Comprehensive Counseling Prog

New York State Education Department Part 100 of the Commissioner’s Regulations School Counseling / Guidance Programs

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

Guidance Programs
Public schools. Each school district shall have a guidance program for all students.
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.
In grades 7-12, the guidance program shall include the following activities or services:
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;
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;
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 school social workers in cooperation with school counselors; and
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 shall be reviewed annually by the school districts, and revisions shall be made as necessary.

Office of Elementary, Middle, Secondary and Continuing Education/ Part 100.2 / 2010

ROCHESTER ACADEMY CHARTER SCHOOL-

MIDDLE SCHOOL

COMPREHENSIVE SCHOOL COUNSELING PROGRAM

MISSION:

The mission of the Rochester Academy Charter School (RACS) is to provide students with rigorous, challenging academics through hands-on, meaningful learning opportunities that will provide them with the skills necessary to be successful academically, socially, and emotionally.

Our main focus is to instill intrinsic motivation in our students where their individual characteristics will drive our instruction. Students will be responsible citizens for themselves and others. The instructional focus on Math and Science will prepare our students for the ever-changing technological economy. Students’ expertise in Math and Science will be evident in Olympiad championships and global competitions. Most importantly, students who graduate from RACS will be self-confident individuals prepared to take on the challenges of our community and eventually, our world.

BELIEFS:

We strongly believe in the following:

Every child can learn and reach high levels of academic achievement
Literacy in Math and Science is critical for participation in civic and economic life
Motivation is vital for success
Families are integral to students’ successes
Students learn when teachers continuously participate in professional development opportunities
Every child can make a significant contribution to the school and community
All of us grow when we embrace diversity

THE COMPREHENSIVE MODEL

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

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

The foundation of the program which addresses the belief and mission that every student will benefit from the school counseling program.
The delivery system which defines the implementation process and the components of the comprehensive model (guidance curriculum, individual planning with students, responsive services, and system support).
The managements system that presents the organizational process and tools needed to deliver a comprehensive school counseling program. These processes include: agreements or responsibilities; use of data; action plans; time and task analysis; and monthly calendars.
The accountability system which helps school counselors demonstrate the effectiveness of their work in measurable terms such as impacts over time, performance evaluation, and a program audit.

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

THE FOUNDATION:

The RACS Comprehensive School Counseling Program is an integral component of the total educational experience for all students. The program is designed to foster growth and overall school improvement. It is developmental and systematic in nature, sequential, and well defined. The program addresses students’ needs in three domains: academic, personal/social, and career. This comprehensive program promotes and enhances the learning process for all students. The process for delivery of the national standards is accomplished by utilizing each of the four components of the comprehensive program: individual student planning, responsive services, school counseling curriculum, and system support. The program identifies competencies for every student and uses varying strategies to deliver the content of the program to every student.

THE ESSENTIAL ROLE OF THE SCHOOL COUNSELOR

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

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

RACS SCHOOL COUNSELORS BELIEVE:

All students have value and belong
All students have the ability to realize their dreams and potential
All students have the right to be treated equally
In a collaborative approach in meeting student needs
In celebrating students’ individuality
In providing supportive and trusting relationships
In educating the imagination

RACS COUNSELING GOALS:

The RACS Counseling Goals were developed according to the New York State Model, based on the American School Counselor Association (ASCA) National Standards for School Counseling Programs. The Standards address three domains—Academic, Personal/Social, and Career—which encompass the following competencies for all students:

ACADEMIC DOMAIN:
STANDARD A
Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life-span.
STANDARD B
Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.
STANDARD C
Students will understand the relationship of academics to the world of work, and to life at home and in the community.
PERSONAL/SOCIAL DOMAIN:
STANDARD A
Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.
STANDARD B
Students will make decisions, set goals, and take necessary action to achieve goals.
STANDARD C
Students will understand safety and survival skills

III. CAREER DOMAIN:

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

DELIVERY SYSTEM

Through the comprehensive school counseling program, school counselors will integrate academic, personal/social, and career development through a delivery system comprised of four components:

Individual Student Planning

This component consists of members of the pupil support staff coordinating ongoing systematic activities designed to help individual students establish personal goals and future plans. Services in this area include:

Case Management—monitor individual student progress.
Individual Advisement—work directly with students on developing appropriate personal, educational, and career plans and goals.
Individual Appraisal—use test results and other data to assist students in analyzing and evaluating their interests, skills, and abilities.
Placement—assist students in determining the proper educational setting to meet their academic and career goals.

