1. Running Head: LONG-RANGE PLAN 1
LONG-RANGE PLAN 17
Long-Range Plan: 2019-2020
Grade Levels: 9-12
Long-Range Plan
Introduction
Professional school counselors serve a vital role in maximizing
student achievement. Incorporating leadership, advocacy and
collaboration, professional school counselors promote equity
and access to opportunities and rigorous educational
experiences for all students. Professional school counselors
support a safe learning environment and work to safeguard the
human rights of all members of the school community.
Collaborating with other stakeholders to promote student
achievement, professional school counselors address the needs
of all students through prevention and intervention programs
that are a part of a comprehensive school counseling program.
To achieve maximum program effectiveness, the American
School Counselor Association recommends a counselor-to-

2. student ratio of 1:250. This comprehensive school counseling
program long range plan is devised to incorporate a long-term
counseling plan at Wilson High School.
Description of the School
Wilson High School is located in the north section of
Florence, South Carolina and serves students 9th thru 12th
grade. There are 1174 students attending Wilson High School.
Of this total, there are 614 males and 583 females.
Wilson High School was founded in 1866 as a Freedom’s
Bureau School following the American Civil War. Our school’s
mission from the beginning has been to develop in all students
the knowledge, skills and character to achieve personal success.
At Wilson High School, we provide a wide variety of academic
opportunities including a Middle Years Program, a Diploma
Program as part of our International Baccalaureate World
School, Advanced Placement courses and Dual Credit Classes.
In 2016, Wilson High School instituted an Early College
Program, where students will graduate high school with an
Associate Degree from Florence-Darlington Technical College.
This will better prepare our students for the workforce or post-
secondary education.
Description of the Population of Students.
Florence is a very diverse community, which has a great impact
on the educational environment. The chart below shows a
breakdown of Wilson High School demographics and displays
the various ethnicities.

3. Male Female
African American
397
389
Hispanic/Latino
13
3
Caucasian
152
126
Asian
41
35
American Indian/Alaska
3
0
Native Hawaiian/Pacific Islander
2
0
2 or more races
8
4
Due to the low socio-economic status: 64% of Wilson High
School students receive free or reduced lunch and 36% are full
pay. Wilson High School also benefit from APEX afterschool
and International Baccalaureate Program.
Description of other Factors
Mission statement.
Wilson High School’s mission statement is as follows: “At
Wilson High School, we commit to developing in all students
the knowledge, skills, and character to achieve personal

4. success.” In conjunction with Wilson High School’s mission
statement, the current comprehensive school counseling
program at Wilson High School states that, “Counseling Staff
provide a comprehensive school counseling program that
improves student achievement and enhances the academic,
career, personal, and social development of all students”.
Beliefs and philosophy.
As previously stated, the long-range plan willfollow directly in
line with the beliefs and philosophies of Wilson High School as
constructed in the vision statement. The current program
supports the collaborative efforts of faculty, staff, community,
and students to promote a cohesive environment conducive to
student success both individually and communally.
ROLES AND RESPONSIBILITIES OF THE SCHOOL
GUIDANCE COUNSELOR
The primary functions, roles and responsibilities of the school
counselor are vital to the success of the program. Roles should
always align with ASCA’s national model as well as the South
Carolina Department of Education Comprehensive Guidance and
Counseling Program Model. Both of these models reinforce
guidance curriculum, individual student planning, responsive
services and system report. These include implementing the
CSCP, meeting the needs of assigned student population,
consultation with faculty, staff, and parents, and provision of
educational programs. These functions reinforce guidance
curriculum, individual student planning, responsive services and
system report while incorporating various roles related to parent
education, student discipline, working with students with
disabilities, and the implementation of the Education and
Economic Development Act. This long-range plan contains both
direct and indirect student services, mission, and philosophies
of Wilson High School.

