Comprehensive Guidance Plan

Eastchester has developed a Comprehensive School Counseling Plan based on the National Standards and model for Counseling, developed by the American School Counseling Association (ASCA). This model shifts the focus of counseling from a student-by-student system to a comprehensive and developmental program providing academic, career, and personal/social development for every K–12 student.

Comprehensive School 

Counseling Plan

(Updated: May, 2024; Adopted: June 18, 2024)

Highlights of New York State Part 100.2 Regulations - School Counseling Programs   

A school counselor’s role is central to the success of students. School Counselors support students through individual and group counseling, college and career exploration instruction, assistance in crisis situations, and referrals to school psychologists or other professionals when specialized interventions are required for student success in school.

Old Requirement	New Requirement
Each school district shall have a guidance program for all students.	Beginning with the 2019-2020 school year, each school district shall have a comprehensive developmental school counseling/guidance program for all students in grades kindergarten (K) through grade 12. Each school district shall also ensure that all students in grades kindergarten through twelve have access to a certified school counselor(s).
In grades K-6 the program shall be designed in coordination with the teaching staff.	Beginning with the 2019-2020 school year, in grades kindergarten through five, the program shall be designed by a certified school counselor in coordination with teaching staff and any appropriate pupil personnel service providers. Additionally, school counselors need to provide instruction in three core curriculum areas: social/emotional development, academic skills, and college/career planning.
In grades 7-12, the program shall include an annual review of each student’s educational progress and career plans, with such reviews to be conducted with each student individually or with small groups by personnel certified or licensed as school counselors.	Beginning with the 2019-2020 school year, for students in grades six through twelve, certified school counselors shall provide an annual individual progress review, which shall reflect each student’s educational progress, social-emotional wellbeing and career plans. For a student with a disability, the plan shall be consistent with the student’s individualized education program. Additionally, school counselors need to provide instruction in three core curriculum areas: social/emotional development, academic skills and college/career planning.
Each school district shall develop a district plan which sets forth the manner in which the district shall comply with the requirements.	Beginning with the 2019-2020 school year, each school district shall develop district-wide and building-level comprehensive developmental school counseling/guidance plans which set forth the manner for compliance with this subdivision. Such district and building level plans shall be updated annually, available for review at the district offices and each school building, and made available on the district’s website
N/A	Each school district shall develop a district plan which sets forth the manner in which the district shall comply with the requirements. Each school district shall establish a comprehensive developmental school counseling/guidance program advisory council to be comprised of representative stakeholders (such as parents, members of the board of education, school building and/or district leaders, community-based service providers, teachers, certified school counselors and other pupil personnel providers in the district including school social workers and/or school psychologists). The advisory council shall meet no less than twice each year for the purpose of reviewing the comprehensive developmental school counseling/guidance program plan and advising on the implementation of the school counseling/guidance program

New York State Part 100 Regulations -
School Program Requirements

The Eastchester Comprehensive Counseling Plan aligns with the amended Part 100.2 (j) of the Commissioner’s Regulations.  

1. The Program

• The Eastchester School District’s comprehensive developmental counseling program includes all students K-12. 

• All Eastchester students K-12 have access to a certified school counselor.

• The Eastchester K-12 counseling program is designed in collaboration with building teams to prepare students to effectively participate in their current and future educational programs; address multiple student competencies including career/college readiness standards, academic, and social/emotional development standards. For students in grades K-5, the program is designed by a certified school counselor in coordination with instructional staff.

B.  The Services

• Certified school counselors design and where appropriate deliver school counseling programs that promote and enhance outcomes for all students. Through direct and indirect services, the comprehensive  K - 12 counseling program provides :

  • Career/college readiness

  • Academic advisement and planning

  • Social and Emotional development

It is through these services that students develop the knowledge, attitudes, and skills needed for student achievement and development.

C.  The Plan

• The Eastchester UFSD has developed district-wide & building level comprehensive school counseling plans that comply with the regulatory requirements and is in accordance with the following:

  • Developed by or under the direction of a certified school counselor.

