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Perry Central School District Comprehensive School

Counseling Program

Our school, in partnership with the community, provides an education that prepares students to be

valuable citizens by maximizing their full intellectual, creative, social, and physical potential.

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Table of Contents

Introduction........................................................................................................................................... 3Brief Description of School District...........................................................................................................3Brief Description of the Community......................................................................................................... 3

Board of Education Mission, Vision and District Goals............................................................4Mission Statement........................................................................................................................................... 4Vision Statement.............................................................................................................................................. 4Belief Statements............................................................................................................................................. 4

K – 12 Counseling Program Overview...........................................................................................4List of Department Members and District Administrators...............................................................4Foundation/Management............................................................................................................................. 5

NYSED Regulation Part 100.2(j)................................................................................................................................5ASCA Student Mindsets/Behaviors..........................................................................................................................7NYSED CDOS.......................................................................................................................................................................8

Delivery/Accountability: School Counseling Program Map................................................10

Assessment.......................................................................................................................................... 36

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Introduction

Brief Description of School DistrictThe 65-square mile Perry Central School District is located primarily in Wyoming County, and includes the western New York townships of Perry, Castile, Warsaw, Covington, and a small portion of Leicester in adjoining Livingston County. The total district population numbers approximately 7,500.

An independent District, Perry Central School serves 848 students in half-day universal pre-kindergarten through grade 12. Instruction is currently organized in two buildings located within the Village of Perry: an Elementary/Junior High (K-8) building and a Senior High School serving grades 9-12.

A total of eighty-four (96) faculty and sixty-five (66) support personnel make up the staff at Perry Central. In addition to the Superintendent of Schools, the District's administrative team includes: a School business Administrator, a Director of Pupil Services, a Director of Curriculum and Instruction, two (2) building principals, a Computer Technical Administrator and a part-time District Data Coordinator.

Other professional and support personnel include two (2) school counselors in each building, one (1) school social worker, two (2) school nurses, and a library media specialist in each building. The District also employs one (1) school psychologist, one (1) speech pathologist and one (1) speech therapist. The Director of Facilities oversees the custodial staff. Each school building has a kitchen and cafeteria, which is supervised by a part-time School Lunch Manager.

Bussing is contracted through the Letchworth Central School District.

Brief Description of the CommunityLocated approximately forty-five (45) miles equidistant from the major cultural and educational centers of Rochester and Buffalo, Perry lies amid the rolling hills and lush farmland of the Genesee Valley. Perched above the shores of lovely Silver Lake, the Village boasts the rambling, romantic architecture, which belies its early history as a Victorian Age resort area.

The local economy can be described as a blend of small business and agriculture, and many Perry residents commute to the Buffalo and Rochester areas for employment. Due to its central location, the area offers a multitude of cultural, educational, and commercial benefits. Colleges and universities serving the region include the Universities of Buffalo and Rochester, Canisius College, Genesee Community College, and the State University College at Geneseo just ten (10) miles to the east. There are sixteen (16) churches in the Perry community, and hospitals and medical facilities are readily available to area residents.

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Board of Education Mission, Vision and District Goals

Mission StatementOur school, in partnership with the community, provides an education that prepares students to be valuable citizens by maximizing their full intellectual, creative, social, and physical potential.

Vision StatementIn order to graduate students prepared for success we will:

offer rigorous academic programs that promote critical thinking skills. provide inspiring teachers who foster intellectual curiosity. mentor students to develop strong character and life skills. interact with the community for mutual benefit. equip our schools to educate every student in a healthy, safe, and caring environment.

Belief Statements All students need and deserve a personal and caring connection with a mentor. All students have the right to competent, caring teachers and administrators. All students can learn based on their innate ability and effort through the creation of an

educational environment that engages students in academic work and rigorous expectations resulting in high achievement.

All students will attend a school that promotes health and safety. All students can reach their full potential through an engaging, creative, supportive

environment. All students will be challenged to think critically. The community that values literacy is a community that prepares its students for a

democratic society.

K – 12 Counseling Program OverviewCounseling is a profession that focuses on the relations and interactions between students and their environment with the expressed purpose of reducing barriers that impede academic success. The profession fosters conditions that ensure educational equity, access, and academic success for all students. To accomplish this, the counselor must be an advocate creating opportunities for all students to accomplish their goals. The counseling department serves as leaders and effective team members working with teachers, administrators, and other staff, helping students succeed. Finally, the school counselors and the social worker act as consultants to the students’ families so they can act on behalf of their children, by helping them access various community resources.

