DANSVILLE CENTRAL SCHOOL DISTRICT
PK-12 COMPREHENSIVE COUNSELING PLAN 2014 – 2015
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Dansville Central School MISSION STATEMENT “DCS students will exemplify the drive, capability and compassion to achieve their full potential while contributing to our evolving local and global communities.”
Counseling Department Mission Statement The Dansville PK-12 Counseling Department will work in collaboration with educators, parents, and community members to support and encourage all students in learning to learn (reaching academic goals), learning to work (reaching career goals), and learning to live (reaching personal and social development goals).
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Let us tell you about Dansville Central School! Nestled at the southern end of the Canaseraga Valley, an arm of the Genesee Valley, Dansville is the southern gateway to rural Livingston County and a major junction of highways providing direct access to the Rochester Metropolitan area, the western edge of New York’s Finger Lake Region, the Southern Tier and a wide range of outdoor venues. Dansville offers a unique balance of rural beauty and a thriving business community. Dansville is surrounded by fertile farmland, rolling wooded hillsides, lakes, streams and is adjacent to the southern part of Livingston County. Dansville is situated alongside Interstate 390 between exits 4 and 5. With a population of around 11,000 Dansville offers small town charm, yet is near some of New York State’s largest cities. Rochester is 45 miles north and Buffalo is 65 miles to the northwest, while Corning is 60 miles to the south. Here is how we compare to other schools in Livingston County; the table also highlights some of the challenges we face:
District
K-12 enrollment
Economically Disadvantaged
Youth poverty rate
Combined Wealth Ratio
Town/Village Population
Avon Caledonia-Mumford
1,042 862
28% 31%
10.45% 11.52%
0.639 0.536
7,193 5,711
723
41%
13.06%
0.405
5,148
1,496 877 1,676 512 735
51% 29% 29% 66% 40%
19.41% 13.19% 11.75% 28.44% 13.90%
0.415 0.781 0.591 0.503 0.473
10,064 11,423 10,803 5,756 5,183
Dalton-Nunda Dansville Geneseo Livonia Mt Morris York
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The Rationale for School Counseling Programs The primary goal of school counseling programs is to promote and enhance student learning for ALL students through three broad and interrelated areas of student development. Each of these areas encompass a variety of desired student learning competencies, which in turn are comprised of specific knowledge, attitudes and skills, which form the foundation of the developmental school counseling program. The three areas of student development are academic, personal/social and career development. A comprehensive school counseling program is developmental and systemic in nature, sequential, clearly defined and accountable. The program is proactive and preventive in its focus and it 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. There is a commitment to individual uniqueness and the maximum development in the three major areas: academic, career and personal/social. Guided by the New York State Education Department’s Commissioner’s Regulations (CR100.2j), the District Guidance Plan is designed to assist all students with learning, growing, planning and succeeding in school and beyond.
“School counselors work with all students, school staff, families and members of the community as an integral part of the educational program. School counseling programs promote school success through a focus on academic achievement, prevention and intervention activities, advocacy and social/emotional and career development.” (American School Counselor Association, 1997)
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Providing our counseling services for the 2014-2015 school year: Primary School – 585-335-4040 Karen Bailey, School Counselor Carli Cavanaugh, Program Counselor
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Elementary School – 585-335-4030 Sheila Cripps, School Counselor Steven French, Program Counselor/Social Worker High School - 7-12 Building – 585-335-4010 Ashley Ellis, Program School Counselor Erik Kastner, 7-9 School Counselor Cheryl Keller, 10-12 School Counselor Zach Matzek, 7-9 School Counselor Mary Roodenburg, 10-12 School Counselor
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x1410 x1006 x1008 x1009 x1007
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Objectives of the PK – 6 Counseling Services To assist and help prepare students to participate effectively in the educational process To assist students in effectively interacting with peers and adults within the school community To help students gain an understanding of themselves and others To assist students who exhibit attendance, academic, adjustment and/or behavioral difficulties To help students cope with outside influences that may be impacting their learning To encourage parental involvement To provide and model a safe, caring and encouraging environment for students and staff To create and encourage awareness of students own likes/dislikes and the world of work