Responsive Services

This component includes activities designed to meet students’ immediate needs and concerns. Services offered range on a continuum from early intervention to crisis response. Services in this area include:

Personal counseling—provide students privacy and freedom in which to explore and express feeling, behaviors, relationships, and developmental tasks.
Individual crisis counseling—be available to meet the needs of the school community during times of crisis. Staff must also make themselves available to any student presenting with a personal crisis. This responsibility takes priority over all other tasks performed by the staff.
“At risk” students—work to meet the needs of “at-risk” students as identified by teachers, administration, and parents.
Evaluation/re-evaluation of individual student needs— identify the needs of students in academic, personal/social, and career areas on an on-going basis.
Mediation—for students who are in need of support and/or mediation services with peers.
Parent/teacher conferences—schedule and facilitate parent/teacher conferences upon request.
New student orientation—providing assistance to students new to the school.
Consultation—provide support and collaboration with classroom teachers, support staff, and administration to meet the academic, emotional, and social needs of the students.
IEP counseling—deliver IEP-mandated counseling.
Information distribution—distribute to the school community, through the use of newsletters and websites, information regarding the school counseling program.
Year-end procedures—coordinate end-of-year procedures, including notification of class failures and credit recovery opportunities.

School Counseling Curriculum

The school counseling curriculum consists of a written instructional program that is “comprehensive in scope, preventative and proactive, developmental in design, coordinated by school counselors and delivered by school counselors and other educators.” The designed lessons and activities are delivered to every student and promote knowledge, attitudes and skills through instruction in the three content areas: academic development, career development and personal/social development. The school counselor is responsible for planning, designing, implementing and evaluating the curriculum. The curriculum is aligned with the American School Counselor Association (ASCA) National Standards and the school district’s academic goals. The curriculum is delivered through strategies such as:

Classroom Instruction
Interdisciplinary Curriculum Development
Group Activities
Parent Workshops and Instruction

System Support

System Support consists of activities that establish, maintain and enhance the school counseling program. School counselors, through their leadership and advocacy skills, promote systemic change by contributing in ongoing:

Professional Development
In-service training/conferences
Professional association membership
Reflective practices
Consultation, Collaboration and Teaming
Consultation with teachers, staff members and parents
Partnering with staff, parents/guardians, community
District committees

THE MANAGEMENT SYSTEM

Intertwined with the delivery system is the management system, which incorporates organizational processes and tools to ensure the RACS school counseling program is organized, concrete, clearly delineated, and reflective of the school’s needs.

Clear expectations and purposeful interaction with all stakeholders results in a school counseling program that is integrated into the total educational program, and provides student growth and development.

COMPONENTS OF THE MANAGEMENT SYSTEM

At the middle school level, the school counselor will review and discuss data driven needs for the student population. This may include review of academic standing, attendance, and standardized test scores. Together with administration and teachers, the school counselor will decide on a plan of action to meet student needs.

Program Implementation will integrate all elements of a school counseling plan. The RACS middle school counselor will work with other school and community stakeholders to ensure that each student has access to the counseling program. In addition, the counselor should delineate the amount of projected time to be spent delivering guidance lessons, providing individual student planning, responsive services, and managing system support.

Use of Time: Counselors recognize the value of direct service in addition to indirect services. It is recommended that school counselors spend 80% of their time in direct and indirect services with students. The remaining time is spent for program services.

Use of Curriculum Map: An outline of tasks and the month in which they should be accomplished will be formatted each year to guide program delivery.

