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State College Area School District

Comprehensive School Counseling

Plan

2013-2017

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TABLE OF CONTENTS Preface………………………………………………………… …… 3 Counseling Philosophy Statement ………………………… 4 Counseling Objectives………………………………………… 4 Counseling Program……………………………………………. 6 Academic Development………………………………… 7 Career Development…………………………………….. 7 Personal/Social Skill Development………………….. 9 Counseling Program Components………………………….. 11 The School-Counseling Curriculum…………………. 11 Elementary School Counseling Curriculum... 11 Middle School Counseling Curriculum……… 12 High School Counseling Curriculum………… 12 Career Exploration Programming …………… 12 Individual Student Planning…………………………. 15 Student Assessments…………………………… 15 Course Registration……………………………… 15 Course Changes …………………………….……. 16

Responsive Services……………………………….…… 16 Student Assistance Program…………………… 16 Instructional Support Team……………………. 17 Casings………………………………………….…… 17 Unique Cases…………………………………….… 17

Collaboration within and outside the school Community………………………………………………… 18

New Student Orientation………………………… 18 Sixth and Ninth Grade Orientation…………… 18 Parental Involvement……………………………… 18 Teacher Referral…………………………………… 18 Counseling Program Evaluation……………………………… 19

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Preface State College Area School District is responsible for providing high quality learning opportunities for all students to assist them in reaching their potential as capable and confident learners. The comprehensive school counseling program aligns with the school district and state education mission, and enhances learning by assisting students to acquire critical skills in the academic, career and personal/social aspects of student development. School counselors use a variety of prevention and intervention models and programs to assist students in overcoming barriers to learning, to make strong connections with educational opportunities in their schools, and to ensure that every child learns in a safe, healthy and supportive environment. The program is proactive and preventative in its focus and aligns with the educational mission of districts and with school improvement plans. School counselors are in a strategic position to support school improvement initiatives and to be leaders in advocating for better outcomes for all students. The SCASD Comprehensive School Counseling Program provides a focus on key student competencies based on the American School Counselor Association (ASCA) national standards. The nine standards shift the focus from a traditional service-provider model to a program model that defines what students “will know and be able to do” as a result of participating in the comprehensive program. School counselors use their skills in the areas of leadership, advocacy and collaboration to support out districts in its mission to prepare each student to meet high academic standards and to complete school fully prepared to choose from an array of substantial postsecondary options. The new model focuses on student development of 21st century skills such as critical thinking, creativity, self-direction and leadership; as well as teaching essential professional skills such as teamwork, time management, interpersonal skills and cultural awareness. The list of beneficial outcomes of implementing a comprehensive school-counseling program is extensive. Students experience improved academic performance and success, better social relationships, improved decision-making and problem-solving skills, and a better understanding of careers and postsecondary options. Parents receive more opportunities for child/parent/school interactions, better access to information and resources (academic, career and personal/social) and enhanced relationships with school staff. Administrators and other school faculty benefit from a safer and more positive school climate that is conducive to learning, and from the school counseling program’s alignment with important district goals (i.e., student achievement, parental participation, dropout prevention).

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COUNSELING PHILOSOPHY STATEMENT Every school counselor believes that each student can and should achieve to his or her own individual and unique potential (with support). Every school counselor recognizes that differences exist in learning styles, cultural and socioeconomic backgrounds. School counselors identify unique student needs by collaborating with school staff to assess and advocate for each students’ best interest. Every school counselor believes a developmentally appropriate school counseling program includes the dimensions of academic, career, and personal/social development, which support the growth of responsible and successful citizens. Every school counselor serves a unique and essential role in using research and best practice for the betterment of all students. Every school counselor brings a holistic perspective about students and their families; therefore, school counselors should have an essential role in policy and curricular decision-making. Every school counselor believes that parents/guardians are integral to a child’s education due to their unique knowledge about their child’s goals and aspirations. School counselors collaborate with parents, staff, and the larger community to assist students in reaching their potential and fostering a safe and nurturing school environment.

