1 Northeast K-12 Comprehensive Guidance and Counseling Program Foundation Philosophy The foundation of the Northeast School counseling program is developmental and preventative in design for all students. The delivery system includes school guidance curriculum, individual planning, and responsive services to every student in collaboration with all stakeholders. It is the belief that the counselor also uses data to drive decisions. The counselor s philosophy is to help students help themselves. Mission Statement The mission statement of the Northeast Community School District Counseling Program is to facilitate life long learning of all students. Students will participate in activities and instruction that will assist their optimal personal, social/emotional, career, and academic development. The guidance counselor will assist students, parents, teachers, and administration, with the developmental stages of students as well as deal with problem solving. It is the purpose of the counselor to help staff, students, and parents analyze choices, determine options and make deliberate and appropriate choices so that all students have confidence, mutual respect, and personal accountability in an ever - changing world. Domains Personal/Social Domain Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Students will make decisions, set goals, and take necessary action to achieve goals. Students will understand safety and survival skills Academic Students will understand the relationship of academics to the world of work and to life at home and in the community Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span. Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.
2 Career Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Students will understand the relationship between personal qualities, education, training and the world of work. Students will employ strategies to achieve future career goals with success and satisfaction. Personal/Social Career Academic The Northeast Guidance Curriculum and Counseling Service Plan facilitates student development in three broad interwoven domains. These domains are designed to optimize student personal/social, academic and career development. Each domain has a variety of desired competencies, skills, attitudes, and specific knowledge. The delivery methods, strategies, activities and resources utilize within each domain reflect student development and situational need. The focus for delivery will be to center all students k-12 in all three domains with emphasis on 1 standard per domain k-12. Delivery System The Northeast Guidance Curriculum and Counseling Service Plan delivery system consists of four components, and describes services and activities that will encourage a student s personal/social, academic and career development. The School Guidance Curriculum identifies, organizes and integrates the content and processes of instructional experiences that are intentionally designed to engage all students in a series of planned events that foster personal/social, academic and career development. The Individual Planning component provides each student the opportunity to work closely with parents/guardians, teachers, and counselor to develop, monitor and manage educational plans to post secondary options. The counselor provides effective advising, and uses assessment instruments and processes appropriately.
3 The Responsive Services component responds to direct and immediate needs of students, and is focused on effectively using individual and small group counseling, as well as referrals and consultation with teachers, students, and families. The System Support component refers to all aspects of school culture related to the scope and sequence of appropriate topics, and supports the academic and personal/social development for all students at all levels and developmental stages through effective leadership, advocacy, collaboration and program management. Program Delivery Components Time Allocation Elementary K-6 Middle School 7-8 High School 9-12 Guidance Curriculum 45% 15% 10% Individual Planning 5% 35% 50% Responsive Service 30% 40% 25% System Support 10% 10% 15% TOTAL 100% 100% 100% Counselor Role The counselor is an important member of the educational system. He/she implements and evaluates the programs focused on helping all students in maximizing students achievement. The school counselor maintains current knowledge of equity and diversity issues, advocates for all students in the areas of personal/social, academic and career development. The counselor serves in a unique capacity as family and staff advocates. The counselor abides by the ASCA Code of Ethics in practices and uses the ASCA National standards as a guide in promoting and enhancing the learning of students. Primary Functions A counselor provides a comprehensive developmental guidance curriculum and counseling services for all students. The counselor structures activities to meet the needs of students; consults with teachers, staff, and parents to effectively enhance the task of helping students to help themselves, as they acquire the attitudes, knowledge, and skills that contribute to productive learning in school and across the life span. He/she works in harmony with school staff to promote educational programs. Component Guidance Curriculum Provides guidance content in a systemic way to all students Role of the School Counselor Implements the developmental guidance curriculum designed to help students achieve standards and competencies. Collaborates with faculty in teaching activities related to