5. Role of the Counselor in Parent Education
A school counselor’s first and foremost focus should, of course,
be their students. However, to maintain a healthy, safe and
resilient school community, school counselors need to include
parents in the equation. Call parents when there is bad or good
news to share about their child’s achievement or behavior.
Welcome parents and families and talk about your philosophy,
your goal of creating community. Describe your role. Make
your program known.” It is the responsibility of the counselor
to provide educational opportunities for parents in individual
and group settings.
Role of the Counselor in Working with Students with
Disabilities
The school counselor takes an active role in student
achievement and postsecondary planning by providing a
comprehensive school counseling program for all students. As a
part of this program, school counselors advocate for students
with special needs, encourage family involvement in their
child’s education and collaborate with other educational
professionals to promote academic achievement,
social/emotional wellness and college/career readiness for all
Role of the Counselor in Student Discipline
School counselors promote positive student behaviors to create
a safe, effective learning environment for all students. It is not
the school counselor’s role to mete out punishment but instead
to help create effective behavior change focused on positive,
healthy behaviors. Counselors should avoid disciplinarian roles,
but should be an active resource to students for conflict/problem
resolution. Counselors may implement reactive and proactive
counseling strategies to aid in positive student behavioral
outcomes.

6. Role of the Counselor in the Implementation of the Education
and Economic Development Act
In May 2005, Gov. Mark Sanford signed the Education and
Economic Development Act, legislation designed to give South
Carolina students the education tools they need to build
prosperous, successful futures. Focused on seamless K–16
education, Personal Pathways promotes career awareness and
exploration beginning in elementary school. In the 8th grade,
students work with their parents or parental designees and
guidance counselors to create Individual Graduation Plans
(IGPs) that reconcile their academic and post-graduation
goals. IGPs are adjusted annually to allow for a student’s
continued academic growth and career exploration through high
school. Personal Pathways ensures seamless transition to post-
secondary education by establishing articulation agreements
among the state’s high schools and two- and four-year colleges.
Counselors should meet with students to discuss their individual
graduation plans (IGPs).
Role of Counselor in Implementing Guidance Curriculum
Standards for Student Development
Research shows the implementation of a school counseling
program, as outlined by “The ASCA National Model: A
Framework for School Counseling Programs,” has a positive
impact on student achievement. The development and
implementation of these programs requires leadership from
well-trained, highly competent high school counselors and
includes a collaborative effort with school administrators,
classroom teachers, school staff and community stakeholders.
Counselors’ duties involve the implementation of the following
three areas of focus for student development. Students should:
learn to live, learn to learn, and learn to work. These three
categories broadly encompass all duties of the counselor as they

7. relate directly to the student. Counselors play an important role
by providing personal and social development opportunities that
can enhance personal growth (Learning to Live), encouraging
academic success and progress (Learning to Learn), and
focusing on life beyond schooling such as careers (Learning to
Work).
Objectives
The current plan has established both long-term and on-going
objectives to implement a successful guidance program.
Objectives are as follows:
1. Be responsible for individual, group, and/or classroom
guidance and counseling in academic, occupational, emotional,
social, and/or psychological development and growth.
2. Take both proactive and reactive measures to handle and
resolve counseling related issues as needed.
3. Collaborate with faculty, staff, administrators, mentors,
parents and professionals.
4. Maintain a working relationship with community stakeholders
and business leaders as professional contacts for student job
shadowing opportunities, service learning projects, internships,
and other work-based-learning initiatives.
5. Coordinate, refer, and advise students toward possible
internships, service learning projects, job shadowing, and other
career development activities.
6. Recommend and assign students to specific programs,
organizations, and beneficial help/support programs while
collaborating with parents as needed for referrals.
7. Contribute, manage, and organize undertakings that produce a
successful guidance program.
8. Participate in professional growth and development training.
9. Be familiar with school, cultural, and community trends.
10. Understand, interpret, and use testing, behavioral/discipline
reports, and student post-secondary planning data and for
advancing school improvement.
11. Attend professional development workshops.

