OCEAN BREEZE CSCP

Running Head: OCEAN BREEZE CSCP

Comprehensive School Counseling Program

Ocean Breeze High School
Carolyn Bianco
Melissa Calabrese
Samantha Wagner
Rowan University

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Table of Contents
PRELIMINARY WORK:

SCHOOL INFORMATION:
IDENTIFICATION OF AT-RISK ISSUES:
EFFECT OF AT-RISK ISSUES ON STUDENTS:
DISCUSSION OF CULTURAL, ETHICAL, ECONOMIC, LEGAL, & POLITICAL ISSUES SURROUNDING
DIVERSITY, EQUITY, & EXCELLENCE IN TERMS OF STUDENT LEARNING.
DISCUSSION OF COMMUNITY, ENVIRONMENTAL, & INSTITUTIONAL OPPORTUNITIES THAT ENHANCE, AS
WELL AS BARRIERS IMPEDE STUDENT DEVELOPMENT.

4
4
4

FOUNDATION

5
6

BELIEFS, PHILOSOPHY, AND MISSION STATEMENT:

NEEDS ASSESSMENT
RESULTS

9
10
11

DELIVERY SYSTEM

13

METHODOLOGY AND REASONING

ACTION PLANS
ACADEMIC IN-CLASS GUIDANCE LESSON
CAREER IN-CLASS GUIDANCE LESSON
PERSONAL/SOCIAL IN-CLASS GUIDANCE LESSON
EVALUATION INSTRUMENTS
RESPONSIVE SERVICES
INDIVIDUAL PLANNING ACTIVITIES:
SYSTEM SUPPORT

13
13
13
15
16
18
19
20
21

MANAGEMENT SYSTEMS

25

ADVISORY COMMITTEE
GOALS AND OBJECTIVES
MEMBERSHIP
12 MONTH CALENDAR
USE OF TIME ASSESSMENT

25
25
25
26
28

ACCOUNTABILITY

30

SCHOOL COUNSELOR PERFORMANCE EVALUATION INSTRUMENT

RESULTS REPORT
PROGRAM AUDIT

30
32
32

APPENDIX

33

ACADEMIC DOMAIN LESSON MATERIALS

CAREER READINESS DOMAIN LESSON MATERIALS
LIFE HAPPENS FAMILY SCENARIOS
LIFE HAPPENS EXPENSE SHEETS
LIFE HAPPENS CHANCE CARDS

34
39
39
41
43

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Preliminary Work

Preliminary Work:

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School Information:
Ocean Breeze High School
o Grade Level: 9-12
o School Size: 1,500 students
o Students at Each Level: about 375
o Location: Suburban
o Demographics:
o Ethnicity: 65% White, 20% Asian, 6% Black, 3% Hispanic/Latino, 6%
Muslim
o SES: 20% of students eligible for free or reduced lunch, 6.67% below
o Relevant Education Data:
80% - High School Diploma or equivalent
40% - Associates degree or two years of college
25% - Bachelors degree or equivalent
3% - Postgraduate degree or certification
Identification of At-Risk Issues:
The following issues place Ocean Breeze High School students at-risk:
o Substance abuse
o Teen pregnancy
o Eating disorders
o Unemployment
Effect of At-Risk Issues on Students:
1. Atypical growth and development: Students at this high school have an
uninformed idea of what a healthy relationship looks and feels like, therefore
there is an abnormal acceptance for teen pregnancy and teen parenthood.
Students also feel out of control in their own lives due to the frequency and
severity of divorced households in the area, leading students to look for different
outlets to feign control.
2. Health and Wellness: According to a recent survey conducted by the guidance
department in conjunction with the school nurse, over 50% of sexually active
students do not practice safe sex and use contraceptive methods in about half of
their sexual encounters. Students have issues obtaining proper contraceptives,
like condoms and birth control for a few reasons, including lack of proper
insurance and inability to communicate with their families. Students who suffer
from eating disorders lose the ability to properly focus on their schoolwork and
also find difficulty staying in school and graduating on time. Suffering from eating
disorders put students lives in danger and prohibits the development of crucial
life skills including healthy self-esteem and overall view of self.
3. Language: The primary spoken language is American English. Most residents of
the area are monolingual, with a small minority speaking two languages. There is
no impact of the at-risk issues on the overall language in the school.
4. Ability Level: Ocean Breeze High School currently performs at a proficient level
on NJ State standardized testing. The school makes adequate yearly progress

