Comprehensive

Guidance

Plan

Newark Valley Central School District

Newark Valley, NY

NEWARK VALLEY CENTRAL SCHOOL DISTRICT VISION STATEMENT

Mission Statement:

Newark Valley Schools prepare ALL students, traditional as well as non-traditional, to become and remain productive contributing citizens in a continuously changing world. We do so in a supportive environment that provides experiences that will guide our students to the knowledge, skills, and attitudes necessary for current and future success.

Belief Statements:

IMPROVEMENT is our daily goal. We pursue improvement in all we do.

RESPECT is what we give each individual. Learning requires the mutual respect of all participants.

PARTNERSHIP We all work together in partnership with the community. Open communication is essential to partnership. Our job cannot be done alone.

FAIRNESS We recognize the uniqueness of each individual. We deal fairly with all people.

RESOURCEFULNESS Our resources are precious. We use the creatively, efficiently and effectively.

QUALITY Quality is only achieved through high expectations. We strive for quality in all we do.

LIFELONG LEARNING Learning is a continuous process. We promote and instill lifelong learning.

NEWARK VALLEY PUPIL PERSONNEL TEAM MISSION STATEMENT

We believe that all students possess the capacity to achieve to their highest potential given a growth-inspiring learning environment. As PPT members, in advocating for all students, we know that a proactive prevention and intervention model that uses data to drive program development and evaluation will provide the greatest opportunity for students to enhance their academic, career, personal, and social competencies.

PHILOSOPHY

A comprehensive school counseling program is an integral component of the total

educational experience of all students. School counseling programs promote school

success through a focus on academic achievement, prevention, intervention, and

advocacy as well as social/emotional and career development. A successful program

requires cooperation among teachers, counselors, administrators, and support personnel

in delivering services. Integrating and teaching 21st Centruy Skills (Learning and Innovation, Digital Literacy, & Career and Life Skills), school counselors have been identified as those that will take the lead in organizing, planning, and evaluating a comprehensive program including the three major components: Counseling, Coordination, and Consultation.

Counseling is a process in which a trained, certified professional school counselor forms trusting relationships with students to assist them in making decisions and changing behavior. The relationship focuses on the personal meaning of experiences, feelings, behaviors, alternatives, goals, and consequences. Counseling provides a unique

opportunity for individuals to explore and express their ideas and feelings in a nonthreatening environment.

Coordination is a leadership process in which the counselor helps organize an

instructional or structured learning activity designed to prevent problems or provide

information to students. Advisory activities assist students in developing greater

understanding of themselves and their relationships with others. Services may be

provided in the classroom setting and would be designed as student-centered, constructivist learning activities..

Consultation is a collaborative process in which the counselor works with the students, staff, families, agencies and community. The consultation process includes sharing of knowledge, information, and skills to assist students and enhance the total school environment.

NEW YORK STATE AND SCHOOL COUNSELING DOMAINS

Research shows that a comprehensive school counseling program can improve

students’ academic achievement and school climate. In addition, it helps to promote

positive student character, focuses on student success, assists in bridging the educational

gap, and helps students pursue further training and education. The comprehensive

program will align the state requirements to the three domains of school counseling:

Academic, Personal/Social, and Career. A comprehensive school counseling program is

unique in identifying state requirements and regulations that need to be considered as a

component of the program.

Academic Domain:

Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.

Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community.

Career Development Domain:

Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

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

Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.

Personal/Social Domain:

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

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

Standard C: Students will understand safety and survival skills.

DELIVERY SYSTEM:

Delivery System Components

The comprehensive school counseling program integrates academic, personal/social, and career development. School counselors deliver these programs through individual student planning, responsive services/counseling, school counseling curriculum, and

system support.

Individual Student Planning

Counselors provide the necessary monitoring of individual student’s progress towards

achieving success in academic, personal/social, and career development areas. Individual

planning can be monitored through:

· Case Management: school counselors monitor individual student progress.

· Individual Appraisal: school counselors use test information and other data to

assist students in analyzing and evaluating their interest, skills, and abilities.

· Individual Advisement: school counselors work directly with students on

developing an appropriate educational plan.

