Delivery+System

**__ Consideration of Commercially Available/Supplemental Materials __** Three programs have been proven to show results in at least one of the three domains: academic, career, and personal/social. The Homework, Planning, and Organization System program has been shown to improve essential skills to academic success. Naviance is a career-planning program that is growing in popularity, and has been correlated to significant post-school outcomes. The Ophelia Project and one of its components, CASS (Creating a Safe School) have been shown to reduce relational aggression in adolescents.
 * Direct Services –** ** Core Curriculum **

The Homework, Organization, and Planning Skills (HOPS) Program is an intervention that is implemented to improve homework, organization, and planning skills for middle school students with ADHD (Langberg, Epstein, Becker, Girio-Herrera, & Vaughn, 2012). In general, middle school students frequently experience increased levels of difficulty with planning and organization as they transition from an upper primary school environment to a junior secondary school. Each unit within the HOPS program builds upon a previously taught skills unit. Students are first introduced to organization skills with homework skills being presented next and being followed by planning and management skills. The HOPS program is taught in a small group format with an emphasis of a 1:3 teacher-student ratio of 1:3 in order for students to receive adequate support and guidance. The program focuses to improve student's skills pertaining to organization and the use of this program has been able to also improve the GPA of students. The program is implemented over an 8 to 11 week period of time where teachers and parents monitor progress through checklists (Langberg et al.,2012).

Naviance is a comprehensive, computer-based college and school readiness program that helps to prepare students and their parents for life after high school (Hobsons, 2013). The program provides a structured approach to helping students, parents, and counselors plan for and track students’ plans for success through personal goals, career planning, course planning, and college planning from middle school through college graduation (Chi & Garland, n.d.). Through personality and interests assessments, students can discover their strengths and learning styles, and explore career options and related college programs based on their personalized results. Students can research these career options by category, Holland codes, and career pathway clusters. The program includes cumulative student portfolios, quick and easy access to students’ data and goals, tools to measure effectiveness of the school’s college and career preparation, and the ability to track outcomes for students after graduation. At the middle school level, students can begin to develop their profiles, explore careers and clusters, and learn more information about colleges and enrichment programs (Hobsons, 2013).

Naviance is a valuable tool for school districts. First, it has been shown to improve post-secondary outcomes for students. The program has had a positive effect on the school district if Minneapolis, MN. After two years of using the program, the district has seen a 30% increase in the number of students who have post-secondary education and career plans. In addition, the number of students attending a 4-year college has increased by 6% since the program was implemented (Landry, 2012). In addition to improving post-secondary outcomes, Naviance has saved districts thousands of dollars. According to Sue Rigano, the executive director of the Stamford, CT Public Education Foundation, “the high schools in Stamford, Conn. have transitioned from a paper-based college application process to having 96 percent of our students successfully submit their applications online, saving $60,000” (cited by Williams, 2012).

The Ophelia Project is an evidence-based practice that addresses relational aggression, or the behaviors that are intended to hurt someone by harming his/her relationships with others, social roles, and /or social standing (Crick & Gropteter, 1995). The Ophelia Project strives to empower members in a community to not only recognize but address relational aggression through systemic change. It is a multi-sensory curriculum that is “designed to teach middle school girls how to gain social support and engage in pro-social relationships” (Field, Kolbert, Crothers, & Hughes, 2009, p.65). In a study that measured the effect of the Ophelia Project on behavior change, it was found that girls were less hurt by relational aggression, did not see others hurt and were more willing to step in, sent fewer hurtful messages through social media, and benefitted form older peer mentors (Dellasega & Adamshick, 2005).

One component of the Ophelia Project is CASS, or Creating a Safe School. CASS is a research-based program that seeks to raise awareness and increase knowledge of resources with in the school, build empathy, and address and challenge existing normative beliefs and attitudes concerning social interactions of all adolescent students. The results of a study that specifically looked at the effectiveness of CASS indicated that students who reported high levels of aggression significantly decreased their use of relationally aggressive behaviors (Nixon & Werner, 2010). Students with initially lower levels of aggression showed a slight increase of relationally aggressive behavior. Overall, the study showed effectiveness of the CASS intervention on those students with higher levels of relational aggression (Nixon & Werner, 2010).