List of Department Members and District AdministratorsTricia Janes – School Social WorkerLaura Kettle – School CounselorAmy Ellis – School CounselorChristine Mazzeo – School PsychologistStephen Haynes – Elementary PrincipalRebecca Belkota – Secondary PrincipalDan Schuler – Director of Pupil Services

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Lauren Combo – Director of Curriculum and InstructionMark Eberstein – Computer Technical AdministratorSue Riggi – District Data CoordinatorCraig Woodworth – Director of FacilitiesLaurie Cutliffe – School Lunch ManagerDaryl McLaughlin – Superintendent of Schools

Foundation/Management

NYSED Regulation Part 100.2(j)(1) Public Schools. Each school district shall have a guidance program for all students.

(2)

(i) In grades K-6, the program shall be designed in coordination with the teaching staff to prepare students to participate effectively 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.

(ii) In grades 7-12, the guidance program shall include the following activities or services:

(a) an annual review of each student’s educational progress and career plans, with such reviews to be 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 school counselors;

(c) other advisory and individual or group counseling assistance to enable students to benefit from the curriculum, to help students develop and implement postsecondary education and career plans, to help students who exhibit any attendance, academic, behavioral or adjustment problems and 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, and that such individual or group counseling assistance shall be provided by certified or licensed school counselors or by certified or licensed school psychologists or certified or licensed schools social workers in cooperation with school counselors; and

(d) the services of personnel certified or licensed as school counselors.

(iii) 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. The City School District of the City of New York shall submit a separate plan for each community school district, for the High School Division and for the Special Education Division. Such plan shall 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; specification of staff members and other resources assigned to accomplish the objectives; and provisions for the annual assessment of program results. The plan

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shall be reviewed annually by the school districts, and revisions shall be made as necessary.

Nonpublic schools. Each nonpublic secondary school shall provide a guidance and counseling program for students in grades 7-12.

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ASCA Student Mindsets/BehaviorsThis form is a tool you can use in planning your overall school counseling curriculum. Indicate the grade level you plan to address any standard in the cells below.

It isn’t necessary to address each standard each year. Grade Level

Mindsets Academic CareerSocial/

Emotional1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being

Pre K -12

2. Self-confidence in ability to succeed 6-8 K-123. Sense of belonging in the school environment 6-12 6-124. Understanding that postsecondary education and life-long learning are necessary for long-term career success

6-8

5. Belief in using abilities to their fullest to achieve high-quality results and outcomes6. Positive attitude toward work and learning K-12 K-12Behavior: Learning Strategies1. Demonstrate critical-thinking skills to make informed decisions2. Demonstrate creativity3. Use time-management, organizational and study skills 6-124. Apply self-motivation and self-direction to learning 6-8 K-55. Apply media and technology skills6. Set high standards of quality 6-12 K-87. Identify long- and short-term academic, career and social/emotional goals 6-12 K-88. Actively engage in challenging coursework 6-129. Gather evidence and consider multiple perspectives to make informed decisions10. Participate in enrichment and extracurricular activities 6-12Behavior: Self-Management Skills1. Demonstrate ability to assume responsibility K-82. Demonstrate self-discipline and self-control K-83. Demonstrate ability to work independently K-54. Demonstrate ability to delay immediate gratification for long-term rewards K-55. Demonstrate perseverance to achieve long- and short-term goals 9-12 9-12 K-126. Demonstrate ability to overcome barriers to learning K-57. Demonstrate effective coping skills when faced with a problem 6-12 9-12 K-128. Demonstrate the ability to balance school, home and community activities 9-12 6-12 K-129. Demonstrate personal safety skills K-810. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

9-12 9-12 9-12K-5

Behavior: Social Skills1. Use effective oral and written communication skills and listening skills K-52. Create positive and supportive relationships with other students 9-12 9-12 K-123. Create relationships with adults that support success 6-12 9-12 K-124. Demonstrate empathy 6-12 9-12 Pre K-125. Demonstrate ethical decision-making and social responsibility 9-12 9-12 K-126. Use effective collaboration and cooperation skills K-87. Use leadership and teamwork skills to work effectively in diverse teams K-58. Demonstrate advocacy skills and ability to assert self, when necessary 6-12 9-12 K-12

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9. Demonstrate social maturity and behaviors appropriate to the situation and environment 6-12 9-12 K-12© 2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

NYSED CDOSNYSED Career Development & Occupational Studies (CDOS) Student Standards

STANDARD 1: Career Development - Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

1.1 Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.

