• Pioneer Guidance & Comprehensive Developmental School Counseling Program

    updated 2017

     pioneer

     

    Introduction

               School Counselors play a significant role in improving student achievement and serve as student and systems advocates. They apply their professional training in schools in order to support student academic success. Through a Comprehensive School Counseling Program of developmental, preventive, remedial and responsive services, structured with School Counselor Competencies in mind, school counselors address academic development, career development and personal/social development of students.

                Through leadership, advocacy, collaboration and data analysis, school counselors will focus on the goal of improving student achievement, provide the necessary behavioral support to students and create the changes necessary to impact the system. As leaders and advocates, school counselors will promote, assess and implement this Comprehensive Pre-K-12 School Counseling Plan.

                School Counselors will use disaggregated data to drive program and activity development which will enable them to meet the needs of all students and close the achievement gap. The school counseling program will be data driven and will be evaluated annually and modified based on results to ensure that every student achieves success.

                Through the use of a data-driven/results-based and standards-based model, school counselors will follow the recommended practice of providing:

     

                · Counseling

                · Coordination

                · Consultation

                · Advocacy

                · Teaming and Collaboration

     

                The Pioneer High School Counseling Department has examined their current counseling practices and services and has aligned them with the American School Counseling Association (ASCA), the ASCA National Model and the expectations of the New York State Education Department.

                We are proud to present the Pioneer High School Guidance & Comprehensive Developmental 9-12 School Counseling Program.

     

    Pioneer High School Counseling Center

    Mr. Timothy Breen (Department Chair): School Counselor

    (716) 492-9343, tbreen@pioneerschools.org

    Mrs. Tracy Meyers: School Counselor

    (716) 492-9338, tmeyers@pioneerschools.org

    Mr. John Krumpek: School Counselor

    (716) 492-9339, jkrumpek@pioneerschools.org

    Mrs. Molly Duggan: School Psychologist

    (716) 492-9342, mduggan@pioneerschools.org

    Mrs. Kay Kilburn: School Social Worker

    (716) 492-9485, kkilburn@pioneerschools.org

    Ms. Sheri Bell-Beyer: School Social Worker

    (716) 492-9485, sbell-beyer@pioneerschools.org

     

       

    Table of Contents

       I. Foundation

    I-A. What is a School Counseling Program?           

    I-B. District Vision & Mission

                   1. District Pioneer Central High School

                         a. Superintendent & Assistant Superintendent

                         b. Board of Education

                         c. High School Building Level Administrators

    I-C. District Vision            

    I-D. District Mission            

    I-E. Mission Statement & Philosophy            

    I-F. TABLE 1: Pioneer School Counseling Department Goals (2017-2018)                                            

     

    II. Delivery 

             II- A. Delivery Outline

                   1. Direct Student Services

                   2. Indirect Student Services                  

                   3.   What is "Core Curriculum?"                      

                         a. Core Curriculum 

                   4. What is "Small Group Instruction?"

                         a. Individual Student Planning

                   5. What is "Closing-the-Gap?"

                         a. Responsive Services

                   6. Domains: Content Areas

                         a. Social-Emotional Development                        

                         b. Academic Development                        

                         c. Career/College Development            

             II-B. Core Curriculum

                   TABLE 2: Core Curriculum Content

             II-C. Small Group Instruction

                   TABLE 3: Small Group Content

             II-D. Closing-the-Gap

                   TABLE 4: Closing-the-Gap Content

       III. Management                     

            III-A. What is Management?               

            III-B. Organization/Charting/Calendars                     

                 1. Calendar of Interventions/School Counseling Annual Schedule                           

                   TABLE 5: Annual Schedule (All Levels Covered)                        

                 2. Pioneer Calendar of Events               

            III-C. Management Tools                     

                 1. Use of Time Assessment                     

                 2. Annual Agreement                   

                 3. Advisory Council                      

                 4. ASCA Mindsets & Behaviors: Program Planning Tool                     

                 5. Group Beliefs       

    IV. Accountability            

             IV-A. What is Accountability?            