8. COMPREHENSIVE DEVELPMENTAL GUIDANCE AND
COUNSELING PROGRAM COMPONENT
Guidance Curriculum
The purpose of guidance curriculum is to provide students with
social, academic, personal, and post-secondary counseling
through group and classroom settings. SCDE recommends 15-
25% of a school counselor’s time be dedicated to this task
(SCDE, 2008).
Group or classroom activities through which the National
Standards for School Counseling Competencies related to
academic, career development, and personal/social development
are delivered or taught. Teachers and counselors collaborate to
integrate activities from the Comprehensive School Guidance
and Counseling Curriculum into classroom lessons and into
school-wide programs. Examples are:
1. Junior/Senior Parent Information Night
2. classroom IGP guidance
3. SAT/ACT workshops
4. ASVAB interpretation workshops
5. Financial Aid night
6. Career presentations,
7. Career assessments
8. Personal/social skills workshops
9. Bullying intervention services
Counselors may utilize resources such as advisory meetings,
PowerPoints, career specialists and/or other faculty/staff to
address the needed topics
Individual Planning
The purpose of this service is to allow students to “explore,
plan monitor, and manage their own learning as well as their
personal, academic and career development”. This is counselor

9. directed and individually based. Suggested time is between 25-
35%. School counselors meet individually with students to
analyze how their interests, abilities, and achievements
interface with educational planning, academic achievement and
career information. Students may individually access
information through a variety of computer information systems,
or gain information about themselves through interest and/or
learning styles inventories. Appropriate educational decisions
are encouraged to assure that the student gains the skills and
preparation to pursue his/her goals.
Responsive Services
These services attend to the immediate needs/concerns of the
students. They involve consultation, individual or small group
counseling, crisis management counseling, and referrals.
Suggested time is between 25-35%. This is the counseling
component for which school counselors receive master’s level
preparation and training. It includes confidential individual and
small group counseling. Consultation with teachers, parents and
agencies who can assist students and families is included in this
role. Counselors will take appropriate steps to advocate, assist,
and support every student’s academic, emotional, social,
psychological, and behavioral well-being.
System Support
The school counselors will be a supportive staff to the
leadership team, but should also utilize the administrative team
as a support for guidance functions. Suggested time is between
10-20%. These undertakings involve an enhancement of the
guidance program as a whole to include but not limited to
Professional development, building professional relationships
with stakeholders, teacher consultations, advisory councils,
community outreach, guidance planning/management, and data
driven accountability. This includes program coordination and

10. outreach activities to promote partnerships within the
community that support the development of students. Examples
are school/business partnerships, advisory groups, agencies and
parent organizations. Program development, research and
evaluation of program outcomes should be shared with various
groups since it can demonstrate the impact of the counseling
program on student outcomes.
Members of the Wilson High School Guidance Staff are:
Letitia Plowden Counselor for 10th -12th (E-J)
Director of Guidance -
Courtney White Counselor for 10th-12th (Q-Z)
John Davis Counselor for 10th-12th (A-D)
Monica Rogers Counselor for 10th-12th (K-P)
Angela Williams Counselor for Freshman Academy (J-
Z)
Lillian Mitchell Counselor for Freshman Academy (A-
I)
Mr. Keels School Based Therapists
Jonathan Greene Work-Based Learning Facilitator

11. Guidance Phone Number Guidance Fax Number
843-664-8140 843-664-8176
Special Services
· 9th Grade Repeater
· 504s
· Early College
· Dual College
· Scholarship
· Virtual School
· Transcript Evolutions (New Students)
· Special Programs
NEEDS ASSESSMENTS
Description of Formal and/or Informal Needs Assessments and
Sources of Information
There are a number of avenues school counselors can assess
student, parent, and staff/faculty needs. The two broad
approaches include formal or informal assessments. Formal
assessments are data driven and can carry more mathematical
weight and calculation while informal evaluations are more
“content and performance driven”. To achieve the best results
for students, school counselors regularly assess their program
to: n determine its effectiveness n inform improvements to their
school counseling program design and delivery and show how
students are different as a result of the school counseling
program. Results and implications allow the guidance
department to prioritize various needs, topics, and issues.
These needs can be categorized as immediate or on going. They
also allow the department to evaluate the communication
successes and failures as it relates to student, parent, and
faculty services, identify trends, and disseminate appropriate
information to faculty/staff and administration. It also allows