· Placement: school counselors assist students in determining the proper

· educational setting as they meet their academic and career goals.

· Transitional Services: school counselors help orient children as they move

from grade to grade as well as from school building to school building to

provide a comfortable and success-oriented learning environment.

Responsive Services/Counseling

School counselors coordinate activities to meet the needs of students through:

· Consultation: school counselors work with parents, teachers, students, and other involved parties to develop strategies to assist students in all domains.

· Personal Counseling: school counselors provide students a maximum privacy in which to freely explore ideas, feelings and behaviors and work on personal, social and academic issues.

· Group Counseling:

· Crisis Counseling: school counselors assist students in crisis by evaluating needs and involving the family in making appropriate service referrals.

· Referral: school counselors refer students and their families to appropriate

community agencies and service providers as needed.

School Counseling Curriculum

The curriculum presents structured developmental experiences designed to address

academic, personal/social, and career development needs of students in Pre-K through 12.

The curriculum is delivered through:

· Classroom activities: school counselors may present lessons in the classroom setting.

· Group Activities: school counselors may also conduct large group activities to address students’ particular needs.

· Interdisciplinary Activities: school counselors may participate in teams to develop curriculum across content areas.

System Support

System support consists of the management activities essential to the success of the

school counseling program:

· Professional Development: school counselors must update their knowledge

and skills by participating in training, professional meetings and conferences,

and relevant course work.

· Program Promotion: school counselors may provide orientation and

information regarding the school counseling program to the greater

community through websites, newsletters, community presentations and other

media.

· Consultation with Teachers and Staff: school counselors work with teachers

and other staff members to provide information regarding the needs of

students. School counselors should participate in appropriate district

committees and in-service programs.

· Parent and Community Outreach: school counselors provide on-going support

and information to the greater community regarding students’ needs.

Research: school counselors need to utilize research in the development of

their programs and participate in research designed to improve their programs.

Program Evaluation: school counselors evaluate programs and continue to

update program activities.

Documentation of Delivery System

Each area of the delivery system will be documented. A record keeping system is integral to any delivery system utilized. Record keeping strategies can include logs, contact forms, records of dates, planning sessions, outcomes, community contacts, parent meetings, student contacts etc. Each School Counselor will maintain his/her record keeping system.

The following section contains objectives and outcomes that have been identified as National Standards for School Counselors by NYSSCA, New York State School Counselors Association, and ASCA, American School Counselor Association. (New York State Model For Comprehensive K-12 School Counseling Programs, 2005, Leicester, NY).

ACADEMIC DEVELOPMENT DOMAIN

STANDARD A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

Objective 1: Improve Academic Self-concept

Student Outcomes:

· Articulate feelings of competence and confidence as learners

· Display a positive interest in learning

· Take pride in work and achievement

· Accept mistakes as essential to the learning process

· Identify attitudes which lead to successful learning

Objective 2: Acquire Skills for Improving Learning

Student Outcomes:

· Apply time management and task management skills

· Demonstrate how effort and persistence positively affect learning

· Use communications skills to know when and how to ask for help when needed

· Apply knowledge and learning styles to positively influence school performance

· Refine study and organizational skills

Objective 3: Achieve School Success

Student Outcomes:

· Take responsibility for their actions

· Demonstrate the ability to work independently, as well as the ability to work

· Cooperatively with other students

· Develop a broad range of interest and abilities

· Demonstrate dependability, productivity, and initiative

· Share knowledge

STANDARD B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.

Objective 1: Improve Learning

Student Outcomes:

· Demonstrate the motivation to achieve individual potential

· Learn and apply critical thinking skills

· Apply the study skills necessary for academic success at each level

· Seek information and support from faculty, staff, family and peers

· Organize and apply academic information from a variety of sources

· Use knowledge of learning styles to positively influence school performance

· Become a self-directed and independent learner

Objective 2: Plan to Achieve Goal

Student Outcomes:

· Establish challenging academic goals in elementary, middle/junior high. And high school

· Develop an initial four-year plan

· Update and modify the four-year plan

· Use assessment results in educational planning

· Develop and implement annual plan of study to maximize academic ability and achievement

· Apply knowledge of aptitudes and interests to goal setting

· Use problem-solving and decision-making skills to assess progress toward

educational goals

· Understand the relationship between classroom performance and success in school

· Identify post-secondary options consistent with interests, achievement, aptitude, and abilities

STANDARD C: Students will understand the relationship of academics to the world of work, and to life at home and in the community.