             IV-B. Data                      

                  1. Results Data                     

                  2. School Counseling Curriculum Results Report                   

                  3. School Counseling Performance Appraisal                     

                  4. Program Assessment       

    V. Resources            

    TABLE 6: Social-Emotional Resources

             TABLE 7: Career/College Resources

             TABLE 8: Academic Resources

         

    I. FOUNDATION: The Foundation provides the what of the program, discussing what every student will know and be able to do.

     

              I- A. WHAT IS A SCHOOL COUNSELING PROGRAM?

     

          A School Counseling Program is “comprehensive in scope, preventative in design and developmental in nature.” It is designed so that the majority of the school counselor’s time is spent indirect service to all students so as to ensure that every student receives the maximum benefit from the program. Further, it is recommended that School Counselors divide their time to an 80/20 split between direct and indirect service to students.

          A comprehensive school counseling program focuses on what all students from Pre-K through grade twelve should know and understand in three domain areas: academic, career, and personal/social with an emphasis on academic success for every student National Standards. All students Pre-K-12 will have access to a Certified School Counselor.

          The program is preventive in design with a purpose of conveying specific skills and learning opportunities in a proactive and preventive manner. School counselors design programs and services in compliance with New York State Department of Education Part 100 Regulations to meet the needs of students at the appropriate developmental stages. Therefore, their responsibilities should be directed toward program delivery and direct counseling services.

          The standard for academic development is to implement strategies and activities that support and maximize student learning. This would include “acquiring knowledge and skills that contribute to effective learning in school and across the life span, employing strategies to achieve success in school and understand the relationship of academics to the world of work, life at home and in the community.”

          The standard for career development is to provide a foundation for “acquiring skills, attitudes and knowledge that enables students to make a successful transition from school to the world of work and from job to job across the life career span.”

          The standard for personal/social development is to provide a foundation for personal and social growth as the students’ progress through school and into their adult life. “Personal/social development includes the acquisition of skills, attitudes and knowledge that help students understand and respect self and others, acquire effective interpersonal skills, understand safety and survival skills and develop into contributing members of our society.”

     

                    A school counseling program has specific benefits, and aims to:

                            - Reach every student

                            - Be comprehensive in scope

                            - Be preventative in design

                            - Be developmental in nature

                            - Be an integral part of the educational program for student

                                success

                            - Be implemented by a credentialed school counselor

                            - Be conducted in collaboration with all stakeholders

                            - Use data to drive program decisions

                            - Monitor student progress

     

    ASCA

     

     

     

    Adapted from The ASCA National Model:

    A Framework for School Counseling Programs

     

                    I- B. District, Vision, & Mission

                            1. District: Pioneer Central School District

                                        a. Superintendent & Assistant Superintendent

                                                    -Mr. Ben Halsey (Superintendent)

                                                    -Mr. Nick Silvaroli (Assistant Superintendent)

                                        b. Board of Education

                                                    -Melissa Nocera-Collins, President (2020)

                                                    -Tom Lewis, Vice President (2016)

                                                    -Raymond Haberer, District Clerk (2016)

                                                    -Mary Lou Merlau, District Clerk Pro-Tem (2017)

                                                    -Linda Rule (2018)

                                                    -Jimmy Yansick (2019)

                                                    -Darla Schwab (2019)

                                                    -Edward McCarthy (2020)

                                                    -Tanya Nickerson (2018)

                                        c. High School Building Level Administrators

                                                    -Mark Schultz (Building Principal)

                                                    -Mark Przybysz (Assistant Principal)

                                                    -Amy Leone (Assistant Principal)

    pioneer2  

     

                   1- C. District Vision

                      *Pioneer students consistently demonstrate the skills, knowledge, integrity and understanding needed for success in life.

                      *They are motivated, self-confident, collaborative and civic-minded.

                   1- D. District Mission

                      *Pioneer Schools develop curious, creative, critical thinkers. 

