Meghan Corkill, Gabrielle Feldman & Grace VargheseSpring, 2013

Ensure the highest achievement for every student in meeting academic expectations that exceed standards, learning 21st century skills, and developing social and cultural proficiency.  Promote life-long learning, ethical leadership, and active citizenship in concert with every member of our community.

Foundation

To implement a comprehensive developmental program in order to provide the skills necessary for the highest achievement for all students.

To ensure that students learn 21st century skills and develop social and cultural proficiency.

Students will be provided with the tools and skills necessary to enhance their academic, social/personal, and college/career skills.

This school counseling program will strive to meet the needs of all stakeholders involved including: students, parents, teachers, administration, and community members.

Foundation

School guidance may be viewed as an educational philosophy as well as a defined program of services. As a philosophy, guidance is founded on the belief that each student possesses intrinsic worth and specific rights. Each student is capable of personal growth and self-direction. As a program of services, guidance is preventive, developmental, and remedial in nature. Preventative guidance services defines appropriate developmental needs through a planned sequential program of individual, group and classroom activities. Developmental guidance services look toward meeting the needs of all students and developing positive attitudes/skills in the areas of self-awareness, interpersonal relations, educational awareness/decision making, and career awareness/goal setting and decision making. The remedial aspect of the program ensures the provision of services that respond to immediate needs and concerns of students whether these concerns involve information, counseling, consultation, crisis intervention or referral. It is collaborative in nature and depends on the continuing support of school staff, students and parents.

The goal is to help all students

Foundation

All students are served, with opportunities provided for all students in all grades.

The curriculum is developed and delivered by counselors, faculty, and community.

Counselors’ time is calendared among the components of the comprehensive school counseling program.

Parents are involved and the community helps deliver services.

The curriculum is standards-based and competency-driven.

Foundation

Needs AssessmentsManagement Agreements Advisory CouncilsAction PlansCalendarsUse of Time Assessments

Program Management

Survey:Introduction will ask respondents to help counseling department plan for the future to develop priorities for all students

Program Management

Survey: 3 areas will be asked about:

▪ Academics▪ Career/Vocational/College▪ Personal/Social

Respondents will be asked to rate on a 5 point scale priority/importance of possible future programs as well as asking about current programs offered

Program Management

Survey administered to: Students Parents Teachers Administration Other stakeholders as deemed appropriate

Mailed and On-line versions Reminders sent out via email

Program Management

School counselors Teachers Administrators School psychologists School social workers Clerical staff Clubs Parents Volunteers Business partners Colleges and universities

Program Management

All of these stakeholders

can get involved to help

improve and strengthen

our school.

Goal: Improve attendance rateObjective: Attendance rate will increase 3% by the end

of the yearAction: Counselors will implement a weekly incentive

raffle

_____________________________________________

Goal: Improve reading scores for LEP studentsObjective: Reading scores will improve by 2% by the

end of the yearAction: Invite LEP students to join the Becoming a

Better Student groupManagement Systems

Goal: Decrease stress among the freshmanObjective: 95% participation in the school counseling core

curriculum for stress managementAction: Implement the school counseling core curriculum and

offer make-up sessions for absent students_______________________________________________Goal: Increase the amount of students attending post-

secondary schoolsObjective: 60% of students at will attend a post-secondary

schoolAction: Implement the school counseling core curriculum for

goal setting and life after high school and offer make-up sessions for absent students. Conduct individualized planning for college and future plans.

Management Systems

Current Time Spent: 5% of time in the classroom 70% of time with individual planning 15% of time with responsive services 10% of time with system support

In order to achieve the results planned, the school counseling team will spend: 15-25 % of time in the classroom  25-35 % of time with individual planning  25-35% of time with responsive services 15-20 % of time with system support

 

Management Systems

August:Freshmen OrientationFreshmen Activities NightSIP: Discuss Counseling Curriculum

September:Open HouseSophomore Practice PLAN testIntroduce Freshmen Counseling Core CurriculumIntroduce Senior Individual Planning

October:Parent/Teacher ConferencesIntroduce Sophomore Counseling Core CurriculumCollege Night/College SpeakersFAFSA Workshop

November:Introduce Junior Counseling Core CurriculumAll Senior Individual Planning Complete

December:End of the Semester NewsletterFinals

January:Introduce Anger Management GroupDiscuss Plan Scores From Last Year with Juniors

Management Systems

February:Introduce Becoming a Better Student GroupQuestion and Answer Panel on Testing

March:Parent/Teacher ConferenceWork with students about class choices for next year

April:PSAE TestPlan Test

May:Senior Exit SurveysAssess year one of the comprehensive developmental school counseling program

Management Systems

Management activities that establish, maintain, and enhance the total school counseling program. These activities include professional development, collaboration with staff, and consultation with teachers, parents, and other staff members.

