The mission of the Solon Community School District is to nurture positive, productive and responsible members of society by providing diverse and

Solon Community School District Guidance Curriculum and Counseling Plan of Services The mission of the Solon Community School District is to nurture positive, productive and responsible members of society by providing diverse and challenging school experiences that enable students to be lifelong learners. Approved April 11, 2007

Table of Contents Development Process... 2 Counseling Committee Membership... 2 Counseling Framework... 3 Philosophy Statement... 3 Benefits of a Comprehensive School Counseling Program... 3 Counseling Domains... 3 School Counseling Program Delivery System... 3 Counselor Role... 4 Primary Functions... 4 Guidance Curriculum... 5 Standards and Benchmarks... 5 Personal/Social Development... 5 Academic Development... 5 Career Development... 5 Guidance Curriculum Scope and Sequence... 6 Individual Planning... 9 Sample Individual Planning Services... 9 Transition Plan... 9 Kindergarten... 9 4 th Grade to Middle School... 9 6 th Grade to 7 th Grade...10 Middle School to High School...10 High School to Post-High School...10 Responsive Services...10 Consultation...11 Individual and Small-group Counseling...11 Crisis Counseling...11 Referral...11 Peer Facilitation...11 Sample Responsive Services...11 System Supports...11 Parent/Family Education Programs...12 Inservices With Teachers, Administrators and Support Staff...12 Program Management and Operations...12 Communication...12 Sample System Supports...12 Confidentiality...13 Parents and Confidentiality...13 Limits to Confidentiality...13 Disclosure...13 Program Evaluation...14 Sample Program Evaluation Methods...14 Resources...14 Staffing...14 Facilities...14 Technology...14 Budget...15

Development Process The Solon Community School District counseling steering committee comprised of district counseling staff and administration engaged a representative community-based committee in a process to develop the previous Guidance Curriculum and Counseling Plan of Services. A periodic review and renewal of the Guidance Curriculum and Counseling Plan of Services was conducted during the 2006-2007 school year. This process was part of an effort to acknowledge and manage changes through continuous improvement in teaching and learning contributing to the revision of a comprehensive program to support the personal/social, academic and career learning needs of all students. Developing and implementing a comprehensive guidance curriculum and counseling services is a systemic change that leads to a positive climate and environment for learning that is collaboratively and intentionally designed. This comprehensive developmental counseling program delivering learning to all students by all staff members empowers self-worth, individual potential in becoming a productive member of society. The integration of rigorous academic curriculum and positive pro-social climate contributes to academic excellence. The Guidance Curriculum and Counseling Plan of Services is unique in that it describes comprehensive program services and management as well as establishes parameters for the content and delivery of a developmentally appropriate guidance curriculum. The domains of the guidance curriculum, counseling services and delivery systems are aligned with the Iowa Comprehensive Counseling and Guidance Program Development Guide and the National Standards for School Counseling Programs of the American School Counselor Association s The ASCA National Model: A Framework for School Counseling Programs. The collaborative development process included direct involvement of counseling personnel and representative input of other stakeholders to identify needs and establish a process for the development of standards and benchmarks. Counseling Committee Membership Allison Chuick 5-8 Counselor Stephanie Schutt PreK-4 Counselor Mike Thompson Ross Abels 9-12 Counselor Administration Following review of a draft of the Guidance Curriculum and Counseling Plan of Services by the School Improvement Advisory Committee, a recommendation for approval was brought before the Solon Community School District Board of Education. Solon Community School District 2 2006-2007