Objective 1: Relate School to Life Experiences

Student Outcomes:

· Demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life

· Seek co-curricular and community experiences to enhance the school experience

· Understand the relationship between learning and work

· Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining, and maintaining life goals

· Understand that school success is the preparation to make the transition from student to community member

· Understand how school success and academic achievement enhance future career and vocational opportunities

·

CAREER DEVELOPMENT DOMAIN

STANDARD A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Objective 1: Develop Career Awareness

Student Outcomes:

· Develop skills to locate, evaluate, and interpret career information

· Learn about the variety of traditional and non-traditional occupations

· Develop an awareness of personal abilities, skills, interests, and motivations

· Learn how to interact and work cooperatively in teams

· Learn to make decisions

· Learn how to set goals

· Understand the importance of planning

· Pursue and develop competency in areas of interest

· Develop hobbies and vocational interests

· Balance between work and leisure time

Objective 2: Develop Employment Readiness

Student Outcomes:

· Acquire employability skills such as working on a team, problem-solving and organizational skills

· Apply job readiness skills to seek employment opportunities

· Demonstrate knowledge about the changing workplace

· Learn about the rights and responsibilities of employers and employees

· Learn to respect individual uniqueness in the workplace

· Learn how to write a resume

· Develop a positive attitude toward work and learning

· Understand the importance of responsibility, dependability, punctuality,

integrity, and effort in the workplace

· Utilize time and task-management skills

STANDARD B: Students will employ strategies to achieve future career goals with success and satisfaction.

Objective 1: Acquire Career Information

Student Outcomes:

· Apply decision making skills to career planning, course selection, and career transition

· Identify personal skills, interests, and abilities and relate them to current career choice

· Demonstrate knowledge of the career planning process

· Know the various ways in which occupations can be classified

· Use research and information resources to obtain career information

· Learn to use the internet to access career planning information

Objective 3: Identify Career Goals

Student Outcomes:

· Demonstrate awareness of the education and training needed to achieve career goals

· Assess and modify their educational plan to support career

· Select course work that is related to career interests

· Maintain a career planning portfolio

STANDARD C: Students will understand the relationship between personal qualities, education, training, and the world of work.

Objective 1: Acquire Knowledge to Achieve Career Goals

Student Outcomes:

· Understand the relationship between educational achievement and career success

· Explain how work can help to achieve personal success and satisfaction

· Identify personal preferences and interests which influence career choice and success

· Understand that the changing workplace requires lifelong learning and acquiring new skills

· Describe the effect of work on lifestyle

· Understand the importance of equity and access in career choice

· Understand that work is an important and satisfying means of personal expression

Objective 2: Apply Skills to Achieve Career Goals

· Demonstrate how interests, abilities and achievement relate to achieving

personal, social, educational, and career goals

· Learn how to use conflict management skills with peers and adults

· Learn to work cooperatively with others as a team member

· Apply academic and employment readiness skills in work-based learning

situations such as internships, shadowing, and/or mentoring experiences

PERSONAL/SOCIAL DEVELOPMENT DOMAIN

STANDARD A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.

Objective 1: Acquire Self-Knowledge

Student Outcomes:

· Develop positive attitudes toward self as a unique and worthy person

· Identify values, attitudes and beliefs

· Learn the goals setting process

· Understand change is a part of growth

· Identify and express feelings

· Distinguish between appropriate and inappropriate behavior

· Recognize personal boundaries, rights, and privacy needs

· Understand the need for self-control and how to practice it

· Demonstrate cooperative behavior in groups

· Identify personal strengths and assets

· Identify and discuss changing personal and social roles

· Identify and recognize changing family roles

Objective 2: Acquire Interpersonal Skills

Student Outcomes:

