WALLKILL CENTRAL SCHOOL DISTRICT GRADES K-12 … · The Transformed School Counselor The Practice...

WALLKILL CENTRAL SCHOOL DISTRICT GRADES K-12 COMPREHENSIVE GUIDANCE PLAN

2011

2011

WALLKILL CENTRAL SCHOOL DISTRICT

GRADES K-12

COMPREHENSIVE GUIDANCE PLAN 2011

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Board of Education Members

Mr. Joe LoCicero President

Mr. Tom McCullough Vice President

Mrs. Kathryn Anderson Mrs. Donna Crowley

Mr. Thomas Frisbie Mr. Dennis O’Mara

Mr. Mitchell DeCoer Mr. Leif Spencer

Mr. Vincent Petroccelli

Administration

Mr. Kevin Castle Superintendent of Schools

Mr. Brian Divincenzi Assistant Superintendent for Support

Services

Mrs. Yvonne Herrington Assistant Superintendent for

Educational Services

Mr. Anthony White Director of Pupil Personnel

Mrs. Bridget Becker Coordinator of Special Education

Wallkill Senior High School Administration

Mr. Mike Rydell Principal

Mrs. Nicole Vitale Assistant Principal

Mr. Nick Pantaleone Assistant Principal

John G. Borden Middle School Administration

Ms. Marjorie Anderson Principal

Elementary School Administration

Mr. Scott Brown Principal/Leptondale

Mrs. Maureen Dart Principal/Ostrander

Mrs. Monica Hasbrouck Principal/Plattekill


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Counseling Staff

John G. Borden Middle School

Kyle Nace

(845)895-7179

[email protected]

Julie Sinacori

(845) 895- 7179

[email protected]

Wallkill Senior High School

Mr. Voleile Derisse

(845) 895-7154 ext.1274

[email protected]

Mrs. Opal Reid-Apronti

(845) 895-7154 ext. 1273

[email protected]

Mrs. Angela Terralavoro

(845) 895-7154 ext. 1272

[email protected]

Mrs. Sara Veach

(845) 895-7154 ext. 1275

[email protected]

mailto:[email protected]





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Organizational Chart

Board of Education

Superintendent of Schools

Assistant Superintendent for Support Services

Assistant Superintendent for Educational Services

Principals

School Counselors


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The Rationale for School Counseling Programs

Introduction

The primary goal of the Wallkill Central School District School Counseling program is to

promote and enhance student learning through three broad and interrelated areas of

student development. Each of these areas encompasses a variety of desired student

learning competencies, which in turn are comprised of specific knowledge, attitudes and

skills that form the foundation of the developmental school counseling program. The

three areas of student development are academic development, career development, and

personal/social development.

The Wallkill Central School District Grades K-12 Comprehensive Guidance Plan is

designed to be developmental and systematic in nature, sequential, clearly defined, and

one that fosters accountability. Our guidance plan is proactive and preventive in its focus

and assists students in acquiring life-long learning skills. School counseling programs

are developed by focusing on needs and issues related to various stages of student

growth. This plan is indicative of our continuing commitment to individual uniqueness

and the maximum development in the three major areas: academic, career, and

personal/social.

The Wallkill Central School District Grades K-12 Comprehensive Guidance Plan is

aligned with the New York State Comprehensive School Counseling Program in that it:

is a tool for aligning the school counseling program with the academic

mission of the school and the New York State Learning Standards;

defines the role of the professional school counselor within our schools; and

links school counseling to the total educational process and involves all school

personnel.

Currently we do not have school counselors in our elementary schools; however, our plan

includes an elementary guidance component. Elementary school counseling programs

provide early intervention that:

1. improves student attendance, increasing state aid to school districts;

2. reduces the need for remediation and academic intervention services;

3. reduces discipline problems, resulting in fewer suspensions and the need for

homebound instruction;

4. decreases the need for costly alternative education programs;

5. reduces the drop-out rate;

6. improves the behavior of students at risk for violent behavior; and

7. assists students in meeting New York State’s Learning Standards at all grade

levels (NYSSCA).


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In the Wallkill Central School District, this counseling program will be the shared

responsibility of administrators, teachers, intervention specialists, school psychologists

and the social worker.

Wallkill Central School District School Counseling Philosophy

The School Counseling program at Wallkill Senior High School is committed to

supporting every student’s unique abilities and valuing the diversity of the student

population. Our focus lies in the “whole child approach” and involves all members of the

school community, including school counselors, psychologists, social workers, teachers

and administrators. The school counseling program addresses the academic, career, and

personal/social needs of all students. We believe that an effective guidance and

counseling program is an integral part of the three Cs: Counseling, Consultation, and

Collaboration.

Wallkill Central School District School Counseling Mission Statement

The WCSD School Counseling program believes that a successful program is comprised

of effective counseling, quality consultation with students, parents and colleagues and

meaningful collaboration with the entire learning community.