Use of Data: A comprehensive school counseling program is data driven to ensure that every student receives the benefits of the school counseling program. School counselors must show that each activity implemented is part of the program, was developed from analysis of students’ needs, achievements, and/or related to data. To do this, school counselors need to evaluate process, perception, and results data

Process data: process data answer the question, “What did you do for whom?” and provide evidence that an event occurred. It is information describing the way the program is conducted and if it followed the prescribed practice. Examples of process data include: held six five-session counseling groups with eight students on anger management; 250 parents/guardians attended an evening career event; all high school students were seen individually to prepare an academic plan.
Perception data: Perception data answer the question, “What do people think they know, believe, or can do?” These data measure what students and others observe or perceive, knowledge gained, attitudes and beliefs held, and competencies achieved. Examples of perception data include: 100% of students in grades 9-12 have completed an academic plan; 92% of students can identify the early warning signs of violence; 70% of 8th grade students understand the relationship between academics and careers.
Results data: Results data answer the question, “so what?” The impact of an activity or program is documented through results data. These data show that your program has had a positive impact on students’ ability to utilize their knowledge, attitudes, and skills to effect behavior change. Examples include: graduation rates improved by 14%; attendance improved among 7th graders 49%; discipline referrals decreased by 30% over time.

ACCOUNTABILITY SYSTEM

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

DATA ANALYSIS:

The school data profile is a summary of the school’s achievement, attendance, behavior, and safety record over a multi-year period and can contribute to a better understanding of trends at the school. Analysis of the school data profile helps school counselors monitor student achievement; identify achievement, opportunity, and attainable gaps; and recognize a needs for systematic change.

At RACS, each counselor should review available attendance, graduation rates, achievement, behavior, and safety data from two previous school years. The following questions should be considered when analyzing this data: What strengths are indicated? What concerns are indicated? Have attendance and graduation rates remained stable? How can the school counseling program contribute to addressing the educational issues posed by the data?

The first school profile will be completed during the 2015-16 school year and will become the baseline to measure future school counseling program results.

Each year, an accountability plan should be completed. The plan will include analysis of one component of school data, one goal, strategies, results, and evaluation. To analyze school data, school counselors will collaborate with administrators to identify problem areas using data critical to student success. Examples include discipline referrals, standardized test scores, retention, dropout rates, and attendance. A goal will be set based on the following question: How does the role of the school counselor impact student success? One need will be selected and the baseline of data identified. External variables will be identified. Counselors will identify strategies to accomplish the goal. Strategies may include guidance curriculum including classroom and group counseling, individual student planning, responsive services, and system support. Results will include baseline data and results data. Each accountability plan with include an evaluation. Which strategies had a positive impact on the data? Which strategies should be replaced or changed? How did your role as a school counselor and your goal contribute to a systematic change in your school?