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but still suffers from a dropout rate of 2.5%, higher than the state average. A
recent survey of graduates indicated that they felt they were unsure of what to do
with their futures and most were seeking vocational or a two-year degree. Ocean
Breeze High School does not offer tracked classes, meaning that there are no
options for advanced students or remedial students. This is in effort to abide by
the common core and other state efforts to increase equity in education,
however, recent alumni feel that this effort has shortchanged them in the way of
future planning.
5. Multicultural Issues: The student body of Cape Cod High School is
predominantly Caucasian or white-passing, meaning that the student body might
not be well-versed in multicultural issues. This includes awareness of other
cultures and how different issues affect different sectors of the school community.
Overwhelming whiteness can lead the school culture to prioritize white culture
and lead the student body in a hegemonic and homogenous way.
6. Factors of Resiliency on Student Learning and Development: Students at
this high school adapt to stress and adversity in an unhealthy way, using selfdestructive methods to find a way to control what is happening in their lives.
Abusing drugs and alcohol hinder the personal development of the student
because of the danger to their health and future success. The prevalence in teen
pregnancy at this high school is a result of students distaste for their current
family structure and reclaiming a sense of lost control by starting their own
families. This affects graduation and retention rates because some students, not
having a solid support system for their new family, cannot balance the demands
of traditional in-house schooling and the demands of their children. Students
suffering from eating disorders have a warped concept of control as well as a
varying level of self-esteem. Eating disorders are often hidden from the public
eye, so it can be difficult to ascertain whether a student has an eating disorder or
not. Students may feel pressure to keep everything under control and to keep
things hidden, and they may obsess over things like their grades or a strict
routine. This can affect their learning because they are so preoccupied with
things related to their disorder that they do not have time for anything else,
especially schoolwork.
Discussion of cultural, ethical, economic, legal, & political issues surrounding
diversity, equity, & excellence in terms of student learning.
Diversity: The student body and surrounding community of Ocean Breeze High
School is predominantly white or white-passing, so the cultural traditions and
norms practiced are those customary to the white, Christian community. The
counseling department will be sensitive to the needs of minority students and will
work to promote acceptance and celebration of other cultures. Counselors must
practice
Equity: Students at Ocean Breeze High School will receive guidance and
direction with as little bias as possible. The school will foster a culture of
acceptance and positive regard for its constituents and all students will have the
opportunity to receive desired services. The issues of diversity at Ocean Breeze

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are geared more toward increasing equity to minority populations, as the student
body is predominantly white or white passing.
Excellence: The cultural issues surrounding excellence perpetuate the students
need for increased post-graduate resources. Most students did not have a solid
post-graduate plan and chose to go to a community college or other vocational
school to provide some sense of purpose. Students are okay with getting by
because the culture of excellence is not well-exhibited within the community.
School is not emphasized as a necessary and crucial part of their lives, instead it
is viewed as just another roadblock to adult freedom. Therefore, Ocean Breeze
High School must encourage students to want to achieve excellence in different
aspects of their lives, even if that means pursuing trade school instead of college.
Students should be encouraged to achieve their own personal best through
activities and programs provided by the counseling department.

Discussion of community, environmental, & institutional opportunities that

enhance, as well as barriers impede student development.
Community: The Ocean Breeze High School community are willing participants
in the school program. There is ample support from parents and families looking
for the school to provide what they deem to be necessary skills to survive in the
real world outside of school. Parents, however, do not place emphasis on postsecondary education and are minimally involved in the college selection and
application processes, which can stem from a lack of knowledge of how to get
their students to that next step. Other community resources, such as healthcare
providers and family support systems, are stakeholders in the Ocean Breeze
High School program, but their support is mostly limited to providing services for
students who ask for them. Increasing parental and community involvement
through guidance lessons and information sessions will help to enhance student
development in all three core areas.
Environmental: Supportive parents and community members create a
welcoming environment where students can feel comfortable living their daily
lives. The issues surrounding the Ocean Breeze environment is that it does not
promote excellence - it produces averageness. Students are not encouraged to
do the best that they can in school or in extracurriculars and it is often expected
for students to finish high school to work in the family businesses. As a shore
town, Ocean Breeze High School provides a fair amount of the seasonal labor in
the form of high school students. This contributes to the environment of
averageness because students already know what they will be doing after high
school and see no other choice. The counseling department at Ocean Breeze
can use this opportunity to provide support for student choice and exploration of
other post-secondary options to help students achieve the best they can.

Institutional: Ocean Breeze High School offers students a limited variety of rigor
in their academic courses: the school does not offer any Advanced Placement
courses nor does it offer any courses that would be considered remedial
(sometimes known as career or basic level). This pools students of all

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academic levels into the same classes, which places stress on both sides of the
learning spectrum. Students can opt for an honors level course if they choose,
but students looking to separate themselves from the lower tier of students often
find themselves in classes where they cannot handle the coursework. Ocean
Breeze High School places emphasis on sports and other extracurriculars, which
limits the avenues students can take after graduation. Students are not exposed
to practical career options and the link between academic and career success is
blurry, so they then struggle to establish their lives outside of high school. This
gap in knowledge provides the counseling department with ample opportunities
to expose students to basic career planning and post-secondary planning.

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Foundation

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Foundation
Beliefs, Philosophy, and Mission Statement:
Beliefs:
The counseling department of Ocean Breeze High School believes that:
All students can achieve success given the tools and resources to do so.
All students have worth.
All students deserve equity and support in their lifes endeavors.

All students have the right to a supportive and safe school environment.

