District Level Comprehensive School Counseling Plan

• School Counseling Program Overview
• District Wide Staff
• Individual Building Staff
• Foundation/Management
• School Counseling Program vision, mission and goals
• School Counselor Professional Standards
• Student Standards
• Advisory Council
• Components of Building Specific Counseling Plans
• Assessment

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School Counseling Program Overview

The Salmon River Central comprehensive developmental counseling program applies to all students who attend the school district.  All Salmon River students have access to a certified school counselor. The Salmon River District counseling program is designed in coordination with the teaching staff to prepare students to effectively participate in their current and future educational programs and addresses multiple student competencies including career/college readiness standards, academic, and social/emotional development standards. This plan will be reviewed annually and made available on the district’s website. An advisory council has been established to review the program’s implementation and outcomes, and submit a report annually to the Board of Education.

District Wide Staff

Superintendent- Dr. Stanley Harper

Assistant Superintendent- Angela Robert

Psychologists- Keen Herne and Jessica Rottier

Behavior Interventionist- Samantha Frohm

Ombudsman- Breanne Herne

Individual Building Staff

Building Name	Principals	Counselors	Counseling Assistant
Salmon River High School	Ben Barkley Teresa Van Dunk	Andrea Martin Candida Tavernier	Nichelle Loran
Salmon River Middle School	Erin Toomey Rebecca Pentalow	Ellen Cook Donna Herne	Tia McMahon
Salmon River Elementary	Danielle French Rebecca Stanley	Leigh Oakes	Melissa Cross
Mohawk School	Alison Benedict Jenna Cruickshank	Darlene Adams	Chastity Shova

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Foundation/Management

School Counseling Program vision, mission and goals

The mission of the Salmon River School Counseling Department is to meet the individual needs of all students while supporting the social and academic development of all students by providing students with information, resources, and guidance through a comprehensive developmental school counseling program. School counselors provide services that empower students to develop the knowledge, skills and abilities needed to demonstrate college, career and civic readiness.

The Salmon River School Counseling Department will empower all students to work toward their maximum potential by using a comprehensive program that addresses their academic, social/emotional, and career goals. Benefiting from the activities, instruction and skill development built into the program, students will demonstrate career, college and civic readiness and become contributing members of a competitive global society.

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School Counselor Professional Standards

Members of the  School Counseling Staff at Salmon River Central School apply the  Ethical Standards for School Counselors and the School Counselors Professional Standards and Competencies to all of our work.  These standards are designed to ensure the well-being and protection of students, promote professional integrity, and maintain confidentiality. While the  Professional Standards outlines the knowledge, skills, and competencies expected of school  counselors. These standards provide a framework for the practice of school counseling and  guide counselors in their efforts to promote student success and well-being.

Student Standards

The Salmon River Central School Counseling Team uses the ASCA Student Standards: Mindsets and Behaviors for Students Success as guiding standards for our  work.  These standards were developed to  outline the knowledge, skills, and attitudes that students should acquire to thrive  academically, socially, and emotionally. The ASCA Student Standards empower students to grow across the three school counseling domains – academics, career, and social-emotional  development. Such a framework allows school counselors and educators to support the  holistic development of students and create a positive inclusive school environment.  Integrating the Student Standards into the school counseling curriculum, services, and  activities, as well as the school culture can help students develop the necessary mindsets and  behaviors to be successful in school and beyond.

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Advisory Council

The  advisory council will meet a minimum of twice annually for the purposes of reviewing,  advising on, and supporting the implementation of the district comprehensive program. The  advisory council’s membership includes parents, members of the board of education,  school leaders, community-based service providers, teachers, certified school  counselors,  ombudsman and the home school coordinator.   The advisory council shares information with the Board of Education. 

Components of Building Specific Counseling Plans

Each school level—high school, middle school and elementary—engages students in developmentally appropriate activities designed to support their growth and learning. 

Building specific plans can be found at the links below. 

Assessment

School counselors collect and analyze various types of data including process, perception, and  outcome data. This data is used as part of the development, measurement of effectiveness, and revision of the school counseling program. 

• Outcome data  Outcome data helps to assess the overall effectiveness of the school counseling program in achieving its goals and objectives. Outcome data includes academic  achievement on New York State and district assessments, daily attendance and chronic  absenteeism rate, disciplinary referrals and suspensions, and social-emotional  development through appropriate screeners and assessments, including BIMAS data.
•  Perception data captures the subjective experiences and opinions of various stakeholders involved in the school counseling program which provides valuable insight into how the school counseling program is perceived, the satisfaction  levels of stakeholders, and their perception of the impact of the program on student  well-being. Perception data is collected from students, families,  teachers, school and district leaders, and other staff members through surveys (Triangle Survey)  interviews, and focus groups. 
•  Process data is information about the activities and services delivered by a school  counselor, and the number of stakeholders served. Process data includes the number  of classroom lessons, individual and group counseling sessions, crisis interventions,  referrals made, and students, parents, and other stakeholders who participated in the  service delivery provided by a school counselor.