Chatham Central School District K-12 Comprehensive Guidance Plan

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1 Chatham Central District K-12 Comprehensive Guidance Plan 50 Woodbridge Avenue Chatham, NY Last update 5/5/2014

2 Table of Contents District Mission Statement Long Term Goals 21 st Century Model Guidance and Counseling Mission Statement and Philosophy Rationale for a Counselor Program, Domains and Delivery Systems Guidance and Counselor Staff Guidance and Counselor Organizational Chart Program Foundation Standards and Regulations Program Management

3 Chatham Central DISTRICT MISSION STATEMENT The Mission of the Chatham Central District is to provide students an education that nurtures intellectual curiosity and focuses on academic and cultural foundations. Our students will graduate with the knowledge, problem-solving abilities and character needed to participate ethically, adapt, succeed and contribute in their future educational, career, and community endeavors. LONG TERM GOALS Provide an educational program that promotes excellence and prepares students for success in the 21 st century. Develop a school system that has flexibility to address the learning and development needs of all students. Develop and support leadership at every level that promotes a positive school culture and supports student achievement. Develop a culture of long range planning that supports continuous improvement while addressing the impact of declining enrollment and economically challenging times.

4 Innovation Digital Citizenship Life, Career & Financial Skills Creativity Problem Solving Critical Thinking Communication Collaboration 21 st Century Skills ELA, Maths, Sciences, S.S., LOTE, Tech, Health, Art, Business, P.E., Music, FACS, Economics, Government Common Core Learning Standards Technology Access Information, Connect and Communicate with World Community, Problem Solve, and Create Writing Reading Core Values Cultural knowledge Test Readiness Arithmetic Prerequisite Skills & Prior Knowledge Foundational Knowledge Health & Wellness Explicit Curriculum Instruction and Assessment What do we want students to learn? How will we know if they have learned it? Individual Learning and Development What will we do if they haven t learned it? What will we do if they already know it? (Dufour) PURSUE EXCELLENCE D u f o u r ) MAXIMIZE POTENTIAL ( Definition of a 21 st Century Learner: Chatham Central District students take learning into their own hands and master core academic subjects by using information and communication technologies as well as other tools to investigate, analyze, problem solve, innovate and create. (Dufour) ( D u f o u r )

5 CHATHAM CENTRAL SCHOOL GUIDANCE AND COUNSELING MISSION STATEMENT The mission of the Counseling Professionals at Chatham Central s is to provide leadership in educating and advocating for all students in the areas of academic, career, and social/emotional development. In partnership with school and community members, we will provide developmentally appropriate and innovative programming, advisement, and access to counseling for all students in order to foster academic success, good character, and citizenship for success in an increasingly diverse 21 st Century society. SCHOOL GUIDANCE AND COUNSELOR 2011 PROGRAM REVIEW GOALS - Improve and expand communication - Maintain and continue counselor access for social/emotional support and prevention - will be instrumental to the Academic Success of students - Coordinate College and Career Readiness K-12 - Every student will have a post secondary plan

6 CHATHAM CENTRAL SCHOOL COUNSELING PROFESSIONALS PHILOSOPHY STATEMENT 1. We believe that all students: Can be successful Deserve a safe and welcoming school environment Are diverse individuals and have unique learning abilities Can overcome obstacles and have the ability to make appropriate decisions to lead healthy lives Benefit from a sense of belonging Face developmental challenges Have the ability to develop self awareness Can be productive members of the world of work and the 21 st Century 2. We believe that our role: Addresses the academic, social and career domains of all students Is to advocate, lead, coordinate, collaborate and educate students to achieve success Uses data to guide program planning and decision making to evaluate results Is to be lifelong learners 3. We believe that our program is: Comprehensive, preventative, developmental and standards-based Addressing the needs of a diverse and changing community Provided by Certified Professionals (school counselors, social workers, psychologists) Integrated with the, District and State goals Fostering a sense of belonging and purpose within the school and larger community

7 THE RATIONALE FOR SCHOOL COUNSELING PROGRAMS The primary goal AND PURPOSE of school counseling programs is to promote and enhance student learning through three broad and interrelated areas of student development. Each of these areas encompass a variety of desired student learning competencies, which in turn are comprised of specific knowledge, attitudes and skills, which form the foundation of the developmental school counseling program. The three areas of student development are academic development, career development, and personal/social development. A comprehensive school counseling program is developmental and systematic in nature, sequential, clearly defined, and accountable. The program is proactive and preventive in its focus and it assists students in acquiring life-long learning skills. counseling programs are developed by focusing on needs and issues related to various stages of student growth. There is a commitment to individual uniqueness and the maximum development in each of the three areas of students development (domains). The delivery methods school counselors utilize in an effective school counseling program to deliver competencies to students are: DIRECT 1. Guidance Curriculum INDIRECT 1. System Support (From the American Counselor Association, the National Standards for Counseling Programs)

8 DELIVERY SYSTEMS DIRECT: Guidance and Counselor Curriculum A planned, purposeful series of activities designed to: o Improve student competencies in academic, career, and personal/social realms o Improve student achievement o Connect program to the academic mission of schools Delivered through o Classroom activities, large or small group activities, and interdisciplinary activities Chatham Central s- Guidance and Counselor Curriculum Classroom activities: present lesson in the classroom setting. Group activities: may also conduct large group activities to address students particular needs. Interdisciplinary activities: participate in teams to develop curriculum across content areas. Career and College Awareness: o Grade level specific career curriculum has been developed using Career Cruising 5-12 creating on-line career portfolios through a series of lessons and direct instruction.