All three of these programs are proven to benefit students in each of the 3 ASCA domains: academic, social/personal, and career. Naviance is a school-wide intervention that has the flexibility of being implemented in a whole-group setting or in individual counseling sessions. Time is a barrier to effectively implementing Naviance. In order to utilize this program in the middle school setting, the counselor may want to consider collaborating with teachers to meet career goals where applicable. For example, a counselor might work with English teachers on a career unit, in which students can access Naviance while also developing functional writing skills (e.g. writing a resume or letter of interest). The Ophelia Project is best conducted in a small group setting; however, CASS can be implemented as a school-wide initiative. CASS could be implemented during TAP groups, and requires little professional training. A barrier to its implementation, however, is the willingness and skills set of teachers to implement this type of personal/social intervention. Teachers must be willing to fit this role, have strong self-efficacy for the schema and characteristics of someone in this role, and must have human resource support. The counselor would need to play a strong leadership role in order for this type of program to work effectively as a school-wide program. The HOPS Program has the potential to be implemented in a classroom setting; however, conducting HOPS as a small group or individual intervention is most effective for students. While the HOPS program has been shown to improve students' organization and planning skills, one barrier to the HOPS program is that there is no study skills component. Therefore, one might consider utilizing the HOPS program in conjunction with another research-based intervention, such as the SOAR Study Skills program.

**__ Function of Guidance Curriculum __**

**__ School District Curriculum Overview __**


 * **Bonita Vista Middle School**

[] ||
 * **How did they get started?** || Counselor staff is comprised of two full-time counselors, one part-time counselor, and a school registrar. ||
 * **What is the process used?** || The BVM counseling team is open to individual and group counseling while also presenting to students in the classroom with a focus on academic and social/emotional topics. The counseling department embraces diversity and works as advocates for the equity and success for all students. ||
 * **Pros** || Counselors work as a team to provide activities on success and early college planning, conferences with students and parents on academic and social issues, orientations for incoming 7th grade students and newly enrolled students and parents, academic counseling, crisis counseling, conflict resolution and mediation, and referral services to community-based agencies for ongoing counseling and support. Presentations are made available on the school's website. Counselors also recognize high achieving students whether it be academic, athletic, or musical/artistic abilities. ||
 * **Cons** || The counseling department page may seem overwhelming to parents due to the wealth of information provided on the home screen. The home screen jumps from topics regarding student success to issues pertaining to academic failure with no systematic organization. ||

[] || -The program is extremely organized and directly aligned with the ASCA model. -Preventive in design and developmental in nature. -The program focuses on academic, social, and career development. -Considers race, ethnicity, gender, age, and grade to identify academic gaps. -The school's improvement plan goals align well with accountability goals. -Use ongoing assessments to evaluate CSCP. -They have an advisory council to set program goals, provide support, and encourage new activities to meet the program's goals. Milbank Middle School's counseling department: -Promote parental involvement through parental links -Offer many resources for career and colleges -Website focuses on career and personal/social domains || -The link to the South Dakota Department of Education CSCP overview is provided on the Milbank website, but the link is not functioning || http://www.bvsd.org/counseling/Pages/curriculum.aspx || -Specific goals and objectives outlined in the district's curriculum -Rationale for specific skills included -Very organized and structured outline of curriculum || -Lessons, activities, and groups not included ||
 * || **Milbank Middle School**
 * **How did they get started?** || Organized by domains. School counselors teach, team teach, or support teachers in delivering the school counseling through activities or units. ||
 * **What is the process used?** || Units are presented systematically through classrooms, large groups, or school wide events. Integrated into as many subjects as possible. ||
 * **Pros** || South Dakota Department of Education CSCP:
 * **Cons** || -Lack of focus on the academic domain
 * || **Boulder Valley School District**
 * || **Boulder Valley School District**
 * **How did they get started?** || Created an action plan requesting a district-wide CSCP. Formed a District Counselors’ Standards Committee to oversee the process. //BVSD Standards and Benchmarks for Comprehensive School Counseling// were developed. and presented to the Board of Education. These standards provided the framework within which the curriculum curriculum for the district's CSCP was developed. ||
 * **What is the process used?** || Determine standards, separate benchmarks based on grade level span, develop curriculum based on standards and benchmarks, and assess for mastery of standards. ||
 * **Pros** || -Program directly aligned to competency standards
 * **Cons** || -Specific programs not addressed