Counseling Framework Guidance Curriculum and Counseling Plan of Services Philosophy Statement The Guidance Curriculum and Counseling Plan of Services is prevention-focused for all students. In this developmental framework, the counselor s philosophy is to help students help themselves. The program is proactive as it anticipates personal/social, academic and career needs at various developmental levels. The program is both instructive and responsive, as it is an integral part of the total school, promoting lifelong learning among students. Benefits of a Comprehensive School Counseling Program Developing and implementing comprehensive guidance curriculum and counseling services encompasses a philosophy and culture that creates a setting where resources are directed toward people, places, programs, processes, and policies that are inviting. Comprehensive counseling services lead to a positive climate and environment for learning that is collaboratively and intentionally nurtured. To accomplish this, partnerships between counselors, students, families, educators and the community at-large are essential. Through these partnerships, proactive, preventive and developmental programs can be created that will benefit all students at all levels and developmental stages. Understanding how a developmental counseling program contributes to the education of all students is essential. All stakeholders including students, parents/families, educators, board of education and the community at-large benefit from comprehensive efforts to ensure the well-being of each student in the following ways: Supports personal/social, academic and career development to increase student success Ensures equitable access to educational opportunities and school and community resources Ensures academic planning for each student Promotes an interdisciplinary team approach to address student needs and educational goals Increases collaboration between counselors and teachers Enhances articulation and transition of students to post-secondary institutions/options Analyzes data to improve school climate and student achievement Counseling Domains The SCSD Guidance Curriculum and Counseling Plan of Services facilitate student development in three broad interrelated domains. The three domains of guidance curriculum and counseling services support student personal/social, academic and career development. Each domain encompasses a variety of desired competencies, skills, attitudes and specific knowledge. The delivery methods, strategies, activities and resources utilized within each domain reflect student developmental and situational need. The personal/social domain supports the development skills, attitudes and knowledge necessary for an understanding and respect of self and others, effective interpersonal communication and to contribute and function in a healthy, caring, productive community. The academic domain includes the acquisition of skills in decisionmaking, problem solving, goal setting and critical thinking and the application of these to learning. The career domain provides the foundation for students to develop awareness, explore and prepare to make informed, successful transitions to post-secondary learning and work. School Counseling Program Delivery System The Guidance Curriculum and Counseling Plan of Services delivery system consists of four components and describes services, activities and curriculum to support student personal/social, academic and career development. The guidance curriculum component identifies, organizes and integrates the content and processes of instructional experiences that are intentionally designed to engage all students in a series of planned events to foster personal/social, academic and career development. The individual planning component provides each student an Solon Community School District 3 2006-2007

opportunity to work closely with parents/guardians, teachers and counselors to develop, monitor and manage educational plans and post-secondary options. Counselors provide effective advising and use assessment instruments and processes validly and appropriately. The responsive services component responds to direct and immediate needs of students and is focused on effectively using individual and small group counseling, as well as referrals and consultation with teachers, students, and families. The system support component refers to all aspects of school culture related to the scope and sequence of appropriate topics to support the academic and personal/social development for all students at all levels and developmental stages through effective leadership, advocacy, collaboration and program management. Counselor Role School counselors are important members of the educational community. Counselors implement and evaluate comprehensive school counseling programs focused on helping all students in maximizing student achievement. While maintaining a current knowledge of equity and diversity issues, counselors advocate for all students in the areas of personal/social, academic and career development. Counselors also serve in the unique capacity as an advocate for families and staff. Counselors abide by the ASCA Code of Ethics in practice and use ASCA s National Standards as a guide in promoting and enhancing student learning. Primary Functions A counselor provides a comprehensive, developmental guidance curriculum and counseling services for all students. The counselor structures activities to meet the needs of students; consults with teachers, staff, and parents to enhance effectiveness in helping students helping themselves in acquiring the attitudes, knowledge, and skills that contribute to productive learning in school and across the life span; and works in harmony with school staff to promote educational programs. Component Guidance Curriculum Provides guidance content in a systematic way to all students Individual Planning Helps students monitor and understand their own development Responsive Services Addresses immediate concerns of students System Supports Includes program and staff support activities and leadership Program Delivery Components Time Allocation Elementary Grades PK-4 Middle School Grades 5-8 High School Grades 9-12 Guidance Curriculum 45% 25% 10% Individual Planning 5% 25% 50% Responsive Services 30% 25% 25% System Supports 20% 25% 15% Totals 100% 100% 100% Role of the School Counselor Implement the developmental guidance curriculum designed to help students achieve standards and competencies Collaborate with faculty in teaching activities related to personal/social, academic, and career development Facilitate the infusion of counseling activities into the regular education curricula to support the developmental needs of students Guide individuals and groups of students through the development of educational, career, and personal plans Coordinate parent participation in the student individual planning process Assist students in developing a 4-year Core Curriculum Plan Interpret test results appropriately (ITBS/ITED, PLAN, ACT) Counsel students individually about their concerns using accepted theories and techniques appropriate to school counseling Conduct structured, goal oriented groups to meet students needs for learning Consult and collaborate with parents, teachers, and educators to maximize student achievement Use an effective referral process to help students and families access special in-district programs and community resources Implement, maintain, and enhance the total school counseling program through assessment and evaluation Coordinate or participate in school improvement initiatives Pursue professional growth through staff development Attend relevant workshops and conferences sponsored by state and national organizations Solon Community School District 4 2006-2007

