1. Meghan Corkill, Gabrielle Feldman & Grace Varghese Spring, 2013

3. 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

4.  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 21 st 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

5. 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.

6. The goal is to help all students Foundation Learn about self SELF Learn about the world around them WORLD Make meaningful connections between the two CONNECTION

7.  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

9.  Needs Assessments  Management Agreements  Advisory Councils  Action Plans  Calendars  Use of Time Assessments Program Management

10.  Survey: Introduction will ask respondents to help counseling department plan for the future to develop priorities for all students Program Management

11.  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

12.  Survey administered to:  Students  Parents  Teachers  Administration  Other stakeholders as deemed appropriate  Mailed and On-line versions  Reminders sent out via email Program Management

13.  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.

14. Goal: Improve attendance rate Objective: Attendance rate will increase 3% by the end of the year Action: Counselors will implement a weekly incentive raffle _____________________________________________ Goal: Improve reading scores for LEP students Objective: Reading scores will improve by 2% by the end of the year Action: Invite LEP students to join the Becoming a Better Student group Management Systems

15. Goal: Decrease stress among the freshman Objective: 95% participation in the school counseling core curriculum for stress management Action: Implement the school counseling core curriculum and offer make-up sessions for absent students _______________________________________________ Goal: Increase the amount of students attending post-secondary schools Objective: 60% of students at will attend a post-secondary school Action: 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

16. 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

17. August: Freshmen Orientation Freshmen Activities Night SIP: Discuss Counseling Curriculum September: Open House Sophomore Practice PLAN test Introduce Freshmen Counseling Core Curriculum Introduce Senior Individual Planning October: Parent/Teacher Conferences Introduce Sophomore Counseling Core Curriculum College Night/College Speakers FAFSA Workshop November: Introduce Junior Counseling Core Curriculum All Senior Individual Planning Complete December: End of the Semester Newsletter Finals January: Introduce Anger Management Group Discuss Plan Scores From Last Year with Juniors Management Systems

18. February: Introduce Becoming a Better Student Group Question and Answer Panel on Testing March: Parent/Teacher Conference Work with students about class choices for next year April: PSAE Test Plan Test May: Senior Exit Surveys Assess year one of the comprehensive developmental school counseling program Management Systems

19.  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

21.  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

22. Developmental Program Components School Counseling Curriculum System Support Responsiv e Services Individual Planning Delivery

23.  Individual Planning  Responsive Services  System Support  School Counseling Curriculum  Individual Planning  Responsive Services  System Support  School Counseling Curriculum Delivery

24. 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

25.  Assessment  Advisement  Transition Planning  Accommodations Delivery

26. Addresses the immediate concerns of students. Purpose:  Prevention  Intervention Purpose:  Prevention  Intervention Delivery

27.  Individual Counseling Sessions  Small Group Facilitation  Crisis Response  Peer Facilitation  Coordination, Consultation, Referral and Outreach with Community Agencies Delivery

28. 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

29. 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

30. Divorce Loss Suicide Drug/Alcohol Use or Abuse Coping Family Issues Depression Abuse Delivery

31.  Public Relations  Community and Parent Involvement  Staff Development  Professional Development  Collaboration and Teaming  Program and Information Management Services Delivery

32.  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

33.  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

34. CAREERPERSONALSOCIALACADEMIC Career Awareness Self-knowledge and Self-management Goal Setting Career Exploration Cultural CompetenceStudy Skills Career Preparation and Planning Communication Skills Academic Support Career Management and Lifelong Learning Character Education Transition Delivery

35.  Transitioning to High School  Test Taking Skills  Study Skills  Time Management  Career/College Exploration Delivery

36. 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

37.  Stress Management  Individual Student Planning  Goal Setting  Preparation For Life After High School  College/Career Planning 101 Delivery

38. 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

39.  Continued Goal Setting  Plans For Post Graduation  College/Career Planning – next steps  Applying To College Delivery

40. 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

41.  Continued Goal Setting  Plans For Post Graduation  College/Career Planning-next steps  Transition From High School

42. 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 9 th 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 9 th 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

44. We will use the following tools to ensure and evaluate our success:  Results Report  School Counselor Performance Standards  Program Audit Accountability

45. 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) Implica tions Accountability: Results Report

46.  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

47. 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

48.  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.pdfhttp://tpcjournal.nbcc.org/wp-content/uploads/2012/09  Schaefer, S. & Schumer, A (2012). Round Lake Senior High School Comprehensive Developmental School Counseling Model. Presented, 2012.