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Objectives of the High School Counseling Services To support student achievement To evaluate student progress and encourage each student to pursue appropriate programs commensurate with his/her abilities, aptitudes, interests, and future goals To meet annually with each student to develop a schedule of course work that supports progress toward NYS Diploma requirements and individual college and/or career goals To provide emotional support and/or referral for students in crisis or distress To act as a liaison between school, home and outside agencies To help students develop self-advocacy and decision-making skills To provide and/or assist with social-emotional programming for students To provide career guidance to students at each grade level so that they may attain the knowledge and skills necessary to secure employment and perform work in a satisfactory manner To inform students and parents of high school graduation requirements, post-secondary options and the college and career planning process To complete a Level One Transition Assessment or Career Portfolio review annually with each student To meet with each senior individually to review progress toward graduation requirements and postsecondary plans To encourage and facilitate a school-home partnership to support student well-being and academic success
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Dansville Central School Counseling Plan Grades PK- 6 Objective 1
To assist and help prepare students to participate effectively in the educational process ACTIVITIES: A. Teach and reinforce Second Step (“Learner Skills”) lessons – focus, listen, use self-talk, be assertive B. Work with students who may need assistance with schoolwork completion C. Instructional Support Team (IST) participation/collaboration D. Active member of Pupil Personnel Team (PPT) EXPECTED OUTCOMES: Students will improve academic self-concept Students will acquire skills for improving learning Students will achieve school success ANNUAL ASSESSMENT: o Quarterly/Trimester report cards o Attendance reports o Second Step Summative Assessments o Teacher/Principal feedback
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Grades PK- 6 Objective 2
To assist students in effectively interacting with peers and adults within the school community ACTIVITIES: A. Teach and reinforce Second Step lessons in emotion management, empathy and problem solving B. Teach and reinforce Steps To Respect lessons in bullying prevention C. Provide individual and group counseling as needed D. Crisis intervention as needed E. Functional Behavior Assessments/Behavior Intervention Plans (FBA/BIP) EXPECTED OUTCOMES: Students will learn and demonstrate positive social skills Students will feel comfortable in the school setting Students will gain skills to address bullying Students will have the appropriate support for their social/emotional needs ANNUAL ASSESSMENT: o Monitoring by adults involved with specific students o Summative assessments of Second Step program o Measure change in discipline referrals/ODR’s o Report cards 9
Grades PK- 6 Objective 3
To help students gain an understanding of themselves and others ACTIVITIES: A. Teach and reinforce Second Step lessons in emotion management, empathy and problem solving B. Teach and reinforce Steps To Respect lessons in bullying prevention C. Provide individual and group counseling D. Crisis intervention as needed E. Functional Behavior Assessments/Behavior Intervention Plans (FBA/BIP) as needed
EXPECTED OUTCOMES: Students will learn and demonstrate positive social skills Students will have the appropriate support for their social/emotional needs Students will understand and demonstrate empathy
ANNUAL ASSESSMENT: o Summative assessments of Second Step program o Attendance profiles o Report cards
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Grades PK- 6 Objective 4
To assist students who exhibit attendance, academic, adjustment and/or behavioral difficulties ACTIVITIES: A. Active and ongoing participation in weekly Pupil Personnel Team (PPT) meetings B. Teach and reinforce Second Step lessons in emotion management, empathy and problem solving C. Teach and reinforce Steps To Respect lessons in bullying prevention D. Provide individual and group counseling as needed E. Crisis intervention as needed F. Participate in monthly IST meetings G. Functional Behavior Assessments/Behavior Intervention Plans (FBA/BIP) as needed H. Parent letters/contacts regarding concerns I. Home visits if needed J. Referrals to outside agencies as necessary EXPECTED OUTCOMES: Students will exhibit increased attendance Students will make appropriate and expected annual yearly progress (AYP) Annual progress notes for Committee on Special Education (CSE) Decrease in discipline referrals (ODR’s) ANNUAL ASSESSMENT: o Review of annual attendance report o Report cards, RTI reports o Review of annual Office Discipline Referrals (ODR’s)
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Grades PK- 6 Objective 5
