Delivery


 * DELIVERY SYSTEM**

The delivery system is comprised of four parts:
 * Guidance curriculum
 * Responsiveness services
 * Individual student planning, and
 * System support.

Below information about each aspect of the delivery system is provided. The curriculum crosswalk demonstrates how two of the curricular tools used at Central Kings Manor fit in with the ASCA National Standards.

**Guidance Curriculum** __Commercial Programs__ In reviewing guidance curriculum our objective was to identify available curriculum that supplied lessons and activities for grades K-12 and then to focus on grades 9-12. After looking at several different programs, the PASSPORT Program developed by Dr. Ann Vernon in 1998 stood out as one that would provide lessons and activities spanning the academic career of our students at Central Kings Manor Academy, as well as addressing the developmental needs. For brevity and clarity, we have provided links which outline lesson plans for the high school guidance curriculum (grades 9-12). Additional links are provided for elementary and middle school curriculum at the bottom of the page. Sample lesson plan links are provided as well.

PASSPORT Program/ Ann Vernon, Ph.D. K-12 Developmental Guidance Curriculum An effective prevention curriculum that helps students in grades 9-12 learn positive mental health concepts by developing self-acceptance, personal relationship skills, problem-solving and decision-making strategies, and skills to deal with troublesome emotions. It is designed to teach students what is normal for their age group and to help them learn effective strategies for dealing with the challenges and problems of growing up. PASSPORT is a self-contained developmental curriculum containing numerous learning activities for use in classrooms or small-group settings. The activities can also be adapted for use in individual counseling. The PASSPORT Program is strongly grounded in developmental theory and the principles of Rational-Emotive Behavior Therapy. ([]).

The PASSPORT Program was developed by Ann Vernon, Ph. D. All counselors in the Central Kings Manor School District have been trained by Dr. Vernon to most effectively acquaint themselves with the curriculum.

Curriculum and Activities Overview (Grades 9-12) The link below outlines lessons and activities that students can expect to participate in during each year of high school. If parents desire specific lesson plan materials please contact your child’s counselor or the Guidance Department Supervisor. A link providing sample material is provided as well.

Curriculum Outline link: [] Sample Lesson Link: []

Please see below for related PASSPORT curriculum information for students in elementary and middle school : Grades 1-5: [] Grades 6-8: []

<span style="font-family: Arial,Helvetica,sans-serif;">Additional staff training info: <span style="font-family: Arial,Helvetica,sans-serif;">Training/Workshops <span style="font-family: Arial,Helvetica,sans-serif;">In-service training or workshops can be provided for your school, facility, or organization. Dr. Vernon's workshops are engaging, practical, and highly informative. For more information and available dates, please contact:

<span style="font-family: Arial,Helvetica,sans-serif;">Ann Vernon, Ph.D. <span style="font-family: Arial,Helvetica,sans-serif;">Phone 520-825-6804 <span style="font-family: Arial,Helvetica,sans-serif;">E-Mail: ann.vernon@yahoo.com

The function of Guidance Curriculum at the high school level is to prepare students to pursue post-secondary career plans. Counselors work to ensure that each student has the opportunity to explore vocational and educational alternatives, while strengthening emotional development.

<span style="font-family: Arial,Helvetica,sans-serif;">Counselors role: Perhaps the counselors biggest role in developing and refining curriculum is to provide stakeholders with data that can support the need to refine curriculum or evidence that the curriculum is effective. Needs assessments and post-test feedback are examples.

__Central Kings Manor Sample Lesson Plans__ Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Competency A:A2.4 Apply knowledge of learning styles to positively influence school performance
 * DOMAIN: Academic Development**

<span style="font-family: Arial,Helvetica,sans-serif;">Sample Lesson Plan:

Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Competency PS:A1: Acquire self knowledge <span style="font-family: Arial,Helvetica,sans-serif;">Sample Lesson Plan:
 * DOMAIN: Personal/Social Development**

<span style="font-family: Arial,Helvetica,sans-serif;">**DOMAIN: Career Development** <span style="font-family: Arial,Helvetica,sans-serif;">Standard B: Students will employ strategies to achieve future career goals with success and satisfaction <span style="font-family: Arial,Helvetica,sans-serif;">Competency C:B1 : Acquire Career Information Sample Lesson Plan:

All sample lessons were originally created by Jill Fortier and Kathleen Bonnici as part of the career education course at Conestoga Valley High School. Jill Fortier modified the lesson plans to more closely align with standards and competencies chosen for the Central Kings Manor comprehensive school counseling program. .