                      *Our foundation is a learning environment that is safe, caring, inclusive and engaging.                                      *Our mission is realized by enabling children to reach their full learning potential in a supportive community.

     

                   1- E. Guidance Mission Statement & Philosophy

                         1. Mission Statement

                            a. The mission of Pioneer Central School Counseling Program is to provide a comprehensive, developmental counseling program that addresses the academic, career, personal & social development of all students.

                            b. School counselors provide support to maximize every students’ potential and academic achievement.

                            c. In collaboration with other educators, parents/guardians and the community-school counselors provide the necessary support system to ensure all students have the opportunity to learn responsibility, appreciate and respect diversity and individuality as well as demonstrate the qualities of lifelong learning.

                         2. Philosophy

                            a. The school counselors in the Pioneer Central School District believe:

                                -Our highest priority is our students

                                - All students have dignity and worth

                                - All students have the right to participate in the school counseling program

                                - All students’ ethnic, cultural, racial, sexual differences and special needs are considered in planning and implementing the school counseling program

                                - All students K-12 shall have access to a full-time, state certified, master’s degree level school counselor to deliver the school counseling program

                                -And that the Pioneer Central School District Comprehensive School Counseling Program should:

                                -Be based on specified goals and development student competencies for all students K-12

                                - Be planned and coordinated by school counseling teams in coordination with other school, parent/guardian and community representatives

                                - Utilize the many combined resources of the community to deliver programs

                                - Use data to drive program development and evaluation

                                - Be evaluated by a counseling supervisor on specified goals and agreed upon competencies

                                - Actively involve counseling team members to monitor students’ results

                          b. And that all counselors for Pioneer Central School District:

                                - Abide by the professional school counseling ethics as advocated by the American School Counselor Association and the New York State School Counselor Association

                                - Participate in professional development activities essential to maintain a quality school counseling program

     

                   1- F. TABLE 1: Pioneer School Counseling Department Goals

    Goal

    Level

    Process Data

    Outcome Data

    National &

    Ethical Standards

    All students in the class of 2019 will complete an Interest Profiler through Guidance Direct by the end of their Freshman year.

     

    Core Curriculum

     

    Individual Student Planning

     

     

    A:A1.1, A:A1.5,

    A:A2.4, A:A3.3,

    A:A3.5, A:B1.4,

    A:B1.5, A:B1.6,

    A:B2.2, A:B2.5,

    C:A1.1, C:A1.3,

    C:B1.2, C:B1.5,

    C:B1.6, C:C1.4,

    C:C1.7, C:C2.1,

    PS:A1.1, PS:A1.2,

    PS:A1.10, PS.A2.3,

     

    50% of all 4-year college bound students will apply by October 15, 2016.

     

    Small Group Instruction

     

    Individual Student Planning

     

     

     

     

    A:A2.2, A:A3.4,

    A:B1.2, A:B1.4,

    A:B2.7, A:C1.4,

    A:C1.6, C:A1.5,

    C:A1.7, C:A2.9,

    C:B1.1, C:B1.3,

    C:B1.8, C:B2.1,

    C:B2.2, C:B2.4,

    PS:B1.5, PS:B1.9,

    PS:C1.1

     

    Develop a system to identify and monitor at-risk students in grades 9-12.

    Closing-the-Gap

     

    Responsive Services

     

     

    A.1.a., A.1.c, A.1.e,

    A.2.a., A.2.e., A.3.b,

    A.6.a., A.10.a, A.10.d,     A.13.a., A.13.d.,   A.13.g., B.2.k.,   B.2.q, B.3.k,

     

     

    II. DELIVERY

                II- A. Delivery Outline: "The delivery component focuses on the method of implementing the school counseling program to students. This section describes the services and strategies school counselors provide to students and interactions they have with others as they work to promote student achievement, equity and access for all students."  (ASCA National Model: A Framework for School Counseling Programs-Third Edition)

                            1. Direct Student Services: include School Counseling Core Curriculum, Individual Student Planning, and Responsive Services.                           2. Indirect Student Services: include, but are not limited to, Referrals, Consultation, and Collaboration 

                            3. What is "Core Curriculum?": This curriculum is delivered to all students and consists of structured lessons designed to help students attain the desired competencies and to provide all students with the knowledge, attitudes and skills appropriate for their developmental level. The school counseling core curriculum is delivered throughout the school’s overall curriculum and is systematically presented by school counselors in collaboration with other professional educators in 9-12 classroom and group activities.