Guidance Curriculum The purpose of a comprehensive guidance curriculum is to ensure the engagement of each student in systemic, proactive and preventive learning opportunities intended to promote knowledge, attitudes, skills and development in personal/social, academic and career domains. The guidance curriculum of the Solon Community School District is closely aligned with the American School Counselor Association s The ASCA National Model: A Framework for School Counseling Programs and the Iowa Comprehensive Counseling and Guidance Program Development Guide. The Counseling Committee reviewed these national and Iowa frameworks in developing standards and benchmarks best suited for the needs of the students, families and staff of the Solon Community School District. The comprehensive, developmental and sequential guidance curriculum contains standards and benchmarks, lessons and/or services to support them, as well as suggested evaluation strategies. These standards and benchmarks set the direction and guide the delivery of the prevention focused guidance curriculum empowering each student to achieve success in school and to develop into a contributing member of society. Standards and Benchmarks Standards and benchmarks serve as a foundation for the developmental component of a comprehensive counseling program. Grade ranges arrange the scope and sequence of the Solon Community School District guidance curriculum standards and benchmarks. This planned and flexible scope and sequence of activities identifies specific procedures, and discussion themes emphasizing awareness, knowledge, and skills. Since the counselor cannot do all the classroom guidance, plus all the other counseling responsibilities, teaming with teachers is critical to meeting the needs of each student. Personal/Social Development Standards in the personal/social development domain guide counseling to implement strategies and activities to support and maximize each student s personal growth and enhance the educational and career development of the student. Standards Students will learn how to understand and respect self and others Students will learn decision-making strategies Academic Development Standards in the academic development domain guide counseling to implement strategies and activities to support and enable the student to experience academic success, maximize learning through commitment, produce high quality work, and be prepared for a full range of options and opportunities after high school. Standards Students will acquire behaviors, knowledge, and skills that contribute to the effective learning in school and across the life span. Students will develop behaviors, knowledge, and skills required to make transitions between educational levels and post-secondary options. Career Development Standards in the career development domain guide counseling to implement strategies and activities to support and enable the student to develop a positive attitude toward work and to develop the necessary skills to make a successful transition from school to the world of work and from job to job across the life career span. Also, standards in this area help students to understand the relationship between success in school and future success in the world of work. The career development standards reflect the recommendations of the Secretary s Commission on Achieving Necessary Skills (SCANS) and the content of the National Career Development Guidelines (NOICC). Standards Students will employ strategies to achieve future career success. Students will understand the relationship between personal qualities, education and training and the world of work. Solon Community School District 5 2006-2007

Guidance Curriculum Scope and Sequence Domain/Standards PK-4 5-8 9-12 Personal/Social Students will learn how to understand and respect self and others Pre-School Pillars of Character Being Selfish Teasing Bossiness Fighting Respect For Property Kindergarten Pillars of Character Expressing Feelings Tattling vs. Reporting Conflict resolution Families & Friendships 1 st Grade Pillars of Character Expressing Feelings Families & Friendships Using I-Care Language Helping Hands 2 nd Grade Pillars of Character Expressing Feelings Families Change Friendships Self-Concept Passive, Aggressive, Assertive Behaviors 3 rd Grade Pillars of Character Family & Friends Self Concept Expressing Feelings Self-Control Strategies Passive, Aggressive, Assertive Behaviors 4 th Grade Pillars of Character Family & Friends Self Concept Expressing Feelings Passive, Aggressive, Assertive Behaviors 5 th Grade Peer Leader activities Respect/anti-bullying presentations and information 6 th Grade Peer Leader activities LifeSkills Respect/anti-bullying presentations and information Interest and skills inventory 7 th Grade LifeSkills Respect/anti-bullying presentations and information Interest and skills inventory 8 th Grade Respect/anti-bullying presentations and information Interest and skills inventory Respect & Responsibility presentations and information Solon Community School District 6 2006-2007

