CSCP

Running Head: C.S.C.P.: BRIGHT IDEAS HIGH SCHOOL 1

Comprehensive School Counseling Program: Bright Ideas High School

Director of Counseling Services: Savannah Jost

Word Processor: Samantha Nixon

Susan Olaschinez

Roshni Bhatia

Design and Administration

Rowan University

Dr. Kathryn Goss

C.S.C.P.: BRIGHT IDEAS HIGH SCHOOL 2

Table of Contents

Preliminary Data Collection………………………………………………….…………...3

Foundation………………….………………………………………………………...…...7

o Vision Statement

o Mission Statement

o Needs Assessment

o ASCA Student Standards

Delivery System…………………………………………………………………………10

o Guidance

o Responsive Services

o Individual planning

Management System………………………….………………………………….............23

o Management Agreement

o Advisory Committee

o Action Plan

o Twelve Month Calendar

Minimal

encourager.Accountability………………………………………………………………

……………28

o Evaluation

o Results Report

o Program Audit

References………………………………………………………………………………..36


Appendix ……………………………………………………………………………...…37

Preliminary Data Collection

School Demographics

Bright Ideas High School educates a total of 1,075 students in grades 9-12 in inner city

New Jersey; 533 males and 542 females. There are 330 students in 9th grade, 260 in 10th, 201 in

11th, 204 in 12th, and 81 students in ungraded classrooms.

Student Demographics

Over half of all students are Hispanic (54%), followed by Black (35.8%), White (8.8%),

two or more races (1.2%), and American Indian (.02%). Along with the ethnic diversity of

students, there is also some language diversity with 44.6% of the student population primarily

speaking Spanish, with 5.3% having limited English proficiency. In addition, 0.2% speaks

Zapotec and .01% Afrikaans with the remaining 55.2% speaking English. Additional student

demographics include the 11% of students with disabilities and 88% of students who are

economically disadvantaged.

At Risk Issues

At Bright Ideas High School the following have been identified as important issues that

need to be addressed to improve academics and college and career readiness:

1. Low graduation rate compared to statewide target (71%; 78%)

2. High rate of student suspension (46.5%)

3. Low rate of participation in SAT and ACT compared to statewide target (46%; 80%)

4. Low percentage of students scoring above 1550 on SAT compared to statewide target

(5%; 40%)


5. Low percentage of students taking at least one Advanced Placement Test compared to

statewide target (13%; 35%)

6. 88% of students are economically disadvantaged

Additional issues that have been identified are related to the effects of atypical growth and

development, health and wellness, language, ability level, multicultural issues, and factors of

resiliency on student learning and development. At Bright Ideas High School, many of these

issues stem from the vast majority of the students being economically disadvantaged, more

culturally diverse, and enrolled in a poor school district. With being economically disadvantaged,

health and wellness may suffer as a result of inadequate food and housing. When students are

concerned about the most basic needs of survival, school often does not seem as important. Also,

students who come from poor homes are often required to work or take care of younger siblings

while parents work which takes focus away from school and homework to help their families. In

addition, when students are economically disadvantaged, they are unable to afford outside

tutoring that may be necessary for their success.

The cultural diversity among students includes the language differences (almost half of

the students primarily speak Spanish), ethnic differences, and ability differences (11% of

students have disabilities). When a student’s primary language is Spanish, it makes learning the

material more difficult because the instruction and text are both in English, a language they are

much less familiar with. In addition, when a parent (who often has even less proficiency in

English, if any) needs to communicate with the teacher, translating often becomes an issue. This

miscommunication or inability to communicate can lead to frustration and disengagement from

both parents and students. Other multicultural issues include misunderstanding or not


recognizing cultural differences and misinterpreting these differences as being rude or

disrespectful.

With those students who have disabilities, their growth and development is different from

students who are able-bodied. Educators must also remember that equality does not always equal

equity. Though accommodations based on ability level are made, often those with disabilities are

given less opportunity and become isolated.

Being in a poor school district also creates a disadvantage because the school is not able

to provide the same types of resources that a more affluent school district can. Along with this

comes the difficulty of creating successful prevention and intervention programs to address the

risk factors of the students because, when schools are unable to implement these types of

programs, students suffer, which causes a need for more programs which we are still unable to

offer, creating a vicious cycle. Unfortunately this tends to repeatedly happen in poorer school

districts that are home to minority families, contributing to the idea that African Americans and

Hispanics are less capable than their White peers.

