Download - Franklin High School Counseling Program...Franklin High School Counseling Program Students are our highest priority. Students are unique and have the right to develop their individual

Franklin High School Counseling Program

THE ROLE OF THE SCHOOL COUNSELOR

The school counselor is a positive change agent in the school and plays the role of an advocate for the success of all students. NJAC 6A:9-‐13.8

(NJDOE, 2004) recognizes that school counselors counsel and collaborate with students and other significant adults in students’ lives to help

close the achievement gap and open opportunities for all students (teachers, administrators, parents, business, and community

representatives).

School counselors who work in the Franklin Township Public Schools and who have worked on the development of a comprehensive

program are totally school counseling focused. They are master’s level certificated professionals trained in counseling programs aligned

with the standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

In a comprehensive school counseling program designed to respond to local student needs, school counselors are on the cutting edge of

positive change. They are change agents, skilled in group dynamics problem-‐solving, goal setting and decision making, advocacy, family

systems and systemic change. As active change agents in the school, they collaborate with others to facilitate and promote change each day

in all school arenas—in classrooms, student centers, parent conferences, staff development, team meetings, I&RS committees, building

leadership committees, community groups, and in their counseling center.

Franklin High School counselors:

● design, lead, and evaluate their comprehensive school counseling program

● follow a clearly defined counselor role description based on counseling goals for all students

● utilize their professional training in individual and group counseling, group facilitation, consultation, coordination, collaboration,

and systemic change

● collaborate with other specialists on multilevel school teams to promote student improvement and success

● work to remove school, cultural, community, and systemic barriers to student achievement

● assure access to opportunities and rigorous educational experiences for all students

● solicit broad participation from parents, teachers, students, community members, support staff, board members, and administrators

BELIEFS AND PHILOSOPHY

The philosophy and beliefs of the programs presented by the school counselors of Franklin High School are:

We Believe:

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● Students are our highest priority.

● Students are unique and have the right to develop their individual career and personal/social potential.

● Students have the right to be treated with dignity and respect and learn in a safe and supportive environment.

● School counselors are advocates for and support each student by fostering student connectedness with peers, staff, and family.

And that our School Counseling Program:

● Reaches all students

● Comprehensive in scope

● Developmental in nature

● Proactive in design

● Part of the whole educational program

● Monitors student progress

● Facilitates services for students

● Advocates for students’ individual needs

● Collaborates with students, staff, and families

● Collects and uses data to drive program decisions

● Encourages the exploration of careers and future educational goals

● Celebrates student success

And that all School Counselors will:

● Plan and manage the comprehensive school counseling program.

● Abide by the professional school counseling ethics as advocated by the American School Counselor Association.

● Participate in professional development activities essential to maintaining a quality school counseling program.

MISSION STATEMENTThe mission of the Franklin High School Counseling Department is to engage all students in an academic, personal/social and career

program, which provides the tools for students to function effectively in an ever-‐changing global community.

PROGRAM GOALS

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The counselor will fulfill the goals and objectives of the Developmental Counseling Program through individual counseling, small group

counseling, classroom group guidance, coordination of services, and consultation with parents/guardians and teachers. The curriculum is

based on the philosophy that the affective development of the student, while the responsibility of the entire school staff, is a primary

concern of the counselor. The counselor helps students identify strengths, areas in need of improvement, beliefs, and feelings. Students

will use this heightened self-‐awareness in the decision-‐making process.

The three main themes of the Developmental Guidance and Counseling Programwill be reinforced throughout the curriculum by classroom

teachers and specialists as the themes occur in their content area. The counselor will act as a consultant to offer guidance materials and

activities to supplement their curriculum.

The success of this program is dependent on the school community working as one unit to help each child reach his/her full potential.

Teachers and parents will be an integral part of the program to identify and refer students for counseling services. Students will be able to

self refer when problems arise.