Guidance Curriculum Scope and Sequence Students will learn decisionmaking strategies. Academic Students will acquire behaviors, knowledge, and skills that contribute to the effective learning in school and across the life span. Pre-School Stop-Think-Feel-Act Behavior Kindergarten Ignore, Ask To Stop, Walk Away, Report Communication Coping 1 st Grade Saying No Making Mistakes Making Responsible Decisions 2 nd Grade Conflict Resolution Making Responsible Decisions Decision-making Strategies 3 rd Grade Types of Decisions Making Responsible Decisions Alcohol/Drug Prevention Strategies Safety (Indoor, Gangs, Violence, In Public) Conflict Resolution Strategies 4 th Grade Decision-making Personalities Making Responsible Decisions Alcohol/Drug Prevention Strategies Safety (Indoor, Gangs, Violence, In Public) Conflict Resolution Strategies Pre-School Listening Kindergarten Listening Communication 1 st Grade Responsible Decisions Making Mistakes 2 nd Grade Responsible Decisions Making Mistakes Work Habits Unit 3 rd Grade Responsible Decisions Test Taking Strategies 4 th Grade Responsible Decisions Test Taking Strategies School Success Program 5 th Grade Peer Leader activities 6 th Grade Peer Leader activities LifeSkills 7 th Grade LifeSkills 8 th Grade 5 th Grade Peer Leader activities 6 th Grade Peer Leader activities 7 th Grade 8 th Grade 4-Year Core Curriculum Plan Peer Leader activities Guidance Curriculum and Counseling Plan of Services Respect & Responsibility presentations and information Student Core Curriculum Planning [Graduation Requirements & Core Curriculum (4-3-3-3) Planning] Solon Community School District 7 2006-2007

Guidance Curriculum Scope and Sequence Students will develop behaviors, knowledge, and skills required to make transitions between educational levels and postsecondary options. Career Students will employ strategies to achieve future career success. Students will understand the relationship between personal qualities, education and training and the world of work. Within Building Grade Transition Kindergarten Round-up K & 4 th Picnics Step-Up Day Classroom visits Pre-school People and Their Jobs Kindergarten People and Their Jobs Health Helpers First Grade Career Play, I Want to Be Products vs. Services Second Grade Products vs. Services Community Careers Third Grade Interest Inventory (Where Do I Fit?) ABCs of Careers Fourth Grade Learning Style Inventory Interest Inventory (6 Pathways) Workplace Learning Connection Events PK-2 Careers on Wheels Awesome Uniforms 3 rd 4 th Awesome Uniforms Tools of the Trade Incoming 5 th Grade Principal, Counselor visits to Lakeview 6 th Grade Transition discussions for 7 th grade 8 th Grade 4-Year Core Curriculum Plan HS Counselor visits Step-Up Day 5 th Grade Career Field Trips (Arts and Communication) 6 th Grade IA Career Resource Guide Career Field Trips (Engineering, Industrial, Tech and Agri-Science) 7 th Grade Choices Explorer career and interest website and classroom activities Career Field Trips (Health Sciences, Family & Human Services) 8 th Grade 4-Year Core Curriculum Plan Choices Explorer career and interest website and classroom activity Career Field Trips (Business, Information Management and Marketing) Workplace Learning Connection Events Career Field Trips 6 th Grade IA Career Resource Guide 7 th Grade Choices Explorer career and interest website and classroom activities 8 th Grade 4-Year Core Curriculum Plan Choices Explorer career and interest website and classroom activities Guidance Curriculum and Counseling Plan of Services 8 th Grade Open House: Registration 8 th Grade Open House: Core Curriculum Planning Spartan Ambassador Panel with 8 th Grade 8 th Grade Step-Up 9 th Grade Choices Planner activity: Interest Profile Choices Planner activity: Values Inventory 10 th Grade E-Choices Planner Activity: Basic Skills Inventory PLAN Activity: Interest Inventory Grades 9-12 Student Core Curriculum Planning [Career Planning] Workplace Learning Connection Events Career Pathway Speakers (grades 9-10) Job shadow/internship (grades 11-12) 10 th Grade PLAN interpretation Session/Postsecondary Meeting (fall) 12 th grade Post-secondary planning presentation 12 th grade Language Arts Classes Post-secondary planning presentations 11 th grade Language Arts Classes Post-secondary planning presentations Solon Community School District 8 2006-2007

