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Springville-Griffith Institute CSD
K-12 Comprehensive School Counseling Plan
December 2014
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Pupil Service Team:
Director of Special Education and Pupil Services
Rochelle Casselman
School Counselors
Phyllis Brennan
Chris Mathewson
Mike Criscione
Amanda Valenti
Karen Polizzi
Jill Hill
School Psychologists
Shauna Uonites
Rachel Grillo
Dr. Jennifer Daubner
Social Workers
Kristie Ziegler
Debra Skok-Watson
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Vision Statement:
Linking Today’s Learners to Tomorrow’s Possibilities
Mission Statement:
Springville-Griffith Institute is a learning community committed to thinking
critically, reflectively, and creativity, while courageously pursuing
challenges and contributing to society.
SGI Counseling Philosophy:
The Pupil Personnel team functions as an integral part of the educational
process assisting students in the development of intellectual, emotional,
physical and interpersonal skills. These skills bear upon all students’
abilities to function in a healthy manner at home, school and in the
community as productive citizens. As the academic standards at all levels of
education are raised, counselors are imperative. All counselors,
psychologists and social workers at SGI are uniquely prepared to assist
students in their growth through development of necessary academic, career
and personal/social developments in a collaborative effort among
administrators, teachers, parents, families and the community as a whole.
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Roles of the K-12 Pupil Personnel Team
Individual Counseling
o Family Concerns
o Academic Difficulties
o Mental Health
o Social/Peer Difficulties
o Self-Esteem
o Anger Management
Group Counseling
o Academic Support
o Mental Health Groups
o Conflict Resolution
o Social Groups
o Divorce/Separation
o Responsibility/Organization
o Anger Management/Impulse Control
o Grief Support
o Leadership and Development Program
Crisis Counseling
o Suicide/Lethality
o Pregnancy
o Truancy
o School Phobia
o Sexual Harassment
o Grief
o Trauma
o Bullying
o Child Abuse
o Self-Image (eating disorders, cutting)
o Substance Abuse
CSE
o Referrals through Student Support Team
o Meetings
o IEP goals and tracking
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Family Advocacy/Support
o Referral/Linkage to Outside Agencies
o SGI Family Support Center
o PINS
o Child Protection Services/Family Assessment Response
o Home Visits
College Planning
o College Selection/Application
o Letters of Recommendations
o Financial Aid
o Scholarships
o College Visits
o PSAT/SAT/ACT
Career Planning
o Self-Directed Search
o Army/Navy/Marines/Air Force/Coast Guard Recruitment
o College Consortium
o ACCESS-VR
o Job Shadowing
o Career Exploratory Program through BOCES
o Career Day
Academic Advisement
o Diploma Track
o Academic Intervention Services (AIS)
o Course Selections
o Career and Technical Programs
o Tutoring
o Progress Reports/Report Cards
o Classroom lessons/Presentations
o Intake Meetings
o ENCORE program
Attendance
o Review attendance policy with students in jeopardy
o CPS/PINS referral
o Home Visits
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Consultation
o New students registration/Intake
o Parent Conferences
o Student Conferences
o Student Conflicts/Peer Mediations
o Student Support Team Meetings and/or Response to
Intervention Meetings
o Academic Intervention Services
o Drop Out Prevention
o Home Visits
o Summer School
o Transition Camps
Collaboration
o Use of Technology
o Data-Driven Results
o Student Support Team Meetings and/or Response to
Intervention Meetings
o Advocacy
o Parent/Teacher Meetings
o Student/Teacher Meetings
o Problem Solving
o School/Parent Communication
o Master Schedule
o Liaison to Mental Health Professionals
o Classroom lessons/Presentations
o State-wide Assessments
o Student Orientation Programs
School Wide Emotional Support and Building Safety
o Crisis Plan/Team
o Fire/Evacuation Drills
o Supporting Building Protocol
o Character Education Program
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National Standards for School Counseling Programs
Academic Development
o Standard A: Student will acquire the attitudes, knowledge and
skills that contribute to effective learning in school and across
the life span
Improve academic self-concept
Acquire skills for improving learning
Achieve school success
o Standard B: Students will complete school with academic
preparation essential to choose from a wide range of substantial
postsecondary options, including college
Improve learning
Plan to achieve goal
o Standard C: Students will understand the relationship of
academics to the world of work and to life at home and in the
community
Relate school to life experiences
Career Development
o Standard A: Students will acquire the skills to investigate work
in relation to knowledge of self and to make informed career
decisions
Develop career awareness
Develop employment readiness
o Standard B: Students will employ strategies to achieve future
career goals with success and satisfaction
Acquire career information
Identify career goals
o Standard C: Students will understand the relationship between
personal qualities, education, training and the world of work
Acquire knowledge to achieve career goals
Apply skills to achieve career goals
Personal/Social Development
o Standard A: Students will acquire the knowledge, attitudes and
interpersonal skills to help them understand and respect self and
others
Acquire self-knowledge
Acquire interpersonal skills
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o Standard B: Students will make decisions, set goals and take
necessary action to achieve goals
Self-knowledge application
o Standard C: Students will understand safety and survival skills
Acquire personal safety skills
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How Does Springville-Griffith Institute CSD meet National Standards
for School Counseling Programs?