4 personal/social skills, academic and career development. Individual Planning Helps students understand and monitor their own development Facilitate the infusion of counseling activities into the regular education curricula to support the developmental needs of students Guide individuals and groups of students through the development of educational, career, and personal plans. Coordinate parent participation in the student individual planning process Assist students in developing a 4-year plan Responsive Services Address immediate concerns of students Interpret test results appropriately (ITBS/ITED, PLAN, ACT, EXPLORE, ASVAB) Counsel students individually about their concerns using accepted theories and techniques appropriate to school counseling Conduct structured, goal oriented groups to meet students needs for learning Consult and collaborate with parents, teachers, and educators to maximize student achievement System Support Includes program and staff support activities and leadership Use an effective referral process to help students and families access special in district programs and community resources. Implement, maintain, and enhance the total school counseling program through assessment and evaluation. Coordinate or participate in school improvement initiatives Pursue professional growth through staff development Attend relevant workshops and conferences sponsored by state and national organizations. Guidance Curriculum Purpose of the comprehensive guidance curriculum is to ensure the involvement of each student in systemic, proactive and preventive learning opportunities that are intended to promote knowledge, attitudes, skills and development in the three domains of academic, personal/social and career. The curriculum of the Northeast Community School District is closely aligned with the American School Counselor Association s The ASCA National Model: A Framework for School Counseling Program. The counselor reviewed national and Iowa frameworks in developing a standard and benchmarks best suited for the k-12 needs for the students, families, and staff of the Northeast Community School District. The comprehensive, developmental and sequential guidance curriculum contains standards and benchmarks, lessons, and or services to support them, as well as suggested evaluation strategies. These standards and benchmarks set the direction and guide the
5 delivery of the prevention focused guidance curriculum, empowering each student not only to achieve success in school, but to develop into a contributing member of society. K-12 Standards and Benchmarks As the foundation for the developmental component of the counseling program, standards and benchmarks have been designed for our k-12 program. Grade ranges arrange the scope and sequence of the Northeast CSD guidance curriculum standards and benchmarks. This planned and flexible scope and sequence of the activities identifies specific procedures and themes, emphasizing awareness, knowledge, and skills. Since the counselor cannot perform all the classroom guidance, in addition to all the other counseling responsibilities, teaming with teachers is critical to meeting the needs of each student. The focus for delivery will be to center all students k-12 in all three domains with emphasis on 1 standard per domain k-12. Personal/Social Development- the standard in this domain guide the counselor as she implements strategies and activities to support and maximize each student s personal growth, enhance the educational career development of each student. Standard: Students will understand and respect themselves and others; understand safety and survival skills as well as make decisions, set goals, and take steps to achieve those goals. Academic Development-the standard guides the counselor as she implements strategies and activities to support and enable the student to experience academic success, maximize learning through commitment, produce high quality work and be prepared for a full range of options and opportunities after high school. Standard: Students will acquire the attitudes, knowledge, and skills necessary to complete school and to choose from a wide range of post secondary options including college. Career Development-this standard guides the counselor as she implements strategies and activities to support and enable the student in developing a positive attitude toward work, and in acquiring the necessary skills to make a successful transition from school to work and from career to career. Additionally, the standard helps create an understanding of the relationship between school and future success in the world of work. Standard: Students will understand the relationship between personal qualities, education, training, and the world of work. Benchmarks Domain Standard K Personal/Social Standard: Students will understand and respect Six Pillars of Character Keys to Friendship Self Concept Respect/Anti-Bullying Human Growth and Development Transition Curriculum
