Jamesville-Dewitt Central School District > Departments and Services > Counseling Services > P-12 Comprehensive School Counseling Plan

P-12 Comprehensive School Counseling Plan

School Counseling Program

The Jamesville-DeWitt Comprehensive Counseling Plan aligns with the amended Part 100 of the Commissioner’s Regulations.

Program

The Jamesville-DeWitt School District’s comprehensive developmental counseling program includes all students P-12.

All Jamesville-DeWitt students P-12 have access to a certified school counselor or school social worker.

The Jamesville-DeWitt P-12 counseling program is designed in coordination with the teaching staff to prepare students to effectively participate in their current and future educational programs; address multiple student competencies including career/college readiness standards, academic, and social/emotional development standards. For students in grades P-5, the program is designed by a certified school counselor or school social worker in coordination with administration and instructional staff.

Services

The Jamesville-DeWitt P-5 counseling program is designed:

    1. To prepare students to participate effectively in their current and future educational programs.
    2. To provide information related to college and careers.
    3. To assist students who may exhibit challenges to academic success, including but not limited to attendance or behavioral concerns.
    4. Where appropriate, to make a referral to a properly licensed professional and/or certified pupil personnel service provider for more targeted support.

For students in all grades K-12 the program includes the following activities or services:

    1. School counseling 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 or school social worker.
    2. Direct student services to enable students to benefit from the curriculum
      • Responsive services.
      • Crisis response.
      • Group counseling.
      • Individual counseling, appraisal, assessment and advisement.
      • Assisting students to develop and implement postsecondary education and career plans.
      • Assisting students who exhibit attendance, academic, behavioral or adjustment concerns.
      • Encouraging parental involvement.
    3. Indirect student services that enable student to benefit from their education.
      • Referrals to appropriately licensed or certified individuals.
      • Consultation and/ or collaboration with others.
      • Leadership, advocacy, and teaming activities.

Plan

The Jamesville-DeWitt CSD has developed a district-wide & building level comprehensive school counseling plan that complies with the regulation requirements and is in accordance with the following:

  • Developed by or under the direction of a certified school counseling team.
  • The plan will be updated annually & a report will be presented to the board of education.
  • The plan is filed in the district office and is available for review by any individual.
  • The plan presents program objectives, which describe expectations of what students will learn.

Counseling Advisory Council (CAC)

The Jamesville-DeWitt CSD will develop and maintain a counseling program advisory council.

a. The purpose of the Counseling Advisory Council is to review the comprehensive school counseling plan and advise on the implementation of the school counseling program. The CAC will: 

  • Review performance from the current school year.
  • Identify objectives for the coming school year.
  • Establish goals to meet the objectives.
  • Identify resources/professional learning necessary to meet the established goals.
  • Review/evaluate progress towards the goals.
  • Provide recommendations to the Assistant Superintendent/Director of PPS that informs allocation of resources.

b. Membership will include:

  • One counselor from high school.
  • One counselor from the middle school.
  • One counselor from each building at the elementary level.
  • One district-level administrator.
  • A classroom teacher from each level (elementary, middle, high).
  • One school psychologist.
  • One social worker.
  • A representative from BOCES consultant support services.

c. Operations of the Counseling Advisory Council

  • The council will meet a minimum of two times per year.
  • The council members will serve as advocates for the P-12 Counseling Program.
  • Council members will report out to their respective constituent groups.

d. Accountability & Evaluation

  • Annual review of work completed is benchmarked against district mission and beliefs.
  • The Counseling Advisory Council will complete a self-evaluation to determine the effectiveness of the council.

School Counseling Plan

This plan has been designed to meet the educational demands of the 21st century in order to better serve the Jamesville-DeWitt school community. A 21st century counseling program is one that is results-based, comprehensive, developmentally-appropriate, proactive in nature, and designed to reach every student. When developing and implementing such a program, it is necessary that school counselors hold a wide range of skills that go beyond the essential counseling skills. School counselors must demonstrate the skills of student engagement, leadership, advocacy, collaboration, and data analysis. With this in mind, the Jamesville-DeWitt school counselors will continue to utilize a variety of professional learning opportunities to further develop their skills.

The Jamesville-DeWitt school counselors and social workers are divided among five buildings, ranging from elementary school to high school. Our counselors are seen as leaders, advocates and vital educators in not only their assigned building, but within the entire Jamesville-DeWitt school community. The counselors are held to high standards of collaboration when it comes to the planning and implementation of our comprehensive school counseling program. This collaboration is guided by the belief that students should always be put first, a belief that has been woven into every aspect of the school counseling plan. In order to promote student success and close existing achievement gaps, the comprehensive plan incorporates a variety of direct and indirect support services, academic advising, skill development supports, and classroom guidance plans.

School counselors are integral participants in collaborative programs that guide student achievement. Collaborating with teachers, administrators, community members, and families provides school counselors with information that can direct their programs. New York State school counselors, with the support of superintendents, principals, and local boards of education, can analyze and assess school counseling programs, implement programs through a variety of delivery systems, and maintain an accountability system that demonstrates effectiveness.