Plan Design

This plan is divided into three separate but integrated sections as follows:

Grades Kindergarten through Six Grades Seven and Eight Grades Nine through Twelve

In each section, the common thread is the three broad and interrelated areas of

student development. The document and the plan have been designed to be easy

to read and, in keeping with the Comprehensive District Education Plan (CDEP)

Commencement Objectives, written in clear operational language. While the

objectives of this Guidance Plan are indicative of all elements of the

Commencement Objectives, it is most completely aligned with the objective

entitled “Committed to Personal Excellence.” This objective includes the

following major components:

Work Cooperatively With Others Demonstrate a Strong Personal Work Ethic Take Responsibility For Own Actions Maintain a Physically, Emotionally, and Financially Healthy Lifestyle


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The Transformed School Counselor

The Practice of the Traditional Guidance Counselor

* Scheduling Issues

* Counseling

* Generalist

Service-driven model

The Practice of the Transformed School Counselor

* Counseling

* Coordination

* Consultation

* Advocacy

* Teaming and Collaboration

* Data-driven/Results-based

* Use of Technology

Data-driven and standards-based model

The New York State School Counselors Association, 2005


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Wallkill Central School District Comprehensive Guidance Goals

Guidance programs for students in grades K – 6:

Goal 1: Review each student’s educational progress, career directions and future

plans

Goal 2: Encourage parental involvement in the educational process

Goal 3: Help students with attendance, academic, behavioral or adjustment

problems

Guidance programs for students in grades 7 – 8:

Goal 1: Review each student’s educational progress and career plans annually

Goal 2: Teach students about various careers and help them to develop career

planning skills

Goal 3: Provide advisory assistance to enable students to benefit from the

curriculum in the following areas:

curriculum options, educational career plan

attendance

post-secondary plans

academic problems

behavioral and/or adjustment problems



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Guidance programs for students in grades 9-12:

Goal 1: Review each student’s educational progress and career plans annually

Goal 2: Help students learn about the various careers and develop career planning

skills

Goal 3: Provide advisory assistance to enable students to benefit from the

curriculum

Goal 4: Provide advisory assistance to help students develop and implement post-

secondary educational and career plans

Goal 5: Provide advisory assistance for students who exhibit attendance problems

Goal 6: Provide advisory assistance for students who exhibit academic problems

Goal 7: Provide advisory assistance for students who exhibit behavioral and/or

adjustment problems



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Grades Kindergarten - 6

GOAL 1

Review each student’s educational progress, career directions and future plans.

A. Target Population

Grades Kindergarten through Six

B. Objectives

I. Academic:

As students transition from Grades Four to Five, Fifth Grade Teachers will meet with them to discuss the transition and respond to students’ questions. As students transition from Grades Six to Seven, Middle School Guidance Counselors will meet with students to discuss the transition and respond to students’ questions.

Classroom teachers in Grades Kindergarten through Six will teach students the study skills they need to be successful in school.

Where appropriate, classroom teachers will recommend students for SNAP Assessments.

Activity Target

Group

Other Resources Responsible For

This Activity

Activity

Timeline

Orientation to

the 5th Grade

4th Grade

students

5th Grade teachers

access to 4th Grade

classrooms

5th Grade faculty

in OES, LES,

PES

Orientation to

the Middle

School

6th Grade

students

Middle School

counselors access

to 6th Grade

classrooms

Middle School

guidance

counselors

Study Skills Kindergarten

– 6th Grade

RTI Plan toolbox,

etc.

classroom

faculty

ongoing

Recommend

students for

SNAP

3rd Grade to

6th Grade

faculty

SNAP guiding

documents for

identifying gifted

students

classroom

faculty in OES,

LES, PES


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GOAL 1 (continued)

Annual Assessment of Program Results:

Teacher feedback that students have successfully transitioned from the 4th Grade

to 5th Grade and from 6th Grade to 7th Grade.

Parent feedback that students have successfully transitioned from the 4th Grade to

5th Grade and from 6th Grade to 7th Grade.

Student feedback that students have successfully transitioned from the 4th Grade

to 5th Grade and from 6th Grade to 7th Grade.

II. Personal/Social:

All faculty and administrators are involved in the implementation of the Positive Behavior Interventions and Supports model (PBIS).

Through classroom lessons and PBIS, the following character traits are taught and reinforced [adapted from the What Works Clearinghouse research-based program “Too Good for Violence Program” (TGFV)]: trustworthiness, respect, responsibility, fairness, caring, cooperation, courage, and self-discipline


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GOAL 1 (continued)

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Timeline

Implement PBIS

Program

Kindergarten

through 6th

Grade

building

PBIS team,

incentives

building PBIS

team, faculty,

intervention

specialist and

administration

yearlong

Teach and reinforce the

following character

traits: trustworthiness,

respect, responsibility,

fairness, caring,

cooperation, courage,

and self-discipline by:

teaching children that

these character traits are

important, enforcing the

adherence to these traits

by praising those who

demonstrate them,

encouraging students to

adhere to the traits by

being clear that you

expect these traits to be

demonstrated, and

modeling these behaviors

in the classroom [adapted

from “Character Counts”

program (What Works

Clearinghouse 2011)]

Kindergarten

through 6th

Grade

poster

competitions,

vocabulary

lessons,

reading

material

faculty,

intervention

specialist and

administration

yearlong

Implement Responsive

Classroom

Kindergarten

and 1st Grade

ongoing

training

elementary

faculty

ongoing


Decrease in behavior referrals based on baseline year 2011-2012 school year.


