K-12 Comprehensive School Counseling Plan

Eldred Central

K-12 Comprehensive School Counseling Plan 2015-2016 The Eldred Central School District’s School Counseling Department (K-12) has developed a Comprehensive School Counseling Plan. This program guide is the result of a review by the counselor’s currently employed in the Eldred Central School District. These professionals guided the development of this document and we thank them for their input. We owe thanks to our administration and the Board of Education for allowing us the time and resources to develop this comprehensive plan that we are sure will help the continued success of our students.

This comprehensive model is the centerpiece of the Eldred Central School District’s effort to transform their professional school counseling department. This complete comprehensive model acts as a manual for counselors and administrators in clarifying the role of a School Counselor, Psychologist and RTI.

School Psychologies Jr/Sr. High School Counselors RTI Special Education Elizabeth Wayman Michelle Gallo Mary Gordon-GRM Emma McKay-CSE Chairperson Emma McKay Kim Gueren Kim Gueren-HS Dr. Lemi Eldred Central

The Transformation of the School Counselor Transformation of School Counseling

Why do school counseling programs need transformation? As education changes and the expectations related to the Common Core Standards become greater, the demands on both students and educators also increase. The role of school counseling is evolving to address these changes. The pages that follow will outline a cutting edge, school counseling plan for the Eldred school community.

In order to develop and implement a comprehensive and standard-based counseling program, which is proactive and designed to reach and assist every student in Eldred, a new vision and a wide range of skills are necessary for the contemporary school counselor. By using skills in leadership, advocacy, collaborations and data analysis, counselors can focus on the goal of improving student achievement and creating changes needed to impact the system.

Eldred school counselors will always use their counseling, consultation, and coordination skills. However, as counselor’s training and professional development incorporate leadership, advocacy, collaboration, teaming and use of data, a more effective role for school counselors will emerge. By focusing on student achievement, school counselors will become vital educators in the Eldred school setting.

As leaders and advocates, Eldred school counselors are expected to promote, plan, implement, and assess a comprehensive school counseling program. They work to promote student success by closing existing achievement gaps and providing access to a demanding academic program for each student. Keeping in mind “students first,” Eldred school counselors ensure that every student benefits directly from the school counseling program. It is our hope that the Eldred Central School District's comprehensive school counseling programs will help to improve the continuity of services with students every day. The Eldred Central School District's Counseling Department is dedicated to meeting the needs of the students in each of its two schools.

The National Standards for School Counseling Programs (1997) and the National Model for School Counseling Programs, both developed by the American School Counseling Association (ASCA), have shifted the focus of counseling from a student-by-student system to a comprehensive and developmental program providing academic, career, and personal/social development for every K – 12 student.

This comprehensive school counseling model offers content, process and accountability methods. School counselors are integral participants in collaborative programs that guide student achievement. Collaborating with teachers, administrators, community members, and families provides school counselors with information that can direct their programs. New York State school counselors with the support of superintendents, principals, and local boards of education, can analyze and assess school counseling programs, implement programs through a variety of delivery systems, and maintain an accountability system that demonstrates effectiveness.

The ASCA comprehensive school counseling program document 2012, recommends that the school counselor ratio be 1:250 (maximum). It is also recommended that specialized school counselors, such as At-Risk counselors, have no more than an 8% ratio of the school building's population. Hence, school counselors can play significant roles in closing the achievement gap and profoundly contribute to helping New York maintain its position as one of the finest educational systems in our country. New York State Part 100 Regulations - School Counseling Programs

As per the New York State Education Department, listed in Part 100 of the Commissioner's Regulations, school counseling/guidance programs are defined as follows:

I) Public Schools: Each school district shall have a guidance program for all students.

II) In grades K-6, the program shall be designed in coordination with the teaching staff to prepare students to effectively participate in their current and future educational programs; to help students who exhibit any attendance, academic, behavioral or adjustment problems; to educate students concerning avoidance of child sexual abuse and to encourage parental involvement.

III) In grades 7-12, the school counseling program shall include the following activities and services:

A.) An annual review of each student's educational progress and career plans, with such reviews conducted with each student individually or with small groups by personnel certified or licensed as school counselors.