The services provided by our school counselors play significant roles in the closing of a variety of achievement gaps and are a benefit to student learning.

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:

  • Ensures equitable access to a rigorous education for all students.
  • Identifies the knowledge and skills all students will acquire.
  • Delivers the program to all students in a systematic fashion.
  • Are based on data-driven decisions.
  • Are provided by a NYS certified school counselor or school social worker.

The process for delivery of the National Standards linked to the Next Generation Learning 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 vision and mission, student developmental domains (academic, career social/emotional) and professional competencies.

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, curriculum and calendars.

The delivery system which defines the implementation process and the components of the comprehensive model (guidance curriculum, individual planning with students, responsive services 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.

Counseling Department Foundation

District Mission 

The Jamesville-DeWitt Central School District’s mission is to deliver a holistic educational experience that fosters the academic, social, and emotional development of every student, empowering them to thrive and succeed in a rapidly changing world. 

District Vision 

We have an uncompromising commitment to honoring the individual needs of each student, and take responsibility for ensuring their success. 

Counseling Mission 

In support of the district’s commitment to excellence for all students, the counseling program of the Jamesville-DeWitt Central School District strives to promote and support a holistic development of the student in all aspects, including: academic success, college and career readiness, and social/emotional development. 

Counseling Vision 

The vision of the Jamesville-DeWitt Counseling program is that all students graduate ready for college and/or a career with the knowledge, skills, and dispositions needed to thrive in a competitive global society.  Through our comprehensive school counseling program, students actively develop and demonstrate the core competencies of the New York State “Portrait of a Graduate” including being academically prepared, creative innovators, critical thinkers, effective communicators, global citizens, and reflective, and future-focused leaders.

Counselor Belief Statements

  • Students, family, school, and community all share the responsibility for education.
  • Learning is a lifelong process for each and every individual.
  • All students benefit from purposeful evaluation, development, and improvement of educational programs.
  • Trust, fairness, and respect should permeate every relationship.
  • A physically safe, socially and emotionally supportive, and educationally challenging environment that respects and values the diversity of our school community is essential to learning.
  • Self-confidence, self-respect and self-discipline are the result of personal growth, development, and achievement.
  • A wide range of educational experiences that focus on creativity, critical thinking, communication, and collaboration are essential to prepare students for the future.
  • Open, honest, and effective communication results in strong relationships among students, staff, home and community.
  • School Counselors have an integral role to play in fostering a community that nurtures students’ academic, emotional and social growth.
  • School Counselors provide important opportunities for students to explore their developing interests and understanding of themselves.

Student Mindsets and Behaviors

ASCA Student Mindsets/Behaviors (replaces ASCA Student Competency Standards)

Mindset Standards:
M 1. Belief in development of the whole self, including a healthy balance of mental, social/emotional and physical well-being.
M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment.
M 3. Positive attitude toward work and learning.
M 4. Self-confidence in ability to succeed,
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success.

Behavior Standards – Learning Strategies:
B-LS 1: Critical thinking skills to make informed decisions.
B-LS 2: Creative approach to learning, tasks, and problem solving.
B-LS 3: Time-management, organizational, and study skills.
B-LS 4: Self-motivation and self-direction for learning.
B-LS 5: Media and technology skills to enhance learning.
B-LS 6: High-quality standards for tasks and activities.
B-LS 7: Long- and short-term academic, career, and social/emotional goals.
B-LS 8: Engagement in challenging coursework.
B-LS 9: Decision-making informed by gathering evidence, getting others’ perspectives, and recognizing personal bias.
B-LS 10: Participation in enrichment and extracurricular activities.

Behavior Standards – Self-Management Skills:
B-SMS 1: Responsibility for self and actions.
B-SMS 2: Self-discipline and self-control.
B-SMS 3: Independent work.
B-SMS 4: Delayed gratification for long-term rewards.
B-SMS 5: Perseverance to achieve long- and short-term goals.
B-SMS 6: Ability to identify and overcome barriers.
B-SMS 7: Effective coping skills.
B-SMS 8: Balance of school, home, and community activities.
B-SMS 9: Personal safety skills.
B-SMS 10: Ability to manage transitions and adapt to change.

Behavior Standards – Social Skills:
B-SS 1: Effective oral and written communication skills and listening skills.
B-SS 2: Positive, respectful, and supportive relationships with students who are similar to and different from them.
B-SS 3: Positive relationships with adults to support success.
B-SS 4: Empathy.
B-SS 5: Ethical decision-making and social responsibility.
B-SS 6: Effective collaboration and cooperation skills.
B-SS 7: Leadership and teamwork skills to work effectively in diverse groups.
B-SS 8: Advocacy skills for self and others and ability to assert self, when necessary.
B-SS 9: Social maturity and behaviors appropriate to the situation and environment.
B-SS 10: Cultural awareness, sensitivity, and responsiveness.