Individual Planning The activities in the individual planning service component are provided for all students and serve to guide them developmentally in developing and attaining personal/social, academic and career goals and future plans. Counselors coordinate activities that help all students plan, monitor and manage personal learning as well as evaluate progress toward personal, academic and career/occupational goals. This delivery component also includes orientation programs for students transferring to the school, for students entering pre-school or kindergarten, and for students transitioning within schools, between elementary and middle school and between middle school and high school. Sample Individual Planning Services Program Iowa Youth Survey PK-4 5-8 9-12 Student Transition Planning Choices Explorer 4-Year Core Curriculum Plan 11 th -12 th grade Job Shadow (TWLC) 11 th -12 th grade Job Internship Program (TWLC) 10 th grade PLAN assessment results interpretation 11 th Grade Junior Assessment Interpretation (ACT, SAT, PSAT) Junior Parent Night Senior Parent Night Junior Planning Night (Family) Financial Aid Seminar Night (Family) Assessment Interpretation (ACT, SAT, PSAT) 9 th 12 th Grade Core Curriculum Plan/ Graduation Progress Annual Update (Parent-Teacher Conference) Junior Student Planning Conferences Senior Student Planning Conferences Individual Counseling (e.g. Study Skills) Parent Sharing: Junior/Senior Checklist Transition Plan Transitions are a significant part of personal/social, academic and career development and a considerable part of life experiences as well. Transition preparation is done within schools at each grade level, between schools at designated grades and to post-secondary options. Articulation is done to provide for a seamless movement from class to class. To prepare students for attending school changes, many opportunities are provided for students and families to become familiar with new surroundings. Kindergarten Spring Round-Up Students are invited to take part in half-day kindergarten activities with the kindergarten teachers. Reading stories Snack time Centers Drawing Parents attend information sessions about school policy and available services. Fall picnic to acquaint students and parents with one another and to have students bring their school supplies to their classroom. 4 th Grade to Middle School Students take part in weekly guidance lessons pertaining to developmentally appropriate topics. Solon Community School District 9 2006-2007

