K-12 School Counseling Plan

Overview | Commissioner’s Regulation 100.2 | School District Policy | School Guidance | Historical Perspectives | Enrollment Trends | Guidance Activity Matrix | Parent and Student Orientations | Education Career Planning | Career Development and Occupational Studies | Student Interventions | Professional Development | School Success | Pupil Personnel Services

Overview

The mission of Northville Central School District is clear:

Expectations, Effort, Excellence

To achieve its mission, the district is committed to ongoing efforts aimed at setting and maintaining high expectations for all students and building the capacity for all students to succeed. This is done within a systemic K-12 framework, which acknowledges the academic, physical and social development of pupils in distinct stages over time and the expectations of local, state and national learning standards.

Of critical importance to the district’s comprehensive effort is the role of its guidance and related services components for students, parents and teachers alike. The explanation and coordination of these responsibilities K-12 are articulated in this Guidance Plan. It is intended to assist educational stakeholders in assuring the academic and social success of all pupils.

The mission of our counselor(s), social worker(s) and school psychologist(s) is stated as:

To promote positive academic, career, social and emotional development of our children through school, family and community involvement.

Commissioner’s Regulation 100.2

Public and Nonpublic School Guidance Programs

Commissioner’s Regulations

100.2 General School Requirements
(J) Guidance Programs

1. Public Schools. Each school district shall have a guidance program for all students.
   1. 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
   2. In grades 7-12, the guidance program shall include the following activities or services:
      1. 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;
      2. 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;
      3. 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 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 teacher assistants under the supervision of counselors or teachers, and that such individual or group counseling assistance shall be provided by certified or licensed school psychologists, or certified or licensed school social workers in cooperation with school counselors; and
      4. the services of personnel certified or licensed as school counselors.
   3. 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 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.

School District Policy

Subject: Guidance Program

A District plan for the K-12 guidance program shall be filed in the District office and made available for public review. This plan shall be subject to annual review and revised as necessary in the following ways:

1. Identification of guidance program objectives;
2. Activities to accomplish the objectives;
3. Identification of staff members and other resources to accomplish the objectives;
4. Provisions for the annual assessment of program results.

Guidance Programs (K-6)

A coordinated guidance program in grades K-6 shall be developed and implemented to:

1. Help students to be aware of their current and future opportunities;
2. Help those students exhibiting any attendance, academic, behavioral or adjustment problems;
3. Educate students concerning avoidance of child sexual abuse; and
4. Encourage parental involvement

Guidance Program (7-12)

A coordinated guidance program in grades 7-12 shall be developed and implemented including the following activities and services:

1. Educational progress and career plans will be reviewed with the student annually;
2. Instruction at each grade level to help students learn about various careers and career planning skills;
3. Other advisory and counseling assistance which will benefit students such as: helping students develop and implement post-secondary education and career plans; helping those students exhibiting any behavioral or adjustment problems; and encouraging parental involvement.

School Guidance

The Northville Central School District school counselor(s) fully supports the district mission:

Expectations, Effort, Excellence

To do so, it seeks to:

• Assure school success for all students as the outcome of all counseling efforts.
• Provide timely and effective communication with students, parents and teachers on all matters germane to its responsibility.
• Continuously educate constituents as to the expectations of the Northville Central School experience including graduation requirements, assessment standards and the breadth of opportunities created by school programming.
• Provide and support career and college education awareness and planning at all levels.
• Coordinate counseling, consulting and related service efforts of all support components within the school district.

Historical Perspectives

Mid 1980’s: No PCs were provided to the teachers/school counselors. Everything was written on paper and by hand. Scheduling was completed on paper. Memos were typed on regular typewriters and the phone was the only means of communication.

Mid 1990’s: School counselor was given a PC allowing for greater creativity and freedom to create forms for student and office use. Additionally, the school counselor was able to produce quality PowerPoint presentations and handouts for parent and student presentations.

1997: A student management system called WIN School was implemented.

1997: Computers are used daily for scheduling, progress reporting, report cards, data management and queries.

2000: CX Bridges a college and career software search program.

2004: CHOICES a college and career software search program.

2004: ECHOICES – an Internet version of CHOICES was purchased for a year at the school counselor’s request giving student access from home.

2004: Clear Track access for all CSE teachers gave direct access to IEP’s and 504 plans for accommodations and modifications.

2010: A student management system called PowerSchool was implemented.

2014: IEP Direct access for all CSE teachers provided instant availability of IEP’s and 504 plans for accommodations and modifications

Enrollment Trends

2001 – 2002

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 48
• Grade 8: 60
• Grade 9: 63
• Grade 10: 49
• Grade 11: 46
• Grade 12: 38

2002 – 2003

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 66
• Grade 8: 43
• Grade 9: 59
• Grade 10: 50
• Grade 11: 46
• Grade 12: 40

2003 – 2004

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 45
• Grade 8: 67
• Grade 9: 44
• Grade 10: 57
• Grade 11: 42
• Grade 12: 45

2004 – 2005

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 50
• Grade 8: 44
• Grade 9: 68
• Grade 10: 44
• Grade 11: 42
• Grade 12: 43

2005 – 2006

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 51
• Grade 8: 53
• Grade 9: 58
• Grade 10: 59
• Grade 11: 40
• Grade 12: 44

2006 – 2007

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 59
• Grade 8: 53
• Grade 9: 53
• Grade 10: 48
• Grade 11: 60
• Grade 12: 35

2007 – 2008

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 35
• Grade 8: 59
• Grade 9: 53
• Grade 10: 53
• Grade 11: 48
• Grade 12: 61

2008 – 2009

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 42
• Grade 8: 35
• Grade 9: 59
• Grade 10: 53
• Grade 11: 53
• Grade 12: 48

2009 – 2010

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 56
• Grade 8: 42
• Grade 9: 35
• Grade 10: 59
• Grade 11: 53
• Grade 12: 53

2010 – 2011

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 46
• Grade 8: 56
• Grade 9: 42
• Grade 10: 35
• Grade 11: 59
• Grade 12: 53

2011 – 2012

• Number of counselors: 1
• Grade 6: Unavailable
• Grade 7: 31
• Grade 8: 46
• Grade 9: 56
• Grade 10: 42
• Grade 11: 35
• Grade 12: 59

2012 – 2013

• Number of counselors: 1
• Grade 6: 36
• Grade 7: 44
• Grade 8: 31
• Grade 9: 46
• Grade 10: 56
• Grade 11: 42
• Grade 12: 35

2013 – 2014

• Number of counselors: 1
• Grade 6: 39
• Grade 7: 36
• Grade 8: 44
• Grade 9: 31
• Grade 10: 46
• Grade 11: 56
• Grade 12: 42

2014 – 2015

• Number of counselors: 1
• Grade 6: 54
• Grade 7: 39
• Grade 8: 36
• Grade 9: 44
• Grade 10: 31
• Grade 11: 46
• Grade 12: 56

Guidance Activity Matrix

The following matrix shows the breadth and depth of formalized secondary guidance activities and initiatives currently in practice in the school district. The following ongoing goals are indicated on the matrix at each grade level per experiences and serves as a key for matrix understanding:

1. To increase COMMUNICATION with parents.
2. To promote clearer understanding of SCHOOL ENVIRONMENT.
3. To promote understanding of EDUCATIONAL REQUIREMENTS.
4. To promote SCHOOL SUCCESS SKILLS.
5. To provide CAREER/EDUCATION awareness and planning.
6. To promote SOCIAL/PERSONAL development.
7. To increase COMMUNITY INVOLVEMENT.
8. To provide COORDINATION, CONSULTATION AND COUNSELING SERVICES.

Parent and Student Orientation

5th – 6th Grade Transition

• Parent and Student Orientation: Meeting with 5th grade teachers
  • Grade 5: D, F, H

6th – 7th Grade Transition

• Parent and Student Orientation: Meeting with 6th grade teachers
  • Grade 6: D, F, H
• Parent and Student Orientation: 7th grade school tour/orientation
  • Grade 7: A, B, C, D, F, G, H

7th – 8th Grade Transition

• Parent and Student Orientation: Meeting with 7th grade teachers
  • Grade 7: D, F, H

8th – 9th Grade Transition

• Parent and Student Orientation: 8th grade parent night
  • Grade 8: A, B, C, D, G, H
• Parent and Student Orientation: Meeting with 8th grade teachers
  • Grade 8: D, F, H
• Parent and Student Orientation: 8th grade programming
  • Grade 8: C, D, F, H

12th Grade Transition

• Parent and Student Orientation: Transition Handbook
  • Grade 11: A, C, D, E, H
  • Grade 12: A, C, D, E, H

New Student Orientation

• Parent and Student Orientation: Meeting with new students/parents
  • Grades 5 – 12: A, B, C, D, E, F, H
• Parent and Student Orientation: New student orientation and registration
  • Grades 5 – 12: B, C, D, H
• Parent and Student Orientation: New student screening
  • Grades 5 – 12: D, F, H
• Parent and Student Orientation: Inter district records retrieval and assessment
  • Grades 5 – 12: D, E, F, H

