K-12 Comprehensive School Counseling Plan. December 2012

Transcription

1 K-12 Comprehensive School Counseling Plan December 2012

2 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 2

3 The Transformation of the School Counselor 3

4 Why do school counseling programs need transformation? Transformation of School Counseling 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 demonstrates effectiveness. 4

5 The 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. 5

6 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. The plan shall be reviewed annually by the school counselors, and revisions shall be made as necessary. 6

7 The Essential Role of the School Counselor 7

8 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. 8

9 The Comprehensive Model 9

10 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. 10

11 The Foundation 11

12 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: will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the life span. Standard B: will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Standard C: will understand the relationship of academics to the world of work and to life at home and in the community. Career Development Standard A: will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Standard B: will employ strategies to achieve future career success and satisfaction. Standard C: will understand the relationship between personal qualities, education & training and the world of work. Personal/Social Development Standard A: will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect themselves and others. Standard B: will make decisions, set goals and take necessary action to achieve goals. Standard C: will understand safety and survival skills. 12

13 The Delivery System 13

14 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 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. 14

15 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 Grade Level Kdg Guidance Lesson Content Feeling Identification Expression ASCA Domain/ Standard Personal/Social Development Domain: Standard A1 Kdg Listening Academic Development Domain: Standard A2, A3; Personal/Social Development Domain: Standard A2 and Materials Books, puppets, role-play, music, art, activities, etc. Books, puppets, role-play, music, art, activities, etc. Start/ End (week of): Varies by building Varies by building Number of Affected All Kdg ( per building) All Kdg ( per building) Lesson Will Be Presented in Which Class/ Subject? Regular Classroom Regular Classroom Evaluation Methods How Will the Results be Measured? Observation Observation Outcome(s) when applicable Identify and label emotions. 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 ( 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 ( per building) Regular Classroom Observation will be able to identify ways to make friends and be a friend. 15

16 1st Conflict Resolution Academic Development Domain: Standard A2, A3;Career Development Domain: Standard A2; Personal/ Social Development Domain: Standard A1, A2, B1 Grade Level Guidance Lesson Content ASCA Domain/ Standard 1 st Personal Safety Personal/Social Development Domain: Standard A1, A2, B1 Books, puppets, role-play, music, art, activities, etc. and Materials Netsmartz Varies by building Start/ End (week of): Varies by building All Grade 1 ( per building) Number of Affected All Grade 1 ( per building) Regular Classroom Lesson Will Be Presented in Which Class/ Subject? Regular Classroom Evaluation Methods How Will the Results be Measured? Observation checklist will be able to use a variety of problem solving strategies. Outcome(s) when applicable Identify four personal safety rules. 1 st 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 ( per building) Regular Classroom Observation checklist will be able to give a definition of bullying. 2 nd Personal Safety Personal/Social Development Domain: Standard A1, A2, B1 Netsmartz Varies by building All Grade 2 ( per building) Regular Classroom Pre and Post tests Apply four safety rules. 2 nd Problem Solving Communication Skills Academic Development Domain: Standard A2, A3; Personal/Social Development Domain: Standard A2 Books, etc. Varies by building All Grade 2 ( per building) Regular Classroom Observation will become selfdirected learners. 3 rd 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 ( per building) Regular Classroom Pre and Post tests will be able to give a definition of bullying. 16