9 Help students take responsibility as they: o Monitor their progress o Evaluate their progress o Plan for the future Through o Case Management o Individual Appraisal o Individual Advisement o Placement Chatham Central s : coordinate ongoing systematic activities designed to assist students individually in establishing personal goals and developing future plans. Case Management: utilize test and grade information and other data to assist students in analyzing and evaluating their interests, skills, and abilities. Individual Advisement: work directly with students and families on developing an appropriate educational plan. Placement: assist students in determining the proper educational setting as they meet their academic and career goals. Counseling Support for Success: Evaluate and provide support with attendance, social skills, test taking strategies, behavior management, time management, and goal setting.

10 /Counseling Responsive services are the traditional duties of school counselors which consist of activities to meet individual student s immediate needs, usually necessitated by life events, situations and/or conditions in the student s life. These needs require counseling, consultation, referral, peer mediation and/or information. Consultation Personal Counseling-individual and/or group Crisis Counseling-intervention and support Referral Peer facilitation Chatham Central s /Counseling Consultation; work with parents, teachers, students and other involved parties to develop strategies to assist students. Personal Counseling: Provides a student maximum privacy in which to freely explore ideas, feelings, and behaviors. Crisis Counseling: Provides prevention and interventions. Such counseling is short term in nature addressing a particular student s concern. Referral: refer students and their families to appropriate community agencies when needed.

11 INDIRECT: Activities essential to the success of the program (in 3 rd edition, included in other components) Professional Development Program Promotion Consultation with teachers and staff Parent & Community Outreach Data Collection and Analysis Program Evaluation Program Management Chatham Central s System Support Each Counselor is responsible for implementing a strong communication program at their level. Each Counselor utilizes newsletters and electronic communications to inform the whole school community of the school counseling programming. Each Counselor utilizes the school counseling website to promote their programs. update their postings on the district website monthly. update knowledge and skills by participating in training, professional meetings and conferences and relevant courses work. participate in professional organizations including the Capital District Association and the New York State Association. consult, participate and attend: CSE and 504 Meetings Child Study Team Advisory Committee

12 District Committees Community Outreach Grade Level and Instructional Study Teams maintain data and manage the operation of the overall function through: Report card and progress report processing and data collection and analysis Career Cruising Management Master Schedule/ Tool Management Too Good for Violence curriculum and coordination DASA Transcript development College, scholarships and job application processing AP, Regents, SAT and ACT test site coordination

13 Counselor Staff Instructional Study Team Leader Cyndi Herron Chatham High James Lombardi Amanda Carroll Psychologist Winston Hagborg (.2) Social Worker Tracy Kelly Chatham Middle Jacqueline Hoffman Alesia Carras (.5) Psychologist Winston Hagborg (.4) Chatham Elementary Renee Morgan Alesia Carras (.5) Winston Hagborg (.4) Psychologist Brian Simon (.5)

14 Counseling Services Organizational Chart Board of Education Superintendent High Principal Middle Principal Elementary Principal Counseling Staff Psychologist Guidance Counselor Social Worker

15 PROGRAM FOUNDATIONS Counseling Programs are developed utilizing program foundations to guide structure FOUNDATION STANDARDS: The National Standards for Counseling Programs (ASCA Student Standards) o Academic, Career, Personal/Social Development ( , NYSSCA Plan) NYS Guidance Plans Pt 100 Other Student Standards o NYS P-12, Common Core Standards o Career Development & Occupational Studies (CDOS) o Character Education Partnership (CEP) Professional Competencies o ASCA SC Competencies o ASCA Ethical Standards EDUCATIONAL REGULATIONS: o No Child Left Behind (ESEA) o Race to The Top Legislation o Changes in Student & Teacher Accountability (APPR) o Common Care SAVE & DASA Legislation o safety o Emergency Response Plans o Codes of Conduct o Removal of o Uniform Violent Incident Reporting o Health Curriculum

16 o Child Abuse Reporting o Comprehensive Plans can provide for services and activities o The NYS Children s Mental Health Plan MENTAL HEALTH REGULATIONS: o The NYS Children s Mental Health Plan o Social-Emotional Learning Development Competencies Having awareness of self and others Being able to understand and identify emotions, understanding that individual actions affect the emotions of others Managing emotions/behaviors Managing complicated emotions, having command of impulses, being able to manage anger in a positive way Being able to motivate oneself Having the ability to set and attain goals, having the ability to persist when confronting challenges Being empathetic Having the ability to put yourself in and appreciate another person s position, having the ability to show care and concern Being able to manage relationships effectively Having a capacity to make and keep friendships, cooperate and work with others, and handle and resolve disagreements Golman (1995)