DESCRIPTION OF PROGRAMThe goals of the high school counseling program have been divided into three categories:

Academic Development

Career Development

Personal/Social Development

The focus of this comprehensive developmental program addresses the following for all students:

I. Academic Development

The program standards for the academic development guide the school counseling program to implement strategies and to support and

maximize student learning. Academic development includes acquiring skills, attitudes, and knowledge which contribute to effective

learning in school across the lifespan; employing strategies to achieve success in school; understanding the relationship of academics to the

world of work, and to life at home and in the community. Academic development standards and competencies support the premise that all

students meet or exceed the local, state, national academic standards.

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II. Career Development

The program standards for career development guide that counseling program to provide the foundation for students to make a successful

transition from school to the world of work, and from job to job across their lifespan. Career development includes strategies to achieve

future career success and job satisfaction as well as fostering an understanding of the relationship between personal qualities, education

and training, and the world of work. Career development standards and competencies ensure that students develop career goals as a result

of their participation in a comprehensive plan of career awareness and experiential activities.

III. Personal/Social Development

The program standards for personal/social development guide the school counseling program to provide the foundation for personal and

social growth, as student’s progress through school and into adulthood. Personal/social development includes the acquisition of skills,

attitudes, and knowledge which help students understand and respect self and others acquire effective interpersonal skills, understand

safety and survival skills, and develop into contributing members of our society. Personal/social development standards and competencies

ensure that students have learning to successfully negotiate their way in the increasingly complex world of the 21st century.

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Domain ASCA

Standards

Competencies 9th Grade 10th Grade 11th Grade 12th Grade

Academic

Standard AA:

Students will

acquire the

attitudes,

knowledge

and skills that

contribute to

effective

learning in

school and

across the

lifespan.

Competency

AA1: Improve

academic

self-‐concept.

Competency

AA2:

Acquire skills

for improving

learning.

Competency

AA3:

Achieve school

success.

AA1: Interpretation of NJ ASK

and other standardized test

results

AA1: Interpretation and correct

placement of ESL students

AA3: Intervention & referral

services (I&RS) for eligible

students

AA1, AA2, AA3: Individual

academic counseling for

students throughout the

learning spectrum

AA1, AA2, AA3: Peer support

groups & topical groups

AA3: 9th grade transition

activities. , via Freshman

Advisory and individually

AA3: 9th grade

orientation/counselor

introductions

AA1,AA2, AA3: Academic

program planning meetings

AA2, AA3: Assist in

coordination of home

instruction when needed

AA2: Individual developmental

conferences

AA1, AA2, AA3: Coordinate

academic programming for

classified students with CST

AA3: Articulation with middle

school counselors and staff

A1, A2, A3: 9th grade small

group orientation

A1, A2, A3: Group counseling

for identified struggling

students

AA1: Interpretation of

PSAT and other

standardized test

results

AA1: Interpretation

and correct placement

of ESL students

AA1: Review

preparatory college

admission testing with

counselor

AA3: Intervention &

referral services (I&RS)

for eligible students

AA1, AA2, AA3:

Individual academic

counseling for

students throughout

the learning spectrum

AA1, AA2, AA3: Peer

groups and topical

groups

AA1, AA2, AA3:

Coordinate academic

programming with

child study team

members

AA1, AA2, AA3:

Academic program

planning meetings

AA2, AA3: Assist in


instruction when

needed

AA2: Individual

developmental

session ss with

students and/or

AA1: Interpretation of

PSAT, HSPA and other

standardized test

results.

AA1: Interpretation

and correct

placement of ESL

students

AA1: College

admission

testing/review with

counselor

AA3: Intervention &

referral services

(I&RS) for eligible

students

AA1, AA2, AA3:

Individual academic

counseling for

students throughout

the learning

spectrum.