COUNSELING OBJECTIVES SERVICES RELATED TO INDIVIDUAL ASSESSMENT:

• To assist all students in developing both short and long term goals. • To assist all students in understanding their achievement in

relationship to their ability. • To assist all students in identifying problems which may interfere

with optimum achievement. • To assist all students in acquiring an adequate self-concept

through accurate test interpretation and counseling. • To maintain an adequate record keeping system accurately

characterizing the career and technical education performance of each student.

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• To assist the faculty in understanding each student and developing a working relationship with them.

SERVICES RELATED TO ORIENTATION AND INFORMATION:

• To assist in the dissemination of information concerning the CTC. • To assist students in acquiring an understanding of the nature of

the counseling program including the purposes, facilities, and types of help available.

• To create an awareness, including the need and an active desire for accurate and valid occupational, educational, personal, and social information.

• To utilize persons employed or training in non-traditional jobs as role models in presenting career information.

• To develop a realistic view of the opportunities available at all levels of training and assist in defining choices to specific activities appropriate to the individual student's aptitudes and interests.

SERVICES RELATED TO COUNSELING ACTIVITIES:

• To assist students in adjusting to new school levels, including select courses and understanding all options.

• To assist students in understanding their traits and aptitudes; and recognizing their aspirations.

• To assist students in becoming more self-directive and developing their abilities to the optimum.

• To assist students in identifying, understanding, and solving problems which deter their self-development.

SERVICES RELATED TO PLACEMENT AND FOLLOW-UP:

• To conduct a comprehensive follow-up study of all CTC students who have left or graduated from a CTC program.

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COUNSELING PROGRAM

The school counseling profession has been shaped over many decades in response to social, economic and political changes in American society. Changes in demographics, family structures, expanding communication systems, advances in technology, and federal and state laws related to educational expectations and the welfare of children are a few of the issues that have had an impact on the role of the school counselor and on defining the parameters of school counseling functions. These types of issues, as well as the lack of consistency of school counselor functions at the national and state levels, have contributed to the need to set standards for school counseling programs in order for school counselors to effectively address the challenges that face them in the 21st century. According to the Education Trust (1997) school counselors need to be proficient in more than the “traditional three C’s”: counseling, coordination of services and consultation. Today, skills in collaboration and teaming, case management, leadership, advocacy, managing resources, assessment and use of data, and program design and evaluation are considered the essential elements of professional development and the transformed school counselor. Today’s school counselor focuses on instilling resiliency, coping skills and actualizing the student’s potential for growth. The shift in thinking and practice requires embracing a new vision of school counseling with a strong emphasis on leadership, advocacy and support for high levels of student achievement (Education Trust, 1997). The school counselor’s role in realizing student potential for healthy growth is focused on the three broad areas of academic, career and personal/social development. This is the core content for the Pennsylvania Comprehensive School Counseling Program, K-12 (Pennsylvania School Counselors Association (2011). (http://www.psca-web.org/aws/PSCA/asset_manager/get_file/83830?ver=1944)

Academic development includes acquiring skills, attitudes and knowledge that contribute to effective learning in school; employing strategies to achieve success in school; and understanding the relationship of academics to the world of work, and to life at home and in the community. Academic goals support the premise that all students should meet or exceed the local, state and national goals.

Elementary School Middle School High School *Parent/Teacher *Parent/Teacher *Parent/Teacher

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Conferences *Casings/IST Meetings *MDE/IEP/504 Meetings *Unique Cases Committee *Family/Counselor Meetings *Individual Counseling *Collaborate with Building Administrators *Staff Consultation and Collaboration *Referrals to Tutoring *Cumulative Career Portfolio *Back to School Night *IEP Consultation *Refer Students/Families to Agencies *Counselor Publications *Parenting Programs *Individual and Group Counseling For Changing Families *Assist Parents in Accessing Family Outreach services and library * Safety Care training *Traumatic Events Team *Safety Committee *Attend Conferences *K-12 counseling meetings *Assist in Managing Policies *Classroom Observations *Restorative Circles *Tutoring Homebound