Professional School Counselors: Provide appropriate information to staff related to the

comprehensive school counseling program. Assist teachers, parents/guardians, and other stakeholders in

interpreting and understanding student data. Participate in professional development activities to improve

knowledge and skills. Use available technology resources to enhance the school

counseling program. Adhere to laws, policies, procedures, and ethical standards of the

school counseling profession.

Management Systems

Delivery of a comprehensive school counseling program: School Counseling Core Curriculum Individual Student Planning Responsive Services Systems Support

Focuses on the 3 Domains: Academic College/Career Personal/Social

Delivery

Delivery

High School

30%25%

30%15%

Individual PlanningIndividual Planning

Responsive ServicesResponsive Services

System SupportSystem Support

School Counseling School Counseling CurriculumCurriculum

Individual PlanningIndividual Planning

Responsive ServicesResponsive Services

System SupportSystem Support

School Counseling School Counseling CurriculumCurriculum

Delivery

Assists students in planning, monitoring, and managing their

personal and career development.

Assists students in planning, monitoring, and managing their

personal and career development.

Purpose:

Student educational and

career planning

Decision making

Goal setting

Purpose:

Student educational and

career planning

Decision making

Goal setting

Delivery

Assessment

Advisement

Transition Planning

Accommodations

Delivery

Addresses the immediate concerns of students.Addresses the immediate concerns of students.

Purpose:

Prevention

Intervention

Purpose:

Prevention

Intervention

Delivery

Individual Counseling Sessions

Small Group Facilitation

Crisis Response

Peer Facilitation

Coordination, Consultation, Referral and Outreach with Community

Agencies

Delivery

Rationale According to teachers surveyed in the high school, anger management is

one of the top issues they wish to be addressed by school counselors. A small group will invite students to discuss their feelings in a safe environment, as well as learn acceptable and appropriate actions to display in place of these problematic behaviors.

Objectives: Help students explore their anger and potential causes of it. Give students the tools to better manage their anger and related emotions. Learn healthy coping skills.

Procedures: Ask teachers and coaches to refer students that they believe are in need of

an anger management counseling group. Set up meetings with potential group members to interview them and see if

the group would be a good fit for them. Put up flyers, or have teachers make announcements about the group for

anyone who is interested. Once all of the members have been selected, have the group meet in a

quiet location where confidentiality can be maintained such as a small, empty classroom or the conference room in the principal’s office. The group will run for 9 weeks.

Responsive Services

Rationale: According to teachers surveyed in the high school as well as parents, time

management and study skills are also issues they wish to be addressed by the school counselors. A small group of students will be invited to discuss techniques and strategies for becoming a better and more efficient student.

Objectives: Help students learn or improve study skills. Give students the tools to better manage their time. Help students learn organizational techniques that will allow them to stay on

top of their schoolwork.

Procedures: Ask teachers and coaches to refer students that they believe are in need of

study skills and time management improvements. Set up meetings with potential group members to interview them and see if

the group would be a good fit for them. Put up flyers, or have teachers make announcements about the group for

anyone who is interested. Once all of the members selected, have the group meet in a quiet location

where confidentiality can be maintained, such as a small, empty classroom or the conference room in the principal’s office. The group will run for 8 weeks.

Responsive Services

DivorceDivorce

LossLoss

SuicideSuicide

Drug/AlcoholDrug/AlcoholUse or AbuseUse or Abuse

CopingCoping

Family IssuesFamily Issues

DepressionDepression

AbuseAbuse

Delivery

Public Relations

Community and Parent Involvement

Staff Development

Professional Development

Collaboration and Teaming

Program and Information

Management Services

Delivery

School Counseling Core Curriculum is a tool counselors can use to deliver content standards to every student in an efficient way.

Students: These lessons are based on the needs assessments of the school and

can be delivered in line with a teacher’s curriculum and standards. They can be adapted to and delivered in a multitude of formats and locations including: a classroom, within small groups, interdisciplinary curriculum development, and parent workshops.

In the classroom, counselors can deliver a lesson or team-teach with the classroom teacher, in the career center, or within other facilities of the school.

In interdisciplinary teams, counselors can collaborate with other staff to enhance curriculum and develop core curriculum that falls in line with classroom units. Group activities can be held outside the classroom that addresses students’ needs or interests.