The mission of the guidance department at Bright Ideas High School is to increase

resiliency factors so that all students are better able to successfully develop and succeed in high

school. When students feel like outcasts they are not as invested in school and they do not

envision themselves becoming successful adults. They often feel trapped and fall into a cycle of

poverty because they are seen as less able to achieve success, so they do not believe in

themselves and do not attempt to do great things. By increasing resiliency factors, the guidance

department hopes to combat this. The goal is to assist students in making realistic plans, increase

their confidence through the development of a positive self-concept, and increase communication

and problem solving skills. Barriers that impede this progress include racism and poverty,


however there are some community, environmental, and institutional opportunities that enhance

student development. In our school community, we have many external and internal resources

that are dedicated to assisting our students in career, social/personal, and academic domains. Our

internal responsive services include individual counseling, interactive lessons and presentations,

small group counseling, consultation and collaboration with stakeholders, crisis counseling and

management, and peer mediation. Some of the external resources include the NJ Career Center,

Cumberland County Alcoholism, Drug Abuse, and Addiction Services Office, Cumberland and

Cape May County Youth Advocate Program, and Club Z! A more extensive list of our external

resources we may refer students to can be found on pages 17-19.


Foundation

Vision Statement

All students will be capable of achieving academic excellence that will provide them with

the skills necessary to succeed in academic and vocational settings. The counseling department

will ensure that each student is given the care and treatment necessary to help them succeed. Our

counseling program will be proactive in addressing the developmental needs of all students. Each

counselor will be an advocate for all students by collaborating with stakeholders to ensure equal

access to all programs. Each counselor will empower students to take control of their personal

and academic growth so they may recognize their individual abilities and maximize their

potential. All students will develop a healthy self-concept and an acceptance and appreciation of

diversity.

Mission statement

We [Counseling Department and Faculty] will provide proactive, collaborative,

developmentally appropriate programs that meet each individual student’s academic, social,

personal, and career needs to foster an inclusive, safe, and creative environment geared toward

healthy growth and success.

Needs Assessment

As the demographic and state assessment data show economic and educational barriers

establish a need for a comprehensive intervention program in which counselors, teachers and

parents can collaborate. In addition, the high number of identified students as economically

disadvantaged indicates the school should actively seek interventions to provide additional


instruction and information concerning financial aid, scholarships and the student loan process.

Identification and intervention are critical needs for the students at Bright Ideas High

School. Implementation of a systematic process for meeting and assessing student needs will

ensure that every student will make significant gains with increased skills to become better

decision makers towards their academic, college and career process. To meet this goal, the school

has decided to aggressively address the needs of the students in three major areas; academic,

career and personal/social. Focus groups will be held in all areas along with lesson plans that will

address each area individually. A short survey will also be administered to each student to collect

quantitative data (Appendix A).

American School Counselor Association Student Standards

The results of the Needs Assessment have led us to create a comprehensive program that

addresses the following American School Counselor Association Student Standards. The lessons

regarding the career domain will help students acquire the skills to investigate the world of work

in relation to knowledge of self and to make informed career decisions. The personal/social

domain lessons will teach students to set goals and to take the necessary actions to achieve those

goals. Finally, the lessons regarding the academic domain will emphasize the importance of

obtaining at least a high school education for future success.

Career

Standard C: Students will understand the relationship between personal qualities, education,

training and the world of work.

C.C2: Apply Skills to Achieve Career Goals

C:C2.1 Demonstrate how interests, abilities and achievement relate to achieving

personal, social, educational and career goals


Personal/Social

Standard C: Students will understand safety and survival skills.

PS: C1 Acquire Personal Safety Skills

PS:C1.7 Apply effective problem-solving decision-making skills to make safe and

healthy choices

Academic

Standard C: Students will understand the relationship of academics to the world of work and to

life at home and in the community.

A:C1 Relate School to Life Experiences

A:C1.6 Understand how school success and academic achievement enhance

future career and vocational opportunities


Delivery System

Guidance Lessons

Career Domain

Population: 11th

& 12th

Grade Students

Objective(s):

Students will begin to explore and brainstorm the next steps after their academic careers.

Students will learn about how to best utilize their resources and analyze their strengths.

Students’ minds will open up to the endless possibilities and opportunities available to

them after high school.

Student Competencies Addressed in Lesson:

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.

C:A1.1 Develop skills to locate, evaluate and interpret career information

C:A1.3. Develop an awareness of personal abilities, skills, interests and motivations

C:A1.6 Learn how to set goals

C:A1.7 Understand the importance of planning

Standard B: Students will employ strategies to achieve future career goals with success and

satisfaction.

C:B1.1 Apply decision-making skills to career planning, course selection and career

transition


C:B1.2 Identify personal skills, interests and abilities and relate them to current career

choice

C:B1.3 Demonstrate knowledge of the career-planning process

C:B1.4 Know the various ways in which occupations can be classified

C:B1.5 Use research and information resources to obtain career information

C:B1.6 Learn to use the Internet to access career-planning information

Standard C: Students will understand the relationship between personal qualities, education,

training and the world of work.