  • The plan will be updated annually & a report will be presented to the Board of Education.

  • The plan is on the district website and is available for review by any individual. 

  • The plan presents program objectives, which describe expectations of what students will learn. 

D.  Advisory Council 

• The Eastchester UFSD will develop and maintain a counseling program advisory council.  

  • Membership will include representative stakeholders (such as parents, members of the board of education, school building and district leaders, students, teachers, certified school counselors, and other pupil personnel service providers in the district).

  •  The advisory council shall meet no less than twice a year for the purpose of reviewing the district comprehensive plan and advising on the implementation of the school counseling program. 

• The purpose of the council is to provide feedback on program goals, review program results, participate in making recommendations to enhance the comprehensive plan, and serve as advocates for the program.

• The council shall present at a designated Board of Education meeting at least once per year, providing an overview of progress and plans for continued work.

Transformation of School Counseling 

This plan is designed to provide structure as we move towards a comprehensive school counseling program that is standards-based and intentionally designed to meet the Academic, Social-Emotional, and Career needs of today's students. A comprehensive school counseling program is results-oriented, inclusive, developmentally proactive, culturally competent, and designed to meet all students' needs. When developing and implementing a data-driven program, careful consideration must be made in providing professional development for counselors and that adequate “phase in” time is given. 

The National Standards for School Counseling Programs and the National Model for School Counseling Programs, both developed by the American School Counseling Association (ASCA), have shifted the focus of counseling from a student-by-student system to a comprehensive and developmental program providing academic, career, and Social-Emotional development for every K-12 student. The district strives to meet these recommendations.

This comprehensive school counseling model values content, process, and assessment. The counseling support systems are goal-oriented, developmental, and based on various types of student data (ie: attendance, grades, and behavior) to guide student achievement and learning. Collaborating with teachers, administrators, school psychologists, community members, and families provides school counselors with information that drives district plans and building level programs. School counselors, with the support of superintendents, principals, and local boards of education, can analyze and assess program content, implement programs through various delivery systems, and maintain an accountability system that demonstrates effectiveness.

The school counseling team works collaboratively with school psychologists, classroom teachers, and administraters  to employ the District’s Multi-Tiered System of Support (MTSS) to ensure that student needs are being proactively addressed. This model focuses on providing three tiers of instruction and support  to meet the needs of our student body. 

• Tier 1:  Is intentionally taught to all students K-12 through classroom lessons in the competency areas of academic skills, social/emotional development, and college and career information and readiness.

• Tier 2: Focuses on students who have been identified as having a need for additional support. The use of data is used to identify students who need tier 2 supports. 

• Tier 3: Is intensive intervention for a small number of students who display the greatest need in either the academic, social/emotional, or college and career domains.

Eastchester has implemented Dialectical Behavioral Training (DBT) throughout the district for Tier 2 and 3 interventions and it is used in conjunction with Second Step and CASEL’s Social Emotional Learning (SEL) competencies for students at the Tier 1 level.  For the 2024-2025 school year, the District will be implementing the Yale Center for Emotional RULER program as a TIER I SEL intervention for the entire District. 

Eastchester school counselors work at our two elementary schools (grades 2-5) and at our middle and high schools.  Our elementary, middle and high school counselors are held to high standards of collaboration when planning and implementing a district-wide comprehensive school counseling program. Students are at the core of every decision and service provided. 

The Comprehensive Model

The ASCA National Model for School Counseling Programs has four components and is a framework for the systematic development, implementation, and evaluation of school counseling programs. 

The comprehensive school counseling plan was designed in a way that:

• Acknowledges the work of school counselors as advocates for students 

• Creates results-based counseling programs that support diverse student populations. 

• Helps to close achievement and opportunity gaps. 

• Aims to reach all students through the use of best practices that support and assess academic, career, and social/emotional progress. 