<span style="font-family: Arial,Helvetica,sans-serif;">Additional career resources: <span style="font-family: Arial,Helvetica,sans-serif;">[|13.1.11a-selecting-a-career-pathway.doc] (Retrieved from http://www.pacareerstandards.com/curriculum-search.php) <span style="font-family: Arial,Helvetica,sans-serif;">[|13.1.11b-considering-career-options.doc] (Retrieved from http://www.pacareerstandards.com/curriculum-search.php)

__Small Group Activities__

<span style="font-family: Arial,Helvetica,sans-serif;">The counselors at Central Kings Manor Academy encourage students to sign up for groups that are offered before/after school and during flex periods. Typically, the department offers groups on improving self esteem, promoting body image awareness, time management, GPA improvement, anger management, and other issues as they arise or as time permits. The following are samples of group activities that could be implemented at a high school level. Examples include activities on body image, time management and organization, and setting academic goals.

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__<span style="font-family: Arial,Helvetica,sans-serif;">Parent Workshops __

<span style="font-family: Arial,Helvetica,sans-serif;">Parents or guardians work in partnership with school counselors to help their students to be successful in school. They may also serve on advisory or other site committees. Parents or guardians are encouraged to collaborate with school personnel to become involved as advocates for the success of every student (ASCA, 2005).

<span style="font-family: Arial,Helvetica,sans-serif;">In order for the comprehensive school counseling program to be fully effective, it is imperative that parents and legal guardians of students are included in efforts to support students in academic, career, and personal social realms. There is a need for a better connection between educators and parents and legal guardians. The parents and legal guardians must be empowered with the knowledge that they, too, have a great impact on the development of their students. Parents and legal guardians should be involved through collaborative efforts on the part of the school district stakeholders, and provided with information on how to better support students and become involved. Parents may not recognize their place and vital role in supporting students. The comprehensive school counseling program will better serve parents and legal guardians by providing parenting workshops in the evenings.

<span style="font-family: Arial,Helvetica,sans-serif;">The comprehensive school counseling program professionals must address the challenges involved in getting parents to become more involved:
 * <span style="font-family: Arial,Helvetica,sans-serif;">It may be difficult to get parents to attend evening workshops.
 * <span style="font-family: Arial,Helvetica,sans-serif;">It must be considered how to reach all parents and legal guardians in order to promote successful parenting workshop events.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Topics should be addressed that are timely and informative.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Parent trainings should be held at the school district, with refreshments and drinks provided.

<span style="font-family: Arial,Helvetica,sans-serif;">Parent workshop training topics:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Planning and preparing students for college/careers,
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Student resiliency,
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Information about technology/sexting/relational aggression,
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Helping children to handle divorce/grieving,
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Forming better relationships, and
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Communicating effectively with teenagers.

<span style="font-family: Arial,Helvetica,sans-serif;">Parent workshop philosophy: Parents and legal guardians are respected as vital stakeholders regarding all areas of student functioning. The comprehensive school guidance program will encourage greater collaborative efforts in working together with parents and legal guardians to better support students in academic, career, and personal/social realms.

<span style="font-family: Arial,Helvetica,sans-serif;">Parent workshop curriculum examples:

//Love and Logic// <span style="font-family: Arial,Helvetica,sans-serif;">Love and Logic is a method of working with students based off of a philosophy developed by Jim Faye, and Foster W. Cline, M.D. in 1977 ([]).

<span style="font-family: Arial,Helvetica,sans-serif;">Specific parent training topics provided by Love and Logic ([]) <span style="font-family: Arial,Helvetica,sans-serif;">-Defining resiliency and discovering how to help children to become more resilient <span style="font-family: Arial,Helvetica,sans-serif;">-Roadblocks to effective communication with children <span style="font-family: Arial,Helvetica,sans-serif;">-The 5 love languages <span style="font-family: Arial,Helvetica,sans-serif;">-Giving logical consequences for negative actions and providing choices for children; when children have choices, they feel empowered <span style="font-family: Arial,Helvetica,sans-serif;">-It is important for children to feel needed and important within the family -The importance of natural consequences and learning from mistakes -Breaking the misbehavior cycle; when adults show anger and frustration instead of patience and empathy, a child may receive messages that adults are not able to handle them -When child have negative self concepts, they may act out with misbehavior, starting the misbehavior cycle again -Ways to make a child feel special and important (display artwork, active listening) -Ways to help children to solve their own problems -The importance of reflective listening; letting a child know that you are really listening with body language and empathetic language

//<span style="font-family: Arial,Helvetica,sans-serif;">Parent Effectiveness Training (P.E.T.) // <span style="font-family: Arial,Helvetica,sans-serif;">Parent Effectiveness Training, or P.E.T., created by Dr. Thomas Gordon, provides communication skills to enhance relationships. A revision of the P.E.T. program was completed in 2006 with up-to-date examples and new content ([|Gordon] Training International, 2008). <span style="font-family: Arial,Helvetica,sans-serif;">Specific parent training topics ([]): <span style="font-family: Arial,Helvetica,sans-serif;">-How to talk to your children so that they will listen to you. -How to listen to your children so they feel genuinely understood. -How to resolve conflicts and problems in your family so that no one loses and problems stay solved. -A method for troubleshooting family problems and knowing which skills to use to solve them.