(Source: ASCA Mindsets and Behaviors for Student Success, 2025)

Professional Competencies 

The Jamesville-DeWitt High School Counseling Team is committed to implementing the highest ethical practices to protect our students. Counselors abide by the American School Counselor Association (ASCA) Ethical Standards for School Counselors (rev. 2022).

i. ASCA Professional School Counselor Competencies (2025)
ii. ASCA Ethical Standards For School Counselors (2022)

Annual Goals

Program goals are developed annually in alignment with the vision, mission and the goals of the district, school and department. The goals will serve to guide the curriculum and corresponding action plans.

Counseling Department Management System

The management system incorporates organizational processes and tools to ensure that the Jamesville-DeWitt school counseling program is organized, concrete, clearly delineated, and reflective of the school’s needs.

Program Implementation

Each counseling department level in collaboration with the 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.
  • Provide individual student planning.
  • Provide responsive services.
  • Management 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.

Component Elementary Middle High
Direct Delivery of Services 65%-70% 65%-70% 65%-70%
Indirect Delivery of Services 10%-15% 10%-15% 10%-15%
Foundation 5% 5% 5%
Management 10%-15% 10%-15% 10%-15%
Accountability 5% 5% 5%

Use of Calendars: Monthly calendars are used by counselors to guide program delivery. The Jamesville-DeWitt School Counseling Department’s annual calendars reflect the school’s mission and the vision of having a comprehensive school counseling curriculum. The annual calendar provides a framework for the school counseling programs and helps guide the counselors in their individual daily and weekly calendars.

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 Jamesville-DeWitt counseling departments have developed detailed continuums of counseling services. Each program level identifies the activities, areas of focus, program objectives, staff allocated, assessments, dates and additional resources used.

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 student’s progress.
  • Placement: Collaborate with school staff in determining the best educational settings 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

Services provided on behalf of students as a result of the school counselors’ interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators and community organizations.

  • 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 evaluate the program and continue updating program activities.

Counseling Department Accountability System

To achieve the best results for students, Jamesville-DeWitt school counselors will regularly evaluate their program to determine its effectiveness. Jamesville-DeWitt school counselors use accountability strategies to monitor student achievement and to evaluate and improve the school counseling program. The school counseling program components may be accessed through data analysis, program results, evaluation and improvement.

Program Results – Counselors analyze the school counseling program using information collected through process, perception, or outcomes data samples. This information will be used to inform decisions related to program improvements. Each counseling department will review the programs to identify trends and areas of success and areas in need of improvement.

Evaluation and Improvement – Program evaluation and improvement has four components: self-analysis of the school counselor’s strengths and areas for improvement, annual self-analysis of the school counseling program’s strengths and areas for improvement, evaluation of the school counselor’s performance using the Jamesville-DeWitt assessment process, and intermittent review of interventions and lessons in a post-assessment format.

Counseling Scope and Sequence

Elementary | Middle School | High School

Elementary

Tier 1

Second Step Delivery
Grade Level: P-4
Area of Focus: SEL, Mental Health
Objective: Students will develop skills in empathy, emotion regulation, and problem-solving to improve social and academic success. 
Assessment: Behavior Data
Dates: Sept.-June

Character PBIS
Grade Level: P-4
Area of Focus: SEL, School Climate
Objective: Students will demonstrate positive school behaviors and character traits aligned with PBIS expectations. 
Assessment: PBIS Data
Dates: Sept.-June

McMahon Ryan High 5
Grade Level: P-4
Area of Focus: SEL, Wellness, Healthy Relationships
Objective: Students will build protective factors related to safety, resilience, and healthy relationships. 
Assessment: N/A
Dates: Sept.-June

Morning Meeting
Grade Level: P-4
Area of Focus: SEL, Community Building
Objective: Students will strengthen communication, relationship-building,
and emotional awareness skills.
Assessment: N/A
Dates: Sept.-June

BIMAS Data Review and Response
Grade Level: K-4
Area of Focus: Mental Health, SEL
Objective: Students identified through screening will receive targeted interventions to support behavioral and emotional needs.
Assessment: BIMAS screening results, progress monitoring
Dates: Fall, Winter, Spring

School Climate Survey Response
Grade Level: 3-4
Area of Focus: School Community, Healthy Relationships
Objective: School counseling interventions will address identified climate and safety concerns.
Assessment: Survey data

Shout Out Program
Grade Level: P-4
Area of Focus: SEL, School Community
Objective: Students will increase positive peer recognition and school connectedness. 
Dates: Sept.-June

Classroom Buddies/Peer Mentorship Program
Grade Level: P-4
Area of Focus: SEL, Community Building
Objective: Students will develop positive peer relationships and leadership skills through mentorship opportunities. 
Dates: Sept.-June

Curriculum Night
Grade Level: P-4
Area of Focus: Family Engagement
Objective: Families will gain awareness of counseling supports and
social-emotional resources.
Assessment: Parent Attendance
Dates: Fall

Open House
Grade Level: P-4
Area of Focus: Family Engagement
Objective: Families will increase connection with school supports and counseling services. 
Assessment: Parent Attendance
Dates: Spring

Collaboration and Coordination with Promise Zone Specialist
Grade Level: P-4
Area of Focus: SEL, Mental Health, Behavioral Intervention
Objective: Students will access wraparound supports. 
Assessment: Referral Data
Dates: Sept.-June

Middle School Transition Facilitation 
Grade Level: 4
Area of Focus: SEL, School Climate
Objective: Coordinate continuity of care and communicate accurate social emotional and mental health needs for fourth grade students transitioning to middle school. 
Assessment: Transition meeting documentation
Dates: May, June, Sept. 