                                  a. Comprehensive, Proactive, Preventative & Systematic.

                                  b. Core Curriculum is designed for and delivered to all students.

                                  c. Includes Individual Student Planning that is considered necessary for all students (as opposed to Individual Planning that addresses the needs of a specific demographic: ex. College Bound Students). Individual Student Planning includes Appraisal ("working with students to analyze and evaluate their abilities, interests, skills and achievement" and Advisement (helping "students make decisions for future plans based on academic, career and personal/social data.")  (ASCANational Model: A Framework for School Counseling Programs-Third Edition)

                            4. What is "Small Group Instruction?": This curriculum is accessible to all students, and consists of domain-specific and content-specific interventions and supports that by nature do not apply to the entire student population. If, demographically, all students will not receive a given service, the service falls within Small Group. However, students will have access to all services within this curriculum.

                                  a. Proactive, Active, Preventative & Systematic.

                                  b. Individual Student Planning that is considered necessary for subgroups of the student population  (ex. College Bound Students).

                                  c. CLARIFICATION: Subgroups by cohort, ex. Seniors, do not constitute a divide that would place an intervention into Small Group rather than Core Curriculum, as all students (at an appropriate time within their High School career) will receive the given service.

                            5. What is "Closing-the-Gap?": This curriculum stands with the intention of supporting all students, and the awareness that students present with varied and unequal needs and challenges. Closing-the-Gap interventions attempt to balance and minimize achievement gaps by nature of supporting students who present with needs that extend beyond the Core Curriculum or Small Group Instruction lenses.

                                  a. Responsive Services, Active, Reactive, Systematic, Data Driven.

                                  b. Thoughtfully designed for and delivered to individual students in need of “Closing-the Gap” interventions, services, and supports.

                            6. Domains: Content Areas: Definitions from ASCA.

                                  a. Social-Emotional Development: Standards guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills.

                                  b. Academic Development: Standards guiding school counseling programs to implement strategies and activities to support and maximize each student’s ability to learn.

                                  c. Career/College Development: Standards guiding school counseling programs to help students:

                                        -understand the connection between school and the world of work, 2) plan for and make a successful transition from school to post-secondary education and/or the world of work and from job to job across the life span.

                II- B. Core Curriculum: High School (9-12)

                            Goal: All students in the class of 2019 will complete an Interest Profiler through Guidance Direct by the end of their Sophomore year.

                            Rationale:  We feel that completing an Interest Profile during their Sophomore will help the counselors assist our students with career and college planning earlier in their high school career. Information gained from an Interest Profiler would serve as a good discussion point with students and their parents.

                             TABLE 2: Core Curriculum Content

     

    Personal-Soclal

    Academic

    Career/College

    Direct Individual

     

    *Direct Services Delivered in 1:1 Meetings with each Student’s School Counselor.

     

    Check-Up

    Transition

    (B22 Lifestyle Planning)

     

     

     

    Scheduling

    Grade Review

    4-Year Plan

    Career Planning

    (B15 Resume Support/Construction)

    (B21 Goal Setting)

    (B13 Senior Review)

    (B47 Post-Graduation Planning)

    Direct Group

     

    *Direct Services Delivered in Group or Classroom Settings.