<span style="font-family: Arial,Helvetica,sans-serif;">The P.E.T. program and Love and Logic trainings may be a good way for parents to learn how to better communicate with teenagers, and to learn to form healthier relationships. However, these programs may not be alluring enough to gain attention from parents (it may be difficult to get parent participation). <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**Responsive Services** __<span style="font-family: Arial,Helvetica,sans-serif;">Role of Consultation __ <span style="font-family: Arial,Helvetica,sans-serif;">In a continued effort to promote and support student success, the professional school counselors at Central Kings Manor Academy consult with students, teachers, administrators, and parents. The counselors assist students, teachers, administrators and parents in developing the skills necessary to function more effectively in their relationships within the school system (Dollarhide & Saginak, 2008). Consultation empowers these individuals to solve their problems in an informed, systemic manner. As consultants to students, the counselors engender students to understand the tripartite nature of consultation and encourage students to develop the skills and attitudes to address the concerns they are experiencing. As consultants to teachers and administrators, the counselors encourage “collaboration among all staff to work toward the common goals of equity, access, and academic success of every student” at Central Kings Manor (ASCA, 2005, p. 25). As consultants to parents, the counselors aid parents in developing a better understanding of their students’ behavior by assessing problems, identifying possible solutions, and helping parents implement recommendations (Dollarhide & Saginak, 2008). When working with parents, counselors may also assist parents in gaining a deeper understanding about how their behavior affects their relationships with their children (Dollarhide & Saginak, 2008). Overall, consultation provides a means for the professional school counselors to partner with the various individuals that influence the lives of the students at Central Kings Manor Academy, including the students themselves. In developing these partnerships, the counselors are able to advocate for the students and the various individuals who support the students in their educational endeavors.

__Individual Counseling/Group Counseling__ Individual and group counseling may be provided prior to referring students to resources outside of the school district. According to ASCA (2005) individual and group counseling enables students to recognize their own individual problems, causes, and possible solutions to their problems. Individual and group counseling is an important component to the comprehensive school guidance program. At Central Kings Manor Academy, the theoretical counseling orientation utilized in individual counseling is solution-focused counseling. Solution-focused counseling helps students to recognize their own individual strengths and positive exceptions in order to set goals to make life changes.

<span style="font-family: Arial,Helvetica,sans-serif;">Six scenarios in which a counselor should not provide individual counseling may include: <span style="font-family: Arial,Helvetica,sans-serif;">outside of the scope of the comprehensive school counseling program. Counselors are not therapists, and should not be attempting <span style="font-family: Arial,Helvetica,sans-serif;">to fill that role. When a student is exhibiting signs of any mental health problem, it should be addressed by an outside resource.
 * <span style="font-family: Arial,Helvetica,sans-serif;">When a student is addicted to drugs and alcohol, it is necessary to refer the student for support outside of the realm of the district
 * <span style="font-family: Arial,Helvetica,sans-serif;">When a student is struggling with mental health problems it is necessary to refer the student for mental health services, which are
 * <span style="font-family: Arial,Helvetica,sans-serif;">When a student is alledgedly being abused, it is critical to locate resources outside of the school
 * <span style="font-family: Arial,Helvetica,sans-serif;">When a student is exhibiting suicidal or homicidal tendencies, it is necessary to get help for that student outside of the district.
 * <span style="font-family: Arial,Helvetica,sans-serif;">When a student may have a learning disability it may be necessary to get outside parties involved in assessment and evaluation
 * <span style="font-family: Arial,Helvetica,sans-serif;">When a student is in need of special education services outside of the realm of the comprehensive school counseling program



