual
Counseling
Academic ABC Career ABC Personal/Social ABC
Ongoing 180 Counseling
Office
n/a Improved student
success academically,
socially and behaviorally.
6,7,8 Crisis Counseling Academic ABC Career ABC
Personal/Social ABC Ongoing 400 Counseling Office n/a Student is deescalated and returned to routine as soon as possible.
6,7,8 Group Counseling Academic ABC Career ABC
Personal/Social ABC Ongoing 150 Counseling Office Student success evaluated during team meetings Improved student success academically, socially, and behaviorally.
6,7,8 Mediation Personal/Social ABC Contract Ongoing 500 Counseling
Office Number of referrals Reduced number of conflicts within the school.
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6,7,8 Response To
Intervention (RTI)
Academic ABC Career ABC Personal/Social ABC
RTI forms Ongoing 60 Counseling
Office RTI/transition forms Improved student success academically, socially, and behaviorally. 6,7,8 Committee for Special Education Meetings (CSE)
Academic ABC Career ABC Personal/Social ABC
IEP Ongoing 300 Conference
room
n/a Students placed in
appropriate academic programs. Grade Level Guidance Lesson Content
ASCA Domain/Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the
Results be Measured? Outcome(s) when applicable 6,7,8 Weekly Building Committee Meetings
Academic ABC Career ABC Personal/Social ABC
Agenda Ongoing 900 Counseling
Office n/a Collaboration between stakeholders 6,7,8 Probation Meetings/Court Appointments Academic ABC Personal/Social ABC Ongoing 15 Counseling Office Behavior referrals, report cards Improved student success academically, socially, and behaviorally
6,7,8 OLWEUS Personal/Social ABC Ongoing 2600 Classroom Student
surveys, number of referrals Overall School environment improved; students trained using OLWEUS 6,7,8 Child Protective Services Academic ABC Personal/Social ABC Ongoing 180 Counseling Office
n/a Student safety is
addressed
6,7,8 Field Trips Academic ABC Career ABC
Personal/Social ABC
Ongoing 2600 Destination n/a Build rapport
between students and counselors; enhance student’s
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8 Career Café Career ABC Speakers,
Handouts, Food
Ongoing 60 Stage n/a Students
understanding of careers is enhanced
6,7,8 Parent Conferences Academic ABC Career ABC
Personal/Social ABC
Notes, Grades
Ongoing 225 Conference
room
n/a Improved parent
participation/ Investment, collaboration between all stakeholders Grade Level Guidance Lesson Content
ASCA Domain/Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the
Results be Measured?
Outcome(s) when applicable
6,7,8 Team Meetings Academic ABC Ongoing 2600 Classrooms n/a Student success is
evaluated and supported; collaboration between stakeholders. 6,7,8 Letters of Recommendation Academic ABC Personal/Social ABC Ongoing 90 Counseling Office n/a n/a
High School Level Action Plan
GradeLevel
Guidance Lesson Content
ASCA Domain/ Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable 9th New Student
Luncheon and “Get to Know You” activity PS:A1.1,A1.9,A1.10 PS:A2.2-A2.8 PS:C1.6 Activity & Worksheet 2nd week Sept. 30-40 9th Questionnaire Successful transition to Shen.
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9th Individual student
follow up meeting with new entrants to monitor their transition to Shen
A:A1.2; A:A2.1-A2.5; A:A3.1-A3.6; A:B1.1-B1.7; A:B2.5, A:B2.7, A:B2.8; A:C1.1-C1.6 C:B1.2, C:B2.1 PS:A1.1-A1.12; PS:B1.1-B1.12 Activity & Worksheet First 2 weeks of school 50 9th Questionnaire Successful transition to Shen.
9th Off Lab Presentation
Introduction to HS and the HS transcript A:A1.1-A1.5; A:A2.1-A2.5; A:A3.1-A3.6; A:B1.1-B1.7; A:B2.8, A:B2.9
C:A1.7; C:A1.9, C:A1.10; C:A2.7, C:A2.8; C:C1.1-C1.6; C:C2.1; C:C2.3 Power point &Activity Sheet 4 days October
840 9th Survey To become familiar
with HS West and the importance of a
HS transcript.
9th Off Lab Presentation
Naviance: Introduction and Resume Building
A:B1.1; A:B2.6; A:B2.9; A:C1.1, A:C1.3, A:C1.6 C:A2.6; C:B1.3 PS:A1.10 Naviance & Computer Lab 4 days November
840 9th Naviance Create a password,
view program highlights & begin
creating HS resume.