To help students cope with outside influences that may be impacting their learning ACTIVITIES: A. Teach and reinforce Second Step lessons in Emotion Management and Problem Solving B. Provide individual and group counseling C. Referral to outside agencies (medical, psychological) D. Act as a liaison between home/school/outside agencies E. Participate as active member of building PPT team to assess and monitor progress EXPECTED OUTCOMES: Students will demonstrate increased attention to school and learning Students will begin to identify effects of outside influences Students will develop the ability to identify and express feelings Students will maintain or improve academic performance Students will demonstrate improved coping skills ANNUAL ASSESSMENT: o Report cards o Teacher/counselor observation of coping skills o Attendance reports o Review of discipline reports (ODR’s)
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Grades PK- 6 Objective 6
To encourage parental involvement ACTIVITIES: A. Open House B. Articles in monthly parent newsletter C. Parent Teacher Organization (PTO) D. Parent Conferences E. CSE Progress Reports EXPECTED OUTCOMES: Encouragement of mutual communication between parent and school personnel Parents will develop a clear understanding of school services and programs Parents will assist with development of counseling goals for CSE/IEP (as needed) ANNUAL ASSESSMENT: o Feedback from parents o Teacher/Counselor/Principal Observation o Informal discussions with parents/staff o Report Card comments
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Grades PK- 6 Objective 7
To provide and model a safe, caring and encouraging environment for students and staff ACTIVITIES: A. “Meet and greet” students as they enter the building each morning B. Address social conflicts and/or bullying behavior as they arise C. Teach and reinforce Steps to Respect lessons in how to deal with bullying D. Teach and reinforce Second Step lessons in empathy and compassion E. Read “Have You Filled A Bucket Today” to create a positive start to the school year F. Maintain and encourage a building wide atmosphere of “bucket filling” G. Assist in maintaining staff awareness of Dignity for All Students Act (DASA) EXPECTED OUTCOMES: Students and staff will treat each other with respect and dignity Peer (both child and adult) encouragement of “bucket filling” Students and staff will display positive and encouraging behaviors/character Students will feel comfortable in the school setting Students will maintain or increase attendance levels ANNUAL ASSESSMENT: o Parent feedback o Survey for Second Step – available to staff and parents o Review of counseling plan and yearly goals o Annual Professional Performance Review (APPR) process 14
Grades PK- 6 Objective 8
To create and encourage awareness of students own likes/dislikes and the world of work ACTIVITIES: A. Books/Videos of Careers B. Career worksheet completion 1. “Something I Like to Do At School” (KG, 1st) “Something I Like to Do With My Family” (KG, 1st) “What I Want to Be When I Grow Up” (KG, 1st) 2. “Something I Like to Do” (2nd) “Something I Want to Learn to Do Better” (2nd – 6th) “A Job or Work I Have Learned About” (2nd – 6th) “What I Want to Be When I Grow Up” (2nd – 6th)
EXPECTED OUTCOMES: Students will have more awareness about their own likes/dislikes Students will gain awareness of careers and world of work ANNUAL ASSESSMENT: o Completion of career folders
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High School Grades 7-12 Objective 1
To support student achievement ACTIVITIES A. Level 1 Transition Assessment Interviews B. Review of grades every five weeks and meetings with students requiring follow up C. Participate in Team meetings, IST, PPT and parent/teacher conferences D. Meet with each individual student for an annual guidance review to discuss career plans and NYS graduation requirements E. Data Collection - Consolidating and reporting on data related to student achievement and success. EXPECTED OUTCOMES: Students will improve academic self-concept Students will acquire skills for improving learning Students will achieve school success Students will take the coursework necessary to support their future goals Students will be knowledgeable about the academic requirements for college and/or career ANNUAL ASSESSMENT: o 5-Week report cards o Graduation requirements communicated and met o Students course selections match their future goals
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High School Grades 7-12 Objective 2
To provide emotional support and/or referral for students in crisis or distress ACTIVITIES: A. Follow up on student, teacher and parent referrals or concerns B. Coordinate Sources of Strength activities for suicide prevention C. Offer mediation and/or problem-solving help to students in conflict D. Provide individual , group and crisis counseling as needed E. Functional Behavior Assessments/Behavior Intervention Plans (FBA/BIP), Incentive programs F. Work with alternatives to suspension, skills streaming, and Rachel’s Challenge activities EXPECTED OUTCOMES: Students will learn and demonstrate positive social skills Students will feel comfortable in the school setting Students will acquire self-knowledge Students will respect self and others Students will learn decision making and goal setting skills ANNUAL ASSESSMENT: o Monitoring by adults involved with specific students o Measure change in discipline referrals o Assessments provided by the Sources of Strength program