C:C1.3 Identify personal preferences and interests influencing career choice and

success

C:C1.7 Understand that work is an important and satisfying means of personal

expression

C:C2.1 Demonstrate how interests, abilities and achievement relate to achieving

personal, social, educational and career goals

Location: Media Center

Format: Interactive Presentation

Audience Size: Three Classes (No more than 70 students)

Time: 60 minutes

Lesson: Connecting Interests to Careers

Materials:

Computers

Career Interest Survey

Overhead Projector


SMART Goals Worksheet

Greeting & Icebreaker: “Childhood Dream Sharing”(5 Mins)

Questions:

o What did you want to be when you were younger?

o If you could do anything in the world what would you do?

Career Cluster Interest Inventory Survey (10 Mins) (Appendix B)

Discuss outcomes

o What were your results?

o Were you surprised by these results?

o Do you think these are things you could explore?

o Where will you go from here?

Provide Outside Resources (20 Mins)

Show student more available resources and go over using computers in partners (All

information is listed on the last page of their career interest packet)

Review Naviance and briefly go over key features

Review College Board and briefly go over key features

Review Education Planner and briefly go over key features

Career goal setting Sheet (10 Mins) (Appendix C)

Here they will develop 3 S.M.A.R.T. goals that relate to personal post-graduation plans

based on the inventory taken earlier in the lesson

Time for Students to Ask Questions (10 Mins)


Personal/Social Domain

Population: 9th & 10

th grade students

Objective: Increase self-awareness and decision making skills in 9th

and 10th

grade students to

develop confidence during important life decisions.


Standard B: Students will make decisions, set goals and take necessary action to achieve

goals.

PS: B1 Self-knowledge Application

PS:B1.2 Understand consequences of decisions and choices

Standard C: Students will understand safety and survival skills.

PS: C1 Acquire Personal Safety Skills

PS:C1.7 Apply effective problem-solving decision-making skills to make safe and

healthy choices

Location: Health Classroom

Format: Interactive Class Lesson

Audience Size: One Class (No more than 30 students)

Time: 45 minutes

Lesson: Chutes & Ladders: Choices Matter

Materials:

Construction Paper (for squares; 4 lanes should be set up for each team)


Assisting PowerPoint

Assessment Sheets

Introduction of Lesson, Goals, & Rules (2 Mins)

Begin Game Chutes & Ladders: Choices Matter (15-20 Mins) (PowerPoint in Appendix D)

Break class into 4 teams (each chooses a person as ‘team representative’)

Each question presents the team with a situation where they must make a life decisions.

The team’s answer will determine if they will move forward, move backward, or stay on

the same square.

Objective: The first team to reach the final square to “Graduation” wins!

o Example Question/ Choices…

You are assigned a major English paper that is due in two weeks, you

usually wait until last minute, but you know that your friend’s birthday

party is the weekend before it is due. What do you do?

1. Start the assignment right away and finish early.

2. Procrastinate until after your friend’s birthday celebration is over

and pull an all-nighter to finish.

3. Procrastinate, skip your friend’s birthday and finish it over the

weekend.

Lead Class Discussion (10 Mins)

Were there times in your group where your personal choice was different from another

group member's? How did you work together to make a group decisions?

Why do you think certain decisions are harder to make than others?


What are some strategies you think will work best for you when making important

decisions?

Give out “Class Assessment” (10 Mins) (Appendix E)

Academic Domain

Population: 9th

Grade Students of Bight Ideas High School

Objective: To emphasize the importance of obtaining at least a high school education for future

success, and to explain the New Jersey High School Graduation Requirements to help students

achieve this success.


Standard C: Students will understand the relationship of academics to the world of work and to

life at home and in the community.

A:C1 Relate School to Life Experiences

A:C1.6 Understand how school success and academic achievement enhance future career

and vocational opportunities

Standard B: Students will complete school with the academic preparation essential to choose

from a wide range of substantial post-secondary options, including college.

A:B1 Improve Learning

A:B1.5 Organize and apply academic information from a variety of sources.

Location: Classroom

Format: Interactive Class Lesson

Audience Size: One Class (No more than 30 students)

Time: 45 minutes

Lesson: Effects of Excellence in Education


Materials:

Four individual electronic devices

Handout on “Cost of Living” statistics (Appendix F)

Importance of Education (10 Mins)

Handout the “Cost of Living” statistics showing breakdown of salary expectations with

and without high school diploma and college education and cost of living to compare

salary needs

Brief discussion about this information

Overview of High School Graduation Requirements (10 Mins)

How do credits work?