· Recognize that everyone has rights and responsibilities

· Respect alternative points of view

· Recognize, accept, respect and appreciate individual differences

· Recognize, accept and appreciate ethnic and cultural diversity

· Recognize and respect differences in various family configurations

· Use effective communications skills

· Know that communication involves speaking, listening, and nonverbal behavior

· Learn how to make and keep friends

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

Objective 1: Self-Knowledge Application

Student Outcomes:

· Use a decision-making and problem-solving model

· Understand consequences of decisions and choices

· Identify alternative solutions to a problem

· Develop effective coping skills for dealing with problems

· Demonstrate when, where and how to seek help for solving problems and

making decisions

· Know how to apply conflict resolution skills

· Demonstrate a respect and appreciation for individual and cultural differences

· Know when peer pressure is influencing a decision

· Identify long-and short-term goals

· Identify alternative ways of achieving goals

· Use persistence and perseverance in acquiring knowledge and skills

· Develop an action plan to set and achieve realistic goals

STANDARD C: Students will understand safety and survival skills.

Objective 1: Acquire Personal Safety Skills

Student Outcomes:

· Demonstrate knowledge of personal information (i.e. telephone number. Home address, emergency contact)

· Learn about the relationship between rules, laws, safety, and the protection of rights of the individual

· Learn about the differences between appropriate and inappropriate physical contact

· Demonstrate the ability to set boundaries, rights and personal privacy

· Differentiate between situations requiring peer support and situations requiring adult professional help

· Identify resource people in the school and community, and know how to seek their help

· Apply effective problem-solving and decision-making skills to make safe and healthy choices

· Learn how to cope with peer pressure

· Learn techniques for managing stress and conflict

· Learn coping skills for managing life events

Domain	PERSONAL/SOCIAL
Program Description	Counseling & Referral
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
Tioga County Mental Hygiene	Grades 8 - 12 individuals	Clinical Social Worker from TCMH	HS Counselors, School Psychologist, Nurse, Guidance Secretary	effective resolution of social/emotional issues
A New Hope Center	Students in conflict or from families dealing with domestic abuse issues	Staff from A New Hope Center	HS Counselors, School Psychologist, Nurse, Guidance Secretary	effective resolution of social/emotional issues, conflict resolution
PINS Diversion Program	At- Risk students	Family & Children's Therapist, PINS Diversion coordinator	Tioga Co. DSS, HS counselors, School Psychologist	effective resolution of behavioral, attendance, academic issues
Dept. of Social Services Child Protective Services	Abused or neglected students	DSS Child Protective Caseworker	HS Counselor, School Psychologist, Nurse	Investigation by DSS
`Individual counseling advisement/referral	Students with social/emotional needs	HS Counselors, School Psychologist	DSS, TCMH, New Hope, Family & Children's, Private Practioners	resolution of issue or referral to proper support resource
Group Counseling/Support	Students with like issues/concerns/needs	HS Counselors, School Psychologist	New Hope, other agencies as appropriate	support, resolution of issue, knowledge of available resources
Classroom Presentation	Grades 8 - 12, as appropriate	HS Counselors, School Psychologist	Agency reps. as appropriate	Knowledge regarding pertinent issue and available resources for support
Pupil Personnel Team (PPT)	All students	District Counselors & School Psychologists, YES Coordinator	Other Agency reps, as appropriate	Consultation regarding pertinent educational/social/emotional issues & families that we share across the district