B.) Instruction at each grade level to help students learn about various careers and about career planning skills conducted by personnel certified or licensed as school counselors, or by classroom teachers in cooperation with the school counselor.

C.) Other advisory and individual or group counseling assistance to enable students to benefit from the curriculum to help students develop and implement postsecondary educational and career plans; to help students who exhibit any attendance, academic, behavioral or adjustment problems; to encourage parental involvement, provided that advisory assistance shall be provided by teachers or counselors or by certified teaching assistants under the supervision of counselors or teachers; such individual or group counseling shall be provided by certified or licensed school psychologists or certified or licensed school social workers in cooperation with certified and licensed school counselors.

IV) Each school district shall develop a district plan which sets forth the manner in which the district shall comply with the requirements of this subdivision. Such plan should be filed in the district offices and shall be available for review by any individual. The plan shall present program objectives, which describe expectations of what students, will learn from the program; activities to accomplish the objectives; specifications of the staff members and other resources assigned to accomplish the objectives; provisions for the annual assessment of the program results.

The plan shall be reviewed annually by the school counselors, and revisions shall be made as necessary. Use of Calendars: Monthly calendars will be used by counselors to guide program delivery. Eldred Central

The Essential Role of the School Counselor The Essential Role of the School Counselor

All essential educators are committed to providing the optimal educational experience for their students through their academic journey. The teacher, the administrator, and the school counselor are all significant to the precise balance needed for the student to attend an optimally functioning school and school system.

The role of the school counselor is one that is growing with the times. As our society faces increasing number of challenges (financial, cultural, social) so do our students, teachers, and administrators. The school counselor is central to all the participants involved in the education of the child while having the equally important role of identifying the individual needs of all students. Eldred Central

The Comprehensive Model The Comprehensive Model

The comprehensive school counseling program is a framework for the systemic development, implementation, and evaluation of school counseling programs. The process for delivery of the National Standards linked to the Common Core Standards is accomplished by utilizing each of the four components of the comprehensive model: school counseling curriculum, individual student planning, responsive services, and system support. The comprehensive model identifies the competencies for students and uses varying strategies to deliver the content of the program to every student. Most importantly, the comprehensive program links school counseling to the total educational process.

The ASCA's National Model for School Counseling Programs incorporates the national standards, the comprehensive process and results-based accountability, while considering the developmental needs of every student. The four main components of the model are:

1. The foundation of the program which addresses the belief and mission that every student will benefit from the school counseling program.

2. The delivery system which defines the implementation process and the components of the comprehensive model (guidance curriculum, individual planning with students, responsive services and system support).

3. The management system that presents the organizational process and tools needed to deliver a comprehensive school counseling program. These processes and tools include: agreements or responsibilities, use of data, action plans, time and task analysis; and monthly calendars

4. The accountability system which helps school counselors demonstrate the effectiveness of their work in measurable terms such as impacts over time, performance evaluation, and a program audit.

The National Model for School Counseling Programs speaks to the importance of accountability and having an organizational framework that documents and demonstrates “how students are different as a result of the school counseling programs.” A commitment to accountability shifts public perception from questions such as “what do school counselors really do?” to showing how school counselors are key players in the academic success for all students. Eldred Central

The Foundation Eldred Central School Counseling Department Foundation

Mission Statement

School Counseling National Domains and Standards The National Standards for School Counseling Programs facilitate student development in three board areas: academic development, career development and personal/social development. Following are the nine national standards adopted by New York State.

Academic Development Standard A: Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the life span. Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community.

Career Development Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Standard B: Students will employ strategies to achieve future career success and satisfaction. Standard C: Students will understand the relationship between personal qualities, education & training and the world of work.

Personal/Social Development Standard A: Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect themselves and others. Standard B: Students will make decisions, set goals and take necessary action to achieve goals. Standard C: Students will understand safety and survival skills. Eldred Central

The Delivery System Eldred Central School Counseling Delivery System

Delivery system defines the components of the comprehensive model including individual student planning, school counseling curriculum, responsive services and system support.