Parent workshops: Held during or after the school day that address parental and

community needs that coincide with the counseling curriculum.Delivery

Developmentally appropriate

Planned throughout the year

Utilizing up to date statistics and data collected

from the school to make appropriate changes

Implemented by a Credentialed School

Counselor

CAREERCAREER PERSONALPERSONALSOCIALSOCIAL

ACADEMICACADEMIC

Career AwarenessSelf-knowledge and Self-management

Goal Setting

Career

ExplorationCultural Competence Study Skills

Career Preparation and Planning

Communication SkillsAcademic Support

Career Management and Lifelong Learning

Character EducationTransition

Delivery

Transitioning to High SchoolTest Taking SkillsStudy SkillsTime ManagementCareer/College Exploration

Delivery

Goal: Freshmen students will learn effective methods of how to deal with stress

related to transitioning into high school. They will acquire skills that they can successfully implement throughout their high school career.

Objectives: The learner will be able to give instruction on how to self-manage and

cope with stress. The learner will be able to teach students the benefits of stress

management, and give them useful tools to incorporate these skills into their lives.

ASCA Standard:Personal/Social Standard B. Students will make decisions, set goals, and take necessary

action to achieve goals.

Delivery

Stress Management Individual Student PlanningGoal SettingPreparation For Life After High

SchoolCollege/Career Planning 101

Delivery

Goal: Students will realize the importance of goal setting, and how to assess,

establish and create obtainable goals. They will learn how to evaluate failures and how learning from disappointments brings success, increases confidence, and self-esteem.

Objectives: The learner will be able to create meaningful and obtainable goals. The learner will establish a plan as to how desired goals will be achieved.

ASCA Standard:Academic Development Standard B. Students will complete school with the academic preparation

essential to choose from a wide range of post-secondary options, including college.

Personal/Social Standard A. Acquire self-knowledge

Delivery

Continued Goal SettingPlans For Post GraduationCollege/Career Planning – next stepsApplying To College

Delivery

Goal: To inform students and parents about opportunities after high school

which include but are not limited to: different types of colleges including vocational-technical colleges, community/junior colleges, four-year colleges and universities, and private training institutions, as well as alternative options like such as the military, studying abroad, or volunteering and working in organizations such as the Peace corps or AmeriCorps.

Objectives: The learners will be better informed of the requirements needed to attend

different types of institutions. Speakers will highlight the academic environment in each type of post-

secondary options including: career resources and possible outcomes, major selection process, and extra-curricular opportunities.

ASCA Standard:Academic Development Standard B. Students will complete school with the academic preparation

essential to choose from a wide range of substantial post-secondary options, including college.

Delivery

Continued Goal SettingPlans For Post GraduationCollege/Career Planning-next steps

Transition From High School

Goal: Junior and senior students will learn information regarding the college

process including: questions to ask themselves prior to narrowing down a list, a timeline for the college process beginning in 9th grade through the time the student makes a final college decision. They will gain an understanding of all aspects related to the college decision-making process. 

Objectives: The learner will have a better understanding of how to navigate the college

process beginning in the 9th grade. The learner will better understand components related to identifying a

college or university that matches their interests, academic goals, and personal and social development. 

The learner will better understand the steps needed to attend college as an undocumented student.

ASCA Standard:Academic Development Standard B. Students will complete school with the academic preparation

essential to choose from a wide range of substantial post-secondary options, including college.

  Delivery

We will use the following tools to ensure and evaluate our success:

Results ReportSchool Counselor Performance

StandardsProgram Audit

Accountability

Grade Level

Lesson Content

ASCA Standard

# Guidance Lessons Delivered

Start and End Dates

Process Data (Number of Students affected)

Perception Data (Pre and Post test competency attainment)

Results Data (How did student change as a result of data)

Implications

Accountability: Results Report

Palmer & Erford (2012) conducted a study to determine whether the ASCA National Model predicted student outcomes.

Two public school districts in Maryland were selected.

Results indicated that as program implementation at the high school level increased, so did attendance and graduation rates.

Accountability

A fully implemented comprehensive school counseling program includes:A fully implemented comprehensive school counseling program includes:

4 Components: School Counseling Curriculum,

Individual Planning, Responsive Services, and

System Support

Standards-based

A student development focus

Delivery by all for all

Community owned and supported

Palmer, L., & Erford, B. T. (2012). Predicting student outcome measures using the ASCA national model program audit. The Professional Counselor, 2(2), 152-159. Retrieved fromhttp://tpcjournal.nbcc.org/wp-content/uploads/2012/09predicting-student-outcome_Palmer-Manuscript_p152-159.pdf

Schaefer, S. & Schumer, A (2012). Round Lake Senior High School Comprehensive Developmental School Counseling Model . Presented, 2012.