PORT WASHINGTON UNION FREE SCHOOL DISTRICT

GUIDANCE PLAN

JUNE 2015

TABLE OF CONTENTS

K-12 School Counseling Program.….…………………………………………………….3

Elementary School Counseling Curriculum…….……………………………...…...….....6

Middle School Counseling Curriculum……………………………….………………....10

High School Counseling Curriculum……….……………………………..……………..13

Kindergarten (Section 100.2 Guidelines)……………………………….……………….16

First Grade (Section 100.2 Guidelines) …………………………………….…………...18

Second Grade (Section 100.2 Guidelines)……………………………….………………20

Third Grade (Section 100.2 Guidelines)..….………………………….…………………22

Fourth Grade (Section 100.2 Guidelines)……………………………….……………….24

Fifth Grade (Section 100.2 Guidelines)………………………………………….………25

Sixth Grade (Section 100.2 Guidelines).….….….….….………………….…………….28

.

Seventh Grade (Section 100.2 Guidelines)…………………………….………………...30

Eighth Grade (Section 100.2 Guidelines)………………………………………….….…32

Ninth Grade (Section 100.2 Guidelines)………………………………..……………….35

Tenth Grade (Section 100.2 Guidelines)…………………………………….…………..37

Eleventh Grade (Section 100.2 Guidelines)………………………………..…………….41

Twelfth Grade (Section 100.2 Guidelines)…………………………….………………...43

K-12 SCHOOL COUNSELING PROGRAM

Port Washington is fortunate to have a purposeful, comprehensive, developmental, and proactive school counseling program at all educational levels. From kindergarten through grade 12, our students have a New York State certified school counselor that provides them with support and counseling through the most challenging of times at every developmental level.

In keeping with the true spirit of the Commissioner’s Regulations, Part 100.2, Port Washington has maintained school counselors at both the elementary and secondary levels. On first glance, other disciplines may appear to have more extensive standards, as outlined in state documents; our curriculum is extremely diverse and widespread. We work with other professionals and families on "real life" issues and choices. Our curriculum involves developing coping skills, emotional stability, self confidence, empathy, social skill development, career development and independence in our students. We, as counselors, have worked with families and students on issues of academic achievement, bereavement, crisis intervention, career exploration, scheduling, self esteem, and in making good choices. Our structure can be found in the individual and group settings, in the discussions that take place, both formally and informally, and in the conversations that occur with any individual that has a stake in the child’s future. We are guided by a set of principles, ethical practices and professional guidelines that meet and surpass national and state standards established by our professional organizations.

The school counselors at Port Washington are proactive in their approach. Our conversations are broader and more holistic than those of the guidance counselors from 30 to 40 years ago. The issues our families face today are more demanding and far reaching. The counselors interact more with agencies, colleagues, families, and children more than ever before. Our elementary counselors go into the classrooms to conduct lessons and to reach out to students. Our middle school counselors work closely with their assigned teams to identify each student and his/her needs. Our high school counselors have developed more programs and events to provide information for our families. At each level, our counseling staff has been involved in committees and groups designed to address the larger issues facing our community.

In The New York State Model for Comprehensive K-12 School Counseling Programs (2005), the role of the counselor is explained as such:

"The school counselor has the challenging role of warding off "situations" or problems in the making for kids and teachers. Their critical function of evaluating and viewing each student with a discerning and caring eye is an important part of the role of the school counselor in regard to that student. Equally as important though, is the counselor's job of working toward finding a solution or path, which works, for the essential educator and the student not only for the present, but for the future also."

Over the past few years, New York State has incorporated the ideals and philosophy of Social and Emotional Learning (SEL). The premise is very simple: There are social and emotional factors that have a great influence over how students learn. When students are exposed to programs and interventions that teach them how to address these factors, to utilize problem solving skills, and to develop social competencies, then they are more engaged in the school (socially and academically), have a greater tendency to avoid at-risk behaviors, and demonstrate a higher level of self-esteem. In conducted studies, students who were exposed to effective SEL programs demonstrated an increase in academic performance (11 % higher GPA, 14 percentile point increase in standardized test results), greater commitment and association with school and activities, and a lower number of incidents and behavioral problems. SEL will become a mandate for schools to implement. School counselors are utilizing the philosophies and techniques of SEL with students at every possible opportunity. Our school counselors are very versed in its practice and employ it in their interactions with students. School counselors are practitioners of differentiated instruction; their interactions and interventions are based upon the relationship they have fostered with the student. Similar issues or dilemmas are handled differently based on the individual student.