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GOAL 1 (continued)

III. Career:

Each year from kindergarten through sixth grade career exploration will be integrated into core curriculum.

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Timeline

Provide exposure to

career exploration

Kindergarten

through 6th

Grade

reading

material,

parents who

volunteer to

come and

speak about

their jobs

classroom

faculty at

OES, LES,

PES

ongoing


Documented career visits to each school


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GOAL 2

Encourage parental involvement in the educational process



B. Objectives

I. Academic:

Parents will be aware of their child’s academic strengths and challenges


Sign in sheets of parent participation in school events Parent initiatives to support school goals Parents given results of universal screening

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Timeline

Meet with parents

concerning

student academic

performance

Kindergarten

through 6th Grade

classroom

faculty at

OES, LES,

PES

ongoing

Administer all

universal

screening

instruments in the

appropriate time

frame, and share

results with

students and

parents

Kindergarten

through 6th Grade

screening

instruments

classroom

faculty at

OES, LES,

PES

as prescribed

by the

screening

schedule


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GOAL 2 (continued)

II. Personal/Social: Parents will be aware of their child’s behavioral strengths

and challenges.

Annual Assessment of Program Results: Screening data

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Timeline

Meet with parents

concerning

student behavior

Kindergarten

through 6th Grade

classroom

faculty at

OES, LES,

PES and

intervention

specialist

ongoing

Administer all

universal

screening

instruments in the

appropriate time

frame, and share

results with

students and

parents

Kindergarten

through 6th Grade

screening

instruments

classroom

faculty at

OES, LES,

PES

as prescribed

by the

screening

schedule


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GOAL 2 (continued)

III. Career:

Parents will be encouraged to present to students about

their careers

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Time Frame

Each year parents

will be asked to

commit to a career

presentation

focused on sharing

what they do in

their jobs and what

education/training

they needed to get

the jobs

Kindergarten

through 6th Grade

minimum of

three (3)

presentations

per year

classroom

faculty at

OES, LES,

PES and

parents

ongoing


Minimum of three presentations per year


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GOAL 3

Help students with attendance, academic, behavioral or adjustment problems.



B. Objective

I. Academic:

Students will be made aware of their strengths and

weaknesses through quarterly discussions regarding

attendance, academic performance, and behavioral issues.

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Time Frame

Faculty will meet

with each student

individually (5

minutes each) to

share with them

information about

their academic

performance

Kindergarten

through 6th Grade

data classroom

faculty at

OES, LES,

PES and

intervention

specialist

minimum two

times per year

as follows:

after the first

and third

quarters

(more often as

needed)

Students with

challenges who do

not respond to the

traditional core

program will be

referred to the

building RTI Team

Kindergarten

through 6th Grade

data classroom

faculty and

RTI team at

OES, LES,

PES

as needed

Students who

demonstrate

characteristics of

giftedness will be

referred to the

SNAP teachers for

assessment

3rd through 6th

Grade

data classroom

faculty and

OES, LES,

PES SNAP

coordinators

as needed

Annual Assessment of Program Results: Meeting with all students as described Referrals to RTI and SNAP


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GOAL 3 (continued)


Students will be made aware of their strengths and

weaknesses through quarterly discussions to discuss their

attendance, academic performance, and behavioral issues.

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Time Frame

Faculty will meet

with each student

individually (5

minutes each) to

share with them

information about

their behavioral

performance

Kindergarten

through 6th Grade

data classroom

faculty at

OES, LES,

PES and

intervention

specialist

minimum two

times per year

as follows:

after the first

and third

quarters

(more often as

needed)

Students with

challenges who do

not respond to the

traditional core

program will be

referred to the

building RTI Team

Kindergarten

through 6th Grade

data classroom

faculty and

RTI team at

OES, LES,

PES

as needed

Communication

with parents when

a student has

excessive

absences.

Kindergarten

through 6th Grade

Principal letter

to parents

explaining the

importance of

good

attendance.

guidance

counselor

whenever a

student has

excessive

absences

Annual Assessment of Program Results: Annual meeting RTI referrals


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GOAL 3 (continued)

III. Career:

Students will explore the appropriate behaviors for

different types of jobs during career exploration.