Conferences *Casings/IST Meetings *MDE/IEP/504 Meetings *Unique Cases Committee *Family/Counselor Meetings *Individual Counseling *Collaborate with Building Administrators *Staff Consultation and Collaboration *Referrals to Tutoring *SAP Team *Cumulative Career Portfolio *Back to School Night *IEP Consultation *Refer Students/Families to Agencies *Counselor Publications *Parenting Programs *Assist with Financial Issues *Individual and Group Counseling For Changing Families *Assist Parents in Accessing Family Outreach services and library *Safety Care Training *Traumatic Events Team *Safety Committee *Attend Conferences *K-12 counseling meetings *Assist in Managing Policies *Student Observations

Conferences *Casings/IST Meetings *MDE/IEP/504 Meetings *Unique Cases Committee *Family/Counselor Meetings *Individual Counseling *Collaborate with Building Administrators *Staff Consultation and Collaboration *Referrals to Tutoring SAP Team *Cumulative Career Portfolio *Back to School Night *IEP Consultation *Refer Students/Families to Agencies *Counselor Publications *Parenting Programs *Assist with Financial Issues *Individual and Group Counseling For Changing Families *Assist Parents in Accessing Family Outreach services and library *Safety Care Training *Traumatic Events Team *Safety Committee *Attend Conferences *K-12 counseling meetings *Assist in Managing Policies *Counselor

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Arrangements * Academic/Study Skills Groups

*Academic/Study Skills Groups *Schedule Changes *Parent Letters to Prevent Failures *Letters of Recommendations *Course Registration *Tutoring Homebound Arrangements *Correspondence Course Assistance *Restorative Circles *Restorative meetings

Publications *Schedule Changes *Letters of Recommendations *Course Registrations *Correspondence Course Assistance *Restorative Circles *Restorative meetings

Career development goals guide the school counseling program to provide the foundation for the acquisition of skills, attitudes and knowledge that enable students to make a successful transition from school to the world of work and from job to job across the life span. Career development goals and competencies ensure that students develop career goals as a result of their participation in a comprehensive plan of career awareness, exploration and preparation activities.

Elementary School Middle School High School

*Cumulative Career Portfolio *Transition Meetings with Counselors *IEP Consultation Family/Counselor Meetings *New Student Testing/Advising *New Student Groups *Staff Consultation and Collaboration *Referral to Resources as needed *Record Review *Kindergarten Introductory Activities * Classroom Lessons *Bring your child to

*Cumulative Career Portfolio *Transition Meetings with Counselors *IEP Consultation Family/Counselor Meetings *New Student Testing/Advising *New Student Groups *Staff Consultation and Collaboration *Referral to Resources as needed *Record Review *Schedule Changes *Registering Students for Classes *5th/6th Grade Parent

*Cumulative Career Portfolio *Transition Meetings with Counselors *IEP Consultation *Family/Counselor Meetings *New Student Testing/Advising *New Student Groups *Staff Consultation and Collaboration *Referral to Resources as needed *Record Review *PHEAA Workshop *S.A.T. Workshop *Counselor Information Days

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Work Day Night *6th Grade Orientations *Classroom Lessons *Course Selection/Registrations *Bring Your Child to Work Day *Provide Field Trips and Speakers

*Financial Aid Night *Letters of Recommendations *Alumni Day *Schedule Changes *S.A.T. Night *Junior College Unit *Unique Cases *Little Lion Ambassadors *Registering Students for Classes *Meeting w/8th grade Students *8th Grade Tours *Standardized Testing Supervising *College/Military Visits *Transcript Checks *Coordinator College Fair *New Student Parent Orientations *PACAC/NACASC *Counselor Publications *Course Selection *Registration *Provide Field Trips and Speakers

Personal/social development goals guide the school-counseling program to provide the foundation for personal and social growth as student’s progress through school and into adulthood. Personal/social development contributes to academic and career success by helping students understand and respect themselves and others, acquire effective interpersonal skills, understand safety and survival skills and develop into contributing members of society.