Total to graduate

Breakdown of credits

How to Make Sure You Finish on Time (10 Mins)

Stay organized

Keep track of your credits

Meet with your counselor

Think about your future

o What electives may help you?

o What level math should you take?

Quiz (15 Mins)

Kahoot! (work in teams of 4(?) to answer questions) (Appendix G for quiz questions)


Bright Ideas High School Responsive Services

Individual Counseling – One-on-one sessions that give students a personalized

experience to fit their needs

Interactive Lessons & Presentations – An opportunity to target an age group within the

school and reach a mass audience regarding academic, social/personal, and career success

Small Group Counseling – Involved setting where students can relate to one another to

work toward a common goal

Consultation & Collaboration – The process of sharing expertise with stakeholders to

ensure student success

Crisis Counseling & Management – Prevention, intervention, and follow-up services for

at-risk students

Conflict Resolution/Peer Mediation – Assist students through conflict to reach common

ground, and train other students to help with this process so all may experience individual

growth

External Resource Referral –Providing information for services outside the school setting

that may better suit the needs of the student

External Resources

Career Domain:

NJ Career Center

1601 N 2nd Street Building A

Millville, NJ

P: (856) 327-5555


Cumberland County One Stop Career Center

275 N Delsea Drive

Vineland, NJ 08360

P: (856) 696-5660

F: (856) 696-7006

Social/Personal Domain:

Inspira Health Network

Child/Adolescent Outpatient / Occupational Health / Sleep Center

333 Irving Avenue

Bridgeton, NJ 08302

P: (856) 575-4111

Cumberland Co. Division of Homeless

800 E. Commerce St.

Bridgeton, NJ 08302

Diane Strozyk, Director

P: (856) 453-2171

Cumberland County Alcoholism, Drug Abuse, & Addiction Services Office

72 N. Pearl Street

Bridgeton, NJ 08302

P: (856) 451-3727

F: (856) 455-9706

Division of Child Protection and Permanency Adolescents Resources:

Robin’s Nest

Children’s Services Agency / Family Services / Aftercare “On My Own” / YAB

739 South West Avenue

Vineland, NJ 08360

P: 856-690-9765

F: 856-881-5508

Cumberland & Cape May County Youth Advocate Program (YAP)

Life Skills Training

3071 East Chestnut Ave

Suite A1

Vineland, NJ 08361

P: 856.691.1540

F: 856.691.1597

Mary Ann Hamidy, Director

Boys & Girls Club of Vineland

Outreach to At-Risk Youth

1159 N. Delsea Drive

mailto:[email protected]


Vineland, NJ 08360

P: 856-696-4190

F: 856-694-4632

Academic Domain:

Club Z!

In-Home, One-on-one Tutoring

237 S Delsea Dr

Vineland, NJ 08360

P: (609) 788-0059

Path Stone

Youth Education & Training Services

78 West Landis Avenue

Vineland, NJ 08360

E: [email protected]

P: (856) 696-1000

Emergency Hotline: (800) 624-1432

Homeschool Academy of South Jersey

1800 East Broad Street

Millville, NJ 08332

P: 609-805-2548

Individual Planning

Career Domain

Standard B: Students will employ strategies to achieve future career goals with success and

satisfaction.

C:B1 Acquire Career Information

C:B1.1 Apply decision-making skills to career planning, course selection and career

transition.

C:B1.2 Identify personal skills, interests and abilities and relate them to current career

choice.

Description

mailto:[email protected]


The counselor will meet with all assigned students at the end of tenth grade to discuss

possible career interests for approximately 15 to 20 minutes each. If the student has a clear goal

in mind, we will discuss the steps they may need to follow, including but not limited to SAT- or

ACT-prep, volunteer opportunities related to their interests, and relevant course selection. For

students who have not solidified a path for their future the discussion will focus more on current

interests and how these can translate into career opportunities, different resources, such as

Naviance or College Board, to continue their search and exploration, and discuss the impact that

course selection and extracurricular activities can have on their future. For these students, it may

be beneficial to follow up with them through either a face-to-face meeting or email. The overall

objective for this individual planning session is to identify areas of interest for each student and

to assist him/her in career planning by linking school activities with success in the future.

Personal/Social Domain

Standard A: Students will acquire the knowledge, attitudes and inter-personal skills to help and

respect self and others.

A1.4 Understand change is part of growth

A2.8 Learn how to make and keep friends

Standard C: Students will understand safety and survival skills

C1.6 Identify resource people in the school and community, and to seek their help

Description

The counselor will meet and help assimilate incoming freshman from the smaller middle

schools and private schools into a larger high school with many diverse students. These students

will be asked about their fears coming to the high school. They will be assisted with getting to

know their school by learning the groups and organizations. During this session the counselor


will give students letters that were written to them by upper classmen students and pair them

with a pen pal and/or e-pal in our mentoring program. The counselor will discuss class

scheduling and school work expectations. Finally, the counselor will provide relaxation strategies

for when students are feeling overwhelmed.