Federal and state legislation in the past four years have supported the ideals and work of the school counselors. In December of 2009, The House of Representatives during their first session enacted the “Academic, Social, and Emotional Learning Act of 2009.” In its findings, the Congress stated that in order for students to have success in schools they must be “engaged” and learn how to overcome setbacks, to develop solid social and communication skills, and to have access to programs that promote social and emotional learning. Their findings concluded that students who are in an environment where social and emotional programming is provided have greater overall achievement, stronger social interactions, and a reduction in problem behaviors and delinquency. Prior to this legislation, New York State instituted the “Children’s Mental Health Act” (2006). This act champions the importance of social and emotional learning in helping students reach their greatest potential. The findings stated in this legislation highlight the serious situation regarding children who experience social, emotional and mental health difficulties. With measurements ranging from 15% (youths experiencing problems) to 30% (youths experiencing school adjustment problems), the state legislature determined that every teacher entering the field should be well equipped to use social and emotional learning in the classroom.

State legislation has been introduced that specifically emphasizes the impact of school counselors in the educational setting. Bill A-4183 would provide a new section to the Education Law and require at least one full-time certified or licensed school counselor in any elementary, intermediate or junior high school. Bill 1-1259 also would add a new provision to the Education Law requiring the Commissioner of Education to establish prescribed regulation that establishes a ratio of school counselors to students. In addition, this bill would require newly hired guidance counselors to also be certified as school counselors. These two pieces of legislation support the position of the American School Counselor Association, the professional organization for school counselors. Utilizing the research conducted by the US Department of Education, ASCA has strongly recommended that the counselor to student ratio not exceed 1:250 (this encompasses both elementary and secondary levels). In a review of data collected by the US Department of Education, ASCA found that counselor ratios varied significantly from state to state. The lowest (Wyoming) was a ratio of 1:203; the highest (Illinois) was 1:1047.

School counselors have engaged and will work collaboratively with other professionals to implement the practices of social and emotional learning, providing a structure and nurturing environment that affords children the opportunities to develop strong decision making, social interaction, and behavioral skills.

Over the years, our role has continued to change in the school system. School counselors assist in maintaining student records, assessing test scores, assisting parents in filling out paperwork, working with students on emotional, social, and academic issues, gathering information, learning about regulations such as IDEA, 504, RTI, and NCAA standards, graduation requirements, state mandates, and learning strategies. They are adept at seeing how changes in society, such as the economy, affect the family dynamics. Each family or student struggle is handled with a "differentiated" approach. We use the most effective techniques based on the situation, the individuals involved and the parameters that exist. With our position, comes a great deal of accountability and responsibility. The effect of a strong counseling program can be felt in every aspect of the community and the school system.

THE ELEMENTARY SCHOOL COUNSELING CURRICULUM

As with any curriculum, the foundation must be established in the earliest stages of a child's life. In the Commissioner's Regulations, Part 100.2, there are clear guidelines regarding the development and implementation of a counseling program for the K-6 grade levels. The regulations state,

"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 encouragement."

It is our strong professional stance that to meet the appropriate needs of an elementary counseling program, you must have highly capable, licensed elementary school counselors. The Port Washington School District has embraced this philosophy for many years. In the past, the elementary schools have had an institutional structure that included the principal, an assistant principal, a school counselor, a nurse teacher, an outreach worker, and a Pre-K social worker. Over the years, this structure has changed. The elementary schools first lost the assistant principals, then the nurse teachers, then the outreach worker, and finally the Pre-K social worker. In 2004, South Salem opened as an elementary school due to increased enrollment. The existing elementary staff was split between the buildings. Three of the five buildings had part-time counseling staff. In the 2007-2008 school year, the district moved toward having a full-time school counselor in each of the buildings. This structure remained in existence until the 2011-12 school year. Due to budgetary constraints, the district reduced the elementary staff to one half. Two counselors were assigned part-time to two separate buildings each. The third counselor was assigned to one building part-time. After one year, the district reinstated the counseling positions to full time, thereby providing one counselor for each building. In the 2013-14 school year, the district added a part-time counseling position for our pre-Kindergarten students, many which are bilingual.

With the absence of the aforementioned loss of staff positions, the counselors have assumed many of their responsibilities. They have assisted the principals in maintaining a healthy and safe environment. Staff members, as well as families, have relied upon the elementary counselors for emotional support and guidance. In addition, the counselors have worked closely with the classroom teachers in conducting lessons on healthy choices, social development, safety, relational aggression and self esteem building. With the enactment of the NYS Dignity Act (2013) the elementary counselors have taken on the role as one of the building Dignity Act coordinator and ensuring that the proper instruction and information is provided to the community. The population of each building provides a unique challenge for the elementary counselors. When you factor in the socio-economic diversity of our schools and the large caseloads (range from 414 to 603) one gets a true sense of the challenges that exist for the elementary counselors. The school counselors have proven to be an invaluable resource for students, parents, administration, and the community, as a whole.

The American School Counselor Association has detailed the importance of the elementary school counselor in the social and emotional development of children. The passage states,

“Elementary school years set the tone for developing the knowledge, attitudes and skills necessary for children to become healthy, competent and confident learners. Through a comprehensive developmental school counseling program, counselors work as a team with the school staff, parents and the community to create a caring climate and atmosphere. By providing education, prevention early identification and intervention, school counselors can help all children can achieve academic success. The professional elementary school counselor holds a master’s degree and required state certification in school counseling. Maintaining certification includes on-going professional development to stay current with education reform and challenges facing today’s students. Professional association membership enhances the school counselor’s knowledge and effectiveness.”

