K12 District Counseling Plan 15-16 rev

SCHOOL DISTRICT OF PHILADELPHIA
K-12 DISTRICT SCHOOL COUNSELING PLAN
2015-2016

1
The School Reform Commission
Margorie Neff, Chair
William J. Green, Member
Feather Houstoun, Member
Farah Jimenez, Member
Sylvia P. Simms, Member
William R. Hite, Jr., Ed.D., Superintendent

2
INTRODUCTION
During the 2014-15 academic year, the District conducted a stakeholder engagement
process to develop a comprehensive K-12 District Counseling Plan (the Plan), in
accordance with PA Chapters 339, 12, and 4 with the goal of formal School Reform
Commission (SRC) adoption and implementation for the 2015-2016 school year. The
Plan is designed to guide the District's school counselors in developing comprehensive
school-based counseling programs that are tailored and adapted to the needs of their
individual schools and focused on the District goal of preparing 100% of students to
graduate college and career ready. School counseling programs are comprehensive
when they address specific roles and responsibilities, outline a plan, and provide
evidence of how school counselors serve as integral members of the school academic
team in each of the three interconnected domains critical to student success: academic
achievement, social/emotional health, and college and career readiness.
The Deputy Chief for Prevention & Intervention is facilitating the Plan’s development in
coordination with the Deputy Chief for Career and Technical Education. These offices
have jointly convened the Counseling Plan Advisory Council comprised of stakeholders
representing District administrators, higher education, industry, parents, students, and
community.
A working group of school counselors representing elementary and secondary schools
drafted the Plan based on input from school counselors across the District. To solicit
this input, the working group facilitated workshops during counselor professional
development sessions, through the counselor steering committee, and through online
feedback forms. The Plan draws from the frameworks provided by the American School
Counselor Association (ASCA)1
and the Pennsylvania School Counselor Association
(PSCA). 2
1
American School Counselors Association. (2012). The ASCA National Model: A Framework for
School Counseling Programs, Third Edition. Alexandria, VA: Author.
2
Pennsylvania School Counselors Association. (2011). Pennsylvania Companion Guide to the
ASCA National Model: A Framework for School Counseling Programs. Harrisburg, PA: Author.

3
TABLE OF CONTENTS
INTRODUCTION
1. District Leadership for School Counseling and School Counselor
Assignments
2. School Counseling Program Mission
3. School Counseling Program Goals
4. Roles of Stakeholders in the School Counseling Program
5. Role of School Counselors
6. District Advisory Council for School Counseling
7. School Counseling Program Calendar
8. School Counseling Program Delivery Framework
9. School Counseling Curriculum Action Plan
10. College and Career Resources
11. Individualized Academic & Career Plan
12. Career and Technical Center Strategy

4
1. District Leadership for School
Counseling and School Counselor
Assignments
The District has approximately 240 school counselors, of which there are approximately
155 elementary/middle school counselors and 85 high school counselors. School
counselors are directly supervised by school principals.
The District’s Prevention and Intervention unit within the Office of Student Support
Services is responsible for coordinating activities related to college and career access,
and provides oversight of counseling services and supports, including coordination of
counselor professional development, evaluation, internship, and induction.
A team of Prevention and Intervention Liaisons support counselors and other school
staff by providing training, consultation and technical assistance on issues related to
student behavioral health, including the following: Multi-Tiered Systems of Support
(MTSS), focused on strategic and intensive behavior interventions and the Student
Assistance Process (SAP); consultation for behavioral health emergencies; response
and recovery support for school-wide crises; and coordination of services with city child
welfare agencies and organizations.
The District’s Office of Academic Supports coordinates college and career readiness
activities, and the Office of Career and Technical Education works collaboratively with
Prevention and Intervention to develop the District Counseling Plan, to co-convene the
District Advisory Council on School Counseling, and to ensure that school counselors
have the information and resources they need to improve awareness, recruitment, and
retention in the District’s CTE programs.
The Offices of Student Support Services, Prevention and Intervention, and Career and
Technical Education are led by the following individuals:
Karyn Lynch, Chief, Office of Student Support Services
Naomi G. Housman, Ed.M., Deputy Chief, Prevention & Intervention
Bridget Taylor-Brown, Director, Prevention & Intervention
Frederick McDowell, Jr., Ed.D, Deputy Chief, Academic Support Officer
David Kipphut, Deputy Chief, Office of Career and Technical Education

5
School Counselor Assignment by School Level
The Counselor Directory can be accessed on the Counselor Resources webpage in
Schoolnet

6
2. School Counseling Program Mission
Mission Statement of the District’s School Counseling Program
School Counselors in The School District of Philadelphia provide opportunities for the
academic, career, and social/emotional development of every student through the
delivery of comprehensive school counseling program. We deliver direct services to
District students, provide administrative consultation, facilitate staff collaboration, and
coordinate parent engagement as outlined in the American School Counselor
Association National Model.
The School Counseling program mission aligns with and supports the District’s
overarching vision and anchor goals.
The Vision of the School District of Philadelphia
The School District of Philadelphia will deliver on the right of every child in Philadelphia
to an excellent public school education and ensure all children graduate from high
school ready to succeed
Action Plan 3.0 Anchor Goals
· 100% of students will graduate, ready for college and career.
· 100% of 8 year-olds will read on grade level.
· 100% of schools will have great principals and teachers.
· SDP will have 100% of the funding we need for great schools, and zero deficit.

7
3. School Counseling Program Goals
To support the mission of School Counseling, program goals are organized into three
developmental domains aligned with the American School Counseling Association
framework: academic achievement, college and career readiness, and social/emotional
health. These domains are interconnected aspects of student success that counselors
use to organize a comprehensive counseling program.
As part of their program delivery, school counselors provide consultation to teachers
and administrators to accomplish these goals. The collaborative work of our teachers,
parents, agency representatives and all members of the school community are needed
to support our students in reaching these goals.
Academic Program Goals
● To help students understand their individual learning styles and encourage them
to develop skills that will enable them to reach their academic potential and
become lifelong learners
● To help students assess and self-monitor their academic performance
● To help students identify barriers to learning and support them to address these
barriers
College and Career Program Goals
● To help students choose and advance in a program that will enable them to
reach their future academic and career goals
● To provide students with the opportunity to assess personal interests and
aptitudes in relation to career interest
● To help students discover career pathways through various college and career
resources and exposure to a broad spectrum of careers
Social/Emotional Program Goals
● To assist students to build empathy and develop positive interpersonal
relationship skills involving respect for diversity and cultural competence
● To assist students to be aware of personal beliefs and interests and to develop a
positive self-image
● To assist students in developing resiliency and effective coping skills
● To assist students to develop appropriate problem-solving and decision making
skills to resolve conflicts and to accept responsibility for their choices

8
4. Roles of Stakeholders in the School
Counseling Program
In each District school, counselors will engage representatives from each stakeholder
groups to support their school counseling programs. While the specific types of
engagement may look different at each school, the general roles of each stakeholder
group, described below, are common across all schools.
Students: Students participate in the school’s counseling program to achieve their best
in academic, college and career, and personal/social domains. Student input is crucial
in evaluating the success of the program.
Parents: Parents work in partnership with school counselors as active contributors to
their child’s success by participating in school events, promoting parent engagement,
and sharing their knowledge of and insights on their child’s development, strengths,
interests, and life outside the school setting.
Teachers, Staff and Administrators: Educators collaborate with school counselors on
individual student planning. They impact the program by reinforcing concepts from the
counseling curriculum through activities in the classroom.
City/Community Partners: Child welfare and behavioral health agencies, mental
health treatment providers, and government agencies support the school counseling
program by delivering services to students referred for intervention. They collaborate
with school counselors to ensure communication and smooth transitions for students
between school and behavioral/mental health settings.
Business and Industry: Local businesses and industries provide students with
opportunities for mentoring, advising, job shadowing and exposure to various sectors
and industries, and informational sessions. They develop partnerships with the school
counseling program and benefit from graduates who are college and career ready.
Post-Secondary Partners: This stakeholder group includes both institutions of higher
education (IHEs), technical schools, and college access partners. These partners can
work with school counseling programs to host students for campus site visits, and
engage students and parents by providing information about how to access and prepare
for post-secondary education and career pathways. District school counselors provide
services to graduate programs by supervising counselors-in-training interning in their
schools.

