MCS SCHOOL COUNSELING PROGRAM ADVISORY COUNCIL 2023-2025
- Jennifer Adams
7-12 School Nurse - Stacey Alexander
K-12 School Psychologist - Kayleigh Brodie
Pre-K to 6 School Nurse - Jody DeJong
7-12 Teacher Representative - Sarah Ewing
Pre-K to 6 Teacher Representative - TBD
School Board Representative - TBD
Parent Representative - Heather Howe
Pre-K to 6 School Counselor - Kelly Pacatte
7-12 School Counselor - Paul Pierce
7-12 School Counselor - Stella Ritter
Pupil Personnel Director - TBD
Student Representative
TABLE OF CONTENTS
- New York State Part 100. 2 Regulations of the Commissioner of Education – School Counseling Program Requirements (updated 2020)
- Middleburgh Central School’s School Counseling Plan
- Pre-K to Grade 6 Program Description
- Grade 7-12 Program Description
- Counseling Department Management System
- Counseling Department Delivery System
- Appendices
As per the New York State Education Department, listed in Part 100.2 of the Commissioner’s Regulations, School Counseling/Guidance Programs are defined as follows:
Public Schools: Each school district shall have a guidance program for all students.
In grades K-6, the program shall be designed in coordination with the teaching staff to prepare students to effectively participate 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.
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- In grades 7-12, the School Counseling Program shall include the following activities and services:
- An annual review of each student’s educational progress and career plans, with such reviews conducted with each student individually or with small groups by personnel certified or licensed as school counselors.
- 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 the school counselor.
- Other advisory and individual or group counseling assistance to enable students to benefit from the curriculum to help students develop and implement postsecondary educational and career plans; to help students who exhibit any attendance, academic, behavioral or adjustment problems; to encourage parental involvement, provided that advisory assistance shall be provided by teachers or counselors or by certified teaching assistants under the supervision of counselors or teachers; such individual or group counseling shall be provided by certified or licensed school psychologists or certified or licensed school social workers in cooperation with certified and licensed school counselors.
- 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. Such a plan should 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 the objectives; specifications of the staff members and other resources assigned to accomplish the objectives; provisions for the annual assessment of the program results.
Comprehensive developmental school counseling/guidance programs. Beginning with the 2019-2020 school year, each school district shall have a comprehensive developmental school counseling/guidance program, for all students in kindergarten through grade 12. Each school district shall also ensure that all students in grades kindergarten through twelve have access to a certified school counselor(s).
For all grades kindergarten through twelve, district and building level comprehensive developmental school counseling/guidance programs shall prepare students to participate effectively in their current and future educational programs as age appropriate, and be designed to address multiple student competencies including career/college readiness standards, and academic and social/emotional development standards. The comprehensive developmental school counseling/guidance program (“program”) shall include the following activities or services:
In grades kindergarten through five, the program shall be designed by a certified school counselor in coordination with the teaching staff, and any appropriate pupil personnel service providers, for the purpose of preparing students to participate effectively in their current and future educational programs, to provide information related to college and careers, and to assist students who may exhibit challenges to academic success, including but not limited to attendance or behavioral concerns, and where appropriate make a referral to a properly licensed professional and/or certified pupil personnel service provider, as appropriate for more targeted supports.
For students in grades six through twelve, certified school counselors shall provide an annual individual progress review plan, which shall reflect each student’s educational progress and career plans. For a student with disability, the plan shall be consistent with the student’s individualized education program.
School counseling/guidance core curriculum instruction for the purpose of addressing student competencies related to career/college readiness, academic skills and social/emotional development by a certified school counselor(s).
Other direct student services which may include, but need not be limited to, responsive services, crisis response, group counseling, individual counseling, appraisal, assessment and advisement, for the purpose of enabling students to benefit from the curriculum, assisting students to develop and implement postsecondary education and career plans, assisting students who exhibit attendance, academic, behavioral or adjustment concerns and encouraging parental involvement.
Indirect student services which may include but need not be limited to, referrals to appropriately licensed or certified individuals, consultation, collaboration, leadership, advocacy, and teaming.
Each school district shall develop district-wide and building-level comprehensive developmental school counseling/guidance plans which set forth the manner in which the district shall comply with the requirements of this subdivision.
Updated annually, available for review at the district offices and each school building and made available on the district’s website.
Each plan shall be developed annually and shall include program objectives, activities, program development and maintenance planning, school counseling curriculum, professional development planning, evaluation methods based on data analysis of program results and closing the gap analysis reports to inform program improvement, and assessment of the resources necessary to support positive student outcomes.
Each plan shall also include the preparation of a program outcomes report that includes an analysis of all systematic components of a comprehensive developmental school counseling/guidance program as defined by this subdivision.
Each school district shall establish a comprehensive developmental school counseling/guidance program advisory council to be comprised of representative stakeholders (such as parents, members of the board of education, school building and/or district leaders, community-based service providers, teachers, certified school counselors and other pupil personnel service providers in the district including school social workers and/or school psychologists).
The advisory council shall meet no less than twice a year for the purpose of reviewing the comprehensive developmental school counseling/guidance program plan and advising on the implementation of the school counseling/guidance program. The advisory council shall create and submit an annual report to the board of education.
- In grades 7-12, the School Counseling Program shall include the following activities and services:
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Middleburgh Central School’s School Counseling Plan
- The Comprehensive Model
The comprehensive school counseling program is a framework for the systematic development, implementation, and evaluation of school counseling programs. The comprehensive school counseling plan was designed in a way that:- Acknowledges the work of school counselors as advocates for students
- Creates results-based counseling programs that support diverse student populations.
- Help to close learning gaps.
- Aims to reach all students through the use of exemplary strategies that assess academic, career, and social/emotional progress.
- Is guided by developmentally appropriate and goal-oriented student competencies. The process for delivery of the National Standards linked to the Common Core Standards is accomplished by utilizing each of the four components of the comprehensive model.
The four main components of the model are:
- The foundation of the program which addresses the belief and mission that every student will benefit from the school counseling program.
- The management system that presents the organizational process and tools needed to deliver a comprehensive school counseling program. These processes and tools include agreements or responsibilities, use of data, action plans, time and task analysis, and monthly calendars.
- The delivery system which defines the implementation process and the components of the comprehensive model (guidance curriculum, individual planning with students, responsive and system support).
- The accountability system which helps school counselors demonstrate the effectiveness of their work in measurable terms such as impacts over time, performance evaluation, and a program audit.
The National Model for School Counseling Programs speaks to the importance of accountability and having an organizational framework that documents and demonstrates “how students are different as a result of the school counseling programs.” A commitment to accountability shifts public perception from questions such as “what do school counselors really do?” to show how school counselors are key players in the academic success for all students. While we will use the model as a guide, we will be progressive in our thinking and always evaluate and update what we are doing based on what is in the best interest of the students.
- Middleburgh Central School Counseling Department Foundation
- Counseling Mission Statement
The mission of the Middleburgh School Counseling Department is to meet the individual needs of all students by providing them with support, information, resources, and guidance through a comprehensive developmental school counseling program. The services provided by the Middleburgh school counselors empower students to develop the knowledge, skills, abilities and character needed to pursue their individual goals and become contributing members of our society.Counseling Vision Statement
It is the vision that students graduating from Middleburgh High School will be college and career ready and will have the skills needed to maximize their academic success and social/emotional development. The comprehensive school counseling program supports students through a rigorous curriculum while providing a variety of opportunities for self-directed growth to become contributing and healthy members of a competitive global society.Middleburgh School Counselor Belief Statements
Counselors at Middleburgh believe that students learn best when:
- Counselors serve as active, positive role models following ethical standards.
- Counselors advocate for all students.
- They are challenged and actively involved through methods of instruction.
- Counselors are responsive to their developmental needs.
- Personal responsibility for learning is cultivated and developed.
- The subject matter is relevant and taught by motivated and well-prepared staff.
- Clear academic and behavioral expectations are communicated and understood.
- Their individual strengths and efforts are encouraged and recognized, and specific and timely feedback on their performance is provided.
- A school community where respect, acceptance for differences, and civility are modeled by all.
- Their families are encouraged to take an active, supportive role in their education and basic human needs (shelter, nutrition) are met.
- Valid data is used to inform decisions.
- Counseling Mission Statement
- The Comprehensive Model
- American School Counselor Association Standards – Mindsets and Behaviors
- Student Competencies
As a result of a comprehensive counseling program, students should demonstrate the following mindsets and behaviors as outlined by ASCA:- Academic Development – Standards guiding school counseling programs to implement strategies and activities to support and maximize each student’s ability to learn.
- Career Development – Standards guiding school counseling programs to help students 1) understand the connection between school and the world of work and 2) plan for and make a successful transition from school to postsecondary education and/or the world of work and from job to job across the lifespan.
- Social/Emotional Development – Standards guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills.
School counselors use these standards to assess student growth and development, guide the development of strategies and activities and create a program that helps students achieve their highest potential. To operationalize the standards, school counselors select competencies that align with the specific standards and become the foundation for classroom lessons, small groups and activities addressing student developmental needs. The competencies directly reflect the vision, mission and goals of the comprehensive school counseling program and align with the school’s academic mission.