Individual Student Planning- Counselors monitor students’ progress so they may achieve success in academic, personal/social, and career areas. This may be accomplished through:  Individual or Small Group Appraisal: Work with students in analyzing and evaluating abilities, interests, skills, and achievement.  Individual or Small Group Advisement: Work directly with students on achieving success in personal/social, academic, and career areas.  Case Management: Monitor individual students’ progress.  Placement: Collaborate with school staff in determining the proper educational setting for students as they meet their academic and social goals.

School Counseling Curriculum-The counseling curriculum provides developmental activities that address academic, career and personal/social needs of students K-12. This is accomplished through:  Classroom Activities: School counselors present lessons in the classroom  Group Activities: School counselors conduct group activities outside of the classroom to address students’ particular needs  Interdisciplinary Activities: School counselors collaborate with school staff to implement curriculum across content areas.

Responsive Services- School Counselors provide support and interventions to meet the needs of students. This is accomplished through:  Individual and Small Group Counseling: Counseling is provided for students experiencing social, emotional, personal, or academic difficulties.  Crisis Counseling: Short term counseling that is provided to students, families or staff as an immediate intervention to a crisis.  Referrals: Counselors connect families to appropriate resources as needed.  Consultation: School counselors collaborate with families, school staff and community agencies to develop interventions for students.

System Support- School counselors assess the effectiveness of the counseling program. This is accomplished through:  Teaming: School Counselors participate in district wide and building committees.  Professional Development: School counselors regularly participate in training, conferences, and meetings to update knowledge and skills.  Program Promotion: School Counselors provide orientation and information regarding the programs to the greater community via websites, counseling newsletters and presentations.  Program Management and Evaluation: School counselors regularly collect and analyze data to evaluate the program and continue updating program activities.

Elementary School Level Action Plan

Grade Level Guidance ASCA Domain/ Curriculum and Projected Start/ Projected Lesson Will Be Evaluation Outcome(s) Lesson Standard Materials Projected End Number of Presented in Methods when Content (week of): Students Which Class/ How Will the applicable Affected Subject? Results be Measured?

Kdg Feeling Personal/Social Books, Ongoing All Kdg Regular Observation Identify and Identification Development puppets, role- Students Classroom label emotions. Expression Domain: play, music, Standard A1 art, activities, etc.

Kdg Listening Academic Books, Ongoing All Kdg Regular Observation Identify the five Development puppets, role- Students Classroom parts of whole Domain: play, music, Teacher and body listening. Standard A2, art, activities, speech A3; etc. language Personal/Social pathologist Development Domain: Standard A2

Kdg Personal Personal/Social Books, Ongoing All Kdg Regular Observation Identify four Safety Skills Development puppets, role- Students Classroom personal safety Domain: play, music, rules. Standard A1 art, activities, etc. Netsmartz Program

1st Friendship Academic Books, Ongoing All Grade 1 Regular Observation Students will Skills Development puppets, role- Students Classroom be able to Domain: play, music, identify ways to Standard A3; art, activities, make friends Personal/Social etc. and be a friend. Development Domain: Standard A1, A2, B1

Grade Level Guidance ASCA Domain/ Curriculum and Projected Start/ Projected Lesson Will Be Evaluation Outcome(s) Lesson Standard Materials Projected End Number of Presented in Methods How when Content Students Which Class/ Will the Results applicable Affected Subject? be Measured?

1st Conflict Academic Books, Ongoing All Grade 1 Regular Students will Resolution Development puppets, role- Students Classroom be able to use a Domain: play, music, variety problem Standard A2, art, activities, solving A3;Career etc. strategies Development Domain: Standard A2; Personal/ Social Development Domain: Standard A1, A2, B1

1st Personal Personal/Social Netsmartz Ongoing All Grade 1 Regular Observation Identify four Safety Development Students Classroom checklist personal safety Domain: rules. Standard A1, A2, B1

2nd Personal Personal/Social Netsmartz Ongoing All Grade 2 Regular Pre and Post Apply four Safety Development Students Classroom tests safety rules. Domain: Standard A1, A2, B1 2nd Problem Academic Books, etc. Ongoing All Grade 2 Regular Observation Students will Solving Development Students Classroom become self- Communicatio Domain: directed n Skills Standard A2, learners. A3; Personal/Social Development Domain: Standard A2

Grade Level Guidance ASCA Domain/ Curriculum and Ongoing Projected Lesson Will Be Evaluation Outcome(s) Lesson Standard Materials Number of Presented in Methods How when Content Students Which Class/ Will the Results applicable Affected Subject? be Measured?