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High School Grades 7-12 Objective 3
To provide career guidance to students so that they may attain the knowledge and skills necessary to secure employment and perform work in a satisfactory manner ACTIVITIES: A. Individual student meetings 1. Yearly meeting with each student to explore his/her interests and abilities and their relationship to the student’s goals, and to create a schedule supporting those goals 2. Yearly meeting with each Junior and Senior to review graduation status and progress toward college/career goals B. Career Exploration Group Activities C. Group College Counseling Activities – Classroom visits and evening presentations to provide college and career information to students and parents EXPECTED OUTCOMES: Students will develop self-awareness and be able to make informed career decisions based on both abilities and interests Students will acquire career information Students will acquire the knowledge to enter college, the armed forces or the workforce Students will possess the academic background required for their career goal ANNUAL ASSESSMENT: o Student Career Portfolios and/or Level 1 Assessments o Senior Surveys o Job Shadow data 18
High School Grades 7-12 Objective 4
To encourage and facilitate a school-home partnership to support student well-being and academic success ACTIVITIES: A. Parent letters/contacts with general information about programming B. Parent letters/contacts regarding concerns C. Referrals to outside agencies as necessary D. Parent information nights EXPECTED OUTCOMES: Families will have the information needed for student success Students will feel consistent support from school and home ANNUAL ASSESSMENT: o Materials mailed home, on the website, or sent via Naviance o Feedback from parents o Teacher/Counselor/Principal observation o Phone logs
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National Standards for School Counseling Programs and their Implementation in the Dansville Central School District ACADEMIC DOMAIN Standard A – Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. A-1 Improve academic self-concept A-2 Acquire skills for improving learning A-3 Achieve school success Standard B – Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college. B-1 Improve Learning B-2 Plan to Achieve Goal Standard C – Students will understand the relationship of academics to the world of work, and to life at home and in the community C-1 Relate school to life experiences
In the Dansville Central School District we accomplish this through the following highlighted activities:
PK-12 Collaboration - acting as a liaison between school, home, and outside agencies Team Membership - help support student learning and success by actively participating as a member of the Instructional Support Team (IST), Pupil Personnel Team (PPT), Committee on Special Education (CSE), and 504 Team
K-6
Second Step© - Year-long classroom lessons that teach students skills for academic success (i.e. “learner skills”)
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7-8 7-12
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Level 1 Transition assessment interviews - Individual student interview focused on identifying academic strengths, areas in need of improvement, and academic goals related to post-secondary education and work opportunities Grade meetings – Failure lists are reviewed every five weeks and students are identified for follow up. During these meetings we review the student’s academic standing in the class, discuss how this relates to their future plans and develop a plan for success Graduation plan review - Meet individually with every student to review his/her career plans and assist them in building a schedule that reflects those goals Data Collection - Consolidating and reporting on data related to student achievement and success. Act as a resource to enable consistency of care among providers. Review student academic requirements and adjust schedules as necessary Senior Status Meetings – Meet individually with each senior to review graduation requirements and post-secondary plans
A1
A2
A3
B1
Sept. - June
X
X
X
X
PK-2
Sept.-June
X
X
X
X
Attend meetings to identify students who need strategies to meet with academic success
PK-2
Sept. - June
X
X
X
X
PPT
Work with administrators, nurse, agency reps to make plans for students in need
PK-2
Sept. - June
X
X
X
X
CSE and 504 meetings
Assist with preparation of documents and provide support services for students with IEP/504 plan
K-2
Ongoing
X
X
X
Activity
Objectives
Grade
Time Frame
Activity
Objectives
Grade
Second Step ©
Teach students skills for academic success (“learner skills”)
K-2
Collaboration
Acting as a liaison between school, home & outside providers/agencies
IST
Time Frame
B2
C1
PRIMARY SCHOOL (PK – 2) X X
X
X