There will be a follow-up session in the spring to check in with the counselor about the

mentoring program, courses, and other extracurricular activities. Naturally, these students will be

reminded of the counseling office’s open-door policy.

Academic Domain

Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective

learning in school and across the life span.

A1.4 Accept mistakes as essential to the learning process

A2.3 Use communications skills to know when and how to ask for help when needed

A2.4 Apply knowledge and learning styles to positively influence school performance

Standard B: Students will complete school with the academic preparation essential to choose

from a wide range of substantial post-secondary options, including college.

B2.6 Understand the relationship between classroom performance and success in school.

Description

The counselor will assess student grades in the second marking period and gather a group

of students that fall under a 2.0 grade point average, or are in danger of failing for the school

year in major classes. These students will meet with the counselor twice a month for

approximately 15 minutes to go over grades and keep up with a goal sheet implemented by the

counselor. During these sessions, the counselor will also provide students will time management

skills, study skills, and other strategies to aid them with raising their grades. These students will


continue to meet with the counselor until the counselor feels the students have proven themselves

responsible for their grades by raising their grade point average to 2.5.

System Support

Consultation and Collaboration with Stakeholders:

o Student Assistant Coordinator

o School Psychologist

o School Social Worker

o School Nurse

o Attendance Clerk

o Administration

Professional Development Workshops & In-Services

Participation in Extracurricular Activities

ASCA National Model, Standards, and Competencies

Support System Activities

See Appendix H for “Bright Ideas High School: Comprehensive School Counseling Program

Brochure.”


Management System

Management Agreement

Annual Agreement

School Counselor: S. Jost, S. Nixon, S. Olaschinez, R. Bhatia Year: 2015-2016

School Counseling Program Mission Statement

We will provide proactive, collaborative, developmentally appropriate programs that

meet each individual student’s academic, social, personal, and career needs to foster an inclusive,

safe, and creative environment geared toward healthy growth and success.

School Counseling Program Goals

The school counseling program will focus on the following achievement, attendance,

behavior and/or school safety goals this year. Details of activities promoting these goals are

found in the curriculum, small-group and closing-the-gap action plans.

Program Goal Statements

1 Students will understand the importance of the relationship between educational

success and career aspirations.

2 Students will learn to relate and assess their personal qualities to their future goals.

3 Students will see how their personal decisions affect their lives.

4 Student attendance, retention, and graduation rates will increase.

5 Students will be provided with personalized programs that fit their demographic

needs.

Use of Time


I plan to spend the following percentage of my time delivering the components of the school

counseling program. All components are required for a comprehensive school counseling

program.

Planned Use Recommended

Direct Services

to Students

35%

of time delivering

school counseling

core curriculum

Provides

developmental

curriculum content in a

systematic way to all

students

80%

or more

20%

of time with

individual student

planning

Assists students in

developing educational,

career and personal

plans

15%

of time with

responsive services

Addresses the

immediate concerns of

students

Indirect

Services for

Students

10%

of time providing

referrals, consultation

and collaboration

Interacts with others to

provide support for

student achievement

Program

Planning and

School Support

10%

of time with

foundation,

management and

accountability and

school support

Includes planning and

evaluating the school

counseling program

and school support

activities

20%

or less

Advisory Committee

The school counseling advisory committee will meet on the following dates.

Wednesday, August 28th

, 2015

Wednesday, September 23rd

, 2015

Wednesday, October 21st, 2015

Wednesday, November 18th

, 2015

Wednesday, December 16th

, 2015

Wednesday, January 20th

, 2016

Wednesday, February 24th

, 2016

Wednesday, March 23rd

, 2016

Wednesday, April 20th

, 2016

Wednesday, May 25th

, 2016

*Note: Dates will be added or amended as needed.

Planning and Results Documents


The following documents have been developed for the school counseling program.

Annual Calendar

Curriculum Action Plan

Small-Group Action Plan

Results Reports (from last year’s action plans)

Professional Development

I plan to participate in the following professional development based on school counseling

program goals and my school counselor competencies self-assessment.

School Counselor In-Services

Advanced Specialized Workshops

ASCA Conference Attendance

Involvement in State Counseling Association

Professional Collaboration and Responsibilities

Group Weekly/Monthly Coordinator

A. School Counseling Team Meetings Weekly

(Thursdays)

Samantha Nixon, S.C.