• Is guided by developmentally appropriate, culturally responsive and goal-oriented student competencies.

The process for delivery of the National Standards is accomplished by utilizing each of the four components (Define, Manage, Deliver, and Assess) 

• Define:  

This component identifies two sets of standards that define the school counseling profession: student standards and professional standards.

1. Student Standards

• Student Mindsets and Behaviors

• As a result of a comprehensive counseling program, students should demonstrate the following mindsets and behaviors outlined by ASCA:

• Academic Development

  • Standards guiding school counseling programs to implement strategies and activities to support and maximize each student’s ability to learn.

• Career Development

  • Standards guiding school counseling programs to help students 1) understand the connection between school and the world of work and 2) plan for and make a successful transition from school to postsecondary education and/or the world of work and from job to job across the lifespan.

• Social/Emotional Development

  • Standards guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills.

2.   Professional Standards

• Professional Competencies

  • School counselors use these standards to assess student growth and development, guide the development of strategies, and activities, and create a program that helps students achieve their highest potential.  To operationalize the standards, school counselors select competencies that align with the specific standards that become the foundation for classroom lessons, small groups, and activities addressing student developmental needs. The competencies directly reflect the vision, mission, and goals of the building comprehensive school counseling program and align with the district’s academic mission. 

• Counselor Competencies and Ethics 

  • School counselors will reference the ASCA School Counselor Professional Standards and Competencies (2019) as an outline of the knowledge, abilities, skills, and attitudes necessary to plan, organize, implement and evaluate their comprehensive, developmental, results-based school counseling programs.

  • School counselors will reference the ASCA Ethical Standards for School Counselors (2016) for specific ethical behaviors necessary to maintain the highest standard of integrity, leadership and professionalism.

• Manage: 

This component helps school counselors effectively and efficiently manage the school counseling program and incorporates organizational processes and tools to ensure that the school counseling program has clearly defined priorities, is reflective of the school’s needs, and constructed to get results. 

This includes two sections: program focus and program planning. 

1. Program Focus

• School District Mission Statement

To provide a quality education in a safe, stable, and secure environment that fosters mutual respect, promotes the uniqueness of the individual, provides opportunities for student successes, and guides all students intellectually, emotionally, physically and socially.

• Counseling Mission Statement

The Eastchester School Counseling Program aligns with the NY State Standards and reflects the philosophy and values of the EUFSD Board of Education mission and goals. It  is committed to providing proactive services that meet the needs of all students. As professional educators, all counselors assist parents, teachers, and administrators in a shared commitment to support students’ academic, career, and social and emotional well-being. The services provided by the school counselors empower all students to be responsible participants in their personal and academic growth and development as valued contributors to our community and society at large. 

• Counseling Vision Statement

It is the district's vision that students graduating from Eastchester schools will be: respectful individuals, life-long learners, effective communicators, complex thinkers and problem solvers, and competent and responsible users of technology. The comprehensive school counseling program supports the district vision while providing a variety of opportunities for self-directed growth, college and career readiness, and social and emotional skills needed to become contributing members of our global society.

• Eastchester School Counselor Belief Statements

Counselors at Eastchester believe:

• Our primary role as school counselors is to support teaching & learning, social emotional health and wellbeing and college and career readiness.

• Consideration should be given to all students’ ethnic, cultural, racial, sexual orientation and special needs when planning and implementing the school counseling program.

• Every student has a right to a safe and healthy environment in which to learn.

• Every student has the capacity to achieve personal, academic and career goals.

• Every student has the right to access counseling services, support and advocacy to reach their full academic potential.

• All students have dignity and worth.

• All students can learn and should be given the opportunity to do so.

• All students benefit from collaboration between parents, staff, and themselves

• A comprehensive School Counseling Plan is essential in addressing academic, career, and social/emotional development for every student.