17 PROGRAM MANAGEMENT: PROGRAM REVIEW/ADVISORY COMMITTEE An advisory committee is a representative group of persons appointed to both advise and assist the school counseling program within a school district. Responsibilities of the Advisory Committee include: Provide a forum for open dialogue between schools and community Provide information on community and parental expectations for the counseling program Review and comment on the counseling program Act as a resource and support for the school counseling program The advisory committee should meet annually Chatham Central District Guidance Advisory Committee An advisory committee is a representative group of persons appointed to both advise and assist the school counseling program within a school district. The CCSD Program review Advisory Committee is advisory in nature and offers suggestions about the counseling program and services, assist with continuous evaluation, revision, and improvement of the program, and express concerns from the community. Advisory council members reflect the community s diversity and include parents or guardians, administrative counselors, and community members. Initiated in 2011 the committee identified goals to improve the guidance program K-12 and created a five year plan.

18 ACKNOWLEDGEMENTS This document has been a continuous focus for several years and required significant amount of support and contribution from the following: Instructional Study Team Professional Development Support Alesia Carras Gloria Jean President NYS Amanda Carroll Counselor Association Cyndi Herron Counseling Consultant Jackie Hoffman Michael Stahl Winston Hagborg Chair and Assistant Professor Megan Kapusta Counseling, Sage College Tracy Kelly MaryBeth Nolan Jim Lombardi Retired Counselor, Ballston Renee Morgan Spa, Counselor Consultant Paula Ptaszek Brian Simon Karen Schassler Guidance Program Review Advisory Committee Clerical and Formatting Support Annemarie Barkman Interim Principal/Chair Pat Schlegel Jim Lombardi Counselor/Chair Paula Ptaszek Amanda Carroll Counselor Darci Frederick Parent Cyndi Herron Counselor Jackie Hoffman Counselor Tracy Kelly Social Worker Dawn Lensink Student Jacob Mack Student Renee Morgan Counselor Karyn Schassler Counselor Jodi Sullivan Teacher

19 Academic Achievement & Excellence A. Rationale The Guidance and Counseling program will support the Chatham Central District mission to provide all students an education that focuses on academic achievement and excellence leading to future success. B. Target Population : All students grades K-12 C. Goals/Expected Outcomes will: 1) Recognize the benefit of academic success and achieving their fullest potential 2) Connect academic achievement to future success 3) Every child will be provided support to achieve academic excellence and maximize potential. 4) Families will be aware of the educational programs and how each development level contributes to academic success for college and career readiness. 5) All students will be able to demonstrate an understanding of their academic status, achievement and educational requirements. 6) All students will develop an academic plan. 7) will communicate regularly with students and families to maintain a partnership and apprise all students of the academic focus.

20 AMERICAN SCHOOL COUNSELOR STANDARDS Academic A:A1.1 Articulate feelings of competence and confidence as learners A:A1.2 Display a positive interest in learning A:A1.3 Take pride in work and achievement A:A1.4 Accept mistakes as essential to the learning process A:A1.5 Identify attitudes and behaviors that lead to successful learning A:A2.1 Apply time-management and task-management skills A:A2.2 Demonstrate how effort and persistence positively affect learning A:A2.3 Use communications skills to know when and how to ask for help when needed A:A2.4 Apply knowledge and learning styles to positively influence school performance A:A3.1 Take responsibility for their actions A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students A:A3.3 Develop a broad range of interests and abilities A:A3.4 Demonstrate dependability, productivity and initiative A:A3.5 Share knowledge. A:B1.1 Demonstrate the motivation to achieve individual potential A:B1.2 Learn and apply critical-thinking skills A:B1.3 Apply the study skills necessary for academic success at each level A:B1.4 Seek information and support from faculty, staff, family and peers A:B1.5 Organize and apply academic information from a variety of sources A:B1.6 Use knowledge of learning styles to positively influence school performance A:B1.7 Become a self-directed and independent learner A:B2.1 Establish challenging academic goals in elementary, middle/ jr. high and high school A:B2.2 Use assessment results in educational planning CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES (CDOS) STANDARDS Elementary Level Standard 1: Career Development -Begin a career plan that would assist in the transition from school to eventual entry into a career option -Demonstrate an awareness of their interests, aptitudes, and abilities -Know the value of work to the individual and society in general -Describe the changing nature of the workplace brought about by global competition and technology -Explore their preference for working with people, information, and/or things. -Describe the changing roles of men and women at home and in the workplace -Explore their preferences for working with people, information, and/or things -Demonstrate understanding of the relationship of decision making to the attainment of future goals. -Describe the changing roles of men and women at home and in the workplace Standard 2: Integrated Learning - Identify academic knowledge and skills that are required in specific occupations - Demonstrate the difference between the knowledge of a skill and the ability to use the skill. - Solve problems that call for applying academic knowledge and skills Intermediate Level Standard 1: Career Development -Continue development of a career plan that would assist in the transition from school to eventual entry into a career option of their choosing -Demonstrate an understanding of the relationship among personal interests, skills and abilities, and career research -Understand the relationship of personal interests, skills, and abilities to successful employment -Demonstrate an understanding of the relationship between the changing nature of work and educational requirements -Understand the relationship of personal choices to future career decisions Standard 2: Integrated Learning -Apply academic knowledge and skills using and interdisciplinary approach to demonstrate the relevance of how these skills are applied in work-related situations in local, state, national, and international communities. -Solve problems that call for a applying academic knowledge and skills -Use academic knowledge and skills in an occupation context, and demonstrate the