3rd Social Skills/ Academic Books, etc Ongoing All Grade 3 Regular Teacher Students will cooperation Development Students Classroom reports become a Domain: Report card collaborative Standard A3 data learner and Career work/play with Development others Domain: A1, respectfully A2; C2 Personal/Social Development Domain: A1, A2, B1

3rd Test Anxiety Academic Books, power Ongoing All Grade 3 Regular Pre/post Students will Development point, role Students Classroom assessment identify ways to Domain: plays, etc. cope with Standard A1, stress and A2, A3, B1, B2, anxiety during C1; Career a test. Development Domain: Standard A1, A2; Personal/Social Development Domain: A1, B1 4th Personal and Personal/Social Netsmartz Ongoing All Grade 4 Regular Pre and Post Students will Internet Safety Development Students Classroom test identify and Domain: apply safety Standard A1, rules. A2

K-6 Bullying Career Books, role Ongoing All Grade 4 Regular Bullying Fewer Prevention/ Development plays, etc. Students (80- Classroom discipline incidents of Chapter Domain: 110 per reports reported Education Standard A2; building) bullying. Personal/ Social Development Domain: Standard A1, A2, B1

Study/Learning Academic Books, role Ongoing All Grade 4 Regular Teacher Improve 4th Skills Development plays, etc. Students Classroom Reports student Domain: knowledge and Standard A1, practice of A2, A3, B1, B2, effective C1; Career organizational Development and study Domain: strategies to Standard A1, increase A2; academic Personal/Social performance Development Domain: A1, B1 Internet Safety Academic 5th Development Netsmartz Ongoing All Grades 5 Regular Pre/Post Improve Domain: Students Classroom assessments student Standard knowledge or A2,A3, B1 safe internet Personal/Social practices Development Domain: A1 Grade Level Guidance ASCA Domain/ Curriculum and Projected Start/ Projected Lesson Will Be Evaluation Outcome(s) Lesson Standard Materials Projected End Number of Presented in Methods when Content (week of): Students Which Class/ How Will the applicable Affected Subject? Results be Measured?

Bulling Academic Pre K-6 Prevention Development Books, role Ongoing All Grade 5 Regular Bullying Fewer Domain: plays, etc. Students Classroom discipline incidents of Standard A3; reports reported Career bullying. Development Domain: A1, A2, C2; Personal/ Social Development Domain: A1, A2, B1

Pre K-6 Changing Books, games, Ongoing Varies Counselor’s N/A Ability for Families etc. Office students to Groups focus and participate in academic activities.

Pre K-6 Social Skills Books, games, Ongoing Varies Counselor’s Teacher and Students’ Groups etc. Office or other Parent Reports social skills will location improve.

Pre K-6 Individual Books, games, Ongoing Varies based Counselor’s Behavior, Student Counseling etc. on need Office or other attendance, behavior location parent and improves and teacher reports counseling can be discontinued.

Pre K-6 Crisis Ongoing Varies based Counselor’s n/a Student Counseling on need Office or other deescalates location and returns to class or program. Pre K-6 Response to Dostrict Forms Ongoing Varies Data Collection Improved Intervention Student (IST Meetings) Performance

Pre K-6 Committee for Individualized Ongoing Varies N/A N/A N/A Special Education (Mary will email) Education Plans (IEPs) (CSE Meetings CPSE/CSE

Jr/Sr High School Level Action Plan

Grade Level Guidance ASCA Domain/ Curriculum and Projected Start/ Projected Lesson Evaluation Outcome(s) when Lesson Standard Materials Projected End Number of Will Be Methods applicable Content (week of): Students Presented How Will the Affected in Which Results be Class/ Measured? Subject? 7th-12th Resolve all Master July-August 300 Counselin N/A Balanced classes building Schedule g Office All students have scheduling working schedules. conflicts and balance class size for upcoming school year

7th-12th School walk Schedules/ August/ 300 Jr/Sr High N/A N/A through Lockers Varies School (Incoming 7th graders or new students)

7th-12th Rights and September 300 N/A Students become Expectations aware of school Handbook rules.