9
5. Role of School Counselors
In fulfilling the mission of designing and delivering a comprehensive school counseling
program, school counselors function as leaders, advocates, collaborators, and agents of
systemic change.
As a Leader
The leader of the school counseling program:
● Is responsible for the development, delivery and evaluation of a comprehensive
school counseling program for all students
● Uses data to identify and remove barriers to student learning
● Promotes student success by participating in efforts to close existing
achievement gaps among underrepresented populations
● Serves on school-based leadership/school improvement teams related to the
welfare of students
● Serves on district level curriculum teams
● Supports the school as a safe and welcoming learning community
In addition, the school counselor:
● Engages educational community stakeholders in helping the school with its
academic mission
● Develops a system-wide advisory system to help all stakeholders understand
and respond to the developmental needs of all children
● Asks hard questions that challenge the status quo and influence system-wide
change leading to school reform
● Uses data to promote and evaluate the school counseling program
● Uses Pennsylvania specific data analysis systems to determine program needs
(e.g., SAS, Emetrics, PVASS)
● Develops and manages the school counseling program budget
As an Advocate
Advocating for students - the counselor works to:
● Ensure access to and success in a rigorous academic curriculum for every
student
● Remove barriers that prevent student learning
● Provide strategies for closing the equity achievement gaps among students;
● Develop programs of counseling and advising that ensure every student has an
ongoing connection with a caring adult
● Create opportunities to support student learning for all
● Ensure the academic, personal/social, and career development of all students

10
● Ensure equitable access to educational and career exploration opportunities for
all students
Advocating for the counseling program - the counselor works to:
● Establish and protect a school environment that supports rigor, relevance, and
relationships
● Eliminate policies and practices that inhibit student opportunity
● Promote systemic change in schools to ensure academic success
● Collaborate with others within and outside the school to help meet all student
needs
● Ensure that all three domains and corresponding standards (National- ASCA
Standards and Pennsylvania- CEW Standards) are addressed and central to the
mission of the school.
As a Collaborator
The school counselor as a collaborator:
● Promotes commitment to the mission of the school;
● Teams with staff to provide professional development that enhances student
success;
● Establishes a comprehensive school counseling program that engages the
educational community to ensure that all students benefit from the program;
● Offers parent/guardian information and training in the community to enhance the
educational opportunities for students and their families;
● Maintains an open communication style to foster an effective teaming culture and
a sense of community for the school system;
● Serves actively on school leadership teams;
● Uses skills in networking, problem solving, and mediation in the educational
community; and
● Embraces feedback that supports continual program improvement.
As an Agent of Systemic Change
The school counselor:
● Employs data to identify and challenge policies and practices which may hinder
student achievement,
● Enlists the support of influential people and policy makers,
● Establishes opportunities for collaboration to address problems,
● Gathers data to support the need for change,
● Identifies realistic goals and creates action plans,
● Develops intervention strategies for challenging resistance, and
● Embraces the ethical obligation to ask hard questions to challenge the status
quo, and
● Participates in the school improvement planning.

11
6. District Advisory Council for School
Counseling
The District Advisory Council for School Counseling serves to inform and guide
implementation of the K12 Counseling Plan for all District schools. It also functions as a
link between the school counseling program and the various groups to be served by it.
The council is comprised of individuals who reflect the diversity of the District’s schools
and communities, with representatives from each of the following five stakeholder
groups:
● Students
● Parents
● Educators
● Business and Community Partners
● Post-Secondary Institutions
The first meeting of the District Advisory Council for School Counseling was convened
in June 2015, and will meet again on the following dates: September 22, 2015,
December 22, 2015, and March 22, 2016. The Council’s year one goals are to obtain
PDE approval for the District Counseling Plan by September 2015; to develop an
implementation plan for 2015-16 academic year; and to establish metrics for successful
implementation. The members of the District Advisory Council are listed below.
District Leadership
David Kipphut, Deputy Chief, Office of Career and Technical Education
Michelle Higinio Armstrong, Director, Office of Career and Technical Education
Nicholas Gasis, Assistant Director, Office of Career and Technical Education
Valarie Costanzo, Industry Development Specialist/Culinary Arts and
Child Care Management Services, Office of Career and Technical Education
Diane Castelbuono, Deputy for Early Childhood Education, The School District of
Philadelphia
Jody Greenblatt, Esq., School Climate and Safety
Bridget Taylor-Brown, Director, Prevention & Intervention
Christopher Shaffer, Deputy Chief Curriculum and Instruction

12
Principal, High School; Elementary School
Parents
Karen James, Director, Office Family and Community Engagement The School
District of Philadelphia
Dineth Quinones-Allen, Carver Science and Engineering HS
Carletta Robinson, Parent, Ethel Allen ES
Ines Gorban-Pheulpin, Parent, Penn Alexander
Students
Tamir Harper, 9th grade student, Science Leadership Academy, Student Advisory
Council
Business/Industry Partners
Meg Shope Koppel, Vice President, Philadelphia Works
Lori Carter, Strategic Partnerships, Philadelphia Works
City/Community Partners
Luciana J. Terrell , Human Service Administrator, Department of Human Services,
Education Support Center
Donna M. Wilson, Program Performance Manager
Department of Human Services, Education Support Center
Dr. Rachel Zibbell , Psychologist, Community Behavioral Health
Post-Secondary Partners
Dr. David E. Thomas, Dean, Division of Adult and Community Education
Community College of Philadelphia
Linda Lucker Leibowitz M.A., Associate Director, Executive Program in School and
Mental Health Counseling
Graduate School of Education, University of Pennsylvania
Dr. Susan Edgar-Smith, Co-Chair, Counseling Psychology Dept., Eastern University
Dr. Susan Patricia Schaming, LPC, NBCC, Associate Professor Director of Graduate
Counselor Education & Home School Visitor Programs, Widener University

13
Darren A. Spielman, President/CEO, Philadelphia Education Fund
Ann-Therese Ortíz, Director, Pre-College Programs, Philadelphia Futures
Thomas Butler, The Philadelphia College Prep Roundtable
Michael Eleey, Project Lead, Digital On-Ramps
Counselor Working Group
Ruth Garcia, Counselor, Shawmont Elementary School
Pierre LaRocco, Counselor, South Philadelphia High School
Ninoska Wong-Shing, Counselor, Farrell Elementary School

14
7. School Counseling Program Calendar
The program calendar is organized by grade bands (K-5, 6-8, 9-12) across the three
Program Goal domains (academic, college and career, and social/emotional).
K-5 School Counselors: Areas of Responsibility (ongoing)
Academic:
RtII/MTSS
Review Early Warning Indicator data in Schoolnet
Small & individual group counseling
Classroom guidance
Participate in necessary IEP meetings
Support the 504 program through identification, placement, and assessment of students
Identification, placement and continual assessment of referred students as part of the Gifted
Enrichment Program, in conjunction with the School Psychologists
Monthly counselor meeting
Professional development
Faculty meetings
Student observations
Staff and parent consultation
Positive Behavior plans
Parent conferences
Outside agency consultation
Facilitate mentoring opportunities or programs for students
College and Career:
Career exploration
Classroom guidance
Career Interest Inventories
Career Fairs
Visit to a CTE school (by Grade 5)
Visit to an institution for higher learning (by Grade 5)
Introduced to and registered on the Pennsylvania Career Zone site (by Grade 5)
Social/Emotional:
Promote positive school climate/school-wide positive behavioral support (varied programs)
RtII/MTSS
Review school Safety Plan; periodically update behavioral health resources section
Interagency facilitation for students receiving behavioral health supports
Classroom guidance
Individual & group counseling

15
Identify students in need of uniform assistance and/or emergency or Title I funds
Parent conferences
Staff & parent consultation
K-5 School Counselors: Areas of Responsibility (by month)
September
Academic:
Kindergarten orientation
New student orientation
Participate in 504 reviews
Classroom guidance - counselor introduction
Back to school night
Disseminate information on middle school selection application process to students and parents
Schedule middle schools to come and speak with students about applying to their school
College and Career:
Social/Emotional:
Support interagency meetings for students receiving behavioral health services
National Suicide Prevention Month
October
Academic
Meet with students and parents about middle school selection application process including
reviewing transcripts and the Legare process for ELL and special education students
Middle school visits
Begin identifying 5th grade students eligible for the Project Forward Leap program
College and Career:
Career interest inventories
Social/Emotional:
Bullying Prevention Month
November
Academic:
Follow-up with students and parents regarding middle school selection application process
Support RtII/MTSS team in coordinating meetings with the parents/guardians of students
requiring additional interventions
Begin the Project Forward Leap application process