**__Role of the School Counselor in Developing/Refining Curriculum at the Team Level __** The interconnection of the Fourams Middle School CSCP and the DAP Model is that the most prominent belief that our school has is that all students have dignity, worth, and mutual respect for one another. This philosophy is strongly upheld as curriculum provided by our school counselors reflects on curriculum that is open for all students that may have special needs, ethnic, racial, sexual, and gender differences. School counselors will serve a role along with teachers to create a collaborative team that is able to assist students in attaining academic requirements. Counselors will train teachers on how to effectively implement the HOPS program in order to assure that effort is being made to students in order to promote academic achievements. Students will be aware that their teacher, along with the school counselors, wants everyone to excel in their academic requirements. **__ Small Group Sessions __** //**Victims of Bullying Group**//

//**Art Speak Group**//

//**Anxiety and Coping Group**//

//**Relational Aggression Group**//

//**Listening Skills Group**//

**__ Prevention, Intervention, and Response Services __** **__ Prevention, Intervention, and Responsive Services (a.) __** School counselors will meet with individually with students whom they are responsible for at least one time during a given school year. These interactions will take place during scheduled student meetings. The counselor will use this time to explore a variety of topics with the student; and will provide the counselor with an opportunity to demonstrate to students their willingness to meet individually, discuss a variety of topics, and educate students on the plethora of services that the counseling department has to offer. However, due to the size of Fourams Middle School, the opportunity for numerous individual counseling sessions may not be a feasible option. This does not mean that individual counseling is not ever an option; counselors will meet individually students to the best of their ability and provide services in the academic, career, and personal/social issues specific to the students needs. To combat the barrier of time; small groups will set the stage for a majority of the intervention programs offered at Fourams Middle School. A small group setting offers an environment to discuss many common issues and themes that most middle school students encounter. For example, students who are struggling with stress, study skills, and issues transitioning from elementary to middle school can best be served in a group setting. Group settings have the potential to show students that they are not alone in this sometimes challenging adolescent developmental period of their lives. Another situation where group interventions may be deemed appropriate is through Fourams's anti-bullying intervention programs. Through the use of our eight week group counseling sessions; students are given the opportunity to work in small groups to increase assertiveness skills, self-awareness, conflict resolution skills and study skills. In certain situations, when school counselors believe it is necessary; individual counseling will take place. Students who are considered at-risk for higher levels of aggression or victimization will be given additional support through one-on-one meetings with the counselor. If deemed appropriate; counselors may incorporate the use of a peer mentor to help the student through a difficult time. Career shadowing, mentoring experiences and organization check ins can be implemented in select instances. For example; all students will have the opportunity to participate in Fourams Middle School's Naviance career portfolio program. If necessary, students will participate in small group sessions that are based on career development. Sample activities include self interest inventories and Holland's typology assessments. If the situation is unique to the middle school setting; school counselors may take the necessary steps to seek outside assistance from a variety of community agencies. A situation of this nature may include but is not limited to; substance abuse, physical abuse, and suicide ideation. School counselors will take the steps to first evaluate the risks for harm to self, others, and property. Once this evaluation is complete; students will then be referred to an outside agency for treatment. These steps are taken to protect the student, and provide the student with services to more adequately meet their needs. Other small groups that are provided through the Fourams counseling department are relational aggression groups, stress and anxiety groups, effective communication groups, art therapy groups, and diversity awareness groups. Overall, the Fourams Middle School counselors believe that individual counseling, along with small group counseling, and outside referrals when necessary; provide an integral service to students on an academic, career, and personal/social level.