Middle school principal and counselor make visits to 4 th grade classrooms to talk about middle school expectations. Middle school students [Peer Leaders] visit 4 th grade classrooms to answer questions from a student s perspective. Step-up Day is the second to last day of school and 4 th grade students walk to the middle school and meet their 5 th grade teacher and get a tour of the building. The day before school starts, the fall orientation takes place to acquaint new 5 th grade students as well as new to the district students and parents with the policies and procedures of Solon Middle School. Students are involved in ice-breaker activities with older 8 th grade Peer Leaders. They receive another tour of the building and have time for questions and answers. They also spend time with their teacher. 6 th Grade to 7 th Grade The counselor meets with 6 th grade classrooms to talk about the transition from self-contained classrooms to a daily schedule. 6 th grade students meet with older students to answer questions about hall passing and what it is like to have 6-7 different teachers. Any student with significant concerns about the transition can meet privately with the counselor to address issues, walk through a possible schedule, and lessen fears. The first week of school, teachers are lenient with 7 th graders as they adjust to their new schedule. Middle School to High School The high school counselor visits with all 8 th grade classes to discuss their transition to high school. High school students visit 8 th grade classrooms to answer students questions about life at the high school. Middle school students walk to the high school on Step-up Day and meet prospective teachers and tour of the building. Collaboration with the middle school counselor to gather information from 8 th grade students. High School to Post-High School Fall Orientation for 9 th grade students, high school students new to the district and parents. The high school counselor visits with all 9 th and 10 th grade seminars to explore career interests. All 10 th & 9 th grade students participate in Career Pathway Speaker Program. (six presentations each year) All sophomores participate in the PLAN Assessment. All sophomores participate in Post-Secondary Round-Robin. A PLAN Interpretation/Post-Secondary Session is offered for sophomores and sophomore parents. All 12 th & 11 th grade students have opportunity to participate in the Job Shadowing Program and the Workplace Internship Program offered by The Workplace Learning Connection. College Planning Night for parents of juniors and sophomores (College Planning Center). Financial Aid Planning Night for parents of seniors and juniors (College Planning Center). High school counselor meets individually with each junior during Junior Planning Conference. High school counselor visits 12 th grade language arts classes to visit with seniors about post-secondary planning timelines. High school counselor assists seniors with college application process and financial aid process. High school counselor publishes post-secondary planning newsletters to parents of seniors and parents of juniors. Responsive Services The responsive services component consists of services/activities to meet immediate student needs or concerns requiring counseling, consultation, referral, peer facilitation or information. This component is available to all students and is often student self-referral and can be parent/guardian or teacher initiated. While counselors have specialized training to respond to specific needs and concerns, collaborative approaches involving the student, parent/guardian and other educators are necessary for successful intervention. Counselors offer a range of services to respond to the needs of individual students and families including consultation, individual and small-group counseling, crisis counseling, referrals and peer facilitation. School counseling is not intended nor has the capacity to provide therapeutic interventions. Referrals to other agencies can be made for individuals and/or families needing therapy services. Solon Community School District 10 2006-2007

Consultation Counselors consult with teachers, parents/guardians and other educators and community agencies to help students and families. This consultation occurs to more effectively identify student needs and successful intervention strategies and activities. Individual and Small-group Counseling Counseling is provided in individual or small-groups for students experiencing difficulties that interfere with personal/social, academic and/or career development. Counselors work with individuals or small groups to provide them with skills, attitudes and behaviors to help students prevent difficulties and to identify interventions to address more serious concerns or problems that have resulted in unhealthy choices. Individual or small-group counseling is generally short-term focused on helping students identify problems, causes, actual and possible consequences and alternative actions. Crisis Counseling In crisis counseling, the counselor works with student and family issues that are causing immediate discomfort by providing prevention, intervention and follow-up counseling, consulting or referring. Counseling and support are provided to students and families facing emergency situations and are generally short-term and temporary. Also included in this component is the counselor s role in the school crisis intervention plan. Schools have emergency plans in place for a variety of issues that may happen (death of a student or teacher, community disaster, violence etc.) Teams of school personnel and outside resource personnel are trained in advance about how to follow the crisis plan. The counselor serves a key leadership role in helping develop the plan, training personnel, coordinating with GWAEA and other agencies in delivering needed services. Referral Counselors use referral services to other agencies for students needing more specialized support (i.e. eating disorder programs, mental health centers, abuse, depression and family supports). These referral services may include mental health agencies, post-secondary educational institutions, employment and training programs and other social and community agencies. Peer Facilitation The goal of peer facilitation is to provide outstanding student models for younger students and to provide valuable leadership development for students and is built on the following principles: an understanding that young people are more likely to hear and accept information that is presented and modeled by their peers; and a belief in the value and ability of young people to bring about positive change in themselves and others. Peer leaders help with school orientation, course planning, modeling desired school culture, team building and serve as a mentor. Counselors may train students as peer leaders to assist others in navigating transitions. Sample Responsive Services Program Individual and Small Group Counseling Possible Topics: School Transitions Friendships Changing Family Expressing Feelings Self-Esteem Grief and Loss Homework Strategies New student orientation process Additional themes as necessary Crisis Intervention Consultation with district counseling team PK-4 5-8 9-12 Testing Accommodations (ITBS) Wapsie/Tanager and other agency referrals Peer Leader Testing Accommodations (ITBS) Wapsie/Tanager and other agency referrals Testing Accommodations (ITED, ACT, PSAT, SAT) System Supports This component encompasses support services that the counseling program provides in other educational programs such as testing, consumer technical education, special education and extended learning education programs. It may not involve as much direct work with students; rather the focus is on articulation, management, Solon Community School District 11 2006-2007