16
College and Career:
National Career Development Month
Social/Emotional:
Identify students in need of group counseling
December
Academic:
Report card conferences
Check online system to ensure all middle school selection applications have been submitted
(closes mid-December)
College and Career:
Career interest inventory
Social/Emotional:
Conflict Resolution
January
Academic:
Assist students with preparing for middle school auditions, (i.e., vocal, art, instrumental,
writing)
College and Career:
Social/Emotional:
February
Academic:
Report Card Conferences
Support RtII/MTSS team in coordinating meetings with the parents/guardians of failing students
College and Career:
National Career and Technical Education Month
Social/Emotional:
March
Academic:
PSSA assessment
Students' school selection notifications available and school selection decision due

17
College and Career:
Social/Emotional:
April
Academic:
PSSA assessment
College and Career:
Social/Emotional:
National Child Abuse Prevention Month
Alcohol Awareness Month
May
Academic:
Kindergarten Open House
5th grade transition
Articulation meetings
Report Card conferences
College and Career:
Career Awareness Event
Social/Emotional:
Mental Health Awareness Month
June
Academic:
Close RtII/MTSS Plans
College and Career:
Social/Emotional:
Assist families with obtaining information about summer activities/programs

18
6-8 School Counselors: Areas of Responsibility (ongoing)
Academic:
RtII/MTSS
Small and individual group counseling
Classroom guidance
Faculty meetings
Staff parent consultation
Positive behavior plans
Parent conferences
College and Career:
Naviance Program
Development of Individual Academic & Career Plans (by Grade 8)
Social/Emotional:
RtII/MTSS
Classroom guidance
Individual & group counseling
Parent conferences
Staff & parent consultation
Support pregnant and parenting students with access to ELECT

19
6-8 School Counselors: Areas of Responsibility (by month)
September
Academic:
6th grade orientation (if applicable)
Participate in 504 reviews
Classroom guidance - counselor introduction
Disseminate information on middle and high school selection application process to students and
parents
Schedule middle and high schools to come and speak with students about applying to their
school
College and Career:
Naviance Program
Social/Emotional:
Coordinate the scheduling of interagency meetings for students receiving behavioral health
services
National Suicide Prevention Month
October
Academic:
Meet with students and parents about middle school selection application process including
reviewing transcripts and the Legare process for ELL and special education students
High School Expo
College and Career:
Setting SMART Goals
ID HSs of Interest
Social/Emotional:
Bullying Prevention Month
November
Academic:

20
Follow-up with students and parents regarding middle and high school selection application
process
Recruit eligible students for Project Forward Leap program
College and Career:
Selecting Good HS Matches
Distribute HS Visitation Schedule
Social/Emotional:
December
Academic:
Check online system to ensure all middle and high school selection applications have been
submitted (closes mid-December)
College and Career:
National Career Development Month
Career interest inventory
Social/Emotional:
January
Academic:
Assist students with preparing for high school interviews and/or auditions, (i.e., vocal, art,
instrumental, writing)
Recruit female 8th grade students eligible to apply to WINS program
Recruit 8th grade students eligible to apply to Ellis Trust for Girls program
College and Career:
Social/Emotional:
February
Academic:
Recruit 8th grade students eligible to apply to the Ellis Trust for Girls program
College and Career:
National Career and Technical Education Month

21
Social/Emotional:
March
Academic:
PSSA assessment
Students’ school selection notifications available and school selection decision due
Career:
Social/Emotional:
April
Academic:
PSSA assessment
Recruit 8th grade students eligible to apply to Upward Bound programs
College and Career:
Social/Emotional:
National Child Abuse Prevention Month
Alcohol Awareness Month
May
Academic:
8th grade transition including articulation meetings with feeder high schools
Recruit 8th grade students eligible to apply to Upward Bound programs
Recruit 8th grade students eligible for Project Futures Sponsor a Scholar program
College and Career:
Social/Emotional:
Assist families with obtaining information about summer activities/programs
Mental Health Awareness Month
June

22
Academic:
Close RtII/MTSS Plans
College and Career:
Working Papers
Social/Emotional:
9-12 School Counselors: Areas of Responsibility (ongoing)
Academic:
RTII/MTSS
Small group counseling
Individual counseling
Classroom guidance
Roster changes
Faculty meetings
Staff parent consultation
Behavior plans
Parent conferences
Promote Scholarships
Promote Enrichment Programs
Support pregnant and parenting students with access to ELECT
College and Career:
Naviance Program
Development of Individual Academic & Career Plans
Individual career counseling
College rep visits to high schools
Introduction to Digital On-Ramps and Preparation of E-Portfolio
Social/Emotional:

23
RtII/MTSS
Youth suicide awareness and prevention
Classroom guidance
Small group counseling
Individual counseling
Behavior plans
Parent conferences
Staff-parent consultation
9-12 School Counselors: Areas of Responsibility (by month)
September
Academic:
Freshman orientation
College Planning
College Process Program
Senior Group Presentation
College applications begin - organization tool
Individual senior conferences - credit reviews
Participate in 504 reviews meetings if needed/send out to staff
Letters of recommendations
National Merit Scholars
Transcript evaluations
College and Career:
Naviance: College Planning Application Tools; E-Docs
Social/Emotional:
Freshman Transition Lessons
October
Academic:
PSAT
9th grade programming/transition group information
Senior conferences continue
National Merit Scholars

24
Setting SMART Goals
College Essay Workshops
Scholarship Workshops
College and Career:
PSAT / SAT / ACT / ASVAB
College / Career Week Activities
College applications continue
Registration for NACAC Fair & Workshops
Social/Emotional:
November
Academic:
Senior conferencing
Update SMART Goals
Continue college applications
College and Career:
CTE month activities
Continue college applications
NACAC Annual College Fair
Social/Emotional:
December
Academic:
Parent/teacher conferences
PLAN test
9th grade individual conferences
College and Career:
Junior conferences
Naviance: Collaborative Tools; Career Planning and Assessments; College Planning and
Research Tools
Social/Emotional:

25
January
Academic:
Mid- year reports
Course selection process begins
11th grade conferences
Promote scholarship opportunities
College and Career:
Financial Aid Night
Social/Emotional:
February
Academic:
11th grade conference continue
Transition meetings with middle schools
Scheduling
College and Career:
Planning / SMART Goal Updates
FAFSA completion
Social/Emotional:
March
Academic:
9th grade conferences continue
“Your Future is Now” Event
Scheduling
College and Career:
Naviance: Strengths Explorer Assessment (Freshman and Sophomores); SuperMatch college
search (Juniors)
College Planning Night
Post Secondary Fair

26
FAFSA completion
Social/Emotional:
April
Academic:
Course selection
Scheduling
Letters of recommendation
Failure notices
8th - 9th grade IEP/GIEP/504 transition meetings
College and Career:
Scholarship Committee
Career Day/Fair
Resume Writing
Social/Emotional:
Transitioning
Check Off Lists
May
Academic:
10th grade developmental programming
504 review meetings/transition meetings
IEP transition meetings
Scheduling
8th-9th IEP/GIEP/504 transition meetings with middle schools
10th grade Individual conferences
College and Career:
NCAA Registration / Online Updates
Review Final Exit Plans
Introduction to Digital On-Ramps and Preparation of E-Portfolio
Social/Emotional:
Transitioning / Planning

27
June
Academic:
Seniors/graduation/transcript evaluations/final updates
Rollups/back
Summer school information
Notice of failure letters
Scheduling issues
College and Career:
Senior Exit Survey
Social/Emotional:
Transitioning