**__ Prevention, Intervention, and Responsive Services (b.) __** **__ Prevention, Intervention, and Responsive Services (c.) __**
 * **Potential Barrier** ||  **Overcoming the Barrier**  ||  **Process**  ||
 * Time dedicated to services – counselors not having enough time to devote to individual and group counseling. Counselors may face a time barrier in responding to a crisis situation. || Identify a certain number of students who can receive individual services each school year. Formulate a set number of groups that will be run each school year based on the specific needs of student population. Coordinate a set number of meetings monthly to meet with crisis team. || To ensure that the specific number of students receive services; allot an amount of time into the yearly and monthly calendar to provide services. It is unrealistic to assume that all students can have individual counseling. However, some situations require the intervention of one-on-one counseling. After formulating a set number of group counseling interventions based on needs assessments; allot time in the yearly calendar to implement programs. In both individual and group counseling; collaborate with other teachers, counselors, and stakeholders to assist in implementing programs to reach all students within the school. It is also crucial that counselors have a concrete crisis plan in place. This may unexpectedly become a time barrier. School counselors should be members of the crisis team and hold at least monthly meetings with all stakeholders who are involved. In doing this, counselors can respond to a given crisis situation in a timely manner to assist all parties involved. ||
 * Lack of multicultural awareness – counselors may be faced with certain biases when implementing individual or group counseling for students with varying cultural backgrounds. || Increase counselors knowledge of their own culture and others. Identify and be aware of the potential biases that they may face in working with students from different cultures. || A counselor may be faced with a challenging situation in counseling a student who's culture is different from that of the counselor. Counselors may be faced with resistance from students, parents, and caregivers when implementing individual and group counseling interventions. For example, a student may be in dire need of an individual counseling intervention. Their parents may be resistant to this because in their culture, seeking outside help is viewed as weak. It is important for school counselors to recognize these barriers and have a plan in place for overcoming them. This plan may include collaborating with other key stakeholders for assistance, or setting up a meeting with parents to explain the role of a school counselor and how certain interventions can help their child reach their full potential in school. Counselors need to be sensitive to the needs of culturally diverse students and families. All interactions should be handled in a tactful and professional manner. School counselors can also pursue professional developmental opportunities to help increase their awareness, and learn techniques for when they are faced with a sensitive cultural issue. ||
 * Teacher and administrative resistance – teachers may not want students to be pulled from class, and administrators may expect counselors to perform other duties; such as administrative tasks. || Meet with teachers, administrators, and other key stakeholders to explain the role of a school counselor. Describe the individual and group interventions that are offered through the counseling department. || If a teacher does not want to allow a student to miss class to receive counseling services; the counselor can take the time to educate the teacher on the services being offered. Explain to the teacher that if the student is prohibited from receiving the intervention; that student will most likely continue to suffer in class. This provides the counselor with an opportunity to collaborate with that teacher to ensure that all of the student's needs are being met. Counselors can attempt to recruit teachers as their allies; not their enemies. Emphasize to the teacher that everyone has the students best interest in mind. Allow the teacher to be a part in the change; not a position of resistance. In terms of administrative resistance; counselors should meet with administrators in the beginning of the school year to educate them on the roles of a school counselor. Share information and data from previous school years so administrators can have concrete evidence of the strengths that the counseling department has to offer. Explaining the individual and group services to administrators in a timely fashion may be able to prevent future role confusion and ambiguity. ||
 * || **Prevention** || **Intervention** || **Responsive Services** ||
 * **Definition** || All students are meeting common core standards set forth by the ASCA National Model || Safe guards put in place to ensure that all students meet standards || Specific plan that meets the immediate needs of the students ||
 * **Students Served** || All Students || Referred Students || Students in Crisis ||
 * **Delivery Setting** || Whole-school approach

Classroom lessons

Large group lessons

Workshops || Small group

Individual

Consultation

Peer mediation || Small group

Individual

Consultation

Referral || experience || **Social Domain** || WS: Creating a Safe School (CASS) Intervention CG: The Ophelia Project || Anti-Bullying Small Group Relational Aggression Small Group || Meet with Mentor (member of community or peer) || Refer to Morning Star Counseling ||
 * **Academic Domain** || WS: TAP Program || H.O.P.S. Small Group || TAP Mentor ||
 * ^  || CG: Lessons on listening skills, organization and study skills. || Study Skills small group || Individual grade check-ins with counselor ||
 * ^  || WEB (Where Everybody Belongs) Transition Program for incoming 7th graders || After school Homework Club || RTI services ||
 * **Career Domain** || WS: Career Week || Career Exploration Small Group || Career Mentor ||
 * ^  || WS/ CG: Naviance-Portfolio Development || Communications Skills Small Group || Individual Agenda/ Organization Check-ins ||
 * ^  || WS/ The Real Game || Vocational Technical school application services || Service Learning
 * **Personal/**
 * ^  || CG: Coping with Stress and Anxiety || Stress and Anxiety Small Group || Individual Counseling
 * ^  || Healthy Choices Assembly

WS: S.O.A.R. Resiliency program- crosses domains || Making Healthy Choices Small Group || Individual Counseling Refer to Advanced Counseling and Research Services ||