STANDARD 2: Integrated Learning - Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

2.1 Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.

STANDARD 3a: Universal Foundation Skills - Student will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

3a.1 Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and mathematical functions

3a.2 Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.

3a.3 Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action.

3a.4 Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations.

3a.5 Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.

3a.6 Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.

3a.7 Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity.

3a.8 Systems skills include the understanding of and ability to work within natural and constructed systems.

STANDARD 3b: Career Majors - Students who choose a career major will acquire the career-

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specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

B/IS Business/Information Systems: Core, Specialized, and ExperientialHS Health Services: Core, Specialized, and ExperientialE/T Engineering/Technologies: Core, Specialized, and ExperientialHPS Human and Public Services: Core, Specialized, and ExperientialNAS Natural and Agricultural Sciences: Core, Specialized, and Experiential A/H Arts/Humanities: Core, Specialized, and Experiential

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Delivery/Accountability: School Counseling Program Map

GRADES K - 4Academic Development

Kindergarten - 4th gradeStandard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and life.

Improve academic self–concept, acquire skills for improving learning, and achieve success at Perry Elementary School

Articulate feelings of competence and confidence as learners

Display positive interest in learning while at the same time students will take pride in their work

Accept constructive criticism as taught in Second Step in order to be successful in the learning process

Use communications skills/feeling words to know when and how to ask for help when needed

Take responsibility for their actions and work cooperatively with other students in the class

Develop a broad range of interests and abilities

Professional Responsibilities

Individual and group counseling Provide IEP counseling both individual and

group Teach students the skills necessary to achieve

IEP counseling goals Parent, teacher, and agency collaboration Classroom lessons (Second Step: A Violence

Prevention Curriculum) for all kids grades Pre-K through 4th

Participate in CSE and 504 meetings Participate in parent conferences for students Bi-weekly Pupil Personnel Team Meetings

(PPT) Pre- and Post-tests for Social Standards

distributed to teachers Teach the Child Protection Unit distributed by

Second Step Organize the “kNOw Bullying program” for 4th

graders Presented the “Netsmartz” Internet safety

program to all students grades K-4 Participated in Tier II countywide meetings

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Kindergarten - 4th gradeStandard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.

Improve learning at the same time the student makes a plan to achieve a goal

Demonstrate the motivation to achieve individual potential Acquire the attitudes, knowledge and skills that contribute to

effective learning in school and life Participate in school with the academic preparation essential to

succeed at the student’s grade level Use problem-solving and decision-making skills to assess

progress toward educational goals




IEP counseling goals Parent, teacher, and agency collaboration Classroom lessons (Social Standards in

Schools) for all kids grades Pre-K through 4th




Second Step Present the “Netsmartz” Internet safety

program to all students grades K-4 Participate in Tier II countywide meetings

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Kindergarten - 4th gradeStandard C: Students will understand the relationship of academics to the world of work and to life at home and within the community.

Relate School to Life Experiences

Define “future” and how current learning in reading, writing, and math will help them in the future

Know how current learning relates to future success Understand how planners are tools to help us manage our

learning in school as well as in the workforce after school





Schools) for all kids grades Pre-K through 4th

Participate in CSE meetings and 504 meetings Participate in parent conferences for students Bi-weekly Pupil Personnel Team Meetings





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GRADES K-4Career Development

Kindergarten - 4th gradeStandard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Develop Career Awareness

Learn about the variety of traditional and non-traditional occupations

Develop an awareness of personal abilities, skills, interests, and motivations

Learn how to interact and work cooperatively in teams, make decisions and how to set goals

Understand the importance for planning for your future and pursuing and developing competency in areas of interest

Learn how to develop individual uniqueness within the classroom

Understand the importance of responsibility, dependability, punctuality, integrity, and effort in the classroom

Teach kids the value of work





Prevention Curriculum) Participate in grade level meetings Bi-weekly Pupil Personnel Team Meetings


distributed to teachers Social Skills groups Students make their own “When I Grow Up”

books

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Kindergarten - 4th gradeStandard B: Students will employ strategies to achieve future career goals with success and satisfaction.

Acquire Career Information and Identify Career Goals

Apply decision making skills to career planning Identify Universal Foundation Skills: personal qualities,

interests, abilities, thinking skills, and technology and relate them to current career choices

Demonstrate awareness of the education and training needed to achieve career goals

Maintain a career planning portfolio







distributed to teachers Social Skills groups Students make their own “When I Grow Up”

books

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Kindergarten - 4th gradeStandard C: Students will understand the relationship between personal qualities, education, training and the world of work.