Tier 2

Attendance Data Monitoring and Response
Grade Level: K-4
Area of Focus: Attendance
Objective: Students will improve attendance through targeted intervention and support.
Assessment: Attendance Data
Dates: Sept.-June

Conflict Resolution
Grade Level: P-4
Area of Focus: SEL, Behavior
Objective: Students will apply communication and problem-solving strategies to resolve conflicts appropriately. 
Assessment: Referral Data, Teacher Feedback
Dates: Sept.-June

Social Stories Creation and Delivery
Grade Level: K-4
Area of Focus: SEL, Behavior
Objective: Students will improve understanding of expected behaviors and social situations.
Assessment: Behavioral Data, Teacher Feedback
Dates: Sept.-June

Check-in, Check-out Plans
Grade Level: K-4
Area of Focus: Behavioral Intervention
Objective: Students will improve behavioral and academic success through daily monitoring and support. 
Assessment: Progress Monitoring
Dates: Sept.-June

Tier 2 & 3

Parent Consultation
Grade Level: K-4
Area of Focus: Family Engagement, Mental Health
Objective: Families will receive support accessing appropriate school and community resources.
Assessment: Referral Data
Dates: Sept.-June

Lunch Groups
Grade Level: K-4
Area of Focus: SEL, Mental Health, Positive Relationship Building
Objective: Students experience positive peer interactions in a structured setting. 
Assessment: Participation Data
Dates: Sept.-June

Small Groups
Grade Level: K-4
Area of Focus: SEL, Mental Health
Objective: Students will strengthen targeted coping, social, and executive functioning skills. 
Assessment: Participation Data, Teacher Feedback
Dates: Sept.-June

Pupil-Support-Team Meetings and intervention
Grade Level: P-4
Area of Focus: MTSS
Objective: Student support teams will identify and implement interventions to address student needs. 
Assessment: Progress Monitoring
Dates: Sept.-June

Tier 3

Crisis Team Meetings
Grade Level: P-4
Area of Focus: Crisis Response
Objective: Coordinate responses to student crises and safety concerns.
Assessment: Meeting Documentation
Dates: Sept.-June

GoGuardian Beacon Monitoring and Response
Grade Level: K-4
Area of Focus: Student Safety, Mental Health
Objective: Students identified through digital safety alerts will receive timely intervention and support.
Assessment: Incident Documentation
Dates: Sept.-June

Self Harm and Suicide Risk Assessment and Response
Grade Level: P-4
Area of Focus: Student Safety, Mental Health
Objective: Students at risk will receive immediate assessment, intervention, and safety planning.
Assessment: Risk Assessment Documentation, SchoolTool
Dates: Sept.-June

Crisis Response/CPI
Grade Level: K-4
Area of Focus: Crisis Response 
Objective: Respond safely and effectively to student behavioral crisis.
Assessment: Incident reports and CPI Forms
Dates: Sept.-June

Behavior Plan Creation, Data Collection, Implementation 
Grade Level: P-4
Area of Focus: Behavioral Intervention
Objective: Students will demonstrate improved behavioral outcomes through individualized supports. 
Assessment: Behavioral Data and Progress Monitoring 
Dates: Sept.-June

Individual Counseling
Grade Level: K-4
Area of Focus: Mental Health, SEL
Objective: Students will develop coping, problem-solving, and emotional regulation skills. 
Assessment: Progress Monitoring 
Dates: Sept.-June

IEP & 504 Counseling
Grade Level: K-4
Area of Focus: Mental Health, SEL
Objective: Students will receive counseling supports aligned with individualized educational plans.
Assessment: Progress Monitoring 
Dates: Sept.-June

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Middle School

Tier 1

Coordination of McMahon Ryan Internet Safety Presentations
Grade Level: 5-8
Area of Focus: SEL, Student Safety
Objective: Students will build skills related to online safety.
Assessment: Student Participation 
Dates: Sept.-June

BIMAS Delivery, Response, and Data Review
Grade Level: 5-8
Area of Focus: SEL, Mental Health
Objective: Students identified through screening will receive targeted interventions to support behavioral and emotional needs. 
Assessment: BIMAS Screening results, Progress Monitoring
Dates: Fall, Winter, Spring

School Climate Survey Response
Grade Level: 5-8
Area of Focus: SEL, School Climate
Objective: School counseling interventions will address identified school climate concerns. 
Assessment: Survey Data