Domain	CAREER
Program Description	Career Exploration
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
Career Pathways in Course Description Book	Grades 8-11	High School Counselors, Teachers, Guidance secretary	Course Description Book	Students will be able to see a list of careers by cluster and will find NVHS courses that are recommended for someone with that career path interest
Career Expo	Grade 10	HS Counselors, English 10 Teachers - March/April	Speakers representing different careers, Binghamton University campus	Students will meet with representatves from 3 different career areas of interest and learn specifics about what each career entails.
Construction Careers Day	Grades 10 - 12	Technology Teachers, HS Counselors - May	Trade Unions, various representatives from related career fields, TC3 campus	Students get hands-on, interactive experience learning about many careers within the construction realm.
Health Careers Expo	Grades 10 - 12	HS Counselors, Guidance Secretary - October	United Health Services	Students get hands-on, interactive experience learning about careers in the health sciences.
English 10 Career Exploration Unit	Grade 10	English 10 Teachers, HS Counselors - spring semester	Guidance Direct, Binghamton University, Career Expo, library resources	Students take an interest inventory, research careers using mulitple sources narrow down a career pathway.
BOCES Career-Tech Visitation	Grade 10	HS Counselors, Guidance Secretary - spring semester	Broome-Tioga BOCES staff	Interested students visit BOCES and are able to learn about 2 different vocational programs
Youth Apprenticeship Program	Grade 11 & 12	HS Counselors, Business Teacher	BT BOCES, Work site	Students apply, interview and are selected to work part-time, rotating through various areas within the selected job field, during the school day. Students earn credit and are also paid minimum wage.
New Visions Program	Grade 12	HS Counselors	BT BOCES, New Visions Academy site & rotation sites	Students apply, interview and are selected to participate in this academic/career based academy where they earn honors English & social studies credit and particpate in job rotations related to their field of interest.

Domain	CAREER
Program Description	Career Exploration, cont.
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
Career Classroom Speakers	Grades 8 - 12	HS Teachers, BOCES School-To-Careers Coordinator	Speaker representing Career area	students will learn specific info. related to career
Job Shadow	Grades 9 - 12	HS Counselors, BOCES School-To-Careers Coordinator	Job Shadow site	Student gets first-hand info. related to a specific job
Visions FCU Life Is A Reality Expo	Grade 11 & 12 business elective students	Business Teachers - spring	Visions Federal Credit Union	students get practical experience working with a budget and trying to manage living expenses.
Career Exploration Class	Grades 11 - 12	Business Teacher	Guidance Direct, HS Counselors, Library, Internet	After 10 week class students will have a well established career path and understanding of what is required to enter their chosen field.
8th Grade Scheduling Night	8th graders & their parents	HS Counselors - March	Course Description Book, Scheduling Form, List of freshman electives	Understand graduation requirements, how the course description book can be used and choose courses for 9th grade.
Individual scheduling meetings	Grades 9 - 11	HS Counselors - Feb - April	Course Description Book, Scheduling form, additional hard copy & internet resources used for career & college exploration	Students will choose courses that best match career & post-secondary plans.
Guidance Direct	Grades 10 - 12	HS counselors & faculty	computer lab, internet	complete interest inventory, gain knowledge regarding careers that match interests/abilities

Domain	CAREER
Program Description	College Exploration
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
Parent/Student Information Nights	Parents & students Grade 10, 11 & 12	High School Counselors Grade 11 & 12 - October Grade 10 - March	Power point presentation, hand outs, web sites, etc	Overview of the college exploration and application process that gets into more detail each year. Parents & students will have a solid understanding of how to choose a college & complete the application process.
College Day @ The Arena	College-Bound 11th & 12th Grade students	HS Counselors, Guidance secretary - October	College Reps, College Day handbook	knowledge of specific colleges
PSAT/NMSQT	College-Bound 10th & 11th Grade students	HS Counselors - October	Information booklets	10th graders will become familiar with the exam. 10th & 11th graders will have access to College Quick Start
English 11 College Exploration	English 11 students	HS Counselors, English 11 Teachers - May	Pre-test, hand-outs	students will know how to explore colleges, understand terms, testing requirements, time-line, and all aspects of process.
Senior Status Update	12th Grade students	HS Counselors - Fall	Senior Status form, Guidance Direct, Internet, College Catalogs...	Students will know the number of credits they have and what is still required for graduation. Plans will be reviewed for college application or other post-secondary plans.
Student Newsletters	10, 11, & 12 Grade	HS Counselors Seniors - Fall, Juniors - Fall & Spring, Sophomores - Fall	Newsletter	Receive information on ACT, SAT, PSAT testing, college application process, college rep. & military visitation schedule, College Night, Guidance Direct, and more...
College Rep. Visits	Grades 11 & 12	College Admissions Representatives	HS Counselor, Guidance Secretary	questions answered and understanding of how the particular college matches with interest/abilities of student
Military Rep. Visits	Grades 11 & 12	Reps. from various branches of Armed Sevice	HS Counselors, Guidance Secretary	obtain information regarding particular branch of the military
Scholarship Board	Grade 12	HS counselors, Guidanc Secretary	Guidance Office Whiteboard & Hanging file	knowledge of available scholarships, criteria, application deadlines