Philosophy:
The school counseling department at Ocean Breeze High School will:
Be an integral part of the educational process, offering services at differing levels
depending on students needs
Strive toward making the school environment an accepting and open haven for
students
Give students equal access to all services and resources offered by the
department.
Develop delivery of activities and programs to ensure students development of
self-worth, self-esteem, advocacy skills, and healthy decision making.
Align with the ASCA national model and be based on competencies and datadriven programming.

Involve a diverse counseling team that includes school personnel, families,

students, and the community.

Vision:
Ocean Breeze High School will provide students with a supportive and safe
environment in which to grow into lifelong learners. Students will exhibit tenacity,
diligence, aptitude, and respect to their work and to their school community in order to
make their world a better place. Ocean Breeze students will be conscious of their
contributions to society and develop awareness and empathy for those around them.
Mission Statement:
The mission of the Ocean Breeze High School counseling department is to provide a
comprehensive school counseling program, using a more holistic approach to guide
students through their secondary school years. The program will fulfill each students
need for academic, personal/social, and career development through a delivery system
of developmentally and culturally appropriate services.

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Needs Assessment
Below is a sample needs assessment administered by the Ocean Breeze counseling
department at the end of the previous school year.

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Results
The results of the needs assessment are displayed in the following table. Each column
represents the top five priorities of each group assessed.

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Students

Parents

Administrator

Teacher

Coping skills

Study skills

Study skills

Self-awareness

Education
planning
Coping
skills
Personal
goals
Jobseeking

Student
services
Education
planning
Selfawareness
Job-seeking

Influence of
others on
decision making
Self-awareness

Education
planning/college
Job-seeking
Family
Relationships

Family
relationships
Education
planning
College planning

Community
Member
Job-seeking
Student
services
Life planning
Personal
goals
Selfawareness

From this data, the counseling department chose to focus on three major areas of
student development: job-seeking/career planning, education and college planning,
and student self-awareness/self-concept, and will use the ASCA standards below as
a guide. Using these three areas as a focus will help to reduce the at-risk potential for
students by giving them a sense of control in their lives as well as an understanding of
who they are as a person.
Student Competencies:
Academic: A:C1.4 Demonstrate an understanding of the value of lifelong learning as
essential to seeking, obtaining, and maintaining the goals
Career: C:A2.1 Acquire employability skills such as working on a tean, problem-solving,
and organizational skills
Personal/Social: PS:A2.7 Know that communication involves speaking, listening, and
nonverbal behavior

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Delivery System

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Delivery System
Methodology and Reasoning
To meet the selected standards and competencies, Ocean Breeze High School will use
a combination of classroom guidance lessons, responsive services, individual and
group planning to implement in the school. These services will appeal to all students
and will be provided to students at some point in their tenure at Ocean Breeze. The
activities listed are developmentally appropriate and have a holistic approach as to
achieve equity for all students. The activities promote lifelong learning and aspire to
educate students about practical life skills that will influence their educational and career
planning to achieve an individual sense of success.

Action Plans

Academic In-Class Guidance Lesson

School Counselor: Carolyn Bianco Date: 3/25/15
Activity: The Future Freaks Me Out
Grade(s): 10th, 11th
ASCA Student Standards (Domain/Standard/Competencies):

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o Standard B: Students will complete school with the academic preparation
essential to choose from a from a wide range of substantial post-secondaryt
options, including college
A: B2.2 Use assessment results in educational planning

A: B2.4 Apply knowledge of aptitudes and interests to goal setting

A: B2.7 Identify post secondary options consistent with interests,
achievements, aptitude and abilities
o Standard C: Students will understand the relationship of academics to the
world of work and to life at home and in the community.
A: C1.4 Demonstrate an understanding of the value of lifelong learning
as essential to seeking, obtaining and maintaining life goals
A: C1.6 Understand how school success and academic achievement
enhance career and vocational opportunities
Learning Objective(s):
1. Students will become aware of how their current interests could result in career
options in the future.
2. Students will have a clearer picture of their potential future plans and goals.
Materials: Interests Assessment, List of colleges in New Jersey
Procedure:
1. Intro: Start off the session with asking the group what part of the college process
brings them the most stress. This should turn into a discussion amongst the
group.
2. Activity: The first part of planning your future is having an idea of what you want
to study. Your current interests can help you figure out that answer. (Gives needs
assessment)
3. After taking needs assessment and seeing what specialty you matched with, do
you agree with what the assessment found?
4. Information: What can I do with the information gained from this assessment?
How can you go to make turn these plans and ideas into a reality? Mention
difference in degrees between two year community college, 4 year bachelors
degree, and a technical school certificate in New Jersey. In order to follow your
particular dream, all of these options have their benefits. Give list of these
schools located in New Jersey (laid out by type of school).
5. Conclusion: Reflect on options given today. Talk about being overwhelmed being
normal, but this was just an introduction to the process. Take your time to look
over the information given to you today. Hand out My Majors magazine Fall 2014
edition as well as Going to College in New Jersey magazine.
Plan for Evaluation: How will each of the following be collected?
1. Process Data: Incoming survey before workshop to collect information about
current college and after graduation plans