17 3 rd Social Skills/ Cooperation Academic Development Domain: Standard A3; Career Development Domain: A1, A2, C2; Personal/ Social Development Domain: A1, A2, B1 3 rd Test Anxiety Academic Development Domain: Standard A1, A2, A3, B1, B2, C1; Career Development Domain: Standard A1, A2; Personal/Social Development Domain: A1, B1 Grade Level Guidance Lesson Content 4 th Personal and Internet Safety ASCA Domain/ Standard Personal/Social Development Domain: Standard A1, A2 Books, etc. Books, powerpoint, role plays, etc. and Materials Netsmartz Varies by building Varies by building Start/ End (week of): Varies by building All Grade 3 ( per building) All Grade 3 ( per building) Number of Affected All Grade 4 ( per building) Regular Classroom Regular Classroom Lesson Will Be Presented in Which Class/ Subject? Regular Classroom Teacher reports Report Card data Pre/post assessment Evaluation Methods How Will the Results be Measured? Pre and Post test will become a collaborative learner and work/play with others respectfully will identify ways to cope with stress and anxiety during a test. Outcome(s) when applicable will identify and apply safety rules. 4 th 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 ( per building) Regular Classroom Bullying discipline reports Fewer incidents of reported bullying. 4 th 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 5 th Internet Safety Academic Development Domain: Standard A2, A3, B1; Personal/Social Development Domain: A1, Books, role plays, etc. Netsmartz Varies by building Varies by building All Grade 4 ( per building) All Grade 5 ( per building) Regular Classroom Regular Classroom Teacher Reports Pre/Post assessment Improve student knowledge and practice of effective organizational and study strategies to increase academic performance Improve student knowledge of safe internet practices 17

18 5 th Bullying Prevention Academic Development Domain: Standard A3; Career Development Domain: A1, A2, C2; Personal/ Social Development Domain: A1, A2, B1 All Grade Level New Student Lunches Guidance Lesson Content 1 st -5 th Changing Families Groups Personal/Social Development Domain: C1 ASCA Domain/ Standard Personal/Social Development Domain: A1, A2 Books, role plays, etc. Books, games, etc. and Materials Books, games, etc. Varies by building September Start/ End (week of): October- May All Grade 5 ( per building) All new students in each building (50+ per building) Number of Affected Approx students per building Regular Classroom Counselor s Lesson Will Be Presented in Which Class/ Subject? Counselor s Bullying discipline reports Evaluation Methods How Will the Results be Measured? Fewer incidents of reported bullying. will gain knowledge about the new school and be able to identify the school counselor. Outcome(s) when applicable 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 Teacher and Parent Reports social skills will improve. K-5 Individual Counseling Depends on topic of counseling. Books, games, etc. Ongoing Varies based on need Counselor s 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 or other location 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 18

19 K-5 Committee for Special Education (CSE) Meetings Academic Development Domain: Standard B1, B2 Individualized Education Plans (IEPs) Ongoing Varies Middle School Level Action Plan Grade Level Guidance Lesson Content 6,7,8 Resolve all building scheduling conflicts and balance class size for upcoming school year ASCA Domain/ Standard Academic B and Materials Master Schedule Start/ End (week of): Number of Affected Lesson Will Be Presented in Which Class/ Subject? July-August 900 Counseling Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable Balanced classes All students have working schedules. 6,7,8 Placement testing for incoming students Academic B State tests July-August 50 Counseling placed in appropriate classes. 6,7,8 School walk through Academic ABC Career ABC Schedules/ Lockers August 900 Middle School Complex 6,7,8 Rights and Expectations assembly Academic ABC Career ABC September 2400 Auditorium become aware of school rules. 6,7,8 Open House Academic ABC Career ABC Appropriate Handouts, schedules September- October 2400 Middle School Complex 19

20 6,7,8 New Student Breakfast/Lunch Academic AC Food October 175 Cafeteria 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 Middle School Counselors are updated regarding High School programming. Grade Level Guidance Lesson Content ASCA Domain/Standard and Materials Start/ End (week of): 6,7,8 Failure letters Academic ABC Career ABC Letter January & March Number of Affected Lesson Will Be Presented in Which Class/ Subject? 450 Counseling Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable 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 become aware of high school curriculum and requirements. 8 Computer lab scheduling Grade 8 going into Grade 9; input all course requests 6,7,8 NYS ELA and Math testing Academic ABC Career ABC Personal/ Social ABC Academic 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. Test Material April 2600 Classrooms 5,8 Parent Orientations Grade 8 to Grade 9, Grade 5 to Grade 6 Academic ABC Career ABC February & May 1800 HSW Parents become familiar with curriculum and requirements 20