- Student Competencies
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Pre-K to Grade 6 Program Description
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Pre-K to 6 Objectives and Activities
ELEMENTARY SCHOOL COUNSELING PROGRAM OBJECTIVES AND ACTIVITIES
- To provide group counseling as needed for students focusing on topics such as grief, social skills, coping skills, divorce/separation, and anger management.
- To coordinate or help coordinate school-wide special activities and programs.
- To help students and parents new to the District gain information and become familiar with the Elementary School’s educational program.
- To collaborate with outside mental health professionals to coordinate care for students and families in treatment.
- To coordinate the review and selection process of awards.
- To verify and monitor student academic progress.
- To assist students with the resolution of personal and school related problems or who are at risk.
- To consult with parents, staff and outside agencies regarding individual student development and needs.
- To collaborate with parents, staff and outside agencies regarding individual student development and needs.
- To provide classroom guidance lessons addressing academics, personal/social skills, emotional/behavioral needs and any other topics that may be of importance and specific to an entire class or grade level.
- To provide crisis intervention, risk assessment, and ongoing evaluation.
- To serve as an additional liaison for community and mandated programs including Child Protective Services (CPS), Probation, Person in Need of Supervision (PINS) and appointed law guardians.
- To provide staff in-service training when appropriate.
- To provide students and parents with guidance related information in a timely fashion.
- To participate in professional development activities through professional memberships.
- To assist in Master Schedule development and implementation in School Tool.
- To advocate for and support student’s academic, social/personal and emotional needs.
- To assist teachers and administration with report cards.
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Grade 7-12 Program Description
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Objectives and Activities
JUNIOR/SENIOR HIGH SCHOOL COUNSELING PROGRAM OBJECTIVES AND ACTIVITIES
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- To help students and parents, new to the Jr./Sr. High School, gain information and become familiar with the Jr./Sr. High School educational program.
- To periodically and annually review each student’s educational progress and career plans.
- To facilitate effective home/school communication to monitor student progress on a consistent basis.
- To assist students in program choices consistent with abilities and academic/career goals.
- To help students become more familiar with post-high school educational opportunities, occupational information and financial aid.
- To offer alternatives for high school students who are struggling academically.
- To assist students to identify their interests and abilities through an interpretation of their performance on a number of standardized tests, such as PSAT, SAT, ACT, ASVAB and self-directed research.
- To provide a developmental career guidance program that will enable students to make educational and vocational plans.
- To provide students and parents with guidance related information in a timely fashion.
- To assist students with the resolution of personal or school related problems.
- To maintain accurate and appropriate student records.
- To keep current in all related guidance areas through various professional development opportunities, including college forums, career, financial aid and counselor workshops, and college visits.
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Middleburgh Central School Counseling Department Management System
The management system incorporates organizational processes and tools to ensure that the Middleburgh school counseling program is organized, concrete, clearly delineated, and reflective of the school’s needs.
- Program implementation – Each building principal will decide how students will be assigned to counselors to ensure that each student has access to the counseling program. In addition, counselors will allocate time to:
- deliver guidance lessons, utilizing ReThink Ed curriculum
- provide individual student planning,
- provide responsive services, and
- manage system support.
During the school year, counselors should monitor their time and determine the percentage of time spent in each component of the school counseling program.
- Use of Time – District counselors recognize the value of delivery of services to students. It is recommended that school counselors spend 80% of their time in Delivery of Services to Students. The remaining time is spent for Foundation, Management & Accountability.
- Elementary School Components
- Direct Delivery of Service: 70% to 90%
- Indirect Delivery of Services: 10% to 15%
- Foundation: 5%
- Management: 10% to 15%
- Accountability: 5%
- Middle School Components
- Direct Delivery of Service: 70% to 90%
- Indirect Delivery of Services: 10% to 15%
- Foundation: 5%
- Management: 10% to 15%
- Accountability: 5%
- High School Components
- Direct Delivery of Service: 70% to 90%
- Indirect Delivery of Services: 10% to 15%
- Foundation: 5%
- Management: 10% to 15%
- Accountability: 5%
- Elementary School Components
- Use of Data – A comprehensive school counseling program is data driven. School counselors must show that each activity implemented is part of the program, and was developed from analysis of the students’ needs, achievements, and/or related data. To do this, school counselors need to evaluate process, perception, and results data.
At each level (Elementary, Junior/Senior High School), School counselors will review and discuss data driven needs for the student population. This may include review of graduation rates, attendance, and standardized test scores. For every desired competency and result there must be a plan how the desired competency will be achieved. Each action plan should include: competencies addressed, description of activity, timeline in which the activity will be completed, who is responsible for delivery, means of evaluating student success, expected results.
Each counseling department will decide on a plan of action to meet student needs. Counselors and the school district leadership team will agree on how services will be assigned to specific counselors.
- Program implementation – Each building principal will decide how students will be assigned to counselors to ensure that each student has access to the counseling program. In addition, counselors will allocate time to:
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Middleburgh Central School Counseling Department Delivery System
- Direct Student Services
The counseling curriculum provides developmental activities that address academic, career and personal/social needs of students K-12. This is accomplished through:- Classroom Activities: school counselors present lessons in the classroom.
- Group Activities: school counselors conduct group activities outside of the classroom to address student’s particular needs
- Curriculum Maps: The Middleburgh Counseling Departments have been developing a counseling program map. The map is an active and ongoing document with annual updates recommended.
- Individual Student Planning
Counselors monitor students’ progress so they may achieve success in academic, personal/social, and career areas. This may be accomplished through:- Individual or Small Group Appraisal: Work with students in analyzing and evaluating abilities, interests, skills, and achievement.
- Individual or Small Group Advisement: Work directly with students on achieving success in personal/social, academic, and career areas.
- Case Management: Monitor individual students’ progress.
- Placement: Collaborate with school staff in determining the best educational setting for students as they meet their academic and social goals.
- Responsive Services
School counselors provide support and interventions to meet the needs of students. This is accomplished through:- Individual and Small Group Counseling: Counseling is provided for students experiencing social, emotional, personal, or academic difficulties.
- Crisis Counseling: Short term counseling that is provided to students, families or staff as an immediate intervention to a crisis.
- Indirect Student Services
- Referrals: School counselors provide families with a variety of resources, both inside and outside of school, to better serve our students.
- Consultation: School counselors collaborate with families, school staff and community agencies to develop interventions for students.
- Interdisciplinary Activities: School counselors collaborate with school staff to implement curriculum across content areas.
- System Support
School counselors assess the effectiveness of the counseling program. This is accomplished through:- Teaming: School counselors participate in district wide and building committees.
- Professional Development: School counselors regularly participate in training, conferences, and meetings to update knowledge and skills.
- Program Promotion: School Counselors provide orientation and information regarding the programs to the greater community via websites, counseling newsletters and presentations.
- Program Management and Evaluation: School counselors regularly collect and analyze data to evaluate the program and continue updating program activities.
- Direct Student Services
Revised 7/24
Appendix 1
American School Counselor Association (ASCA) Standards – Mindsets and Behaviors
ASCA Mindsets & Behaviors for Student Success:
The ASCA Mindsets & Behaviors for Student Success: K-12 College – and Career Readiness for Every Student describe the knowledge, skills and attitudes students need to achieve academic success, college and career readiness and social/emotional development. The standards are based on a survey of research and best practices in student achievement from a wide array of educational standards and efforts. These standards are the next generation of the ASCA National Standards for Students, which were first published in 1997.
The 35 mindset and behavior standards identify and prioritize the specific attitudes, knowledge and skills students should be able to demonstrate as a result of a school counseling program. School counselors use the standards to assess student growth and development, guide the development of strategies and activities and create a program that helps students achieve their highest potential. The ASCA Mindsets & Behaviors can be aligned with initiatives at the district, state and national to reflect the district’s local priorities.
To operationalize the standards, school counselors select competencies that align with the specific standards and become the foundation for classroom lessons, small groups and activities addressing student developmental needs. The competencies directly reflect the vision, mission and goals of the comprehensive school counseling program and align with the school’s academic mission.
Research-Based Standards
The ASCA Mindsets & Behaviors are based on a review of research and college and career-readiness documents created by a variety of organizations that have identified strategies making an impact on student achievement and academic performance. The ASCA Mindsets & Behaviors are organized based on the framework of non-cognitive factors presented in the critical literature review “Teaching Adolescents to Become Learners” conducted by the University of Chicago Consortium on Chicago School Research (2012).
This literature review recognizes that content knowledge and academic skills are only part of the equation for student success. “School performance is a complex phenomenon, shaped by a wide variety of factors intrinsic to students and the external environment” (University of Chicago, 2012, p. 2). The ASCA Mindsets & Behaviors are based on the evidence of the importance of these factors.
Organization of the ASCA Mindsets & Behaviors
The ASCA Mindsets & Behaviors are organized by domains, standards arranged within categories and subcategories and grade-level competencies. Each is described below.
Domains
The ASCA Mindsets & Behaviors are organized in three broad domains: academic, career and social/emotional development. These domains promote mindsets and behaviors that enhance the learning process and create a culture of college and career readiness for all students. The definitions of each domain are as follows:
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- Understand the connection between school and the world of work and
- plan for and make a successful transition from school to postsecondary education and/or the world of work and from job to job across the lifespan.
- Social/Emotional Development – Standards guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills.