Elementary School Middle School High School

*Conflict Resolution *Refer Students/Families to Agencies *Individual Counseling

*Conflict Resolution *Refer Students/Families to Agencies *Individual Counseling

*Conflict Resolution Refer *Students/Families to Agencies *Individual Counseling

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*Family Referrals & Advising *Program Referrals *Consultation with Staff *Positive Referrals *Parent Consultation *Consult with Medical Professionals *Classroom Guidance *Develop Behavior Management Plans *Social Skills Groups *Changing Family Groups *Friendship Groups *Team Building Activities *Restorative Circles and Meetings *IMH Referral Services *SWPBS *Anti-Bullying Interventions * Assist with Financial Issues

*Family Referrals & Advising *Program Referrals *Consultation with Staff *Positive Referrals *Parent Consultation *Consult with Medical Professionals *Social Skills Groups *Changing Family Groups *Student Mentor Program *Friendship Groups *Cultural Awareness Groups *Anti-Substance Groups *Student Wellness Groups *Team Building Activities *Anti Bullying Interventions *Ambassador Program *Judge Sharp Contest *IMH Individual and *Group Counseling *ROAR/SWPBS *S.A.P. Groups *MRC Consultation and Collaboration *Restorative Circles and Meetings

*Family Referrals & Advising *Program Referrals *Consultation with Staff *Positive Referrals *Parent Consultation *Consult with Medical Professionals *Eating Group *New Student Group *Casings *Peer Mediation Program *Restorative Circles and Meetings *IMH Referral Services *SWPBS

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Counseling Program Components The program components provide the vehicle by which school counselors deliver the developmental content of the comprehensive school-counseling program. This is called the program delivery system. The program components are: The School Counseling Curriculum, Individual Students Planning, Responsive Services and Collaboration Within and Outside the School Community.  The school counseling curriculum is the means by which school counselors promote the healthy development and growth of all students. The curriculum provides developmental and sequential lessons and activities in classroom and/or group settings, which address student development in academic, career and personal/social domains.  Elementary School Counseling Curriculum Focus  Grades K-2  

• Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life-span.

• Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

• Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.

Grades 3-5 • Students will employ strategies to achieve future career goals with

success and satisfaction. • Students will acquire the attitudes, knowledge and skills that

contribute to effective learning in school and across the life-span. • Students will understand the relationship between personal

qualities, education, training, and the world of work. • Students will make decisions, set goals, and take necessary actions

to achieve goals. • Student will understand safety and survival skills.  

 Middle School Counseling Curriculum Focus  Grades 6-8  

• Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life-span.

• Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options including college.

• Students will understand the relationship of academics to the world of work and to life at home and in the community.

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• Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

• Students will employ strategies to achieve future career goals with success and satisfaction.

• Students will understand the relationship between personal qualities, education, training, and the world of work.

• Student will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others

• Students will make decisions, set goals, and take necessary actions to achieve goals.

• Student will understand safety and survival skills.  High School Counseling Curriculum Focus  Grades 9-12

• Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life-span.

• Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options including college.

• Students will understand the relationship of academics to the world of work and to life at home and in the community.

• Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

• Students will employ strategies to achieve future career goals with success and satisfaction.

• Students will understand the relationship between personal qualities, education, training, and the world of work.

• Student will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.

• Student will understand safety and survival skills. • Students will understand the relationship of academics to the

world of work and to life at home and in the community.

CAREEER EXPLORATION PROGRAMMING SCASD has career development and exploratory programs to meet the needs of all students in the district. A significant aspect of the career development and exploration program is to provide general information about the CTC’s course offerings and programs so that students may develop an effective and well-informed educational plan, which is specifically tailored to meet their own budding career plans. For some students of our high school, concentration in a CTC program as an appropriate choice, for others, participation in CTC programs may be limited or non-existent. The goal is to help

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students select courses and programs appropriate for their interests and future plans.

Elementary Level Initiatives A. Kindergarten students all complete an initial portfolio that

includes a career component with counselor B. Guest speakers in careers related to units of study C. Field trips to places of business D. Assemblies with people from the community in various

occupations E. Kindergarten school scavenger hunt - students visit/learn

responsibilities of nurse, librarian, counselor, principal F. Kindergarten on-going career exploration: firefighter, police

officer, dentist, farmer, transportation Middle Level Initiatives

A. 8th Grade tours of the CTC are held in the winter, and classroom discussions about the tours with counselors ensue following the tours. Students participate in 8-minute presentations from each of the program's teachers and students, as well as an overview CTC video and welcome from CTC student leaders. Demonstrations and explanations by teachers and current students are utilized to emphasize program benefits and features, successful students, career opportunities, etc. Information relative to non-traditional employment opportunities is given during presentations.