6 themselves and others; understand safety and survival skills as well as make decisions, set goals, and take steps to achieve those goals. Tattling/Reporting Handling Bullies Good Touch/Bad Touch Social Skills Conflict Resolution Expressing Feelings Olweus Kids Hope Mentoring Second Step Personal Counseling Character Counts I Have A Plan Website 4-year plan Schedules College planning Skills for Adolescence Academic K Standard: Students will Making responsible decisions homework Listening and communication skills acquire the attitudes, Six pillars of character knowledge, and skills Social skills necessary to complete school Good test taking strategies Six Pillars of Character to choose from a wide range Second Step of post secondary options Olweus including college. Student Schedules and planning PSEO courses College planning Graduation requirements Core requirements College representatives and visits Scholarships Concurrent College Courses AP Courses Online Courses Career Standard: Students will understand the relationship between personal qualities, education, training and the world of work. Making responsible decisions. Six pillars of character Social skills Conflict resolution Second Step Olweus Four year plan PSEO courses Career Fair-sophomores and juniors I Have A Plan Website Financial Aid Night College Planning Night Freshman Orientation Apprenticeship Day Job Shadow School to Work Transition Plan- Preschool to Kindergarten: Kindergarten Round-up Fall Open House Elementary to Middle School Orientation in Spring before 7 th grade 7 th grade orientation in Fall before school starts Transitioning Groups Meeting with teachers 6 th grade Transitioning Units Middle School to High School: Freshman Orientation Fall Open House Mentoring Program High School to Post High School: ACT/SAT test Students Scheduling/ Course scheduling College Scholarships/Local scholarships
7 Senior Exit Survey PSEO courses College Visits Small group counseling PSAT test PLAN test Financial Aid night How to Succeed in College Night College Planning Night Report cards Individual counseling Referrals ITED/ITBS tests Career fairs Apprenticeship Day University of Iowa Medical Careers Job Shadow Day ASVAB Military visits Responsive Services The responsive service component consists of services and activities designed to meet the immediate student needs or concerns that require counseling, consultation, referral, peer facilitation or information. This component is available to all students k-12. It can be initiated by the individual student, parent/guardians, or teachers. Though the counselor has specialized training to respond to specific needs and concerns, collaborative approaches involving the student, parent/guardians, and other educators may also be necessary for successful intervention. The counselor offers a wide range of services to respond to the needs of individual students, families, including consultation, individual and small group counseling, crisis counseling, referrals, and peer facilitation. School counseling is not intended nor has the capacity to provide therapeutic interventions nor on a long- term basis. Referral to outside agencies will be made for such services. Consultation- The counselor consults with teachers, parents/guardians and other educators and community agencies to help students and families. This consultation exists to more effectively identify student needs and successful intervention strategies and activities. Individual/Small Group Counseling- Counseling is provided in individual or small groups for students experiencing difficulties that interfere with the three domains. The counselor works with individuals or small groups to provide them with skills, attitudes and behaviors to help students prevent difficulties, identify interventions to address more serious concerns or problems that have resulted in unhealthy choices. Individual or small group counseling in generally short-term, focused on helping students identify problems, causes, actual and possible consequences, and alternative actions.
8 Crisis Counseling- In crisis counseling, the counselor works with students and family issues that are causing immediate discomfort by providing prevention, intervention and followup counseling, consultation or providing referrals. Counseling and support measures are provided to students and families facing emergency situations and are generally short term and temporary. Also, included in this component is the counselor s role in the school crisis intervention plan. Schools have emergency plans in place for a variety of issues that may occur (death of a student, teacher, community disaster, violence etc..) Teams of school personnel and outside resource personnel receive advance training: in implementation of the crisis plan. The counselor serves a key leadership role in helping develop the plan, training personnel, coordinating with AEA9 and other agencies in delivering needed services. Referral- Counselors use referral services to other agencies for students needing more specialized support (i.e. eating disorders, mental health centers, abuse, depression, family supports) These referral services may include a variety of areas. System Supports This component includes support services that the counseling program provides in other educational programs such as testing, consumer technical education, special education and extended learning education programs. It may not involve as much direct work with students; rather, the focus is on articulation, management, and coordination of the program to assure it is an integral part of the school structure. Program Management and Operations Program management includes the planning and support activities necessary for the successful implementation of counseling services and guidance curriculum. These organizational and process tools needed to manage the counseling program include implementing a budget, contributing to building procedures, and analyzing various data. The various data analyzed include student achievement and achievement related data. Counseling Duties/Calendar AUGUST Registration 9 th Grade Orientation Inservice to Begin School Year Schedule Changes Elementary Open House