- Academic Development – Standards guiding school counseling programs to implement strategies and activities to support and maximize each student’s ability to learn.
- Career Development – Standards guiding school counseling programs to help students:
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Standards
All 35 standards can be applied to any of the three domains, and the school counselor selects a domain and standard based on the needs of the school, classroom, small group or individual. The standards are arranged within categories and subcategories based on five general categories of non-cognitive factors related to academic performance as identified in the 2012 literature review published by the University of Chicago Consortium on Chicago School Research. These categories synthesize the “vast array of research literature” (p. 8) on non-cognitive factors including persistence, resilience, grit, goal-setting, help-seeking, cooperation, conscientiousness, self-efficacy, self-regulation, self-control, self-discipline, motivation, mindsets, effort, work habits, organization, homework completion, learning strategies and study skills, among others.
Category 1: Mindset Standards – Includes standards related to the psycho-social attitudes or beliefs students have about themselves in relation to academic work. These make up the students’ belief system as exhibited in behaviors.
Category 2: Behavior Standards – These standards include behaviors commonly associated with being a successful student. These behaviors are visible, outward signs that a student is engaged and putting forth effort to learn. The behaviors are grouped into three subcategories.
- Learning Strategies: Processes and tactics students employ to aid in the cognitive work of thinking, remembering or learning.
- Self-Management Skills: Continued focus on a go or between students and adults.al despite obstacles (grit or persistence) and avoidance of distractions or temptations to prioritize higher pursuits over lower pleasures (delayed gratification, self-discipline, self-control).
- Social Skills: Acceptable behaviors that improve social interactions, such as those between peers or between students and adults.
The grade-level competencies are housed in the ASCA Mindsets & Behaviors database at www.schoolcounselor.org/studentcompetencies.
The ASCA Mindsets & Behaviors for Student Success: K-12 College and Career-Readiness Standards for Every Student
Each of the following standards can be applied to the academic, career and social/emotional domains.
Category 1: Mindset Standards
School counselors encourage the following mindsets for all students.
- M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being
- M 2. Self-confidence in ability to succeed
- M 3. Sense of belonging in the school environment
- M 4. Understanding that postsecondary education and life-long learning are necessary for long-term career success
- M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
- M 6. Positive attitude toward work and learning
Category 2: Behavior Standards
Students will demonstrate the following standards through classroom lessons, activities and/or individual/small-group counseling.
Learning Strategies
- B-LS 1. Demonstrate critical-thinking skills to make informed decisions
- B-LS 2. Demonstrate creativity
- B-LS 3. Use time-management, organizational and study skills
- B-LS 4. Apply self-motivation and self-direction to learning
- B-LS 5. Apply media and technology skills
- B-LS 6. Set high standards of quality
- B-LS 7. Identify long and short-term academic, career and social/emotional goals
- B-LS 8. Actively engage in challenging coursework
- B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions
- B-LS 10. Participate in enrichment and extracurricular activities
Self-Management Skills
- B-SMS 1. Demonstrate ability to assume responsibility
- B-SMS 2. Demonstrate self-discipline and self-control
- B-SMS 3. Demonstrate ability to work independently
- B-SMS 4. Demonstrate ability to delay immediate gratification for long-term rewards
- B-SMS 5. Demonstrate perseverance to achieve long and short-term goals
- B-SMS 6. Demonstrate ability to overcome barriers to learning
- B-SMS 7. Demonstrate effective coping skills when faced with a problem
- B-SMS 8. Demonstrate the ability to balance school, home and community activities
- B-SMS 9. Demonstrate personal safety skills
- B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities
Social Skills
- B-SS 1. Use effective oral and written communication skills and listening skills
- B-SS 2. Create positive and supportive relationships with other students
- B-SS 3. Create relationships with adults that support success
- B-SS 4. Demonstrate empathy
- B-SS 5. Demonstrate ethical decision-making and social responsibility
- B-SS 6. Use effective collaboration and cooperation skills
- B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams
- B-SS 8. Demonstrate advocacy skills and ability to assert self, when necessary
- B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment
Appendix 2
Pre-K to Grade 12 Program Academic, Career and Social/Emotional Curriculum Maps
Key for Maps:
- ASCA – American School Counselor Association
- MHANYS – Mental Health Association of New York State
- NYSED – New York State Education Department
- CDOS – Career Development and Occupational Standards
- RTI – Response to Intervention
- Level 1 – For all students
- Level 2 – For small groups of students
- Level 3 – For individual students
College and Career Curriculum
- Delivery
- Program Activity or Service*
- Career Day RTI – 1
- Classroom Guidance RTI – 1
- NYS Mandated Career Plans RTI – 1
- College and Career Profile RTI – 3
- Career Fair RTI – 1
- Individualized Meetings and NYS Mandated Career Plans RTI – 3
- Specialized Career Unit with Career Choice Presentation
- Career Day RTI – 1
- Classroom Guidance RTI – 1
- Classroom Guidance RTI – 1
- Classroom Guidance RTI – 1
- Classroom Guidance RTI – 1
- Classroom Guidance RTI – 1
- Classroom Guidance RTI – 1
- Annual Individual Progress Review Meetings
- College and Career Profiles RTI – 1
- Individualized NYS Mandated Career Plans
- PTECH, Tech Valley presentations
- Instant admit Day; SUNY Cobleskill, HVCC
- SUNY Cobleskill College Fair
- ACCES-VR Adult Career and Continuing Education Services – Vocational
- Rehabilitation) Meetings
- College Visits
- Financial Aid Night
- FAFSA Night
- College Representative Visits
- Military Representative Visits
- ASVAB Coordination
- Career and Technical Ed (CTE) visits to Mohonasen and Schoharie
- Foundation
- MHANYS /NYSED
- Regulation* Program Objectives*
- 2A. LEa. /j.1.a
- Each student will speak with professionals in a wide variety of careers
- 2A. EEa. , LEa /j.1.a
- Student participation in activities that address career development
- 2A. EEa. , LEa /j.1.a.
- Classroom meetings so each student can document vocational goals and development on their NYS Mandated Career Plan
- 2A. EEa. , LEa /j.1.a.
- Faculty and Staff display their obtained degrees and career titles
- 2A. EEa /j.1.a.
- Each student to speak with professionals in a wide variety of careers
- 2A. EEa. , LEa /j.1.a.
- One-on-one meetings so each student can document vocational goals and development
- 2A. LEa./j.1.a
- Students will identify a career that aligns with their interests
- 2A.la., 2A. lc, 2A.Ca,/j.2.i.c
- Each student will be exposed to professionals in a wide variety of careers
- 2A. la,/j.1.a, j.2.i.c
- Students will connect school subjects with potential careers, drawing meaning from the courses they are taking currently with future occupations and the workplace. Interest/aptitude inventories, creation of resumes.
- 2A. la/j.1.a, j.2.i.c
- Students will take the interest inventory in Career Cruising. They will explore the connection between interests and careers. They will compare the results of the inventory to their career ideas. Students will perform research on careers.
- 2A.Ca./j.1.a, j.2.i.c
- Students will take the learning style profile in Career Cruising. Students will learn the connection between learning styles and careers. Students will begin to build their resumes.
- 2A.Ca/j.1.a, j.2.i.c
- Students will continue to add to their resumes. ASVAB: Use of a second career selector to compare/contrast
- 2A.Ca./j.1.a, j.2.i.c
- Students will review their interest/aptitude inventories in Career Cruising and the resulting careers. Students will learn to use the undergraduate school/trade selector. Students will learn to identify the criteria important when choosing a college/trade school.
- 2A.Ca./j.1.a, j.2.i.c
- Students will create their accounts on SUNY App and/or the Common App. Counselors will work in small groups and individually to complete those applications. For those students not continuing their education, options will be discussed.
- 3A. a., 3A.Ca,/j.2.i.b
- One-on-one meetings to review attendance, discipline, social/emotional development, academic skills, and college/career readiness
- na/
- Faculty and Staff display their obtained degrees and career titles
- na/j.2.i.b
- Individualized career plan documenting vocational goals, interests, abilities, career exploration, and work experience
- na/j.2.i
- Exploring alternative opportunities for computer and STEM education linked to career pathways in technology
- na/j.2.i
- Students meet with college admissions counselors in Middleburgh School
- na/j.2.i.d
- Students attend a large college fair at SUNY Cobleskill
- 3A.Ca/j.2.i.b, j.2.i.d
- Students meet yearly with an ACCES-VR Coordinator
- na/j.2.i
- Students attend field trips to tour colleges
- na/j.2.i
- Parents and students will learn about financial aid terminology presented by a local college financial aid officer
- na/j.2.i
- Students and parents will attend a hands-on after-school session in which they will complete their federal financial aid application with the counselors and a local college financial aid officer
- na/j.2.i
- Representatives from numerous colleges visit the counseling center to speak with students about specific college programs
- na/j.2.i
- Representatives from each branch of the service visit the counseling center to speak with students about opportunities in the military
- na/j.2.1
- To give interested 11th and 12th graders the opportunity to take the ASVAB
- na/j.2.i
- To allow interested 10th graders to explore different educational options
- MHANYS /NYSED
- Foundation/Student Standard
- ASCA Standards
- NYSED CDOS
- M3, M4, B-LS 7, B-LS 9, B-SS 3
- Standard 1 1. Elementary Standard 3a. 2. Elementary
- M4, B-LS 7, B-LS 10
- Standard 1 1. Elementary Standard 3a. 2. Elementary
- M4, B-LS 1, B-LS 7
- Standard 1 1. Elementary Standard 3a. 2. Elementary
- M4, B-LS 1, B-LS 7
- Standard 1 1. Elementary Standard 3a. 2. Elementary
- M3, M4, B-LS 7, B-LS 9, B-SS 3
- Standard 1 1. Elementary Standard 3a. 2. Elementary
- M4, B-LS 1, B-LS 7
- Standard 1 1. Elementary Standard 3a. 2. Elementary
- M3, M4, B-LS 7, B-LS 9, B-SS 3
- Standard 1 1. Elementary Standard 3a. 2. Elementary
- M3, M4, B-LS 7, B-LS 9, B-SS 3
- Standard 1.1
- M4, B-LS 7, B-LS 10
- Standard 1.1, 2.1
- M4, B-LS 7, B-LS 10
- Standard 1.1, 3a.2, 3a.3, 3a.4
- B-LS 8
- Standard 1.1, 3a
- M4, B-LS 7, B-LS 10
- Standard 1.1, 3a.