B. Counselors also conduct individual meetings with students about scheduling, in which students are guided to consider which CTC program, if any, is appropriate for their interests.

C. Students participate in Career Day, during which professionals in the community represent 2-year and 4-year degree occupations.

D. Lessons introducing and using PA Career Zone (a career exploration website) are delivered. Students then used it in an exploratory manner, just to let kids know it's a resource and how to navigate the site. Counselors lead students through an exercise where they had kids explore a career and place characteristics they learned about it into their electronic portfolio.

E. The Delta Program is a school of choice for secondary school students in the district In 8th grade, students have the opportunity to attend Delta and shadow a student for the day to see if the differing approaches to teaching and learning, as well as the unique school climate, is better suited to students interests and needs. Finding a work environment best suited to student’s unique needs is essential for success in high school

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and in the workplace. F. The Universal Encouragement Program (UEP) Survey is a

timesaving online tool that will gather and report critical data to inform guidance services, program development, and school improvement efforts. ESI offers the UEP at no cost to schools and education support programs. The Universal Encouragement Program (UEP) is an online guidance assessment, reporting, and communications system designed to help counselors and other education support professionals document and respond to students' career and education needs, interests, and experiences. ESI has designed the assessments for the purpose of informing guidance and encouragement efforts that lead to improved educational attainment and career decision-making. Students take this survey in 8th grade.

G. In the spring, high school and Delta counselors present to 8th graders regarding how to select high school courses, what options are available to them, and how best to make appropriate course selection choices based on their interests and goals. Elective courses and CTC programs are discussed, as is the Delta program.

High School Initiatives

A. Several grade-level appropriate presentations are made by counselors to students each year of students‘ high school careers, discussing course selection and registration, and post-secondary planning. This is done with multiple classrooms at a time in an auditorium setting, and/or a single classroom.

B. The CTC counselor provides classroom career exploration lessons upon teacher request and as time constraints allow.

C. Students interested in a CTC class or program can visit a class of interest through coordination with their grade-level counselor, CTC counselor, and sending and receiving teacher.

D. Grade-level counselors have individual meetings with students regarding career exploration, college planning, and course selection appropriate to these plans. Counselors refer students to the CTC counselor for more detailed discussions of what particular CTC programs have to offer.

E. Students are introduced to various free resources for career planning and exploration and the district subscribes to Career Cruising, a career exploration and discovery tool which has assessments for students to learn more about themselves and career profiles to learn more about jobs and their characteristics.

F. In the Course Selection Guide, which is available online or in print, students are provided descriptions of CTC course

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offerings for reference during course registration time. This provides an opportunity for potential students and their parents to compare high school course electives with CTC programs.

G. CTC program teachers prepare industry-specific career lessons, guest speakers, and field trips so students can gain exposure to professions in their fields.

H. An annual CTC Program Guidebook is created and mailed to rising 9th and 10th grade parents introducing them to the CTC’s programs, and accomplishments.

I. Unpaid public relations: News stories covering special projects or student success stories. Material is submitted by teachers and staff or arranged through media representatives.

J. Parent Night and Elective Showcase occurs in February each year in which CTC programs are represented with faculty members and informational displays. At this event, parents and students can talk to CTC teachers and learn about the courses and CTSO opportunities available to them through participation in our programs.

K. Transition from middle school to high school to college: parent meeting.

 Individual student planning consists of activities that focus on assisting each student to develop, analyze and evaluate his or her education, career and personal goals and plans. Individual student planning addresses the same objectives for all students in a given grade, and results in a portfolio outlining career and educational pathways. Functions of the counselor in this component include individual advisement, placement and appraisal. The lessons and activities in the school-counseling curriculum support individual student planning by teaching the necessary skills for self-awareness, goal setting, decision-making and career exploration.