28
DISTRICT CALENDAR FOR HIGH SCHOOLS:
COLLEGE AND CAREER READINESS THEMES AND EVENTS
September Theme: Gearing Up
September 2 Teachers Return
September 8 First Day of School
September 12 SAT Registration Deadline
September 13 ACT Exam
September 19 ACT Registration Deadline
SDP College Spirit
September 21-27 National GEARUP Week
September 27-28 Temple University Open House
October Theme: College and Career Pathways Awareness
October 1 Graduate Philadelphia! 1st
Wednesday College Fair
October 3 College Focus Friday
October 5 Saint Joseph’s Open House
October 9 SAT Registration Deadline
October 11 SAT Exam
October 13 Philadelphia Futures Admissions Workshop
October 15 PSAT Exam-District wide
October 17-18 High School Fair
College Focus Friday

29
October 18 Cheyney University Open House
October 20 College Prep Roundtable Professional
Development
October 21 Philadelphia Futures Breakfast Reception
Philadelphia Futures Professional Development
October 22-24 Philadelphia Futures Step Up To College Days
October 25 ACT Exam
Drexel University Open House
Temple University Open House
October 26 Drexel University Open House
NACAC Open House
November Theme: National College Application Month
November 1 Temple University Open House
November 2 Saint Joseph’s Open House
November 5 Graduate Philadelphia! 1st
November 6 SAT Registration Deadline
November 7 ACT Registration Deadline
November 8 Drexel University Open House
SAT Exam
November 13 PHEAA K-12 Counselor Workshop
November 16-22 American Education Week
November 18 PHEAA K-12 Counselor Workshop
November 19 HBCU College Fair

30
November 21 College Spirit Day
December Theme: Successful College Application Completion
December 3 Graduate Philadelphia! 1st
December 6 SAT Exam
December 13 ACT Exam
December 19 College Spirit Day
December 29 SAT Registration Deadline
January Theme: Financial Aid Awareness
January 7-21 Keystone Exams
Graduate Philadelphia! 1st
January 9 ACT Registration Deadline
January 16 College Spirit Day
January 24 SAT Exam
January 26-30 ACCESS Testing Window
February Theme: FAFSA Completion
February 2-27 ACCESS Testing Window
February 4 Graduate Philadelphia! 1st
February 7 ACT Exam
February 13 SAT Registration Deadline
February 20 College Spirit Day
March Theme: College Selection

31
March 2-6 ACCESS Testing Window
March 4 Graduate Philadelphia! 1st
March 13 ACT Registration Deadline
March 14 SAT Exam
March 20 College Spirit Day
April Theme: Operation Graduation
April 1 Graduate Philadelphia! 1st
April 4 Temple University Open House
April 6 SAT Exam Registration Deadline
April 13-24 PSSA Reading and Math
April 17 College Spirit Day
April 18 ACT Exam
April 27-30 PSSA Science
May Theme: Wrapping Up (Applications, Financial Aid, Entrance Exams, Fees, Orientation,
etc.)
May 1 PSSA Science
May 2 SAT Exam
May 6 Graduate Philadelphia! 1st
May 8 SAT/ACT Registration Deadline
May 13-27 Keystone Exams
May 15 College Spirit Day
May 22-30 Senior Exit Survey

32
June Theme: Preventing “Summer Melt” -- Preparing for Successful Fall Matriculation
June 3 Graduate Philadelphia! 1st
June 3 Digital On-Ramps Workshop-- Preparing an E-
Portfolio
June 6 SAT Exam
June 13 ACT Exam

33
DISTRICT CALENDAR FOR ALL GRADES:
NATIONAL AND INTERNATIONAL AWARENESS MONTHS
September
Self-‐Improvement
Month
World
Suicide
Prevention
Day,
Sept.
10
th
October
Diversity
Awareness
National
Bullying
Prevention
Month
National
Crime
Prevention
Month
National
Domestic
Violence
Awareness
Month
Oct.
2
nd

International
Day
of
Non-‐Violence
Oct.
3
rd

World
Smile
Day
Oct.
5
th

World
Teacher’s
Day
Oct.
8
th

World
Humanitarian
Action
Day
November
Good
Nutrition
Month

34
December
Universal
Human
Rights
Month
Dec.
2
nd

International
Day
for
the
Abolition
of
Slavery
Dec.
3
rd

International
Day
for
Persons
with
Disabilities
Dec.
10
th

Human
Rights
Day
January
National
Mentoring
Month
3
rd

week
National
Non-‐Smoking
Week
February
National
Boost-‐Your-‐Self-‐Esteem
Month
Feb.
20
th

World
Day
of
Social
Justice
1
st

week
Eating
Disorder
Awareness
Week
Last
Wed.
Pink
Shirt
Day
(Anti-‐bullying)
March
National
Self-‐Injury
Awareness
Month
Mar.
1
st

Self-‐Injury
Awareness
Day
Mar.
8
th

United
Nations
Day
for
Women’s
Rights
and
International
Peace
Mar.
14
th

Pi
Day

35
April
Alcohol
Awareness
Month
Sexual
Assault
Awareness
Month
Stress
Awareness
Month
April
1
st

Youth
Homelessness
Matters
Day
April
14
th

Cultural
Unity
Day
3
rd

week
National
Victims
of
Crime
Awareness
Week
May
Mental
Health
Month
Science
Month
May
15
th

International
Day
of
Families
May
31
World
No
Tobacco
Day
2
nd

Sun.
of
May
International
Mothers’
Day
June
June
4
th

International
Day
of
Innocent
Children
Victims
of
Aggression
3
rd

Sun.
of
June
International
Father’s
Day

36
8. School Counseling Program Delivery
Framework
The ASCA framework for program delivery guides school counselors in the
development of a comprehensive plan tailored to the specific needs of their school and
student population.
Type of
Program
Delivery
Elements and Strategies Recipients Method
I. Direct
Student
Services
School Counseling Core
Curriculum
● Instruction
● Group Activities
Individual Student
Planning
● Appraisal
● Advisement
Responsive Services
● Counseling
● Crisis Response
● All Students
● Targeted students
(identified based on
data review)
Interaction with
students in:
● Large
Group
● Classroom
● Small
Group
● Individual
II. Indirect
Student
Services
Referrals
Consultation
Collaboration
● All Students
● Targeted students
(identified based on
data review)
Interactions
with others

37
DESCRIPTION OF PROGRAM DELIVERY FRAMEWORK
I. DIRECT STUDENT SERVICES
School Counseling Core Curriculum
--See Curriculum Action Plan--
Individual Student Planning
Academic
● Help students become identified and referred for Special Education; educate
parents, and provide support for students awaiting Special Education services;
provide IEP mandated counseling for some Special Education students
● Track credits needed for high school graduation
● Help to identify students eligible for Section 504, develop Section 504 plans, and
continually assess student progress
● Work with students to develop academic and personal goals, identify barriers to
those goals, and strategize solutions, through the development of Individual
Academic and Career Learning Plans (ILPs) in StudentNet (K-5) and in Naviance (6-
12)
College and Career
● Process college and financial aid applications; find scholarships and jobs
● Write recommendation letters for college, scholarship, and job applications as
requested
● Work with students to develop college and career goals, identify barriers to those
goals, and strategize solutions, through the development of Individual Academic and
Career Learning Plans (ILPs) in StudentNet (K-5) and in Naviance (6-12)
Social/Emotional
● Provide support to individual students through life changing events, assisting them to
develop the appropriate interpersonal, organizational, and emotional skills needed
for these transitions
Responsive Services
Academic
● Devise and provide behavioral and attendance interventions to targeted groups of
students
● Find additional learning opportunities for students inside and outside the school
environment
College and Career
● Identify extracurricular activities and opportunities for students inside and outside the
school environment
Social/Emotional
● Provide a safe haven for young people to talk out every day problems before they
become life defeating issues--problems with friends, family members,
teachers, sexuality, loneliness, and confusion, identity, and making difficult choices;
this occurs through both individual and small group counseling