7th-12th Open House Appropriate September 300 N/A N/A Handouts, schedules

7th-12th Bullying Presentation September- 300 Prevention June

Grade Level Guidance Curriculum and Projected Start/ Projected Lesson Evaluation Outcome(s) when Lesson Materials Projected End Number of Will Be Methods applicable Content (week of): Students Presented How Will the Affected in Which Results be Class/ Measured? Subject?

7th-12th Failure letters Letter January & 50 Counselin N/A Parents/guardians March g Office will become aware of student’s academic standing.

7th-12th Input all course Scheduling January-April 300 Social Counseling Appropriate requests Worksheet Studies, office elective classes Science, inputted for all or students. Computer Labs

7th-12th NYS ELA and Test Material April 80 Classroo N/A N/A Math testing ms

7th-12th Parent March Varies N/A Parents become Orientations familiar with Grade 8 to curriculum and Grade 9, Grade requirements. 5 to Grade 6

7th-12th Parent/Student August Varies Orientation for Upcoming 6th- 7th Graders

7th-12th Student August Auditoriu N/A Students become Orientations m familiar with 6th to 7th curriculum and 8th to 9th requirements.

Grade Level Guidance Curriculum and Projected Start/ Projected Lesson Evaluation Outcome(s) when Lesson Materials Projected End Number of Will Be Methods applicable Content (week of): Students Presented How Will the Affected in Which Results be Class/ Measured? Subject? 7th-12th Middle School Student information to High School School Tool June 300 Counselin N/A is transferred from transition g Office middle school to meetings with high school staff; counselors, staff are aware of school student needs prior psychologist. to students entering high school

7th-12th Promotion/ Failure List, 300 Counselin N/A Parents are notified Retention Summer g Office regarding summer meetings and School Form school summer school recommendation paperwork for student, mandated summer school for student, or retention of student

7th-12th New Student School Tool Ongoing 300 Counselin N/A Students start Placements g Office school as soon as possible with an appropriate schedule

7th-12th Individual Ongoing 300 Counselin N/A Students’ academic follow-up g Office and social progress meetings with are monitored new students & retained students

7th-12th Academic Report Card, Ongoing 300 Counselin Grades on Improvement of Counseling for Interims, Portal g Office report cards student success struggling students

Grade Level Guidance Curriculum and Project Start/ Projected Lesson Evaluation Outcome(s) when Lesson Materials Project end Number of will be Methods How applicable Content (week of): Students Presented will the Results Affected in Which be Measured? Class/ Subject? 7th-12th Lunch Groups Ongoing 300 Counselin Student Student and g Office success counselor evaluated relationship is during team strengthened, meetings improved grades and/or social skills.

7th-12th Crisis Ongoing 300 Counselin N/A Student is Counseling g Office deescalated and returned to routine as soon as possible.

Group Ongoing 300 Counselin Student Improved student 7th-12th Counseling g Office success success evaluated academically, during team socially, and meetings behaviorally.

Mediation Contract Ongoing 300 Counselin Number of Reduced number of 7th-12th g Office referrals conflicts within the school.

7th-12th Response To RTI forms Ongoing Varies Counseli RTI/Transition Improved student Intervention ng Office forms success (RTI) academically, socially, and behaviorally.

7th-12th Committee for IEP/504 Ongoing 65 Conferenc N/A Students placed in Special e room appropriate Education academic Meetings (CSE) programs.

Grade Level Guidance Curriculum and Projected Start/ Projected Lesson Will Be Evaluation Outcome(s) Lesson Materials Projected End Number of Presented in Methods when Content (week of): Students Which Class/ How Will the applicable. Affected Subject? Results be Measured? 7th-12th Weekly Agenda Ongoing 300 Counseling N/A Collaboration Building Office/ between Committee Classrooms stakeholders. Meetings

7th-12th Probation Ongoing Varies County Office Behavior Improved Meetings/ referrals, report student Court cards success Appointments academically, socially, and behaviorally.

7th-12th Child Ongoing Varies Conference N/A Student safety Protective Room is addressed. Services

7th-12th Field Trips Ongoing 300 Destination N/A Build rapport Varies between students and counselors; enhance student’s learning.