**WS = Whole School Approach** **CG = Classroom Guidance** **__ Individual Planning: Example Scenarios and Desired Outcomes (a.) __** (Including but not limited to the following examples)
 * **Scenario** || **Desired Outcome** ||
 * Transition Services || Transitioning from elementary school to middle school is a fundamental time of growth and development for students. Students will have access to difference activities and groups that will help them transition smoothly into a new school environment. These services will help students feel comfortable in a new setting, increase their organizational skills, and friendship building activities. ||
 * Study Skills || Middle school is a time when students start to take more in-depth classes and they also have to switch classes and teachers each period. This can create difficulty for students who may be struggling with study skills. Students will gain first-hand experience by attending study skills workshops put on by the school counselors. These programs will ultimately help students in organizational skills and give them techniques to study more effectively to achieve success in school. ||
 * Social Skills || With new transitions and environments; students may face difficulty making new friends and relating to their peers. This is an important aspect in an adolescents development as they search for their own identity within a new group of peers. Students will participate in social skills classroom lessons, as well as small groups for those who may need extra attention in this area. ||
 * Interest Inventories || Exploring student interests gives them an opportunity to investigate who they are while formulating short and long-term goals. Students will take multiple interest inventories throughout the school year. These inventories will help school counselors learn more about their students, their possible career paths, and which courses to focus on as they move into high school. ||
 * Course Selection for High School || School counselors will assist the eighth grade students in their course selection for high school. These courses will be selected based on the students interests, abilities, needs, and strengths. The course selection will be deemed appropriate by the counselor, and will ultimately aid in the students future success as they move into another chapter of their schooling. ||

Overall, the main theme of desired outcomes as the middle school level is formulated to help students make a smooth transition from elementary school, increase study skills, and friendship building skills. As students are preparing to move on to high school; the desired outcomes then become more goal oriented. These outcomes are reached through interest inventories, self-exploration, and course selection for high school. These goals and outcomes will ultimately help students to achieve success in middle school, high school, and beyond.
 * __ Delivery System, Direct Services, Individual Planning (b.) __**

***Note:** Students will have the ability to switch interest groups if they find that it does not meet their skills, abilities, interests, and goals for transitioning to high school and future career paths. Students may also be removed from a small group session due to behavior issues or other issues that arise if deemed appropriate and necessary by the school counselor. **__ Delivery System, Direct Services, Individual Planning (c.) __** The guidance department at Fourams Middle School, believes that it is not only the job of the school counselor to develop individual plans for each student, but to also involve all stakeholders in the process. Parents, principals, administration, community and data driven evidence can play an integral role in the development of career and academic development of the student.
 * **Tier Levels** || **7th Grade** || **8th Grade** ||
 * **Tier 3 (Individual)** || Identify students who are at-risk for failing classes. Students who may be having trouble transitioning from elementary school. Identify and assess at-risk students for higher levels of aggression || Identify students who are at risk for failing classes. Identify students who are at-risk for high numbers of discipline referrals. Meet with students to discuss possible course selections for high school and potential career paths ||
 * **Tier 2 (Small Groups)** || Students will attend classes in small groups to increase study skills, and learn how to transition smoothly from elementary to middle school. Students who are at-risk for higher levels of aggression and discipline referrals will attend small groups on assertiveness skills, conflict resolution, social skills, anger management, and self-awareness. || At-risk students will continue to meet in small groups to work on anger management, conflict resolution, anti-bullying techniques, and study skills. Based on interest inventories; students will be divided into small groups to discuss possible career paths that incorporate skills, abilities, interests, and strengths. ||
 * **Tier 1 (All Students)** || Students will engage in classroom guidance activities and attend assemblies on transitioning, anti-bullying, and making healthy choices. Students will use the Naviance system to take interest inventories throughout the year to explore various interests, abilities, skills, strengths, and possible career paths. This will be useful for the students as they work to achieve the 8th grade Pa career standards. Students prepare to attend a career fair and possible career shadowing in 8th grade. || Students will engage in classroom guidance activities that work to prepare them for high school. They will attend assemblies on anti-bullying, making healthy choices, and career guidance. All students will work to achieve the 8th grade Pa career standards, to complete and evaluate interest inventories and career assessments. Based on these assessments; students will have the opportunity to career shadow a member of the community. All 8th grade students will also take part in a career week. This will ultimately help them make more effective decisions for high school success. ||
 * Rationale:** The school counselors at Fourams Middle School can address issues and concerns with students that correlate with all three domains of the ASCA National Model; academic, career, and personal/social. Counselors can address academic issues as they emerge with certain students. Counselors also use whole-school approach and group counseling sessions to increase study and organizational skills. School counselors use interest inventories, along with other classroom activities to address the career domain of the ASCA National Model and meet Pennsylvania's 8th grade Standards for Career Education and Work. Interest inventories are then used to create small groups for students based on their interests, abilities, skills, and strengths. The interest inventories and other career assessments help 8th graders in choosing a community member to career shadow; as well as preparing them for the annual career fair. Throughout the personal and social exploration; students are able to gain a better sense of who they are, their short and long-term goals, and what directions they may be heading in as they move through middle school and onto high school.