21 5,8 Student Orientations Grade 8 to Grade 9, Grade 5 to Grade 6 Academic ABC Career ABC January & May Auditorium become familiar with curriculum and requirements. 5 Elementary to Middle School transition meetings with teachers and counselors Academic ABC Career ABC Class Roster May 900 Main Staff are aware of student needs prior to students entering the middle school. Grade Level 5 to 6 6 to 7 7 to 8 8 to 9 Guidance Lesson Content Scheduling ASCA Domain/Standard Academic ABC Career ABC and Materials SIS Start/ End (week of): March-June Number of Affected 3200 (5th grade included) Lesson Will Be Presented in Which Class/ Subject? Counseling Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable Course requests are inputted correctly 8 Middle School to High School transition meetings with counselors, school psychologist, and social worker 6,7,8 Promotion/Retention meetings and summer school paperwork 6,7,8 New Student Placements Academic ABC Career ABC Academic ABC Career ABC Personal/ Social ABC Class Roster June 900 Counseling Failure List, Summer School Form June 180 Counseling Academic B SIS Ongoing 150 Counseling Student information is transferred from middle school to high school staff; staff are aware of student needs prior to students entering high school Parents are notified regarding summer school recommendation for student, mandated summer school for student, or retention of student start school as soon as possible with an appropriate schedule 21

22 6,7,8 Individual follow-up meetings with new students & retained students Academic ABC Career ABC Personal/ Social ABC Ongoing 150 Counseling 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 Grades on report cards Improvement of student success Grade Level Guidance Lesson Content ASCA Domain/Standard 6 Lunch Groups Academic ABC Career ABC 6,7,8 Individual Counseling Academic ABC Career ABC and Materials Start/ End (week of): Number of Affected Lesson Will Be Presented in Which Class/ Subject? Ongoing 900 Counseling Ongoing 180 Counseling Evaluation Methods How Will the Results be Measured? Student success evaluated during team meetings Outcome(s) when applicable Student and counselor relationship is strengthened, improved grades and/or social skills. Improved student success academically, socially and behaviorally. 6,7,8 Crisis Counseling Academic ABC Career ABC Ongoing 400 Counseling Student is deescalated and returned to routine as soon as possible. 6,7,8 Group Counseling Academic ABC Career ABC Ongoing 150 Counseling Student success evaluated during team meetings Improved student success academically, socially, and behaviorally. 6,7,8 Mediation Contract Ongoing 500 Counseling Number of referrals Reduced number of conflicts within the school. 22

23 6,7,8 Response To Intervention (RTI) Academic ABC Career ABC RTI forms Ongoing 60 Counseling RTI/transition forms Improved student success academically, socially, and behaviorally. 6,7,8 Committee for Special Education Meetings (CSE) Academic ABC Career ABC IEP Ongoing 300 Conference room placed in appropriate academic programs. Grade Level Guidance Lesson Content 6,7,8 Weekly Building Committee Meetings ASCA Domain/Standard Academic ABC Career ABC and Materials Start/ End (week of): Number of Affected Lesson Will Be Presented in Which Class/ Subject? Agenda Ongoing 900 Counseling Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable Collaboration between stakeholders 6,7,8 Probation Meetings/Court Appointments Academic ABC Ongoing 15 Counseling Behavior referrals, report cards Improved student success academically, socially, and behaviorally 6,7,8 OLWEUS Ongoing 2600 Classroom Student surveys, number of referrals Overall School environment improved; students trained using OLWEUS 6,7,8 Child Protective Services Academic ABC Ongoing 180 Counseling Student safety is addressed 6,7,8 Field Trips Academic ABC Career ABC Ongoing 2600 Destination Build rapport between students and counselors; enhance student s learning 23

