Salmon River High School Counseling Program

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Program Overview

The Salmon River Central High School comprehensive developmental counseling program includes all students who attend the High School.  All Salmon River High School students have access to a certified school counselor. The Salmon River High School 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.

Staff

Superintendent- Dr. Stanley Harper

Assistant Superintendent- Angela Robert

Building Administrators- Ben Barkley and Teresa Van Dunk

Director of Special Education- Allen Gravel

School Counselors- Andrea Martin (A-Lax) and Candida Tavernier (Lay-Z)

Psychologists- Keen Herne and Jessica Rottier

Behavior Interventionist- Samantha Frohm

Counselor Assistant- Nichelle Loran

Administrative Assistant- Michaela Quinn

Foundation/Management

School Counseling Program vision, mission and goals

The mission of the Salmon River High 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 Central High 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.

School Counselor Professional Standards

Members of the High School Counseling Staff at Salmon River Central High 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 High 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.

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 High School Counseling Plan

High School Counseling Program

The high school counseling program provides students with activities to support their overall  well-being, academic success, and career preparation. Activities include individual  counseling sessions to address personal and academic concerns, career counseling to help  students explore postsecondary options and develop career goals, group counseling  sessions to address common issues faced by high school students, and college or vocational  school guidance to assist students and families through the application process. The goal is to  empower students to make informed decisions, develop essential life skills, and successfully  transition into adulthood. 

Monthly Organization of Direct Counseling Services

July	Summer School
August	Student Schedules mailed out by end of month Freshman Orientation New Student Orientation Individual Counseling and Crisis Counseling as needed Classroom Instruction
September	Student Schedule Changes Individual Senior Meetings to discuss transition planning NCCC Bridge Registration – Juniors and Seniors register for dual enrollment classes SUNY Roadshow – presentation for Juniors and Seniors about local SUNY opportunities Open House College representative visits Individual Counseling and Crisis Counseling as needed Classroom Instruction
October	College/Career Fair – students in grades 9-12 have the opportunity to meet with college and career representatives College Application Week – seniors are given support to begin college applications Senior Parent Night Individual senior meetings continue PSAT for juniors MBK OCC College & Career Fair 10th grade BOCES visit to explore Career and Technical Education programs College representative visits Individual Counseling and Crisis Counseling as needed Classroom Instruction
November	SAT exam Financial Aid Night for senior families Parent Teacher Conferences Individual senior meetings continue Operation graduation meetings for at risk seniors College representative visits Individual Counseling and Crisis Counseling as needed Classroom Instruction
December	ACT exam Individual Junior meetings begin College representative visits Individual Counseling and Crisis Counseling as needed Classroom Instruction
January	Individual Sophomore and Freshman meetings begin Financial Aid Night part 2 College representative visits Individual Counseling and Crisis Counseling as needed Classroom Instruction
February	Semester change schedule changes Individual Sophomore and Freshman meetings continue College representative visits Operation Graduation meetings for at risk seniors Individual Counseling and Crisis Counseling as needed Classroom Instruction
March	Top Juniors complete scholarship application College representative visits Individual Counseling and Crisis Counseling as needed Classroom Instruction
April	ACT exam Parent teacher conferences Senior Transition to College Planning seniors can get assistance interpreting financial aid packages Junior college and career exploration classroom lessons Individual Counseling and Crisis Counseling as needed Classroom Instruction
May	SAT exam AP Exams Operation Graduation Meetings for at risk seniors Senior Decision Day celebration Individual Counseling and Crisis Counseling as needed Classroom Instruction
June	Awards night Top 20 Senior dinner Individual Counseling and Crisis Counseling as needed Graduation Begin Summer School registration Classroom Instruction

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.