Curriculum Night
Grade Level: 5-8
Area of Focus: Family Engagement
Objective: Families will gain awareness of counseling supports and social-emotional resources. 
Assessment: Parent Attendance Data
Dates: Fall

Collaboration and Coordination with Promise Zone Specialist
Grade Level: 5-8
Area of Focus: SEL, Mental Health, Behavioral Intervention
Objective: Students will have access to wraparound supports. 
Assessment: Referral and Service Data
Dates: Sept.-June

Attendance Data and Monitoring Response
Grade Level: 5-8
Area of Focus: Attendance, Student Support
Objective: Students will improve attendance through targeted intervention and support.
Assessment: Attendance Data
Dates: Sept.-June

Parent Consultation
Grade Level: 5-8
Area of Focus: Family Engagement, Mental Health
Objective: Families will receive support accessing appropriate school and community resources.
Assessment: Referral Data
Dates: Sept.-June

Individual Progress Review Plan
Grade Level: 6-8
Area of Focus: Academic, Career Plans
Objective: Student records will be reviewed to identify academic progress and career paths. 
Assessment: Review of Records
Dates: July-June

Master Schedule Input
Grade Level: 5-8
Area of Focus: Academic Support
Objective: To meet students’ individual academic needs.
Assessment: Review of Records
Dates: April-Sept.

New Student Orientation
Grade Level: 5-8
Area of Focus: Community Building, Relationship Building, Family Engagement
Objective: Students will build familiarity with the middle school.
Assessment: Event Attendance
Dates: August

Locker Move In Day
Grade Level: 5-8
Area of Focus: Community Building, Relationship Building, Family Engagement
Objective: Students will build familiarity with the middle school.
Assessment: Event Attendance
Dates: August

Fourth to Fifth Grade Visits
Grade Level: 5
Area of Focus: Transition Building
Objective: Students will build familiarity with the middle school.
Assessment: Event Attendance
Dates: May, June

Fifth to Sixth Grade Shadowing
Grade Level: 5
Area of Focus: Transition Planning, Academic Development
Objective: Students will build familiarity with the middle school.
Assessment: Event Attendance
Dates: June

Eighth to Ninth Grade Transition Planning and Scheduling
Grade Level: 8
Area of Focus: Transition Planning, Academic Development
Objective: Students will develop a successful transition plan for high school.
Assessment: Review of Records
Dates: Jan. – June

Project Adventure
Grade Level: 5
Area of Focus: SEL, Mental Health, Community Building
Objective: Students will build peer connections, demonstrate teamwork, and develop classroom communities.
Assessment: Participation Data
Dates: Sept.-June

Parent Teacher Meetings
Grade Level: 5-8
Area of Focus: Family Engagement, Academic Development
Objective: Families and staff will collaborate to support student success.
Assessment: Parent Teacher Feedback
Dates: Sept.-June

Student-led Conferences
Grade Level: 7-8
Area of Focus: Family Engagement, Academic Growth
Objective: Students will reflect on and communicate their academic progress and goals.
Assessment: Event Attendance
Dates: Oct.-Nov.

Teacher Team Meetings
Grade Level: 5-8
Area of Focus: Wraparound support, Collaboration
Objective: Students will collaborate to support student academic and social-emotional needs.
Assessment: Review of Records
Dates: Sept.-June

Administration Meetings
Grade Level: 5-8
Area of Focus: Wraparound support, Collaboration
Objective: Counseling staff and administrators will coordinate student supports and interventions.
Assessment: Review of Records
Dates: July-June

New Student Onboarding
Grade Level: 5-8
Area of Focus: Transition Planning, School Connection
Objective: New students will build connection and familiarity with the school community.
Assessment: Review of Records
Dates: July-June

Smartpass Missing Student Reports and Response
Grade Level: 5-8
Area of Focus: Student Safety, Behavioral Support
Objective: Staff respond to student safety and supervision concerns in a timely manner. 
Assessment: Review of Records
Dates: July-June

MTSS Implementation
Grade Level: 5-8
Area of Focus: Academic Development, SEL
Objective: Interventions will be aligned to students’ academic and social-emotional needs. 
Assessment: Review of Records
Dates: July-June

Student Schedule Creation, Editing, and Troubleshooting
Grade Level: 5-8
Area of Focus: Academic Development
Objective: Student schedules will support academic success and individual learning needs. 
Assessment: Review of Records
Dates: July-June

Tier 2

Lunch Groups
Grade Level: 5-8
Area of Focus: SEL, Mental Health, Positive Relationship Building
Objective: Students experience positive peer interactions in a structured setting.
Assessment: Participation Data
Dates: Sept.-June

Counseling Groups
Grade Level: 5-8
Area of Focus: SEL, Mental Health
Objective: Students will strengthen targeted coping, social, and executive functioning skills.
Assessment: Skill Assessment
Dates: Sept.-June

Conflict Resolution
Grade Level: 5-8
Area of Focus: SEL, Behavioral Support
Objective: Students will apply communication and problem-solving strategies to resolve conflicts appropriately.
Assessment: Referral Data
Dates: Sept.-June

