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Campbell County High School Counseling Mission, Vision, Beliefs, and Goals

Campbell County High School Counseling Program Mission Statement

The mission of the Campbell County High School Counseling Program is to lead all students to achieve college and/or career readiness standards. The comprehensive school counseling program collaborates with stakeholders to meet students’ developmental needs as identified through needs assessments to deliver interventions using evidence-based program and evolves through data analysis and outcomes. Through the school counseling program, all students will be challenged to explore their passions, interests, and talents leading to increased engagement and continued growth.  As a result, all students will be able to identify personal strengths that can be applied to achieve their academic, career, and personal/social goals. 

The Vision of Campbell County High School’s Counseling Program

Campbell County High School’s Counseling Program will realize success when:

  •          All students can identify personal strengths and weaknesses, identify careers that match their interests, passions, and skills, identify learning styles that support their achievement, and identify short-term and long-term goals.
  •          All students are involved in positive connections and mentorship relationships with adults, are able to recognize and seek help when needed, and are positive role models and mentors for others.
  •          All students will be identified as college and/or career ready, aligning with Kentucky’s state mission to ensure every child is proficient and prepared for success.
  •          All students use their skills as life-long learners to enhance society as local and global citizens.
  •          All students will develop resilience through coping skills for overcoming barriers to success.
  •          All students will graduate from high school inspired to actively pursue post-secondary opportunities to enhance their passion for learning.
  •          All students will feel motivated by being held to high standards by all stakeholders.

 

Campbell County High School Counseling Program Beliefs

 

  •          All students have significance and worth.
  •          All students-regardless of ability, age, gender, ethnicity, or sexual orientation-shall have equal access to all services (academic, career, and personal/social) provided by the counseling program and the school.
  •          All students learn best when positive relationships are present and fostered by all educational stakeholders.
  •          The school counseling program collaborates with educational stakeholders to increase equity and access to opportunity.
  •          The school counseling program serves a central role in meeting students’ developmental needs through interventions in academic, career and personal/social domains.
  •          The school counseling program focuses on student learning and utilizes a data-driven comprehensive school counseling program to meet the needs of every student.
  •          The comprehensive school counseling program is tailored to meet students’ developmental needs as identified through needs assessments, delivered using evidence-based programs, and evolved through data analysis of outcomes.
  •          The school counseling program utilizes the American School Counselor Association ethical standards.

·         The comprehensive school counseling program is managed, delivered and evaluated by certified professional school counselors to ensure maximum student achievement.

·         School counselors must be leaders, advocates for every student, and collaborators who create equitable access to rigorous curriculum and opportunities for self-directed personal growth for every student.

 

Campbell County High School 

School Counseling Goals

 

  1. Closing the Gap- credit deficiency

Second year students who have earned less than five credits will work to acquire the amount of credits to be at grade level by the end of their sophomore year.

 

Materials to review:

  • Grades
  • Behavior
  • Attendance
  • PTGT

Counseling Interventions for Improvement:

  • Small Group Counseling:  Students identified as being at-risk based on their credit deficiencies.
  • Individual Meetings:  Students behind in credits will be followed up with monthly by their assigned counselor to discuss progress and identify any strategies to assist students in their accumulation of credits. 
  • Parent meetings:  Parents will be contacted and met with regularly to insure at home support for struggling students. 
  • Scheduling adjustments:  Necessary adjustments will be made to students’ schedules to address credit deficiencies. 
  • ESS is provided.   

 

  1. Academic Goal- attendance –specifically address  students who have attendance issues 

 

Any student with 3-or-more unexcused absences at the end of each quarter will receive the school counseling interventions listed below, resulting in an overall absence reduction of 10% for those students the following quarter.  Students at court-mandated levels of interventions will not be included in the analysis.

 

Materials for Review

  • daily attendance report
  • PTGT
  • Grades

 

 

Counseling Interventions for Improvement

  • Weekly Attendance report will be printed and counselors will monitor to identify changes in student attendance based on their student assignments. 
  • Individual meeting with students:  Counselors will meet with students regularly as identified as having attendance issues. 
  • Individual meeting with parents:  Counselors will stay in continuous contact with parents of students with attendance issues to insure at home support.
  • Home Visits:  Counselors along with Youth Service Center employees will conduct home visits of students who are at-risk due to attendance concerns.
  • Small Group Counseling:  students with Attendance concerns will be identified for Small Group Counseling.  During this group positive rewards will be implemented to incentivize student attendance at school. 

 

  1. College and Career Readiness

Current seniors that did not meet benchmark, based on their Junior ACT scores the previous year, will receive school counseling interventions.  The percentage of those seniors meeting benchmark will increase by 35% by June, 2018.

         Materials for review:

  • College and Career Readiness spreadsheet
  • ASVAB
  • KOSSA
  • WORKKEYS
  • KYOTE

Counseling Interventions for Improvement:

  • Individual meeting:  After analyzing ACT test data counselors will meet with students individually to identify the best path for each student to meet their college and career readiness goals. 
  • Remediation/test prep:  Remediation activities will be designed during CLC time to help students prepare for assessments to help meet their college and career readiness goals. 
  • Senior meetings and intervention response based on student feedback.

 

  1. Behavior Intervention

At the end of each quarter, students with 5-or-more behavioral referrals (not including tardies) will be referred to a school counseling small group, and/or other interventions as needed.  Students receiving those interventions will reduce their behavioral referrals by 20% overall the following quarter.       

 

 

Materials for review:

 

  •  Behavior report

Counseling Interventions for Improvement:

  • Individual Student Meetings:  Counselors will meet with students on their case-load students who reach 5 or more behavior referrals to discuss possible interventions to assist students in appropriate behavior while in school. 
  • Group Meetings:  Students reaching 10 or more behavior referrals will be referred to a group to assist in monitoring behavior of students more closely.

5.  Additional Interventions

Students identified with mental health issues as identified by a valid and reliable screening instrument will be presenting issues and tiered interventions will be delivered.  These students will increase attendance, reduce behavioral referrals, and increase achievement on CERT evaluations.