AA1, AA2, AA3: Peer

groups and topical

groups

AA1, AA2, AA3:

Coordinate academic

programming with

child study team

members

AA1, AA2, AA3:

Academic program

planning meetings

AA2, AA3: Assist in


instruction when

needed

AA2: Individual

AA1: Interpretation

of HSPA, PSAT, SAT,

ACT, AHSA and other

standardized test

results

AA1: Interpretation

and correct

placement of ESL

students

AA1: College

admission

testing/review with

counselor

AA3: Intervention &

referral services

(I&RS) for eligible

students

AA1, AA2, AA3:

Individual academic

counseling for

students throughout

the learning

spectrum. (Check for

graduation

requirements during

summer before

school begins and

throughout the year)

AA1, AA2, AA3: Peer

groups and topical

groups

AA1, AA2, AA3:

Coordinate

academic

programming with

child study team

members

AA1, AA2, AA3:

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families developmental

conferences

Academic

programming for the

transition beyond

high school

AA2, AA3: Assist in

coordination of

home instruction

when needed

AA2: Individual

developmental

conferences

Academic

Standard AB:

Students will

complete

school with

the academic

preparation

essential to

choose from a

wide range of

substantial

post-‐secondar

y options,

including

college.

Competency

AB1: Improve

Learning.

Competency

AB2: Plan to

achieve goals.

AB1, AB2: Individual counseling

regarding goals and interests

AB1: Connection of Learning

Style Inventory to academic

planning

AB1: Peer collaboration and

support

AB2: Counselor introductions

via class meeting and

individual counselor meetings

AB2: Academic Program

Planning meetings

AB2: 9th grade parent Program

Planning Orientation

AB2: Classroom presentations

regarding program planning for

rising 9th graders

AB2: Interpretation of NJASK

scores, if necessary

AB2: Academic counseling for

students who are experiencing

difficulty achieving satisfactory

grades

AB1, AB2: Collaborate with CST

at the middle school regarding

academic programming

AB2: Help students understand

what is on the transcript and

how credits are earned;

Students can see progress on

AB1, AB2: Individual

counseling regarding

goals and interests

AB1: Peer mentorship

AB2: Academic

Program Planning

meetings

AB2: Classroom

presentation regarding

course selection

AB2: Interpretation of

PSAT scores

AB2: Organize and

facilitate evening

program to explain

PSAT scores to

students and their

families

AB2: Academic

counseling for

students who are

experiencing difficulty

achieving satisfactory

grades on their report

cards

AB1, AB2: Coordinate

academic

programming with CST

AB2: Promote student

use of Genesis to



goals and interests

AB1: Peer

collaboration and

support

AB2: Academic

Program Planning

meetings

AB2: Individual

Meetings with juniors

re: post-‐secondary

plans (college, career,

etc.)

AB2: Classroom

presentations re:

course selection

AB2: Review of PSAT,

SAT and ACT scores

AB2: Evening program

to explain PSAT scores

to parents and

students

AB2: Junior College

Planning Night for

parents

AB2: Academic

counseling for

students who are




goals and interests

AB1: Peer

mentorship

AB1, AB2: Use Family

Connection to help

students finalize

college list, and

compare self to

previous FHS

applicants to

colleges

AB2: Use

assessment data to

aid in educational

planning.

AB2: College

Application process

with individual

students during fall

semester (spring, as

necessary)

AB2: Discuss

academic

performance with

seniors in danger of

failure and not

graduating

AB2: Facilitate

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Genesis.

AB2: Make students aware of

school and community

resources for interest

exploration

AB2: Familiarize and register

students with Family

Connection for college and

career searches

review academic

performance and

progress

AB2: Familiarize


Connection for college

and career exploration

AB2: Introduction of

vocational school and

career academies

options


grades

AB1, AB2: Coordinate

academic


AB2: Students able to

review academic

performance on

Genesis

AB2: Familiarize


Connection for college

and career searches

AB2: Vocational

school and academy

introduction

opportunities for

course/unit recovery

for students in

danger of not

meeting graduation

requirements

AB2: Discuss

transition to the

college campus with

counselor and with

current college

students.