38
● Make emergency assessment and referral for mental health services of all
kinds, from in crisis same-day admissions to the Crisis Response Center, to
partial hospitalization admissions, to outpatient mental health services, to in-school
Student Therapeutic Services; support parents and children throughout these
processes
● Help students who are experiencing neglect or abuse, whether physical or sexual, by
listening, assessing, and reporting to DHS, providing follow-up information to DHS,
and supporting the student throughout the process
● Help students and their families who are homeless receive services
● Bullying intervention
● Conflict resolution, peer mediation, and de-escalation of volatile situations
II. INDIRECT STUDENT SERVICES
Referrals
● Refer students to community mental health services.
● Refer students and their families who are homeless to outside services.
● Process Social Security Applications
Consultation
● Meet with teachers for Response to Intervention and Instruction/Multi-Tiered
Systems of Support (RtII/MTSS), the statewide process to identify and remediate
barriers to learning: behavioral, academic, and attendance.
● Provide professional development to teachers
Collaboration
● Responsibility for identification, placement and continual assessment as part of the
Gifted Enrichment Program, in conjunction with the School Psychologists
● Collaborate with the School Nurse, School Psychologists and other school personnel
to support students eligible for Section 504
● Assist in coordinating and facilitating articulation meetings to support transitions
between educational settings
● Contribute to interagency meetings to support transitions between educational
settings and treatment programs.
● Serve as advisors to administrators, disciplinarians, and teachers, regarding
students and school-wide policy

39
9. Core Curriculum Action Plan
The
chart
below
provides
an
ASCA-‐based
framework
for
counselors
to
develop
Core

Curriculum
Action
Plans
tailored
to
the
needs
and
priorities
of
their
schools
and
student

populations.
All
sections
should
be
adapted
as
needed;
counselors
should
complete
greyed-‐
out
sections.
Availability
of
curriculum
and
materials
may
vary
by
school.
See
below
chart

for
working
lists
of
data,
curricula
and
programs
available
to
all
and
to
select
District

schools.
Grades Topic
ASCA

Domain,

Standard

and

Compete
ncy
Curriculum/

Materials

(see
lists

below
for

options)
Delivery

Method

&

Setting
Delivery
Lead(s)
Time-‐

frame
Process

Data
(number

of

students)
Perception

Data

(survey

types)
Outcomes

Data
(achievement
/attendance/

behavior

data)

K-‐5
Empathy
Social/

Emotional;

Behavior

Standard

SS4
Second
Step

Teacher

rating
scales
Student

Survey
Reduction
in

behavior

incidents
Improved

school
climate
K-‐2
Good

Touch,

Bad

Touch
Personal/

Social

Standard

C:1

Kids
Safety

Council
Teacher

rating
scales
Student

Survey
Reduction
in

behavior

incidents
Improved
school

climate
3-‐4
Problem

Solving
PS:
B12
PS:
A1.5
PS:A1.7
PS:B1.4
PS:B1.4
PS:B1.9
Second
Step Teacher

rating
scales
Student

Survey
Reduction
in

behavior

incidents
Improved
school

climate
K-‐5
Bullying

and

Harass-‐

ment
Personal/

Social

Standards

A:1,
2,
C:1
District

Bullying
and

Harassment

Policy,

Procedure

and
Online

Resources
Teacher

rating
scales
Student

Survey
Reduction
in

incidents
of

bullying
and

harassment
RtII
and
EWI

data
reports

40
6-‐12
Atten-‐

dance
A:
A3.1
A:A1.2
A:B1.4
A.B1.1
A:C1.1
C:A2.8
C:A2.9
C:A1.10
PS:B1.2
PS:B1.12
Attendance

policy,

contract,

toolkit
Genius

attendance

log

EWI

attendance

data
Student/Par
ent/

Guardian

survey
Attendance
data

collected
from

Genius
program

and
TA’s

Attendance
data

collected
from

prior
school
in

the
SCN
9-‐12
Suicide

Aware-‐
ness
and

Preven-‐
tion

Social/

Emotional;

Behavior

Standard
PDE
Act
71

Suicide

Awareness/Pr
evention

Education

Guidelines

and

Educational

Materials

Student
pre

and
post

survey
Reduction
in

crisis
and
SAP

referrals
1-‐5
StudentN
et
&
ILP

Orien-‐
tation
Academic

and
Career

Developm
ent
1:6
2:5
StudentNet
Computers

and
handouts

Student
pre

and
post

survey
Number
of

students
that

have
logged

into
StudentNet

at
least
twice
5-‐6
Tran-‐
sitioning

into

Middle

School
1:2

1:3

1:5
2:3
2:4

2:5

2:7

1:3

Study

Strategies

Made
Easy

Studying
for

Success

Step
by
Step

ILP
Writing
Transitioning

into
Middle

School

Student

survey
100%
of
6th

graders
know

middle
school

expectations

41
8-‐9
Tran-‐
sitioning

into
high

school
1:2

1:3

1:5
2:3
2:4

2:5

2:7

1:3

7
Habits
of

Highly

Effective

Teens
Introductio
n
to
High
School

Preparation
StudentNet
Student

survey
100%
of
9
th

graders
will

know

graduation

requirements
9-‐10
Under-‐
standing

strengths

and

learning

styles
1:2

1:3

1:5
2:3
2:4

2:5

2:7

1:3

Naviance

Strengths

Explorer
Student

survey
9th
and
10th

graders
will

have
completed

a
strengths

assessment
and

explore

suggested

career

pathways
11
Making
a

College

Match
Career

Developm
ent;
Behavior

Standard

SS
8
Naviance

SuperMatch

College

Search
Step
Up
To

College
Guide
Student

survey
11th
graders

will
identify
a

short
list
of

schools
to
apply

to
based
on

research
11-‐12
Financial

Literacy
Career

Developm
ent;
Behavior

Standard

SS5
Financial
Aid

Workshop
Student
and

parent

survey
Improved
rate

of
FAFSA

completion;

improved
rate

of
first-‐fall

matriculation
K-‐12
College

and

Career

Aware-‐

ness
and

Prep-‐
aration
Career

Developm
ent;
Behavior

Standard

SS5
Naviance

Career

Choices

PA
Career

Zone
StudentNet

Step
Up
To

College
Guide

Academic

Standards
for

Career

Education

and
Work

(CEW)
Improved
rates

of

PSAT/SAT/ACT/
AP/
IB

participation

and

performance
K-‐12
College

and

Career

Acqui-‐
sition
Career

Developm
ent;
Behavior

Standard

SS
8
Naviance
Career

Choices
StudentNet
Step
Up
To

College
Guide

Academic

Standards
for

Career

Education

and
Work

(CEW)
Improved
rate

of
NOCTI

participation

and

performance
K-‐12

College

and

Career

Reten-‐
tion
and

Advance-‐
ment
Career

Developm
ent;
Behavior

Standard

SM
5
Naviance

Career

Choices
StudentNet

Step
Up
To

Academi
c

Standards

for
Career

Education

Improved

college

retention
and

attainment

rates

42
College
Guide and
Work

(CEW)

K-‐12
Entre-‐
preneur-‐
ship
Career

Developm
ent;
Behavior

Standard

SS7
Naviance
Career

Choices
StudentNet

Academic

Standards
for

Career

Education

and
Work

(CEW)
Outcomes data available in ALL District schools
● School Computer Network (SCN) (all grades)
● FAFSA completion report in Schoolnet (12)
● Early Warning Indicators Report in Schoolnet (all grades)
● Scholarchip (9-12)
● Naviance (6-12)
● National Student Clearinghouse (12)
School counseling curricula and programs available in ALL District schools
Personal/Social
● RtII Interventions for Behavioral Health (all grades)
● Naviance (6-12)
● District Attendance Policy
● District Student Code of Conduct
● PDE Act 71 Suicide Awareness/Prevention Education Guidelines and
Educational Materials http://www.education.pa.gov/K-
12/Safe%20Schools/Pages/Act-71.aspx#.VcD9f5NVhBc
● District Bullying and Harassment Policy, Procedure and Online Resources
http://webgui.phila.k12.pa.us/offices/a/attendance--truancy/bullying-
prevention/online-resources
Academic
● Studentnet/ILP (K-12)
● RtII Interventions for Math, Literacy (all grades)
College and Career
● Naviance (6-12)
● Studentnet/ILP (K-12)
● Career Choices (6-8)
● PA Career Zone
● Philadelphia Futures Step Up to College Guide (9-12)
● Diploma Project Toolkit (9-12)
● FAFSA completion data in Schoolnet (12)
School counseling curricula and programs currently in use in SELECT District
schools