Acquire Knowledge and Skills to Achieve Career Goals

Understand the relationship between educational achievement and career success

Explain how work can help to achieve personal success and satisfaction

Identify personal preferences and interests, which influence career choice and success

Understand that work is an important and satisfying means of personal expression

Learn how to work cooperatively with others as a team/group

Learn how to use conflict management skills with peers and adults







distributed to teachers Role-plays Students make their own “When I Grow Up”

books

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GRADES K-4Personal/Social Development

Kindergarten - 4th gradeStandard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and life.

Acquire Self-Knowledge Develop positive attitudes toward self as a unique and

worthy person Identify values, attitudes and beliefs Learn the goal setting process Identify and express feelings while distinguishing between

appropriate and inappropriate behavior Recognize personal boundaries, rights, privacy needs Understand the need for self-control and how to practice it Demonstrate cooperative behavior in groups Identify personal strengths and discuss family roles and how

they may change

Acquire Interpersonal Skills Recognize that everyone has rights and responsibilities Recognize, accept, respect, and appreciate individual

differences in different ethnic and cultural configurations Use effective communication skills Learn how to make and keep friends

Learn ways to stay safe:o The “Always Ask First” Ruleo Safe and unsafe toucheso The Touching Ruleo Practicing staying safeo Reviewing safety skills





Schools) for all kids grade Pre-K through 4th






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Kindergarten - 4th gradeStandard B: Students will make decisions, set goals and learn what it takes to achieve the goals they set.

Self –Knowledge Application

Class will participate in a discussion of what makes someone successful or important

Students imagine themselves as people who are successful or important

Students think about what they would be if they could be anything, or do anything they wanted, when they grow up

Students draw pictures of themselves as they want to be when they are adults, including the setting

Students decorate a briefcase to represent they type of job they would like to have when they grow up

Class discusses what students can do to become they type of people they have identified




IEP counseling goals Parent, teacher, and agency collaboration Classroom lessons (Who Am I?) Participate in grade level meetings Bi-weekly Pupil Personnel Team Meetings


distributed to teachers Role plays

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Grades 5-8Academic Development

Grades 5-8Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

Improve Academic Self-concept, Acquire skills for Improving Learning to achieve School Success

Articulate feelings of competence and confidence as learners while displaying a positive interest in learning

Accept mistakes as essential to the learning process and take pride in work and achievement

Identify attitudes, which lead to successful learning Apply time and task management skills Demonstrate how effort and persistence positively affect

learning Take responsibility for their actions

Professional Responsibilities Individual counseling for academically at-risk

students throughout the year Parent, teacher, and agency collaboration Provide IEP counseling both individual and


IEP counseling goals Participate in grade level/team meetings Individual scheduling meetings for 9th grade

class selection and development of 4-year high school plan

Meetings, letters, and phone calls regarding summer school

8th grade transition Assist in development of Individual Education

Plans and 504 plans Decide on the classroom placements for all

students for next school year Coordinate Geneseo tutoring program with our

at-risk students Collaborate with school nurse regarding

attendance Junior High School Open House Register students for summer school Coordinate Upward Bound Kids 2 College Second Step for 5th grade Develop Master Schedule

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Grades 5-8Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.

Improve learning and make a plan to achieve a goal

Demonstrate the motivation to achieve individual potential Seek information and support from faculty, staff, family and

peers Organize and apply academic information from a variety of

sources Become a self-directed and independent learner Understand how current learning relates to future success Understand how planners are tools to help us manage our

learning and stay organized Demonstrate how academics relate to the world of work, life

at home, and to the community Understand the importance of completing school with

academic preparation Define what “future” means and how current learning in

reading, writing, and math help them in the future


students throughout the year Parent, teacher, and agency collaboration Provide IEP counseling both individual and








at risk students Collaborate with school nurse regarding


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Grades 5-8Standard C: Students will understand the relationship of academics to the world of work, and to life at home and in the community.