A1 A2 A3 B1 B2 C1
E.B.H. ELEMENTARY (3-6)
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PPT Meetings
Work with administrators, nurse, agency reps to make plans for students in need
3-6
Ongoing
CSE and 504 meetings
Assist with preparation of documents and provide support service for students
3-6
Ongoing
Collaboration with Teachers and Parents
Work with teachers and/or parents when behaviors or emotions are interfering with learning to develop improvement plan
3-6
Sept.-June
Second Step ©
Teach students skills for academic success (“learner skills”)
3-6
IST
Attend meetings to identify students who need strategies to meet with academic success
3-6
Activity
Objectives
Grade
X
X
X
X
X
X
X
X
X
X
X
X
Sept. - June
X
X
X
X
Sept. - June
X
X
X
X
X
A1
A2
A3
B1
B2
C1
Help students understand their academic standing in a class, how it relates to their future plans, and develop strategies for improvement. Review graduation requirements, course requests, and update Level 1/Career Portfolio with each student
7-12
Every 5 weeks
X
X
X
X
X
7-11
February April
X
X
X
Review 1st Semester failure lists
Meet with failing students to adjust schedules and/or 4-year plans as necessary
9-12
February
X
X
X
Team Meetings
Work with teachers to identify students in need, create plans
7-9
Ongoing
X
X
X
IST Meetings
Review students in academic need for potential increase in support/service recommendations
7-12
as needed
X
X
X
Coordinate SAT/ACT testing modification process for all IEP/504 students
Contact all students with testing modifications to make them aware of the procedure for requesting modifications on the SAT/ACT
10-12
February
X
Set up and Chaperone BOCES visits (*also in career domain)
Set up information meetings and process forms for students interested in attending BOCES career and tech and/or Tech Prep
10
February
Time Frame
X
X X
HIGH SCHOOL (7-12) Meetings after progress reports/report cards Meet individually with students for annual guidance review (*also in career domain)
X
X
X X
X
X
X
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programs. Meet with students who have schedule conflicts for the following year
Determine requirements vs electives and help students make choices that will support their future plans.
9-12
June
X
X
X
Notify students about course and exam failures
Help them understand their options and how the coursework may impact future plans.
9-12
June
X
X
X
Level I Transition Assessment Interviews
Individual Student interview focused on identifying academic strengths, areas in need of improvement and academic goals related to post-secondary education and work opportunities
7, 8
Oct-Nov
X
CSE and 504 meetings
Help student understand their services and meet academic requirements.
7-12
X
X
X
X
X
Ongoing
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Report on BRCs, Progress toward Goals, i. Identify NEED-->CREATE GOAL-->SERVICE Parent/Teacher conferences
Work with teachers and families to help students succeed
7-12
ongoing
Collaboration
Acting as a liaison of care between school, home & outside providers
7-12
ongoing
Senior status meetings (*also in career domain)
Individual meetings with each senior to review grad requirements and post-secondary plans
12
Sept - Nov
Activity
Objectives
Grade
ABC Charts, BRCs, FBA/BIP, task analysis Consolidating & reporting on data Resource to enable consistency of care among providers
7-12
ongoing
7-12
ongoing
Time Frame
A1
A2
A3
B1
B2
C1
X
X
X
X
X
X
X
X
X
X
X
PROGRAM COUNSELOR Character Development Data Collection (i.e. FBA/BIP)
Incentive Programs
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PERSONAL/SOCIAL DOMAIN
Standard A – Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. A-1 Acquire self-knowledge A-2 Acquire interpersonal skills Standard B – Students will make decisions, set goals, and take necessary action to achieve goals. B-1 Self-knowledge application Standard C – Students will understand safety and survival skills. C-1 Acquire personal safety skills. In the Dansville Central School District we accomplish this through the following highlighted activities: PK-12
Counseling - Individual and/or group counseling; crisis counseling as needed
K-6 “Meet and greet” - monitoring students mood each morning Second Step© - lessons teaching skills for social success Red Ribbon Week – healthy choices and drug awareness activities
7-9 Level 1 Transition Assessment Interviews –review of interests, strengths and weakness individually completed once a year with each student
7-12 Follow up on student, teacher and parent referrals or concerns Coordinate Sources of Strength activities for suicide prevention
Activity
Objectives
Grade
Teach students skills for social success
K-2
Time Frame
A1
A2
B1
X
X
X
C1
PRIMARY SCHOOL (PK-2) Second Step ©
Sept. - June
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Red Ribbon Week lessons
Teach students about making safe and healthy choices
K-2
October
X
X
Berenstain Bears Get the Gimmies
Teach students the importance of enjoying what they have, not always wanting more
KG
December
X
X
“LOVE” puzzle
Teach students/reinforce ways to show others we care about them
1
December
X
X
“100 Ways”