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Time Frame

When discussing

careers include a

review of

appropriate

behaviors (i.e.

dress, working

with others,

attendance,

required

knowledge, etc.)

associated with

different careers

Kindergarten

through 6th Grade

career

exploration

materials, and

parent guest

presentations

on careers

classroom

faculty at

OES, LES,

PES

ongoing

Annual Assessment of Program Results: Discussions completed using this information


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Grades 7 - 8

GOAL 1A

Review each student’s educational progress and career plans annually


Grade 6

B. Objectives:

Academic:

- Entering seventh grade students will be prepared to negotiate

middle school class work

- middle school academic planning can be completed

Personal/Social:

- Entering seventh grade students will be prepared to negotiate

middle school personal/social expectations

Career:

not applicable

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Time Frame

Middle School

counselors will

meet with 6th grade

students and

faculty to help

them plan for 7th

grade

6th Grade students access to 6th

grade students

and teachers

middle school

principal

ongoing


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Grades 7 - 8

GOAL 1B



Grades 7-8

B. Objectives:

Academic:

Student will:

- understand where he/she stands academically

- understand what the requirements are to move on to high

school

- be offered course recommendations from counselors and/or

teachers

- become aware of what is required for high school graduation

Personal/Social:

Student will:

- understand expectations and requirements and be able to apply

the concepts to his/her learning style

- be exposed to recommendations from counselors and teachers

- apply time management and task management skills

Career: Student will:

- develop awareness of personal abilities, skills, interests and

motivators as it relates to his/her career goals

- pursue and develop competency in areas of interest

- learn about the variety of traditional and nontraditional

occupations

- choose electives based on career interests


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Grades 7 - 8

GOAL 1B (continued)


Parent and teacher feedback regarding student progress

Review career planning material to ensure that it is current

Activity Target Group

Other

Resources

Responsible

for this

activity

Activity

Dates

Meet incoming students

to re-introduce the

counselors and review

how their role can aid

students to succeed

Grade 7 previous

grades,

attendance

counselors,

secretaries

September-

October

Counselor will update

transcripts and make

program adjustments

when necessary

Grades 7 & 8 SchoolTool

faculty

counselors ongoing

Follow up meetings

with students in need of

additional assistance, or

at the request of parent

Grades 7 & 8 RTI meetings,

CSE meetings,

discipline

records

counselors,

school

psychologists

ongoing

Meet with students to

review progress as it

relates to abilities,

career goals and high

school options

Grade 8 parents, teacher counselors Feb-June

Daily team meetings to

discuss and track

student progress

Grades 7 & 8 counselors,

teachers,

parents,

students

counselors,

teachers,

parents,

students

ongoing


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Grades 7 -8

GOAL 2

Teach students about various careers and help them to develop career planning skills


Grades 7-8

B. Objectives:

Academic:

Student will:

- Complete a Family and Consumer Sciences course

Personal/Social:

Student will:

- Complete a career aptitude test


- Identify factors in career selection in the areas of personality,

interest and lifestyle

- Understand different levels of education for different career

paths

- Understand Career and Technical tech programs offered at

BOCES

- Research two careers of interest in depth

- Complete a job-readiness unit


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Grades 7 -8

GOAL 2 (continued)


Insight into career awareness

Discussions with parents on career interests


Other

Resources

Responsible

for this

activity

Activity

Dates

Complete IDEAS

Career Aptitude Test

Grade 7 IDEAS Test Family &

Consumer

Sciences

teachers

2nd semester

Research and

presentation on two

careers

Grade 7 IDEAS Test Family &

Consumer

Sciences

teachers

2nd semester

Career Day interview Grade 7 Experts in

various

occupations

Family &

Consumer

Sciences

teachers

March

Job-readiness – filling

out applications,

interview skills

Grade 7 Family &

Consumer

Sciences

teachers

2nd semester


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Grades 7 -8

GOAL 3

Provide advisory assistance to enable students to benefit from the curriculum in the

following areas:

Curriculum options, educational career plan

Attendance

Post-secondary plans

Academic problems

Behavioral and/or adjustment problems


Grades 7-8

B. Objectives:

Academic:

Student will:

- assist in planning his/her 9th grade schedule

- be made aware of a direct correlation between good grades and

attendance

- begin discussion about career plans

- be aware of means to improve grades

- identify the relationship between negative behavior and

academics

Personal/Social:

Student will:

- identify reasons for not attending school regularly

- be able to verbalize and recognize areas of improvement

- be able to verbalize feelings and emotions that lead to behavior

issues

- be able to seek appropriate support systems when in crisis

and/or distress

- understand and utilize PBIS strategies (Positive Behavior

Intervention and Systems)


- begin to identify his/her strengths and weaknesses

- correlate how punctuality and attendance relates to the

workforce

- begin to connect how their own values, interests and abilities

relate to specific careers


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Grades 7 -8

GOAL 3 (continued)

Activity

Target

Group Other Resources

Responsible

for this

activity

Activity

Dates

Communication

with parents when a

student has

excessive absences.