Relate school to Life Experiences

Demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family time

Seek co-curricular and community experiences to enhance school experience

Understand the relationship between school and work Demonstrate the motivation to achieve individual potential Understand how to acquire the attitudes, knowledge, and

skills that contribute to effective learning in school and across the life span

Understand the relationship of academics to the world of work and to live at home and in the community

Demonstrate the importance of completing school with academic preparation

Seek co-curricular and community experiences to enhance school experience

Take responsibilities for your actions Identify attitudes, which lead to successful learning


Individual counseling for academically at-risk students throughout the year

Parent, teacher, and agency collaboration Provide IEP counseling both individual and








at risk students Collaborate with school nurse regarding


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Career DevelopmentGrades 5-8Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Develop Career Awareness and Employment Readiness

Develop skills to locate, evaluate, and interpret career information

Develop an awareness of personal abilities, skills, interests, and motivations

Learn how to set goals and make important decisions Understand the importance of planning Acquire employability skills such as working on a team,

problem-solving and organizational skills Understand the importance of responsibility, dependability,

punctuality, integrity, and effort in the workplace Utilize time and task management skills Use research and information resources to obtain career

information Understand the relationship between personal qualities,

education, training, and the world of work







Coordinate Geneseo tutoring program with our at risk students

Collaborate with school nurse regarding attendance

Junior High School Open House Register students for summer school Coordinate Upward Bound Kids 2 College Second Step for 5th grade Spring Clean Up Career Day with the Business Education

Council of Wyoming County Rake Rattle and Roll

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Grades 5-8Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.

Acquire Career Information Apply decision making skills to career planning, course

selection, and career transition Identify personal skills, interests, and abilities and relate

them to current career choice Use research and information resources to obtain career

information

Identify Career Goals Demonstrate awareness of the education and training needed

to achieve career goals Assess and modify their educational plan to support career Select course work that is related to career interests Maintain a career planning portfolio









Junior High School Open House Register students for summer school Coordinate Upward Bound Kids 2 College Second Step for 5th grade Spring Clean Up Career Day with the Business Education

Council of Wyoming County Rake Rattle and Roll

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Grades 5-8Standard C: Students will understand the relationship between personal qualities, education, training, and the world of work.

Acquire Knowledge to Achieve Career Goals and Apply Skills to Achieve those Goals



Understand the effect of work on lifestyle Demonstrate how interests, abilities and achievement relate

to achieving personal, social, educational, and career goals Learn how to use conflict management skills with peers and

adults Apply academic and employment readiness skills in work-

based learning situations such as internships, shadowing, and/or mentoring experiences

Understand and discuss the nature of work Summarize connection of jobs/careers to subjects, skills

talents, and interests Articulate qualities Demonstrate understanding of the relationship of decision

making to the attainment of future goals Explore their preferences for working with people,

information, and/or things

Professional Responsibilities Individual counseling for academically

at-risk students throughout the year Parent, teacher, and agency

collaboration Provide IEP counseling both individual

and group Teach students the skills necessary to

achieve IEP counseling goals Participate in grade level/team meetings Individual scheduling meetings for 9th

grade class selection and development of 4-year high school plan



Junior High School Open House Register students for summer school Coordinate Upward Bound Kids 2 College Second Step for 5th grade Spring Clean Up Career Day with the Business

Education Council of Wyoming County Rake Rattle and Roll Snack Pack Coordinator for all students

(Pre K-12)

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Personal/Social DevelopmentGrades 5-8Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

Acquire Self-Knowledge

Develop positive attitudes toward self as a unique and worthy person

Learn the goal setting process Identify and express feelings Recognize personal boundaries, rights, and privacy needs Demonstrate cooperative behavior in groups Identify personal strengths and assets Identify and discuss changing personal and social roles Identify and recognize changing family roles

Acquire Interpersonal Skills Recognize that everyone has rights and responsibilities Respect alternative points of view Recognize, accept, respect and appreciate individual

differences as well as ethnic and cultural diversity Use effective communication skills and know that

communication involves speaking, listening, and nonverbal behavior

Learn how to make and keep friends


Individual therapy for any student grades 5-8 Consult with special education teachers Teach students the skills necessary to achieve

IEP counseling goals Collaborate with parents, PE/JHS staff and/or

outside agencies and/or counselors Partners for Prevention Liaison and attend

Partners meetings Work with Autism Specialist for students in

grades 5-8, who are on the spectrum New Student Orientation Big Buddy Program for grades 6-8 Social Skills Groups for targeted students Lunch Groups Parent meetings regarding personal issues Transition activities as needed

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Grades 5-8Standard B: Students will make decisions, set goals, and take necessary action to achieve goals.