24 8 Career Café Career ABC Speakers, Handouts, Food Ongoing 60 Stage understanding of careers is enhanced 6,7,8 Parent Conferences Academic ABC Career ABC Grade Level Guidance Lesson Content ASCA Domain/Standard Notes, Grades and Materials Ongoing 225 Conference room Start/ End (week of): Number of Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Improved parent participation/ Investment, collaboration between all stakeholders Outcome(s) when applicable 6,7,8 Team Meetings Academic ABC Ongoing 2600 Classrooms Student success is evaluated and supported; collaboration between stakeholders. 6,7,8 Letters of Recommendation Academic ABC Ongoing 90 Counseling High School Level Action Plan Grade Level 9th Guidance Lesson Content New Student Luncheon and Get to Know You activity ASCA Domain/ Standard PS:A1.1,A1.9,A1.10 PS:A2.2-A2.8 PS:C1.6 and Materials Activity & Worksheet Start/ End (week of): 2nd week Sept. Number of Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable th Questionnaire Successful transition to Shen. 24

25 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 and Materials Start/ End (week of): Number of 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:A ; 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 25

26 9th Academic Counseling Mid quarter grades and report card grades/ struggling learners throughout the year- 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 Counselor folders June 800 9th N/A 9th- 12th Counseling Center Website School Counseling Website Sept-June N/A Provide current info 9th- 12th Naviance Document Library School Counseling Naviance Sept-June N/A Easy access to documents 9th- 12th 9th- 12th Consulting and communicating with parents via , phone calls, conferences and evening programs Home tutoring follow up Responsive Services N/A On-going N/A Provide support to students and parents Responsive Services N/A On-going N/A Successful home tutoring plan Grade Level 9th- 12th Guidance Lesson Content Consult with external education/health facilities ASCA Domain/ Standard and Materials Start/ End (week of): 26 Number of Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable Responsive Services N/A On-going N/A Develop appropriate school resources

27 9th- 12th Attendance at CSE and IST meetings Individual Student Planning Infinite campus Sept-June N/A Provide support to SPED and students at risk 10th- 12th Organize and administer college testing School Counseling N/A Sept-June N/A 10th- 12th Quarterly meetings with CAP-discuss students w/academic difficulties System support Infinite Campus Oct-June N/A Address needs of students at risk 9th- 12th Counsel 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, 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 1-5, A: A2 1-5 A: A3 1-6, A: B1 1-7 A: B2 1-9, A: C1 1-6 C: A1 1-3,5-10 C:A2 -- 3,7,8,9 C:B ,5,6 C:B , C:C 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 N/A Facilitate successful academic, college and career planning Grade Level Guidance Lesson Content ASCA Domain/ Standard and Materials Start/ End (week of): Number of Affected Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable 27

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 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, 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 B , PS: C1.1, 1.5, 1.6, 1.7 Naviance Sept-June Naviance Support of students post high school plans 12th 12th 1) Senior College Application Process Naviance Training For 2) Evening Parent Program for Application Process in Naviance Powerpoint Naviance Brochures Sept -June 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 Naviance Powerpoint Sept- June Naviance Provide information and individual assistance related to college planning 28

29 Grade Level Guidance Lesson Content ASCA Domain/ Standard and Materials Start/ End (week of): Number of 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 CA ,5-7, 9,10 CA2--2,3,6-9 CB1--1-3,5,6, CB CC1--1-4,7, CC2--1,4 Naviance Powerpoint Next Step brochure March-June 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 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:B ,5,6 C:B , C:C PS: A1.1,2,3, 4,5,9,10 PSA2.6, PSB1. 1,2,3, 4,8,9,10,11,12, PSC1.6 Naviance On going Naviance 29

30 Grade Level Guidance Lesson Content ASCA Domain/ Standard and Materials Start/ End (week of): Number of 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, , 1.10, A2.1,2.2,2.6, 2.7, B , , C 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 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: B PS: C1. 1-2,4-10 Infinite campus On-going 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. Coordination and presentation of student information to Instructional Support Team. Advise and consult regarding Student Interventions. Collaborate on implementation of Infinite campus On-going N/A Create an attainable academic plan and program 9th- 12th All available resources On-going N/A Provide appropriate resources to support student success 30