Career Planning

Back to School Night

• Grades 5 – 12: A, B, C, E, G, H

Course Selection

• Grades 5 – 11: C, E, H

Schedule Adjustments

• Grades 6 – 12: C, D, E, H

Balancing Class Size

• Grade 6: D, F, G, H
• Grades 7 – 12: D

Cumulative Record Maintenance

• Grades 6 – 12: B, C, D, E, H

Documentation

• Grades 6 – 12: A, C, D, E, F, G, H

Annual Student Review

• Grades 6 – 12: A, B, C, D, E, F, H

Scheduling for Special Needs Population

• Grades 6 – 12: B, C, D, E, F, H

Financial Aid Night

• Grades 11 – 12: A, E, G, H

NAVIANCE Software Skills & Interests

• Grades 10 – 12: D, E, F, G, H

NAVIANCE Software College & Career Planning

• Grades 10 – 12: D, E, F, G, H

Career Day

• Grades 5 – 12: E, F, G, H

Senior Conference

• Grade 12: A, B, C, D, E, F, H

Junior Conference

• Grade 11: A, B, C, D, E, F, H

Junior Parent Conference

• Grade 11: A, B, C, D, E, F, H

Sophomore Conference

• Grade 10: A, B, C, D, E, F, H

Freshman Conference

• Grade 9: A, B, C, D, E, F, H

Academic At-Risk Mailing

• Grades 6 – 12: A, C, D, E

College Rep Visits

• Grades 10 – 12: E, F, H

Military Advisement

• Grades 10 – 12: E, F, H

PLAN/PSAT Administration

• Grades 10 – 12: A, D, E, H

Standardized Test Administration & Interpretation, NYS Test Interpretation

• Grades 7 – 12: E, F, H

Special Needs Standardized Test Registration

• Grades 10 – 12: D, H

College Application and Selection Process

• Grades 10 – 12: E, H

College Selection Group

• Grade 12: B, C, D, E, F, G, H

Interest Inventory

• Grades 6 – 12: E, F, G, H

Standardized Test Ordering and Distribution

• Grades 7 – 12: C, H

Career Exploration Internship Program

• Grades 11 – 12: B, C, D, E, F, G

Career & Financial Management/ESCape

• Grades 10 and 12: C, D, E

Eight Grade Conference

• Grade 8: A, B, C, D, E, F, H

Student Interventions

Instructional Support Team

• Grades 6 – 12: D, F, H

Prepare IST Referrals

• Grades 6 – 12: C, D, E, F, H

Prepare CSE Referrals

• Grades 6 – 12: C, D, E, F, H

Attendance & Behavioral Issues

• Grades 6 – 12: C, D, E, F, H

CSE/504 Annual Reviews

• Grades 6 – 12: C, D, E, F, H

Individualized Counseling

• Grades 6 – 12: D, E, F, H

Crisis Counseling

• Grades 6 – 12: D, E, F, H

Community Agency Referrals

• Grades 7 – 12: B, D, E, F, G, H

Liaison with Community Agencies

• Grades 7 – 12: B, F, G, H

Prepare AIS Referrals

• Grades 7 – 12: C, D, E, F, H

Professional Development

HFM BOCES School Counselor Meetings

• Grades 6 – 12: C, D, E, F, G, H

Annual Update of Guidance Plan

• Grades 6 – 12: A, B, C, D, E, H

Attendance at Various Seminars and Conferences

• Grades 6 – 12: B, C, D, E, G, H

School Success

Student Progress Reports/Updates

• Grades 6 – 12: A, B, C, E, F, H

Parent/Counselor Conferences

• Grades 6 – 12: A, B, C, E, F, H

Parent/Teacher/Counselor Conferences

• Grades 6 – 12: A, B, C, E, F, H

Peer Tutoring & Mentoring

• Grades 6 – 12: B, C, D, E, H

Senior At-Risk Counseling

• Grade 12: A, C, D, H

Summer School Registration/Mail

• Grades 6 – 12: A, B, C, D, E, H

Middle School Team Meetings

• Grades 6 – 8: C, D, H

Set Up Home Tutoring

• Grades 6 – 12: A, C, D, E, H

Guidance Newsletter

• Grades 6 – 12: A, B, C, D, E, F, G, H

Guidance Website

• Grades 6 – 12: A, B, C, D, E, F, G, H

Scholarship Process

• Grades 11 – 12: A, C, D, E, F, G, H

CTC Counselor Meetings & Visitations

• Grades 11 – 12: A, B, C, D, E, F, H

CTC Student Visitations

• Grades 10 – 12: A, B, C, D, E, F, G, H

Counselor & Principal Meetings

• Grades 6 – 12: A, B, C, D, E, G, H

College Application Processing

• Grade 12: A, C, D, E, F, G, H

Classroom Presentations

• Grades 11 – 12: B, C, D, E, F, H

Regents/RCT Letters

• Grades 8 – 12: A, B, C, D, E, H

University in the High School Program

• Grades 11 – 12: A, B, C, D, E, G, H

Recommendation Writing

• Grades 11 – 12: A, C, E, F, H

Academic Intervention Services (AIS): Assisting with selection for remediation, scheduling, monitoring

• Grades 6 – 12: A, B, D, E, H

Daily Homework for Absent Students

• Grades 6 – 12: A, B, D, H

Identification of Honor Students

• Grades 6 – 12: A, B, D, E, H

Diploma Reminders

• Grades 9 – 12: A, C, D, H

Grade Reporting from PowerSchool

• Grades 6 – 12: A, C, H

Parent/Teacher/Student Conference Summary

• Grades 6 – 12: A, C, D, H

Programming Students

• Grades 6 – 12: B, C, D, H

Developing Master Schedule

• Grades 6 – 12: H

Department Meetings

• Grades 6 – 12: A, B, C, D, E, G, H

Parent and Student Orientations

Entering a new school year can be very challenging for students and their parents. As a way of assisting students new to the district and those who are transitioning from one level to another, the school counselor(s) has developed a series of orientation programs.

Careful attention is given to the placement of students and, hence, focuses on early identification of students who may be considered to be “at risk” in order that appropriate early intervention may be made.

Information is disseminated through a series of evening programs and classroom presentations for students. Events such as the student orientation and the student council members serving as tour guides are designed to help students transition successfully. Parent meetings are planned to inform them of school expectations and procedures, so that they might play an active role in helping their children attain optimal academic success.

Meeting with Fifth Grade Teachers

Target Grade: 5

Time Frame: January

Focus: Transition 5/6

• Need
  • To provide optimal academic planning.
• Objective
  • To create two academic instructional teams of students equivalent ability and gender distribution.
• Activity
  • To meet with fifth grade teachers from NCS to select students for each team using information provided by teachers, which indicate ability level, gender and special needs of students.
• Outcome
  • Creation of two sixth grade team teaching lists for the following school year.
• Evaluation
  • The principal reviews each of the class lists prior to the start of the school year.
• Staff
  • School counselor and fifth grade teachers from NCS.
• Resources
  • Guidance office and student list.
• Preparation
  • Schedule meeting with fifth grade teachers.
  • Class list sheet.

Meeting with Sixth Grade Teachers

Target Grade: 6

Time Frame: January

Focus: Transition 6/7

• Need
  • To provide optimal academic planning.
• Objective
  • To create two academic instructional teams of students equivalent ability and gender distribution.
• Activity
  • To meet with sixth grade teachers from NCS and Edinburg to select students for each team using information provided by teachers, which indicate ability level, gender and special needs of students.
• Outcome
  • Creation of two seventh grade team teaching lists for the following school year.
• Evaluation
  • The principal reviews each of the class lists prior to the start of the school year.
• Staff
  • School counselor and sixth grade teachers from NCS and Edinburg.
• Resources
  • Guidance office and student list.
• Preparation
  • Schedule meeting with sixth grade teachers.
  • Class list sheet.

Meeting with Seventh Grade Teachers

Target Grade: 7

Time Frame: January

Focus: Transition 7/8

• Need
  • To provide optimal academic planning.
• Objective
  • To create two academic instructional teams of students equivalent ability and gender distribution.
• Activity
  • To meet with seventh grade teachers from NCS to select students for each team using information provided by teachers, which indicate ability level, gender and special needs of students.
• Outcome
  • Creation of two eighth grade team teaching lists for the following school year.
• Evaluation
  • The principal reviews each of the class lists prior to the start of the school year.
• Staff
  • School counselor and seventh grade teachers from NCS.
• Resources
  • Guidance office and student list.
• Preparation
  • Schedule meeting with seventh grade teachers.
  • Class list sheet.

Seventh Grade Summer Tour/Orientation

Target Grade: 7

Time Frame: August/September

Focus: Transition 6/7

• Need
  • Seventh grade students need to become familiar with the middle school expectations and programs.
• Objective
  • To provide the seventh grade students to walk through their schedule and meet their teachers prior to the first day school.
• Activity
  • Current seventh grade students follow around their schedule a week prior to the first day of school with the help of a student council student. Student meets with each middle school teacher.
• Outcome
  • The students will come familiar with middle school teachers expectations, where their classes are located and which students will be in each of their classes.
• Evaluation
  • Verbal feedback from middle school teachers and students.
• Staff
  • Student council, middle school teachers, administration and school counselor.
• Resources
  • Student schedules and classroom school supplies sheet.
• Preparation
  • Student schedules.
  • Prepare classroom school supplies sheet.

Eighth Grade Parent Night

Target Grade: 8

Time Frame: March

Focus: Transition 8/9

• Need
  • Transitioning parents of children entering high school require information about the school programs and expectations.
• Objective
  • To provide an overview about high school programming including course opportunity, the schedule, the teachers and the school expectations for student success.
• Activity
  • The school counselor provides a presentation to the eighth grade parents and students. The presentation includes expectations, strategies to assist them in becoming successful and programs offered at NCS.
• Outcome
  • Students and parents will acquire an initial formal understanding of the high school. They will be aware of strategies for success and able to identify a resource person in the high school who they can go to for support.
• Evaluation
  • Eighth grade students and parents will give verbal feedback to the school counselor and district principal.
• Staff
  • School counselor.
• Resources
  • Secondary classroom.
• Preparation
  • Invitations sent to all Edinburg and Northville eighth grade parents and students.
  • Prepare presentation.
  • Prepare handouts for each parent and student with requirements and expectations.

Meeting with Eighth Grade Teachers

Target Grade: 8

Time Frame: January

Focus: Transition 8/9

• Need
  • To provide optimal academic planning.
• Objective
  • To place ninth grade students in teams of equivalent ability and gender.
• Activity
  • To meet with eighth grade teachers from NCS to select students for each team using information provided by teachers, which indicate ability level, gender and special needs of students.
• Outcome
  • Creation of ninth grade team teaching lists for the following school year.
• Evaluation
  • The district assistant principal and principal reviews each of the class lists prior to the start of the school year.
• Staff
  • School counselor and eighth grade teachers from NCS.
• Resources
  • Guidance office and student list.
• Preparation
  • Schedule meeting with eighth grade teachers.
  • Class list sheet.

Eighth Grade Programming

Target Grade: 8

Time Frame: February

Focus: Transition 8/9

• Need
  • Eighth grade students need information regarding required courses and elective courses open to them in the high school including career opportunities.
• Objective
  • Eighth grade students will be educated regarding ninth grade course opportunities and complete request sheet.
• Activity
  • Counselor will meet with eighth grade students from NCS in classrooms. Course information will be discussed.
• Outcome
  • Students will select required and elective courses for ninth grade.
• Evaluation
  • Students select proper courses totaling 5 1/2 credits.
• Staff
  • School counselor.
• Resources
  • High school course sheet.
• Preparation
  • Prepare course selection sheet.
  • Prepare course selection booklet.
  • Schedule time to meet with NCS students.
  • Input requests in PowerSchool.

Transition Handbook

Target Grades: 11/12

Time Frame: March

Focus: Transition 12 – Post-Secondary

• Need
  • Eleventh and twelfth grade students need to be aware of their post-secondary options following graduation at NCS.
• Objective
  • Eleventh and twelfth grade students will be educated on college and/or job search process.
• Activity
  • The school counselor will meet with each student individually during their junior and senior to discuss in depth their options after high school graduation.
• Outcome
  • The student will learn about pre-college planning, graduation requirements and how to prepare for the work force.
• Evaluation
  • The school counselor will follow up with each during their senior project.
• Staff
  • School counselor.
• Resources
  • Transition Handbook and guidance office.
• Preparation
  • Schedule to meet with each student individually during study hall.
  • Create passes to be handed out prior to meeting.
  • Prepare Transition handbook for students.

Meeting with New Students and Parents

Target Grades: 6 – 12

Time Frame: Year-Round

Focus: New Student Orientation

• Need
  • Students and parents new to Northville Central School require information about the school.
• Objective
  • To inform students and parents new to the district about school policies, procedures and programs to enhance student’s academic and social success.
• Activity
  • Prior to student enrolling at NCS, the parent and student will meet with counselor to learn about district and what is has to offer.
• Outcome
  • Students and parents become acquainted with their school counselor and school district.
• Evaluation
  • Verbal feedback from parent(s) and student.
• Staff
  • School counselor.
• Resources
  • School profile with district information.
• Preparation
  • Prepare School profile.
  • Prepare School counselor business card with email address and phone number.

New Student Orientation and Registration

Target Grades: 6 – 12

Time Frame: Year-Round

Focus: New Student Orientation

• Need
  • To obtain documentation regarding residency as well as health and academic information.
• Objective
  • To assure that new students do reside with the school district. To accurately place students in classes that corresponds to previous academic placements. To make students and parents aware of current programs at NCS. To have students become familiar with the physical layout of NCS.
• Activity
  • Meet with student and parent or guardian to fill out registration forms, discuss career goals, courses offered and school procedures. Proofs of residency are reviewed, validated and copied for the student file.
• Outcome
  • Students will be scheduled for courses that will allow them to pursue academic and career goals as well as meet graduation requirements.
• Evaluation
  • Completion and verification of registration documents.
• Staff
  • School counselor and secretary.
• Resources
  • File folder, registration packet, school folder, student folder.
• Preparation
  • No preparation needed.