21 ASCA STANDARDS A:B2.3 Develop and implement annual plan of study to maximize academic ability and achievement A:B2.4 Apply knowledge of aptitudes and interests to goal setting A:B2.5 Use problem-solving and decision-making skills to assess progress toward educational goals A:B2.6 Understand the relationship between classroom performance and success in school A:B2.7 Identify post-secondary options consistent with interests, achievement, aptitude and abilities A:C1.1 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life A:C1.2 Seek co-curricular and community experiences to enhance the school experience A:C1.3 Understand the relationship between learning and work Academic enhance future career and vocational opportunities Career Development C:A1.8 Pursue and develop competency in areas of interest C:B1.1 Apply decision-making skills to career planning, course selection and career transition C:B1.2 Identify personal skills, interests and abilities and relate them to current career choice C:B1.3 Demonstrate knowledge of the career-planning process C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals C:B2.2 Assess and modify their educational plan to support career C:B2.3 Use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience C:B2.4 Select course work that is related to career interests C:C1.1 Understand the relationship between educational achievement and career success CDOS STANDARDS application of these skills by suing a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology). Standard 3a- Universal Foundation Skills Basic Skills- Listen to and read the ides of others and analyze what they hear and read; acquire and use information from a variety of sources and apply a combination of mathematical operations to solve problem in oral or written form. Thinking Skills- Evaluation facts, solve advance problems, and make decisions by applying logic and reasoning skills Personal Qualities- Demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner Interpersonal Skills- Demonstrate the ability to work with others present facts that support arguments, listen to dissenting points of view, and reach a shared decision. Technology- Select and use appropriate Technology to complete a task Managing Information-Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). Managing Resources- Understand the material, human, and financial resources needed to accomplish tasks Personal Social Development

22 ASCA STANDARDS PS:A1.1 Develop positive attitudes toward self as a unique and worthy person PS:A1.2 Identify values, attitudes and beliefs PS:A1.3 Learn the goal-setting process PS:B1.10 Identify alternative ways of achieving goals PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills PS:B1.12 Develop an action plan to set and achieve realistic goals PS:C1.10 Learn techniques for managing stress and conflict

23 Academic K-5 OBJECTIVE: The program prepares students to participate effectively in the current educational programs Provide individual and or group support and counseling for academic engagement. Coordinate student/teacher/family conferences to monitor academic progress. Provide guidance about appropriate behavior to increase academic success. Provide study skills and time management guidance to increase academic success. Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Identified students Grades, Rubric Individual Teacher/Family student planning feedback Responsive services Identified students Grades Direct : Teacher/ family feedback Identified students Grades Teacher/ family feedback/rubric Identified students Grades Teacher/ family feedback/rubric Direct : Guidance curriculum Direct : Guidance Curriculum

24 Academic K-5 OBJECTIVE: Provide intervention options and plans for students who meet with academic obstacles Participate in Student Program Interventions referral and meetings Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Identified students Assessment Data Psychologist NY State Test Support Teachers Scores Services Individual student conferences Identified students Psychologist Teachers Coordinate and hold Parent conferences Identified students Psychologist Teachers Support Services Direct Support Services

25 Academic K-5 OBJECTIVE: Motivate and engage disengaged students Assist students to be successful through individual student conferences. Assist students to be successful through group counseling interventions. Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Identified students Grades/Rubric Teacher/ Individual student Student/ planning Family feedback Identified Grades/Rubric Teacher/ Guidance family/ Curriculum student feedback Coordinate and lead parent conferences. Identified Grades Teacher/ family/ Individual student planning. student feedback Provide consistent family communication All families Family feedback Systems support Consult and collaborate with teachers. All students Grades/Rubric Teacher/ family/ student feedback Systems support

26 Academic K-5 OBJECTIVE: Provide enrichment opportunities for high achievers Referrals to enrichment opportunities outside of school including camps, clubs and activities. Assist in coordinating participation in Women Helping Girls Conference Assist students to participate in serviceleaning activities through Leadership Club when possible. Date Of Target Groups Staff Assigned Measured Outcome Delivery Process All K-5 Counselor Student participation Direct : Individual student planning Spring Selected 5 th Grade Girls Counselor Student participation Direct : Individual student planning 5 th Grade Counselor Student participation planning