and coordination of the program to assure that it is an integral part of the school structure. The counselor is a member of school improvement and student learning teams. Parent/Family Education Programs Although students are the primary focus, families, staff and community partnerships are essential elements of counseling services. This element of system supports includes parent/family education programs at all levels. These programs are delivered through large group information sessions, where a topic that is particularly relevant to a group of parents or families is presented, or through small group sessions of six to ten people and can be provided in collaboration with other agencies. Inservices With Teachers, Administrators and Support Staff This component also includes conducting inservice with teachers, administrators, and school support staff. Characteristic traits at developmental stages, effective conflict resolution or classroom management strategies, and communication techniques are typical areas of counselor expertise that may be shared in informal discussions or structured presentations. Program Management and Operations Program management includes the planning and support activities necessary for the successful implementation of counseling services and guidance curriculum. These organizational and process tools needed to manage the counseling program include developing and implementing a budget, contributing to building procedures and analyzing various data. The various data analyzed include student achievement and achievement-related data, school climate data as well as program evaluation data. Communication The Solon School Counseling Program strives to keep students, parents and community informed on what and when counseling activities are scheduled and when and where the activities will be held. The calendar may be found under the individual counselor s webpage at the Solon Community School District website, the local newspaper, The Solon Economist, and newsletters sent home to families. Sample System Supports Program Collaboration and Consultation with staff, families and outside agencies for meeting the needs of the whole child Health Curriculum Team Member 504 Accommodation Plans IEP Planning Teams Iowa Youth Survey Analysis Diverse Learner Team Member Program Management Collaboration with Workplace Learning Connection PK-4 5-8 9-12 Character Education Assemblies Instructional Decision-Making Process (Student achievement team) Student Success Team Meetings In-services with teachers, administrators and support staff (e.g. Providing information to support staff about student supervision during lunch and recess times, Providing assistance to Before And After School Program (BASP) regarding student developmental needs MECCA/UAY Assistance with Wapsie/Tanager and other resources Consultation and program management with Workplace Learning Connection and district counseling Teacher Support Teacher Support Core Curriculum Planning Consultation with Seminar Teachers Consultation with post-secondary programs Consultation with Seminar Teachers 10 th Grade PLAN Interpretive Session Evening/Seminars Solon Community School District 12 2006-2007

Confidentiality Students and their parents entrust schools with their personal information with the expectation that this information will be used to serve the needs of students effectively and efficiently. This information is a vital resource in planning comprehensive education programs and designing individual education plans and providing responsive services. The school and parents share a common interest in ensuring that this information is kept confidential. Confidentiality is the obligation to keep information and the contents of conversations private, unless there is a duty to inform others. Information shared with a school counselor is confidential, except in certain circumstances, the school counselor will not tell other individuals what is shared between the counselor and student. A counselor protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor s ethical obligation. Parents and Confidentiality Counselors are frequently confronted with questions regarding their duty of disclosure to parents and the relationship between this duty and the confidential nature of the counseling relationship. Each counselor recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their child s life. The American School Counselor Association sets forth the following guidelines with regard to counselors and the parents. The counselor: a. Informs parents/guardians of the counselor's role with emphasis on the confidential nature of the counseling relationship between the counselor and counselee. b. Provides parents with accurate, comprehensive and relevant information in an objective and caring manner, as appropriate and consistent with ethical responsibilities to the counselee. c. Makes reasonable efforts to honor the wishes of parents and guardians concerning information that he/she may share regarding the counselee. d. Adheres to federal and state laws and district policies and procedures guiding the maintenance and release of student information. Limits to Confidentiality Limits to confidentiality exist to protect the safety and well-being of students. The counselor will protect the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. The meaning and limits of confidentiality are defined in developmentally appropriate terms for students. Information can and will be shared with the appropriate person, agency or authority using the following guidelines and circumstances: Potential harm to self a belief or information that a student is in danger of hurting oneself, or is in danger of being hurt by someone else. Potential harm to others a belief or information that a student is in danger of hurting someone else. Suspected child abuse/mandatory Reporter a belief or information that a child under the age of 18 has been abused by a person responsible for the care of the child. Legal jurisdiction a law or court order to disclose information. Informed consent the permission by a legally responsible adult to consult with others in order to provide better counseling services. Disclosure Disclosure includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor s ethical obligation. The counselor keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception. Solon Community School District 13 2006-2007