New Student Screening

Target Grades: 6 – 12

Time Frame: Year-Round

Focus: New Student Orientation

• Need
  • As new students enter the school district, assessment is required to determine appropriate placement, including possible special education.
• Objective
  • To assess instruction at all levels of new students entering the district.
• Activity
  • Review records from previous school including state assessments. Call former school if necessary.
• Outcome
  • Ensure that all students are appropriately placed in academic courses and referred to CSE, when appropriate.
• Evaluation
  • Students will be scheduled for appropriate classes.
• Staff
  • Academic teachers and school counselor.
• Resources
  • Standardized test scores, school transcripts and former class schedule.
• Preparation
  • Review all records from previous school(s).
  • Contact school if needed.
  • Contact NCS teachers assistance if needed.

Inter-District Records Retrieval and Assessment

Target Grades: 6 – 12

Time Frame: Year-Round

Focus: New Student Orientation

• Need
  • Accurate academic records on new students are necessary.
• Objective
  • To place students in appropriate courses based on previous academic and/or testing results.
• Activity
  • Any information parents and students have at registration is gathered. A formal request is made of the previous school. School counselor follow-up with phone calls to obtain missing information and/or clarification of records. Student schedules are checked for appropriate placement.
• Outcome
  • Students will be accurately scheduled with consideration given to their abilities, interests, and progress towards graduation.
• Evaluation
  • Successful transition into our district, complete transcript information from previous district and creation of an accurate student file.
• Staff
  • School counselor and secretary.
• Resources
  • Phone, fax machine and student file.
• Preparation
  • No preparation needed.

Education-Career Planning

The 6-12 counseling program has as part of its charge the goal of preparing students for life after Northville. This process involves making parents and students aware of academic requirements as well as providing appropriate and rewarding school-to-work experiences to students. The secondary school counselor(s) provide transitional programming at every state, with the ultimate goal being the student making the successful adjustment from high school to college, the military or post-secondary employment.

The counselor(s) develop appropriate schedules for students in accordance with the state and local learning standards as implemented by the New York State Department of Education. Developing career awareness utilizing NAVIANCE software and others means begins at the middle school level. Career fairs, college visits, the processing of college applications, and providing students access to military and college representatives contribute to a comprehensive school-to-career program.

Career Development and Occupational Studies

1. Standard I: Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
   1. Students will learn about the changing nature of the work place, the value of work to society and the connection of work to the achievement of personal goals.
2. Standard 2: Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
   1. Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
3. Standard SA: Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
   1. 5 – Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
4. Standard SB: Career Majors: Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career development, and success in post-secondary programs.
   1. Students will demonstrate an understanding in the:
      1. Business& Information Systems
      2. Health Services
      3. Engineering & Technologies
      4. Human & Public Services
      5. Natural & Agricultural Sciences
      6. Arts & Humanities
5. Students will accomplish each of these standards during each grade working with their school counselor.
   1. 6th grade:
      1. Interest Inventory
         1. Follow up with information on the particular job
         2. Students will identify what Career Major their job fits in
         3. Classroom Career discussion
         4. Students will listen to potential careers linked to classroom instruction
   2. 7th grade:
      1. Interest Inventory
         1. Follow up with information on the particular job
         2. Students will identify what Career Major their job fits in
      2. Classroom Career discussion
         1. Students will listen to potential careers linked to classroom instruction
   3. 8th Grade:
      1. Job shadowing experience in particular area of interest
         1. Students create a photo book of their job shadowing experience
         2. Students will identify what Career Major their job shadowing experience fit into
      2. Program students following required courses for career area
      3. Classroom Career discussion
         1. Student will listen to potential careers linked to classroom instruction
      4. Career Day
         1. Students participate in a HFM BOCES regional Career Day
   4. 9th Grade:
      1. Annual Review
         1. Discuss current classes/ grades
         2. Discuss Career goals
            1. Students will identify what Career Major their career fits into
         3. Program for 10th grade classes
         4. Students will complete Career Plan via Career Zone
      2. NAVIANCE presentation
         1. College/Career search engine
   5. 10th Grade:
      1. Career & Financial Management
         1. Students will update Career Plan via Career Zone
      2. Interest Inventory
         1. Follow up with information on the particular job
         2. Students will identify what Career Major their job fits in
      3. Visit Career and Tech Center
         1. Students write a review of their experience visiting the programs at the Career and Tech Center
      4. Annual Review
         1. Discuss current classes/ grades
         2. Discuss Career goals
         3. Program for 11th grade classes
      5. PLAN (practice ACT)
         1. Interest Inventory included in test
      6. Job Shadow
         1. Students create a PowerPoint Presentation describing their job shadowing experience
            1. Students will identify what Career Major their job fits in
            2. File presentation in the Career File in guidance office
      7. NAVIANCE presentation
         1. College/Career search engine
   6. 11th Grade:
      1. Annual Review
         1. Discuss current classes/ grades
         2. Discuss Career goals
         3. Program for 12th grade classes
         4. Students will update Career Plan via Career Zone
      2. Junior Parent Conference
         1. Invite students and parents to discuss post-secondary I career goals
      3. PSATs
      4. Attend college tours and college fairs
         1. Students write a review of their experience at the college and college fairs
            1. File review in the Career Library
      5. Visit/host jobfair
         1. Interview tips
         2. Resume building
            1. Hold a mock interview for students
      6. NAVIANCE presentation
         1. College/Career search engine
   7. 12th Grade:
      1. Senior Project
         1. Students create PowerPoint Presentation
            1. File the Career and/ or College project in the Career Library
      2. Career and Financial Management
      3. Annual Review
         1. Discuss current classes/ grades
         2. Graduation requirements
         3. Discuss career goals
         4. Provide college/ career handbooks/ applications
      4. Attend college tours and college fairs
         1. Students write a review of their experience at the college and college fairs
            1. File review in the Career Library
      5. Prepare timeline for college application( s)
         1. Students will periodically meet with School Counselor to check off accomplished tasks
      6. Assist in college and/ or job applications
      7. NA VIANCE presentation
         1. College/Career search engine

Back to School Night/Open House

Target Grades: 6 – 12

Time Frame: September/October

Focus: Career Planning

• Need
  • Parents/guardians need information regarding current courses and course requirements.
• Objective
  • To provide parents / guardians with information regarding current academic programming, thus enhancing communication and promoting support for students’ academic success.
• Activity
  • Parents follow an abbreviated class schedule of their child’s typical school day. Teachers distribute information regarding expectations for each course. Parents are invited to visit school counselor.
• Outcome
  • Communication between school and home is enhanced, promoting academic success for students.
• Evaluation
  • Parents give verbal feedback.
• Staff
  • Northville Central School administrators, teachers, school counselor and support staff.
• Resources
  • High school and middle school classrooms, handouts, and student schedules.
• Preparation
  • Letters mailed home to parents inviting them to open house.
  • Provide student schedules for each parent.

Course Selection

Target Grades: 5 – 11

Time Frame: Year-Round

Focus: Career Planning

• Need
  • Students require assistance in selecting courses appropriate for their educational plans and graduation requirements.
• Objective
  • To individually help students design a realistic and challenging class schedule to meet requirements and promote post-secondary success.
• Activity
  • School counselor will meet with each student individually or small groups to complete course selection sheets and follow up with parents School Counselor will then input requests in PowerSchool and scheduled Students will then see a tentative schedule in June.
• Outcome
  • Students will have a full and meaningful schedule that supports his or her vocational and/or educational plans while assuring district and state compliance.
• Evaluation
  • Students will meet their academic goals with only minor schedule changes.
• Staff
  • School counselor.
• Resources
  • Course selection sheets and course description booklet.
• Preparation
  • Meet with departments to discuss course offerings.
  • Meet with administration to discuss staffing.
  • Update course selection sheets.
  • Update course description booklets.

Schedule Adjustment

Target Grades: 6 – 12

Time Frame: Year-Round

Focus: Career Planning

• Need
  • During the school year students require schedule adjustments.
• Objective
  • To review all change requests and to assess their validity consistent with state and local expectations.
• Activity
  • Student will discuss possible schedule changes with their school counselor. After discussing the change, including the students purpose for wanting the change, the counselor will determine whether the change is in the student’s best interest. Teacher, parents and administration will be notified and any input needed If approved, change will be recorded in PowerSchool. For teacher/counselor schedule change, student will be notified individually.
• Outcome
  • Relevant changes will be made which do no limit or diminish student opportunity.
• Evaluation
  • Schedule changes will enhance, not detract from the quality of the education that student obtains and assist in the overall academic success of the student.
• Staff
  • School counselor, parent, teacher and administration.
• Resources
  • Change request forms, PowerSchool up to date master schedule and possible assessment scores.
• Preparation
  • N/A

Balancing Class Sizes

Target Grades: 6 – 12

Time Frame: Year-Round

Focus: Career Planning

• Need
  • Classes need to be balanced to assure equity of opportunity.
• Objective
  • Create course enrollments considerate of size, student ability, and gender.
• Activity
  • Review course enrollments for balance of size, student ability, and gender.
• Outcome
  • Courses will be balanced considerate of size, student ability and gender.
• Evaluation
  • Creation of balanced class enrollments.
• Staff
  • School counselor, administration and teachers.
• Resources
  • Master schedule, PowerSchool.
• Preparation
  • N/A

Cumulative Record Maintenance

Target Grades: 6 – 12

Time Frame: Year-Round

Focus: Career Planning

• Need
  • The school is required to keep a cumulative record of individual student’s academic progress, diploma type and testing information.
• Objective
  • To accurately maintain all relevant student information in a confidential, central student file.
• Activity
  • Counselors maintain scheduling, diploma type, career pathway, standardized testing, student course drop forms, credits, support given and other overall information on how each student is progressing towards graduation.
• Outcome
  • An accurate comprehensive confidential student file will be maintained for each student.
• Evaluation
  • Each student will have a complete file containing academic information as well as documentation of pertinent disciplinary action.
• Staff
  • School counselor, teachers, administration, guidance secretary.
• Resources
  • File folder for each student.
• Preparation
  • N/A

Documentation

Target Grades: 6 – 12

Time Frame: Year-Round

Focus: Career Planning

• Need
  • Almost every aspect of the school counselors responsibility requires documentation and record maintenance.
• Objective
  • To accurately document pertinent information to assures its accessibility when needed.
• Activity
  • Counselors are always obtaining information about students from many different sources. This information needs to be organized and maintained. Counselors are also frequently asked to compile information regarding students, pathways, credits, etc. which must also be maintained and compiled. Student transcripts are gone over repeatedly and status sheets filled out in order to track student progress towards graduation. Counselors update forms and information sheets that are given to parents. Forms also need to be updated in order to increase efficiency. All functions, activities, and classes require up-to-date forms, handouts and information. Interim reports, report cards and announcements of upcoming events are also done.
• Outcome
  • Information on students and data on many aspects of students success will be accurately compiled and maintained for future reference, comparison and/or evaluation.
• Evaluation
  • Records are kept and appropriate information collected.
• Staff
  • School counselor.
• Resources
  • Transcripts, forms, status sheets, schedules, PowerSchool, computer.
• Preparation
  • N/A

Annual Student Review

Target Grades: 6 – 12

Time Frame: Year-Round

Focus: Career Planning

• Need
  • The school counselor needs to share information with student and parent on a regular basis concerning overall academic performance.
• Objective
  • To assure personal communication at critical secondary school junctures between school and home.
• Activity
  • School counselor invites students and on occasion parent/guardian to a conference. School counselor provides a worksheet with credits, diploma type, graduation requirements and career/college goals.
• Outcome
  • Student/school counselor/parent interaction assures optimal student academic performance.
• Evaluation
  • Students and parents give verbal feedback.
• Staff
  • School counselor.
• Resources
  • Secondary guidance office, conference sheet, annual review folders.
• Preparation
  • Schedule student and parent to come in.
  • Follow up with a letter home to each parent.
  • Develop annual review form.