STUDENT ASSESSMENT State College Area School District has a comprehensive testing program to acquire diagnostic information for students and evaluative data for our instructional program. The results of the assessments are entered on the student record and counselors refer to this data when collaborating on decisions related to a students needs. COURSE REGISTRATION Students schedule courses for the upcoming year, in the previous spring. Core academic teachers recommend students for the appropriate level of class based on current year performance and on postsecondary plans. Students can change this with parent

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permission and discussion with a counselor.

COURSE CHANGES Course changes are considered and processed whenever necessary and possible. Counselors will consider the following criteria in approving the request.

1. Students, counselor, and often parents will engage in discussion when a student wants to drop or change a course. 2. A request for a course change is permitted only on a space available basis and requires parent consent.

A student desiring a course change should: 1. Talk with the grade-level counselor about the new course. 2. Talk to the instructor. 3. Have parents indicate approval on the prescribed form.

 Responsive services consist of strategies and interventions that school counselors use to address student problems that prevent student success in academic, career and personal/social development. School counselors identify barriers to academic success and acknowledge the challenges that students face on a daily basis. They work with students to remove these barriers and challenges through individual and group counseling, consultation, crisis intervention as appropriate and referrals as needed.

STUDENT ASSISTANCE PROGRAM This intervention program known as SAP identifies students 6-12 grade having difficulty in school because of drug, alcohol, and/or personal/social problems. Students with problems are referred for professional help. The program is modeled after many Employee Assistance Programs currently found in private business or industry. The Student Assistance Team will work to identify and help students with these types of issues. The team is comprised of building administrators, counselors, and school nurse and classroom teachers. Working closely with the team are trained drug and alcohol counselors and mental health professionals. Students referred to the program may receive professional counseling at appropriate drug and alcohol or mental health community agencies. From initial contact, staff members work closely with parents as parental input is considered to be an important aspect of a successful program. The Student Assistance Team member’s job is to monitor students experiencing difficulty in school and to gather data to assist in the assessment of the student’s need for help and counseling. When a significant problem is seen to exist with a student, every effort will

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be made to contact the parents or guardians of the student with recommendations for appropriate actions. All information concerning students referred to the program will remain confidential. Student referrals to the Student Assistance Team may be made by teachers, parents, other students or by self referral of a student experiencing difficulty in a situation. Any student who violates the school Drug and Alcohol Policy will automatically be referred to the Student Assistance Team for an assessment. To return to school they must participate in SAP.

INSTRUCTIONAL SUPPORT TEAM (K-5) The Instructional Support Team (IST) is an innovative program whose goals are to maximize individual student success in the regular classroom, while at the same time serving as a screening process for students who may be in a need of special education services. IST is a positive, success-oriented program that uses specific assessment and intervention techniques to help remove educational, behavioral, or affective stumbling blocks for all students in the regular classroom. The program shifts the critical question in education from asking "What's wrong with the student?" to asking, "What resources can we use to increase the student's chances for success?” IST answers this question through a team approach that provides for greater cohesiveness, coordination, and instructional continuity, and complements existing curriculum and instructional programs. CASINGS MEETINGS 6-12 Casings Teams meets weekly to address academic concerns. This is an interdisciplinary team consisting of counselors, faculty and administration. The Casings Team is designed to assist teachers, parents, and students in the area of academic support. This may include monitoring, data collection, consultation, testing, and intervention strategies. UNIQUE CASES K-12 Unique cases meetings occur on a regular bases at the High School level and as needed at the elementary and middle level. Unique Cases is a team of professionals that study unique situations that students are experiencing and determine the level of acknowledgement for the work. In addition the team discusses placement of students and reviews data and facts to help determine best placement based on recommendation of a team member and the uniqueness of the individual case.

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 Collaboration within and outside the school community focuses on services to students though follow-up studies; school and community orientation to the comprehensive school counseling program; leadership to school- and district-based committees on student needs and resources; consulting with teachers, school administrators and parents regarding student needs; and collaborative and advocacy efforts within the school and community agencies.  