Allow students to highlight ways they show empathy and compassion (supports the Second Step program, fits with 100th day and Valentine’s Day)
PK-2
February
X
X
X
Individual and Group Counseling Crisis Counseling
Meet regularly with students requiring social/emotional support Assess student safety and make plan - as needed
PK-2 PK-2
Sept. - June Sept. - June
X X
X
X X
X X
Meet and Greet
Meet all students as they enter the school building each day - take “emotional temperature” - address issues as needed
PK-2
Sept. - June
X
X
X
X
Bucket Fillers
School wide activities/mindset that treating others the way we would like to be treated “fills our buckets”
PK-2
Sept. - June
X
X
Complete FBA/BIP’s
Assist and collaborate with staff in completing Functional Behavioral Assessment and Behavior Intervention Plans
PK-2
Sept. - June
X
X
X
X
Activity
Objectives
Grade
A1
A2
B1
C1
Second Step ©
Teach students skills for social success
4-6
Sept. - June
X
X
X
Steps to Respect ©
Anti - bullying program
3
Sept. - June
X
X
X
X
Bullying Prevention Activities
Videos, worksheets – teaching about the bully, the bullied and the bystander
4-6
January
X
X
X
X
Red Ribbon Week lessons
Teach students about drug awareness
3-6
October
X
X
X
3-6
ongoing
X
X
X
X
3-6
ongoing
X
X
X
X
Time Frame
X
E.B.H. ELEMENTARY (3-6)
Skill Streaming Individual and Group Counseling
Meet regularly with students requiring social/emotional support
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Meet and Greet
Meet all students as they enter the school building each day - take “emotional temperature” - address issues as needed
3-6
ongoing
X
Crisis Counseling
Assess student safety and make plan as necessary
3-6
ongoing
X
Follow up on student, parent, teacher concerns
Check in on students others express concern about
3-6
ongoing
X
Bucket Fillers
School wide activities/mindset that treating others the way we would like to be treated “fills our buckets”
PK-2
Sept. - June
X
X
Complete FBA/BIP’s
Assist and collaborate with staff in completing Functional Behavioral Assessment and Behavior Intervention Plans
PK-2
Sept. - June
X
X
X
X
Activity
Objectives
Grade
A1
A2
B1
C1
Level I Transition Assessment Interviews
Individual Student interview focused on identifying social awareness and goal setting
7, 8
Oct- Nov
X
X
X
Crisis Counseling
Assess student safety and make plan as necessary
7-12
ongoing
X
Regular Counseling Appointments Follow up on student, parent, teacher concerns
Meet regularly with students requiring social/emotional support
7-12
ongoing
X
Check in on students others express concern about
7-12
ongoing
X
X
PPT Meetings
Work with administrators, nurse, agency reps to make plans for students in need
7-12
Ongoing
X
X
Sources of Strength
Coordination of activities for peer suicide prevention program
7-12
ongoing
X
X
X
X
Activity
Objectives
Grade
A1
A2
B1
C1
Time Frame
X
X
X
X
X X
HIGH SCHOOL (7-12)
Time Frame
X
X
X
X
X
PROGRAM COUNSELOR
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Character Development
7-12
ongoing
X
X
X
X
Skill Streaming
7-12
ongoing
X
X
X
X
X
Restitution/Restorative Acts
Re-entry plan
7-12
ongoing
X
X
X
Rachel’s Challenge
i. A WAY OF BEING: power in presence (being in the hallways, classrooms, lunchroom, office, bus loop, greeting students in AM, saying hello when passing & more) ii. Celebrating, encouraging & enabling a CHAIN REACTION of Kindness & Compassion iii. Breaking Down Barriers (more alike than different) iv. Cultural Change/Shift v. PRIDE in who we are
7-12
ongoing
X
X
X
Alternatives to Suspension: Restitution
Creating opportunity for growth & learning based on skill deficit, incidents, referrals, etc. i. Giving back to the school, classroom, person, etc. “Making the wrong right”; restorative acts to learn & grow from the experience ii. Re-examining the concern (referral). Introducing skills, practice & roleplay the skill, implement the skill in real-life scenario
7-12
ongoing
X
X
X
X
Group Counseling
Blended Counseling Group (8:1:2 & General Education Students) i. Working to “Break Down Barriers” & facilitate relationships with other students throughout the school to help our program students ii. Sharing “we are more alike than different”; putting aside our differences & acknowledging how we are more the same
7-12
ongoing
X
X
X
X
Incentive Programs
Classroom Positive Incentive Program: ·Address Skill Area: Educational Statement (IDEA) · Incentive “What it looks like” i. Coming into the classroom & having a visual representation of the Positive Incentive Program ii. Data collection (before & after) · Individual & Classroom Incentives
7-12
ongoing
X
X
X
X
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CAREER DOMAIN
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. A-1 Develop Career Awareness A-2 Develop Employment Readiness Standard B – Students will employ strategies to achieve future career goals with success and satisfaction. B-1 Acquire career information B-2 Identify career goals Standard C – Students will understand the relationship between personal qualities, education, training, and the world of work. C-1 Acquire knowledge to achieve career goals C-2 Apply skills to achieve career goals.