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2. Outcome Data: Documenting what each of the student college decision when
they graduate as seniors and comparing that to the initial survey given before the
lesson.
3. Follow Up: Meeting with each student one on one and answer any questions they
didnt think of or didnt want to ask during the lesson and thought of/feel more
comfortable asking now.
Sources/Links for handouts
Assessment:
https://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/SparkCurriculum/
Grades7-9/STF_Gr7-9_Lesson03.docx
List of colleges in NJ by type:
http://www.nj.gov/highereducation/colleges/schools_sector.shtml

Career In-Class Guidance Lesson

School Counselor: Sam Wagner Date: March 2, 2015
Activity: Life Happens!
Grade(s): 10
ASCA Student Standards (Domain/Standard/Competencies):
Domain: Career Readiness
o Standard: C: Students will understand the relationship between personal
qualities, education, training and the world of work.
C.C1: Acquire Knowledge to Achieve Career Goals
C:C1.1 Understand the relationship between educational achievement
and career success
C:C1.2 Explain how work can help to achieve personal success and
satisfaction
C:C1.4 Understand that the changing workplace requires lifelong
learning and acquiring new skills
C:C1.5 Describe the effect of work on lifestyle
C:C1.6 Understand the importance of equity and access in career
choice
C:C1.7 Understand that work is an important and satisfying means of
personal expression
Learning Objective(s):
1. Students will be able to analyze costs and benefits of certain career paths.
2. Students will be able to demonstrate basic budgeting and decision-making skills
through the Life Happens! activity.
3. Students will be able to describe the effect of work on lifestyle and family
financial planning.
Materials: Financial Basics PowerPoint, Life Happens scenarios and chance cards,
calculator, budget sheets

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Procedure:
1. Intro/Hook: Ask how students feel about their future.
2. PowerPoint: Money Basics information on debt statistics, unemployment,
income median in the US, and banking basics (difference between checking and
savings, what assets are, what liquidity means)
3. Life Happens Activity: students split into seven groups. Each receives a family
scenario, including annual income and assets. Each group will be required to
keep a monthly budget. Facilitators will drop chance cards including different
financial situations, both positive and negative.
4. Reflection: Each group will report their experiences with the activity to the class.
They should be able to verbalize how their financial situation and chance cards
affected their budgets and lifestyle.
5. Closure: Planning Ahead in High School: PowerPoint including information about
class selection for careers, information about part time jobs, and career planning
tools/interest inventories available in the internet as well as the guidance
department.
References:
http://web.stcloudstate.edu/teore/Life/LifeHappens.html
Plan for Evaluation: How will each of the following be collected?
Process Data: Survey before workshop assessing students comfort level regarding
career and financial knowledge.
Perception Data: Sticky note exit ticket (What Stuck With You?)
Outcome Data: Readminister survey to see change in results
Follow Up: Meet with students during regular scheduling/planning to get more of a feel
for their comfort level and readiness

Personal/Social In-Class Guidance Lesson

School Counseling Lesson Plan
Guidance Counselor: Melissa Calabrese
Areas Addressed: Personal and Social Identity
Group Counseling Lesson
Title: Pieces of meUS!

Grade Level: 9

Goal: To teach students about individual differences and preferences others chose to
explore and personally consume. These identities will be shared and viewed by other
classmates for an enriching learning experience of who each individual is on the inside
and out.
Competencies:
ASCA Student Standards
Domain: Personal/Social Development

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o Standard A: Students will acquire the knowledge, attitudes and
interpersonal skills to help them understand and respect self and others.
PS:A2 Acquire Interpersonal Skills
A: A2.1 Recognize that everyone has rights and
responsibilities
A: A2.2 Respect Alternative points of view
A: A2.3 Recognize, accept, respect and appreciate individual
differences
A: A2.4 Recognize, accept and appreciate ethnic and
cultural diversity
A: A2.6 Use effective communication skills
Objective:
1. Students will be able to learn, in a diverse group setting, who their peers are
without judgment.
2. Enclosed activity will relate all students to one another to gain new
friendships/peers through the expression of who they are.
3. Students will be able to recognize differences in people and accept them in the
school atmosphere to see how it makes everyone in this community a whole.
Materials:
Paper cut out of puzzle piece
Markers/Crayons
Stickers
Wreck me Journal for students to have each week to write in and express
themselves however they would like.
Procedure: To have students each week, take a puzzle piece and color, draw, write, or
share something that makes them who they are as an individual. At the end of the
counseling group, termination is when the puzzle piece will be hung for display
representing each individual and how we all create the human population including our
differences.
Introduction: First Session
1. Gathering a group of individuals who are struggling with identity and have a
hard time expressing what their identity may consist of and begin the process of
introducing students to one another by seeing what they want to get out of
group.
2. Introduce the group and have 4-6 sessions once a week for about an hour.
Third or Fourth Session
1. Have students write in their wreck me journals on their own time for
homework to express any feelings or emotions at any time.