Grades 7 & 8 principal letter to

parents explaining

the importance of

good attendance.

guidance

counselor

whenever

a student

has

excessive

absences

9th grade scheduling

meetings

Grade 8 course requests,

high school course

offerings, NYS

graduation

requirements

guidance

counselor

February -

March

Academic

intervention

meetings

Grades 7 & 8 grades, teacher

reports

guidance

counselor

Ongoing

Implement PBIS

program

Grades 7 & 8 building PBIS

team, incentives

building PBIS

team, faculty,

guidance

counselors and

administration

yearlong


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Grades 7 -8

GOAL 3 (continued)

Activity

Target


Responsible

for this

activity

Activity

Dates

Teach and reinforce

the following

character traits:

trustworthiness,

respect,

responsibility,

fairness, caring,

cooperation, courage

and self-discipline

by:

teaching children

that these character

traits are important,

enforcing the

adherence to these

traits by praising

those who

demonstrate them,

encouraging

students to adhere to

the traits by being

clear that you expect

these traits to be

demonstrated, and

modeling these

behaviors in the

classroom [adapted

from “Character

Counts” program

(What Works

Clearinghouse

2011)]

Grades 7 & 8 poster competitions,

vocabulary lessons,

reading material

faculty,

guidance

counselors and

administration

ongoing


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Grades 7 -8

GOAL 3 (continued)


Reduction in failure rates

Reduction in retention rate

Parental satisfaction

Increased student attendance rate

Reduced tardiness by students with high attendance issues

Decrease in referrals


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Grades 7 -8

GOAL 4

Encourage parental involvement in the educational process


Grades 7-8

B. Objectives:

Academic:

Parents will:

- be aware of child’s academic strengths and weaknesses

- recognize the importance of being involved in school events

and how that relates to academic success

Personal/Social:

Parents will:

- be aware and be given resources to aid in their child’s success

Career: Parents will:

- be advised of options for high school planning

Activity

Target


Responsible

for this

activity

Activity

Dates

Parent/teacher

conferences

Grades

7 & 8

grades, teachers,

parents

guidance

counselor,

teachers

ongoing

Report cards and

progress reports

Grades

7 & 8

SchoolTool,

BOCES MHRIC

guidance

counselor

ongoing

Orientation Grade 7 all staff, principal Principal,

guidance

counselors

August


Positive parental feedback


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Grades 9-12

GOAL 1A


C. Target Population

Grade 8

D. Objectives:

Academic:

- Entering ninth grade students will be prepared to negotiate high

school class work

- high school academic planning can be completed

Personal/Social:

- Entering ninth grade students will be prepared to negotiate high

school personal/social expectations

Career:

- not applicable

Activity Target

Population

Other

Resources

Responsible

for this

Activity

Activity

Time Frame

High School

counselors will

meet with 8th

grade students and

faculty to help

them plan for 9th

grade

8th Grade

students

access to 9th

grade students

and teachers

high school

principal

ongoing


Students will become familiar with high school expectations


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Grades 9-12

GOAL 1B

Review each student’s educational progress, career directions and future plans

annually.


Grades 9-12

B. Objectives:

Academic:

Student will:

- meet with counselor to review educational requirements

- develop a course of study schedule for the following year

- be offered recommendations from counselors and/or teachers

Personal/Social:

Student will:

- understand expectations and requirements and be able to apply the

concepts to their learning styles

- be exposed to recommendations from counselors and teachers

- apply time management and task management skills


- develop awareness of personal abilities, skills, interests and

motivators as it relates to his/her career goals

- pursue and develop competency in areas of interest

- learn about a variety of traditional and nontraditional

occupations


GRADES K-12


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Grades 9-12

GOAL 1B (continued)


Other

Resources

Responsible

for this

activity

Activity

Dates

Meet incoming

freshmen to introduce

the counselors and how

our role can aid them to

succeed

Grade 9 transcript,

permanent

records

counselors,

secretaries

September-

October

Counselor will update

transcripts and make

program adjustments

when necessary

Grades 9-12 SchoolTool

faculty

counselors ongoing

Follow up meetings

with students in need of

additional assistance

Grades 9-12 RTI meetings,

CSE meetings,

discipline

records

counselors,

Student

Services,

social

worker,

school

psychologists

ongoing

Senior Interview Grade 12 parents,

teachers,

transcript ,

College Board

counselors,

secretaries

September-

October

Meet with students to

review progress as it

related to abilities,

career goals and post

secondary options

Grades 9-12 parents,

teachers

counselors Feb-June


Counselor notes indicating positive student progress

Parent and teacher feedback regarding student progress

Review career planning material to ensure that it is current


GRADES K-12


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3 -

Grades 9-12

GOAL 2

Help students learn about various careers and develop career planning skills


Grades 9-12

B. Objectives:

I. Academic:

Student will:

- be able to research career of interest


Student will:

- express interest in a career and follow up via internet research

and speaking to professionals in the field

- learn about personal interests by utilizing interest inventories

available on My College Search (College Board)