Academic

Standard AC:

Students will

understand

the

relationship of

academics to

the world of

work and to

life at home

and the

community.

Competency

AC1: Relate

school to life

experiences.

AC1: Counseling of families

and/or students

AC1: Peer groups and topical

groups

AC1: Academic programming

with each student; work in

conjunction with CST

AC1: Crisis counseling and use

of Student Assistance

Counselor to work with all

involved parties

AC1: Discuss internship,

externship, part-‐time job ,

volunteer opportunities or

summer opportunities

AC1: Provide students with

information about

extra-‐curricular activities

AC1: Counseling of

students and families

AC1: Facilitate peer

groups and topical

groups

AC1: Academic

programming with

each student

AC1: Crisis counseling

as needed in

collaboration with

Student Assistance

Counselor

AC1: Provide

information on

internship, externship,

part-‐time job,

volunteer and summer

opportunities

AC1: Introduce the

cooperative education

and structured

learning programs

AC1: Introduce the

vocational program

AC1: Counseling of

families and/or

students

AC1: Peer Groups and

topical groups

AC1: Academic

programming with

each student; work in

conjunction with CST

AC1: Crisis counseling

and use of Student

Assistance Counselor

to work with all

involved parties

AC1: Discuss

internship,

externship, part-‐time

job, volunteer

opportunities or

summer

opportunities

AC1: Introduce the

cooperative

education program

and structured

AC1: Counseling of

families and/or

students

AC1: Peer Groups

and topical groups

AC1: Academic

programming with

each student; work

in conjunction with

CST

AC1: Crisis

counseling and use

of Student

Assistance

Counselor to work

with all involved

parties

AC1: Discuss

internship,

externship, part-‐time

job, volunteer

opportunities or

summer

opportunities

(Option II) in

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AC1: Provide students

with information about

extra-‐curricular

activities

learning program

AC1: Introduce

vocational school and

career prep options at

Raritan Valley

Community College

AC1: Provide students

with information

about extra-‐curricular

activities

preparation for next

steps after high

school

AC1: Use of

cooperative

education program

and structured

learning program as

viable options for

students

AC1: Provide

students with

information about

extra-‐curricular

activities

Career

Development

Standard CA:

Students will

acquire the

skills to

investigate the

world of work

in relation to

knowledge of

self and to

make

informed

career

decisions.

Competency

CA:

Develop career

awareness.

Competency

CA2: Develop

employment

readiness.

CA1: Individual developmental

conferences

CA1: Individual

program/schedule planning

conferences

CA1,CA2: 8th to 9th grade-‐

Freshman Orientations

CA1: Information about

extra-‐curricular

CA1: Freshman Focus

CA1: Volunteer information

sessions

CA1: Completion of Naviance

personality and interest

surveys, and familiarization

with career exploration tab on

Naviance.

CA2: Resume writing.

CA2: Development and

implementation of attendance

improvement plan

CA1: Individual

developmental

conferences

CA1: Academic

planning conferences

CA1,CA2: Coordinate

academic


CA1: Activities Fair and

the dissemination of

information regarding

extra-‐curricular

opportunities

CA1: Career Day

CA1: Volunteer

information session

CA1: Completion of

Naviance personality

and interest surveys

CA2: Resume

development and

maintenance through

use of current

technologies

CA1: Individual

developmental

conferences

CA1:

Schedule/Planning

meetings

CA1, CA2: Junior

College Planning Night

CA1, CA2: Campus

visits (in building, and

out of building)

CA1, CA2: College

planning meetings

CA1: Activities

Fair/information

about extra-‐curricular

CA2: Resume

maintenance utilizing

Naviance

CA2: Development

and implementation

of attendance

improvement plan

CA1: Individual

developmental

conferences

CA1:

Schedule/Planning

meetings

CA1, CA2: Senior

College Planning

Night

CA1, CA2: Campus

visits (in building,

and out of building)

CA1, CA2: College

planning meetings

CA1: Activities

Fair/information

about

extra-‐curricular

CA2: Resume

maintenance

CA2: Development

and implementation

of attendance

improvement plan

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CA2: Development and

implementation of

attendance

improvement plans as

needed

Career

Development

Standard CB:

Students will

employ

strategies to

achieve

further career

success and

satisfaction.