9 SEPTEMBER Student Portfolios in Class Room Visits Advisory Council OCTOBER Elementary Development Guidance K-6 th PLAN test sophomores PSAT test- juniors College Planning Presentation (ICAN) juniors & seniors with parents Red Ribbon Week I Have A Plan Sophomores Parent/Teacher Conferences CCC Career Tech Day- NOVEMBER Sophomore Career Fair CCC Career Day Register for PSEO Classes Advisory Council Elementary Veteran s Day Program Discuss PLAN tests DECEMBER Financial Aid Night JANUARY ITBS/ITED Prepping and Meeting Advisory Council No Name Calling Week FEBRUARY ITBS/ITED ITBS Elementary Pep Rally Apprenticeship Day 8 th grade 4- year plans- I Have A Plan Parent-Teacher Conferences
10 MARCH Junior College/Career Fair Advisory Council APRIL How to Succeed in College seniors University of Iowa Medical Careers Job Shadow Day ACT Test Prep MAP testing Good Touch/Bad Touch MS/Elem MAY 6 th grade transition to middle school Advisory Council Graduation Wrap-up/order for next school year Weekly Duties Group Individual Counseling Phone calls/ s College recruiters/visits Teacher Team Meetings
11 Confidentiality Students and their parents entrust schools with their personal information with the expectation that this information will be used to serve the needs of the students effectively and efficiently. This information is a vital resource in planning comprehensive educational programs, designing individual education plans and providing responsive services. The school and parents share a common interest in ensuring that this information is kept confidential. Confidentiality is the obligation to keep information and the contents of conversations private unless there is a duty to inform others. Information shared with a school counselor is confidential; except in certain circumstances, the school counselor will not tell other individuals what is shared between the counselor and students. A counselor protects confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies, and applicable ethical standards. Such information in only to be revealed to others with informed consent of the student, consistent with the counselor s ethical obligation. Parents and Confidentiality Counselors are frequently confronted with questions regarding their duty of disclosure to parents and the relationship between this duty and the confidential nature of the counseling relationship. Each counselor recognizes his/her primary obligation to confidentiality is to the student, but balances that obligation with an understanding of the legal and inherent rights of parent/guardians to be the guiding voice in their child s life. The American School Counselor Association advocates specific guidelines with regard to the relationship between the counselor and the parents. The counselor: o Informs parents/guardians of the counselor s role with emphasis on the confidential nature of the counseling relationship between counselor and counselee. o Provides parents with accurate, comprehensive and relevant information in an objective and caring manner, as appropriate and consistent with ethical responsibilities to the counselee. o Makes responsible efforts to honor the wishes of parent and guardians concerning information that he/she may share regarding counselee. o Adheres to federal and state laws and district policies and procedures guiding the maintenance and release of student information. Limits to Confidentiality Limits to confidentiality exist to protect the safety and well-being of students. The counselor will protect the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies, and applicable ethical standards. The meaning and limits of confidentiality are defined in developmentally appropriate terms for students. Information can and will be shared with appropriate person, agency or authority using the following guideline and circumstances: Potential harm to self-a belief or information that an individual student in danger of hurting oneself, or in danger of being hurt by someone else.
12 Potential harm to others-belief or information that a student is in danger of hurting someone else. Suspect child abuse/mandatory Reporter- a belief or information that a child under the age of 18 has been abused by a person responsible for the care of the child Legal Jurisdiction- a law or court order disclosed information Informed Consent- the permission by a legally responsible adult to consult with others to provide better counseling services. Disclosure Disclosure includes the limits of confidentiality, such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. Such information is only to be revealed to others with informed consent of the student, consistent with the counselor s ethical obligation. The counselor keeps all information confidential, unless disclosure is required to prevent clear and imminent danger to the student and or others, or when legal requirements demand that confidential information be revealed. The counselor will consult with the appropriate professionals when in doubt as to the validity of an exception.