III. Career: Student will:

- understand how his/her courses in school relate to career goals

- begin to identify their strengths and weaknesses

- utilize BOCES Career and Technical program, if appropriate

- attend and participate in the Career Conference at BOCES

- begin to connect how his/her own values, interests and abilities


- be able to locate and use career information


GRADES K-12


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4 -

Grades 9-12

GOAL 2 (continued)

Activity

Target


Responsible

for this

activity

Activity

Dates

Career awareness

focusing on:

teacher expectations,

goal setting

Grade 9-12 Careerzone.org

My College Quick

Start

counselors,

teachers

Sept-June

Attend Career

Conference

Grade 10 BOCES counselors,

BOCES

March

Coordinate courses

with career interest

Grades 9-12 BOCES counselors,

BOCES

Spring

Community Service Grade 12 community,

LEO Club

Social

Studies

department

Spring

Review My College

Quick Start results

Grade 11 www.collegeboard.com students,

parents and

counselors

Spring


Further understanding of career awareness and how high school classes relate to

career choices

Solidify post secondary education decisions based on college majors, location of

school, career opportunities, etc.


GRADES K-12


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5 -

Grades 9-12

GOAL 3

Provide advisory assistance to enable students to benefit from the curriculum


Grades 9-12

B. Objectives:

Academic:

Student will:

- be aware of means to improve grades

- know New York State graduation requirements and where

he/she stands

- acknowledge his/her own strengths and weaknesses related to

academic and extracurricular activities

- be open to take standardized college tests

- be open to suggestions from counselors and teachers to select

appropriate courses that align with future career and academic

goals

Personal/Social:

Student will:

- express interest in a career and follow up via internet research

and speaking to professionals in the field

- learn about personal interests by utilizing interest inventories

available on My College Search (College Board)


- understand how his/her courses in school relate to career goals

- begin to identify their strengths and weaknesses

- utilize BOCES Career and Technical program, if appropriate

- attend and participate in the Career Conference at BOCES

- begin to connect how his/her own values, interests and abilities


- be able to locate and use career information


GRADES K-12


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6 -

Grades 9-12

GOAL 3 (continued)

Activity

Target

Group

Other

Resources

Responsible

for this

activity

Activity

Dates

Group guidance

lessons on post

secondary

planning using

power point

Awareness of

PSAT, SAT,

ACT, BOCES

Grade 11 BOCES

material,

College Board,

secretaries

counselors,

teachers for

coordination

Fall &

Spring

College admissions

representatives discuss

their majors and overall

college facts

Grade 11 coordination

with Library

Media Center

for

presentation

usage,

secretaries

counselors,

college

representatives,

secretaries

Fall

College financial aid

night and college

admissions process

Grade 12 SUNY Ulster counselors,

SUNY Ulster,

secretaries

December-

January

Career Conference

Grade 10 BOCES students,

counselors

Spring

“It’s a Class Act:

Future Teachers

Information Day”

Grade 11 students,

Marist College

Spring


Students will have an understanding of career information, expectations and

requirements


GRADES K-12


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7 -

Grades 9-12

GOAL 4

Provide advisory assistance to help students develop and implement post-

secondary educational and career plans


Grades 9-12

B. Objectives:

Academic:

Student will:

- plan a well-rounded class schedule with his/her counselor that

will aid in post secondary planning


- identify appropriate post secondary choices based on:

o his/her own interests and abilities

o attending college visitations

o attending scheduled HS college admissions

representative meetings

Activity

Target

Group

Other

Resources

Responsible

for this

activity

Activity

Dates

Scholarships Grade 12 counselors,

clerical

Sept-June

School Profile Grades 9-12

counselors,

secretaries

updated in

September

Maintain college

bulletin board:

-open houses

-updating conference

-college/military

visit dates

-BOCES information

-Summer camps/jobs

Grades 9-12 clerical


GRADES K-12


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8 -

Grades 9-12

GOAL 4 (continued)

Activity Target

Group

Other Resources Responsible

for this

activity

Activity

Dates

Pre-high school

meetings with

parents and

students

Grade 8 Middle

school

counselors

Spring

Update college

bookshelves

Grades 9-

12

counselors,

secretaries

Spring

Classroom PSAT

presentations

Grade 11 www.collegeboard.com

counselors,

teacher

collaboration

December

SAT/ACT

presentation

Grade 11 www.collegeboard.com

www.actstudent.org

counselors,

teacher

collaboration

February

Introduction of the

college planning

book

Grade 11

counselors March

NCAA

presentation

Grade 11 www.ncaaclearninghouse.

net

coaches,

counselors

Spring

BOCES

presentation

Grade 10 BOCES material BOCES

counselors

Jan-Feb

Coordination of

BOCES trip

Grade 10 teacher collaboration counselors,

BOCES,

administratio

n

March-

April


CDEP meetings

The percentage of students who graduate from the high school with specific goals

will be evaluated and analyzed via the school profile

Parental satisfaction

http://www.collegeboard.com/


http://www.actstudent.org/

http://www.ncaaclearninghouse.net/

http://www.ncaaclearninghouse.net/


GRADES K-12


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9 -

Grades 9-12

GOAL 5

Provide advisory assistance for students who exhibit attendance problems


Grades 9-12

B. Objectives:

Academic:

Student will:

- be aware of attendance policy via the Student Handbook and

teacher reinforcement.