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 1.1, 3a: 2, 6, 7, & 8
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 1.1, 3a.: 2, 6, 7, & 8
- M4, B-LS 1, B-LS 7
- Standard 1
- M4, B-LS 1, B-LS 7
- Standard 1.1, 3a.
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 1.1, 3b
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 1.1, 3a.1, 3a.5, 3a.6
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 1
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 1
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 1.1, 3b
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 3b
- M4, B-LS 9
- Standard 3a.6-3a.8
- M4, B-LS5, B LS-9
- Standard 3a.5-3a.8
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 1, 3a.2, 3a.3, 3a.6-3a.8
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 1, 3a.2, 3a.3, 3a.6-3a.8
- M4, B-LS 7, B-LS 9, B-LS 10
- Standards 1-3: all
- M4, B-LS 7, B-LS 9, B-LS 10
- Standard 3b
- ASCA Standards
- Management
- Timeline
- Student Focus
- Staff & Resources*
- Student Focus
- May (Every other School Year)
- Grades 4-6
- School Counselor, Career Day Speakers.
- Grades 4-6
- September – May
- Grades K-6
- School Counselor
- Grades K-6
- September – May
- Grades K-5
- School Counselor
- Grades K-5
- September – June
- Grades K-6
- School Counselor
- Grades K-6
- May (Every other School Year)
- Grades K-3
- School Counselor, Career Day Speakers
- Grades K-3
- September – May
- Grade 6
- School Counselor
- Grade 6
- April – May
- Grade 5 -6
- School Counselor
- Grade 5 -6
- March
- Grades 7-12
- School counselors, Career Day speakers
- Grades 7-12
- September – May
- Grade 7
- School counselors, business teacher, Career Cruising
- Grade 7
- September – May
- Grade 8
- School counselor, business teacher, Career Cruising
- Grade 8
- September – May
- Grade 9
- School Counselor, Career Cruising
- Grade 9
- September – May
- Grade 10
- School counselor, Career Cruising
- September – May
- Grade 11
- School counselor, Career Cruising
- Grade 11
- September – May
- Grade 12
- School Counselor, Career Cruising
- Grade 12
- February – May
- Grades 7-12
- School counselors
- Grades 7-12
- Fall
- Grades 7-12
- School Counselors, MCS Faculty, Staff, and Administration
- Grades 7-12
- September – June
- Grades 7-12
- School counselors
- Grades 7-12
- January
- Grade 8
- Principal, school counselors
- Grade 8
- April
- Grade 12
- School counselors, college admissions counselors
- Grade 12
- October
- Grade 11, Grade 12
- School counselors, college admissions counselors
- Grade 11, Grade 12
- September – June
- Grade 11, Grade 12
- ACCES-VR Coordinator
- Grade 11, Grade 12
- September – June
- Grade 11, Grade 12
- Liberty Partnership Students Liberty Partnership Program
- Grade 11, Grade 12
- October
- Grade 12
- School counselors, college financial aid officers
- Grade 12
- October
- Grade 12
- School counselors, college financial aid officer, Liberty Partnership Program
- September – June
- Grade 11, Grade 12
- School counselors, college admissions officers/counselors
- Grade 11, Grade 12
- September – June
- Grade 11, Grade 12
- School counselors, military officers
- Grade 11, Grade 12
- April
- Grades 11, Grade 12
- School counselors, military officers
- Grades 11, Grade 12
- February
- Grade 10
- School counselors
- Grade 10
- Timeline
*Required criteria per NYSED Regulation P. 100.2 (j)
Academic Curriculum
- Delivery
- Program Activity or Service*
- Classroom Guidance – Teaching Lessons RTI – 1
- Classroom Guidance – Teaching Lessons RTI – 1
- Classroom Guidance Teaching Lessons RTI – 1
- Individual Counseling – RTI 3
- Group Counseling – RTI 2
- Honor Roll Celebration
- School Tool Teacher Assignment
- School Tool Student and Class Assignment
- CSE Meeting Attendance
- CST Meetings
- Parent/Teacher Meetings
- Master Scheduling
- Monitoring of attendance
- Sixth Grade Transition
- Monitoring of report cards
- Screening for acceleration, AIS, Liberty Partnership Program, alternative
- education, and the after school program.
- Eighth Grade Transition Night
- Junior Information Night
- 12th Grade Information Night
- Scholarship Information
- Individual course selection meetings
- Creation of the master schedule
- Parent/teacher conferences
- Monitoring of progress reports, report cards
- Monitoring of attendance
- Monitoring of Discipline
- Review graduation requirements, pathway and diploma options, and elective survey
- PSAT
- Monthly update to Counseling Center web page
- Communication with parents through phone calls, emails, letters as needed
- Distance Learning Coordination
- Nomination and arrangement for HOBY, Boys’ State, and Youth as Leaders
- Schooltool Parent and Student Portals
- SSD (Service for Students with Disabilities) Coordination for College Board Tests
- CSE Meeting Attendance
- Foundation
- MHANYS / NYSED Regulation*
- Program Objectives*
- 1B EEc, 3D EEa
- Students will understand study skills, homework techniques, and knowledge of systems in place to support their learning.
- 1B LEc, 3D LEa
- Students will understand study skills, homework techniques, and knowledge of systems in place to support their learning
- 1B lc, 3D la
- Students will understand study skills, homework techniques, and knowledge of systems in place to support their learning
- 1B. LEc, 3D LEa
- Students will receive one-on-one academic support as needed
- 1B LEc, 3D LEa
- Provide students with 9 week small group curriculum addressing organization and study skills
- 1B LEc
- Invite families to celebrate student achievement in the classroom after school hours
- n/a
- Work in school tool to make sure all teacher assignments match what they are teaching
- n/a
- Work in school tool to update courses yearly and assign all students to the correct courses
- n/a
- Go to CSE meetings as needed for students I saw as needed for counseling or have emotional concerns
- n/a
- Go to CST meetings as needed for students I saw as needed for counseling or have emotional concerns
- 1B EEa, LEa, la
- Meetings held as needed to address specific needs of students
- n/a
- Work with administration and staff to develop a Master Schedule and put it all in School Tool
- n/a
- School wide attendance monitoring. Referral to outside agency as appropriate
- na/j.2.i.c
- Information for parents and students to learn about expectations and routines of the junior high school
- n/a
- School wide attendance monitoring. Referral to outside agency as appropriate
- 1A.Ca., 1A.Ce./ j.2.i.c
- Provide individualized opportunities for all types of learners
- na/j.2.i.c
- Orientation for parents and students to learn about expectations and routines of the high school plus graduation requirements
- na/j.2.i.c
- Information on scholarships, college search, standardized testing, review of graduation requirements, and the college application process
- na/j.2.i.c
- Information on scholarships, standardized testing, review of graduation requirements, and the college application process
- na/j.2.i.c
- Information on all scholarship opportunities posted on school website, bulletin boards, and emails to parents
- 1A.Ce./j.2.i.c
- Annual review of education progress and four year planning
- na/j.2.i.c
- Provide individualized opportunities for students to create their schedules
- 1B. la., 1B. Ca./j.2.i.c
- Meetings held as needed to address specific needs of students
- na/j.2.i.c
- School wide monitoring. Referral to outside agency as appropriate
- na/j.2.i.c
- School wide attendance monitoring. Referral to outside agency as appropriate
- 1B. le., 1B. Ce./j.2.i.c
- School wide discipline monitoring. Referral to outside agency as appropriate
- na/j.2.i.c
- Students can identify graduation pathways, understand the difference between a Regents and Advanced Regents Diploma
- na/j.2.i.c
- Students in grade 11 participate in the PSAT in order to expose them to the test and to prepare them for postsecondary studies
- na/j.2.i.c
- Provide relevant information to students and parents in all areas of the counseling program
- na/j.2.i.c
- Ongoing communication is encouraged throughout the school year
- na/j.2.i.c
- Provide individualized opportunities for students to create their schedules
- na/j.2.i.c
- Provide opportunities for students to participate in leadership activities and to further their leadership skills
- na/j.2.i.c
- Parents and students have Online access to student attendance, discipline, and grades
- na/j.2.i.c, j.2.i.b
- Students entitled to accommodations for SAT and AP tests will receive them
- *All MHNYS Standards may be met depending on specific student concern/j.2.i.c 2.j.2.i, 2.j.2.i.b
- To support student academic achievement
- MHANYS / NYSED Regulation*
- Foundation/Student Standard
- ASCA Standards
- NYSED CDOS
- M2, M5, B-LS 3
- Standard 2. 1. Standard 3a. 3.