27 Academic 6-8 OBJECTIVE: To provide students and parents who are new to the district with information about the education program Meet with transfer students to develop an academic program. New students Records Coordinate and deliver new student orientation. August New Attendance Guidance Curriculum Consultation with former school(s) for accurate student profile. Maintain new student profile and consult with administrators and teams. New students Records New students Administrators Teachers Records

28 Academic 6-8 OBJECTIVE: To assist students in program choices consistent with academic and career goals Conduct an annual review with grade 7&8 students Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Spring All Career Cruising Individual Completion Standards Student Guidance Curriculum Deliver classroom lessons 6, 7 & 8 All Evaluations Guidance Curriculum Conduct academic interventions and planning as needed All Teacher/Family/Student feedback/rubric Guidance Curriculum Grade 8 Family High Meeting April All 8 th Grade Families A completed HS plan Guidance Curriculum

29 Academic 6-8 OBJECTIVE: To offer alternatives for students struggling academically Coordinate Positive Action for Learning Program (PALS). Provide individual student meetings to establish academic interventions and goal setting Create and advocate course schedule alternatives for interventions purpose. Meet with students who have met with academic failure at time of progress report. Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Identified students Grade increase Student Administrators engagement Identified students Grade increase Student engagement, Rubric Identified students Administrators Teachers Grade increase Student engagement Quarterly Identified students Report Card Grades Rubric Connect to opportunities: Mentors, Sheriff Program, After school programs, tutoring, athletics Identified Participation

30 Academic 6-8 OBJECTIVE: To provide intervention options and plans for students who meet with academic obstacles Lead and coordinate meeting agenda and materials for Student Intervention and Prevention Team Meetings (Child Study) Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Identified students Grade improvement Teachers Student engagement Individual Administrators Grade improvement Student engagement Conduct individual student conferences Identified students Teachers Administrators Provide counseling intervention support; individual and / or group Identified students Teachers Administrators Coordinate and hold parent conferences Identified students Teachers Administrators Assist in the coordination of AIS and RTI recommendations Identified students Teachers Administrators Grade improvement Student engagement, Rubric Grade improvement Student engagement Grade improvement Student engagement Individual Individual Individual Individual

31 Attend, consult and collaborate at team meeting Consult and collaborate regularly with Administration regarding student concerns Teach Study Skills/Time Management Program Weekly Identified students Teachers Administrators Identified students Teachers Administrators Grade improvement Student engagement Grade improvement Student engagement 6 Weeks Identified Counselor Grade Improvement Class engagement Individual Individual Individual Participate in all CSE and 504 Meetings and annual reviews grades 5-8 for program coordination. Identified Counselor CSE Committee Coordinated program

32 Oversee process of course selection for accelerated classes, foreign language and classes in the arts, conduct individual student conferences and parent discussion, send home communication. Academic 6-8 OBJECTIVE: To provide enrichment opportunities for high achievers Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Identified students participation Referral to AAO enrichment program Identified students participation Referrals to enrichment opportunities outside of school including camps, internships and work experiences, student recognition. Identified students participation Coordinate access to Johns Hopkins Program Identified students participation Coordinate participation in Women Helping Girls Conference, Youth Summit, NCBI participation Coordinate all correspondence and permission procedures for Accelerated and Advanced placement courses. Coordinate Celebrations: Honor Roll Ice Cream Social Spring Selected 6 th Grade Girls Counselor Student participation Direct : Individual student planning Spring Identified Counselor Successful scheduling Direct : Individual student planning Honor Roll Counselor Principal Participation

33 Academic 6-8 OBJECTIVE: To motivate and engage disengaged students Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Conduct individual and group counseling. Identified students Grade improvement Student engagement Attendance Records, Rubric Provide positive encouragement Identified students Grade improvement Student engagement Coordinate and assess student need for Academic Intervention options Identified students Grade improvement Student engagement Create and monitor incentive opportunities. Identified students Grade improvement Student engagement Attendance Records, Rubric Systems Support Systems Support Systems Support

34 Coordinate and conduct parent conferences. Identified students Grade improvement Student engagement Promote relationships with school staff to increase student school connectedness. Identified students Grade improvement Student engagement Systems Support Systems Support

35 Academic 6-8 OBJECTIVE: To assist students and families transitioning from Elementary school to Middle Create and deliver orientation details through timely correspondence to transitioning elementary families through creative and informative pamphlets and information sheets. Date Of April Target Groups Staff Assigned Measured Outcome Delivery Process Transitioning elementary families Administrators Survey Feedback Coordinate and facilitate Family Orientation to Middle Evening presentation Coordinate and facilitate Student orientation tours and classroom presentations of Middle. Coordinate and present classroom visits in the 5 th grade. Present a welcome to 6 th grade handbook and video designed by students. Meet with all incoming students in small groups utilizing lunch invitations. May June June September October Transitioning elementary families Transitioning elementary families Transitioning elementary families New Middle students Facilitate Summer Locker Day August New Middle Administrators Teachers Administrators Teachers Administrators Teachers Transportation Cafeteria Attendance Attendance Attendance Guidance Curriculum Guidance Curriculum Guidance Curriculum Student evaluation Individual Guidance Curriculum Teachers Administrators Participation