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2.

Throughout the course of the 4-6 sessions, work with students on expressing
their individuality and identity by gaining group feedback as they express the
acceptance feedback from their other peers in the group.

Termination
3. Have a closing session by bringing the activity all together for them to have an
exit piece to hold onto for remembrance.
Plan for Evaluation:
1. Working with students in current group with a survey at the termination session
with questions about their experience.
2. Then, after the anonymous questionnaire, I will collect the data as a resource to
improve and or alter the group as needed.
3. The next session that I will begin, will begin with a questionnaire asking what
students would like to get out of their time in a group session. And using this
information I would plan to style the group session to cover what the students
wish to get out of the sessions and entire experience.
Activity:
Work with students each week on creating a piece of the puzzle by decorating a piece
of puzzle with a word, picture or phrase that represents them in a certain way. Each
week will cover a certain aspect of the individual, such as likes and interests,
personality, culture, religion etc. and at the end on termination day, students will put their
puzzle pieces together with other students so they can see how each students
differences makes our world and is important.
References:
https://www.pinterest.com/pin/190769734187770306/
http://static.pdesas.org/content/documents/ASCA_National_Standards_for_Students.pd
f
Evaluation Instruments
After each lesson, the students will answer an anonymous survey to assess the overall
success of the activity. The survey is designed to adapt to any and all lessons
administered by the counseling department.
Post-Lesson Survey
1. The lesson I attended prepared me for a world and society outside of the Ocean
Breeze community:
1
2
3
4
5
6
7
8
9
10
2. I have a better feel for how to use my time at Ocean Breeze High School:
1
2
3
4
5
6
7
8
9
10

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3. I feel that after graduation from Ocean Breeze High School, I will be a better
member of society after being through the lesson plans given by the Guidance
Department:
1
2
3
4
5
6
7
8
9
10
4. I feel that the lessons provided me with meaningful information I can take with
me throughout my life:
1
2
3
4
5
6
7
8
9
10
5. Provide a brief explanation of why you gave the scores you did.
6. What can we do to improve the program?
7. What topics would you like to see in future sessions?
Responsive Services

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Individual Planning Activities:
Academic Domain: Ocean Breeze High School's guidance department has found that
some incoming freshman have had a hard time making the transition from middle
school to high school. Due to this need, the guidance department is going to offer group
counseling to incoming high school freshman experiencing this frustration. The group
setting is designed for students to feel less alone in this new stage of life.
Related Standards:
1. A:A2.3 Use communications skills to know when and how to ask for help when
needed
2. A: B1.4 Seek information and support from faculty, staff, family and peers
3. A:C1.1 Demonstrate the ability to balance school, studies, extracurricular
activities, leisure time and family life
4. A:C1.5 Understand that school success is the preparation to make the transition
from student to community member
Career Readiness Domain: The counseling department at Ocean Breeze High School
will attempt to ease the transition to college and career life by offering career
advisement during regular advising appointments and also by offering career and
college groups to be offered throughout the school year. Additional services provided by
the department include organizing a college fair, career day/shadowing programs, a
school-to-work programs for eligible seniors, and organizing workshops for job
readiness.
Related Standards:
1. C:A1.1 Acquire employability skills such as working on a team, problem-solving,
and organizational skills.
2. C:A1.4 Learn how to interact and work cooperatively in teams
3. C:B1.1 Apply decision making skills to career planning, course selection and
career transition
4. C:B1.5 Use research and information resources to obtain career information
5. C:C2.4 Apply Academic and employment readiness skills work-based learning
situations such as internships, shadowing and/or mentoring experiences
Personal/Social Domain: Students at Ocean Breeze high school who are incoming
freshman are welcome to join our newly implemented mentoring program! This
mentoring program will allow for senior students and freshman students to be paired up
and meet weekly to discuss any questions and concerns that come with the transition
into high school. For example, the senior and freshman student can talk about:
balancing homework, extra curricular activities, a possibly job, peer pressure, etc.
These freshman and senior pairs will meet weekly for the first month of school, and will
meet bi-weekly for the rest of the semester, unless weekly meeting are needed. The
seniors and freshmen both have a support system of the counseling office if any
additional support is needed. Seniors and freshmen will be with the counselor monthly
to make sure the sessions are occurring successfully and to make sure the freshman
student is transitioning well.