- M2, M5, B-LS 3
- Standard 2. 1. Standard 3a. 3.
- M2, M5, B-LS 3
- Standard 2. 1. Standard 3a. 3.
- M2, M3, M4, M5, B-LS 3, B-LS 7
- Standard 2. 1. Standard 3a. 3.
- M2, M3, M4, M5, B-LS 3, B-LS 7
- Standard 2. 1. Standard 3a. 3.
- M2, M3, B-LS 3
- Standard 2 1.
- All Academic domains
- n/a
- All Academic domains
- n/a
- All Academic domains
- n/a
- All Academic domains
- n/a
- M4, M5
- Standard 3. all
- All Academic domains
- n/a
- All Academic domains
- n/a
- B-LS 7, B-SMS 10
- Standard 3a:4
- All Academic domains
- n/a
- M5, B-LS 1-6, B-LS 8, B-LS 10
- Standard 3a: all
- B-LS 7, B-SMS 10
- Standard 3a:4
- B-LS 7
- Standard 3b
- B-LS 7
- Standard 3b
- B-LS 7
- Standards 3a.6, 3a.7
- M4, B-LS 1, B-LS 7
- Standards 1.1, 3a: all, 3b
- B LS-9
- Standards 3a.3, 3a.6
- M4, M6
- Standards 3a.1, 3a.3,3a.4,3a.7, 3a.8
- M5
- Standard 3a: all
- M3
- Standard 3a: all
- M6
- Standard 3a: all
- M4, B-LS 1, B-LS 7, B-LS 9
- Standards 3a.7, 3b
- M4, B-LS 4, B-LS 6, B-LS 7, B-LS 9, B-LS 10
- Standard 3a.2
- M3, B-LS 1, B-LS 5
- Standards 1.1, 3a.5
- M4, M6
- Standards 3a.1, 3a.3,3a.4,3a.7, 3a.8
- B LS-9
- Standards 3a.3, 3a.6
- B-LS 10, B -SMS 1, B-SMS 2, B-SMS 5, B-SS 2, B-SS 3, B-SS6, B-SS7, B-SS 9
- Standards 3a.2, 3a.3, 3a.4, 3a.7, 3a.8
- M4, M6
- Standards 3a.6, 3a.8
- B-SMS 6
- Standard 3a.1
- B-SMS 6
- Standard 3a: all
- ASCA Standards
- Management
- Timeline
- Student Focus
- Staff & Resources
- Student Focus
- September – November
- Grades Pre-K – 2
- School Counselor
- Grades Pre-K – 2
- March – May
- Grades 3-5
- School Counselor
- Grades 3-5
- September – November
- Grade 6
- School Counselor
- Grade 6
- September – June
- Grades Pre-K – 6
- School Counselor, Classroom Teacher
- Grades Pre-K – 6
- September – June
- Grades 2 – 6
- School Counselor
- Grades 2 – 6
- March
- Grade 6
- School Counselor, Grade level teachers, PTO
- Grade 6
- August – September
- Grades Pre-K – 6
- School Counselor
- Grades Pre-K – 6
- September – June
- Grade Pre-K – 6
- School Counselor
- Grade Pre-K – 6
- September – June (as needed)
- Grade Pre-K – 6
- School Counselor, Administrator, Social Worker, School Psychologist, Classroom Teacher
- Grade Pre-K – 6
- September – June (as Needed)
- Grade Pre-K – 6
- School Counselor, Administrator, Social Worker, School Psychologist, Classroom Teacher
- Grade Pre-K – 6
- September – June
- Grade Pre-K – 6
- School Counselor, Administrator
- Grade Pre-K – 6
- February – September
- Grade K-6
- School Counselor, Administrator, Classroom Teacher
- Grade K-6
- September – June
- Grades Pre-K – 6
- School Counselor, Teachers, Administrator
- Grades Pre-K – 6
- May or June
- Grade 6
- parents and students. Counselors, Teachers
- Grade 6
- November – June
- Grades Pre-K – 6
- School Counselor, Administrator
- Grades Pre-K – 6
- May – June
- Grades 7-12
- Principal, Counselors, Teachers
- Grades 7-12
- February
- Grade 8
- students and parents, Counselors
- Grade 8
- October
- Grade 11
- students and parents, Counselors
- Grade 11
- September
- All 12th-grade
- students and parents, Counselors
- All 12th-grade
- September- June
- All 12th grade
- students and parents, Counselors (September – June), Points & Awards Coordinator (senior local scholarships)
- All 12th grade
- February – April
- Grades 8-11
- Counselors
- Grades 8-11
- February – June
- Grades 7-12
- Counselors, Administrators
- Grades 7-12
- February – June
- Grades 7-12
- Counselors, Administrators, Teachers
- Grades 7-12
- Every 5 weeks
- Grades 7-12
- Counselors, Administrators
- Grades 7-12
- September – June
- Grades 7-12
- Counselors, Administrators
- Grades 7-12
- September – June
- Grades 7-12
- Counselors, Administrators
- Grades 7-12
- February
- Grades 8-11
- Counselors
- Grades 8-11
- October
- Grade 11
- Counselors
- Grade 11
- Monthly
- Grades 7-12
- Counselors
- Grades 7-12
- September – June
- Grades 7-12
- Counselors, Teachers
- Grades 7-12
- Monthly meetings
- Grades 9-12
- Counselors, Administrators
- Grades 9-12
- December (HOBY), February (Boys’ State), (YAL) May
- Grade 10 (HOBY), Grade 11 (Boys’ State), Grades 10-12 (YAL)
- Counselors, Teachers
- Grade 10 (HOBY), Grade 11 (Boys’ State), Grades 10-12 (YAL)
- September – June
- Grades 7-12
- Teachers, Administrators
- Grades 7-12
- September – June
- Grades 11 and 12
- Counselors
- Grades 11 and 12
- September – June (as needed)
- Grades 7-12
- School counselors, CSE Chairperson, school social worker, school psychologist, special education teacher, classroom teacher
- Grades 7-12
- Timeline
*Required criteria per NYSED Regulation P. 100.2 (j)
Social Emotional Curriculum
- Delivery
- Program Activity or Service*
- Classroom Guidance RTI 1 Classroom Guidance RTI 1 Classroom Guidance
- RTI 1
- Student of the Week
- Individual Counseling RTI 2-3
- Group Counseling RTI 2
- Conflict Mediation RTI 2
- Schoharie County Alcohol and Substance Abuse Program RTI 1
- Berkshire Farms Homerun Program
- Annual Reviews RTI 1
- Schoolwide Sing Along RTI 1
- Positive Behavior Themes RTI 1
- Positive Behavior Themes RTI 1
- Moving Up Day RTI 1
- New Student Lunches RTI 2
- Teacher Consultation
- Crisis Intervention, CPS Calls and Coordination, Risk Assessment RTI 3
- Veterans Day Celebration RTI-1
- Kids Make a Difference – Service Learning Projects
- RTI- 1
- Kid with Character RTI 2
- Kindergarten and 6th grade Promotion RTI 1
- Honors Celebration RTI 3
- Perfect Attendance Recognition RTI 1
- 6th Grade Transition and Planning; school visit, meet the 7th grade teachers, etc. RTI 1
- Individual Counseling
- Group Counseling
- VISION Program Berkshire Farms
- CTE FACS 7/8
- Crisis Intervention, Risk assessment, CPS Coordination
- PEAR Committee
- Student Support Services Committee Meeting
- FOCUS Meeting
- Teacher Consultation
- Conflict Mediation
- Annual Reviews
- Youth as Leaders Coordination
- Coordination of Services for Families
- Health
- Health
- Girls’ and Boys’ Day Out Coordination
- Foundation
- MHANYS / NYSED Regulation*
- Program Objectives*
- * All MHNYS Standards (Early Elementary) EE may be met depending on specific student concern j.1.a
- Student participation in activities that address social/emotional development
- * All MHNYS Standards (Late Elementary) LE may be met depending on specific student concern j.1.a
- Student participation in activites that address social/emotional development
- * All MHNYS Standards (Intermediate) I may be met depending on specific student concern j.1.a
- Student participation in activites that address social/emotional development
- 1A. Ie., 1B. EEb., 1C. Ib., 2A. EEa., EEb., 2A. LEa., LEc. , 2A. Ia, Ib., 2B. EEa, EEc., LEa., Ic., 2C EEb. , LEa, Ia., 3B. EEa.,LEa. , . Ia. / j.1.a
- Each student will celebrate and have a platform to invite their family into the school to celebrate them.
- * All MHNYS Standards may be met depending on specific student concern
- Students are met where they are and are provided short term solution focused therapy.
- * All MHNYS Standards may be met depending on specific student concern j.1.a
- Students are provided short term solution focused therapy.