2.  Program Planning

• Data - A comprehensive school counseling program is data driven.  Each activity implemented is part of the program, and should be developed from analysis of the students’ needs, achievements, and/or related data. To do this, school counselors need to evaluate process, perception, and results data.  At each level, building teams will review and discuss data driven needs for the student population.  This may include but not limited to review of graduation rates, attendance, behavior, and standardized test scores or other related data. For every desired competency and result there must be a plan how the desired competency will be achieved. Each action plan should include: competencies addressed, description of activity, timeline in which the activity will be completed, who is responsible for delivery, means of evaluating student success, and expected results. Each counseling department and building will decide on a plan of action to meet student needs.  

• Data Informed School Counseling - Understanding and using data is essential to ensuring equitable services so that every student benefits from the school counseling program. Some sources of data might include: School Data, Mindsets and Behaviors Data, Participation Data, Outcome Data, Annual Review Data,Annual Student Outcome Goals, Action Plan Data, and/or Exit Surveys

• Curriculum Maps -  The goal is to begin to develop detailed curriculum maps for college and career information and readiness K-12.

• Action Plan - The building level teams have developed an annual action plan that outlines the Tier 1 curriculum that will be provided on a regular basis. This action plan outlines the topics being taught, when they are taught, and who receives the instruction. Tier 1 instruction is intended to be provided to all students as part of the core curriculum.

• Lesson Plans- Are created and used to assist counselors with consistency and continuity when planning large and small group instruction.

• Calendars- Annual calendars reflect the building’s mission, vision, and goals and provides a framework for the school counseling program. Monthly calendars are used to guide program delivery and help to guide counselors in their work. 

• Delivery of Services - Counselors recognize the value of delivery of services to students. It is recommended that school counselors spend 80% of their time in Delivery of Services to Students. The remaining time is spent in defining, delivering and assessing the counseling program.

• Building level advisory teams review student outcomes data annually.
   

• Deliver

The school counseling program serves to define the method school counselors use to provide activities and services to students and for students. This component consists of two broad categories: Direct and Indirect student services. 

1. Direct Services are in-person interactions between school counselors and students.

• Instruction - The counseling curriculum provides Tier 1 developmental activities that address academic, career and personal/social needs of students K-12. This is accomplished through:

  • Classroom Activities: school counselors present lessons in the classroom.

  • Group Activities: school counselors conduct group activities outside of the classroom

  • Interdisciplinary Activities: School counselors collaborate with school staff to implement curriculum across content areas.

• Appraisal and Advisement - Counselors monitor students’ progress so they may achieve success in academic, personal/social, and career areas. This may be accomplished through:

  • Annual individual progress reviews, which reflects each student’s educational progress, social emotional wellbeing and career plans.

  • Small Group: Work with students in analyzing and evaluating abilities, interests, skills, and achievement.

  • Individual or Small Group Advisement: Work directly with students on achieving success in personal/social, academic, and career areas.

  • Case Management: Monitor individual student’s progress.

• Counseling - School counselors provide support and interventions to meet the needs of students. This is accomplished through:

  • Individual and Small Group Counseling: Counseling is provided for students experiencing social, emotional, personal, or academic difficulties. 

  • Crisis Counseling: Short term counseling that is provided to students, families or staff as an immediate intervention to a crisis .

  • Referrals: School Counselors connect students and families to appropriate resources as needed.

 

2.   Indirect Services are services provided on behalf of students as a result of the school counselors interactions with others.

• Collaboration - is the process in which multiple individuals work toward a common goal and share the responsibility for the task. It occurs in a variety of situations.

  • Teaming and partnering: School counselors  work with families, administrators, teachers, school staff, businesses, and community organizations to support improvement of achievement, attendance, and discipline.

  • School/district committees: School counselors regularly serve on committees or advisory boards to promote student success 

  • Parent workshops: School Counselors facilitate or organize informational workshops on a variety of topics for students and parents.

  • Community partnerships: School counselors establish partnerships with community members and organizations to strengthen the school, the school counseling program and  the community.