Elementary School
Academic Development
The SGI counseling program is dedicated to assisting all elementary school
students reach their academic potential by helping students understand and
participate effectively. Through classroom guidance lessons and
group/individual counseling students will:
Set personal and academic goals more effectively
Collaborate and consult with educational team, parents/guardians and
agencies
Be able to discuss and study skills
Gain self-awareness to learn effectively, by recognizing individual
learning styles
Develop effective study skills, time management skills and stress
management skills
Career Development
All elementary students should have educational experiences that promote
an awareness of the working world and their relationship in it.
Students will gain knowledge regarding the importance of
developing a positive self-concept and its relationship to career
development
Students will develop awareness of different occupations
Students will understand the need to develop skills for
interacting with one another effectively
Students will learn the importance of educational achievement
and success as well as its influence on future career
opportunities
Students will begin to acquire skills for understanding and
using career information
Students will also increase understanding of how careers relate
to needs and functions of society
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Personal/Social Development
Through planned comprehensive and developmental classroom guidance
lessons and group/individual counseling counselors will assist in facilitating
personal and social development among children at each grade level. Some
of the goals, competencies and skills children will obtain are:
Self-awareness- knowing and understanding ones-self
Appropriate choice and decision-making
Personal safety
Respecting others
Accepting responsibility
Relationship/friendship skills
Personal and social conflict resolution skills
Healthy choices
Peer pressure
Impulse/self-control
Recognition and response to Bullying
Springville Middle School
Academic Development
The SGI counseling program is designed to help all students reach their
academic potential, by providing programs and services through classroom
instruction, group/individual counseling and consultation. SGI Middle
School counselors will:
Collaborate and consult with educational team, parents/guardians and
agencies
Provide students with study skills, time management, stress
management and responsibility/organization education
Help students gain self-awareness in relation to academic self-concept
and educational performance
Manage Academic Intervention Services, Scheduling, Summer
School, Transition Camp and Grade reporting
Present academic, transition and program information to parents and
staff members
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Career Development
All Middle school students should have educational experiences that
promote an awareness of the working world and their relationship to it.
Students will gain knowledge regarding the importance of developing
a positive self-concept and its relationship to career development
Students will develop an awareness of different occupations
Students will gain an awareness of the various relationships between
lifestyles and careers
Students will understand the need to develop skills for interacting with
one another effectively
Students will learn the importance of educational achievement and
success and its influence on future career opportunities.