Competency

CB1:

Acquire career

information.

Competency

CB2: Identify

career goals.

CB1: Family Connection

registration -‐ orientation/game

plan/checklist

CB2: Peer support groups

CB1, CB2: Career awareness

through use Family Connection

career module

CB1, CB2: Individual program

planning meetings

CB1: Individual developmental

conferences

CB1: Exploration of

Family Connection

features

CB2: Individual

program planning

meetings

CB1, CB2: Sophomore

Career Workshop

including "Do What

You Are" on Family

Connection (Career

Interest Profile,

Personality Trait

Assessment)

CB1: Individual

developmental

conferences

CB2: PSAT and

dissemination of

results

CB1, CB2: Coordinate

academic


CB1, CB2: Provide

vocational-‐technical

school options

CB1: Family

Connections

CB2: Individual

program planning

meetings

CB1, CB2: Junior

post-‐secondary

planning meetings

CB1, CB2: Junior

College and Career

Nights

CB1, CB2: Planning

and scheduling

meetings

CB1: Individual

developmental

conferences

CB2: College visits

(on-‐campus and off

campus)

CB2: PSAT and

Dissemination of

results

CB1, CB2: Coordinate

academic


CB1, CB2: Vocational

Technical School

options-‐post high

school

CB1: Financial Aid

Night

CB2: Senior College

Planning meetings

CB2: Senior

transition/exit

meetings

CB1: Individual

developmental

conferences

CB1: Research and

apply for

scholarships.

CB2: Senior College

Planning Night

CB2: College visits

(on-‐campus and off

campus)

CB1, CB2: Discuss

transition goals

during Annual

Review with CST

Career

Development

Standard CC:

Students will

understand

the

Competency

CC1:

Acquire

knowledge to

CC1: Family Connection

registration -‐ orientation/game

plan/checklist

CC1, CC2: Career awareness

through use Family Connection

career module

CC1, CC2: Career

Workshop -‐ Family

Connection

inventories/interest

profiler

CC1: PSAT result

CC1: PSAT result

dissemination

CC2: Individual

program planning

meeting

CC1: Junior college

CC1: Senior

college/Career

planning meetings

CC2: Completion of

college application

process

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relationship

between

personal

qualities,

education and

training and

the world of

work.

achieve career

goals.

Competency

CC2: Apply skills

to achieve

career goals.

CC1, CC2: Planning and

scheduling meetings

CC1: 9th grade-‐ Freshman

Orientation

CC2: Peer Groups, Transition

Groups, Study Skills Group

dissemination and

interpretation

CC2: Individual

program planning

meetings

CC1, CC2: Career Day

CC1, CC2: Provide

vocational-‐technical

school options-‐ post

high school

CC1: Offer ASVAB

testing

planning classroom

presentations

CC1: Junior Parent

College and Career

Nights

CC2: Take SAT or ACT

CC1, CC2: Discuss

transition goals

during Annual Review

with CST

CC1, CC2: Vocational

Technical School

options-‐post high

school

CC1, CC2: Attendance

at Job Fair

CC1: Offer ASVAB

testing

CC2: Take SAT or ACT

CC1, CC2: Discuss

transition goals

during Annual

Review with CST

CC1, CC2: Senior

College Planning

Meeting Night

CC1, CC2: Financial

Aid Night

CC1, CC2:

Attendance at Job

Fair

CC2: Meet regarding

graduation

requirements

Personal/

Social

Standard PA:

Students will

acquire the

attitudes,

knowledge

and

interpersonal

skills to help

them

understand

and respect

self and

others.

Competency

PA1:

Acquire

self-‐knowledge.