- * All MHNYS Standards may be met depending on specific student concern / j.1.a
- Student are supported with the resolution of personal and school related conflicts with peers
- * All MHNYS Standards (Early Elementary) EE may be met depending on specific student concern j.1.a
- Student participation in activities that address social/emotional development
- * All MHNYS Standards may be met depending on specific student concern/j.2.i.c
- At-risk students are provided with on-on-one support and weekly home visits.
- 1B EEa. LEa. la. / j.1.a
- Student will understand their educational progress and career plans
- 2A EEa. LEa. la. / j.1.a
- Students will sing together and feel a part of the school community
- 2B EEa. LEa 2C EEb. 2C LEa. / j.1.a
- Students exemplifying positive behaviors will feel celebrated
- 2B EEa. LEa 2C EEb. 2C LEa. / j.1.a
- Students exemplifying positive behaviors will feel celebrated
- j.1.a
- Students will understand how grade transitions work to minimize stress
- 3C EEa. LEa. la. / j.1.a
- Students will feel connected to their new school community
- j.1.a
- Stakeholders will meet and discuss best practice for student success
- 3C EEa. LEa la.
- Students will be supported at every step during a crisis.
- n/a
- Students will invite veterans from their families to honor their service
- j.1.a
- Students will understand the value of community service and volunteerism and how that positively impacts the community
- 1B. LEa, 1B. Ib., 1C. Ib., 2A. EEa., EEb., 2A. LEa., LEc. , 2A. Ia, Ib., 2B. EEa, LEa. Ic., . LEa., Ia, 3B. EEa., LEa., . Ia.
- Students who exemplify character will be honored during a school wide assembly
- j.1.a
- Students will understand and celebrate major transitions in their academic success
- j.1.a
- Students will celebrate their accomplishments by inviting families into the school for a recognition ceremony of outstanding academic achievement
- j.1.a
- Students who achieved perfect attendance for each academic quarter will receive recognition
- i.2, 3, 4, 5, 6, 8
- Students participate effectively in their future educational programs
- * All MHNYS Standards may be met depending on specific student concern/ j.1.a, j.2.i.d
- Students are provided with individual counseling on an as-needed basis.
- * All MHNYS Standards may be met depending on specific student concern/ j.1.a, j.2.i.d
- Students are provided with small group counseling on an as-needed basis.
- * All MHNYS Standards may be met depending on specific student concern/j.2.i.c
- At-risk students are provided with on-on-one support and weekly home visits.
- 1A. la., 1A.lb., 1A.lc,/j.2.i.c
- Personal safety skills
- 3C.Ca., / j.1.a, j.2.i.d, j.2.i.e
- To assist students in crisis
- * All MHNYS Standards may be met depending on specific student concern/j.2.i.c
- Promoting school culture for students, faculty, and staff. The PEAR model develops a common language and action plan to address the mental health needs of the school.
- * All MHNYS Standards may be met depending on specific student concern/j.2.i.c
- Monthly meeting of all school-based mental health providers to collaborate on needs and coordinate services.
- 3C.Ca,/j.2.i.c
- Monthly meeting of community service providers (including schools).
- * All MHNYS Standards may be met depending on specific student concern/j.2.i.c
- Classroom teachers will discuss appropriate intervention strategies in support of student success
- * All MHNYS Standards may be met depending on specific student concern / j.1.a, j.2.i.e
- Students will be supported with the resolution of personal and school related conflicts with peers
- 1B.la., 1B.Ca. / j.1.a, j.2.i.e
- Students will periodically and annually review their educational progress and career plans
- 2A.Ca, 2A.cb, 2A.Cc.,2A.cd., 2b.Ca, 2C.Cc, 2C.Ca / j.2.i.a
- Coordination of 10th-12th grade students who participate in leadership activities
- 3C.Ca/j.2.i.e
- Coordination of Thanksgiving baskets, weekly backpacks of food, and assistance for Christmas.
- 1B.Ca, 1B.Cb, 1B.ICc, 1B.Cd, 1B.Ce, 1C.Ca, 2A.Ca, 2A.Cb., 2A.Cc/ j.2.i.c
- Stress management, depression, anxiety, mental health research project and presentation
- * All MHNYS Standards may be met depending on specific student concern/j.2.i.c
- Stress management, anxiety, depression
- * All MHNYS Standards may be met depending on specific student concern/j.2.i.c
- Healthy stress and anxiety management as alternative to unhealthy coping mechanisms
- MHANYS / NYSED Regulation*
- Foundation/Student Standard
- ASCA Standards
- NYSED CDOS
- M1. M2. M3. M5. M6. B-LS 1, B-LS 2. B-LS 4. B-LS 5. B-LS 9. B-LS 10. B-SMS 1. B-SMS 2. B-SMS 3.B-SMS 4.B-SMS 7. B-SMS 9. B-SMS 10. B-SS 1. B-SS 2. B-SS 3. B-SS 4. B-SS 5. B-SS 6. B-SS 7. B-SS 8. B-SS 9.
- Standard 3a. 3
- M1. M2. M3. M5. M6. B-LS 1, B-LS 2. B-LS 4. B-LS 5. B-LS 9. B-LS 10. B-SMS 1. B-SMS 2. B-SMS 3.B-SMS 4.B-SMS 7. B-SMS 9. B-SMS 10. B-SS 1. B-SS 2. B-SS 3. B-SS 4. B-SS 5. B-SS 6. B-SS 7. B-SS 8. B-SS 9.
- Standard 3a. 3
- M1-3, M5, M6, B-LS 1, B-LS 2, B-LS 4, B-LS 5, B-LS 9, B-LS 10, B-SMS 1-4, B-SMS 7, B-SMS 9, B-SMS 10, B-SS 1-9
- Standard 3a. 3
- M2, M3, B-LS 4, B-SMS 1, B-SMS 5, B-SMS 7, B-SS 1-9
- Standard 3a. 3
- M1-6, B-LS 1-4, B-LS 6, B-LS 7, B-LS 9, B-SMS 1, B-SMS 5, B-SMS 7, B-SS 1-9 Standard 3a. 3
- M2, M3, B-LS 4, B-SMS 1, B-SMS 5, B-SMS 7, B-SS 1-9
- Standard 3a. 3
- M2, M3, B-LS 4, B-SMS 1, B-SMS 5, B-SMS 7, B-SS 1-9
- Standard 3a. 3
- M1, M2, M3, M5, M6, B-LS 1, B-LS 2, B-LS 4, B-LS 5, B-LS 9, B-LS 10, B-SMS 1-4, B-SMS 7, B-SMS 9, B-SMS 10, B-SS 1-9
- Standard 3a. 3
- M1
- Standards 3a.3, 3a.6,3a.7
- M4, M5, B-SS 3
- Standard 3a. 3
- M3, B-SS 2, B-SS 3
- Standard 3a. 3
- M2, M3, B-SS.1-9
- Standard 3a. 3
- M2, M3, B-SS 1-9
- Standard 3a. 3
- M2
- Standard 3a. 3
- M3, B-SS 2, B-SS 3
- Standard 3a. 3
- n/a
- n/a
- M1
- n/a
- M3
- n/a
- M3, M6
- n/a
- M2, M3, B-LS 4, B-SMS 1, B-SMS 5, B-SMS 7, B-SS 1, B-SS 2, B-SS 3, B-SS 4, B-SS 5, B-SS 6, B-SS 7, B-SS 8, B-SS 9
- Standard 3a. 3
- M2
- Standard 3a. 3
- M2
- Standard 3a. 3
- M2
- Standard 3a. 3
- M3, M6
- Standard 2.1
- M1, M2, M3, M5, M6, BLS-1 – 7, B-SMS 1-2, B-SMS 4-10, B-SS 1-6, B-SS 8-9
- Standard 3.a
- M1
- Standard 3.a
- M1
- Standards 3a.3, 3a.6,3a.7
- B-SMS 9
- Standards 3a.6-3a.8
- M1
- Standards 3a.2, 3a.3
- M1
- Standards 3a.3, 3a.6
- M1
- Standards 3a.3,3a.6,3a.7
- M1
- Standards 3a.3,3a.6,3a.7
- M1
- n/a
- M2, M3, B-LS 4, B-SMS 1, B-SMS 5, B-SMS 7, B-SS 1, B-SS 2, B-SS 3, B-SS 4, B-SS 5, B-SS 6, B-SS 7, B-SS 8, B-SS 9
- Standard 3a. 3
- M4, M5, B-SS 3
- Standard 3a. 3
- B-LS 10, B -SMS 1, B-SMS 2, B-SMS 5, B-SS 2, B-SS 3, B-SS6, B-SS7, B-SS 9
- 3a.2, 3a.3, 3a.4, 3a.7, 3a.8
- M1
- Standard 3a.6
- M1
- Standards 3a.6, 3a.7
- M1
- Standards 3a.6, 3a.7
- M1
- Standards 3a.2, 3a.4, 3a.6
- ASCA Standards
- Management
- Timeline
- Student Focus
- Sept-June See Appendix for Curriculum maps
- Grades Pre-K – 6
- Sept-June See Appendix for Curriculum maps
- Grades 3-5
- Sept-June See Appendix for Curriculum maps
- Grade 6
- Sept- June Monthly Assemblies
- Grades K-6
- Sept- June Monthly Assemblies
- Grades K-6
- Sept- June Monthly Assemblies
- Grades K-6
- Sept – June
- Grades K-6
- September – October (8 week unit- classroom guidance format)
- Grades K-2
- September – June
- Grades K-6
- May – June
- Grade 6
- December
- Grades Pre-K – 6
- One theme showcased each month
- Grades K-3
- One theme showcased each month
- Grades 4-6
- June
- Grades Pre-K – 6
- September – June
- Grades Pre-K – 6
- September – June
- Grades Pre-K – 6
- September – June
- Grades Pre-K – 6
- November
- Grades Pre-K – 6
- 3 – 4 projects throughout September – June
- Grades Pre-K – 6
- Sept- June Monthly Assemblies
- Grades Kindergarten – 6
- June
- Grades Kindergarten and 6
- March & June
- Grade 6
- At the close of each academic quarter
- Grades Pre-K – 6
- June of 6th grade year, September of 7th grade year
- Grade 6
- September – June
- Grades 7-12
- September – June
- Grades 7-12
- September – June
- Grades 7-12
- One week quarterly during assigned FACS class
- Grade 7, 8
- September- June
- Grades 7-12
- September – June
- Grades K-12
- September – June
- Grades K-12
- September – June
- Grades K-12
- September – June
- Grades 7-12
- Sept – June
- Grades K-6
- May – June
- Grade 6
- September – June
- Grades 10-12
- September – June
- Grades K-12
- October (entire month)
- Grades 10-12
- One week during quarterly assigned health class
- Grades 7, 8
- October
- Grade 7
- Timeline
Appendix 3
Pre-K to 6 Classroom Teaching Maps
MCS School Counseling Program
Pre-K Curriculum
- September
- Lesson 1 & 2: Know and Follow the Rules
Learning Target: I can tell one of the rules in class. I can do my best to follow the rules- Academic
- Lesson 1 & 2: Know and Follow the Rules