Scheduling for Special Needs Population

Target Grades: 6 – 12

Time Frame: May – August

Focus: Career Planning

• Need
  • To meet the specific needs of special populations.
• Objective
  • To appropriately place students within their prescribed special education program.
• Activity
  • Creation and review of schedules for students with special needs.
• Outcome
  • Schedules will be created to assure that the prescribed IEP/504 plan for students with special needs is actualized.
• Evaluation
  • The appropriate scheduling of students with special needs.
• Staff
  • School counselor, CSE/504 chair and special education teachers.
• Resources
  • PowerSchool, student records, IEP Direct
• Preparation
  • N/A

Financial Aid Night

Target Grades: 11 – 12

Time Frame: January – February

Focus: Career Planning

• Need
  • Parents and students need information regarding financial planning for college and how to complete financial aid forms.
• Objective
  • To provide financial planning information and support for parents and students for the complex process of applying for financial aid.
• Activity
  • Parents and students will be invited to attend a financial aid evening program.
• Outcome
  • Parents and students will better understand and successfully complete the college financial aid application process.
• Evaluation
  • Verbal feedback.
• Staff
  • School counselor, FMCC Financial Aid Counselor.
• Resources
  • Classroom, computer, handouts.
• Preparation
  • Contact FMCC.
  • Send invitation home.
  • Prepare handouts.

NAVIANCE Software Skills & Interests

Target Grades: 8 – 12

Time Frame: October – November, February – March

Focus: Career Planning

• Need
  • Students need to understand how their interests and strengths relate to the college selection process and career search.
• Objective
  • To give students the resources needed to integrate their interests with research related to their career, college and scholarship opportunities.
• Activity
  • Students will come to the school counselor with questions about careers, college and scholarship information. The school counselor will demonstrate and describe how to use the NAVIANCE Software to research careers, college and scholarships. This is most thoroughly addressed in individual meetings with students.
• Outcome
  • Students will access relevant college and career information as they continue to formulate their educational goals and post-secondary plans.
• Evaluation
  • Students will select appropriate careers, colleges, college majors and scholarships with accurate and up-to-date information.
• Staff
  • School counselor.
• Resources
  • NAVIANCE, computer room, career library, handouts.
• Preparation
  • N/A

NAVIANCE Software College & Career Planning

Target Grades: 8 – 12

Time Frame: School Year

Focus: Career Planning

• Need
  • Students need to be knowledgeable about careers and the educational requirements necessary to qualify for jobs in those fields.
• Objective
  • To have students explore careers that fit their interests and abilities, facilitating their college selection process.
• Activity
  • Meet with students during annual reviews. Students will take an interest inventory to help them research and focus on a career. Once a general pathway is decided upon, a variety of other factors including college size, geographic location, entrance difficulty will be factored into the search. A list of several schools that meets the student’s needs will be produced.
• Outcome
  • Students will be knowledgeable of career and college information, expectations and requirements.
• Evaluation
  • Students will enter into post-secondary training in a career/major that fits their interests an abilities.
• Staff
  • School counselor, career and library and computer lab.
• Resources
  • NAVIANCE, computer.
• Preparation
  • N/A

Career Day

Target Grades: 4 – 12

Time Frame: March, May

Focus: Career Planning

• Need
  • All students in grades 4-12 will benefit from the opportunity to hear from and visit practitioners in various fields as they consider career options.
• Objective
  • Students will learn more about careers of choices, non- traditional careers, careers of the next century and to experience.
• Activity
  • Students will have the opportunity to choose and listen to presenters in the different career avenues: Business/Information Systems, Health Services, Engineering/Technologies, Human/Public Service, Natural/Agricultural Sciences and Arts/Humanities.
• Outcome
  • All students will have enhanced perspectives about future career options.
• Evaluation
  • Students will fill out evaluations from the different career sites.
• Staff
  • School counselor, Career Day committee members.
• Resources
  • Computer, phone, Career Magazine, statistical trends of careers.
• Preparation
  • Contact career presenters.
  • Survey students.

Senior Conference

Target Grade: 12

Time Frame: September

Focus: Career Planning

• Need
  • School counselor needs to review graduation status, post high school plans and the college application/admission process with seniors.
• Objective
  • To assist seniors with post high school planning and review courses required for graduation.
• Activity
  • School counselor meets with each senior individually and explains college/career application process, including the importance of college tours, recommendations and resources available. The school counselor reviews how to fill out college/career applications correctly to meet college admission standards, deadlines, and get financial aid. Graduation requirements, diploma status and transcripts are also reviewed.
• Outcome
  • Students understand the college/career application process.
• Evaluation
  • Students will file complete and timely applications for college admissions or employment. Students will obtain financial aid information to successfully complete application process.
• Staff
  • School counselor.
• Resources
  • Transcripts, a sample of an activity resume, application worksheet, senior year checklist, sample applications, SUNY view book, ACT/SAT registration packets, important dates and deadlines.
• Preparation
  • Create folder for each student with various handouts.
  • Photocopy transcript.
  • Review transcript for any discrepancies.
  • Schedule conference with student.
  • Handout passes.
  • Follow up with letter home to parents.

Junior Conference

Target Grade: 11

Time Frame: September – October

Focus: Career Planning

• Need
  • Juniors need information regarding careers, colleges and their progress towards graduation.
• Objective
  • To explain graduation requirements gather information on college/career plans, and discuss possible senior year classes.
• Activity
  • The school counselor meets with each junior to discuss graduation requirements, diploma status, Regents exams, classes for senior year and college/career goals.
• Outcome
  • Juniors will have more information about the steps to take to prepare for future plans to succeed in high school.
• Evaluation
  • Juniors will have the knowledge to be able to correctly identify the classes needed to be better prepare for their career/college goals.
• Staff
  • School counselor.
• Resources
  • Transcript, junior conference worksheet, course description booklet, NAVIANCE.
• Preparation
  • Schedule meeting time with each student.
  • Review transcript for any discrepancies.
  • Hand out passes.
  • Follow up with letter home to parents.

Junior Parent Night

Target Grade: 11

Time Frame: January

Focus: Career Planning

• Need
  • Junior students and their parents need information regarding careers, college majors, the college/career application process and their progress towards graduation and their goals.
• Objective
  • To explain the college/career application process, gather information on future plans and give information on colleges.
• Activity
  • The school counselor invites and meets with each junior and parent/guardian. The college application process is explained. College visitation is stressed and college search information and resources are reviewed. Graduation requirements, diploma type, recommendations and SAT/ACT information are discussed. Student and parent also reviews senior year schedule,
• Outcome
  • Students and parents will have the necessary information to begin / continue the college/career search process. Students will be aware of graduation requirements and importance of academic success.
• Evaluation
  • Student and parent verbal feedback and preparedness to start the college search until senior conference.
• Staff
  • School counselor.
• Resources
  • Transcript, conference checklist, NAVIANCE, SAT/ACT registration, financial aid packets.
• Preparation
  • Invitations for parents.
  • Schedule meeting.
  • Create folder for each student.

Sophomore Conference

Target Grade: 10

Time Frame: October – November

Focus: Career Planning

• Need
  • Sophomores need information about career/colleges. The school counselor needs to gather information for student career plans. Sophomores need to select courses for the next school year.
• Objective
  • To meet with sophomores to gain and dispense information about career, college preparation, scheduling, graduation requirements and diploma status.
• Activity
  • The school counselor meets with each sophomore to review their transcript, current schedule, classes of interest for junior year and career plans.
• Outcome
  • Sophomores have more information about steps to take to prepare for future plans to succeed in school.
• Evaluation
  • Sophomores will have the knowledge to be able to correctly identify the classes needed to be better prepare for their career/college goals.
• Staff
  • School counselor.
• Resources
  • Student schedule, career plans, sophomore conference sheet, transcript.
• Preparation
  • Review transcript.
  • Create folder for each student.
  • Schedule each student.
  • Hand out passes.
  • Follow up with letter home to parents.

Freshman Conference

Target Grade: 9

Time Frame: December

Focus: Career Planning

• Need
  • Freshmen need information about careers and possible high school and post high school opportunities. The school counselor needs to gather information for student career plans. Freshmen need to review the selected courses for the next school year.
• Objective
  • To meet with freshmen to gain and dispense information about careers, high school plans, scheduling, graduation requirements and diploma status.
• Activity
  • The school counselor meets with each freshmen to review their transcript, current schedule, classes of interest for sophomore year and career plans.
• Outcome
  • Freshmen have more information about steps to take to prepare for future plans to succeed in school.
• Evaluation
  • Freshmen will have the knowledge to be able to correctly identify the classes needed to be better prepare for their career/college goals.
• Staff
  • School counselor.
• Resources
  • Student schedule, career plans, freshmen conference sheet, transcript.
• Preparation
  • Review transcript.
  • Create folder for each student.
  • Schedule each student.
  • Hand out passes.
  • Follow up with letter home to parents.

Academic At-Risk Mailing

Target Grades: 6 -12

Time Frame: Quarterly

Focus: Career Planning

• Need
  • Parents/guardians of students with failing grades need information regarding their child’s academic standing.
• Objective
  • Parents/guardians of students with failing grades will receive clear understanding of their child’s academic standing.
• Activity
  • In addition to ongoing updates of their child’s academic progress through typical means, the school counselor prepares letters for the parents of students who are in danger of failing at the end of each marking period. Students who do fail the class are then sent a letter with information regarding summer school.
• Outcome
  • Parents will be fully aware of their child’s academic standing.
• Evaluation
  • Freshmen will have the knowledge to be able to correctly identify the classes needed to be better prepare for their career/college goals.
• Staff
  • Teachers, school counselor, guidance secretary.
• Resources
  • Student schedule, career plans, freshmen conference sheet, transcript.
• Preparation
  • Review failing list quarterly.
  • Develop letter.
  • Send letter.