9th Off Lab Presentation
Course Selection: Presentation/Individ ual student meetings
A1:A1.5; A:A2.2; A:A3.4; A:B1.4; A:B2.1-B2.9 C:B1.1-C:B1.3; C:C1.1-C:C1.4; C:C2.1 PS:B1.1, PS:B1.2, PS:B1.9-B1.12 Powerpoint Gr 9->10 (5 weeks) Feb-Mid March
840 9th N/A Choose classes for
upcoming school year. 9th Individual Counseling Support PS:A1.1-A1.12; PS:A2.1-A2.8; PS:B1.1-B1.12; PS:C1.1-C1.10
N/A On-going 800 9th N/A
Grade Level
Guidance Lesson Content
ASCA Domain/ Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable
9th Off Lab Presentation
Naviance: Career Exploration A:A3.1-3.6; A:B2.6, B2.9; A:C1.2-C1.6 C:A1.1-A1.10; C:B1.2-B1.6; C:B2.1-B2.4; C:C1.1-C1.4; C:C2.1 Naviance , computer labs and worksheet
4 days April 800 9th Naviance Become familiar
with career component of
Naviance & research a career
26
9th Academic
Counseling Mid quarter grades and report card grades/ struggling learners throughout the year- Students at risk of failing grades <69 A:A1.1-A1.5; A:A2.1-A2.5; A:B1.1-B1.7; A:B2.1-B2.6; A:C1.1-C1.6 CB1.1-B1.2; C:C1.1-C1.7 PS:A1.1-A1.6; PS:B1.1-B1.12; PS:C1.4; PS:C1.6; PS:C1.8-C1.10 Infinite Campus Min 2x a quarter Approx 120 9th grade students at each Interim and Report Card time
9th N/A Meet students to
gain a better understanding of
why they are struggling and together develop a
plan for success
8th 8th Grade Student
Orientation Program at West
A:A3.1-A3.5; PS:A1.4, A1.8, A1.9
Brochure June 800 8th Questionnaire Meet 9th grade
counselors, learn more about HS West 9th Transition of caseloads-9th to 10th School Counseling Curriculum Counselor folders June 800 9th N/A 9th-12th Counseling Center Website School Counseling Curriculum
Website Sept-June 3000 9-12 N/A Provide current
info 9th-12th Naviance Document Library School Counseling Curriculum
Naviance Sept-June 3000 9-12 N/A Easy access to
documents
9th-12th
Consulting and communicating with parents via e-mail, phone calls, conferences and evening programs
Responsive Services N/A On-going 3000 9-12 N/A Provide support to
students and parents
9th-12th
Home tutoring follow up
Responsive Services N/A On-going 3000 9-12 N/A Successful home
tutoring plan
Grade Level
Guidance Lesson Content
ASCA Domain/ Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable 9th-12th Consult with external education/health facilities
Responsive Services N/A On-going 3000 9-12 N/A Develop
appropriate school resources
27
9th-12th
Attendance at CSE and IST meetings
Individual Student Planning Infinite
campus
Sept-June 3000 9-12 N/A Provide support to
SPED and students at risk 10th-12th Organize and administer college testing School Counseling Curriculum
N/A Sept-June 2000 10-12 N/A
10th-12th Quarterly meetings with CAP-discuss students w/academic difficulties
System support Infinite
Campus
Oct-June 450 10-12 N/A Address needs of
students at risk
9th-12th
Counsel Students with Social and Emotional Issues, consult with various supports both inside and outside school (psychologists, social workers, professional
therapists, hospitals, etc.), and collaborate with parents, teachers and administration A: A1 1-5, A: A2 1-5 A: A3 1-6,A: B1 1,4 A: C1 1,3,4,5,6 C: CA1.2, C:A1.3,C:A1.5 C:A1.6,C:A1.7 C:A1.10, C:A2.7-C:A2.9 C:C2.1,C:C2.2, C:C2.3 CA1-- (2-3,5-7), CA2 (7,9), CC2 (1-3) PS: A1.1-A1.12 PS: A2.1-A2.8 PS: B1.1-B1.12 PS: C1.1-C1.10 Database of local agencies On-going Approx. 3,000 9-12 Observation feedback, group sharing Support academic success of students 9th-11th