12. administration to focus on academic areas of improvement.
GOAL(S)
1. Behavioral Intervention
Objectives
Activities
Key Materials, Resources, Technologies, Procedures, and/or
communications
Evaluation Methods
ISS student meeting
Meet with students who have been in ISS to discuss behavior
modification and better choices
Computer, PowerSchool, ABE, and/or parent discussion
Discipline notices and ISS referrals, Student follow up, and/or
Teacher/administrator observations.
2. Academic Intervention
Objectives
Activities
Key Materials, Resources, Technologies, Procedures, and/or
communications
Evaluation Methods
Individual Counseling (reactive)
Speak with students individually about academic performance
identify weak areas, discuss study strategies, refer to resources
(e.g., tutoring, online resources, etc.)
Computer, internet, PowerSchool, teacher communications,
and/or parent communications.
Student grades, teacher/administrator observations.
Individual Counseling (proactive)
Speak with students individually about academic performance
identify weak areas, discuss study strategies, refer to resources
(e.g., tutoring, online resources, etc.)
Computer, internet, PowerSchool, teacher communications,
and/or parent communications.

13. Student grades, teacher/administrator observations.
3. College and Career Readiness
Objectives
Activities
Key Materials, Resources, Technologies, Procedures, and/or
communications
Evaluation Methods
SAT/ACT Workshop
Coordinate SAT/ACT Workshop
Computer Lab 219, Parent Link communications about
workshop.
SAT/ACT Test Scores
Junior/Senior Parent Information Meeting
Coordinate Parent information meeting in regards to post-
secondary planning for Juniors and Seniors.
Library, Computer, PowerPoint, Parent Link communication
systems about meeting.
Student/Parent participation
IGP Conferences
Meet with parents and students to discuss postsecondary plans,
course selections, and graduation progress
PowerSchool, Computer, Parent Link communication systems,

14. notes home to parents as invitation.
Final Transcripts Destinations???
Tentative Guidance Schedule
August
· Register new students
· Correct schedule conflicts
· Make schedule adjustments
· Review transcripts – transfer HS credit
· Review Senior graduation progress
· Open house night schoolinks
· All students should be registered in
· Conduct (Social, behavioral, academic, career) counseling as
needed
September
· Schoolinks student onboarding
· Schoolinks student log-ins
· Schoolinks “find your path” assessment
· Schoolinks “making the most out of high school” learning unit
· Parent meeting/ IGP course planning
· Check students grades
· Conduct meetings with students who are in danger of failing
October
· Schoolinks parent/guardian log-ins
· Schoolinks “would you rather” assessment
· Parent meeting
· College fair
· College application day
· Conduct (Social, behavioral, academic, career) counseling as
needed
November

15. · Schoolinks complete learning style assessment
· Specifically target Sophomore/Junior IGP conferences in
English 2/3 courses (classroom and individual setting)
· Conduct other IGP conferences with parents/students as
needed
· Careers Day/ASVAB interpretation workshop as needed.
· Conduct (Social, behavioral, academic, career) counseling as
needed
December
· Continue IGP conferences as needed
· Conduct (Social, behavioral, academic, career) counseling as
needed
January
· Help coordinate Financial Aid Night
· Schedule Changes/adjustments
· Review seniors who failed semester and quarter classes
· Conduct (Social, behavioral, academic, career) counseling as
needed
February
· Continue IGP conferences as needed
· Conduct (Social, behavioral, academic, career) counseling as
needed
March
· Continue IGP conferences as needed
· Specifically target 9th grade students for IGPs and their
sophomore course requests
· Conduct (Social, behavioral, academic, career) counseling as
needed
April
· AP testing registration
· Assist with SCDE 16-17 Graduates report

16. · Conduct (Social, behavioral, academic, career) counseling as
needed
May
· Coordinate AP testing
· Conduct (Social, behavioral, academic, career) counseling as
needed
June
· Graduation Day
· Promotion/Retention
· Summer School
July
· Pre-registration
APPENDIX A
STUDENT ASSESSMENT OF THE HIGH SCHOOL
GUIDANCE PROGRAM
SOUTH FLORENCE HIGH SCHOOL
DATE__________________
Circle your grade: 9 10 11 12
The guidance department would appreciate your assistance in
helping us to provide the most effective services to
our students. Please respond honestly to each statement below:
Yes No N/A
1. I know who my counselor is. � � �
2. I know how to contact my counselor. � � �
3. My counselor is usually available when I need to see him or