ROCHESTER ACADEMY CHARTER SCHOOL Comprehensive School Counseling Plan RACS Middle School Curriculum Map 2016-2017 A-Academic; C-Career; P-Personal/Social
SERVICE/ACTIVITY	DOMAIN	GRADE LEVEL	TIMELINE	STAFF INVOLVED
7th Grade Student Orientation	A, C, P	7	July/August	School Counselor, Administrator, Student Support Staff
7th Grade Student Orientation	A, C, P	7	July/August	School Counselor, Administrator, Student Support Staff
7th/8th Grade 504 Meeting Reviews	A, C, P	7-8	July/August	School Counselor
Welcome Back Assembly	A, C, P	6-8	September	School Counselor, Administrator, Student Support Staff
Student Clubs & Activities Assembly	A, C, P	6-8	September	School Counselor, Club Advisors
Respect (PBIS Roll-Out)	A, C, P	6-8	September	School Counselor, PBIS Team
School wide Community Program (Dance, Activity)	P	6-8	October	School Counselor
Community Service Project	P	6-8	October	School Counselor, PBIS Team
College (Success) (PBIS Roll-Out)	A, C, P	6-8	October	School Counselor, PBIS Team
Accountability (PBIS Roll-Out)	A, C, P	6-8	November	School Counselor, PBIS Team
Individual Academic Meetings	A	6-8	November	School Counselor
Gratitude(PBIS Roll-Out)	A, C, P	6-8	December	School Counselor, PBIS Team
Career (Success) (PBIS Roll-Out)	A, C, P	6-8	January	School Counselor, PBIS Team
High School Ahead—Parent Meeting, Course Planning	A, C, P	8	January	MS/HS School Counselor
Mix It Up Day	P	6-8	January	School Counselor
Perseverance/Grit (PBIS Roll-Out)	A, C, P	6-8	February	School Counselor, PBIS Team
Test Taking Skills (PBIS Roll-Out)	A, C, P	6-8	March	School Counselor, PBIS Team
Individual Academic Meetings	A	6-8	March-April	School Counselor
Academic Success (PBIS Roll-Out); Development of academic portfolios, individual meetings	A, C, P	6-8	April	School Counselor, PBIS Team
Global Citizen (PBIS Roll-Out)	A, C, P	6-8	May	School Counselor, PBIS Team
Moving Up, Moving on (PBIS Roll-Out)	A, C, P	6-8	June	School Counselor, PBIS Team
Student Awards	A, P	6-8	March-June	School Counselor, Teachers, Administrator
At Risk of Failure Identification	A, P	6-8	March-June	School Counselor, Teachers, Administrator
Retention Meeting	A, P	6-8	March-June	School Counselor, Administrator
Summer School Process-Student Identification, Parent Contact, Student	A, P	6-8	June	School Counselor, Administrator
8th Grade College Visits	A, C, P	8	Quarterly	School Counselor, Teachers
CSE/504 Meetings	A	6-8	Varies	School Counselor, Special Education Teacher
Peer Tutor Identification/Program	A, C, P	6-8	All Year	School Counselor
Bullying Incident Prevention Referrals	P	6-8	All Year	School Counselor, RACS Staff
Bi-Quarterly Failures List, Student Needs Addressed	A, C, P	6-8	All Year	School Counselor, Administrator
Most Improved Student	A, C, P	6-8	Quarterly	School Counselor, Administrator
Monthly Mailing	A, C, P	6-8	All Year	School Counselor
Attendance/Pins Referral	A, C, P	6-8	All Year	School Counselor, Administrator
Referrals to Community Agencies	A, C, P	6-8	All Year	School Counselor
Team Meetings	A, C, P	6-8	All Year	School Counselor, Administrator, Teachers
CPS Mandated Reporting	A, C, P	6-8	All Year	School Counselor, RACS Staff
RTI Meetings	A, C, P	6-8	All Year	School Counselor, Administrator, Teachers
IEP Counseling	A, C, P	6-8	All Year	School Counselor; RCSD Social Worker
PBIS Prize Awards	A, C, P	6-8	All Year	School Counselor, PBIS Team
Parent Conferences	A, P	6-8	As Needed	School Counselor, Administrator, Teachers
Lunch Groups	A, C, P	6-8	As Needed	School Counselor
Individual Meetings with At-Risk Students	A, C, P	6-8	As Needed	School Counselor
Conflict Resolution	A, P	6-8	As Needed	School Counselor
Vocational Assessments	A, C, P	6-8	As Needed	School Counselor
Crisis Intervention	A, P	6-8	As Needed	School Counselor
Student Observations in the Classroom	A, C, P	6-8	As Needed	School Counselor, Administrator

7th Grade Student Orientation

Held in July or August; Counselor and administrator coordinate evening event. Topics discussed include how to be successful in the middle school, the benefits of passing 7th grade, student assistance and supports, exploring extracurricular opportunities, and a schedule overview. Students go on a guided tour of the building with Peer Counselors who volunteer at this event and also have the opportunity to discuss worries or fears in small group sessions.

7th Grade Parent Orientation

Held in July or August; Parents are invited to attend the 7th grade orientation session. A separate presentation is given to parents to discuss how to help their child be successful, student assistance and supports, exploring extracurricular opportunities, and a schedule overview. Community organizations should be present and able to talk to interested parents about services offered.