Pupil-Support-Team Meetings and Intervention
Grade Level: 5-8
Area of Focus: SEL, Behavioral Support, Academic
Objective: Student support teams will identify and implement interventions to address student needs. 
Assessment: Progress Monitoring
Dates: Sept.-June

Tier 3

504 Case Management
Grade Level: 5-8
Area of Focus: Academic Development, Student Support
Objective: Students will receive accommodations that support equitable access to learning.
Assessment: Review of Records
Dates: Sept.-June

GoGuardian Beacon Monitoring and Response
Grade Level: 5-8
Area of Focus: Student Safety, Mental Health
Objective: Students identified through digital safety alerts will receive timely intervention and support.
Assessment: Incident Documentation
Dates: Sept.-June

Self Harm and Suicide Risk Assessment and Response
Grade Level: 5-8
Area of Focus: Student Safety, Mental Health
Objective: Students at risk will receive immediate assessment, intervention, and safety planning.
Assessment: Risk Assessment, Documentation
Dates: Sept.-June

Check-In, Check-Out Plans
Grade Level: 5-8
Area of Focus: Behavioral Support, Academic Support
Objective: Students will improve behavioral and academic success through daily monitoring and support.
Assessment: Progress Monitoring
Dates: Sept.-June

Crisis Response
Grade Level: 5-8
Area of Focus: Student Safety
Objective: Respond safely and effectively to student behavioral crisis. 
Assessment: Incident Reports
Dates: Sept.-June

Behavior Plan Creation, Data Collection, Implementation
Grade Level: 5-8
Area of Focus: Behavioral Intervention, SEL Support
Objective: Students will demonstrate improved behavioral outcomes through individualized interventions.
Assessment: Behavioral Data and Progress Monitoring
Dates: Sept.-June

Individual Counseling
Grade Level: 5-8
Area of Focus: Mental Health, SEL
Objective: Students will develop coping, problem-solving, and emotional regulation skills.
Assessment: Progress Monitoring
Dates: Sept.-June

IEP & 504 Counseling
Grade Level: 5-8
Area of Focus: SEL
Objective: Students will receive counseling supports aligned with individualized educational plans.
Assessment: Progress Monitoring
Dates: Sept.-June

Post-discipline Counseling
Grade Level: 5-8
Area of Focus: Behavioral Support, SEL
Objective: Students will reflect on behavior and develop problem-solving skills.
Assessment: Review of Records
Dates: July-June

Level 1 Threat Assessments
Grade Level: 5-8
Area of Focus: Student Safety, Mental Health
Objective: Student safety concerns will be assessed and addressed appropriately.
Assessment: Review of Records
Dates: July-June

Reallyville Reflection Counseling
Grade Level: 5-8
Area of Focus: Behavioral Support, SEL
Objective: Students will reflect on behavior choices and develop coping strategies.
Assessment: Review of Records
Dates: July-June

DASA Investigations
Grade Level: 5-8
Area of Focus: School Safety, SEL Support
Objective: Reports of bullying and harassment will be addressed to support student wellbeing.
Assessment: Review of Records
Dates: July-June

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High School

Freshman Transition 
Grade Level: 8
Area of Focus: School Belonging
Objective: To support students in making a successful transition to high school by reviewing academic expectations and 9th grade course options.
Assessment: Feedback from grade-8 team
Dates: January

Annual Academic Review
Grade Level: 9-12
Area of Focus: Academic Development, Career Development
Objective: To review students’ academic, career, and personal goals and assist with course selection aligned to postsecondary plans. 
Assessment: Program Enrollment, Report Cards, Transcripts
Dates: Academic School Year

Annual Program Review
Grade Level: 9-12
Area of Focus: Master Scheduler
Objective: To review new courses and courses that will continue to run in the upcoming school year.
Assessment: Master Schedule and Curriculum Handbook
Dates: December, January

Homeroom Visits
Grade Level: 9-12
Area of Focus: Academic Development, Career Development
Objective: Deliver important information to students regarding scheduling, career information, scholarship opportunities, and other school centered information.
Assessment: Student involvement in shared opportunities 
Dates: Academic School Year

College & Career Planning
Grade Level: 9-12
Area of Focus: Academic Development
Objective: To help students connect their interests, strengths, and goals to future academic career pathways.
Assessment: Individual Student Meeting Attendance
Dates: Academic School Year

College & Career Planning
Grade Level: 12
Area of Focus: Academic and Career Development
Objective: To help students connect their interests, strengths, and goals to future academic career pathways.
Assessment: Common Application Completion and Teacher Recommendations Invited to Scoir
Dates: Sept.