Competency

PA2:

Acquire

interpersonal

skills.

PA1, PA2 -‐ Individual

developmental meetings.

PA1, PA2 -‐ Peer support and

topical groups

PA1, PA2 -‐ Articulation with

middle school counselors.

PA1, PA2 -‐ I&RS.

PA1, PA2 -‐ Provide crisis,

family, & developmental

counseling.

PA1 -‐ Substance abuse

counseling and referral to SAC

PA1-‐-‐Referral to and

collaboration with TAG

services

PA1 -‐ Family Connection's

Personality Inventory.

PA 1-‐ Character Education

initiatives including Week of

Respect activities and

activities that promote

positive behavior

PA1-‐ Community Service

PA1, PA2 – Facilitate

peer support and

topical groups

PA1, PA2 – Provide

support to at risk

students through

participation in I&RS

PA1, PA2 -‐ Provide

crisis, family ,and

developmental

counseling



services

PA1 -‐ Substance abuse

counseling and referral

to SAC

PA1 – Completion of

Family Connection's

Personality Inventory

PA 1-‐ Character

education initiatives

including Week of

PA1, PA2 -‐ Peer

support and topical

groups

PA1, PA2 -‐ I&RS.


crisis, family and

developmental

counseling.

PA1 -‐ Substance

abuse counseling and

referral to SAC


collaboration with

TAG services

PA1 -‐ Family

Connection's

Personality Inventory.

PA 1-‐ Character

Education initiatives

including Week of


activities that

promote positive

PA1, PA2 -‐ Peer

support and topical

groups

PA1, PA2 -‐ I&RS.


crisis, family and

developmental

counseling.

PA1 -‐ Substance

abuse counseling

and referral to SAC


collaboration with

TAG services

PA1 -‐ Family

Connection's

Personality

Inventory.

PA 1-‐ Character

Education initiatives

including Week of

Respect activities

and activities that

September 2013


PA 1, PA2-‐ Anti-‐Bullying

Initiatives

PA1, PA2-‐ Substance abuse

prevention


activities that promote

positive behavior

PA1-‐ Provide

opportunities for

community service

PA 1, PA2-‐ HIB

education and

school-‐wide

anti-‐bullying initiatives

PA1, PA2-‐ Substance

abuse prevention

behavior

PA1-‐ Community

Service

PA 1, PA2-‐

Anti-‐Bullying

Initiatives


abuse prevention

promote positive

behavior

PA1-‐ Community

Service

PA 1, PA2-‐

Anti-‐Bullying

Initiatives


abuse prevention

Personal/

Social

Standard PB:

Students will

make

decisions, set

goals and take

necessary

action to

achieve goals.

Competency

PB1:

Self-‐knowledge

application.

PB1 -‐ Peer support groups.

PB1 -‐ I&RS committee.

PB1 -‐ 504 committee.

PB1 -‐ Provide developmental,

family, and crisis counseling.

PB1 -‐ Substance abuse

counseling and referral to SAC.

PB1 -‐ Program planning

conferences.

PB1 -‐ Program of

Studies/scheduling meetings.

PB1 -‐ Family Connection

registration/orientation/Game

Plan

PB1 -‐ Articulation with middle

school counselor

PB1 -‐ Meetings with students


achieving satisfactory grades

PB1 -‐ Complete applications

and recommendations for

summer and enrichment

programs

PB1 -‐ Participate in IEP

meetings.

PB1 -‐ Recommend tutors upon

request for struggling students.

PB1-‐ Anti-‐bullying initiatives

PB1 – Facilitate

student participation

in the I&RS and 504

processes

PB1 -‐ Provide

developmental, family,

and crisis counseling

PB1 -‐ Provide

substance abuse

counseling and

connect students to

related resources

PB1 – Academic

program planning

conferences

PB1 – Exploration of

Family Connection

features

PB1 – Goal setting

meetings for students



grades

PB1 -‐ Participation in

IEP meetings

PB1 – Provide tutoring

options for

academically

struggling students

PB1 -‐ I&RS committee.