College Representative Visits

Target Grades: 10 -12

Time Frame: September – January

Focus: Career Planning

• Need
  • Students need to be able to sit down for an extended period of time with a representative from a potential college.
• Objective
  • Students will gain a clearer perspective of whether a college will be a good match for them.
• Activity
  • College representatives make appointments beginning in August with guidance secretary. Students are informed of upcoming visits through a weekly calendar and daily announcements. Students meet with representatives of their choice and gather needed information on the school. The school counselor also meets with college reps to get updates on programs, admission requirements, etc.
• Outcome
  • Students will be able to assess a school compatibility in a timely, efficient manner.
• Evaluation
  • Students make informed choices regarding applying to and visiting colleges.
• Staff
  • School counselor, guidance secretary, college representatives.
• Resources
  • Career library.
• Preparation
  • N/A

Military Advisement

Target Grades: 10 -12

Time Frame: September – January

Focus: Career Planning

• Need
  • Students who are interested in the military as a career need to gain information and access to recruiters.
• Objective
  • To provide the most up-to-date information regarding opportunities in the military.
• Activity
  • Advisement sessions with members of the armed forces. Military representatives regarding ROTC and admission to the service academies, conduct seminars at the high school.
• Outcome
  • Students will receive information regarding possible options in the military service.
• Evaluation
  • Students who attend the advisement sessions and who ultimately pursue a career in the military. Verbal feedback from the recruiters and students.
• Staff
  • School counselor, military personnel, guidance secretary.
• Resources
  • Career library.
• Preparation
  • Phone conversation with recruiters to set up visits.
  • Meet with recruits to discuss statistics regarding senior class.

PLAN/PSAT Administration

Target Grades: 10 -11

Time Frame: November – December

Focus: Career Planning

• Need
  • Students need to be given the opportunity to gain experience with college admissions testing.
• Objective
  • Provide students with opportunity to take standardized tests in home district.
• Activity
  • Standardized tests, specifically the PLAN and the PSAT, are administered during the first semester of the students’ sophomore and junior year. Offering exams during the regular school session encourages maximum participation. Exams are announced through the guidance newsletters, flyers, school website, and morning announcements. Counselors must be familiar with test specifications and proctoring the test.
• Outcome
  • Students will become familiar with standardized testing procedures and the type of questions they can expect when taking the ACT and SAT during their sophomore or junior year.
• Evaluation
  • The school counselor will receive feedback from each student following the exams.
• Staff
  • School counselor, teachers, testing classroom, special education teacher.
• Resources
  • High school classroom, registration forms, test booklets, calculators, extra pencils.
• Preparation
  • Order tests.
  • Identify students with disabilities for accommodations.
  • Mail information to parents concerning payment.
  • Announce test.
  • Set up classroom.
  • Meet with each student to explain test.

Standardized Test Administration & Interpretation, NYS Interpretation

Target Grades: 6 -12

Time Frame: School Year

Focus: Career Planning

• Need
  • Students, parents, teachers and administrators need information on student test scores.
• Objective
  • To provide students, parents and teachers with a standard to compare student progress and achievement.
• Activity
  • Standardized tests are scored and are reported back to the school district. The school counselor use these scores appropriately plan instruction for students. The scores are explained to parents and students as one means of determining student progress. Scores are interpreted by using percentile ranks nationally and grade equivalents. Scores are identified to track students reading and comprehension abilities. Teacher are provided scores of students to identify students who may need additional help with curriculum.
• Outcome
  • Students, parents and teachers will understand standardized test results and integrate that understanding into teaching/learning process.
• Evaluation
  • Parents, students and teachers clearly understand test scores by successfully integrating the information to their specific needs.
• Staff
  • School counselor, teachers, administrators.
• Resources
  • Testing results.
• Preparation
  • Sort through tests.
  • Develop proctoring schedule for each exam.
  • Assist special ed teachers.
  • Interpret results for each student.

Special Needs Standardized Test Registration

Target Grades: 10 -12

Time Frame: School Year

Focus: Career Planning

• Need
  • Students who possess a physical or learning disability need an opportunity to utilize the special testing services provided through the Educational Testing Service and the American College Testing Program.
• Objective
  • To provide our students with disabilities unlimited or extended time, and readers, as appropriate, to complete the SAT, PSAT, PLAN or ACT.
• Activity
  • The school counselor gathers the needed materials and information to fill out registration forms for students with disabilities. Each student under the supervision of a test proctor will be given extended time to complete the PSAT or PLAN.
• Outcome
  • Classified students will participate in special testing services provided for disabled applicants, so as to give them every opportunity to do their best.
• Evaluation
  • Students will have SAT, ACT, PSAT or PLAN scores which may be presented to colleges for admission or placement requirements.
• Staff
  • School counselor and special education teachers.
• Resources
  • Testing rooms, testing material, IEPs, 504s.
• Preparation
  • N/A

College Application and Selection Process

Target Grade: 12

Time Frame: School Year

Focus: Career Planning

• Need
  • Completed college applications need to be processed.
• Objective
  • To provide students with yearlong guidance and supervision in the college selection and application process.
• Activity
  • Students meet repeatedly with their school counselor to review the selection process, ask questions and review college applications. The school counselor writes and collects needed recommendations and completes counselor portions of applications. Mid-year marks are forwarded to colleges. Final grades are mailed to the college of choice.
• Outcome
  • Students select appropriate colleges and programs.
• Evaluation
  • Results of applications are recorded on worksheet and mailed home.
• Staff
  • School counselor, guidance secretary, teachers.
• Resources
  • College applications, transcripts, recommendations, school profile, college application checklist, meetings.
• Preparation
  • N/A

College Selection Group

Target Grade: 12

Time Frame: School Year

Focus: Career Planning

• Need
  • Students need information and resources to increase readiness for post-secondary school/work experience.
• Objective
  • Each student will complete a career portfolio to assist their transition from high to post-secondary education, employment or the military.
• Activity
  • The half-year class meets once a week with the school counselor as the instructor. The time is spent on instruction, review and creation of portfolio contents and utilizing the computer resources for researching colleges and careers.
• Outcome
  • All students will complete an individualized portfolio.
• Evaluation
  • Students will complete course evaluations at end of course.
• Staff
  • School counselor, teacher.
• Resources
  • Classroom, computer, handouts.
• Preparation
  • N/A

Interest Inventory

Target Grades: 6 – 8

Time Frame: November

Focus: Career Planning

• Need
  • Students need to be aware of how their interests may be related to future career choices.
• Objective
  • To assist students in learning the importance of selecting a career which matches his/her interests and to explore the careers paralleling those interests.
• Activity
  • Students complete an interest inventory in their middle school study hall. The school counselor then follows up with a NAVIANCE printout of the career chosen with information such as education needed, job outlook and income.
• Outcome
  • Students will become aware of the relationship between their interests and particular careers.
• Evaluation
  • Verbal feedback.
• Staff
  • School counselor.
• Resources
  • NAVIANCE and interest inventory.
• Preparation
  • Schedule a time to meet with all middle school students.
  • Handout career information following inventory results.

Standardized Test Ordering and Distribution

Target Grades: 6 – 12

Time Frame: October, January, March, May, June

Focus: Career Planning

• Need
  • NCS students need to take required exams throughout grades 6-12 and each test needs to ordered and distributed.
• Objective
  • To provide each NCS student with the correct test on the date and time scheduled.
• Activity
  • The school counselor requests regents’ exam and/or NY State test numbers from secondary teachers for each testing period. The school counselor then completes the ordering form. At the testing time, the school counselor distributes each test to the specific testing site. Specific tests are mailed back to testing centers.
• Outcome
  • The NY State tests are ordered and distributed in a timely manner.
• Evaluation
  • Sufficient number of tests are ordered and distributed on the dates given.
• Staff
  • School counselor, guidance secretary, secondary teachers.
• Resources
  • Class size numbers, online ordering forms.
• Preparation
  • N/A

Career Internship Exploration Program

Target Grades: 11 – 12

Time Frame: School Year

Focus: Career Planning

• Need
  • Students need to exposed to be careers before graduation.
• Objective
  • To prepare students for the careers after graduation.
• Activity
  • Students would apply to participate in CEIP through school and a local employer. Students must be in good standing and have available time in their schedule to leave the school grounds. The student must participate in 50 -100 hours of career to earn credit. Student must also work with NCS staff member to supplement work done outside of building.
• Outcome
  • Student will have experience in a career field of interest.
• Evaluation
  • Employer evaluation every 5 weeks and student evaluation at the end of course.
• Staff
  • School counselor, school principal, local employer.
• Resources
  • CEIP application.
• Preparation
  • Student contact with local employer.

Career & Financial Management & ESCape

Target Grades: 10 – 12

Time Frame: School Year

Focus: Career Planning

• Need
  • Students need to see the relationship between school and the world of work.
• Objective
  • To expose the students to careers and colleges in an educational setting.
• Activity
  • Students will participate in several classroom activities to prepare them for their future for college and/or job. Students will use nycareerzone.org, attend a college fair, write a college essay, complete a financial aid worksheet, develop a cover letter and resume and participate in a mock job interview.
• Outcome
  • Students will be more prepared to research colleges, careers, prepare college essay, obtain a job, and interview for a future job.
• Evaluation
  • Final grade.
• Staff
  • CFM/ESCape Teacher, School Counselor.
• Resources
  • Resume, cover letter, interview worksheets, job applications.
• Preparation
  • Schedule students into class.
  • Lesson Plans.

Eighth Grade Conference

Target Grade: 8

Time Frame: March

Focus: Career Planning

• Need
  • Eighth grade students and their parents need information regarding high school requirements, NCS career majors and high school opportunities.
• Objective
  • To explain the high school requirements and career majors offered at NCS.
• Activity
  • The school counselor invites and meets with each eighth grader and parent/guardian. high school requirements and career majors are explained. Taking challenging courses that will prepare the student for his/her future is stressed. Student and parent reviews high school course plan.
• Outcome
  • Students and parents will have necessary information to begin high school. Students will be aware of graduation requirements, diploma types, career majors and clubs/activities.
• Evaluation
  • Student and parent verbal feedback.
• Staff
  • School counselor.
• Resources
  • Career majors, pamphlet, graduation requirement pamphlet, high school course offerings.
• Preparation
  • Invitations for parents.
  • Create folder for each student.

Student Interventions

Optimally, students would always come to school ready to learn. However, there are several reasons that this may not be the case. Examples are problems at home, conflicts with peers or teachers and learning disabilities. When these issues arise the school counselor(s) has a variety of ways to deal with them. These can include interventions within the school, or referral to outside agencies. Interventions are made when students have attendance, behavioral, home or academic problems.

In-school interventions may consist of crisis counseling, individual counseling and referral to Instructional Study Team (1ST} or referral to the Committee on Special Education (CSE). Students can also be referred to peer mediation to help resolve disputes.

Often issues that students and families deal with are beyond the realm of what the school is able to offer. When this arises, referrals are made to community agencies. This could involve outside counseling or intervention services, such as a PINS petition. These interventions are all focused on putting the student and/or family in a better position to be successful.

Instructional Study Team

Target Grades: 6 – 12

Time Frame: School Year

Focus: Student Interventions

• Need
  • Students referred by faculty or parents who are experiencing academic or behavioral difficulties.
• Objective
  • To improve the academic performance of students who are at risk.
• Activity
  • A team of school personnel meet periodically to discuss and develop a plan to assist referred students. Possible interventions are reviewed, strategies discussed and a formal plan is written.
• Outcome
  • The needs of at-risk students will be addressed and a case manager is assigned to coordinate and carry out the plan.
• Evaluation
  • Student success is reviewed at scheduled follow-up meetings.
• Staff
  • Included but not limited to: administration, school counselor, nurse, and teachers
• Resources
  • Teacher referral form, report card, behavior, attendance records, observation.
• Preparation
  • Review student file.
  • Meet with team.
  • Follow through with recommendation.