Elementary age children are going through a very important phase of their lives. The opportunities for social and emotional growth are immense. Developing self confidence, social awareness, a sense of competence and academic achievement are key objectives. Children who become strong learners and confident citizens have a greater respect for themselves and others, have a more positive school experience, and will establish a solid foundation for future success. The elementary school counselor plays an important role in helping children to address the challenges and issues that face them at such an early age. Their guidance and support are instrumental in modeling the attitudes, behaviors and decision making skills that these children will need as they mature.

The following are some of the activities and programs the elementary school counselors engage in to meet the needs of their students and families, staff and communities:

  • Banana Splits
  • Team meetings
  • Social Skills groups
  • Bereavement groups
  • CSE/IST/504 meetings
  • SEPTA
  • HAS/PTA meetings
  • CPS Interventions
  • Parent/Teacher Conferences ( Fall & Spring)
  • Parent/Teacher Conferences
  • Conflict Mediation
  • Fall & Spring Coat and Clothing Drive
  • Home Visits
  • Crisis Interventions
  • Thanksgiving Food Drive and Baskets
  • Course selections for 5th grade students (Weber incoming 6th)
  • Information for Fifth graders and their families
  • Parent University work sessions
  • Anxiety
  • Separation Anxiety
  • Who Rules
  • The Crayon Box
  • Behavior consult & plans
  • CAPS
  • Good Touch, Bad Touch
  • Red Ribbon Week
  • Kindergarten Orientation
  • Kindergarten Screening
  • Middle School/Elementary School Articulations
  • Curriculum Review
  • Self-esteem
  • SmartBoard Training and Presentations
  • Chromebooks
  • Committee for Safety and Substance Abuse Education
  • Tattle Tell Lessons
  • Unity Day
  • Ambassador Program (You Can’t Say You Can’t Play)
  • Cyberbullying
  • Internet & Social Media Safety
  • Internet Safety-Classroom
  • Classroom Lessons
  • Parent Advocacy
  • Safe House liaison
  • Parent training
  • Individualized Counseling
  • Referrals/liaison to outside agencies
  • Staff Resources
  • Situation classroom presentations: cancer or Tourette’s
  • Parent University
  • Dignity Act Information Sessions
  • Outreach committee
  • Drugs/alcohol and safety committee
  • Thanksgiving Day Basket Drive
  • Blood and bone marrow drive
  • Classroom lessons on friendship behavior and the language of friendship.
  • Holiday Gift Drive
  • Clothing Drives

The developmental needs of the school counselors’ students are addressed at every grade level. The school counselors establish a foundation in pre-Kindergarten and then build upon these lessons each year thereafter. An example of how a topic (i.e. social skills) progress and expand developmentally is as follows:

Pre-Kindergarten:
Dignity Act Lessons

Diversity

Friendship and Kindess (Rainbow Fish)

  • Kindergarten:Sharing

Hands to yourself

Using your words

What is a friend?

Relationships

The Golden Rule

Feelings

What is a friend? and Relationships

Tattle Telling lessons

  • 1st Grade:All of the above; in addition to:

Using “I statements”

Teaching RAK~ Random Acts of Kindness

Friendship development

Consequences and outcomes of your actions

  • 2nd Grade:All of the above; in addition to:

Celebrating differences

Self-esteem

  • 3rd Grade:All of the above; in addition to:

Celebrating differences

Empathy

  • 4th Grade:All of the above; in addition to:

Empathy

Understanding relational aggression

Peer Pressure

  • 5th Grade:All of the above; in addition to:

Harassment discussion

Refusal skills

Internet and Social Media Safety

Middle School transition

Each core component of the elementary school counseling curriculum follows a similar progression.

MIDDLE SCHOOL COUNSELING CURRICULUM

The foundations established in the elementary school counseling program are both extended and reflected in the middle school years. The curriculum for middle school must address a myriad of transitional concerns considering it is the shortest amount of time when the child experiences the greatest amount of change. Middle school students are moving developmentally from the dependency of the elementary years to a more autonomous functioning; the latter is imperative in preparation for the upcoming high school years. As adolescents moving into the stage of young adults, they are experiencing a wide range of emotions, physical changes, and issues. To offer the most effective assistance possible, the middle school counselor must use every tool in their counseling repertoire as effectively as possible.

In the ASCA website, the middle school counselor’s function can be found in the following statement:

“Middle school counselors are professional educators with a mental health perspective who understand and respond to the challenges presented by today’s diverse student population. Middle school counselors do not work in isolation; rather they are integral to the total educational programs. They provide proactive leadership that engages all stakeholders in the delivery of programs and services to help students achieve success in school. ….This mission is accomplished through the design, development, implementation and evaluation of a comprehensive, developmental systematic school counseling program.”