Domain	ACADEMIC
Program Description	Orientation
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
7th Grade Student/Parent Orientation to HS	7th graders & their parents	8th Grade faculty, HS administration & counselors	Guidance Secretary, maps, "mock" schedules	Rising 8th graders & their parents will become acquainted with the high school building and the 8th grade faculty & curriculum
8th Grade Orientation	Incoming 8th graders	8th Grade faculty, HS admin. & counselors, Guidance Secretary, cafeteria staff	Student schedules, maps	8th graders will get to go through their schedule with short periods, they will get lockers, meet teachers and have lunch in cafeteria. This is a chance for them to go through an abbreviated day with no upperclassmen present.
8th Grade @ Alexander Pond	8th Grade	8th Grade faculty, HS Counselors - September	Additional faculty, presenters	students will get to know teachers & peers outside of the traditional setting and work to develop team-building skills
Open House	Grades 8-12 parents	HS faculty, staff & admin	student schedules, maps	parents will meet teachers and have a clear picture of student's schedule and course requirements
8th Grade Individual Meetings	Grade 8	HS counselors	schedule, IPR	relationship with school counselor, familiarity with the guidance office and resources available

Domain	ACADEMIC
Program Description	Parent Communication
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
Report Card & IPR	Grades 8 - 12	HS Faculty, Guidance Secretary	BOCES	every 5 weeks grades are mailed home to parents
Parent Conference	Grades 8 - 12	HS Faculty, adminstration, counselors	data from grades, testing, medical (as needed)	discuss & create intervetions & strategies to support the student
Parent Information Night Programs	Grades 11 & 12 students & parents	HS Counselors - October	Guidance Secretary, Info. packets, internet, publications	understanding of graduation & testing requirements, contacts, College & post-secondary search resources
Scheduling Night Programs	Grades 8 & 10 students & parents	HS Counselors - March	Guidance Secretary, Course Description Book, publications & internet related to career & post-secondary planning	8th graders will be familiar with graduation requirements and choose courses for 9th grade. 10th graders will review graduation requirements, learn about BOCES & Youth Apprenticeship & New Visions options, Career exploration and planning for grades 11 & 12
Guidance Newsletter	Grades 8 - 12	HS Counselors - Fall Open House	Newsletter	parents will have information regarding report card dates, testing, scholarships & other guidance news
FACEBOOK Guidance Page	Grades 8 - 12	HS Counselors	internet, permission to access FACEBOOK on counselor computers	parents & students will be informed regarding a mulititude of events, scholarships, activities, testing info, Guidance Direct, etc

Domain	ACADEMIC
Program Description	Support Services
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
School Based Intervention Team (SBIT)/Response to Intervention (RTI)	Grades 8 - 12	HS faculty, school psychologist, counselors, administrators, secretaries	data from report card/IPR, testing, classwork, social/emotional history, health	Tier I, II or III interventions to help improve student performance
Academic Intervention Services (AIS)	Grades 8 - 12	ELA, Math, Soc. St. faculty, school psychologist, counselors, administrators, secretaries	data from classwork, testing	small group, focused Tier II intervention to improve student performance
Skills Center	Grades 8 - 12	Special Education faculty, school psychologist, Director of CSE, counselors, secretaries	regular classroom teachers, data from testing, report cards, classwork	successful performance in classes & on regents exams/RCTs
Credit Recovery	Grades 9 - 12	HS faculty, counselors, school psychologists, administrators, secretaries	data from classwork, report card, past performance, testing	complete work required to gain credit for course
Homework Club	Grades 8 & 9	HS faculty, main office secretaries		student will complete assignment due that day
YES Club	Grades 8 - 12, TANF eligible	YES coordinator	HS counselors, school psychologist, classroom teachers	improvement of classwork, community service, social interaction
Peer tutors/mentors	Grades 8 & 9	NHS advisor, counselors, HS faculty	National Honor Society students, schedules, Study hall teachers, classroom teachers	successful transition to high school, improvement in targeted classes
Summer School/Credit Recovery	Grades 8 - 12	BOCES summer school faculty	HS faculty, counselors, secretaries, coursework & testing data	successful completion of course &/or regents exam