31 suggested interventions. Grade Level 11th & 12th 9th- 12th 9th- 12th Guidance Lesson Content College Fair- Fall (Seniors) and Spring (Juniors) Communicate Academic, college, and career information via Counseling Center Website, Naviance Homepage, Counseling Center Newsletters. District wide K-12 meetings ASCA Domain/ Standard A: A1 1-5, A: A2 1-3 A: A3 1,2,4,5, A: B1 1,2,4,5,7, A: B2 1-9, 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 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 and Materials Brochures Naviance Website Start/ End (week of): October and April Number of Affected All areas District Plan Yearly All district students Lesson Will Be Presented in Which Class/ Subject? Evaluation Methods How Will the Results be Measured? Outcome(s) when applicable Questionnaire Opportunity for students to meet admissions counselors and gain information about colleges and universities On-going N/A Provide current information to school community N/A Collaboration and Data evaluation Updating Action Plans 31

32 The Management System 32

33 Shenendehowa Central School Counseling Department Management System Intertwined with the delivery system is the management system, which incorporates organizational processes and tools to ensure the Shenendehowa School Counseling program is organized, concrete, clearly delineated, and reflective of the school s needs. Clear expectations and purposeful interaction with all stakeholders results in a school counseling program that is integrated into the total educational program, and provides student growth and development. The management section of the Shenendehowa school counseling plan addresses who will implement the school counseling program, when the program is delivered, use of data, the management agreement, and advisory team. Components of the Management System: Management agreements insure effective implementation of the delivery system to meet student need. The counseling staff and administrators make management decisions based on the school's needs and data analysis. Management system decisions and agreements must be made regarding the organization and assignment of counselors (Johnson and Johnson, 2001) At each of level (Elementary, Middle, and High School), school counselors will review and discuss data driven needs for the student population. This may include review of graduation rates, attendance, and standardized test scores. Each counseling department will decide on a plan of action to meet student need. Counselors and the school district leadership team will agree on how services will be assigned to specific counselors. Program implementation will integrate all elements of a school counseling plan. Each counseling department level will decide how students will be assigned to counselors to ensure that each student has access to the counseling program. In addition, each level should determine the percentage of time spent delivering guidance lessons, providing individual student planning, responsive services, and managing system support. During the school year, counselors may wish to compile a time and task analysis to determine the percentage of time spent in each component of the school counseling program. Use of Time: District counselors recognize the value of direct service in addition to indirect services. It is recommended that school counselors spend 80% of their time in direct and indirect services with students. The remaining time is spent for program management and program services. Component Elementary Middle High Guidance 35-45% 25-35% 15-25% Individual Student 5-10% 15-25% 25-35% Planning Responsive 30-40% 30-40% 25-35% Services System Support 10-15% 10-15% 15-20% 33