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Related Standards:
1.
PS:A1.3 Learn the goal-setting process
2.
PS:A1.4 Understand change is apart of growth
3.
PS:A1.10 Identify personal strengths and assets
4.
PS:A1.11 Identify and discuss changing personal and social roles

System Support
A. Staff and Community Relations
1. Publicity through newsletters, emails, participation in school-sanctioned social
media (Twitter, Facebook, etc.)
2. Participation in community events where appropriate
3. In-services for teachers and related faculty on relevant school subjects (teen
pregnancy, eating disorders, divorced families, career readiness, etc.)
4. Mentoring programs for new and tenured staff members
5. Mentoring programs for community members and students in need
B. Advisory Committees
1. Serving as a liaison for local businesses to create a functional school-to-work
program
2. Community college liaison for possible dual credit options to increase student
desire to pursue higher education
3. Form school wide committee for excellence involving a spectrum of students,
parents, teachers, faculty, administrators, and other community members
4. Committee of local counselors from neighboring school districts for regional
issues, networking, and consulting
C. Community Outreach
1. Serving as a spokesperson for the school in the surrounding community, as well
as a spokesperson for the different agencies in the community that can be
beneficial to students.
2. Keeps track of various part time employment opportunities available within the
community and keeps these updated and posted on the Ocean Breeze Guidance
department webpage.
3. Eligible seniors take field trips to work sites in the community for field experience
and networking purposes.
4. Invite local businesses in the area to take part in our school fair that takes place
twice a year academic year in the gymnasium.
5. Close ties to close inpatient and outpatient facilities to be able to refer students to
a specialized unit who they would better benefit from.
D. Research and Development
1. The research and development work by counselors at Ocean Breeze involve
creating the needs assessment survey given to students once a year, the data

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analysis that comes along with analyzing the information gained in the needs
assessment.
2. The constant updating of the guidance curriculum based on the findings of the
needs assessment data.
3. Conducting follow up studies of the updated guidance curriculum once changes
have been made.
E. Program Management And Operations
1. Falls into the hands of the principal, vice principal, and the director of guidance.
2. Annual management agreement, which states what the counseling program is
administering of including the finances that the guidance program may need to
use as a resource.
F. Professional Development
1. Standard welcome meeting to introduce the counselor and what their mission is
to implement in the school while being a counselor not only to students, but also
a resource to staff
2. Attend workshops and monthly meetings that the counseling department can run,
including current issues that are present in high schools today, and teaching
faculty how to be observant and aware of these issues
3. Host a luncheon with a presenter/speaker who will be able to teach the faculty
and staff while making it an enjoyable experience.

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Management Systems

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Management Systems
Advisory Committee
The advisory committees main function is to support the comprehensive schoolcounseling program and to support the betterment and development of future activities.
Members are chosen around common interests and enthusiasm for the program. The
members of this committee are form all levels of school functioning and have different
stakes in the education of the students. The intent of the committee is to increase
cohesion at all levels to help the program run smoothly and with as much feedback as
possible. Meetings will be held twice in a school year at the end of the respective
semesters, and they will take place after school hours. The chairperson will provide an
agenda and minutes will be taken by the counseling department secretary.

Goals and Objectives

The Ocean Breeze High School counseling department advisory committee will meet to
achieve the following goals:
1. Increase communication between all stakeholders in the students education
2. Review program successes and failures
3. Create unique solutions to current school issues related to student and
community success
4. Make suggestions for increased school and community cohesion

Membership
A. Chairperson: Director of Guidance, Samantha Wagner
a. Term: 3 years, to be elected by a majority vote at second meeting of year
b. Duties: facilitate the meeting; serve as a liaison between counseling
department, administration, and students; serve on election committee for
new members; serve as primary contact for questions and concerns,
providing agenda,
B. Administration Members: Principal Leslie Knope
a. Term: 2 years, to be elected by majority vote at second meeting of year
b. Duties: serve as liaison to district administration; communicate with
chairperson on progress of goals; other administrative duties as seen fit
C. School Faculty Members:
a. School Counseling Secretary Ethel Beavers
b. School Psychologist Craig Middlebrooks
c. Child Study Team Member Sterling Archer
d. One teacher delegate from each academic department
e. Term: 1 year, to be elected by their respective department by majority vote
f. Duties: serve as liaison to their departments and counseling department
D. Parent Delegates:
a. Head of PTA Ben Wyatt

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b. Additional parent delegates Donna Meagle and Larry Gergich
c. Term: 1 year, volunteer members
d. Duties: serve as liaison to community and to counseling department,
review program impact on community and home life
E. Community Delegates: Jeremy Jamm (city councilor), JJ Lipscomb (local
business owner), Malory Archer (local employee)
a. Term: 2 years, elected by majority vote in city elections
b. Duties: provide feedback at community level; provide resources to better
integrate the school into the community, advocate for funding and
extracurricular
F. Student Delegates: Cheryl Tunt, Pam Poovey, Jim Krieger, Rob Woodhouse,
Lana Kane
a. Term: 1 year, volunteer members
b. Duties: provide student feedback at meetings, help implement programs
for wider success

12 Month Calendar
August:
9th Grade Orientation
Meet with new parents and students
Review IEP/504 plans for new students
Notify teachers of students with IEP/504 plans
Schedule PARCC/HSPA testing
Coordinate school-to-work program
Review results of needs assessment
September:
Match senior mentors with freshmen mentees
Screen members for transition group
Implement transition group
First mentoring program meeting
Schedule in-class guidance lessons with
teachers
Senior Parent Meeting
October:
Monitor mentoring program
Continue transition group
Assist with PSAT/SAT testing
Schedule 8th grade scheduling for March
Schedule local businesses for networking
social in February
November:
Terminate transition group, make monthly
appointments with group members
Junior Parent Meeting
Field trip to career fairs
Notify parents of students with failing grades