Domain	ACADEMIC
Program Description	College Courses
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
Advanced Placement English Language & Comp.	Grade 11 honors students	College Board approved English faculty	HS Counselors, previous coursework	successful completion of AP exam and college credit
Advanced Placement English Literature & Comp.	Grade 12 honors students	College Board approved English faculty	HS Counselors, previous coursework	successful completion of AP exam and college credit
Advanced Placement Calculus AB	Grade 12 accelerated math students	College Board approved math faculty	HS Counselors, previous coursework	successful completion of AP exam and college credit
College Now Courses - TC3	Grades 9 - 12	TC3 approved HS faculty	HS Counselors, Guidance secretary, previous coursework	successful course completion and transferrable credit @ TC3
Tech Prep Courses - BCC	Grades 9 - 12	BCC aproved HS faculty	HS Counselors, Guidance secretary, previous coursework	successful course completion and credit @ BCC
SUNY Learning Network Courses	Grades 11 & 12	HS Counselors, Library/computer lab staff	SUNY Learning Network, computer lab	successful completion of on-line college course

Domain	ACADEMIC
Program Description	Records Maintenance
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
Cumulative Folders	Grades 8 - 12	Guidance Secretary	HS counselors, school psychologist	record of all educational/residential data
4-Year Plan Card	Grades 8 - 12	HS Counselors	Guidance Secretary	record of courses, grades, testing, career plans, contact info.
Schedule Change Form	Grades 8 - 12	HS Couselors, HS Faculty	Guidance Secretary	Record of schedule changes
Activity Sheets	Grades 11 & 12	HS Counselors	Guidance Secretary	Record of clubs, community service, sports, work for juniors & seniors
Transcripts	Grades 9 - 12	Guidance Secretary	HS Counselors	Record of credits, coursework, Regents exams/RCTS, GPA, graduation date, diploma type
Course Selection	Grades 8 - 11	HS Counselors, HS Faculty	Guidance Secretary	Record of teacher recommendations, student course selections

Domain	PERSONAL/SOCIAL
Program Description	Counseling & Referral
ACTIVITIES	TARGET POPULATION	STAFF ASSIGNED & TIME	OTHER RESOURCES	OUTCOME
Tioga County Mental Hygiene	Grades 8 - 12 individuals	Clinical Social Worker from TCMH	HS Counselors, School Psychologist, Nurse, Guidance Secretary	effective resolution of social/emotional issues
A New Hope Center	Students in conflict or from families dealing with domestic abuse issues	Staff from A New Hope Center	HS Counselors, School Psychologist, Nurse, Guidance Secretary	effective resolution of social/emotional issues, conflict resolution
PINS Diversion Program	At- Risk students	Family & Children's Therapist, PINS Diversion coordinator	Tioga Co. DSS, HS counselors, School Psychologist	effective resolution of behavioral, attendance, academic issues
Dept. of Social Services Child Protective Services	Abused or neglected students	DSS Child Protective Caseworker	HS Counselor, School Psychologist, Nurse	Investigation by DSS
`Individual counseling advisement/referral	Students with social/emotional needs	HS Counselors, School Psychologist	DSS, TCMH, New Hope, Family & Children's, Private Practioners	resolution of issue or referral to proper support resource
Group Counseling/Support	Students with like issues/concerns/needs	HS Counselors, School Psychologist	New Hope, other agencies as appropriate	support, resolution of issue, knowledge of available resources
Classroom Presentation	Grades 8 - 12, as appropriate	HS Counselors, School Psychologist	Agency reps. as appropriate	Knowledge regarding pertinent issue and available resources for support
Pupil Personnel Team (PPT)	All students	District Counselors & School Psychologists, YES Coordinator	Other Agency reps, as appropriate	Consultation regarding pertinent educational/social/emotional issues & families that we share across the district