PB1 -‐ Provide

developmental,

family, and crisis

counseling.

PB1 -‐ Substance abuse

counseling and

referral to SAC

PB1 -‐ Program

planning conferences.

PB1 – Course of

Studies/scheduling

meetings.

PB1 -‐ Family

Connection.

PB1 -‐ Meetings with

students experiencing

difficulty achieving

satisfactory grades

PB1 -‐ Participate in IEP

meetings

PB1 -‐ Recommend

tutors upon request

for struggling

students.

PB1 -‐ Administer the

PSAT and review PSAT

results.

PB1 -‐ I&RS

committee.


PB1 -‐ Provide

developmental,

family, and crisis

counseling

PB1 -‐ Substance

abuse counseling

and referral to SAC

PB1 -‐ Program

planning

conferences.

PB1 -‐ Family

Connection

PB1 -‐ Meetings with

students

experiencing

difficulty achieving

satisfactory grades

PB1 -‐ Participate in

IEP meetings.

PB1 -‐ Recommend

tutors upon request

for struggling

students.

PB1 -‐ Financial Aid

Night

PB1 -‐ Family

September 2013


PB1 -‐ Administer the

PSAT and review and

disseminate results

PB1 – Completion of

Family Connection

Career Interest

Inventory

PS1-‐ Anti-‐bullying

initiatives

PB1 -‐ Family

Connection's college

application process

PB1 -‐ Junior parent

college planning

night.

PB1 -‐ Junior college

meeting (s)

PB1 -‐ Coordinate &

administer

standardized tests.

PB1 -‐ Assist students

with post-‐secondary

plans.

PB1 -‐ Provide

opportunities for

students to meet with

representatives of

colleges, vocational

schools, and the

military.

PB1 -‐ Assist student

athletes

PB1-‐ Anti-‐bullying

initiatives

Connection's college

applications.

PB1 -‐ Coordinate &

administer

standardized tests.

PB1 -‐ Assist students

with post-‐secondary

plans

PB1 -‐ Provide

opportunities for

students to meet

with representatives

of colleges,

vocational schools,

and the military

PB1 -‐ Assist

student-‐athletes.

Personal/

Social

Standard PC:

Students will

understand

safety and

survival skills.

Competency

PC1:

Acquire

personal safety

skills.

PC1 -‐ Peer support groups.

PC1 -‐ I&RS committee.

PC1 -‐ 504 committee.

PC1 -‐ Provide developmental,

family, and crisis counseling.

PC1 -‐ Student/parent

orientations for new students.

PC1 -‐ Consult with therapists,

outside agencies, and doctors.

C1-‐ Assist new students in the

adjustment process to the

school culture

PC1 -‐ Crisis response team

PC1 -‐ Substance abuse

counseling

PC1-‐Referral to and

PC1 -‐ Peer support

groups

PC1 – Student

education of the

interventions and

accommodations

resulting from the I&RS

and 504 committee

processes

PC1 -‐ Provide

developmental, family,

and crisis counseling

PC1 – Provide

information to new

student and parents

through new student


groups.

PC1 -‐ I&RS committee.


PC1 -‐ Provide

developmental,

family, and crisis

counseling. PC1

-‐ Student/parent

orientations for new

students.

PC1 -‐ Consult with

therapists, outside

agencies, and

doctors.

C1-‐ Assist new


groups.

PC1 -‐ I&RS

committee.


PC1 -‐ Provide

developmental,

family, and crisis

counseling.

PC1 -‐ Student/parent

orientations for new

students.

PC1 -‐ Consult with

therapists, outside

agencies, and

doctors.