- understand the correlation between school attendance and good

grades.

Personal/Social:

Student will:

- identify reasons for not wanting to attend school.


- understand how punctuality and attendance relates to life after

high school.

Activity

Target

Group

Other

Resources

Responsible

for this

activity

Activity

Dates

Distribution of Student

Handbook outlining

the district

attendance/tardiness

policy

Grades 9-12 Student

Handbook

administration,

counselors,

teachers,

parents

Aug-Sept

New students receive

Student Handbook,

code of conduct and

internet use policy at

registration

Grades 9-12

registration,

school program

secretary,

counselors

Sept-June


GRADES K-12


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0 -

Grades 9-12

GOAL 5 (continued)

Activity Target

Group

Other

Resources

Responsible

for this

activity

Activity

Dates

Individual conference

with students with

attendance issues

Grades 9-12 attendance office counselors,

administration,

school

psychologist,

parents

Sept-June

Home visits for

students who have

attendance issues

Grades 9-12 teacher/counselor

status reports

administration

Sept-June

SST meeting (Student

Services Team)


status reports

administration,

counselors,

school

psychologist,

teachers

Sept-June

Attendance letters sent

home outlining days

absent

Grades 9-12 attendance

office

Sept-June

Tier 1 Attendance

Flowchart

Grades 9-12 teachers counselors,

teachers

student

services

Sept-June

Communication with

parents when a student

has excessive absences

Grades 9-12 Principal letter to

parents

explaining the

importance of

good attendance

guidance

counselor

whenever

a student

has

excessive

absences


Increased student attendance rate

Reduced tardiness/class cutting by students with high attendance issues


GRADES K-12


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1 -

Grades 9-12

GOAL 6

Provide advisory assistance for students who exhibit academic problems


Grades 9-12

B. Objectives:

Academic:

Student will:

- identify his/her academic weaknesses.

- seek outside classroom instruction/assistance.

- show improvement via progress report or report card at the end

of each quarter.

Personal/Social:

Student will:

- be able to verbalize and recognize his/her areas of

improvement.

Activity

Target


Responsible

for this

activity

Activity

Dates

Parent-Teacher

Conferences to

discuss areas of poor

academics

Grades 9-12 weekly progress

reports (in the

guidance office),

teacher feedback,

report card,

progress report,

after school help,

private tutoring

counselors,

teachers

Sept-June

Peer tutoring Grades 9-12 teachers,

counselors

National Honor

Society

October-

June

RTI/SST Meetings

to discuss poor

grades and overall

attitude

Grades 9-12 parental feedback administration

counselors

teachers

Sept-June


GRADES K-12


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2 -

Grades 9-12

GOAL 6 (continued)

Activity Target

Group

Other Resources Responsible

for this

activity

Activity

Dates

Academic

Intervention

Services (AIS)

Grades 9-12 8th grade state

testing reports,

screening reports,

teacher

recommendation

counselors,

teachers

Sept-June

Students with

disabilities:

conference with case

manager and parents


status reports,

CSE meeting

counselor,

case manager,

school

psychologist,

school social

worker

Sept-June

Four year plan:

credit review for

seniors at risk for

not graduating

Grades 9-12 transcripts,

SchoolTool

counselor

Sept-June

Section 504

meetings to

recognize learning

problems

Grades 9-12 doctor/psychologist

evaluation with

diagnosis

administration,

counselors,

parents

Sept-June


Failure rate for each class will drop

Student will recognize academic success

Positive parental feedback.


GRADES K-12


Pag

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3 -

Grades 9-12

GOAL 7

Provide advisory assistance for students who exhibit behavioral and/or adjustment

problems


Grades 9-12

B. Objectives:

Academic:

Student will:

- identify the relationship between negative behavior and

academics.

- show improvement in all classes

- decrease time spent in Student Services

Personal/Social:

Student will:

- be able to verbalize feelings of distress that causes behavior

issues.

- meet with counselor to discuss appropriate ways to express

feelings of stress

- be able to develop a positive self-image.