February:
Networking Social during gym classes
Sophomore parent meeting
Middle school visitation
Confirm middle school registration dates
Continue course registration (sophomores)
Prepare state testing materials
March:
PARCC/HSPA testing
Continue in-class guidance presentations
8th grade scheduling for next year
Meet with failing students and their parents
Planning for next years school-to-work
program
Pieces of Me group
April:
Freshman parent meeting
College/career planning workshops in
classrooms
Conclude course registration (freshmen)
Terminate Pieces of Me group
May:
8th grade parent meeting
Begin solving schedule conflicts
Pre-Prom substance abuse assembly
Create a distribute list of graduating seniors
Distribute information for summer
school/alternative school
Administer senior surveys

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Senior graduation checklist
Second advisory board meeting
December:
Confirm availability of gym period for social
Invite alumni to speak at college roundtable
Continue to meet with transition students
Meet with students with failing grades
First advisory board meeting
January:
College Roundtable with alumni visitors
Confirm businesses for networking social
In-class guidance presentations start
Parent workshop for financial aid
Begin scheduling for next school year
(retaining seniors and juniors)
Meet with special education teachers
regarding student needs
Gather 7th semester transcripts for students
applying to competitive colleges

June:
Graduation practice and commencement
Register new students for next year
Begin to resolve scheduling conflicts
Issue final grades
Send final grade information to colleges
July:
Register new students for upcoming year
Resolve scheduling conflicts
Confirm employment for school-to-work
program

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Use of Time Assessment

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Accountability

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Accountability
School Counselor Performance Evaluation Instrument
School Counselor
Performance
Appraisal

School Counselor
Carolyn Bianco, Melissa Calabrese and Samantha Wagner
Evaluator
Dr. Goss
Position
School Counselor
Date
4/12/15
0=Unsatisfactory, 1=Basic, 2=Proficient, 3=Distinguished
DUTIES AND RESPONSIBILITIES
DESCRIPTION
1. Major Function: Development and Management of a Comprehensive School Counseling Program

RATING
3

1.1 Discusses the comprehensive school counseling program with the school administrator.
1.2 Uses data to develop school counseling program goals, and shares the goals with stakeholders (i.e.,
administrators, teachers, students, parents, community and business leaders).

3
3

1.3 Uses data to develop curriculum, small-group and closing-the-gap action plans for effective delivery of the
school counseling program.
1.4 Uses the majority of time providing direct and indirect student services through the school counseling core
curriculum, individual student planning and responsive services and most of the remaining time in program
management, system support and accountability. (Approximately 80 percent or more of time in direct and
indirect services and 20 percent or less of time in program support.)

1.5 Uses data to develop comprehensive programs that meet student needs.
Observations and comments:

2. Major Function: Delivery of a Comprehensive School Counseling Program

Direct Services
2.1 Provides direct student services (school counseling core curriculum, individual student planning and
responsive services).
2.2 Delivers school counseling core curriculum lessons in classroom and large-group settings.
2.3 Provides appraisal and advisement to assist all students with academic, career and personal/social planning.

2.4 Provides individual and group counseling to students with identified concerns and needs.
Indirect Services
2.5 Indirect student services are provided on behalf of identified students; strategies to include referrals,
consultation and collaboration.

3
2
3

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2.6 Refers students and parents to appropriate school and community resources to support student achievement
and success.

2.7 Consults with parents and other educators to share strategies that support student achievement and success.

2.8 Collaborates with parents, other educators and community resources to support student achievement and
success.
Observations and comments:

3. Major Function: Accountability

3.1 Identifies and analyzes school data to inform the school counseling program and measure program results.
3.2 Analyzes data on how time is used and adjusts program delivery to meet student needs as demonstrated in
school data.
3.3 Collects and analyzes results data of school counseling program activities to guide program evaluation and
improvement.
3.4 Monitors student academic performance, attendance and behavioral data to inform school counseling
program goals.
3.5 Conducts self-analysis to determine strengths and areas of improvement and plans professional
development accordingly.

3
3
3

3.6 Conducts a school counseling program assessment annually to review extent of program implementation
and effectiveness.

3.7 Shares school counseling program results data with relevant stakeholders.
Observations and comments:

3
3
3

Total Score
Average Score
Overall Performance
Comments by
Evaluator:

65
69
This school should be able to focus a bit more on reaching out to staff as a resource team to all
collaborate and focus on the important of the students and the concerns that are present. Group
work can also be improved.

Comments by School
Counselor:

There is a lot in our power to arrange for staff and faculty meetings, but we need to
depend on the faculty to be in attendance and willing to meet with us at odd times
of the day/morning before school begins. Also, group work happens internally in
our offices, but is limited per topic and student participation.