mutual respect and involvement for testing and portfolios Appropriate school counselor case loads || Career opportunities such as shadowing Interviews available with leaders in the community After school activities focusing on needs of students within the community || effective study skills career development workshops Financial aid workshops and meetings Parenting workshops on unique needs of middle school students || Using data from inventories and portfolios, address students academic achievements and room for improvements. Prep for standardized testing support for individuals with special accommodations ||
 * || Principal || Community || Parents || Teachers ||
 * Role || Share needs about school with the community

**__ Indirect Services: Consultation (a.) __** The school counselor will play an important role in consultation with students as well as teachers, principals and parents. Consultation plays an important role that involves collaborating with other stake holders to ensure that all involved are working collaboratively to make the school system a better more efficient place to learn and feel safe. Per the ASCA National Model ( Dollarhide & Saginak, 2012) consultation is a responsive service and is one of the primary activities school counselors use to unite educational staff, parents, and colleagues and is critical to working with students. The counselors at Fourams middle school will demonstrate the appropriate knowledge and skills to be an effective consultant and implement strategies and activities to help students be successful in academics, career outlook and personal/ social development. There are a variety of consultation models that can be used in a school setting. For the purpose of this program, the counseling department will be using a generic model of consultation, which includes; entry to identify issue(s), diagnosis, implementation and disengagement. Disengagement will involve the counselor reducing their involvement and provide follow up and support systems. Caplan's Framework ( 2012) provides four types of consultations including; Client case centered, consultee-centered, program-centered and program- centered administration. Consultation methods must be based on the needs of the students and consultees and be focused on how to best effectively solve any issues or problems within the school setting. It is our goal at Fourams middle school to provide the best services to all students and stakeholders involved using knowledge and skills acquired through trainings and continued education.

with a students disruptive behavior in class || Counselor will meet with teacher to discuss the issue and define the problem areas and strategies to improve behavior Counselor will meet with student to discuss how student feels the class is going and asks about other areas of concern or interest for the student-If need be, counselor will observe student and classroom to see how the problem(s) can be resolved || With the help of counselor, teacher and student will come up with effective strategies to improve classroom environment and behavior. FBA's can be implemented if need be and parental involvement may be necessary. ||  || of home work || Counselor meets with teacher to address teachers concerns counselor meets with student to address their individual needs and concerns Meets with parents to discuss study skills and strategies to help student become more successful || Student will be given the option to attend study skills classes Organizational skills can be assessed as well as study skills will help determine what type of services student needs. Once determined, student will receive appropriate help and home work will be completed on time and organizational skills will increase. Counselor will meet back with student in a couple of weeks to observe and discuss improvements ||  ||
 * Scenario || Counselors' role || Desirable Outcome ||  ||
 * 7th grade teacher asks counselor to help
 * 8th grade student is struggling with organization and completion

**__ Indirect Services: Referrals (b.) __**

The school counselor will take the steps to make outside referrals if he or she deems it appropriate and necessary. Outside referrals will be made when it is decided that a student could benefit from additional services through community resources and agencies. Referrals made from within the school environment come from teachers, students, or other school personnel. Once an internal referral is made; the school counselor will meet with the student and determine whether or not an outside referral is necessary. There are numerous possibilities as to why referrals are made and these referrals will be determined by the school counselor on an individual basis. Immediate referral to outside agency or hospital || The crisis team follows plan immediately in an effective manner. Counselor assesses immediate risk. Student is referred to an outside agency or inpatient treatment facility to obtain help and services || **__ Indirect Services: Other Types of System Support (c.) __**
 * **Scenario** || **Counselor's Role** || **Desirable Outcome** ||
 * Low academic performance or a failing grade || Referral to a tutor or outside learning center || Student accepts additional help to improve grades and overall study skills ||
 * Depression, anxiety, or other mental illness || Referral to an outside counseling agency || Student meets with outside counselor to deal with immediate needs ||
 * Suicide Ideation || Follow crisis plan
 * Student referral by a teacher || Counselor meets with student individually || Counselor and student work together to discuss issue, determine immediate needs, and formulate a plan to help meet needs ||
 * Student self-referral || Counselor meets with student individually || Student discusses what the problem is and works with the counselor to assess immediate needs. Counselor and student formulate a plan to reach a solution ||