Prepare IST Referrals

Target Grades: 6 – 12

Time Frame: School Year

Focus: Student Interventions

• Need
  • During the school year, faculty and staff may need additional consultation support to assist students achieve success.
• Objective
  • Students in need of finding academic focus are referred.
• Activity
  • The concerned teacher or the school counselor fills out the appropriate referral sheet with will include evidence of strategies already implemented and attempted. This may include calling home, conferencing with students and/or parents and many other methods.
• Outcome
  • Additional interventions will be identified and implemented to help the student find success in the school setting.
• Evaluation
  • Student success.
• Staff
  • School counselor, CSE chair, administration, nurse, teachers.
• Resources
  • Report cards, referral forms, folders.
• Preparation
  • Consult team members.
  • Review student records.
  • Meet with IST.
  • Follow up with plan.

Prepare CSE Referrals

Target Grades: 6 – 12

Time Frame: School Year

Focus: Student Interventions

• Need
  • Students referred by faculty or parents who are experiencing academic or behavioral difficulties might.
• Objective
  • To determine if a child has a learning or emotional disability.
• Activity
  • The school counselor refers to the CSE chairperson/school psychologist about request from parent or teacher for testing.
• Outcome
  • Based on testing, student is identified appropriate to CSE or 504, a meeting is held and student receives correct accommodations.
• Evaluation
  • CSE annual reviews are held for classified students.
• Staff
  • School counselor, CSE/504 chair, school psychologist.
• Resources
  • Testing referral form, test scores.
• Preparation
  • Request testing.
  • Follow up with agreed plan.

Attendance & Behavioral Issues

Target Grades: 6 – 12

Time Frame: School Year

Focus: Student Interventions

• Need
  • Parents/guardian s need information on their child’s attendance and behavior in school.
• Objective
  • Students so needing will increase their academic performance, attendance and behavior in school.
• Activity
  • District assistant principal meets and discusses with any student who is at- risk due to attendance and/or behavior. Any student who is close to reaching the 5 or 11 absence attendance limit receives a letter to the parent/guardian.
• Outcome
  • Students will improve attendance and/or behavior performance.
• Evaluation
  • Students will improve academically and behaviorally.
• Staff
  • School counselor, administration.
• Resources
  • Students grades, attendance.
• Preparation
  • Review weekly attendance.
  • Send letter home.
  • Meet with parent is credit is in jeopardy.

CSE/504 Annual Reviews

Target Grades: 5 – 12

Time Frame: February – April

Focus: Student Interventions

• Need
  • Students and parents need information regarding the student’s academic program and progress name for that year.
• Objective
  • Special education students and students with 504 plans and their parents will receive updated information on yearly progress made and plans for the following school year.
• Activity
  • The school counselor attends the students CSE/504 meetings. They provide academic and career information and updates as known about the student to assist in assessing the appropriateness of the student’s IEP/504 Plan. May also provide information about the student’s study habits or difficulties, as known. The school counselor will also provide information on student’s course selection for the following year.
• Outcome
  • Students will be placed to, or remain in, an appropriate program with appropriate accommodations.
• Evaluation
  • IEP/504 and/or schedule will be adjusted necessary to encourage academic success.
• Staff
  • CSE/504 chair, school counselor, teacher, parent, parent advocate, student, special ed teacher.
• Resources
  • Annual review sheet, student folder, testing info sheet.
• Preparation
  • Complete annual review sheet prior to meeting.
  • Attend meeting.
  • Schedule as needed.

Individual Counseling

Target Grades: 6 – 12

Time Frame: School Year

Focus: Student Interventions

• Need
  • During the school year students may encounter academic or social problems that may require short term counseling support.
• Objective
  • To advise and counsel a student exhibiting behaviors that prevents him/her from learning.
• Activity
  • The school counselor will help the student process the problem and work towards possible solutions. If no solutions are possible, strategies to cope with the problem will be developed. Efforts are made to help the student to return to state of mind conducive to learning.
• Outcome
  • The student will return to school with an emotional state conducive to learning, allowing the individual to return to class.
• Evaluation
  • Individual counseling will help students going through difficult situations to cope with their problems, thereby allowing them to stay on target academically.
• Staff
  • School counselor.
• Resources
  • Guidance office, schedule, transcript, report card.
• Preparation
  • Meet with each student as needed.
  • Follow up.

Crisis Counseling

Target Grades: 6 – 12

Time Frame: School Year

Focus: Student Interventions

• Need
  • Students experiencing or demonstrating extreme emotional distress within the school environment require immediate intervention.
• Objective
  • To diffuse potentially dangerous or hazardous situations in order to stabilize the student in an effort to integrate him or her into their normal classroom routine.
• Activity
  • The school counselor meets with the student(s) to try to discuss and diffuse explosive situations. The school counselor will assess students who are expressing suicidal or self-injurious thoughts. Provide appropriate interventions including notification to student’s parents and outside referrals, if necessary.
• Outcome
  • Crisis situation will be diffused and student returns to classroom environment.
• Evaluation
  • Follow up with student, parents, teachers and any outside sources to determine outcome. Ability to return to class, continue with the day and develop play to work through difficulty.
• Staff
  • School counselor, school nurse.
• Resources
  • Guidance office.
• Preparation
  • N/A

Community Agency Referrals

Target Grades: 6 – 12

Time Frame: School Year

Focus: Student Interventions

• Need
  • Some students will require services that are beyond the scope of school services and resources.
• Objective
  • To provide appropriate and timely referral to resources/agencies for students and families based upon their individual needs.
• Activity
  • Outside treatment provided is contingent upon individual problems (i.e., treatment for drug abuse, mental health services).
• Outcome
  • Students and families will be connected with the appropriate community service and successfully reintegrated into the school environment.
• Evaluation
  • Feedback from outside referral source.
• Staff
  • School counselor.
• Resources
  • Directory and community agencies.
• Preparation
  • N/A

Liaison with Outside Agencies

Target Grades: 6 – 12

Time Frame: School Year

Focus: Student Interventions

• Need
  • Coordination of services between school and agencies and/or therapists working privately with a student are necessary to assure that providers are informed and working towards the same goal.
• Objective
  • To coordinate with caseworkers and therapists interventions to improve a student’s academic success and emotional stability in school.
• Activity
  • Telephone consultation, arranged meetings between student, agency worker or therapist and school counselor to discuss current student issues and progress.
• Outcome
  • Improved student success through informed coordination or services.
• Evaluation
  • Feedback from outside referral source.
• Staff
  • School counselor, school nurse.
• Resources
  • Signed parental release giving permission to share information, student records.
• Preparation
  • N/A

Prepare AIS Referrals

Target Grades: 6 – 12

Time Frame: School Year

Focus: Student Interventions

• Need
  • Some students might need additional assistance in the core subject areas: English, Math, Science and Social Studies in order to meet NY State graduation and educational requirements.
• Objective
  • To provide NCS students with extra services needed for academic success.
• Activity
  • Based on standardized test results, teacher/parent recommendations or class grade, a student is placed in an AIS class for Math, English, Science or Social Studies. The parent is notified of the referral and the student is given a new schedule. The AIS coordinator and teacher are given a cover sheet of students test scores and grades. If student meets the desired score or grade, the parent is then contacted about AIS referral termination.
• Outcome
  • The student is provided with services needed for academic services.
• Evaluation
  • The students standardized test scores, regents score or class grade.
• Staff
  • School counselor, AIS coordinator, AIS teachers, student.
• Resources
  • Student records, AIS binder.
• Preparation
  • Contact parent due to AIS referral.
  • Contact parent due to AIS termination referral.

Professional Development

The Northville Centrals School Guidance Counselor(s) understands and promotes the importance of professional development. Activities such as the attendance of professional organizations help provide the school counselor(s) with new and innovative suggestions to continually evaluate and improve their program.

The school counselor(s) is committed to supporting the counseling profession by taking advantage of after hours training to enhance their career exploration skills, as well as support the general curriculum charge within the school building.

Northville’s school counselor enjoys the opportunity to grow and develop into the twenty-first century.

HFM BOCES School Counselor Meetings

Target Grades: 6 – 12

Time Frame: November, March

Focus: Professional Development

• Need
  • HFM BOCES needs to update school counselors on current and new program offerings at the Career and Technical Center.
• Objective
  • To remain current and increase knowledge on topics related to the Career and Technical Center.
• Activity
  • The school counselors from Hamilton, Fulton and Montgomery counties attend meetings on relevant topics and gets updated information from the CTC. It also allows an opportunity for the school counselors to exchange ideas with one another.
• Outcome
  • The school counselors remain current of new information and topics from the CTC.
• Evaluation
  • The implementation of new programs and continuation of current ones.
• Staff
  • HFM BOCES and school counselor from Hamilton, Fulton and Montgomery counties.
• Resources
  • Counselor emails and CTC Binder.
• Preparation
  • N/A

Annual Update of Guidance Plan

Target Grades: 6 – 12

Time Frame: TBA

Focus: Professional Development

• Need
  • An up-to-date Guidance Plan is needed.
• Objective
  • To clarify the role and responsibilities of the school counselor. To educate the community regarding counselor’s role, responsibility and time spent on activities.
• Activity
  • The school counselor meets with the District administration to develop a time line of updating the plan and any additional responsibilities such as a presentation to the BOE. The school counselor reviews current plan and note any changes to be made, as well as write up needed information on activities to be added. As the need to stay current and cutting edge is addressed year to year, changes are made to presentations, activities and timelines to meet this need.
• Outcome
  • A document that describes guidance responsibilities as comprehensively as possible.
• Evaluation
  • Current guidance plan is in place and adopted by the BOE.
• Staff
  • School counselor, school social worker, school psychologist, administration.
• Resources
  • Old guidance plan, guidance office.
• Preparation
  • Meeting with administration to determine time line.
  • Updates to old guidance plan.

Attendance at Various Seminars and Conferences

Target Grades: 6 – 12

Time Frame: TBA

Focus: Professional Development

• Need
  • The school counselor needs to get updated information in order to best assist students.
• Objective
  • To remain current and increase knowledge on topics related to the field.
• Activity
  • The school counselor receives information on various seminars and conferences via email or mail and requests to attend. Once request is approved, the school counselor attends the seminar or conference an follows up with a conference report form.
• Outcome
  • The school counselor remains current on information and topics in the educational field.
• Evaluation
  • The conference report form.
• Staff
  • School counselor.
• Resources
  • Seminar and conference mailings, request sheet, report form, handouts from conference or seminar.
• Preparation
  • Complete request form.

School Success

The ultimate goal of every educator and counselor is to help students achieve mastery of the curriculum and graduate from high school well prepared to meet the rigors of post secondary education and/or workforce. Improving communication between home and school enhances student success in school. This is provided with regularity throughout the year in a myriad of ways. Parent/teacher conferences, progress reports, and the quarterly guidance newsletter are just a few ways that efforts are made to keep parents informed.

Aiding school success also means providing additional summer support to those students who may be doing all they can to succeed, yet are still encountering difficulty. Additional support may take the form of students tutoring peers or pairing students with teachers or volunteer mentors from the community. Not every student learns in the same way, so a variety of supports are needed to help and encourage every student find school success.