- October
- Lesson 1 & 2: Respect and Take Care of Things
Learning Target: I can tell one way to be respectful. I can do my best to be respectful.- Social/Emotional
- Lesson 1 & 2: Respect and Take Care of Things
- November
- Lesson 1 & 2: Listen and Learn
Learning Target: I can tell one way to listen in the class. I can do my best to listen to others- Academic
- Lesson 1 & 2: Listen and Learn
- December
- Lesson 1 &2: Reach out and Give
Learning Target: I can tell one way I care. I can do my best to care about others.- Social/Emotional
- Lesson 1 &2: Reach out and Give
- January
- Lesson 1 & 2: Shake and Take Turns
Learning Target: I can tell one thing I share in class. I can do my best to share with others.- Social/Emotional
- Lesson 1 & 2: Shake and Take Turns
- February
- Lesson 1 & 2: Accept and Value Each Person
Learning Target: I can tell one thing that is special about me. I can do my best to accept myself.- Social/Emotional
- Lesson 1 & 2: Accept and Value Each Person
- March
- Lesson 1 & 2: Be Polite and Kind
Learning Target: I can tell one way to be polite. I can do my best to be polite.- Social/Emotional
- Lesson 1 & 2: Be Polite and Kind
- April
- Lesson 1 & 2: Career Exploration
Learning Target: I can tell career options- Career
- Lesson 1 & 2: Career Exploration
- May
- Lesson 1 & 2: Listening and Doing My Best in School
Learning Target: I can tell one way I understand and listen to others. I can do my best to listen.- Academic
- Lesson 1 & 2: Listening and Doing My Best in School
- June
- Lesson 1 & 2: Talk and Work it Out
Learning Target: I can tell one way to work out a problem. I can do my best to get along with friends.- Social/Emotional
- Lesson 1 & 2: Talk and Work it Out
Kindergarten Curriculum
- September
- Lesson 1: Feelings
Learning Target: I can tell one feeling or emotion- Social/Emotional
- Lesson 2: Learning to Listen
Learning Target: I can show I am listening- Academic
- Lesson 1: Feelings
- October
- Lesson 1: Exploring Careers
Learning Target: I can identify some careers- Career
- Lesson 2: Tiny T Saves the Day
Learning Target: I can do my best to be kind and be respectful to others- Social/Emotional
- Lesson 1: Exploring Careers
- November
- Lesson 1: Hands Are Not for Hitting
Learning Target: I can identify why I need to keep my hands to myself- Social/Emotional
- Lesson 2: Kelly Bear Teaches Healthy Living Habits and Refusal Skills
Learning Target: I can make good choices for my body- Social/Emotional
- Lesson 1: Hands Are Not for Hitting
- December
- Lesson 1: Being Safe
Learning Target: I can I can tell one way to be safe- Social/Emotional
- Lesson 2: Personal Space Camp
Learning Target: I can tell what personal space is- Social/Emotional
- Lesson 1: Being Safe
- January
- Lesson 1: Mandated Career Plan
Learning Target: I can identify my hobbies and interests- Career
- Lesson 2: Be Kind to Others
Learning target: I can show I can use kind words- Social/Emotional
- Lesson 1: Mandated Career Plan
- February
- Lesson 1: What I Like About Me
Learning Target: I can tell one thing I like about myself- Social/Emotional
- Lesson 2: Trying My Best in School
Learning Target: I can identify what helps me do my best- Academic
- Lesson 1: What I Like About Me
- March
- Lesson 1: Helping Others
Learning Target: I can tell one way to be helpful to others- Social/Emotional
- Lesson 2: A Great Attitude
Learning Target: I can look at the positives to have a great attitude- Social/Emotional
- Lesson 1: Helping Others
- April
- Lesson 1: Kelly Bear Teaches Respectfulness and Friendship Skills
Learning Target: I can tell one way to respect myself and others.- Social/Emotional
- Lesson 2: Words Are Not for Hurting
Learning Target: I can do my best to use my words in a kind way- Social/Emotional
- Lesson 1: Kelly Bear Teaches Respectfulness and Friendship Skills
- May
- Lesson 1: Accepting Differences
Learning Target: I can do my best to accept differences of other people- Social/Emotional
- Lesson 2: Controlling Emotions
Learning Target I can tell why I need to be in control of my feelings- Social/Emotional
- Lesson 1: Accepting Differences
- June
- Lesson 1: Manners
Learning Target: I can identify what manners are and some examples of good manners- Social/Emotional
- Lesson 1: Manners
1st Grade Curriculum
- September
- Lesson 1: Introduction to My School Counselor/Goals for the Year
Learning Target: I can identify the role of the school counselor and 3 roles she plays. I can identify 3 goals I have for myself as a student.- Academic
- Lesson 1: Introduction to My School Counselor/Goals for the Year
- October
- Lesson 1: Kelly Bear 3 (Good School Choices)
Learning Target: I can tell an example of good choices to do my best in school- Academic
- Lesson 1: Kelly Bear 3 (Good School Choices)
- November
- Lesson 1: Chester and the Big Bad Bully
Learning Target: I can tell the difference between tattling and reporting- Social/Emotional
- Lesson 1: Chester and the Big Bad Bully
- December
- Lesson 1: Scoop – Safety
Learning Target: I can identify ways to be safe- Social/Emotional
- Lesson 1: Scoop – Safety
- January
- Lesson 1: Careers – Career Plan
Learning Target: I can identify my hobbies and strengths for my future. I can do my best to complete my career plan.- Career
- Lesson 1: Careers – Career Plan
- February
- Lesson 1: I Care Rules to Be a Peacemaker
Learning Target: I can get along with my friends- Social/Emotional
- Lesson 1: I Care Rules to Be a Peacemaker
- March
- Lesson 1: Shamrock Study Skills
Learning Target: I can identify a study skill I will work on- Academic
- Lesson 1: Shamrock Study Skills
- April
- Lesson 1: Career Game
Learning Target: I can identify different careers- Career
- May
- Lesson 1: Kelly Bear 6 (Safety)
Learning Target: I can identify ways to be safe- Social/Emotional
- Lesson 1: Kelly Bear 6 (Safety)
- June
- Lesson 1: Don’t Squeal Unless it’s a Big Deal
Learning Target: I can identify big deals versus little deals- Social/Emotional
- Lesson 1: Don’t Squeal Unless it’s a Big Deal
2nd grade Curriculum
- September
- Lesson 1: Introduction to My School Counselor/Goals for the Year
Learning Target: I can identify the role of the school counselor and 3 roles she plays. I can identify 3 goals I have for myself as a student.- Academic
- Lesson 1: Introduction to My School Counselor/Goals for the Year
- October
- Lesson 1: Study Skills Game
Learning Target: I can identify study skills. I can do my best to use study skills in school.- Academic
- Lesson 1: Study Skills Game
- November
- Lesson 1: Kelly Bear Video 4 – Problem Solving
Learning Target: I can tell a way to solve a problem- Social/Emotional
- Lesson 1: Kelly Bear Video 4 – Problem Solving
- December
- Lesson 1: Dealing with Worry
Learning Target: I can tell what it means to worry. I can do my best to deal with worry in a healthy way.- Social/Emotional
- Lesson 1: Dealing with Worry
- January
- Lesson 1: Career Plan
Learning Target: I can tell about goals for my future- Career
- Lesson 1: Career Plan
- February
- Lesson 1: Self Confidence
Learning Target: I can tell one thing I like about myself- Social/Emotional
- Lesson 1: Self Confidence
- March
- Lesson 1: Angry Feelings/Coping Skills
Learning Target: I can identify a coping skill for handling anger. I can do my best to control my anger.- Social/Emotional
- Lesson 1: Angry Feelings/Coping Skills
- April
- Lesson 1: Kelly Bear Video 7: Secret Touching
Learning Target: I can tell what the difference is between a good, bad and secret touch- Social/Emotional
- Lesson 1: Kelly Bear Video 7: Secret Touching
- May
- Lesson 1: Careers
Learning Target: I can tell what someone does in a certain career- Career
- Lesson 1: Careers
- June
- Lesson 1: Friendship Skills
Learning Target: I can identify ways to be a friend- Social/Emotional
- Lesson 1: Friendship Skills
3rd Grade Curriculum
- September
- Lesson 1: Introduction to My School Counselor/Goals for the Year
Learning Target: I can identify the role of the school counselor and 3 roles she plays. I can identify 3 goals I have for myself as a student.- Academic
- Lesson 1: Introduction to My School Counselor/Goals for the Year
- October
- Lesson 1: Acceptance – Homer the Halloween Pumpkin
Learning Target: I can tell why it is important to accept others. I can do my best to accept the differences of others.- Social/Emotional
- Lesson 1: Acceptance – Homer the Halloween Pumpkin
- November
- Lesson 1: Drama Llama
- Learning Target: I can identify why drama and rumors hurt our relationships
- Social/Emotional
- Learning Target: I can identify why drama and rumors hurt our relationships
- Lesson 1: Drama Llama
- December
- Lesson 1: Decision Making/ What Should I Do?