Scheduling
Grade Level: 9-12
Area of Focus: Academic Development
Objective: To assist students in developing schedules aligned with college admissions expectations and postsecondary goals.
Assessment: Individual Student Meeting Attendance
Dates: Feb.-June

BOCES Visit
Grade Level: 10-11
Area of Focus: Academic and Career Development
Objective: To expose students to Career and Technical Education opportunities and alternative career pathways.
Assessment: Program Enrollment
Dates: Feb.-March

Coordinate College Admissions Representative Meetings with Students
Grade Level: 11-12
Area of Focus: Academic and Career Development
Objective: To increase student awareness of college opportunities and the admissions process. 
Assessment: Program Enrollment
Dates: Feb.-March

Coordinate College Admissions Representative Meetings with Students
Grade Level: 9
Area of Focus: School Belonging
Objective: To support freshmen in developmening academic skills, utilizing school resources, and building connections within the high school community.
Assessment: Student Feedback, Progress Reports, Report Cards
Dates: All Year

Career Planning Workshops
Grade Level: 9-11
Area of Focus: Academic Development
Objective: To help students identify career interest and connect them to educational and career pathways.
Assessment: Surveys and Feedback
Dates: Spring

Pre-PSAT Planning, PSAT Administration
Grade Level: 11
Area of Focus: Academic Development
Objective: To prepare students for college admissions testing. 
Assessment: PSAT Participation and Scores
Dates: Sept.-Oct.

National College Fair
Grade Level: 11-12
Area of Focus: Academic and Career Development
Objective: To provide students with opportunities to explore colleges, careers, and postsecondary options.
Assessment: Student and College Representative Feedback
Dates: March

Senior Postsecondary Planning Classroom Lessons
Grade Level: 12
Area of Focus: Academic Development
Objective: To guide seniors through postsecondary planning, applications, and transition processes. 
Assessment: Student Meeting Attendance
Dates: Sept.

College Application Workshops
Grade Level: 12
Area of Focus: Career Development
Objective: To provide weekly support to seniors during the fall collage application season.
Assessment: Student Attendance
Dates: Oct.-Dec.

Letters of Recommendations and College Application Processing
Grade Level: 12
Area of Focus: Career Development
Objective: To provide a letter of recommendation for every student that applies to college. To ensure that each student’s college application includes all necessary documents including initial transcript, school profile, letters of recommendation, mid-year report and final reports. 
Assessment: College Acceptances
Dates: Sept.-June

Financial Aid and Postsecondary Planning Night for Parents and Seniors
Grade Level: 12
Area of Focus: Parent Engagement
Objective: To educate families about financial aid, college planning, and postsecondary transition processes. 
Assessment: Parent Attendance
Dates: Sept.

Co-Sponsored Eastside College Night
Grade Level: 9-12
Area of Focus: Parent Engagement
Objective: To provide students and families with information about colleges, careers, and postsecondary opportunities. 
Assessment: Event Attendance
Dates: Oct.

Curriculum Night for Parents of Eighth-Grade Students
Grade Level: 8
Area of Focus: Parent Engagement
Objective: To educate families about high school programming, course offerings, and graduation requirements. 
Assessment: Event Attendance
Dates: Feb.

New Student Orientation
Grade Level: 9
Area of Focus: School Belonging
Objective: To support students in building connections and successfully transitioning into the high school environment.
Assessment: Event Attendance
Dates: August

BIMAS Delivery, Response, and Data Review
Grade Level: 9-12
Area of Focus: Mental Health, SEL
Objective: Students identified through screening will receive targeted interventions to support behavioral and emotional needs.
Assessment: BIMAS Screening Results, Progress Monitoring
Dates: Fall, Winter, Spring

Collaboration and Coordination with Promise Zone Specialist
Grade Level: 9-12
Area of Focus: Mental Health, SEL, Behavioral Intervention
Objective: Students will have access to wraparound supports.
Assessment: Referral and Service Data
Dates: Sept.-June

Attendance Data Monitoring and Response
Grade Level: 9-12
Area of Focus: Attendance, Student Support
Objective: Students will improve attendance through targeted intervention and support. 
Assessment: Attendance Data
Dates: Sept.-June

Parent Consultation
Grade Level: 9-12
Area of Focus: Family Engagement, Mental Health
Objective: Families will receive support accessing appropriate school and community resources. 
Assessment: Referral Data
Dates: Sept.-June

Master Schedule Input
Grade Level: 9-12
Area of Focus: Academic Support
Objective: To meet students’ individual academic needs. 
Assessment: Review of Records
Dates: April-Sept.

New Student Parent Information Session
Grade Level: 9-12
Area of Focus: Community Building, Relationship Building, Family Engagement
Objective: Parents of new students entering the district will build familiarity with the high school.
Assessment: Event Attendance
Dates: August

New Student Onboarding
Grade Level: 9-12
Area of Focus: Transition Planning, School Connection
Objective: New students will build connection and familiarity with the school community.
Assessment: Review of Records
Dates: July-June

Smartpass Missing Student Reports and Response
Grade Level: 9-12
Area of Focus: Student Safety, Behavioral Support
Objective: Staff respond to student safety and supervision concerns in a timely manner.
Assessment: Review of Records
Dates: July-June

MTSS Implementation
Grade Level: 9-12
Area of Focus: Academic Development, SEL
Objective: Interventions will be aligned to students’ academic and social-emotional needs.
Assessment: Review of Records
Dates: July-June