36 Academic 6-8 OBJECTIVE: To assist students and families transitioning from Middle to High school Create and deliver orientation details through timely correspondence to 8 th grade families. Date Of Target Groups Staff Assigned Measured Outcome Delivery Process February 8 th Grade families Feedback Administrators Assist with and participate in Family Orientation to High evening presentation. Coordinate and lead meeting with staff for freshman course recommendations Conduct individual transition and course selection meetings with 8 th grade students and families. Assist in the coordination of Student orientation to High day presentation. March 8 th Grade families Administrators Teachers February 8 th Grade Administrators Teachers 6 days in March Attendance Feedback 8 th grade students Survey feedback Attendance March 8 th grade students Student Evaluation Coordinate and facilitate tours of High. June 8 th Grade students Teachers Coordinate Transition Assembly 8 th Grade students 8 th & 9 th Grade Teachers Attendance Attendance Guidance Curriculum Systems Support Systems Support Individual student planning Guidance Curriculum Systems Support Guidance Curriculum Guidance Curriculum

37 Academic 6-8 OBJECTIVE: To maintain accurate and appropriate student records. Dates of Target Groups Staff Assigned Measure of Outcomes Delivery Process Coordinate and process Progress Reports. Coordinate and Process Report Cards. Coordinate and Process Testing/Scores Accurately reflect student history in transcripts All All All All Teachers Administrators Teachers Administrators Teachers Administrators Teachers Administrators Report card accuracy Report card accuracy Test score report accuracy Transcript

38 Collect and accurately reflect Positive Action for Student Support (PASS) program data All Teachers Administrators Grade increase Academic engagement Individual: Student Process New Student Data including academic and testing history New Student file accuracy

39 Academic 6-8 OBJECTIVE: To create and maintain Tool functions and scheduling to best serve all students Dates of Target Groups Staff Assigned Measure of Outcomes Delivery Meet individually with students to review course offerings. Spring Grades 7&8 Percent of students fully scheduled Assist in the creation of a Master Schedule which reflects student course selection Spring All Percent of students fully scheduled

40 Manage Tool Course Catalog and administrative updates Spring All Percent of students fully scheduled Input student selections into Tool Spring All Percent of students fully scheduled Manage student selections and edit master schedule as necessary to maintain optimal enrollment. Spring All Percent of students fully scheduled

41 Academic 9-12 OBJECTIVE: To provide students and parents who are new to the district with information about the education program Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Meet with transfer students to develop an academic program. New students Records Coordinate and deliver new student orientation. August New Attendance Guidance Curriculum Consultation with former school(s) for accurate student profile. Maintain new student profile and consult with administrators and teams. New students New students Records Administrators Teachers Social Worker Records

42 Academics 9-12 OBJECTIVE: To assist students in program choices consistent with academic and career goals Date Of Target Groups Staff Assigned Measured Outcome Delivery Process Conduct an individual annual review with every student. Fall and Spring All Four Year plan Career Cruising Completion Standards Individual Student Guidance Curriculum Deliver classroom lessons Grade 9: Portfolio development Introduction to transcript involvement High education plan Decision making skills Deliver classroom lessons Grade 10 Portfolio development Interest and skills review Grade 9 Evaluations, Exit tickets Guidance Curriculum Grade 10 Evaluations, Exit tickets Guidance Curriculum

43 Deliver classroom lessons Grade 11 Portfolio development Post high school options College Searches College testing PSAT, ACT, SAT Deliver classroom lessons Grade 12 Portfolio development College and Career searches College and work applications College and workplace expectations Grade 11 Evaluations, Exit ticket Guidance Curriculum Grade 12 Evaluations, Exit ticket Guidance Curriculum Conduct academic interventions and planning as needed. All Teacher/Family/Student feedback, Rubric Guidance Curriculum

44 Coordinate Freshman Transition Days Spring All Grade 9 Social Worker Administrators Freshman teachers Student adjustment Grade increase Guidance Curriculum Consult, coordinate and participate in Questar III visits Grade 10 Evaluations Guidance Curriculum

45 Academic 9-12 OBJECTIVE: To offer alternatives for students struggling academically Dates of Target Groups Staff Assigned Measure of Outcomes Delivery Process Individual student meetings to provide academic interventions and goal setting. CSE, 504 and Child Study referrals Identified students Identified students Social Worker Administrators Teachers Social Worker Grade increase, rubric Student engagement Grade increase Student engagement

46 Academic 9-12 OBJECTIVE: To provide intervention options and plans for students who meet with academic obstacles Dates of Target Groups Staff Assigned Measure of Outcomes Delivery Process Participation in Child Study Team Intervention Meetings Conduct individual student conferences Provide counseling intervention support; individual and / or group Identified students Identified students Identified students Social Worker Teachers Administrators Social Worker Freshman Team Administrators Social Worker Teachers Administrators Grade improvement Student engagement Grade improvement Student engagement Grade improvement Student engagement, rubric Individual Individual Individual