 * **System Support** || **How is this effective?** ||
 * Organized websites with easy access for teachers, administrators, parents, and other community members || Throughout our exploration of a plethora of school counseling programs; the ones with clearly organized websites about comprehensive school counseling programs were most helpful. Counseling program websites that were well organized have the potential to add significant value to the counseling program. These websites are helpful tools for teachers, administrator, and parents. They include well laid out mission statements, philosophies, and goals of the counseling program. Many of these websites also offered information about the counselors, services provided through outside agencies, and specific information on counseling programs; such as, anti-bullying prevention programs. Some of the websites that we found to be most helpful were: Octorara Junior High School: [], Dublin City Schools: [], and the Tredyffrin/Easttown School District: []. ||
 * Services offered through technology on school counseling websites || Another common theme that we noticed while researching other comprehensive school counseling programs was their use of technology. On many school counseling websites; there are several options and services that teachers, parents, and other community members could use to help students. Examples of the use of technology include: links to outside service agencies, information on individual planning and responsive services, and course selection for all grades. Through this use of technology; parents are also offered many links. These links include: outside service agencies and programs that deal with bullying, substance abuse, and tutoring services. These schools have used technology to offer help and services to a wide range of audiences including teachers, parents, administrators, other key stakeholders, and community members. Two schools in particular that offer a plethora of services are: Octorara Junior High School: [], and Quaker Valley School District: []. ||
 * Availability of assessment tools || Conducting needs and other types of assessments are a crucial part of the role we play as school counselors. Through our exploration of comprehensive school counseling programs; we found that the availability of a variety of assessment tools has been helpful. These assessments are available to the public and have the potential of allowing teachers, parents, and other stakeholders to understand the role of a school counselor and the programs they are trying to implement based off of these assessments. The assessments are not just for students; there are many that are tailored for teachers, administrators, and parents. The assessments we found also cover a variety of areas in the academic, career, and personal/social domain of the ASCA National Model. Overall, having needs assessments available for school counselors ultimately helps them create prevention and intervention programs that are tailored to meet the specific needs of students in their school. Some websites that we found with helpful assessment tools are: Survey Monkey; which aids counselors in creating needs assessments:[], The Shelby County Schools counseling services website offers a variety of needs assessments along with other forms:[], and The West Virginia Department of Education: []. ||

**__ Indirect Services: Parent Workshops (d.) __** Parent resources, single session workshops and educational series’ provide a chance for school counselors to help strengthen family relationships and educate parents about the diverse needs of middle school students. This multi systemic approach has been found to be an effective component toward student success in middle school and beyond. The middle school years have the broadest developmental range beyond infancy, with many transitions, changes and challenges (Akos, 2005). One way to support students through this time is to invite parents to understand more about these factors, such as puberty, intellectual and personal development, appropriate autonomy, and neuro-development. On our counseling website, we provide a variety of links and resources available for parents and caregivers to access at their available time. Links include information pertaining to the 3 domains, as well as mental health and physical development, links to local referral agencies and drug and alcohol awareness information. We offer a middle school level parent newsletter and our workshop powerpoints and occasionally videos of the sessions. We are looking to integrate a web-based (Go to meeting) parent reading group that will read and discuss articles focused on the developmental age group. This addition is based on the results of a 2012 parent group needs assessment. We also offer a [|monthly digital parent newsletter] and a catalog of resources pertaining to mental and physical health issues, adolescent growth and development, personal and social issues and skills for promoting academic success.

In September the counselors will send out an via google forms to gauge parent interest in workshop topics. Single session topics include ADD/ADHD and Executive Function Deficits, Understanding and Parenting your Middle School Child, Bringing out the Best in Your Child, Stress Management, Transition Planning and Homework Strategies. Available evidence based program series include:

This program is a multi- week evidence based program designed to increase bonding in families “at risk” and to prevent substance abuse. This 10 week program uses an at home DVD study component which can be bolstered with 5, 1 hour experiential family meetings.
 * The Strengthening Families Program ** :

· The program is culturally sensitive and has at home learning modules to promote ease of use · Family meetings allow time for practicing learned skills and feedback · Evidence based · Invites social connections || Drawbacks: · The recommendation that presentations are to be led by a multi gender and racially diverse pair of trained counselors · The training is costly and lasts 3 days ||
 * Pros:

Within a family systems framework, this newly revised small group program addresses parenting style, communication, problem solving and responsibility, Adlerian parenting theory, and risky behaviors.
 * Active Parenting for Teens**:

· Full system offers a variety of age groups and family structures · Flexible scheduling options 2,3 4 or 6 weeks · Materials to accommodate individuals who are hearing impaired · Evidence based · Facilitator training offered in webinar · Video and discussion format · Inexpensive || Drawbacks: · Lack of trainer support, formal curriculum · No data collection component ||
 * Pros:

**New Beginnings (Intervention for children of divorce)**:
This model program can be implemented for divorced mothers or fathers alone or separately with their child. It addresses changing relationships, discipline strategies, positive coping mechanisms and conflict reduction, common issues in divorcing families. The experience utilizes role-play, video and spoken presentation.

· Culture, age and gender sensitive Thorough training · High quality materials · Divorce groups for families in school settings are uncommon · Participants may be more accepting of a group through school as opposed to in a clinic. · Free for families || =====Drawbacks:===== · Not utilized widely outside Arizona Travel to Arizona for training · 3 day 8 hour training · 2 year retraining mandate ||
 * =====Pros:=====

References

American School Counselor Association (2012). //The ASCA National Model: A framework for school counseling programs//, third edition. Alexandria, VA: Author.

 //Active parenting of teens//. (2013). Retrieved from []

 Chi, A.Y. & Garland, E. (n.d.) Naviance for the novice. [PowerPoint slides]. Retrieved from [] .

[|Crick, N. R., & Grotpeter, J. K. (1995). Relational Aggression, Gender, And Social-Psychological Adjustment. //Child// //Development//, //66//(3), 710.]

 Dellasega, C., & Adamshick, P. (2005). Evaluation of a program designed to reduce relational aggression in middle school girls. //Journal of School Violence, 4//(3), 63-76. doi: 10.1300/J202v04n031_06

 Dollarhide, C. T., & Saginak, K. A. (2012). //Comprehensive school counseling programs//. (2nd ed.). New York: Pearson, Inc.

 //Dublin City Schools school counseling//. (n.d.). Retrieved from []

 Field, J. E., Kolbert, J. B., Crothers, L. M., & Hughes, T. L. (2009). //Understanding girl bullying and what to do about it: Strategies to help heal the divide//. Thousand Oaks, CA: Corwin, A SAGE Company.

 Hobsons (2013). //Naviance//. Retrieved from []

 Landry, S. (2012, March). Briefings: News update. District Administration.

Langberg, J.M, Epsteinc, J.N., Becker, S.P., Girio-Herrera, E., & Vaughn, A.J. (2012). Evaluation of the Homework, Organization, and Plannings Skills (HOPS) intervention for middle school students with ADHD as implemented by school mental health providers. //School Psychology Review,// 41, 342-364.

Lehman College (n.d.). //2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association//. Retrieved from http://www.lehman.edu/deanedu/share/pdf/SSE_Program_Audit.pdf

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Morning star counseling//. (2013). Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Nixon, C., L., & Werner, N. E. (2010). Reducing adolescents’ involvement with relational aggression: Evaluating the effectiveness of the creating a safe school (CASS) intervention. //Psychology in the Schools, 47//(6), 606-620.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> New Beginnings Team. (2013). //New Beginnings.The New Beginnings Program//. Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Octorara Junior High School beliefs//. (2002-2013). Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pennsylvania School Counselors Association. (2011). //Pennsylvania companion guide to the ASCA National Model: A framework for// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //school counseling programs//. Harrisburg, PA: Author.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources for Educators (2011). <span class="noformat" style="font-family: 'Times New Roman','serif'; font-size: 16px;">//Middle Years//. Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Solan Community School District. (2007, April 11). //Guidance curriculum and counseling plan of services//. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Strengthening families program//. (n.d.). Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Tredyffrin/Easttown school counseling program//. (n.d.). Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Quaker valley school district counseling curriculum//. (n.d.). Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> West, P. L. (2010). //Advanced counseling and research services//. Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Williams, L. (2012, December). //K12 leaders choose the most innovative products of 2012.// District Administration. Retrieved from <span style="color: #0026e2; font-family: 'Times New Roman','serif'; font-size: 16px;">[|http://www.districtadministration.com/article/2012-readers-choice-top-100-products#]