17. her. � � �
4. My counselor responds to my request in a timely manner.
� � �
5. My counselor is available to discuss personal issues
with me individually. � � �
6. The guidance counselors occasionally conduct classroom
guidance sessions (for example: freshman orientation classes,
test information and registration). � � �
7. The guidance counselors offer small-group sessions on
topics of interest or need to students. � � �
8. The guidance office provides information about:
a. Selecting Courses � � �
b. Grade Point Averages � � �
c. Transcripts � � �
d. Promotion � � �
e. Graduation Requirements � � �
f. Careers � � �
g. Summer Programs � � �
h. Personal/Social Concerns � � �
9. The guidance office provides information in senior classes
about:
a. College Admissions � � �
b. College Selection � � �
c. Financial Aid and Scholarships � � �
d. Completing College and Scholarship Applications
� � �
10. The guidance office provides information about:
a. Career Planning � � �
b. Postsecondary Options � � �

18. 11. The guidance counselors help me to understand test scores.
� � �
12. I see my counselor at least once a year. �
� �
APPENDIX B
HIGH SCHOOL GUIDANCE PROGRAM NEEDS SURVEY
I AM... Administrator Teacher Student Parent
Plans are currently being made for next year’ school counseling
program and activities. In order to effectively address the needs
of the students, we request your input. Please check 10 of the
following topics you believe most important to our students.
� Abuse-Alcohol/Drug
� Dealing with Anger
� Abuse-Physical
� Decisions-Making Skills
� Abuse- Psychological
� Emergency/First-Aid Procedures
� Abuse-Sexual
� Environmental Awareness
� Assertiveness Skills
� Family Relationships
� Awareness of Community Groups/Resources
� Gangs
� Bullying/Cyber Bullying
� Harassment
� Career Awareness
� Identification/Understanding of Feelings
� Career Development
� Listening Skills

19. � Career Education
� Manners
� Career Exploration
� Motivation
� Changing Attitudes/Behavior
� Parenting Skills/Information
� Character Education
� Socialization Skills
� College Information
� Study Skills
� Communication Skills
� Test-Taking Skills
� Course Selection
� Community Responsibility/Contribution
� Coping with Failure
� Coping with Loss (Divorce, Separation, Death)
� Coping with Peer Pressure
After you have marked the above items, please go back over
your selections and star (*) the three you believe to be most
critical.
What other needs have you identified that are not included in
the above list?
Please add any suggestions you have for program improvement.

20. TOTAL ENROLLMENT 9TH 10TH 11TH 12th 370
286 268 243
GENDER
Sales MALES FEMALES 614 583
PCN-521 Topic 7: Vargas Case Study
Since the last session, you received a call from Elizabeth who
stated her family was in crisis. She reported that her nephew
Geoff, the 15-year-old stepson of Bob’s sister, Katie, had nearly
overdosed. She said that the family had noticed some changes
with Geoff since his father’s recent death, but attributed the
poor mood and slipping grades to the normal effects of grief.
Elizabeth said that Geoff had never used drugs, as far as
anybody in the family knew, and that the overdose was “a total
surprise.” Elizabeth reported that after learning of this, Bob’s
mother, Linda, called the school counselor but complained to
Katie that “she was not at all helpful,” and told Katie exactly
how she should handle it. Katie spoke with the school counselor
who told her that she was not allowed to speak with Linda due
to matters of confidentiality. Elizabeth informed you that Katie
had shared her frustration with the school counselor’s
suggestions to help him “get his mind off the sadness,” and
believed he needed more help. You learned that Bob’s father,
Tim, was trying his best to help, and that Elizabeth felt his
intrusion was making matters worse. Among other things, Tim
had taken Geoff out of school on a week-long camping trip
against Katie’s wishes. Elizabeth said that the involvement of

21. Linda and Tim, despite their good intentions, had begun to
cause widespread family strife and asked if you could possibly
see the entire family.
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