B. Administration/School Counseling

Meetings

Bi-Weekly Natasha Leiberman, VP

C. Student Support Team Meetings Monthly Christopher Tuffin, CSTM

D. Department Chair Meetings Bi-Weekly Lisa Hurley, Supervisor of

Instruction

E. School Improvement Team Meetings Monthly Anthony Cantanelli,

Principal

F. District School Counseling Meetings Bi-Monthly Gary Henderson, Super

Intendent

Budget Materials and Supplies

Annual Budget $ 2,000

Materials and supplies needed: Will be determined as programs are implemented.

School Counselor Availability/Office Organization

The school counseling office will be open for students/parents/teachers from 7am to 4pm

The career center will be open from 8am to 4pm

Role and Responsibilities of Other Staff and Volunteers

School Counseling Department Assistant: Suzanne Jenkins

Attendance Assistant Clerk: Marianne Rivera

Career and College Center Assistant: Jonathon Garcia

School Counselor Signature ________________________________________________





Principal Signature _______________________________________________________

Date ___________________________________________________________________

Roles of Advisory Committee

Action Plan

Name Role E-mail

Nicolette Rodriguez Parent [email protected]

Natasha Leiberman Vice Principal [email protected]

Joe Hargrove Science Teacher [email protected]

Jennifer Garcia Student [email protected]

Jim Sciore Board Member [email protected]

Vince Galliano Local Business Owner,

Antonio’s pizza [email protected]

Paula Dunning Town Council Member [email protected]

Linda Boyd

Senior Associate Dean for

Academic Affairs, Rowan

University

[email protected]

Gabrielle Harding Nurse, Inspira Network [email protected]


12-Month Calendar

Please see separate PDF. document for the 12-Month Calendar.

Use of Time Chart


Accountability

Evaluation

Below is the America School Counselor Association approved evaluation tool that will be

used to assess the counseling program at the end of each school year. It will be given to each

counselor as well as administrative staff to yield the most holistic results. After the completion of

these assessments, the counseling department, administrative staff, and advisory committee will

meet to discuss the effectiveness of the program during the evaluated year and what changes can

be made to improve the program for the following years.

FOUNDATION

CRITERIA No In Progress Yes

Beliefs

a. Indicates an agreed-upon belief system about

the ability of all students to achieve

b. Addresses how the school counseling

program meets student developmental needs

c. Addresses the school counselor’s role as an

advocate for every students

d. Identifies persons to be involved in the

planning, managing, delivery and evaluation of

school counseling program activities

e. Includes how data informs program decisions

f. Includes how ethical standards guide the

work of school counselors

Vision Statement

a. Describes a future where school counseling

goals and strategies are being successfully

achieved

b. Outlines a rich and textual picture of what

success looks like and feels like

c. Is bold and inspiring

d. States best possible student outcomes

e. Is believable and achievable

Mission Statement

a. Aligns with the school’s mission statement

and may show linkages to district and state


department of education mission statements

b. Written with students as the primary focus

c. Advocates for equity, access and success of

every student

d. Indicates the long-range results desired for

all students

Program Goals

a. Promote achievement, attendance, behavior

and/or school safety

b. Are based on school data

c. Address school wide data, policies and

practices to address closing-the-gap issues

d. Address academic, career and/or

personal/social development

ASCA Student Standards and Other Student

Standards

a. Standards, competencies and indicators from

ASCA Student Standards are identified and align

with program mission and goals

b. Standards and competencies selected from

other standards (state/district, 21st Century,

Character Ed, etc.) align with ASCA Student

Standards, program mission and goals as

appropriate

School Counselor Professional Competencies

and Ethical Standards

a. ASCA School Counselor Competencies have

been reviewed

b. ASCA Ethical Standards for School

Counselors have been reviewed

PROGRAM MANAGEMENT


School Counselor Competencies Assessment

School counselor competencies assessment has

been completed

School Counseling Program Assessment

School counseling program assessment has

been completed

Use-of-Time Assessment

a. Use-of-time assessment completed twice a

year

b. Direct and indirect services account for 80

percent of time or more


c. Program management and school support

activities account for 20 percent of time or less

Annual Agreement

a. Created and signed by the school counselor

and supervising administrator within the first two

months of school

b. One agreement per school counselor

c. Provides rationale for use of time based on

data and goals

d. Reflects school counseling program mission

and program goals

e. Lists school counselor roles and

responsibilities

f. Identifies areas for school counselor

professional development

Advisory Council

a. Membership includes administrator and

representatives of school and community

stakeholders

b. Meets at least twice a year and maintains

agenda and minutes

c. Advises on school counseling program goals,

reviews program results and makes

recommendations

d. Advocates and engages in public relations

for the school counseling program

e. Advocates for school counseling program

funding and resources

Use of Data

a. School data profile completed, tracking

achievement, attendance, behavior and safety data

b. School data inform program goals

c. School counseling program data (process,

perception, outcome) are collected and reviewed

and inform program decisions

d. Organizes and shares data/results in a user-

friendly format (e.g., charts)