43
Personal/Social
● Second Step
● Positive Behavior Intervention and Supports (PBIS)/Check-in/Check-out
● International Institute for Restorative Practice (IIRP)
● Conflict Resolution Education Teacher Education (CRETE)
● Mental Health First Aid (MHFA)
● 7 Habits of Highly Effective Teens
● No Place for Hate, Anti-Defamation League
● Kids Safety Council
Academic
● AVID
● Study Island
● Achieve 3000
College and Career
● GEARUP (6-12)
● College Access Program (9-12)
● Career Choices (6-8)
● Manufacturers Alliance
● Career Scope
● First Future (6-8)
● 7 Habits of Highly Effective Teens
● Study Strategies Made Easy
● Studying for Success
● Step by Step ILP Writing
● Introduction to High School Preparation
● Transitioning into Middle School

44
10. College and Career Resources

School counselors facilitate student and parent access to resources and programs that
support college and career readiness. Information on local and state resources can be
accessed by counselors, students, and parents in Schoolnet, StudentNet and
FamilyNet; national resources to support college and career readiness can be accessed
in Naviance.
Resource Types Resources
Organizations/Agencies
● Philadelphia Education Fund /College
Access Program provides school-based
college counseling, financial aid assistance
and career advisory services to students from
select partner schools
www.philaedfund.org/cap
● Philadelphia Youth Network/ WorkReady
summer programs are paid, six-week
experiences that give young people, ages 14
to 21, the opportunity to learn and earn in
corporate or community-based settings
www.mypyn.org/workreadyphp
● Philadelphia Works www.philaworks.org/
● PhillyGoes2College hosts city-wide events,
workshops in schools, non-profit and faith-
based organizations and a comprehensive
website to provide students with information
and referrals they need on college-going
issues
www.phillygoes2college.com
Intermediary Organizations
Umbrella Organizations ● Philadelphia College Prep Roundtable
networks and build the capacity of college
access practitioners
phillycollegepreproundtable.weebly.com
● Greater Philadelphia Chamber of
Commerce www.greaterphilachamber.com/
● United Way of Southeastern PA

45
unitedforimpact.org/our-impact/education
Community/State
Organizations ● Pennsylvania Higher Education Assistance
Agency (PHEAA) is a national provider of
student financial aid services, serving millions
of students and thousands of schools through
its loan guaranty, loan servicing, financial aid
processing, outreach, and other student aid
programs www.pheaa.org/about/index.shtml
● Upward Bound is a federally funded
education initiative designed to prepare first-
generation-to-college high school students for
the successful pursuit of college education.
Students must apply in order to participate.
Programs are offered in many colleges
throughout the region including: Community
College of Philadelphia, Harcum College,
Penn State University Math and Science
Center, Temple University’s Math Science
Program, University of Pennsylvania
● Penn State Philadelphia Community
Recruitment Center helps students
successfully navigate the transition from high
school to college. As committed members of
the Philadelphia community, we work closely
with the School District of Philadelphia. Our
activities include: admissions counseling;
financial aid workshops; online FAFSA
completion workshops; and hosting FREE bus
trips and campus visits http://philly.psu.edu/in-
your-community
Networking
Opportunities
Community/Business
Meetings
● School Reform Commission
http://webgui.phila.k12.pa.us/offices/s/src/sche
dule
● PFT Counselor Steering Committee
● Philly School Counselors United
phillycounselorsunited.wordpress.com
● PSCA (Pennsylvania School Counselors
Association) www.psca-
web.org/aws/PSCA/pt/sp/home_page

46
● NACAC (National Association for College
Admission Counseling)
www.nacacnet.org/Pages/default.aspx
● PACAC (Pennsylvania Association for
College Admission Counseling)
https://pacac.org/
● ACA (American Counselors Association)
www.counseling.org/
● Philadelphia Council for College and
Career Success is charged with envisioning
and developing citywide partnerships,
strategies, and infrastructures to support youth
attainment of 21st century skills and post-
secondary education
www.philadelphiacouncil.org/
Community Events ● “Reverse” College Fair and Workshops for
District School Counselors
● “Lunch and Learn” at Community College of
Philadelphia
● PHEAA Financial Aid Training for Counselors
and College Access Professionals
● Monthly Counselor Professional Development
Tools & Information COLLEGE & CAREER EXPLORATION/FINANCIAL
AID & SCHOLARSHIPS
● Naviance school site
● StudentNet, FamilyNet
● SchoolNet School Counselor Resources
● District web pages for: Prevention and
Intervention; College Readiness; Career and
Technical Education; Strategic Partnerships;
Student and Parent pages
● Digital On-Ramps (DOR) provides tools for
advancement beyond school and into the
world of college and career through an E-
Portfolio system, local networking and
information http://digitalonramps.com/
● PA Career Zone provides general career
information and tools for students, parents,
teachers www.pacareerzone.com
● Career Education & Work (CEW) Standards
Toolkit provides resources, references,
crosswalks and other tools to assist
Internet Based Links

47
elementary, middle and high schools teachers
and administrators in implementing the
Pennsylvania (PA) Career Education and
Work Standards www.pacareerstandards.com
● O*NET Resource Center is the nation's
primary source of occupational information.
Download the O*NET database, career
exploration tools, job analysis questionnaires,
employer guides, and technical reports
www.onetcenter.org
● CAP4Kids Volunteer and Job
Opportunities provides a comprehensive list
of job and volunteer opportunities for students
in Philadelphia
cap4kids.org/philadelphia/parent-
handouts/teen-resources/volunteer-and-job-
opportunities/
● Experience!Philadelphia
A list of internship opportunities in the City of
Philadelphia office.
www.phila.gov/experiencephila/highschool.ht
ml
Media/Advertising ● School messenger – automated phone and
text messages
● Daily School Bulletins and Announcements
● Parent Liaison communication
● Local News
● Alumni Associations
● PTO meetings
● Home & School Association meetings
Publications/Documents Step Up to College Guide
The Step Up to College Guide is Philadelphia’s
comprehensive college guidance resource for
college-bound students. The Guide is available,
without cost, to Philadelphia’s students and their
families. Step Up to College videos and college
admissions tips, resources and a college-going
calendar can be found at www.stepuptocollege.org
The Diploma Project Toolkit
The Toolkit is designed for use by the Pennsylvania
Migrant Education Program (PA-MEP) in
conversation with migrant students and their families

48
with input from the school guidance counselor and
others. It includes practical guidelines for setting
academic and career goals, planning a course of
study based on the high school credits and courses
required by the local school and district, preparing for
standardized exams, and finding a suitable
postsecondary program. Access the Toolkit at
www.education.pa.gov/

49
11. Individualized Academic & Career Plan
The District offers a continuum of tools to support students in developing individualized
academic and career plans that empower students and foster ownership in their
progress from elementary through high school and beyond. Using StudentNet, the
Individualized Learning Plan, Naviance, and Digital On-Ramps, school counselors work
with students and their parents to facilitate goal setting, action planning, organizing and
managing tasks, self-assessment, research, and portfolio development.
StudentNet
StudentNet is the District’s online portal for students to view their own academic record
and to access high quality resources for planning their paths to graduation and beyond.
Its purpose is to empower students with their own information and resources they need
to achieve success. StudentNet provides students with access to the following:
● Academic record: grades, credits earned, attendance, grade point average, and
standardized test scores from the 2001-2002 school year-present
● Individual Learning Plan: (see below)
● Textbooks: nearly all District Core Curriculum textbooks are available online
● Learning Toolbox: video tutorials, PSSA prep guides, resources for Internet
research, and more.
● Resources and Tools: information about selecting a high school, career/college
planning, jobs, internships, after-school and summer programs, alternative
pathways to graduation, social support services, and more.
Who has access: All District students from grades K-12, plus two years following
graduation and/or withdrawal.

50
Individual Academic and Career Learning Plan (ILP)
The Individual Academic and Career Learning Plan (ILP) is a personalized document
that students develop with their counselors and other supportive adults to develop goals
for a successful pathway in life after graduation; to chart their progress toward meeting
these goals during each school year; and, to determine what resources and tools they
need to reach these goals. Students can access and update their ILPs at any time by
logging into their accounts in StudentNet. ILPs from past years are archived and remain
accessible.
Who has access: All District students from grades K-12, plus two years following

51
Naviance
Naviance is the nation’s premier online college and career readiness program. The
District has invested in a five-year plan with system-wide implementation beginning in
the Fall of 2015. The program provides a comprehensive set of resources and tools to
help students and their parents do the following:
● Track and meet graduation requirements
● Set multi-year course plans based on career aspirations
● Create individual plans and set post- secondary goals
● Assess and match their skills and interests to career paths, with information on
career pathways and how to prepare for them
● Plan for college, prep for the PSAT and SAT
● Manage the college application process and make informed decisions about
college selection
Who has access: All District students from grades 6-12, plus two years following
The following provides an overview and snapshot of the ILP in Naviance.