Program Evaluation Program evaluation refers to the ongoing use of a systematic process of collecting and analyzing information about efficiency, efficacy, and impact of guidance curriculum and counseling services. Collecting and analyzing results is key to assessing curriculum and program effectiveness and making necessary improvements. The goal of evaluation is to collect and analyze evidence of program effectiveness, efficiency of counseling services and impact guidance curriculum while ensuring high-quality implementation. Formative evaluations will be conducted annually with a summative evaluation to occur in conjunction with the curriculum services plan renewal process. Essential components of an evaluation of guidance curriculum and counseling services include needs assessments, data analysis, and student, teacher, and parent evaluations. The counseling program evaluation will use the personal/social, academic and career domains and delivery components as frameworks for collecting and analyzing specific evidence ensuring each student is engaged in counseling curriculum and has access to program service and documenting immediate and long-term program impact. Data from these and other sources will be used to guide and direct program improvement decisions. The table below identifies formative and summative evaluation methods. Sample Program Evaluation Methods Program Iowa Youth Survey (tri-annual) Program Engagement Inventory (annual) Office Referrals (annual) Counseling Plan of Service Satisfaction Survey (tri-annual) Guidance Curriculum Standards, Scope and Sequence PK-4 5-8 9-12 School Climate Survey (students, Graduation Progress Profile teachers, parents) Choices Explorer Core Curriculum Plan Profile School Climate Survey (students, teachers, parents) Resources The Solon Community School District is committed to supporting the personal/social, academic and career development of each learner. To accomplish this, the district provides staffing, facilities and budgetary resources to meet needs of each student. Staffing The Solon Community School District has a current student enrollment of approximately 1,250 in three attendance centers. The attendance centers are Lakeview Elementary (PK-grade 4 enrollment 482), Solon Middle School (grades 5-8 enrollment 400), and Solon High School (grades 9-12 enrollment 367). Each building is staffed with 1.0 F.T.E. certified school counselor with specialized training to work with the unique developmental needs of the specific school population. The Iowa Comprehensive Counseling and Guidance Guide suggests a student-to-counselor ratio of 250:1. Others contributing to the delivery of the Guidance Curriculum and Counseling Plan of Services include staff within the school through referral and consultation such as school psychologists, social workers (GWAEA) and school nurse. Collaboration with community agencies [Workplace Learning Connection, United Youth in Action (UAY) and Mid-Eastern Council on Chemical Abuse (MECCA)] contributes to the delivery of service components and supports for students. Facilities Each attendance center provides a designated space for the delivery of identified services ensuring confidentiality with individuals and/or small groups of students. A Family Resource Center offering books, pamphlets, videos, software and games for use by families is also located in each attendance center. Technology School counselors use technology daily in their work, including the Internet, word processing, student information system and presentation software to gather, analyze and present data to drive systematic change. Technology is also used to help students perform career and advanced educational searches (Choices Explorer/Planner). Solon Community School District 14 2006-2007

Budget General fund and entitlement financial resources are provided to ensure the delivery of guidance curriculum and counseling services similar to budgets of other educational plans of services. Solon Community School District 15 2006-2007