7th-12th Parent Academic Notes, Ongoing 75 Conference N/A Improved Conferences/ ABC Career Grades room/ Office parent Meetings ABC participation/ Personal/Soci investment, al ABC collaboration between all stakeholders.

7th-12th Team Academic Ongoing 300 Classrooms N/A Student Meetings ABC success is evaluated and supported; collaboration between stakeholders. High School Level Action Plan Grade Level Guidance ASCA Curriculum Projected Projected Lesson Evaluation Outcome(s) when Lesson Domain/ and Materials Start/ Number of Will Be Methods How applicable. Content Standard Projected End Students Presente Will the (week of): Affected d in Results be Which Measured? Class/ Subject?

7th Mentoring Lunch August 85 Successful Program Activity transition.

Grade Level Guidance ASCA Curriculum Projected Projected Lesson Evaluation Outcome(s) when Lesson Domain/ and Materials Start/ Number of Will Be Methods How applicable. Content Standard Projected End Students Presente Will the (week of): Affected d in Results be Which Measured? Class/ Subject?

7th-12th Academic A:A1.1-A1.5; Infinite Min 2x a Approx 35% N/A Meet students to Counseling A:A2.1-A2.5; Campus quarter gain a better Mid quarter A:B1.1-B1.7; understanding of grades and A:B2.1-B2.6; why they are report card A:C1.1-C1.6 struggling and grades/ CB1.1-B1.2; together develop struggling C:C1.1-C1.7 a plan for learners PS:A1.1-A1.6; success. throughout PS:B1.1- the year- B1.12; Students at PS:C1.4; risk of failing PS:C1.6; grades <69 PS:C1.8- C1.10

7th-12th Counseling School Website Sept-June 300 7th-12th N/A Provide current Center Counseling info. Website Curriculum 7th-12th Tutoring Responsive N/A Ongoing 300 N/A Successful follow up Services 7th-5th tutoring plan.

7th-12th Consulting Responsive N/A Ongoing 300 N/A Provide support and Services to students and communicati parents. ng with parents via e- mail, phone calls, conferences and evening programs

Grade Level Guidance ASCA Curriculum Projected Projected Lesson Evaluation Outcome(s) when Lesson Domain/ and Materials Start/ Number of Will Be Methods How applicable. Content Standard Projected End Students Presente Will the (week of): Affected d in Results be Which Measured? Class/ Subject?

7th-12th Consult with Responsive N/A Ongoing 300 5th-10th N/A Develop external Services appropriate education/hea school resources. lth facilities

7th-12th Attendance at Individual Sept-June 65 Conferen N/A Provide support CSE and IST Student ce Room to SPED and meetings RTI Planning students at risk. 7th-12th Meet with A: A1 1-5, A: Campus Jan-June 200 N/A Facilitate students for A2 1-5 A: A3 successful annual review 1-6, A: B1 1-7 academic, college and course A: B2 1-9, A: and career selection, C1 1-6 C: A1 planning. reviewing —1-3,5-10 transcripts, C:A2 --3,7,8,9 and planning C:B1-- 1-3,5,6 academic C:B2 --1-3, program. C:C1-- 1-4 C:C2—1 PS: A1.1,2,3,4,5,9, 10 PSA2.6, PSB1. 1,2,3, 4,8,9,10,11,12, PSC1.6

7th-12th Counsel A: A1 1-5, A: Database of Ongoing 300 Observation Support Students with A2 1-5 local feedback, academic Social and A: A3 1-6,A: agencies group sharing success of Emotional B1 1,4 students. Issues, A: C1 consult with 1,3,4,5,6 various C: CA1.2, supports both C:A1.3,C:A1.5 inside and C:A1.6,C:A1.7 outside C:A1.10, school C:A2.7-C:A2.9 (psychologist C:C2.1,C:C2.2 s, social , C:C2.3 workers, CA1-- (2-3,5- professional 7), therapists, CA2 (7,9), hospitals, CC2 (1-3) etc.), and PS: A1.1- collaborate A1.12 PS: with parents, A2.1-A2.8 PS: teachers and B1.1-B1.12 administratio PS: C1.1- n C1.10 Grade Level Guidance ASCA Curriculum & Projected Projected Lesson Evaluation Outcome(s) when Lesson Domain/Stand Materials Start/ Number of Will Be Methods How applicable. Content ard Projected End Students Presente Will the (week of): Affected d in Results be Which Measured? Class/ Subject?