Student Schedule Creation, Editing, and Troubleshooting
Grade Level: 9-12
Area of Focus: Academic Development
Objective: Student schedules will support academic success and individual learning needs.
Assessment: Review of Records
Dates: July-June

Counseling Department Meetings
Grade Level: 9-12
Area of Focus: Mental Health Wraparound Support, Academic Development
Objective: Weekly departmental meetings to review current student concerns, trends, and to plan for upcoming events.
Assessment: Counseling Calendar, SchoolTool, Student Data
Dates: Aug.-July

Individual Meetings with Seniors
Grade Level: 12
Area of Focus: Academic Development
Objective: To provide individualized support with college applications, career planning, financial aid, and postsecondary transitions.
Assessment: Individual Student Meeting Attendance
Dates: Sept.-May

School Profile Development
Grade Level: 9-12
Area of Focus: Academic Development, Student Engagement, and Student Transition
Objective: To collect academic data regarding our current student body in order to develop a comprehensive collection of information to share with post-secondary institutions and scholarship programs.
Dates: Aug.-Sept.

Tier 2

Senior Scholarships and Awards
Grade Level: 12
Area of Focus: Academic Development, School Belonging, Student Engagement
Objective: To select and celebrate student success and achievements.
Assessment: Awards Night
Dates: March-June

Junior Awards
Grade Level: 11
Area of Focus: Academic Development, School Belonging, Student Engagement
Objective: To select and celebrate student success and achievements.
Assessment: Afternoon Awards
Dates: March-June

Parent Teacher Meetings
Grade Level: 9-12
Area of Focus: Family Engagement, Academic Development
Objective: Families and staff will collaborate to support student success.
Assessment: Parent and Teacher Feedback
Dates: Sept.-June

PST Meetings
Grade Level: 9-12
Area of Focus: Mental Health, Wraparound Support
Objective: To identify and address students’ academic behavioral, attendance, and social-emotional concerns through collaborative problem-solving and intervention planning.
Assessment: Student Progress Monitoring Data, Attendance, Behavioral and Academic Data
Dates: Sept.-June

Individual Meetings with Students Entering Workforce, Military Service, or Alternative Postsecondary Options
Grade Level: 12
Area of Focus: Academic Development
Objective: To support students in developing and implementing individualized postsecondary plans beyond traditional college pathways.
Assessment: Student Meeting Attendance
Dates: Sept.-June

Conflict Resolution
Grade Level: 9-12
Area of Focus: SEL, Behavior Support
Objective: Students will apply communication and problem-solving strategies to resolve conflicts appropriately.
Assessment: Referral Data
Dates: Sept.-June

Tier 3

CSE Meetings
Grade Level: 9-12
Area of Focus: Academic Development
Objective: To ensure students with disabilities receive appropriate academic, behavioral, and social-emotional supports in alignment with their individualized education programs (IEPs) and NYS standards.
Assessment: Progress Reports, Report Cards, Teacher and Parent Feedback, IEP Goal Progress
Dates: Sept.-June

504 Case Management
Grade Level: 9-12
Area of Focus: Academic Development, Student Support
Objective: Students will receive accommodations that support equitable access to learning.
Assessment: Review of Records 
Dates: Sept.-June

Meetings with Ineligible Students
Grade Level: 9-12
Area of Focus: Student Support
Objective: Communicating to students school policies and expectations when falling classes. Making plans to get back on academic track.
Assessment: Ineligibility Report

GoGuardian Beacon Monitoring and Response
Grade Level: 9-12
Area of Focus: Student Safety, Mental Health
Objective: Students identified through digital safety alerts will receive timely intervention and support.
Assessment: Incident Documentation 
Dates: Sept.-June

Self Harm and Suicide Risk Assessment and Response
Grade Level: 9-12
Area of Focus: Student Safety, Mental Health
Objective: Students at risk will receive immediate assessment, intervention, and safety planning.
Assessment: Risk Assessment Documentation
Dates: Sept.-June

Crisis Response
Grade Level: 9-12
Area of Focus: Student Safety
Objective: Respond safely and effectively to student behavioral crisis. 
Assessment: Incident Reports
Dates: Sept.-June

Individual Counseling
Grade Level: 9-12
Area of Focus: Mental Health, SEL
Objective: Students will develop coping, problem-solving, and emotional regulation skills.
Assessment: Progress Monitoring
Dates: Sept.-June

504 Counseling
Grade Level: 9-12
Area of Focus: SEL
Objective: Students will receive counseling supports aligned with individualized educational plans.
Assessment: Progress Monitoring
Dates: Sept.-June

Post-Discipline Counseling
Grade Level: 9-12
Area of Focus: Behavioral Support, SEL
Objective: Students will reflect on behavior and develop problem-solving skills.
Assessment: Review of Records
Dates: July-June

Level 1 Threat Assessments
Grade Level: 9-12
Area of Focus: Student Safety, Mental Health
Objective: Student safety concerns will be assessed and addressed appropriately.
Assessment: Review of Records
Dates: July-June

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