- be able to seek appropriate support systems when in crisis

and/or distress

- use PBIS strategies (Positive Behavior Intervention Strategies)

Activity

Target


Responsible

for this

activity

Activity

Dates

RTI/SST meetings to

address and find

strategies to employ

Grades 9-12 outside evaluation

if necessary

administrators,

counselors,

teachers

Sept-June


GRADES K-12


Pag

e- 4

4 -

Grades 9-12

GOAL 7 (continued)

Activity

Target


Responsible

for this activity

Activity

Dates

Individual meetings to

provide students with an

outlet to express their feelings

and offer suggestions such as:

counseling

schedule adjustment

alternate programs

(BOCES)

Grades 9-12 outside evaluation

if necessary,

Behavior

Intervention Plan

(BIP), Safety

Plan, if necessary

counselors,

teachers

Sept-June

Parent-teacher conferences to

resolve conflicts

Grades 9-12 counselors,

teachers,

parents

Sept-June

Referral to social worker

and/or school psychologist

Grades 9-12 counselor counselor,

school

psychologist,

social worker

Sept-June

Referral to outside agencies

relating to mental health

Grades 9-12 student records,

attendance

records, progress

reports

counselor,

school

psychologist,

social worker

Sept-June

Group counseling to address:

bullying

choices

substance abuse

self-esteem

positive relationships

Grades 9-12 outside referral

material

social worker

for

coordination,

Family of

Woodstock

Referral for an evaluation to

address behavioral problems

Grades 9-12


GRADES K-12


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5 -

Grades 9-12

GOAL 7 (continued)

Activity

Target


Responsible

for this activity

Activity

Dates

Individual counseling to

address:

bullying

choices

substance abuse

self-esteem

positive relationships

communication skills

depression and/or

sadness

anxiety

family issues

peer pressure

Grades 9-12 discipline records,

attendance

records, nurse

consultation, SST

minutes

counselor,

social worker,

psychologist

Identify students at risk of

dropping out

Grades 9-12 discipline records,

attendance

records

counselor,

social worker,

psychologist,

administration

Sept-June

Implement PBIS Program Grades 9-12 building PBIS

team, incentives

Building PBIS

team, faculty,

guidance

counselors and

administration

yearlong


GRADES K-12


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6 -

Grades 9-12

GOAL 7 (continued)

Activity

Target


Responsible

for this activity

Activity

Dates

Teach and reinforce the

following character traits:

trustworthiness, respect,

responsibility, fairness,

caring, cooperation, courage,

and self-discipline by:

teaching children that these

character traits are important,

enforcing the adherence to

these traits by praising those

who demonstrate them,

encouraging students to

adhere to the traits by being

clear that you expect these

traits to be demonstrated, and

modeling these behaviors in

the classroom [adapted from

“Character Counts” program

(What Works Clearinghouse

2011)]

Grades 9-12 poster

competitions,

vocabulary

lessons, reading

material

faculty,

guidance

counselors and

administration

yearlong


Decrease referrals

Teachers’ observations and feedback

Decrease students In School Suspension (ISS)


GRADES K-12


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7 -

Grades 9-12

GOAL 8

Encourage parental involvement in the educational process.


Parents of students in grade 9-12

B. Objectives:

Academic:

Parents will:

- be aware of child’s academic strengths and weaknesses.

- expose their child to resources available in their community.

- understand and be an active participant in their child’s

educational goals.

- recognize the importance of being involved in school events

and how it relates to academic success.

Personal/Social:

Parents will:

- be aware and be given resources to aid in their child’s success.

Career:

Parent will:

- be advised of the options for post-secondary plans such as:

college application process.

financial aid process including scholarship opportunities.

Military

Vocational and Education Services for Individuals with

Disabilities (VESID)


GRADES K-12


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8 -

Grades 9-12

GOAL 8 (continued)

Activity

Target


Responsible

for this

activity

Activity

Dates

Parent/counselor

conferences in

course planning

Grades 9-

12

curriculum guide,

progress reports,

report cards

counselors

Feb-June

Creation,

presentation and

distribution of

College Planning

Guide

Grade 11 curriculum guide,

www.collegeboard.com

counselors

March-

April

Parent/Teacher

conferences for

students with

behavioral/academic

issues

Grades 9-

12

administration,

attendance records,

social worker,

school psychologist

counselors

Sept-June

Group presentation:

Financial Aid Night,

College Planning

Grades 11-

12

SUNY Ulster

counselors

Dec-Jan

Committee on

Special Education

(CSE) information

Grades 9-

12

transcript,

report cards

counselors,

administrators

Sept-June

Progress

Reports/report cards

Grades 9-

12

clerical reminds all

staff of reporting dates

and addresses all

problems with teacher

input

clerical

Sept-

June:

every 5

weeks

School Counseling

Newsletter

Grades 9-

12

curriculum guides,

testing schedules,

websites and other

research-based

materials

counselors Ongoing


Positive parental feedback



GRADES K-12


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Appendix

New York State School Counselor Association. (n.d.) Elementary School Counselors:

Helping Students Make the Grade. December 21, 2010. Web.

New York State Comprehensive School Counseling Program. (n.d.) Reinventing The

Wheel: School Counseling in the 21st Century. December 21, 2010. Web.

Shain, Y., & Linz, J. J. (1995). Between states: Interim governments and democratic

transitions. New York: Cambridge University Press. Print.

Dahir, C., Ford, D., Hardy, D., & Morrissey D. (2005). The New York State Model for

Comprehensive K – 12 School Counseling Programs. Print.

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