NEW STUDENT ORIENTATION At the beginning of each school year, the counseling staff holds a New Student Orientation for students who are new to the district. At this event, new students and their parents meet the counseling staff and learn of the services available. To reinforce the oral presentations, students are given student handbooks and a packet of information including school rules, course selection, graduation requirements, detailed explanations of services, and brochures regarding programs and services specific to the grade level of each student.

SIXTH AND NINTH GRADE ORIENTATION Prior to the beginning of each school year, the middle school and high school hold a 6th Grade and 9th Grade Orientation for incoming 6th and 9th grade students. At this event, students and their parents meet the administrative and counseling staff, are introduced to the plethora of extracurricular activities, orient themselves to the school facilities, and learn about the available services. Students are also given a tour of the buildings by our student tour guides— the Little Lion Ambassadors.

PARENTAL INVOLVEMENT From the initial contact, staff members work closely with parents. Parental input is considered in all phases of the program. An open door policy exists for parents to talk with staff and visit classes. Informational letters are periodically sent home. Parents are encouraged to attend organized parents’ nights, open house programs and other planned activities. Parents may also contact the counselor with questions or concerns. A student handbook covering rules, regulations and services is provided to all students. Counselors send a “Looking Ahead” brochure in the fall of each year to help map out he upcoming school year offerings with regard to testing, evening programs, and other opportunities. Counselor also communicate with parents through mass emails and there are two link on the high school homepage with summer

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opportunities and scholarship opportunities.

TEACHER REFERRAL Instructors who feel that individual students need academic, social-emotional, or career counseling may refer them to the Counseling Office. A Student’s counselor handles social-emotional counseling. Academic and/or career counseling is dealt with by the grade-level counselor and/or the career counselor, depending on the issue and the grade, and the grade-level counselor may consult with or refer the student to the career counselor again, depending on particular needs and issues. The Counseling Office will make arrangements for a conference with the student.

PROGRAM EVALUATION All formal aspects of the counseling program are detailed in written form to inform counselors of procedures necessary for effective service to the school population. In addition, the following processes and procedures are incorporated into the counseling structure to ensure the program is reviewed periodically and informed decisions are made based on collaboration and data driven decisions. Regular Staff meetings – K-12 meetings occur at least four times a year, High School Counselor meeting occur weekly and Middle and Elementary counselor meetings occur monthly. These meetings enhance and expand the capacity of the system to provide appropriate counseling services K-12. They help to establish and maintain a structure that allows ongoing monitoring of the system to be certain students receive all program services. Senior Exit Survey - help assess the quality of the instruction and school climate from a student’s perspective. Life Track Survey– help assess the quality of the instruction and school climate form a graduated State high student, one year out, three years out, and five years out. Student Tracker System- helps assess the quality of the post high school preparedness by providing data from past 8 years of who is attending, has dropped out, and has enrolled or pas graduated from college. Pennsylvania Youth Survey (PAYS) – given to all 6, 8, 10 and 12th grade students every other year. It provides data related to behavior, attitudes

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and knowledge concerning alcohol, tobacco, other drugs and violence. Universal Screening for Behavior Health – given to all 9th graders as a response to the data provided by the PAYS survey related to stress and anxiety. This data assists in identifying students who are dealing with high levels of stress and provides information to enable counselors to respond effectively to each student’s behavioral health needs. School Wide Behavior Support Program (SWPBS) - SCASD has adopted a District Wide behavior program philosophy that is a comprehensive effort to integrate critical elements of School Wide Positive Behavior Support Programs (SWPBS) and utilize common language for the purpose of fostering and maintaining a safe, supportive, nurturing school climate that effectively promotes responsive teaching and learning throughout a students' educational career. Each school building has established a SWPBS program that is unique to the building but still maintains the common philosophy utilizing the four pillars of the District's instructional focus: Culture of Trust, Relationships and Collaboration Responsive Teaching and Learning High Expectations for ALL Welcoming and Safe Climate for Learning and Work By completing the program with fidelity, each building will collect data and review and revise the program based on the established data collection and responses. This data will help support counseling initiatives and provide information for revisions.