Meet with students for annual review and course selection, reviewing transcripts, and planning academic program. A: A1 5, A: A2 5 A: A3 1-6, A: B1 1-7 A: B2 1-9, A: C1 1-6 C: A1—1-3,5-10 C:A2 --3,7,8,9 C:B1-- 1-3,5,6 C:B2 --1-3, C:C1-- 1-4 C:C2—1 PS: A1.1,2,3,4,5,9,10 PSA2.6, PSB1. 1,2,3, 4,8,9,10,11,12, PSC1.6 Infinite Campus
Jan-June 2000 9-12 N/A Facilitate
successful academic, college and career planning Grade Level Guidance Lesson Content
ASCA Domain/ Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable
28
12th Processing of
College
Applications, forms, and writing of letters of recommendation based on Senior Profile and Parent Brag Sheet. A: A1 1-5, A: A2 1-4 A: A3 1,2,4,5,6 A: B1 1,2,4,5,6,7 A: B2 3,4,5,6,7,8,9 A: C1 1-6 CA1-- 3,5,6,7,10 CA2-- 6,9, CB1-- 6 CB2—2, CC1--, CC2-- PS: A1.1-7, 10,11,12 PS: A2. 1,2,6,7 PS: B1. 1,2,3, 5,8,9,10,11,12 PS: C1.1, 2,5,6,9,10
Naviance Sept-June 800 12 Naviance Support of
students’ post high school plans 12th 12th 1) Senior College Application Process Naviance Training For Students 2) Evening Parent Program for Application Process in Naviance A: A1 2,4,5, A: A2 1,2,3 A: A3 1,2,5,6 A: B1 1,2,4,5,7 A: B2 3,4,5,6,7,8,9 A: C1 1-6 C: A1.5-C: A1.7 (5-7) C:A2.1, C:A2.6, C:A2.9 (1,6,9) C:B1.1, C: B1.3, C: B1.5-(1-3,5,6) C: B1.6, C:C2 PS: A1.1-Al.4 PS: A1.10-A1.12 PS: A2.1, 2.2, 2.5 PS: B1. 1-B1.5, B1.9-B1.12 PS: C1.1, 1.2, 1.5-1.10 Powerpoint Naviance Brochures
Sept -June 800 12 Naviance
Questionnaire Provide information related to college application process. To gain a better understanding of the application process as it relates to Naviance
12th 1) Post high school
planning with seniors including college applications 2) Naviance assistance drop-in sessions 3)Instant Decision Days 4)FAFSA Financial Aid Night A: A1 1-5, A: A2 1-4 A: A3 1,4,5,6, A: B1 1-7 A: B2 1-9, A: C1 1-6 CA1--1-3, 5-7,10 CA2--2,3,6,7,9 CB1--1-3,5,6, CB2--1,2 CC1--1,3,4, CC2--1,4 PS: A1.1-l.4, 1.9, 1.10 A2.1, 2.2, 2.6, 2.7 B1. 1-1.5, 1.9-1.12 PS: C1.1, 1.5, 1.6, 1.7 Naviance Powerpoint
Sept- June 800 12 Naviance Provide
information and individual assistance related to college planning
29
Grade Level
Guidance Lesson Content
ASCA Domain/ Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable
11th 1) Post High School
Planning Meetings with 11th grade students
2)Parent/Student College Evening Program (Next Step)
A: A1 1-5, A: A2 1-5 A: A3 1,4,5,6, A: B1 1-7 A: B2 1, 3-9, A: C1 1-6 CA1-- 1-3,5-7, 9,10 CA2--2,3,6-9 CB1--1-3,5,6, CB2--1-3 CC1--1-4,7, CC2--1,4 Naviance Powerpoint Next Step brochure
March-June 800 11 Naviance Gain information
related to career planning 10th Career Exploration including Naviance training, Interest Inventory, and Resume development with 10th graders in classroom setting A: A1 1,2,3,5, A: A2 1-4 A: A3 1-6 A: B1 1,2,4,5,6,7 A: B2 1-9, A: C1 4-6 C: A1.1-, C: A1.3(1,2,3) C: A1.5-C: A1.10(5-10) C: A2.3, C: A2.6(3,6) C: B1.1-C:B2.6(1-6) C: B2.1-C: B2.3(1-3) C: C1.1-C: C1.3 (1-3) PS:A1.1-5,8,9,10 PS:A2.2,3,6,7 PS:B1.1,2,5, 8,9,10,11,12, PC: C1.6,8 Naviance Worksheet
January 800 10 Naviance Gain knowledge
about personal interests and relate
it to career exploration and future planning 9th -12th Naviance Questionnaire A: A1 1-5, A: A2 1-5 A: A3 1-6, A: B1 1-7 A: B2 1-9, A: C1 1-6 C: A1—1-3,5-10C:A2 --3,7,8,9C:B1-- 1-3,5,6 C:B2 --1-3, C:C1-- 1-4 PS: A1.1,2,3, 4,5,9,10 PSA2.6, PSB1. 1,2,3, 4,8,9,10,11,12, PSC1.6
30
Grade Level
Guidance Lesson Content
ASCA Domain/ Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable 9th-12th Academic Counseling: based on interim reports, report cards, and ongoing academic progress.