52
Digital On-Ramps
Access: All District graduates and adults in the City of Philadelphia
Through a partnership with Digital On-Ramps (DOR), District students will receive
information and training about this new resource before they graduate. DOR provides
tools for advancement beyond school and into the world of college and career with
features to:
● Transfer student records & work from high school to a permanent ePortfolio
● Add, organize and share further credentials and evidence in their ePortfolio as
they apply for and progress in post-secondary education and employment
● Further explore career paths that offer real opportunities in the Philadelphia
region
● Provide a network of support to help learners and job seekers plan, work towards
and actualize their dreams
http://digitalonramps.com/

53
12. Career and Technical Center Strategy
School Counselors play a key role in providing information and guidance to help
students and parents consider opportunities for participation in the District’s CTE
programs aligned with high-demand, high-wage careers. In addition to outreach and
recruitment, school counselors support the retention of students in the District’s CTE
programs.
Data on District CTE Programs
The mission of the District’s Career and Technical Education (CTE) office is to deliver
high quality CTE programs that provide students with the opportunity to acquire the
appropriate academic and technical skills to be prepared for the high-skill, high-wage,
and high-priority occupations of a competitive 21st century global economy. SDP’s
Five-Year Strategic Plan for Career and Technical Education aligns with the broader
District goal of improving academic outcomes for students in all public and charter
schools, and aims to “improve the quality, access and equity for Career and Technical
Education Programs and Career Academies across the entire district.”
Through its CTE office, SDP offers 111 CTE programs in 37 occupational areas. These
programs are offered in 28 high schools across the District and are organized as part of
10 Career Clusters in order to provide students with relevant contexts for studying and
learning. Each Career Cluster represents a distinct grouping of occupations and
industries based on the knowledge and skills they require.
The School District of Philadelphia’s state-approved CTE programs are typically three-
year programs of study that provide 1,080 hours of instruction and afford students the
opportunity to earn recognized industry certifications. Programs typically begin in grade
10 and continue through grade 12, with an end-of-program assessment (NOCTI) that is
administered in grade 12.
In the February 2015 evaluation of CTE programs3
, the District’s Office of Research and
Evaluation examined the first time 9th grade cohort from the 2010-2011 academic year,
and compared high school progression and four year graduation outcomes for CTE and
non-CTE students, with the following major findings:
3
Katherine Stratos, M.S. Senior Research Associate, Amber Goldberg, M.A. Statistician, Tonya Wolford, M.Ed.,
Ph.D Deputy, Office of Research and Evaluation. The School District of Philadelphia Career and Technical
Education (CTE) Evaluation Report Prepared for: The Office of Career and Technical Education, David Kipphut,
Deputy, Career and Technical Education (February 2015).

54
● CTE students graduated at a significantly higher rate than non-CTE students.
Overall, 65% of the District’s 2010-2011 first time 9th grade cohort graduated
within four years. Within that cohort, 84% of CTE students graduate in four years
compared with 62% of non-CTE students.
● CTE students left the District at a significantly lower rate than non-CTE students.
Twelve percent of the overall cohort left the District within the four-year span, and
is considered “non-drop departure.” Thirteen percent of non-CTE students in the
cohort transferred out of the District, compared to only 5% of CTE students. This
suggests that CTE students and their families are more satisfied with their
educational options, and thus are less likely to seek out educational options
outside of the state, city, or district.
● There is little to any “achievement gap” among CTE students in terms of
graduation rates. In the overall cohort, the graduation rates for African American
and Latino students is 62%, compared to 75% for White and Asian students – a
13 percentage point gap. Among CTE students only, African American and
Latino students graduated at a rate of 83%, and White and Asian students at a
rate of 86% -- a 3 percentage point gap.
District CTE Awareness Activities and Events
Activity Time Line Target
Present/provide CTE information at Back to School
Day
August Parents,
students
Provide professional development on CTE programs September School
counselors
Present to Home and School Association about fall
high school application process for grade 8 students
September Parents
Build CTE and college and career readiness content
into online platforms (FamilyNet, StudentNet,
Naviance)
October Parents,
students,
counselors
and school
staff
Present to Out-of-School Time city partners to
disseminate and coordinate outreach activities to
December City
partners

55
parents and students
Encourage participation of parents and students in
the annual CTE School Fair
April Parents,
students
Counselors coordinate open houses for middle
grades students to visit high school CTE programs
April-May Students
Present/provide CTE information to parents and
students at the annual Family Summit
May Parents,
students

56
13. School Counselor Job Descriptions
School District of Philadelphia
Title: School Counselor-Elementary (Regular) (Bilingual) (Sign Language)
Department: School Based
Reports To: School Principal
Job Summary
Provides counseling services that foster the academic, personal, social and career development
of all students. Provides individual/group counseling and guidance for students and implements
broad based programs that deal with decision making, conflict resolution, self esteem, coping
strategies and other issues. Serves as both the primary agent for addressing issues that impact
on students at risk of failing to attain their full academic potential and the school based resource
for dealing with child abuse/neglect and crisis prevention/intervention. Communicates with
bilingual or deaf/hearing impaired student/families using English and a specified world language
or English and American Sign Language or Signed English. Acts as a liaison between the
school and various community/governmental agencies that may provide services to students
and their families and participates on the school’s multi-disciplinary committee.
Essential Functions
All Specialties
• Provides general school counseling and guidance programs and services including
individual and group counseling and guidance.
• Implements broad based programs dealing with decision-making, conflict resolution, self
esteem, coping strategies and other issues.
• Plans and provides classroom guidance focusing on social and emotional issues, family
and/or peer relationships and decision-making.
• Provides formal and informal counseling services to students and their parents
concerning issues that are affecting or may affect the students’ school adjustment.
• Serves as the primary agent for addressing issues that impact on students at risk of
failing to attain their full academic potential.
• Serves as the school based resource for dealing with child abuse/neglect and crisis
prevention/intervention.
• Participates in team interventions with other staff to support students.
• Participates on the school’s multi-disciplinary team that includes other staff members.
• Collaborates with parents, teachers and other staff in the planning and implementation of
a comprehensive educational program for students.
• Makes referrals to outside agencies as needed and provides ongoing follow-up services
to students and their parents.

57
• Gathers and disseminates information on critical issues such as student substance
abuse, child abuse/neglect, suicide prevention/intervention, preteen/teen pregnancy and
homelessness.
• Keeps abreast of current techniques and trends in school counseling and guidance for
elementary and /or middle school students.
• Prepares and maintains student counseling records; prepares reports on students,
correspondence and statistical summaries.
• Establishes and maintains effective working relationships with representatives of various
community/governmental agencies to facilitate the availability and accessibility of
services to meet the needs of students and their families.
Bilingual Specialty
• Provides students and families with general school and guidance programs and services
in a specified world language as well as English.
• Creates an environment in which students have access to bilingual counseling/guidance
materials that address their needs and interests.
• Keeps abreast of current techniques and trends in bilingual school counseling and
guidance.
Sign Language Specialty
• Provides students and families with general school and guidance programs and services
in American Sign Language and Signed English as well as English.
• Creates an environment in which deaf/hearing impaired students have access to
specialized counseling/guidance materials that address their needs and interests.
• Keeps abreast of current techniques and trends in school counseling and guidance for
the deaf and hearing impaired.
Minimum Requirements
Regular and Sign Language Specialty
• Master’s degree in school counseling at an accredited college or university.
Bilingual Specialty
Knowledge, Skills and Abilities
• Demonstrated knowledge of:
othe principles, practices and theories of individual/group counseling.
othe principals, practices and theories of development/ educational guidance.
o the current techniques and trends in counseling and guidance at the
elementary/middle school level.
o the theories and principles of child/early adolescent development, individual/group
behavior group dynamics and interpersonal interactions.
ocommunication skills and techniques.
othe current health, economic and social problems experienced by urban families.