September 2013



services

PC1 -‐ Collaborate with school

nurse and administration

orientation meetings

PC1-‐ Assist new

students in the

adjustment process to

the school culture

PC1 -‐ Consultation with

therapists, outside

agencies, and doctors

PC1 -‐ Crisis response

team participation



services


counseling

PC1 -‐ Collaboration

with school nurse and

administration

students in the

adjustment process

to the school culture


team.


counseling.


collaboration with

TAG services

PC1 -‐ Collaborate with

school nurse and

administration

C1-‐ Assist new

students in the

adjustment process

to the school culture


team.


collaboration with

TAG services

PC1 -‐ Substance

abuse counseling

and referral to SAC

PC1 -‐ Collaborate

with school nurse

and administration

ANNUAL TIMELINE:

This is a general guide for counseling activities throughout the year. Individual circumstances and needs may vary.

9Th Grade 10Th Grade 11th Grade 12th Grade

September ● Attend Freshmen Orientation Event

● Meet individually with the

counselor

● Register for Naviance –

questionnaire/checklist

● Address scheduling and academic

concerns

●PSAT – notification will be

sent home and presented in

classrooms in late September

●Address scheduling and

academic concerns

●PSAT – notification will be

sent home and presented in

classrooms in late September


academic concerns

●College representative

meetings


academic concerns

●College rep. meetings

●Review transcripts for

accuracy

●College applications and

letters of recommendation

●College planning events (in

school and evening parent

event)

September 2013


October ● Meet individually with the

counselor



● Meet with students receiving

warning on progress reports

● PSAT administration

● Address scheduling and

academic concerns



● Complete Naviance Career

Exploration

● PSAT administration

● Address scheduling and

academic concerns



● College representative

meetings


academic concerns

●College representative

meetings

●College applications and

recommendation letters

●HSPA Make-‐ups

November ● Meet individually with the

counselor



● Meet with students experiencing


grades for 1st MP

● Meet with students



for 1st MP

● Career Day




for 1st MP


meetings




grades for 1st MP


meetings

● College applications and


December ● Meet individually with the

counselor





grades for 1st MP




performance for 1st MP

● Review of PSAT results




for 1st MP

● Review of PSAT results

● Administer personality

inventories




grades for 1st MP



● Financial Aid event

● Early decision meetings

January ● Course Selection assembly

● Complete Naviance resume

● Course Selection assembly ● Course Selection assembly

● College option research with

counselees

● FAFSA completion



● AHSA administration

● Financial Aid Event

February ● See counselees for individual

course selection appointment



● See counselees for individual











gradess for 2nd MP

September 2013


grades for 2nd MP achieving satisfactory grades

for 2nd MP


for 2nd MP

March ● See counselees for individual




● SAT administration



● HSPA administration

● HSPA administration, if

necessary

● AHSA administration

April ● Adjust course selection based on

current performance and resolve

schedule conflicts



grades for 3rd MP

● Adjust course selection based

on current performance and

resolve schedule conflicts




for 3rd MP




● College planning

appointments




for 3rd MP




grades for 3rd MP

● Evaluation of college

acceptances and financial

aid packages

May ● Adjust course selection based on


schedule conflicts



grades for 3rd MP

● Register for summer school and

summer programs, as needed

● Adjust course selection

based on current

performance and resolve

schedule conflicts




for 3rd MP

● Register for summer school

and summer programs, as

needed







for 3rd MP

● Register for summer school

and summer programs, as

needed

● AP testing

● Biology Competency Test

● Completion of senior student

and parent “brag sheets”




grades for 3rd MP

● Local scholarship selection

● AP testing

● Update college information

in Naviance

June ● Adjust course selection based on


schedule conflicts

● Adjust course selection

based on current

performance and resolve




● Summer school and

summer program

registration, as needed

September 2013


● Assist students in applying for

PSAT/SAT accommodations, if

appropriate

● Summer school and summer

program registration, as needed

schedule conflicts


program registration, as

needed


program registration, as

needed

● NCAA Clearinghouse for

student-‐athletes

● Final transcript review for

graduation and

post-‐secondary planning

September 2013