Learning Target: I can tell what it means to make a decision. I can do my best to think before I make decisions.- Social/Emotional
- Lesson 1: Decision Making/ What Should I Do?
- January
- Lesson 1: Career Plan
Learning Target: I can identify my hobbies and strengths for my future. I can do my best to complete my career plan.- Career
- Lesson 1: Career Plan
- February
- Lesson 1: Personal Safety Lesson- Group work
Learning Target: I can tell one way to stay safe. I can do my best to keep myself and others safe.- Social/Emotional
- Lesson 1: Personal Safety Lesson- Group work
- March
- Lesson 1: Test Anxiety
Learning Target: I can tell one way to relieve stress. I can do my best to control my stress during tests.- Academic
- Lesson 1: Test Anxiety
- April
- Lesson 1: Rude vs. Mean vs. Bullying
Learning Target: I can tell what the difference is between rude, mean and bullying- Social/Emotional
- Lesson 1: Rude vs. Mean vs. Bullying
- May
- Lesson 1: Career Interview and Group Work
Learning Target: I can tell what a career is. I can do my best to choose a career that interests me.- Career
- Lesson 1: Career Interview and Group Work
- June
- Lesson 1: Friendship Qualities
Learning Target: I can identify what different qualities of friends are- Social/Emotional
- Lesson 1: Friendship Qualities
4th Grade Curriculum
- September
- Lesson 1: Introduction to My School Counselor/Goals for the Year
Learning Target: I can identify the role of the school counselor and 3 roles she plays. I can identify 3 goals I have for myself as a student.- Academic
- Lesson 1: Introduction to My School Counselor/Goals for the Year
- October
- Lesson 1: Why Use Study Skills/HW Survival Kit
Learning Target: I can identify what I need to work on with study skills- Academic
- Lesson 1: Why Use Study Skills/HW Survival Kit
- November
- Lesson 1: Star Student Lesson
Learning Target: I can tell one way to be successful in school- Academic
- Lesson 1: Star Student Lesson
- December
- Lesson 1: Key to Success
Learning Target: I can tell 3 keys to success in and out of school. I can do my best to follow directions, concentrate and think while taking tests.- Academic
- Lesson 1: Key to Success
- January
- Lesson 1: Career Plan
Learning Target: I can identify my hobbies and strengths for my future. I can do my best to complete my career plan.- Career
- Lesson 1: Career Plan
- February
- Lesson 1: Defining Peer Pressure
Learning Target: I can tell what peer pressure is. I can do my best to not give in to peer pressure.- Social/Emotional
- Lesson 1: Defining Peer Pressure
- March
- Lesson 1: Group Communication
Learning Target: I can tell one way to communicate with others. I can do my best to communicate well with others.- Social/Emotional
- Lesson 1: Group Communication
- April
- Lesson 1: Good, Bad and Secret Touch
Learning Target: I can tell the difference between good, bad, and secret touch. I can do my best to keep my body safe.- Social/Emotional
- Lesson 1: Good, Bad and Secret Touch
- May
- Lesson 1: Career
Learning Target: I can identify one career cluster. I can do my best to choose a career cluster that interests me.- Career
- Lesson 1: Career
- June
- Lesson 1: Cyber Safety
Learning Target: I can tell one way to be cyber smart. I can do my best to be safe on the internet.- Academic
- Lesson 1: Cyber Safety
5th Grade Curriculum
- September
- Lesson 1: Introduction to My School Counselor/Goals for the Year
Learning Target: I can identify the role of the school counselor and 3 roles she plays. I can identify 3 goals I have for myself as a student.- Academic
- Lesson 1: Introduction to My School Counselor/Goals for the Year
- October
- Lesson 1: Study Skills – Jenga
Learning Target: I can identify multiple important study skills- Academic
- Lesson 1: Study Skills – Jenga
- November
- Lesson 1: Finding Your Strengths/How are you smart?
Learning Target: I can tell one strength I have. I can do my best to appreciate the strengths of others.- Academic
- Lesson 1: Finding Your Strengths/How are you smart?
- December
- Lesson 1: Don’t Be a Bully
Learning Target: I can tell one reason why people are bullied. I can do my best to stand against bullies.- Social/Emotional
- Lesson 1: Don’t Be a Bully
- January
- Lesson 1: Career Plan Learning Target: I can identify my hobbies and strengths for my future. I can do my best to complete my career plan.
- Career
- Lesson 1: Career Plan Learning Target: I can identify my hobbies and strengths for my future. I can do my best to complete my career plan.
- February
- Career Unit
- Lesson 1: Introduction to Career Exploration
- Career
- Lesson 2: Interest Inventory
Learning Targets: I can tell the difference between a job and a career. I can do my best to compare my interests to different careers.- Career
- Lesson 1: Introduction to Career Exploration
- Career Unit
- March
- Career Unit
- Lesson 1: Career Pre-Research
- Career
- Lesson 2: Career Research
Learning Targets: I can identify several careers that interest me. I can do my best to choose one career to research.- Career
- April/May
- Career Unit
- Lesson 1, 2, 3 & 4: Career Poster/Presentation
Learning Targets: I can make a visual display of my chosen career. I can do my best to present my career poster.- Career
- Lesson 1, 2, 3 & 4: Career Poster/Presentation
- Career Unit
- June
- Lesson 1: Peer Pressure Game
- Learning Target: I can tell what peer pressure is. I can do my best to avoid triggers of peer pressure.
- Social/Emotional
- Learning Target: I can tell what peer pressure is. I can do my best to avoid triggers of peer pressure.
- Lesson 1: Peer Pressure Game
6th grade Curriculum
- September
- Lesson 1: Introduction to My School Counselor/Goals for the Year
Learning Target: I can identify the role of the school counselor and 3 roles she plays. I can identify 3 goals I have for myself as a student.- Academic
- Lesson 1: Introduction to My School Counselor/Goals for the Year
- October
- Lesson 1: Study Skills – How to Study for Tests
Learning Target: I can identify strategies to study for a test- Academic
- Lesson 1: Study Skills – How to Study for Tests
- November
- Lesson 1: How I Learn and How I Am Smart
Learning Target: I can identify my learning style- Academic
- Lesson 1: How I Learn and How I Am Smart
- December
- Lesson 1: Communication and Feelings: Human Rights
Learning Target: I can identify how to communicate my feelings. I can respect people who are different than me.- Social/Emotional
- Lesson 1: Communication and Feelings: Human Rights
- January
- Lesson: Career Plan
Learning Target: I can identify my hobbies and strengths for my future. I can do my best to complete my career plan.- Career
- Lesson: Career Plan
- February
- Lesson: Respect and Pride Assessment
- Learning Target: I can tell some examples of how my strengths help me be my best
- Social/Emotional
- Learning Target: I can tell some examples of how my strengths help me be my best
- Lesson: Respect and Pride Assessment
- March
- Lesson: Following School Rules and Behaving in a Responsible Manner
Learning Target: I can evaluate my school behaviors. I can identify how my behaviors affect myself as a student.- Social/Emotional
- Lesson: Following School Rules and Behaving in a Responsible Manner
- April
- Lesson: Internet Safety
Learning Target: I can distinguish between things that are safe and unsafe online- Social/Emotional
- Lesson: Internet Safety
- May
- Lesson: Career/Adulting Lesson
- Learning Target: I can share different career and life decisions
- Career
- Learning Target: I can share different career and life decisions
- Lesson: Career/Adulting Lesson
- June
- Lesson: Basic Communication Skills
- Learning Target: I can get along with others in a group
- Social/Emotional
- Learning Target: I can get along with others in a group
- Lesson: Basic Communication Skills