Students will begin to acquire skills for understanding and using
career information
Students will also increase understanding of how careers relate to the
needs and functions of society
Personal/Social Development
Through planned classroom instruction, large group presentations and
individual/group counseling, Middle School Counselors will assist in
facilitating personal and social development among children at each grade
level. Some of the goals, competencies and skills children will obtain are:
Self-awareness/self-image
Appropriate decision making
Respecting others
Accepting responsibility
Relationship/friendship skills
Personal and social conflict resolution skills
Peer pressure
Impulse/self-control
Sexual Harassment/Harassment
Substance Abuse
Recognition and response to Bullying
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Springville-Griffith High School
Academic Development
The SGI High School counseling program is designed to help all students
reach their academic potential by providing programs and services through
group/individual counseling and consultation. The SGI High School
counselors will:
Monitor student progress in their achievement of meeting NYS
graduation requirements; intervention plans will be developed for at
risk students
Scheduling
Master schedule creation including consultation with various
groups including administration, special education, and teachers
Dialogue with students and parents to create individual student
schedules including ongoing modification of schedule to align with
post-graduation plans
Collaborate and consult with teachers, parents/guardians and agencies
Provide oversight and administration of the collection and delivery of
academic progress reports and report cards including obtaining
teacher grade verifications and fold/stuffing mailings; additional
scrutiny given to final average calculations
Serve on district and building level committees that support student
success
Present academic, transition and program information to parents and
staff members
Career Development
All High School students should have educational experiences that promote
an awareness of their personal abilities, skills and interests and apply
decision making to career and education decisions.
Individual, small group and large group scheduling and career
counseling meetings with all students
Self-directed search with interested students including use of
technology programs
Coordinate the administration and registration for college and career
assessment opportunities including SSD (Student Service Disability)
ASVAB
ACT
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SAT
PSAT
NCAA
College planning, applications, letters of recommendations
Coordinate local scholarship and career opportunities
Distribute, collect, and assist with scholarship information
Organize college and military visits to SGI High School
Coordinate and make available college and career resources
Admissions representatives
Military
College fairs
Professional networking
Financial aid information and FAFSA (Free Application Federal
Student Aid) forms
Attend yearly professional development regarding SUNY, College
Board, and financial aid updates
Internships
College visits/trips
BOCES visits, registration, and scheduling for vocational/technology
career programs
Personal/Social Development
Through large group presentations and individual/group counseling the SGI
High School counselors will provide assistance in:
Student Advocacy
Assistance in the communication between students, parents and
teachers
High School transition activities
Member of Student Support Team and Crisis Service Team
Address student issues as needed
Self-awareness/self-image
Appropriate decision making
Respecting others
Accepting responsibility
Relationship/friendship skills
Personal and social conflict resolution skills
Peer pressure
Impulse/self-control
Sexual Harassment/Harassment
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Substance Abuse
Recognition and response to Bullying
Ethical Standards for School Counselors
Responsibilities to students
Confidentiality
o The professional school counselor informs students of the
procedures under which they may receive counseling at or
before time when the counseling relationship is entered, this
would include confidentiality
o The professional school counselor keeps information
confidential unless disclosure is required to prevent clear and
imminent danger to the student or others or when legal
requirements demand that confidential information will be
revealed
Counseling Plan
o Provides students with a comprehensive school counseling
program that includes a strong emphasis on working jointly
with all students to develop academic and career goals
o Advocates for counseling plans supporting students right to
choose from the wide array of options when they leave
secondary education
Dual Relationships
o Avoids dual relationships that might impair his/her objectivity
and increase the risk of harm to the student
o Avoids dual relationships with school personnel that might
infringe on the integrity of the counselor/student relationship
Appropriate Referrals
o Make referrals when necessary or appropriate to outside
resources
Group Work
o Screen prospective group members and maintains an awareness
of participants’ needs and goals in relation to the goals of the
group
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o Follow up with group members and documents proceedings as
appropriate
Danger to self or others
o Informs parents/guardians or appropriate authorities when the
student’s condition indicates a clear and imminent danger to
student or others
o Attempt to minimize threat to a student and may choose to
inform the student of the actions to be taken, involve the
student in a three way communication with parents/guardian
when breaching confidentiality, or allow the student to have
input as to how and to whom will breach the confidentiality
Student Records
o Maintains and secures records necessary for rendering
professional services to the students as required by the law
o Keeps sole-possession records separate from the students
educational records in keeping with state laws
o Recognizes the limits of sole-possession records and understand
these records are a memory aid for the creator in absence of
privilege communication may be subpoenaed and may become
educational records
o Establishes a reasonable timeline for purging sole-possession
records or case notes
Evaluation, Assessment and Interpretation
o Adheres to all professional standards regarding selecting,
administering and interpreting assessment measures and only
utilizes assessment measures that are within the scope of
practice for school counselors
o Seeks specialized training regarding the use of electronically
based testing programs in administering, scoring, and
interpreting that may differ from that required in more
traditional assessments
o Considers confidentiality issues when utilizing evaluative or
assessment instruments and electronically based programs
o Provides interpretation of the nature, purposes, results and
potential impact of assessment/evaluation measures in language
the students understand
o Monitors the use of assessment results and interpretations
o Uses caution when utilizing assessment techniques and making
evaluations
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o Assesses the effectiveness to his/her program in having an
impact on the students’ academic, career and personal/social
development through accountability measures
Technology
o The counselor promotes technological applications that are
appropriate for students individual needs
o Advocates for equal access to technology for all students
o Takes appropriate measures for maintaining confidentiality of
students information
o Take reasonable and appropriate measures to protect students
from objectionable and/or harmful online material
Student Peer Support Program
o Responsible for the welfare of students participating in peer to
peer programs under his/her direction.