A1:1-5, A: A2 1-5 A: A3 1,4,5,6 B: B1 1-7, B: B2 1-9 C: C1 1-6, C: A1.3, C: A1.5, C: A1.6, C: A1.7 C: A1.10, C: A2.7, C: A2.9, C: B1.1, C: B1.2, C: B2.1, C: B2.2, C: B2.3 C: C1.1, C: C1.2 C: C2.1, C: C2.2, C: C2.3 CA1-3,5,6,7,10 CA2—7,9, CB1—1,2 CB2—1-3, CC2—1,2 CC2—1-3, PS: A1.1, 1.3-1.6, 1.10, A2.1,2.2,2.6, 2.7, B1.1-1.6, 1.8-1.12, C1.5-1.10 Infinite campus On-going 3000 9-12 Infinite campus Develop and support academic strategies and resources for students who are
academically struggling. 9th-12th Registration of new entrants: reviewing transcripts, planning academic program, communicating with previous school, and disseminating pertinent info to teachers, administrators, and support staff. A: A1-A5, A: A2.2,4 A: A3 1,4,5,6, A: B1 1-7A: B2 1-9, A: C1 1-6 C: A1.3-C: A1.10 (3-10) C: A2.7, C: A2.9 (7,9) C: B1.1-C: B1.3 (1-3) C: B2.1-C: B2.3 (1-3) C: C1.1, C: C1.3 (1,3) C: C2.1 (1) PS: A1.1-5,7,10,11,12 PS: A2.1,2,6,7 PS: B1.2,3,5,9,10,12 PS: C1. 1,6 Infinite campus
On-going 3000 9-12 N/A Create an
attainable academic plan and
program 9th-12th Coordination and presentation of student information to Instructional Support Team. Advise and consult regarding Student Interventions. Collaborate on implementation of A: A1 4,5, A: A2 2,3,5 A: A3 1, A: B1 3,4,5,7 A: B2 1-8, A: C1 4-6 CA1—5,6,7, CA2—1,7,9 CB1—1, CB2—2,3 CC1—1,2, CC2—2,3 PS: A1.3,5,8,10 PS: A2.1,6,7, PS: B1.1-12 PS: C1. 1-2,4-10 All available resources
On-going 150-200 9-12 N/A Provide
appropriate resources to support student
31
suggested interventions. Grade Level Guidance Lesson ContentASCA Domain/ Standard Curriculum
and Materials Projected Start/ Projected End (week of): Projected Number of Students Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable 11th & 12th
College Fair- Fall (Seniors) and Spring (Juniors) A: A1 1-5, A: A2 1-3 A: A3 1,2,4,5, A: B1 1,2,4,5,7, A: B2 9, A: C1 1-6, CA1—1-3,5-7 CA2— CB1—1,2, CB2—1, CC1—1, CC2—1, PS: A1.1-3,5,6,8,9,10,11,12, PS: A2.2, 4,6,7, PS: B1.1-3,5,9,10,11,12PS: C1.1,6
Brochures October and
April
1600 11-12 Questionnaire Opportunity for
students to meet admissions counselors and gain information about colleges and
universities 9th-12th Communicate Academic, college, and career information via Counseling Center Website, Naviance Homepage, Counseling Center Newsletters. A: A1 2,5, A: A2 1-5 A: A3 1,2,4,5,6, A: B1 1-7, A: B2 1-9, A: C1 1-6, CA1—5-7, CA2—1,6,9, CB1—1,2,5,6, CB2—1,3 CC1—3, CC2—1 PS: A1.1, 2,3,5,7,10,,12 PS: A2. 1,6,7, PS: B1. 2,3,5, 8,9,10,11,12 PS: C1. 1,2,4,6 Naviance Website
On-going 3000 9-12 N/A Provide current
information to school community 9th-12th District wide K-12 meetings
All areas District Plan Yearly All district
students N/A Collaboration and Data evaluation Updating Action Plans