34 Use of Calendars: Monthly calendars will be used by counselors to guide program delivery. Other considerations of management agreements include counseling budget, professional development, department meetings, and support services for the counseling team. Use of Data: A comprehensive school counseling program is data driven to ensure that every student receives the benefits of the school counseling program. School counselors must show that each activity implemented is part of the program, was developed from analysis of the students needs, achievements, and/or related data. To do this, school counselors need to evaluate process, perception, and results data. Process data: Process data answers the question, "What did you do for whom?" and provide evidence that an event occurred. It is information describing the way the program is conducted and if it followed the prescribed practice. Examples of process data include: held six five-session counseling groups with eight students each on anger management; 250 parents/guardians attended an evening career event; all high school students were seen individually to prepare an academic plan. Perception data: Perception data answer the question, "What do people think they know, believe or can do?" These data measure what students and others observe or perceive, knowledge gained, attitudes and beliefs held and competencies achieved. Examples of perception data include: 100 percent of students in grades 9-12 have completed an academic plan; 92 percent of students can identify the early warning signs of violence; 70 percent of eighth-grade students understand the relationship between academics and careers. Results data: Results data answer the "so what" question. The impact of an activity or program is document through results data. These data show that your program has had a positive impact on students' ability to utilize their knowledge, attitudes and skills to effect behavior change. Examples include: graduation rates improved by 14 percent; attendance improved among seventh-grade males by 49 percent; discipline referrals decreased by 30 percent over time. At each of level (Elementary, Middle, and High School), school counselors will review and discuss data driven needs for the student population. This may include review of graduation rates, attendance, and standardized test scores. For every desired competency and result there must be a plan how the desired competency will be achieved. Each action plan should include: Competencies addressed, description of activity, timeline in which the activity will be completed, who is responsible for delivery, means of evaluating student success, expected results. Each counseling department will decide on a plan of action to meet student need. Counselors and the school district leadership team will agree on how services will be assigned to specific counselors. 34

35 Advisory Council: An advisory council is a representative group of persons appointed to both advise and assist the school counseling program. The advisory council reviews program goals, competencies and results, and participates in making recommendations to the counseling department and administrators. Advisory council membership should be reflective of the Shenendehowa community. The council should include students, parents, teachers, counselors, and administrators. It is recommended that the advisory group be established with a minimum of eight members and a maximum of 20. During the Spring of 2013 an organizational meeting of an advisory council should be held. Thereafter, the council should meet twice annually. Goals and objectives should be set prior to the organizational meeting. 35

36 The Accountability System 36

37 Shenendehowa Central School Counseling Department Accountability System To achieve the best results for students, Shenendehowa school counselors regularly evaluate their program to determine its effectiveness. Now more than ever, Shenendehowa school counselors are challenged to demonstrate the effectiveness of their programs in measurable terms. Shenendehowa school counselors use accountability strategies to monitor student achievement and to evaluate and improve the School Counseling program. The School Counseling program components may be accessed through Data Analysis, Program Results and Evaluation and Improvement. Data Analysis: The school data profile is a summary of the school's achievement, attendance, behavior, and safety record over a multi-year period and can contribute to a better understanding of trends at the school. Analysis of the school data profile helps school counselors monitor student achievement, identify achievement, opportunity, and attainment gaps, and recognize a need for systemic change (Holcomb-McCoy, 2007; Rowell, 2006). Each school counseling department will review available attendance, graduation rates, achievement, behavior, and safety data from the and the school years. Each department will consider the following questions when analyzing the data: What strengths are indicated by the data? What concerns are indicated? Have attendance and graduation rates remained stable? How can the school counseling program contribute to addressing the educational issues posed by the data? The first school data profile completed during the school year will become the baseline to measure future school counseling program results. Each school year the counseling department at each level or individual schools will complete an Accountability Plan. The plan will include an analysis of one component of school data, one goal, strategies, results, and evaluation. To analyze school data school counselors will collaborate with administrators to identify problem areas using data critical to student success. Examples include discipline referrals, standardized test scores, retention, dropout rates, and attendance. A goal will be set based on the following question: How does the role of the school counselor impact student success? One need will be selected and the baseline of data identified. External variables will be identified. Counselors will identify strategies to accomplish the goal. Strategies may include school guidance curriculum including classroom and group counseling, individual student planning, responsive services, and system support. Results will include baseline data and results data. Each accountability plan will include an evaluation. Which strategies had a positive impact on the data? Which strategies should be replaced or changed? How did your role as a school counselor and your goal contribute to a systemic change in your school? Program Results: Analyzing school counseling program results reports ensures programs are evaluated for effectiveness and informs decisions related to program improvement. The analysis of results reports is the heart of having a data driven school counseling program (ASCA, 2012). The Shenendehowa School Counseling advisory council along with each counseling department may review the accountability plans to identify trends and areas of success and areas in need of improvement. 37