Student Progress Reports/Updates

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • During the school year, parents may request additional updates, along with the 5 week reports, on their child’s academic progress.
• Objective
  • To provide parents with adequate information on the academic progress of their child.
• Activity
  • Students progress reports: Teachers are to submit students current grades every few weeks, reports are available given to parents.
• Outcome
  • Parents will receive timely and informative feedback from teachers on the academic progress of their child. Student academic performance will improve.
• Evaluation
  • Increased communication between teachers, parents and counselor.
• Staff
  • School counselor, guidance secretary, teachers.
• Resources
  • Telephone, progress report form.
• Preparation
  • N/A

Parent/Counselor Conferences

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • Parents/guardians and the school counselor need to work collaboratively to enhance student performance.
• Objective
  • To provide Northville parents/guardians with ongoing academic and social consultation regarding their child.
• Activity
  • The school counselor will meet with parents to discuss student progress or parental concerns regarding academic and social development. The school counselor gather information from the conference and if need be, pass it along to the teacher(s).
• Outcome
  • Parent communication will be enhanced to assure student success.
• Evaluation
  • Student achievement and behavior will improve.
• Staff
  • Teachers and school counselors.
• Resources
  • Student grades, conference sheet, test scores, student file.
• Preparation
  • N/A

Parent/Teacher/Counselor Conferences

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • Parents/guardians of students, teachers, and school counselor need to periodically exchange information on students.
• Objective
  • To provide Northville parents/guardians an opportunity to discuss student achievement with classroom teacher(s) in order to assure student success.
• Activity
  • Conferences are formally scheduled in the months of Nov and April after the 1st and 3rd marking periods. Parents and/or teachers request to meet to discuss student progress. Parents also contact the school counselor to request a conference when needed. The school counselor would then contact teachers request their presence.
• Outcome
  • Parent communication is enhanced to assure student success.
• Evaluation
  • Student achievement and behavior will improve.
• Staff
  • School counselors, NCS teachers.
• Resources
  • Student grades, progress reports, student file, conference sheet.
• Preparation
  • N/A

Peer Tutoring & Mentoring

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • At-risk students need to improve their grades.
• Objective
  • To provide NCS students the opportunity to work with a peer/NHS member to improve their academic success.
• Activity
  • Teacher/parent or self refers students to the school counselor to gain assistance with academic difficulties. The school counselor then meets with student to determine a schedule for him or her to receive extra help. The school counselor then contacts students in National Honor Society or recommended tutors from specific teachers to see if he or she is available to tutor. The school counselor then sets a time for the two students to meet and discuss academic goals.
• Outcome
  • Improved academic performance.
• Evaluation
  • Teachers, students and parents give verbal feedback regarding effectiveness.
• Staff
  • School counselor, national honor society students, teachers.
• Resources
  • Classroom, guidance office.
• Preparation
  • Create spreadsheet of NHS members availability.

Seniors At-Risk Counseling

Target Grade: 12

Time Frame: School Year

Focus: School Success

• Need
  • Seniors in academic jeopardy of not graduating in June need additional one-on-one motivation from teachers and/or the school counselor.
• Objective
  • To assure timely student graduation.
• Activity
  • The school counselor schedules a meeting with seniors in jeopardy of not graduating to discuss an academic goal for them to get back on track towards graduating. Some suggestions might be to stay after school for additional help, create make up assignments/extra credit etc.
• Outcome
  • Senior students in danger of not graduating will be more invested in doing well academically and will be successful in studies and graduate in June.
• Evaluation
  • Students graduate on time.
• Staff
  • School counselor, teachers.
• Resources
  • Report card, schedule.
• Preparation
  • Review failing list.
  • Schedule to meet will all seniors in jeopardy.
  • Follow up.

Summer School Registration/Mail

Target Grades: 7 – 12

Time Frame: School Year

Focus: School Success

• Need
  • Students and parents need to be notified of course failures, summer school eligibility and summer school registration.
• Objective
  • To notify parents and students of course failures and summer school.
• Activity
  • The school counselor gathers accurate summer school information from various local school districts. The school counselor then drafts a letter home to parents informing them of the registration date, time and fee for summer school along with what class/classes and regents exam(s) should be taken.
• Outcome
  • Student and parents receive timely and accurate information regarding failed courses, summer school eligibility and registration.
• Evaluation
  • Students and parents receive summer school information and register.
• Staff
  • School counselor, guidance secretary.
• Resources
  • Course failure list, regents list, summer school packets, report card.
• Preparation
  • Contact local districts for summer school packets.
  • Draft letter home.
  • Hold registration.

Middle School Team Meetings

Target Grades: 6 – 8

Time Frame: School Year

Focus: School Success

• Need
  • Middle School teachers and the school counselor need to exchange information about students.
• Objective
  • To increase communication between teachers and school counselor to enhance student academic performance.
• Activity
  • The school counselor and middle school teachers meet on weekly or monthly basis to discuss student performance. This meeting time is also designated to have student meetings and to have parents conferences at the convenience of the parent.
• Outcome
  • Improved academic performance.
• Evaluation
  • Student behavior and academic standing will improve.
• Staff
  • Middle school teachers and the school counselor.
• Resources
  • Classroom, grades.
• Preparation
  • Meet with teachers.
  • Follow through with any plans of actions.
  • Review student records.

Set-Up Home Tutoring

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • Circumstances sometimes dictate that certain students are unable to attend school. It is therefore required that the school obtains home instruction for students.
• Objective
  • To facilitate and organize the at-home instruction for students unable to attend regular classes because of illness or other legitimate reasons.
• Activity
  • The school counselor posts the need for home instruction then meets with the teacher to provide them with the students schedule and other information. The school counselor then works with the tutor to contact the teachers and receive homework.
• Outcome
  • Home tutoring students will receive required instruction assuring their academic service.
• Evaluation
  • Students have access to the required amount of time to work with tutor. Verbal feedback from tutor, student, parent and teachers.
• Staff
  • School counselor, teachers, tutor.
• Resources
  • Students schedule, tutoring request.
• Preparation
  • Request documentation to provide proof for home tutoring.

Guidance Newsletter

Target Grades: 6 – 12

Time Frame: Quarterly

Focus: School Success

• Need
  • Students and parents need to be kept aware of various activities and testing as related to the guidance function.
• Objective
  • To inform parents and students of important dates and events, such as standardized testing, financial aid, scheduling, scholarships and deadlines.
• Activity
  • The school counselor develops a guidance newsletter outlining scholarship opportunities, important test dates, evening programs, and upcoming events.
• Outcome
  • Parents and students will become aware of all information regarding standardized testing, scholarship opportunities, evening programs and upcoming events.
• Evaluation
  • More students and parents will utilize the guidance office and attendance will increase at student related functions.
• Staff
  • School counselor.
• Resources
  • Scholarship forms, college open house schedules, NYSED website, ACT website, SAT website.
• Preparation
  • N/A

Guidance Website

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • As school personnel, it is essential to communicate ongoing events, scholarship available and career information with students, parents and the community using as many means possible.
• Objective
  • To enhance communication between the school, home and greater Northville community. To take advantage of the emerging technology that is available in our district. To offer more immediate information to the community on the Guidance office initiatives and programs.
• Activity
  • The school counselor researches and puts together helpful information and links for the guidance web page. The school counselor then gives the information to the website webmasters to update the current page.
• Outcome
  • Greater communication with student, parents and the community. The ability of offer information to the school community using multiple media and correspondence.
• Evaluation
  • The number of times or “hits” onto the website.
• Staff
  • School counselor and website webmasters.
• Resources
  • Access to download links, informative websites, career information.
• Preparation
  • Brainstorm ideas to add links to current page.
  • Update periodically.
  • Contact website webmaster.

Scholarship Process

Target Grade: 12

Time Frame: School Year

Focus: School Success

• Need
  • Students need to be aware of the scholarship opportunities from Northville Central School and community agencies.
• Objective
  • To help students research potential scholarship opportunities.
• Activity
  • Students are made aware of scholarships through morning announcements, the guidance newsletter and website. Parents will also receive an update scholarship spreadsheet on a monthly basis.
• Outcome
  • Students will become aware of and apply for various scholarships and recognitions.
• Evaluation
  • Senior students are recognized at Northville Central School’s graduation ceremony. They are awarded scholarships given them by the Northville’s scholarship committee and other community agencies.
• Staff
  • School counselor and scholarship committee.
• Resources
  • Guidance newsletter, guidance website, mailings from community agencies.
• Preparation
  • Create spreadsheet.
  • Update monthly and mail to parents.

CTC Counselor Meetings & Visitations

Target Grades: 11 –  12

Time Frame: November, January – March

Focus: School Success

• Need
  • The school counselor needs information and updates regarding vocational training to better prepare students for post high school careers or exploration for college.
• Objective
  • The school counselor will meet with the CTC staff and area professionals to obtain information, which will facilitate technical education learning experiences for students in grades 11 and 12.
• Activity
  • The school counselor meets CTC to discuss changes in the CTC opportunities. The school counselor also tours the facility, more specifically the new programs.
• Outcome
  • The school counselor will be updated with the new programs offered at the CTC.
• Evaluation
  • Students signing up and attending the CTC.
• Staff
  • School counselor, the CTC staff, students.
• Resources
  • CTC program handbook.
• Preparation
  • N/A

CTC Student Visitations

Target Grade: 10

Time Frame: November – February

Focus: School Success

• Need
  • Students need exposure to vocational opportunities to make informed decisions with regard to their future participation in CTC programs.
• Objective
  • The school counselor will facilitate exposure to technical education opportunities for students in grades 11 and 12.
• Activity
  • The CTC school counselor creates a half-day visitation schedule to HFM BOCES for students to tour programs available to them for the following school year. Students will be informed via announcements and in the guidance newsletter. Students will sign up and bring in signed permission forms.
• Outcome
  • Students will select appropriate CTC programs to attend their next school year.
• Evaluation
  • Students will complete a one or two year vocational program.
• Staff
  • School counselor and CTC staff.
• Resources
  • Permission slips, field trip request form.
• Preparation
  • N/A

Counselor/Principal Meetings

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • The school counselor and administration need to communicate concerns, update upcoming events to each other and work together.
• Objective
  • To provide the school counselor and administration with a forum to communicate upcoming events, concerns, projects and trouble shoot potential problems.
• Activity
  • The school and district administrators meet weekly to update information, address counselor concerns and strategic solutions and improvements to current systems.
• Outcome
  • Effective and consistent communication between administration and the school counselor.
• Evaluation
  • Administration will have improved understanding of guidance functions and awareness of all ongoing projects. The school counselor will obtain administrative support of all efforts to improve communication within school and between home and school.
• Staff
  • School counselor and administration.
• Resources
  • Documents.
• Preparation
  • N/A

College Application Processing

Target Grade: 12

Time Frame: September – March

Focus: School Success

• Need
  • Seniors’ college applications need to be processed, checked over for accuracy and completeness. Transcripts, recommendations, essays, resume and applications must be checked over and put together to be sent out to colleges.
• Objective
  • To review and complete applications, gather all necessary pieces and send complete information to colleges in a timely fashion and to present students in the best possible light.
• Activity
  • The school counselor reviews essays, applications, resumes and other information to be sent out to colleges, giving feedback to students. Transcripts are printed, checked and completed with standardized test scores and made official. The school profile is also attached. The school counselor gathers and assembles all pieces of the application, mails and maintains records of applications sent out.
• Outcome
  • Colleges receive all required information needed to assess each student’s application in a timely and neat fashion.
• Evaluation
  • Feedback from college admissions representatives.
• Staff
  • School counselor, guidance secretary.
• Resources
  • College files, school profile, letter of recommendation school profile, resume sheets, supplemental forms, transcripts, essays.
• Preparation
  • N/A

Classroom Presentations

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • The school counselor needs to present various information throughout the school to the secondary students.
• Objective
  • To educate students in their classroom on topics that involve career planning, college applications, standardized testing and programming.
• Activity
  • The school counselor requests to do a classroom presentation with the teacher in order to inform students of important guidance information. The school counselor will present on the college application process, the PSATs, PLAN, ACTs, SATs, career ideas etc.
• Outcome
  • The students will be informed in a timely manner.
• Evaluation
  • The students complete college applications, register for the ACTs, SATs, PSATs, PLAN, etc.
• Staff
  • School counselor, classroom teachers.
• Resources
  • PowerPoint, handouts.
• Preparation
  • Create PowerPoint.
  • Request date and time with teacher.