Self-Knowledge Application

Understand consequences of decisions and choices Identify alternative solutions to a problem Develop effective coping skills for dealing with problems Demonstrate when, where and how to seek help for solving

problems and making decisions Know how to apply conflict resolution skill Demonstrate a respect and appreciation for individual and

cultural differences Know when peer pressure is influencing a decision Identify long term and short term goals Identify alternative ways for achieving goals Use persistence and perseverance in acquiring knowledge

and skills Strategies for building relationships with teachers and

appropriate staff Utilize resources in the school and community Be able to self -advocate when needed Self-monitor their behavior in unstructured settings See how individual actions can contribute to a greater goal Implement the use of pro-social strategies (coping skills,

anger, management, family changes, and decision-making skills) within their home, school, and community


Individual therapy for any student grades 5-8 Consult with special education teachers Teach students the skills necessary to achieve

IEP counseling goals Collaborate with parents, PE/JHS staff and/or

outside agencies and/or counselors Partners for Prevention Liaison and attend

Partners meetings Work with Autism Specialist for students in

grades 5-8, who are on the spectrum New Student Orientation Big Buddy Program for grades 6-8 Social Skills Groups for targeted students Lunch Groups Parent meetings regarding personal issues Transition activities as needed

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Grades 9-12Academic Development

Grades 9-12Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

Improve Academic Self-concept, Acquire skills for Improving Learning to achieve School Success

Articulate feelings of competence and confidence as learners while displaying a positive interest in learning

Accept mistakes as essential to the learning process and take pride in work and achievement

Identify attitudes, which lead to successful learning Apply time and task management skills Demonstrate how effort and persistence positively affect

learning Take responsibility for their actions


students throughout the year Parent, teacher, and agency collaboration PPT bi-weekly Attend department meetings Collaborate with school principal, school resource

officer and secretary regarding attendance Consult with special and general education teachers Provide IEP counseling both individual and group Teach students the skills necessary to achieve IEP

counseling goals Assist all students with setting and achieving

personal, academic and career goals 9th grade orientation Individual scheduling meetings with students and

parents Register the students for summer school Reschedule students who do not attend summer

school Meetings, letters, and phone calls regarding summer

school Genesee Community College presentation on ACE 8th grade transition orientation Assist in development of Individual Education Plans

and 504 plans Participate in Steering Committee Set up and maintain Naviance website Coordinate with WNY Tech Academy Coordinate SUNY Geneseo mentors to meet with

students

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Grades 9-12Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.

Improve learning and make a plan to achieve a goal

Demonstrate the motivation to achieve individual potential Seek information and support from faculty, staff, family and

peers Organize and apply academic information from a variety of

sources Become a self-directed and independent learner Establish challenging academic goals in elementary through

high school Develop, update and modify a four-year plan Use assessment results in education planning Apply knowledge of aptitudes and interests to goal setting Understand the relationship between classroom performance

and success in school Identify post-secondary options consistent with interests,

achievement, aptitude, and abilities


students throughout the year PPT bi-weekly Attend department meetings Collaborate with school principal, school resource



personal, academic and career goals Alfred State visit with Juniors and Seniors PSAT informational lessons and test administration BOCES presentation/visitation Individual scheduling meeting (s) with students and



school Genesee Community College presentation on ACE 9th grade orientation 8th grade transition orientation Participate in Steering Committee Overview of ACT and SAT Financial Aid Presentation night Collaborate with WNY Tech Academy Coordinate SUNY Geneseo mentors Set up and maintain Naviance website

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Grades 9-12Standard C: Students will understand the relationship of academics to the world of work, and to life at home and in the community.

Relate school to Life Experiences Demonstrate the ability to balance school, studies,

extracurricular activities, leisure time, and family time Seek co-curricular and community experiences to enhance

school experience Understand the relationship between school and work Demonstrate an understanding of the value of lifelong

learning as essential to seeking, obtaining, and maintaining life goals

Understand that school success is the preparation to make the transition from student to successful community member