Responsibilities to Parents/Guardians
Parent Rights and Responsibilities
o Respects the rights and responsibilities or parents/guardians for
their children and establishes collaborative relationships to
facilitate student’s maximum development
o Adheres to laws, guidelines, and ethical standards of practice
when assisting parents/guardians
o Respects confidentiality of parents/guardians
Parents/Guardians confidentiality
o Informs parents/guardians to the counselors role with emphasis
in the confidential nature of the counseling relationship
between counselor and student
o Recognizes that working with minors in a school setting may
require counselors to collaborate with students’
parents/guardians
o Provides parents/guardians with accurate, comprehensive and
relevant information in an objective manner
o Makes reasonable efforts to honor the wishes of
parents/guardians concerning information regarding the
student
Responsibilities to Colleagues and Professional Associates
Professional Relationships
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o Establishes and maintain professional relationships with
faculty, staff, and administration to facilitate an optimum
counseling program
o Treats colleagues with professional respect, courtesy, and
fairness
o Is aware of and utilizes related professionals, organizations, and
other resources to whom the student may be referred
Sharing Information with other professionals
o Adheres to appropriate guidelines concerning confidentiality
o Provides professional personnel with accurate, objective, and
concise data necessary to assist students
Responsibilities to the School and Community
Responsibilities to the school
o Supports the students’ best interest
o Informs appropriate officials in accordance with the school
policy of condition that may potentially be disruptive to the
school’s mission, personnel and property
o Is Supportive to the school’s mission
o Accepts employment only for the positions for which he/she is
qualified to serve
o Advocates that administrators hire only qualified and competent
individuals for professional counseling positions
Responsibilities to the community
o Collaborates with agencies
o Extends influence and opportunity to deliver a comprehensive
school counseling program to all students by collaborating with
community resources for student success
Responsibilities to Self
Professional competence
o Functions within the boundaries of individual professional
competence and accepts responsibility for the consequences of
his/her actions
o Monitors personal well-being and effectiveness and does not
participate in any activity that may harm a student
o Strives through personal initiative to maintain professional
competence including technological literacy
Diversity
o Affirms diversity of students, staff and families
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o Expands and develops awareness to his/her own attitudes and
beliefs
o Possesses knowledge and understanding about how oppression,
racism, discrimination and stereotyping affects him/her
personally and professionally
Responsibilities to the Profession
Professionalism
o Accepts the policies and procedures for handling ethical
violations as a result of maintaining membership in the
American School Counselor Association (ASCA)
o Conducts in such a manner as to advance individual ethical
practice and the profession
o Conducts appropriate research
o Adheres to ethical standards
Contribution to the profession
o Actively participates in local, state and national associations
fostering the development and improvement of school
counseling
o Contributes to the development of the profession through the
sharing of skills, ideas and expertise with colleagues
o Provides support and mentoring to novice professionals
References
American School Counselor Association. Retrieved from www.school
counseling.org
New York State Counseling Association (ed.). (2005). The New York State
Model for Comprehensive K-12 School Counseling Programs. Leicester,
New York.