Action Plans (Curriculum, Small Group and

Closing the Gap)

a. Data are used to develop curriculum, small-

group and closing-the-gap action plans using

action plan templates

b. Action plans are consistent with the program

goals and competencies


c. Projected results (process, perception and

outcome) data have been identified

d. Projected outcome data are stated in terms of

what the student will demonstrate

Curriculum Lesson Plan

Curriculum lesson plan templates are used to

develop and implement classroom activities

Calendars (Annual and Weekly)

a. Indicate activities of a comprehensive school

counseling program

b. Reflect program goals and activities of

school counseling curriculum, small-group and

closing-the-gap action plans

c. Are published and distributed to appropriate

persons

d. Indicate fair-share responsibilities

e. Weekly calendar aligns with planned use of

time in the annual agreement

DELIVERY


Direct student services are provided (Strategies

to include instruction, group activities, appraisal,

advisement, counseling and crisis response)

a. Deliver school counseling curriculum lessons

to classroom and large groups

b. Provide appraisal and advisement to assist all

students with academic, career and personal/social

planning

c. Provide individual and/or group counseling

to identified students with identified concerns or

needs

Indirect student services are provided to

identified students (Strategies to include referrals,

consultation, collaboration)

Direct and indirect service provision amounts

to 80 percent or more of the school counselor’s

time

ACCOUNTABILITY


Data Tracking

a. School data profile is analyzed, and

implications for results over time are considered

b. Use-of-time assessment is analyzed and

implications are considered


Program Results (Process, Perception and

Outcome Data)

a. Curriculum results report is analyzed, and


b. Small-group results reports are analyzed, and


c. Closing-the-gap results reports are analyzed,

and implications are considered

d. Program results are shared with stakeholders

Evaluation and Improvement

a. School counselor competencies assessment

informs self-improvement and professional

development

b. School counseling program assessment

informs program improvement

c. School counselor performance appraisal is

conducted and informs improvement

d. Program goal results are analyzed, and

implications considered

Below is the American School Counselor Association evaluation tool that will be used to

assess counselors at the end of each academic school year. This assessment tool will be given to

the Director of Counseling Department to evaluate each counselor on staff. Each counselor will

meet with the director individually to discuss their end-of-year report and what goals he/she

wishes to improve for the following year. The director will be evaluated by the administrative

staff and will also meet with those evaluators individually to review his/her performance and

make goals for the following year.

School

Counselor

Performance

Appraisal

School Counselor

Evaluator

Position

Date

0=Unsatisfactory, 1=Basic, 2=Proficient, 3=Distinguished

DUTIES AND RESPONSIBILITIES


DESCRIPTION RATING

1. Major Function: Development and Management of a Comprehensive School

Counseling Program

1.1 Discusses the comprehensive school counseling program with the school

administrator.

1.2 Uses data to develop school counseling program goals, and shares the goals

with stakeholders (i.e., administrators, teachers, students, parents, community and

business leaders).

1.3 Uses data to develop curriculum, small-group and closing-the-gap action

plans for effective delivery of the school counseling program.

1.4 Uses the majority of time providing direct and indirect student services

through the school counseling core curriculum, individual student planning and

responsive services and most of the remaining time in program management,

system support and accountability. (Approximately 80 percent or more of time in

direct and indirect services and 20 percent or less of time in program support.)

1.5 Uses data to develop comprehensive programs that meet student needs.

Observations and comments:

2. Major Function: Delivery of a Comprehensive School Counseling Program

Direct Services

2.1 Provides direct student services (school counseling core curriculum,

individual student planning and responsive services).

2.2 Delivers school counseling core curriculum lessons in classroom and large-

group settings.

2.3 Provides appraisal and advisement to assist all students with academic,

career and personal/social planning.

2.4 Provides individual and group counseling to students with identified

concerns and needs.

Indirect Services

2.5 Indirect student services are provided on behalf of identified students;

strategies to include referrals, consultation and collaboration.

2.6 Refers students and parents to appropriate school and community resources

to support student achievement and success.

2.7 Consults with parents and other educators to share strategies that support

student achievement and success.

2.8 Collaborates with parents, other educators and community resources to

support student achievement and success.


3. Major Function: Accountability

3.1 Identifies and analyzes school data to inform the school counseling

program and measure program results.


3.2 Analyzes data on how time is used and adjusts program delivery to meet

student needs as demonstrated in school data.

3.3 Collects and analyzes results data of school counseling program activities

to guide program evaluation and improvement.

3.4 Monitors student academic performance, attendance and behavioral data to

inform school counseling program goals.