Demonstrate the motivation to achieve individual potential


students throughout the year Collaborate with school principal, school resource


counseling goals Assist all students with achieving personal,

academic and career goals Coordinate and attend WNY Rural AHEC PULSE

Academy visits with students Coordinate GCC Harvest Festival field trip Alfred State visit with juniors and seniors PSAT informational lessons and test administration BOCES presentation/visitation with sophomores Individual scheduling meetings with students and



school Career Cruising, Careerzone, KnowHow2GO,

myfuture, military.com Genesee Community College presentation on ACE Coordinate times for Military personnel to come to

school and meet with students

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Career DevelopmentGrades 9-12Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Develop Career Awareness and Employment Readiness Develop skills to locate, evaluate, and interpret career

information Develop an awareness of personal abilities, skills, interests,

and motivations Learn how to set goals and make important decisions Understand the importance of planning Develop competency in area of interest and develop hobbies

and vocational interests Balance between work and leisure time Acquire employability skills such as working on a team,

problem-solving and organizational skills Apply job readiness skills to seek employment opportunities Understand the importance of responsibility, dependability,

punctuality, integrity, and effort in the workplace Utilize time and task management skills Use research and information resources to obtain career

information

Professional Responsibilities Consult and collaborate with staff Provide IEP counseling both individual and group Teach students the skills necessary to achieve IEP


academic and career goals Alfred State visit with juniors and seniors Coordinate and attend Livingston County

Manufacturing Day with students Coordinate GCC Harvest Festival field trip Attend manufacturing Day at Brach Machine Coordinate and attend WNY Rural AHEC PULSE

Academy visits with students PSAT test administration PSAT individual conferences to review results BOCES presentation/visitation Individual scheduling meetings with students and




myfuture, military.com Genesee Community College presentation on ACE Coordinate times for Military personnel to come to

school and meet with students Financial Aid presentation

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Grades 9-12Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.

Acquire Career Information Apply decision making skills to career planning, course

selection, and career transition. Identify personal skills, interests, and abilities and relate

them to current career choice Use research and information resources to obtain career

information

Identify Career Goals Demonstrate awareness of the education and training needed

to achieve career goals Assess and modify their educational plan to support career Select course work that is related to career interests Maintain a career planning portfolio

Professional Responsibilities Consult with special and general education teachers Provide IEP counseling both individual and group Teach students the skills necessary to achieve IEP


academic and career goals Alfred State visitation with juniors and seniors Coordinate and GCC Harvest Festival field trip Coordinate and attend WNY Rural AHEC PULSE

Academy visits with students PSAT test administration PSAT individual conferences to review results BOCES presentation/visitation with sophomores Individual scheduling meetings with students and




myfuture, military.com Genesee Community College presentation on ACE College application workshop Coordinate placement testing & advisement with

GCC for seniors planning to attend GCC after graduation

Coordinate times for Military personnel to come to school and meet with students

Collaborate with Military recruiters regarding student progress

Financial Aid presentation Scholarship reminder tool: Remind.com Maintain scholarship and other important

dates/activities on counseling center website

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Set up and maintain Naviance website Meetings with students about career goals and

courses that need to be taken Distribute and discuss scholarship information Member of the Alfred State Advisory Committee Attend monthly Genesee Valley Counselor’s

Association meetings—acting secretary Attend the following workshops: SUNY Operation

Inform, College Board, ACT, Rochester Area Colleges Breakfast

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Grades 9-12Standard C: Students will understand the relationship between personal qualities, education, training, and the world of work.

Acquire Knowledge to Achieve Career Goals and Apply Skills to Achieve those Goals



Understand the effect of work on lifestyle Demonstrate how interests, abilities and achievement relate

to achieving personal, social, educational, and career goals Learn how to use conflict management skills with peers and

adults Apply academic and employment readiness skills in work-

based learning situations such as internships, shadowing, and/or mentoring experiences


students throughout the year Collaborate with school principal, school resource



personal, academic and career goals Alfred State visitation with juniors and seniors Coordinate and GCC Harvest Festival field trip Coordinate and attend WNY Rural AHEC PULSE

Academy visits with students PSAT informational lessons and test administration BOCES presentation/visitation with sophomores Individual scheduling meetings with students and

parents. Register the students for summer school Reschedule students who do not attend summer



myfuture, military.com Set up and maintain Naviance website Genesee Community College presentation on ACE Coordinate placement testing & advisement with

GCC for seniors planning to attend GCC after graduation

College application workshop Junior parent night Coordinate presence of Military recruiters in school Collaborate with Military recruiters regarding

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student progress Meetings with students about career goals and

courses that need to be taken Member of the Alfred State Advisory Committee Attend monthly Genesee Valley Counselor’s

Association meetings—acting secretary Attend the following workshops: SUNY Operation

Inform, College Board, ACT, Rochester Area Colleges Breakfast, Excelsior Scholarship presentation

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Personal/Social DevelopmentGrades 9-12Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

