Student Services Plan RMCTC: Grades 10-12 Sending School Districts: Grades 7-11 Serving the Muhlenberg & Reading School Districts Fall, 2018 In Accordance The Reading Muhlenberg Career & Technology Center School Counseling Program Grades 10-12 has been developed in accordance with PA Chapter 339.31: there shall be a written plan on file, approved by the local board of school directors, for the development and implementation of a comprehensive, sequential program of guidance services for kindergarten through 12th grade. The plan must include procedures for providing guidance services to CTCs. Upon request, the plan shall be submitted to the Secretary of Education. Purpose The purpose of Reading Muhlenberg CTC’s Guidance plan is to implement and maintain a school counseling program that will provide academic, personal/social, and career services for its 10th, 11th, and 12th grade students that integrates and corresponds with its two sending school districts. These districts are Muhlenberg School District and Reading School District. Philosophy Reading Muhlenberg CTC school counseling program works to create a safe educational environment for all students who can learn, grow, and develop into healthy and successful community members by achieving their academic, personal/social, and career goals. Mission Through collaboration with students, parents, postsecondary institutions, and the business community, Reading Muhlenberg Career & Technology Center provides opportunities for students to achieve their goals for employment, postsecondary education, or the military, to be productive citizens, and to be contributing to a dynamic, changing society. Core Beliefs At Reading Muhlenberg Career & Technology Center we believe: in valuing the diversity of each student education leads to opportunity quality education starts with quality leadership a career and technical education is a critical component of workforce development 1 technology is vital to learning and will help students connect with a rapidly changing world technology must be embraced by teachers as a tool to help prepare students to meet current and future labor market demands in providing all students with a positive educational experience students should feel proud of what they have accomplished each day students will be provided every opportunity to achieve their highest potential the success of a student is enhanced by parents and/or other influential adults through their support and involvement students will be provided the opportunity to acquire and cultivate leadership skills in providing students with a safe school environment in encouraging students to maintain a lifelong affiliation with the school change is an ongoing process, not an event, and is fundamental for building quality programs of study instruction must accommodate individual student learning styles Student Services Staff & Assignments School Counselors Donna Henderson, Lydia Snow Provides activities, services, and public relations to inform and promote the school and its programs to current and potential students and their parents, school personnel, business and industry, and community organizations; assist with obtaining articulation agreements; providing college and career lessons/counseling to current CTE students; conducting financial aid sessions; coordinating events at the Center including open house, new student orientation, college and career fairs, and senior awards night; provide academic, social/emotional, and career counselling services to all students; and provides support services to RMCTC staff and the sending school districts. Career Awareness Counselor Barbara Perez Provides activities, services, and public relations to inform and promote the school and its programs to current and potential students and their parents, school personnel, business and industry, and community organizations; responsible for assisting the sponsoring district administrative and counseling staff develop an awareness of career and technical education as defined by Federal and State legislation; maintains a flexible schedule in order to be responsible for promoting career 2 awareness with students and parents; primary CTC individual to coordinate career exploration and awareness activities between staff at the RMCTC and the sponsoring districts. Work-Based Learning Coordinator Teri Baller Plans, organizes, and implements the cooperative education program and other work-based learning activities for all eligible students; provides services and public relations between business and industry, community organizations, and/or sending school districts and the RMCTC; coordinates the school’s end-of-program NOCTI/NIMS testing program. Special Education Supervisor Holly Lorchak Works in collaboration with RMCTC, sponsoring district and BCIU staff, including administrators, special education supervisors, school psychologists, guidance counselors, teachers, therapists, and instructional assistant/paraprofessionals to support the achievement of special education students; requisition of IEP information and proper regulation/distribution of this information as needed to implement the IEP; provides assistance to students with transition from school to work; ensures academic and technical learning supports, both one-on-one and small group, to students identified as special needs; supports classroom teachers in identified students’ special learning styles and offers expertise in methodologies of instruction. School Counseling Program Goals Academic Domain: Actively engaging our students by meeting with them individually, in small groups, and in their programs to receive their academic and technical progress and create plans to stay motivated and focused in completing their Programs of Study (POS) or Tech Prep tasks and end of program assessment so they can earn industry certifications, licenses, job titles, and PA Skill Certifications. Actively engage parents, sending school districts, business partners, and community members by communicating with them about what our students are learning through school events, meetings, newsletters, and participating in community-based activities. 3 Work with administration and faculty in applying the PDE Standards Aligned System (SAS) six common elements that ensure student achievement: Standards, Assessments, Curriculum Framework, Instruction, Materials & Resources, and Safe and Supportive Schools. Work with administration and faculty in applying the PDE/BCTE Students Occupationally and Academically Ready (SOAR) Programs of Study that benefit our students by meeting the high standards set by the POS curriculum. Attend IEP meetings and provide feedback to help students achieve their transition goals. Apply and/or crosswalk SAS standards with ASCE student standards in the Academic Development Domain for our school counseling core curriculum action plan. Personal/Social Domain: Actively engage our students by meeting with them individually, in small groups, and in their programs to help them develop interpersonal skills in alignment with the SAS three areas: Self-awareness and Self-management; Establishing and Maintaining Relationships; and Decision Making and Responsible Behaviors. Creating a safe school environment for all our students by working with administration, faculty, and staff in enforcing policies in our student handbook; i.e. bullying and harassment policy, suicide awareness, prevention, and response, and drug and alcohol violations. Work with school staff, parents, sending school districts, and community agencies in identifying and referring students who are struggling with mental health and drugs and alcohol issues to Student Assistant Programs. Apply and/or crosswalk SAS standards with ASCA student standards in the Personal/Social Development Domain for our school counseling core curriculum action plan. Career Domain: Recruit students from our sending school districts by presenting career orientations, tours, newsletters, Open Houses, and other career awareness activities. Actively engage parents, sending school districts, business partners, and community members by communicating with them about the career and technical POS and Tech Prep programs we offer through our web site, newsletters, meetings, and various school events. Actively engage our students by meeting with them, individually, in small groups, and in their programs to review their career goals and work with them in planning for their next steps after high school for employment, college, military, or further technical training. 4 Actively engage our students who have career confusion about their current program by meeting with them individually, in small groups, and in their programs and helping them make a career choice by using the PDE Academic Standards for Career Education and Work Apply and/or crosswalk the PDE Academic Standards for Career Education and Work with ASCA student standards in the Career Development Domain for our school counseling core curriculum action plan. Role of Our Stakeholders A. Joint School Committee – the Joint School Committee of Reading Muhlenberg Career & Technology Center consists of school board members from its two member school districts who are appointed by their respective board to represent their district and vote on policy and procedures of our school. Their role also includes voting for funding to support to our school counselling program, activities, supplies, staff, and equipment. B. Administration – provide oversight and direct the day-to-day