7th Grade/New 8th Grade 504 Meeting Reviews

Student Clubs & Activities Assembly

In September, counselor organizes this event to introduce all students to the clubs and activities that are offered at the middle school. All advisors are welcome to attend. Counselor encourages all students to get involved as extracurricular activities provide opportunities for youth to interact with peers in a supervised setting and form relationships with adults. Students also learn valuable skills such as responsibility, leadership, organization, team-building skills and community service.

Respect Roll-Out

Monthly homeroom video, accompanying in-class lesson focusing on Respect

Mix It Up Day

Counselor organizes this nation-wide event that supports the importance of tolerance and encourages students to identify, question and cross social boundaries. Students are asked to move out of their comfort zones and connect with others during lunch.

Community Service Project

Community Service Projects are offered throughout the year. Counselor organizes several events during the holiday season and during the year to get students involved. Students learn to work as a team member, take on leadership roles and set project goals, all of which will help students in any future career. May also work as a full-school giving-back iniatiave.

Accountability (PBIS Roll-Out)

Monthly homeroom video, accompanying in-class lesson focusing on Accountability

Character (PBIS Roll-Out)

Monthly homeroom video, accompanying in-class lesson focusing on Character (In-class lesson in computer classes for Digital Citizenship Month)

Success (PBIS Roll-Out)

Monthly homeroom video, accompanying in-class lesson focusing on Success (College visits, Career fair)

Empathy (PBIS Roll-Out)

Monthly homeroom video, accompanying in-class lesson focusing on Empathy (Community service, penny drive, food drive)

High School Ahead—Parent Meeting, Course Planning

Presentation is given in 8th grade English classes near the end of January to make schedules, fill out 4-year plans, and discuss the transition to the high school. This presentation takes the whole period. Counselor is present at this time to assist high school counselors in this process.

Perseverance/Grit (PBIS Roll-Out)

Monthly homeroom video, accompanying in-class lesson focusing on Perseverance/Grit (Homework completion competition, field day/brain games/ropes course)

Test-Taking Skills (PBIS Roll-Out)

Monthly homeroom video, accompanying in-class lesson focusing on Test-Taking Strategies/Skills (Survey, Which type of intelligence are you/how do you study best?, Parent/Student study sessions after school before testing)

Academic Success (PBIS Roll-Out)

Development of academic portfolios, individual meetings

Global Citizen (PBIS Roll-Out)

Monthly homeroom video, accompanying in-class lesson focusing on Global Citizenship

Student Awards

The counselor serves a vital role in ensuring and maximizing student success in all areas. At the end of the year the counselor helps to determine students who should be recognized based on progress that has been made throughout the year.

At Risk of Failure Identification

Student grades are monitored throughout the school year. Progress reports are also sent home. Parent-teacher meetings are scheduled as needed and students who are in questionable academic standing will also be notified after the first two quarters are over. Letters are sent home to parents as well. Another letter is sent at the end quarter if we are still concerned about the student’s academic progress.

Retention Meetings

At the end of the school year, counselor and administrator collaborate and discuss student promotion and retention. The decisions are based on the student’s ability to demonstrate growth in learning and meeting grade-level standards of expected student achievement.

Summer School Meetings

Once final grades are calculated in late June, we determine which students will be eligible for Summer School. Counselor contacts parents, and they have the opportunity to register their child for summer school.

CSE/504 Meetings

504 meetings are generally held in July or August to review students’ 504 plans with their parents. Teachers are also involved in this process at the beginning of the year. Counselor coordinates team meetings to go over all 504 plans during team time. CSE meetings are held throughout the year as needed. Counselors attend all meetings and bring grading, scheduling, and attendance information and ensure students are scheduled in the appropriate courses. Any concerns are addressed at this time and suggestions or feedback to help students reach their maximum potential are discussed.

Bullying Incident Prevention Sheet (BIPS), Referrals & Mediation

In response to the Dignity for All Students Act that was passed by New York State in 2010, BIPS forms were created to document all incidents of bullying that occur. All reports are addressed as school personnel must report and/or investigate all incidents of bullying.