Acquire Self-Knowledge

Develop positive attitudes toward self as a unique and worthy person

Learn the goal setting process Identify and express feelings Recognize personal boundaries, rights, and privacy needs Demonstrate cooperative behavior in groups Identify personal strengths and assets Identify and discuss changing personal and social roles Identify and recognize changing family roles

Acquire Interpersonal Skills Recognize that everyone has rights and responsibilities Respect alternative points of view Recognize, accept, respect and appreciate individual

differences as well as ethnic and cultural diversity Use effective communication skills and know that

communication involves speaking, listening, and nonverbal behavior

Learn how to make and keep friends


Individual and group counseling/therapy for any student grades 9-12

PPT bi-weekly Consult with special and general education

teachers Provide IEP counseling both individual and


IEP counseling goals Assist all students with setting and

accomplishing personal, academic and career goals

Participate in Steering Committee Collaborate with parents, PHS staff and/or

outside agencies and/or counselors Attend Wyoming County Tier I meetings Work with Autism Specialist for students in

grades 9-12 who are on the spectrum Assist with Stand Up club Schedule transition class

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Grades 9-12Standard B: Students will make decisions, set goals, and take necessary action to achieve goals.

Self-Knowledge Application

Understand consequences of decisions and choices Identify alternative solutions to a problem Develop effective coping skills for dealing with problems Demonstrate when, where and how to seek help for solving

problems and making decisions Know how to apply conflict resolution skill Demonstrate a respect and appreciation for individual and

cultural differences Know when peer pressure is influencing a decision Identify long term and short term goals Identify alternative ways for achieving goals Use persistence and perseverance in acquiring knowledge

and skills Strategies for building relationships with teachers and

appropriate staff Utilize resources in the school and community


Individual and group counseling/therapy for any student grades 9-12

PPT bi-weekly Consult with special and general education

teachers Provide IEP counseling both individual and


IEP counseling goals Assist all students with setting and

accomplishing personal, academic and career goals

Collaborate with parents, PHS staff and/or outside agencies and/or counselors

Assist with Stand Up club Attend Wyoming County Tier I meetings Work with Autism Specialist for students in

grades 9-12 who are on the spectrum Schedule transition class

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AssessmentThis was developed to help you assess your school district's level of implementation of current NYSED regulations and provide

a simple coding for your Comprehensive School Counseling Program Map

NYSED REGULATIONS PART 100.2(j) IMPLEMENTATION ASSESSMENT1= None 2= Beginning 3= Developing 4= In Full Practice IMPLEMENTATION

RATING 1 2 3 4

Each district shall have a guidance program for all students: (i) The K-6 school counseling program:

(i.1) is designed in coordination with the teaching staff 4(i.2) prepares students to participate effectively in their current and future educational

programs 4(i.3) includes interventions for students with attendance problems 4(i.4) includes interventions for students with academic problems 4(i.5) includes interventions for students with behavioral problems 4(i.6) includes interventions for students with adjustment problems 4(i.7) educates students concerning avoidance of child sexual abuse 4(i.8) encourages parental involvement 4

(ii) The 7-12 school counseling program is delivered by school counselors with the assistance of teachers and other staff

(ii.1) includes the services of personnel certified or licensed as school counselors 4(ii.2) includes an annual review of each student's educational progress and career plans by a

certified school counselor 4

(ii.3) includes instruction at each grade level to help students learn about careers & career planning skills 4

(ii.4) includes other advisory and individual and/or group counseling provided by school counselors; or school psychologists or school social workers in cooperation with school counselors 4

(ii.4.1) enables students to benefit from the curriculum 4 (ii.4.2) provides interventions for students with attendance problems 4 (ii.4.3) provides interventions for students with academic problems 4 (ii.4.4) provides interventions for students with behavioral problems 4 (ii.4.5) provides interventions for students with adjustment problems 4 (ii.4.6) provides advisement on developing & implementing postsecondary education and

career plans 4 (ii.4.7) encourages parental involvement 4

(iii) The school district plan: (iii.1) is filed in district office and available for review by any individual 4 (iii.2.1) includes program objectives which describe expectations of what students will learn

from the program 4

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(iii.2.2) includes activities to accomplish the objectives 4 (iii.2.3) includes specification of staff members and other resources assigned to accomplish

objectives 4 (iii.2.4) includes provisions for the annual assessment of program results 4 (iii.3) is reviewed annually and revised as necessary 4

Sub scores 0 0 0 100Total Score (highest possible is 100) 100

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