3.5 Conducts self-analysis to determine strengths and areas of improvement

and plans professional development accordingly.

3.6 Conducts a school counseling program assessment annually to review

extent of program implementation and effectiveness.

3.7 Shares school counseling program results data with relevant stakeholders.


Total Score

Average Score

Overall

Performance

Comments by

Evaluator:

Comments by

School

Counselor:

Results Report

At the end of each academic year, the counseling department will develop a results report

based on the evaluations listed above, supervisor feedback, advisory committee feedback, and

the result of the second administration of the Needs Assessment. This report will be divided into

quantitative (counselor evaluation, program evaluation, student needs assessment results) and

qualitative (supervisor feedback, advisory committee) data that will be complied into a

comparison report including the previous ten years to show the trajectory of the comprehensive

school counseling program. This report will be presented to the Board of Education upon

completion for approval and for the Program Audit process to begin.


Program Audit

The Program Audit uses the Program Results Report to develop an outline of what

strengths and weaknesses exist at the end of each academic year and what changes can be made

to improve the program for the following years. The counseling staff will meet with two students

of each grade (eight total) during a focus group each June to gain more qualitative data for the

audit. The counseling department will also meet with a teacher from each department to gain a

teacher’s perspective on the counseling effectiveness during the school year. All these data will

be evaluated by the counseling staff during a summer workday to finalize the outline. At the

completion of the program audit, the counseling staff can officially begin to make changes to the

comprehensive counseling program for the next academic year.


References

Freehold Regional High School District. (2014). NJ high school requirements. Retrieved

from http://www.frhsd.com/district/files/curriculum/offerings/requirements.pdf

Glasmeir, A. (2015). Living wage calcuulation for New Jersey. Retrieved

from www.livingwage.mit.edu/states/34.

Houston Chronicle. Retrieved from www.work.chron.

State of New Jersey Department of Education. (2010). N.J. Student standards. Retrieved

from http://www.state.nj.us/education/code/current/title6a/chap8.pdf

http://www.frhsd.com/district/files/curriculum/offerings/requirements.pdf

http://www.state.nj.us/education/code/current/title6a/chap8.pdf


Appendix

Appendix A

Academic Semester _____________ Academic Year__________________

Student level (freshman, sophomore, Jr., or Sr.) ______________________

Instructions: Please check in the box that is most accurate for you. When completed, return to

the Guidance Office.

Strongly Agree Agree Neutral Disagree Strongly Disagree

I understand what my

test scores mean in

relation to academic

and career planning.

I understand the best

career options for me.

I am planning my

options after High

School.

I understand the college

application process.

I understand my

learning process to

improve how I learn.

I feel confident about

and applying for

scholarships and

financial aid.

I understand graduation

requirements.

I have a clear plan to

follow when I graduate.

I understand why I take

SAT/ACT.

I understand why I need

a good education.

I will stay in school

until I graduate H.S.

I will continue my

education after H.S.


Appendix B





Appendix C

Make 3 Career Oriented Goals following the S.M.A.R.T. Format….

1. ________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________


Appendix D






Appendix E

Student Name:____________________ Counselor Presenting:_________________ Date:______

1. Did you learn anything from today’s activity? Please circle and explain your choice.

Yes No

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Could you give an example of how you could use what was discussed today to improve

you decision making skills in the future? If yes, please explain

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. What could the counselors do to make this activity better for next time? Please be

specific.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


Appendix F

According to the U.S. Bureau of Labor Statistics

High School Dropout earned an average of $451 per week.

$23, 452 per year gross

5, 159 Taxes

$18, 302 Net

With a High School diploma earned an average of $638 per week


8,294 Taxes

$24, 882 Net

With a Associates Degree earned an average of $768 per week


11, 182 Taxes

$28, 754 Net

With a Bachelor Degree earned an average of $1053 per week


15, 331 Taxes

$39, 000 Net

Average Monthly Living Expenses

New Jersey

Food $242

Medical $133

Housing $956

Transportation $262

Other $95

Required monthly income after taxes $1688

Required income after taxes $20,256

This does not include car insurance, cell phone, cable and any extras that you would want to pay

for.


Appendix G

Kahoot! Quiz Questions

1. How many years of gym are required to graduate?

a. 2

b. 3

c. 4

d. 1 year per you are in high school

2. Which of the following is considered an elective

a. English III

b. Geometry

c. US History II

d. Psychology

3. Which math course is NOT required?

a. Algebra I

b. Geometry

c. Trigonometry

d. All of the above are required

4. How many years do you HAVE to take English?

a. 2

b. 3

c. 4

d. 1 per year you are in high school

5. Which class would fulfill the requirement for visual and performing arts?

a. Drama

b. Art

c. Dance

d. All of the above


Appendix H