Regents/RCT Letters

Target Grades: 6 – 12

Time Frame: December – January, May – June

Focus: School Success

• Need
  • Students and their parents need to be informed of state assessments needed prior to graduation from high school and/or receive a COOS, local, Regents, Regents with honors, an Advanced Regents or an Advanced Regents diploma with honors.
• Objective
  • To assume that all students meet state exam graduation requirements.
• Activity
  • Go through student records to determine which students still need to pass exams for their diploma type. Reminder sheets are filled out and mailed home to parents.
• Outcome
  • Students and parents will be aware of the exams needed to graduate.
• Evaluation
  • All students will take exams needed to graduate and meet diploma requirements.
• Staff
  • School counselor, guidance secretary.
• Resources
  • Computer, transcript, Regents exam binder, student folder, class lists.
• Preparation
  • Update student files.
  • Check Regents binder.
  • Fill out reminder sheets.
  • Mail reminder sheets home to parents.

University in the High School Program

Target Grades: 11 – 12

Time Frame: School Year

Focus: School Success

• Need
  • Students need to be given the opportunity to take college level coursework and possibly earn college credit.
• Objective
  • To offer courses to students that will expand their coursework and provide a variety of academic experiences at the college level.
• Activity
  • The school counselor works with the college to make sure the high school course follows the college level course. The school counselor also works as a bridge between the college and high school teacher.
• Outcome
  • Continue to expand the UHS/College level courses and earn college credit.
• Evaluation
  • More students will take UHS/College level courses and earn college credit.
• Staff
  • School counselor, high school teacher, college coordinator.
• Resources
  • Master schedule, course description.
• Preparation
  • Contact FMCC or SUNY Albany.
  • Work with teachers to facilitate program.

Recommendation Writing

Target Grades: 11 – 12

Time Frame: School Year

Focus: School Success

• Need
  • Students require the school counselor to write recommendations to employers, scholarship committees and college admission representatives.
• Objective
  • To provide comprehensive letters of recommendation for students. Complete questions supporting documents for scholarships or college applications.
• Activity
  • The school counselor will provide recommendations and evaluations to students upon student request. Gather academic and personal information from teachers and parents. Gather student activity sheets and parent records.
• Outcome
  • Student applications will include recommendations which will enhance the overall presentation of the student to the committees they are applying to.
• Evaluation
  • The school counselor will receive feedback from admissions staff at colleges and universities as well as employers and scholarship committees.
• Staff
  • School counselor and guidance secretary.
• Resources
  • Student activity, parent recommendation transcript and career plans.
• Preparation
  • Read over transcript.
  • Activity sheets.
  • Awards info sheet.

Academic Intervention Service (AIS): Assisting with Selection, Scheduling and Monitoring

Target Grades: 6 – 12

Time Frame: August – July

Focus: School Success

• Need
  • Students are identified as needed AIS to help them be successful in school and ultimately meet the NYS learning standards. Students are identified through standardized tests (NYS assessments), grades, and teacher and parent recommendations. Assisting in the selection, scheduling and monitoring of students.
• Objective
  • To help students work towards meeting the NYS learning standards and graduation requirements. To assist with selection and monitoring of AIS students. Responsible for scheduling students into PowerSchool.
• Activity
  • Assisting in the selection and the monitoring of students receiving AIS classes. Following the release of the 8th grade assessments, students in level one or two are identified for AIS. The school counselor then schedules the student and creates a cover sheet to place in the AIS binder. The school counselor notifies and assists the AIS coordinator throughout this process. Parents are also notified during determination and termination of AIS service.
• Outcome
  • Students receive stronger grades in school and ultimately meet the NYS requirements for graduation.
• Evaluation
  • Student grades and test scores.
• Staff
  • School counselor, AIS coordinator, administration, AIS teachers.
• Resources
  • Student activity, parent recommendation transcript and career plans.
• Preparation
  • Review student records.
  • Monitor grades of each student and make appropriate changes.
  • Formulate letters.
  • Maintain records in PowerSchool.

Daily Homework for Absent Students

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • Absent students need daily homework in order to remain current with class topics and assignments.
• Objective
  • To provide students with their homework when he or she is absent from school.
• Activity
  • The parent contacts the guidance office to request homework for the period of time the student will be absent. The parent then makes arrangements as to when it will be picked up. The guidance office then contacts each teacher for the work for the requested period of time.
• Outcome
  • The students academic performance will improve.
• Evaluation
  • Verbal feedback.
• Staff
  • School counselor, guidance secretary, secondary teachers and students.
• Resources
  • Students schedules, teachers voicemail/email.
• Preparation
  • Contact teachers for homework.
  • Provide class work and books for each student.

Identification of Honor Students

Target Grades: 6 – 12

Time Frame: January – June

Focus: School Success

• Need
  • Students of exceptional ability need the opportunity to remain academically challenged.
• Objective
  • To identify middle students in mathematics and science who have qualified for acceptance in a high school class. To identify high school students in mathematics, science, and English who have qualified for acceptance in a college class.
• Activity
  • Students are identified in seventh and eighth grade using a teacher recommendation, parent recommendation and/or grade point average. Letters are sent to parents of student who meet the criteria. Parents are also informed of requirements.
• Outcome
  • Students meeting set criteria will be placed in accelerated classes.
• Evaluation
  • Student academic success.
• Staff
  • School counselor, secondary teachers, administration.
• Resources
  • Students schedules, teachers voicemail/email.
• Preparation
  • Review standardized test scores.
  • Get teacher recommendations.
  • Draft and send letter to parents.

Diploma Reminders

Target Grades: 9 – 12

Time Frame: December, May

Focus: School Success

• Need
  • Students and parents need to be aware of what exams they still need to graduate and/or receive a Regents or Advanced Regents diploma.
• Objective
  • To ensure graduation for all students.
• Activity
  • The school counselor compiles a list of students who need to pass state exams to graduate. The counselor also compiles a list of students who passed the course, but failed the Regents exam required for a Regents or Advanced Regents diploma.
• Outcome
  • All students and parents will be aware of exams needed to graduate and/or to a obtain a Regents or Advanced Regents diploma.
• Evaluation
  • Student attendance at exams.
• Staff
  • School counselor and guidance secretary.
• Resources
  • Student files, regents binder.
• Preparation
  • N/A

Grade Reporting from PowerSchool

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • To ensure accurate grades, transcripts, GPA and rank for our students.
• Objective
  • To successfully maintain the integrity of student records.
• Activity
  • Verify student’s grades from previous years as well as current grades, final exams and Regents exams grades. Hand calculate senior year final rank to submit to colleges.
• Outcome
  • Information sent to colleges and other high schools will accurately reflect student achievement.
• Evaluation
  • Accurate information in PowerSchool.
• Staff
  • School counselor, guidance secretary, computer technician.
• Resources
  • Computer transcript, Regents binder, student file.
• Preparation
  • N/A

Parent/Teacher/Student Conference Summary:

Target Grades: 6 – 12

Time Frame: School Year

Focus: School Success

• Need
  • Parents and teachers need documentation for follow-up to the parent/ teacher/ student conference.
• Objective
  • To have an accurate record for teachers and parents of what was discussed and agreed to at conference.
• Activity
  • The school counselor writes and distributes a summary of the conference to teachers and parents.
• Outcome
  • A written document serves as a record/guidelines of suggestions and items agreed upon by those attending conference.
• Evaluation
  • Verbal feedback and implementation of action taken.
• Staff
  • School counselor, teachers, parents, student.
• Resources
  • Guidance office, conference summary sheet.
• Preparation
  • N/A

Programming Students

Target Grades: 5 – 12

Time Frame: August – July

Focus: School Success

• Need
  • Students need to be accurately programmed for classes in order to meet academic needs and graduation requirements.
• Objective
  • To provide students with a complete and meaningful schedule.
• Activity
  • The school counselor meets with each student individually or in a small group setting to provide a list of classes for following year. The student is provided with information on what classes are graduation requirements and/or electives. Students then choose the classes of interest and the school counselor creates a schedule that is both of interest for the student and academically meaningful.
• Outcome
  • The students will have a full and meaningful schedule that both meets their needs and interests.
• Evaluation
  • The student will not request a schedule change and will be academically successful.
• Staff
  • School counselor and guidance secretary.
• Resources
  • PowerSchool, class offerings list, course handbook.
• Preparation
  • Distribute course handbook.
  • Complete class offering list.

Developing Master Schedule

Target Grades: 6 – 12

Time Frame: January – August

Focus: School Success

• Need
  • A master schedule needs to be created and implemented for the following academic year that is clear, purposeful and meets the needs of both the students and teachers.
• Objective
  • To create and implement a master schedule that offers both graduation requirements and meaningful electives for all students to be academically successful.
• Activity
  • The school counselor meets with administration to set up a timeline for the development and implementation of the master schedule. The school counselor and/or an administrator meet with each department to find out any new course offerings. The school counselor then discusses new and old courses with administration to determine the best and most suitable teacher to teach the class. Classes are then set up in PowerSchool and student requests are inputted. Classes are blocked during specific times if needed. The schedule is then run based on student requests and placed where the least amount of conflicts occur. Students are then scheduled for classes as well as resource, AIS and study hall. Teachers are assigned to duties if needed.
• Outcome
  • A meaningful master schedule will be developed and implemented in a neat and timely manner.
• Evaluation
  • All student requests are met and students and teachers have a full and meaningful schedule.
• Staff
  • School counselor, teachers, administration, computer technician.
• Resources
  • Department meeting summaries, class offering, PowerSchool master scheduler.
• Preparation
  • Schedule department meetings.
  • Set up PowerSchool master scheduler.

Department Meetings

Target Grades: 6 – 12

Time Frame: November – January

Focus: School Success

• Need
  • The school counselor needs to meet with each academic department to discuss current schedule and ideas for the following master schedule.
• Objective
  • To receive feedback from teachers and to discuss new ideas for academic classes and graduation requirements.
• Activity
  • The school counselor schedules department meetings and meets to review current schedule. Teachers also are asked for any new course ideas.
• Outcome
  • The school counselor will have a better idea of what classes will be offered to students for the following year.
• Evaluation
  • Improved communication and new classes offered.
• Staff
  • School counselor, teachers, administration.
• Resources
  • Current master schedule.
• Preparation
  • Schedule date for each department meeting.
  • Handout our meeting agenda.

Pupil Personnel Services

The Northville Central School District acknowledges the personnel charged with the task of implementing this plan and further acknowledges the work and dedication of the committee members involved in the revision of this plan throughout the 2014-2015 school year.

School Counselor

Karen Izzo

School Psychologist

Dr. Lauren Luckert

Administration

Dr. Sarah A. Chauncey, District Superintendent

Mrs. Tammy Reidell, Elementary Principal

Mr. Samuel Ratti-Robinson, Secondary Principal