Bi-Quarterly Failures List, Student Needs Addressed

Monitor student grades and speak with students and/or parents regarding academic issues throughout the school year. Set up and facilitate parent-teacher meetings as needed.

“Golden Student” Program—3.0 or Better GPA

Counselor monitors and implements Golden Student Program, which allows for academically achieving students different privileges, such as ability to go to a different ASEP or homeroom; announcements; ability to go home directly at 3:30pm if necessary

Peer Leaders

Counselor is the advisor of the Peer Leaders Program. Peer Leaders are nominated by the faculty and staff from the Intermediate & Middle School because of his or her commitment to making our school and community a positive environment and a better place to be. Our students demonstrate the ability to encourage others to establish and achieve goals, have the strength of character and the courage to do what is right, have empathy toward the experiences and ideas of others, the ability to influence others and are willing to take risks. We work together as a team throughout the year to make positive changes within our school and in the community.

Student of the Month

Every month the staff at RACS recognizes students who are respectful, honest, caring and responsible. Students of the Month are honored with the following: a letter home to parents and a certificate, recognition in various newspapers, their picture and name displayed on the bulletin board, and an ice cream outing at the end of the school year. Counselor coordinates all activities to support this process.

Monthly Mailings

Each month, the counselor will send out counseling/mentoring/homework resources that outline different ways parents can get involved. The mailing will include a “What’s going on at RACS?” with a brief summary of counseling resources and character education as they occur

Attendance/PINS Referrals

Absences, whether excused or unexcused can disrupt units of study, which causes students to miss direct instruction and classroom time. Direct instruction is a critical part of a child’s education. If frequent absences result in poor academic performance, the counselor and dean of students can create an attendance plan and/or make home visits. If these actions do not help, a PINS petition or hotline referral is needed to enforce school policies.

Referrals to Community Agencies

Refer students and parents to outside community agencies throughout the school year, as needed. Collaborate with outside providers to help ensure student progress.

Team/Parent Meetings

Teachers and support staff typically meet daily during a common planning period by grade level or department to engage in productive planning sessions. The focus of these meetings is on student learning and development. This includes a weekly Student Support meeting, during which time students in need of addition support are identified and a plan is created. Parent conferences are also held at this time as needed throughout the year.

CPS Mandated Reporting

As school personnel, we are all under the mandated reporter statute which requires us to report any suspicions or facts of child abuse or neglect to the New York State Central Register of Child Abuse and Maltreatment, also known as the Child Abuse Hotline.

RTI Team Meetings

As a member of the RTI team, developing and identifying student needs, including academic and behavioral support, is important. The counselor provides data collection information and records needs of teachers and students. RTI is managed by the counselor, and all referrals and data is provided by teachers.

IEP Counseling

Provide mandated counseling as needed based on a student’s IEP.

Focus Groups/Small Group Counseling

Counseling groups are offered throughout the year to address various needs. Students can contact their counselor if they are interested in joining group, or students may be recommended to attend. Examples of groups include: boys group, girls group, self-

esteem building group, social skills group, new student group, splits group and many others as needed.

Individual Meetings with At-Risk Students

School counselor identifies struggling students who are not meeting academic or behavioral expectations throughout the year and collaborates with teachers and support staff to provide appropriate interventions. They design and implement plans to address the needs of these students and monitor progress. Students are involved in this process.

Individual Counseling

Individual counseling sessions are offered and available to all students. Students are encouraged to stop in to see the counselor, or request a referral from another teacher. Teachers can also refer students for individual counseling via and online or paper form. Counselor supports students in all areas and provides counseling to address the needs of all students.

Conflict Resolution

Conflict resolution is a positive problem solving process that is used as an effective way to handle disagreements between students within the middle school setting.

Crisis Intervention

Assist students with working through crises throughout the school year as needed.

Student Observations in the Classroom

Student observations are arranged by counselor and conducted as necessary. Observations can be another form of ongoing assessment and are used within the school to record student performance or behavior.