<span style="font-family: Arial,Helvetica,sans-serif;">Group Planning Scenarios: When groups are and are not appropriate for individual students <span style="font-family: Arial,Helvetica,sans-serif;">Scenarios when the Group Setting is Inappropriate <span style="font-family: Arial,Helvetica,sans-serif;">Scenario 1: High school student presents as combative to teachers and students and is verbally aggressive around other individuals. This student exhibits antisocial behaviors. Although the child is certainly in need of assistance for his behaviors, the group setting in not appropriate in this case. The child would not necessarily benefit from the group process due to his extreme behaviors, and also would pose a threat to others who are involved in the group process. <span style="font-family: Arial,Helvetica,sans-serif;">Scenario 2: A child comes to the counseling department showing physical signs of being physically abused. He is upset and frightened. He does not want anyone to know what is happening in the home. He wants someone to talk to but is fearful of the repercussions of his family finding out that he has gone to the counselor. This child is in need of help, but the group setting is the appropriate place to support this child because he is in need of services outside of the district to ensure his safety. <span style="font-family: Arial,Helvetica,sans-serif;">Scenario 3: A child comes to the counselor and is exhibiting suicidal tendencies. When asked if she is thinking of hurting herself in any way she replies “I just don’t care anymore and I have nothing to live for, so, yes.” This child is in need of help, but the group setting is not an appropriate place to start. The child needs immediate help that is outside of the realm of the group counseling process. <span style="font-family: Arial,Helvetica,sans-serif;">Scenarios when the Group Setting is Appropriate <span style="font-family: Arial,Helvetica,sans-serif;">Scenario 4: A student comes to the counselor’s office upset over the recent loss of her grandmother. She explains that her grandmother was someone who she felt close to, and visited frequently on the weekends. The student would maybe benefit from a grief group, where individuals are able to process their feelings with others and learn how to cope with a loss. <span style="font-family: Arial,Helvetica,sans-serif;">Scenario 5: A teacher comes to the counselor to discuss some of what she has been overhearing in her classrooms while students talk freely. The teacher shares that she has overheard a group of the high school girls talking about how they feel fat, and need to lose weight. She hears them talking about various diets and also how they feel awful about their appearances. These girls are in no way in need of diets, and appear healthy, however, seem compelled to compare themselves to others (including celebrities) who are skinny. A psychoeducational group targeting high school girls may be appropriate in this case in order to explore issues involved with body image; including facts about eating disorders, the power of media images, and empowering teenager girls to love and respect themselves. <span style="font-family: Arial,Helvetica,sans-serif;">Scenario 6: A student comes to the counselor in need of academic help. She explains that she is unorganized, forgetful, and does not complete her homework. She tells the counselor that she would like help and is willing to do whatever is necessary to get her grades to improve. The counselor would have the ability to refer this student to a study skills group, where students learn to manage their time, become better organized, and learn to improve their study habits. Students in the study skills group would have the opportunity to explore their own unique learning styles and how they may better learn and study according to those styles.

__Barriers to Counseling__ The Central Kings Manor Academy Counseling Department recognizes that despite the efforts of administration, staff, parents and students barriers to service delivery may arise. In an attempt to acknowledge possible barriers and potential strategies for resolution, the following examples are provided:


 * <span style="font-family: Arial,Helvetica,sans-serif;">Client resistance: When encountering client resistance school counselors may choose to explore the nature of the resistance with the client / student. In doing so, a discussion should include possible consequences of resistance, while reiterating that the client may (in most cases) have the choice to reject any intervention at all. The counselor may choose to consult with other colleagues to determine possible alternative means of lowering client resistance. The counselor may choose to alert the client’s / student’s parents in cases where parent notification is warranted.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Parental Support: School Counselors may find that despite properly identifying a level of intervention for a student, parental support is non-existent. School Counselors may choose to provide additional information on the desired intervention (pamphlet/brochure) or educate parents on the benefits of the desired intervention. Again exploring the reasons a parent (parents) may be hesitant to support could provide insight into what can be done to eliminate a barrier. Additionally, providing the parents with an independent entity to review the desired level of intervention may also give them a higher level of comfort.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Funding issues: Many times after identifying a specific level of intervention and corresponding action plan, school counselors find that the fiscal resources are not available to see a plan come to fruition. This may be addressing by consulting on alternative funding streams with colleagues, discussing scholarship opportunities with appropriate service pro viders, or possibly applying for available grants to establish a funding stream. School Counselors may find that contacting their professional organizations to determine how this is has been addressed successfully by other school, locally or possibly even nationwide.

__<span style="font-family: Arial,Helvetica,sans-serif;">Referrals __ <span style="font-family: Arial,Helvetica,sans-serif;">The Central Kings Manor Academy Counseling Department welcomes referrals from teachers, parents, peers, school nurses, administrators, outside agencies, or other professionals. To initiate a referral for a student, please use the provided referral form and either email or deliver to the counseling office. In order for the counselors to follow through with a student*, please provide as much information as possible on the form. Below is a suggested outline of what to include in your referral. Please feel free to contact the counseling office with any questions about this process.