In the Dansville Central School District we accomplish this through the following highlighted activities: K-12 K-6
Career Awareness/Goals Activities – Exploring the world of work and career readiness/awareness
Career Worksheets – Exploring likes/dislikes and thinking about the future
7-12 Individual student meetings – Yearly meeting to explore interests and abilities and their relationship to the student’s goals Career Exploration Group Activities – completed at grades 8 and 10
11-12 Group College Counseling Activities – Classroom visits and evening presentations to provide college and career information to students and parents
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Activity
Time Frame
A1
A2
B1
B2
C1
C2
Objectives
Grade
Career Awareness worksheets/discussion
Make students aware of the world of work, explore likes/dislikes, think about future career/job/work
K-2
Activity
Objectives
Grade
Career Awareness worksheets/discussion
Make students aware of the world of work, explore likes/dislikes, think about future career/job/work
3-6
Activity
Objectives
Grade
Level I Transition Assessment Interviews
Individual Student interview focused on identifying current employment experience, future career goals, and the skills necessary to achieve those goals.
7,8
Oct/Nov
Introduce college search process
Full period classroom visit to introduce the college application process, set up college board and Naviance accounts
11
January
X
Full period classroom visits to review the financial aid process
Prepare and present the Senior Financial Aid newsletter to assist with this step in college planning
12
December
X
NOT CURRENTLY OFFERED 7-8 Career Day
Expose students to the world or work through personal interactions with representatives from career areas of the
7,8
Dec-Mar
PRIMARY SCHOOL (PK-2) May/June
Time Frame
X
A1
X
A2
B1
B2
C1
C2
A1
A2
B1
B2
C1
C2
X
X
E.B.H. ELEMENTARY (3-6) May/June
Time Frame
X
HIGH SCHOOL (7-12)
X
X
X
X
X
X
29
students’ choice Graduation plan meetings (*also in academic domain)
Meet individually with students to discuss their academic plans/goals and assist them in building a schedule that reflects those goals
8-11
Feb-Mar
X
X
X
Job shadow
Classroom visit to introduce the job shadow opportunities and process, connection with school to work coordinator
11
September
X
X
X
College info classroom visit
Prepare and present the senior year newsletter that reviews the college application process, Naviance, etc.
12
September
Senior status meetings (*also in academic domain)
Individual meetings with each senior to review grad requirements and post-secondary plans
12
SeptemberNovember
X
ASVAB
Classroom visit to introduce the ASVAB to all 10th graders, schedule and assist with administration of the test. Full period review of results with the students and complete interest inventory
10
NovemberJanuary
X
BOCES (*also in academic domain)
Coordinate assembly for 10th graders for introduction to BOCES program, coordinate and chaperone the ½ day visit for interested students
10
December, February
RAC College Fair
Coordinate visit to the Rochester Area Colleges Fair, assist students with identifying and approaching college reps
11-12
October
Activity
Objectives
Grade
Time Frame
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
A1
A2
B1
B2
C1
C2
PROGRAM COUNSELOR
30