58
o functions and resources of community/governmental agencies that provide support
services for students and their families.
• Demonstrated ability to:
o provide counseling and guidance on an individual/group basis and to conduct group
support/guidance sessions.
o employ tact, diplomacy and sound judgment in dealing with sensitive or personal
problems and hostile attitudes.
o work effectively with students and their families and to aid them in the constructive use
of their capacities to address their specific problems.
o identify the signs of child abuse/neglect, substance abuse and students at risk for
suicide.
o understand and interpret standardized test scores, marking guidelines and promotional
policies.
o participate in crisis intervention.
o communicate effectively, both orally and in writing.
o prepare and maintain student-counseling records, reports, correspondence and
statistical summaries.
o establish and maintain effective working relationships with faculty, administrators,
supportive staff, parents, students and representatives of community/governmental
agencies.
Bilingual Specialty
o both English and the specified world language, including history and culture.
o fluently speak, read and write both English and the specified world language.
Sign Language Sociality
o the social and emotion issues related to deafness/hearing impairment.
o the diagnostic and assessment instruments commonly used for assessing deaf/hearing-
impaired students.
o the history and culture of the deaf/hearing impaired community.
o demonstrate proficiency in the use and understanding of Signed English and American
Sign Language
Disclaimer
The above statements are intended to describe the general nature and level of work being
performed by people assigned to this classification. They are not to be construed as an
exhaustive list of all responsibilities, duties, and skills required of personnel so classified.
Certificates/Licenses
Possession of a valid Commonwealth of Pennsylvania instructional specialist certificate
endorsed for Elementary Counselor (or Guidance Counselor issued prior to

59
July 1, 1969.)
Title: School Counselor-Elementary (Regular) (Bilingual) (Sign Language)
OR
Possession of a valid Commonwealth of Pennsylvania Elementary and Secondary School
Counselor (PreK - 12) certificate.

60
School District of Philadelphia
Title:School Counselor, Secondary (Regular) (Bilingual) (Sign Language) (GEAR UP 3)
Department: School Based
Reports To: Administrative Superior
Job Summary
Advises students at an assigned secondary or middle school. Provides counseling services that
foster the academic, personal, social and career development of all students. Provides
individual/group counseling and guidance for students and implements broad based programs
that deal with decision making, conflict resolution, self esteem, coping strategies and other
issues. Serves as both the primary agent for addressing issues that impact on students at risk of
failing to attain their full academic potential and the school based resource for dealing with drop-
out prevention, substance abuse, pregnancy, homelessness and crisis prevention/intervention.
Communicates with bilingual or deaf/hearing impaired student/families using English and a
specified world language or English and American Sign Language or Signed English for the sign
language specialty. Acts as a liaison between the school and various community/governmental
agencies that may provide services to students and their families.
Essential Functions
All Specialties
• Provides general school counseling and guidance programs and services including
individual and group counseling and guidance.
• Implements broad based programs dealing with decision-making, conflict resolution,
self esteem, coping strategies and other issues.
• Plans and provides classroom guidance focusing on post high school planning,
career exploration, family and/or peer relationships and decision-making.
• Provides formal and informal counseling services to students and their parents
concerning issues that are affecting or may affect the students’ academic
achievement and/or social, emotional or personal development.
• Serves as the primary agent for addressing issues that impact on students at risk of
failing to attain their full academic potential.
• Serves as the school based resource for dealing with drop-out prevention, substance
abuse, pregnancy, homelessness and crisis prevention/intervention.
• Participates in team interventions with other staff to support students.
• Collaborates with parents, teachers and other staff in the planning and
implementation of a comprehensive educational program for students.
• Makes referrals to outside agencies as needed and provides ongoing follow-up
services to students and their parents.
• Gathers and disseminates information on critical issues such as student substance
abuse, suicide prevention, teen pregnancy and homeless.
• Keeps abreast of current techniques and trends in school counseling and guidance
for secondary and/or middle school students.

61
• Prepares and maintains student counseling records; prepares reports on students,
correspondence and statistical summaries.
• Establishes and maintains effective working relationships.
Bilingual Specialty
• Provides students and families with general school and guidance programs and
services in a specified world language as well as English.
• Creates an environment in which students have access to bilingual
counseling/guidance materials that address their needs and interests.
• Keeps abreast of current techniques and trends in bilingual school counseling and
guidance.
• Provides students and families with general school and guidance programs and
services in American Sign Language and Signed English as well as English.
• Creates an environment in which deaf/hearing impaired students have access to
specialized counseling/guidance materials that address their needs and interests.
• Keeps abreast of current techniques and trends in school counseling and guidance
for the deaf and hearing impaired.
GEAR UP 3 Specialty
• Provides academic and college and career counseling services to GEAR UP students.
• Provides career and college entrance information and assistance to students, teachers, parents
and counselor’s in small groups and one-to-one.
• Collaborates with school counselors to schedule college visits, college representative visits,
career related speakers, workshops, etc.
• Plans, organizes, develops and implements career events and publications: prepares letters,
flyers, mailers and other materials to publicize GEAR UP counseling services, resources, and
speakers.
• Counsels cohort students regarding state and district tests and in preparing for college entrance
exams.
• Provides financial aid counseling and FAFSA completion support.
• Provides support for students involved in mentoring, job shadowing and internship programs.
• Participates in the development of the annual action plan.
• Submits all matching funds documents regarding career and counseling activities to the program
manager.
• Enters college and career program and student data weekly.
• Maintains appropriate, accurate and complete records.
• Provides monthly program updates to the program manager.
• Shares GEAR UP information with other GEAR UP school counselors.
• Participates in on-site visits.
• Participates in all GEAR UP training and professional development.
• Attends regional monthly GEAR UP staff meetings.
• Travels to school district monthly meetings.
• Attends the GEAR UP Capacity Building and Annual Conferences.
Minimum Requirements
Regular and Sign Language Specialty
Bilingual Specialty

62
GEAR UP 3 Specialty
Knowledge, Skills and Abilities
All Specialties
o the principles, practices and theories of individual/group counseling.
o the principles, practices and theories of developmental/educational guidance.
o the current techniques and trends in counseling and guidance at the
secondary/middle school level.
o theories and principles of adolescent development, individual/group behavior,
group dynamics and interpersonal interactions.
o communication skills and techniques.
o the current health, economic and social problems experienced by urban families.
o the functions and resources of community/governmental agencies that provide
support services for students and their families.
o provide counseling and guidance on an individual/group basis and to conduct
group support/guidance sessions.
o employ tact, diplomacy and sound judgment in dealing with sensitive or personal
problems and hostile attitudes.
o work effectively with students and their families and to aid them in the
constructive use of their capacities to address their specific problems.
o identify the signs of substance abuse and students at risk for suicide.
o understand and interpret standardized test scores, marking guidelines and
promotional policies.
o participate in crisis intervention.
o communicate effectively, both orally and in writing.
o prepare and maintain student-counseling records, reports, correspondence and
statistical summaries.
o establish and maintain effective working relationships.
Bilingual Specialty
o both English and the specified world language, including history and culture.
o fluently speak, read and write both English and the specified world language.
o the social and emotion issues related to deafness/hearing impairment.
o the diagnostic and assessment instruments commonly used for assessing deaf/hearing-
impaired students.
o the history and culture of the deaf/hearing impaired community.
o demonstrate proficiency in the use and understanding of Signed English and American
Sign Language.

63
Disclaimer
The above statements are intended to describe the general nature and level of work being
performed by people assigned to this classification. They are not to be construed as an
exhaustive list of all responsibilities, duties, and skills required of personnel so classified.
Certificates/Licenses
Regular, Sign Language and GEAR UP 3 Specialty
Possession of a valid Commonwealth of Pennsylvania instructional specialist certificate
endorsed for Secondary Counselor (or Guidance Counselor Certificate issued prior to July 1,
1969)
OR
Possession of a valid Commonwealth of Pennsylvania Elementary and Secondary School
Counselor (PreK - 12) certificate.
Bilingual Specialty
Presentation of an original, signed letter from the Certification Officer of an accredited college or
university verifying current enrollment in an approved School Counselor certification program.

K12 District Counseling Plan 15-16 rev

Recommended

Recommended

More Related Content

What's hot

What's hot (18)

Similar to K12 District Counseling Plan 15-16 rev

Similar to K12 District Counseling Plan 15-16 rev (20)

K12 District Counseling Plan 15-16 rev