<span style="font-family: Arial,Helvetica,sans-serif;">*Please note that all counselors in our department maintain confidentiality at all times. We would be happy to follow up with you regarding our outreach with the student, but unfortunately our department’s policy does not allow us to share details about counseling sessions. <span style="font-family: Arial,Helvetica,sans-serif;">- Identify the area of concern with the student <span style="font-family: Arial,Helvetica,sans-serif;">o Personal Social- transition issues, interactions with other students/teachers, attitude, anger management, lack of motivation <span style="font-family: Arial,Helvetica,sans-serif;">o Academic- homework completion, grades, attendance, studying, class work, participation <span style="font-family: Arial,Helvetica,sans-serif;">o Career- college application process, post-secondary options, military information, job applications/transition issues <span style="font-family: Arial,Helvetica,sans-serif;">- Behaviors associated with this area of concern <span style="font-family: Arial,Helvetica,sans-serif;">o What the behavior looks like, what triggers it, what makes it better, times when it doesn’t occur, etc <span style="font-family: Arial,Helvetica,sans-serif;">- Any attempts that have been made to help the student <span style="font-family: Arial,Helvetica,sans-serif;">o From teacher, peers, other counselors, outside agencies, administrators? <span style="font-family: Arial,Helvetica,sans-serif;">- Any addition information the counselor should know <span style="font-family: Arial,Helvetica,sans-serif;">o Strength and weakness of the student <span style="font-family: Arial,Helvetica,sans-serif;">o Has there been any teacher/parent contact? <span style="font-family: Arial,Helvetica,sans-serif;">o Any suggestions/thoughts about what would help the student?

<span style="font-family: Arial,Helvetica,sans-serif;">Click the link below for a Counseling Referral Form <span style="font-family: Arial,Helvetica,sans-serif;">

__Crisis Counseling & Referrals__ <span style="font-family: Arial,Helvetica,sans-serif;">The Central Kings Manor Academy Counseling Department strives to provide appropiate referral and access to a variety of community agencies throughout Lancaster County. We have provided the PDF link below to assist our students and families in accessing services outside the scope of the school services. Please contact your child's counselor, the United Way, or the agency directly if you have specific questions:

<span style="font-family: Arial,Helvetica,sans-serif;"> **<span style="font-family: Arial,Helvetica,sans-serif;">Individual Student Planning/Small Group Planning ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">According to the ASCA National Model (2005) the comprehensive school counseling program must be comprehensive in scope, preventative in design, and developmental in nature. Comprehensive school counseling programs address what students should be able to do and know in academic, career, and personal/social realms. The CSCP should be preventative, in that, it specifically addresses the needs of the students according to academic, career, and personal/social realms in a proactive manner. The CSCP is developmental in nature, as it addresses the needs of students of varying abilities and levels (ASCA, 2005). <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">With the aforementioned ASCA National Standards taken into consideration, individual counseling at the high school level must address academic, career, and personal/social realms for all students in a proactive manner which is in accordance with the individual’s developmental functioning. Individual students will be seen individually based on not only at-risk identification and self-identification, but also according to needs addressed in academic, career, and personal social functioning. The master calendar allows for students to drop in to visit the school counselor for individual counseling; increasing counselor accessibility and visibility to students. Counselors will meet individually once a year at least with each high school student to develop and revise academic plans (ASCA, 2005). Counseling will be provided individually or in small group format to address student needs in order to identify problems that students are experiencing and possible solutions (ASCA, 2005). Referral to outside resources will occur when it is necessary. The needs of the student population will be assessed to determine small group work. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">According to ASCA (2005), individual and small-group advisement may include planning and setting goals on the following: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**Systems Support** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">System support involves managing the activities that comprise our comprehensive school counseling program (ASCA, 2005). This includes professional development, consultation, and program management and operation. The various components mentioned in the management section of this Wiki encompass the work we do that can be classified as system support (Refer to Management for more information.) While system support is integral to the functioning of the comprehensive school counseling program, we take measures to ensure that we do not spend too much of our time in this manner because it is not time spent in direct service to students.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Test score review, interpretation, and analysis
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Promotion and retention information
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Career decision making
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Yearly course selection
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Financial aid
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Interest inventories
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Senior exit interviews and surveys
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Four year plans
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Social skills
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Test taking strategies
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">College selection
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Job shadowing
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Senior planning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Review of behavior plans