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Results Report
One of the major goals for the Ocean Breeze school-counseling program is to ensure
students are well prepared for their post-secondary endeavors, be it college, career, or
anything else. A major tool to help the counselors and administrators confirm that the
program is working is to use a results report. By choosing a target group to follow for the
course of a school year, counselors are able to use small-term success or failure to
revamp the plans for the next school year.
Ocean Breeze will use a results report in the school counseling program by targeting a
group of juniors with little idea on what to do after graduation. This information is
obtained from a survey in yearly scheduling appointments asking students to rate their
confidence in post-secondary plans; students with scores in the lowest 20% of
responses will be in this target group. These students will be asked to join a group that
discusses college and career options, running 6-8 weeks throughout the school year
and discussing a variety of subjects related to post-secondary planning. At the end of
the group, the students will again rate their confidence and counselors will measure the
change in responses.
Using a results report in a school counseling program is a vital piece its overall successhow else will counselors know whats working? Additionally, counselors need to know if
their programs affect students, positive, negative, or neutral. The core plan for the
program is to change students, hopefully for the better, and a results report is an item of
tangible data that can show the success or failure of a certain part of a program.

Program Audit
Like the results report, the program audit delivers results on a larger scale and allows
counselors to view the big-picture success of the program. More importantly, it allows
counselors to make revisions to the program to align with the ASCA model as well as
the differing needs of the students. For example, if this program succeeds and more
parents become involved with the college application process or students begin to
achieve excellence in college and career planning, then the counseling department will
use their time toward other needs. Students may have an increased need for
personal/social development in the future rather than academic or career readiness,
and a program audit would allow counselors and other stakeholders to make revisions
where necessary.

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Appendix

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Academic Domain Lesson Materials

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Career Readiness Domain Lesson Materials

Life Happens Family Scenarios

Family Profile #1
After Tax Annual Income: $25,100.00 Assets: $0.00
Family Members: 1 Adult Female 1 Adult Male 1 female child age 6 1 male child age 7
Description: Your family lives in an apartment in a small town outside a large
metropolitan area. Both adults work full-time for minimum wage ($6.15/hour). Your
employers provide no health benefits or vacation time. There is no mass transit
available. The youngest child has a learning disability and requires additional tutoring
outside of the public school she attends.
Family Profile #2
After Tax Annual Income: $28,800.00 Assets: $0.00
Family Members: 2 Adult Females 1 male child age 6 months 1 male teenager age 18
Description: Your family lives in an apartment in a large metropolitan area. One adult
works as a teacher of pre-school in the public schools. She and one child are covered
under her employers insurance program. The other adult recently lost her job as an
employee at a major appliance company. There is a metropolitan bus service available.
The teenager is applying to go to college.
Family Profile #3
After Tax Annual Income: $50,000.00 Assets: $5,000.00 (Non-liquid)
Family Members: 1 Adult Female 1 Adult Male 3 Teenagers age 13-17
Description: Your family lives in a (not-yet-paid-for) house in a small town outside a
large metropolitan area. One adult works full-time at a refrigerator plant. The other adult
works part-time at a catalog warehouse. There is a metropolitan bus service available.
The youngest child is autistic and requires an adult be home with him.
Family Profile #4 After Tax
Annual Income: $65,000.00 Assets: $10,000.00 (Non-liquid)
Family Members: 1 Adult Female 1 Adult Male 1 female child age 4 1 male child age 8
Description: Your family lives in a (not-yet-paid-for) house in a large metropolitan area.
Both adults work full-time in a small business that you own. Your health insurance is
provided through your business.
Family Profile #5
After Tax Annual Income: $22,500.00 Assets: $0.00
Family Members: 1 Adult Female 1 child age 3
Description: Your family lives in an apartment in a suburb of a large metropolitan area.
The adult works full-time as a nurses aid in a near-by hospital. There is a metropolitan
bus service available. The friend that watches your child while you work is moving away
soon. You will need to make alternative arrangements.
Family Profile #6

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After Tax Annual Income: $140,000.00 Assets: $20,000.00 (Non-liquid)
Family Members: 2 Adult Males 1 teenage male age 16 Description: Your family lives in
a (not-yet-paid-for) house in a large metropolitan area. You own two cars, one of which
is paid for. Both adults work as lawyers: one as a public defender, the other in a private
firm. Each employer provides health benefits. Your son is hoping to graduate early from
high school and is considering traveling before attending college.
Family Profile #7
After Tax Annual Income: $250,000.00 Assets: $100,000.00
Family Members: 1 Adult Female 1 Adult Male 2 female children age 3 and 12 2 male
children age 17 and 18 Description: Your family lives in a house in a large metropolitan
area. One adult serves as the president of a Bank. Health benefits are provided for your
entire family through the employer. You own two cars, both of which are paid for. The
other adult does not work outside the home. The oldest teenager is applying to college.
The 12 year-old-girl has a learning disability and requires additional tutoring outside of
the public school she attends.

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Life Happens Expense Sheets

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Life Happens Chance Cards

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