12th Processing of Sept- June 50 12 Support of College students’ post Applications, high school plans forms, scholarships and writing of letters of recommendat ion

12th 1) Senior Provide College information Application related to college Process application Naviance Powerpoint Sept 50 12 process. Training Brochures 12th For Students To gain a better understanding of 2) Evening the application Parent process as it Program for relates to Application Naviance Process in Naviance

12th 1) Instant Provide Decision Power point Sept-June 50 12 information and Days individual assistance 2) FAFSA related to college Financial Aid planning Night Grade Level Guidance ASCA Curriculum & Projected Projected Lesson Evaluation Outcome(s) when Lesson Domain/Stand Materials Start/ Number of Will Be Methods How applicable. Content ard Projected End Students Presente Will the (week of): Affected d in Results be Which Measured? Class/ Subject?

11th 1) Post High Power point March 50 11 Observation Gain information School Next Step and related to career Planning brochure attendance planning Meetings with 11th grade students

2)Parent/Stud ent College Evening Program (Next Step)

10th Career Worksheet January 50 10 Naviance Gain knowledge Exploration about personal including interests and Naviance relate it to career training, exploration and Interest future planning. Inventory, and 10th graders in classroom setting ASVAB Vo-Tech Visits Grade Level Guidance ASCA Curriculum & Projected Projected Lesson Evaluation Outcome(s) when Lesson Domain/Stand Materials Start/ Number of Will Be Methods How applicable. Content ard Projected End Students Presente Will the (week of): Affected d in Results be Which Measured? Class/ Subject?

8th-11th College Fair- A: A1 1-5, A: Brochures October- Varies 8th-11th Attendance Opportunity for Fall (Seniors) A2 1-3 March students to meet and Spring A: A3 1,2,4,5, admissions (Juniors) A: B1 counselors and College Day & 1,2,4,5,7, A: gain information College Night B2 1-9, A: C1 about colleges 8th-11th grade. 1-6, CA1—1- and universities Communicate 3,5-7 Academic, CA2— CB1— college, and 1,2, career CB2—1, CC1 information —1, CC2—1, via PS: A1.1- Counseling 3,5,6,8,9,10,11 Center ,12, PS: A2.2, 4,6,7, PS: B1.1- 3,5,9,10,11,12 PS: C1.1,6 Eldred Central

The Accountability System Eldred Central School Counseling Department Accountability System

To achieve the best results for students, Eldred Central school counselors regularly evaluate their program to determine its effectiveness. Now more than ever, Eldred school counselors are challenged to demonstrate the effectiveness of their programs in measurable terms.

Eldred school counselors use accountability strategies to monitor student achievement and to evaluate and improve the School Counseling program. The School Counseling program components may be accessed through Data Analysis, Program Results and Evaluation and Improvement.

Data Analysis: The school data profile is a summary of the school's achievement, attendance, behavior, and safety record over a multi-year period and can contribute to a better understanding of trends at the school. Analysis of the school data profile helps school counselors monitor student achievement, identify achievement, opportunity, and attainment gaps, and recognize a need for systemic change (Holcomb-McCoy, 2007; Rowell, 2006).

Each school counseling department will review available attendance, graduation rates, achievement, behavior, and safety data each year. Each department will consider the following questions when analyzing the data: What strengths are indicated by the data? What concerns are indicated? Have attendance and graduation rates remained stable? How can the school counseling program contribute to addressing the educational issues posed by the data?

Each year’s school data profile completed will become the baseline to measure future school counseling program results.

Program Results: Analyzing school counseling program results reports ensures programs are evaluated for effectiveness and informs decisions related to program improvement. The analysis of results reports is the heart of having a data driven school counseling program (ASCA, 2012).

Evaluation and Improvement: Program evaluation and improvement has four components: Self-analysis of the school counselor's strengths and areas of improvement using the School Counselor Competencies Assessment, Self-analysis of the school counseling program's strengths and areas of improvement, and evaluation of the school counselor's performance using the Eldred APPR document.