47 Coordinate and hold parent conferences Coordinate credit recovery and summer school options Attend, consult and collaborate at team meeting Identified students Spring Identified students Identified students Social Worker Teachers Administrators Social Worker Administrators Teachers Administrators Social Worker Grade improvement Student engagement Grades Credits earned Grade improvement Student engagement Individual Individual student planning Systems support Individual

48 Consult and collaborate regularly with Administration regarding student concerns CSE, 504, Child Study referrals Identified students Identified students Teachers Administrators Social Worker Teachers Administrators Social Worker Grade improvement Student engagement Grade improvement Student engagement Individual Individual

49 Academic 9-12 OBJECTIVE: To motivate and engage disengaged students. Conduct individual and group counseling. Dates Of Target Groups Staff Assigned Measures of outcome Identified students Grade improvement Social Worker Student engagement Attendance Records, rubric Provide positive encouragement Identified students Social Worker Coordinate and assess student need for Academic Intervention options Create and monitor incentive opportunities. Grade improvement Student engagement rubric Identified students Grade improvement Student engagement rubric Identified students Social Worker Grade improvement Student engagement Attendance Records Delivery Process Responsive Services Systems Support Responsive Services Systems Support Responsive Services Systems Support Systems Support

50 Coordinate and conduct parent conferences. Establish relationships with school staff to increase student school connectedness. Evaluate success of interventions using rubrics Identified students Social Worker Identified students Social Worker Identified Counselor Social Worker Grade improvement Student engagement Grade improvement Student engagement Rubric Evaluation Responsive Services Systems Support Responsive Services Systems Support Responsive Services Systems Support

51 Academic 9-12 OBJECTIVE: To provide enrichment opportunities for high achievers Dates of Target Groups Staff Assigned Measurable Outcomes Delivery Process conferences to discuss elective and extracurricular options Identified students Social Worker participation Coordinate enrollment, testing and criteria for Advanced Placement courses Identified students participation Referrals to enrichment opportunities outside of school including camps, internships, leadership opportunities and work experiences Identified students Social Worker participation

52 Academic 9-12 OBJECTIVE: To coordinate and administer college admission testing Dates of Target Groups Staff Assigned Measure of Outcomes Delivery Process Assist students with registration process. Fall and Spring All Test Registration Guidance Curriculum Help students identify appropriate test options (PSAT, SAT, ACT) Fall and Spring All Test Enrollment Guidance Curriculum

53 Coordinate test accommodation approvals Fall and Spring Identified Completed Forms Arrange for test day staffing and facility Fall and Spring All Completed Forms Supervise test administration Fall and Spring All Completed Forms

54 Academic 9-12 OBJECTIVE: To assist students and families transitioning from Middle to High Dates of Target Groups Staff Assigned Measure of Outcomes Delivery Process Participate in course selection meetings with incoming 9 th graders March 8 th Grade families Feedback Course Selection Sheets Coordinate and deliver 9 th grade orientation to High evening presentation Coordinate and deliver course selection presentation to 8 th grade students March February/ March 8 th Grade families 8 th Grade students Administrators Teachers Attendance Feedback Guidance curriculum System Support Coordinate and deliver high school tours and information sessions May/June 8 th Grade students 9 th Grade Team Feedback

55 Academic 9-12 OBJECTIVE: To maintain accurate and appropriate student records Dates of Target Groups Staff Assigned Measure of Outcomes Delivery Process Coordinate and process Progress Reports and report cards. All Coordinate and Process Testing/Scores All Accurately reflect student s history in transcripts All Collect and accurately reflect Academic Intervention data All Teachers Administrators Teachers Administrators Teachers Administrators Teachers Administrators Report card accuracy Test score report accuracy Transcript Grade increase Academic engagement System Support System Support System Support Individual: Student System Support

56 Process New Student Data including academic and testing history New Student file accuracy System Support Coordinate registration for Columbia-Greene Community College dual-enrollment courses August and January Identified CGCC Admissions Teachers Returned registration forms System Support

57 Academic 9-12 OBJECTIVE: To create and maintain Tool functions and scheduling to best serve students Dates of Target Groups Staff Assigned Measure of Outcomes Delivery Process Meet individually with students to review course offerings Spring All Create Master Schedule which reflects student interest Spring All Manage Tool Course Catalog and administrative updates Spring All Input student selections into Tool Spring All Administrators IT Dept. Percent of students fully scheduled Percent of students fully scheduled Percent of students fully scheduled Percent of students fully scheduled System Support System Support System Support System Support

58 Manage student selections and edit master schedule as necessary to maintain optimal enrollment. Spring All Administrators Percent of students fully scheduled System Support