  • Crisis Response: School counselors work with administrators, teachers, other school staff, families and community members to provide immediate and follow-up intervention to meet urgent needs 

• Consultation -  is the process of providing information, opinions, and recommendations to individuals who can support a students’ need or seeking information from an expert about student needs. School counselors both provide and seek consultation.

• Referrals - occurs when students’ needs extend beyond the training and/or responsibilities of the school counseling role. School counselors provide instructional, advisement and counseling services through brief, targeted approaches.  When a student needs support beyond short-term services, it is the counselors’ ethical duty to refer.

 

D. Assess

To achieve the best results for students, school counselors regularly evaluate their program to determine its effectiveness.  

1. Program Assessment - School counselors regularly assess their progress toward the design and delivery of a comprehensive school counseling program as well as assess the impact on students as indicated by participation, Mindsets & Behaviors and outcome data.  The National Model for School Counseling Programs speaks to the importance of accountability and having an organizational framework that documents and demonstrates “how students are different as a result of the school counseling program.” A commitment to accountability shifts public perception from questions such as “What do school counselors really do?” to show how school counselors are key players in the academic success for all students.  Using the model as a guide, counselors will be progressive in their thinking, continuously evaluating and updating practice based on what is in the best interest of the students.

2. Data Analysis - Counselors collect, analyze, and report data by specific subgroups and ensure that decisions about student instruction and learning are driven by achievement data for every subgroup. The process begins with needs and strengths assessment and moves through what changes need to be made. The use of data replaces hunches and hypotheses with factual information instead and guides the school counselor and student support staff in planning and delivering learning support programs for all students. 

3. Program Results - Counselors analyze the school counseling program using information collected through process, perception, or outcomes data samples.  The data is used to inform decisions related to program improvements.   The building teams will review the programs data to identify trends and areas of success and areas in need of improvement.

Annual Goals

Program goals are developed annually in alignment with the vision, mission and the goals of the district,

school and department.  The goals will serve to guide the curriculum and corresponding scope and sequence and each building’s comprehensive counseling plan. Yearly goals are developed for each building at the beginning of the school year.

School Counseling Staff

High School	Middle School	Elementary Schools
Ms. Brianne Brauer	Ms. Carly O’Shea	Ms. Stephanie Stone
Ms. Janice Crisci	Ms. Danielle Fiore	Ms. Rachel Lapore
Ms. Emily Cozzi	Ms. Christine Rodriguez-Mejia
Ms. Julie Meyers	Mr. Thomas Pfingst
Ms. Deona Patane
Ms. Heather Reilly

District Advisory Council

Membership

Dr. Ronald Valenti Superintendent	Matthew Fanelli Board of Education	Rachel Lepore Greenvale Counselor
Dr. Gregory Stowell Asst Supt for PPS Committee Chairperson	Christie McCloskey/ Robert Krukowski Board of Education	Danielle Fiore Middle School Counselor
Brad Gitlin Director of Athletics, PE, & Health	Erin Baker SEPTA Representative	Christine Rodriguez-Mejia Middle School Counselor
Heather Reilly  High School Counselor/Dept. Chairperson	Dorothy Leone Antoinette Weigand Elementary Parents	Janice Crisci High School Counselor
Dr. Jeffrey Capuano High School Principal	Susan Gaines Middle School Parent	Brianne Brauer High School Counselor
Dr. Annette Keane Elementary Administrator	Bernadette Mannion High School Parent	Adam Chertok  Middle School Science Teacher
Joe Gilson High School Assistant Principal	Erin Ryan High School Parent/Community Member	Bryan Johnson High School English

Attachments

• New York State Education Commissioner Regulation 100.2(j): Comprehensive Developmental School/Guidance Counseling Programs

• ASCA National Model Executive Summary

• ASCA Mindsets & Behaviors for Student Success: K-12 College and Career Readiness Standards for Every Student

• ASCA School Counselor Professional Standards & Competencies

• ASCA Ethical Standards for School Counselors