59 Score Level K-12 Academic Success Rubric Name Teacher: Date: Prepared For Class Agenda Use Work Independence Homework Completion Work Completion Self Advocacy Quality of Work Work Submission 1 Student does not have materials and is not prepared for start of lesson. Agenda is not used. Student does not complete class work independently. Homework is consistently not completed on time. Classwork does not get completed. Student does not seek help. Quality of work is consistently below expectations. work is not getting turned in. 2 Student rarely has materials and is not ready for start of lesson. Agenda is sometimes used. Student completes class work with assistance. Homework is irregularly completed and is inconsistent. Classwork is rarely completed. Student rarely seeks help. Quality of work is often below expectations. work is not regularly turned in by the date assignments are due and are often late. 3 Student sometimes has materials and is ready for start of lesson. Agenda is rarely used. Student sometimes completes class work independently. Homework is sometimes completed. Classwork is sometimes completed. Student sometimes seeks help. Quality of schoolwork is consistent with expectations. work is sometimes turned in by the date the assignments are due. 4 Student consistently has materials and is ready for start of lesson. Agenda is consistently used. Student consistently completes class work independently. Homework is consistently completed. Classwork is consistently completed in a timely fashion. Student consistently seeks help. Quality of work exceeds expectations. work is consistently turned in when assignments are due. # LEVEL

60 Personal/Social Development & Counseling A. Rationale Mental Health and Wellness is a critical component to the success of developing academically successful students who will grow to be positive, contributing members of society meeting with personal success. Challenging developmental issues are experienced during the middle and high school years, but often emerge at the elementary level. Personal issues can interfere with academic success. Supportive counseling programs and activities are designed to help students develop fortitude and positive school experiences which will lead to short and long term success. Helping students learn how to seek and obtain resources to consult and work together to overcome problems is vital. B. Target Population: All grades K-12 C. Goals 1. will learn that they have choices, and how to make decisions that are appropriate for their situation. 2. will become familiar with resources that are available within and outside of school. 3. will learn that the Guidance Office is a safe place to explore a variety of personal issues. 4. will learn appropriate social skills and coping strategies in order to become more effective communicators and to have satisfying personal relationships.

61 AMERICAN SCHOOL COUNSELOR STANDARDS Academic A:A1.5 Identify attitudes and behaviors that lead to successful learning A:A2.3 Use communication skills to know when and how to ask for help when needed A:A3.2 Take responsibility for their actions Career Development C:C2.2 Learn how to use conflict management skills with peers and adults C:A2.9 Utilize time-and task-management skills Personal Social Development PS:A1.1 Develop positive attitudes toward self as a unique and worthy person PS:A1.2 Identify values, attitudes and beliefs PS:A1.3 Learn the goal-setting process PS:A1.4 Understand change is a part of growth PS:A1.5 Identify and express feelings PS:A1.6 Distinguish between appropriate and inappropriate behavior PS:A1.7 Recognize personal boundaries, rights and privacy needs PS:A1.8 Understand the need for self-control and how to practice it PS:A1.9 Demonstrate cooperative behavior in groups PS:A1.10 Identity personal strengths and assets PS:A1.11 Identify and discuss changing personal and social roles PS:A1.12 Identify and recognize changing family roles PS:A2.1 Recognize that everyone has rights and responsibilities PS:A2.2 Respect alternative points of view PS:A2.3 Recognize, accept, respect and appreciate individual differences PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity PS:A2.5 Recognize and respect differences in various family configurations PS:A2.6 Use effective communications skills PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior PS:A2.8 Learn how to make and keep friends PS:B1.1 Use a decision-making and problem-solving model PS:B1.2 Understand consequences of decisions and choices PS:B1.3 Identify alternative solutions to a problem PS:B1.4 Develop effective coping skills for dealing with problems PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES (CDOS) STANDARDS Elementary Level Standard 1: Career Development Begin a career plan that would assist in the transition from school to eventual entry into a career option -Demonstrate an awareness of their interests, aptitudes, and abilities -Know the value of work to the individual and society in general -Describe the changing nature of the workplace brought about by global competition and technology -Explore their preference for working with people, information, and/or things. -Describe the changing roles of men and women at home and in the workplace -Explore their preferences for working with people, information, and/or things -Demonstrate understanding of the relationship of decision making to the attainment of future goals. -Describe the changing roles of men and women at home and in the workplace Standard 2: Integrated Learning - Identify academic knowledge and skills that are required in specific occupations - Demonstrate the difference between the knowledge of a skill and the ability to use the skill. - Solve problems that call for applying academic knowledge and skills Intermediate Level Standard 1: Career Development -Continue development of a career plan that would assist in the transition from school to eventual entry into a career option of their choosing -Demonstrate an understanding of the relationship among personal interests, skills and abilities, and career research -Understand the relationship of personal interests, skills, and abilities to successful employment -Demonstrate an understanding of the relationship between the changing nature of work and educational requirements -Understand the relationship of personal choices to future career decisions Standard 2: Integrated Learning -Apply academic knowledge and skills using and interdisciplinary approach to demonstrate the relevance of how these skills are applied in work-related situations in local, state, national, and international communities. -Solve problems that call for a applying academic knowledge and skills

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