     

     

     

     

     

     

    9th Grade Orientation

     

    Interest Inventory Presentation

     

     

     

     

    Indirect/

    School

     

    *Indirect Services Intended for All Students (Core Curriculum)

     

     

     

     

     

    Monitor Student Grades and Attendance

     

     

     

     

     

    Direct

    Family & Community

    Indirect Family & Community

     

     

     

     

     

    Parent/Teacher Conferences

     

     

    Assessment

     

     

     

     

     

     

    (B51 Career Tracking-CDOS)

     

     

     

     

     

                II-C. Small Group (Instruction): High School (9-12)

                         Goal: 80% of all 4-year college bound students will apply by October 21, 2016.

                         Rationale:  With the upcoming changes to the FAFSA deadline for 2016-17 it is essential that our students apply to 4 year colleges sooner than ever before. College Admission Offices are anticipating that the entire college application process is going essentially going to be moved up by three months. In order to keep our students competitive for scholarships, financial aid, etc. it is important that Pioneer students apply early next year.

                         TABLE 3: Small Group Content

     

    Personal-Soclal

    Academic

    Career/College

    Direct Individual

     

    *Direct Services Delivered in 1:1 Meetings with Targeted Student’s School Counselor.

     

     

     

     

     

     

     

     

    PSAT, ACT, SAT Planning and Implementation

    Score Interpretation Meetings

     

     

     

    Direct Group

     

    *Direct Services Delivered in Group or Classroom Settings to Targeted Students.

     

     

     

     

     

     

     

     

     

    ASVAB Test Interpretation

    Adv. Studies Presentation

    PSAT, SAT, ACT Presentation

    Career Speaker Series

    Financial Aid Night

    Senior/Junior Seminar

    WNY College Consortium

    College Survival Presentation

    Indirect/

    School

     

    *Indirect Services Intended for a Targeted Demographic (Small Group).

    Panther Den

    Academic Intervention Services

    (B44 Annual Social Questionnaire)

     

     

     

     

     

    HELP Center

    College Field Trips

    JCC Career Day

    Penn York, NACAC College Fair

    College/Military Representatives

     

    Vo-Tech Visit

     

     

    Direct

    Family & Community

    Indirect Family & Community

     

     

     

     

     

    College Application Workshop for Parents

    Financial Aid Night

     

     

    Assessment

     

     

     

     

     

                II- D. Closing-The-Gap (Responsive): High School (9-12)

                         Goal: Develop a system to identify, monitor and support at risk students in grades 9-12.

                         Rationale:  While each counselor has their own method for tracking at-risk students we feel that it is important to develop one system that can be easily communicated and shared with administration.  This system will allow counselors to use similar criteria in order to identify at-risk students, as well as similar data to monitor each student’s progress.

                         TABLE 4: Closing-the-Gap Content

     

    Personal-Soclal

    Academic

    Career/College

    Direct Individual

     

    *Direct Services Delivered in 1:1 Meetings with each Student’s School Counselor.

     

    Crisis Prevention & Intervention

    (B24 Decision Making)

    (B20 Check In)

    (B31 Academic Stressors)

     

    Individual Counseling

    IEP Counseling

    (B34 Scaling)

    Direct Group

     

    *Direct Services Delivered in Group or Classroom Settings.

     

     

    9th Grade After-School Group

     

    Social Skills Group

    (B2 "Welcome to High School" Group)

    (B4 "From the Teacher to the Test" Group)

    (B48 Critical Thinking/Personal-Social Group: ex. Identity Lesson Plan)

     

     

    Indirect/

    School

     

    *Indirect Services Intended for At-Risk Students (present or measured risk).

    (B42 Switch Challenge)

    APEX and Credit Recovery Programs

     

    Consultation & Advocacy

    Referrals

    Peer Facilitators

     

    Direct

    Family & Community

    Indirect Family & Community

    Crisis Team

    Department of Community Services (PINS, CPS, etc.)

    Cattaraugus Community Mental Health

    Essentials of Love & Logic

    Becoming a Love & Logic Parent

    Parenting the Love & Logic Way

     

     

    Center for Positive Solutions

    Peer Mentoring Programs

    Crisis/Personal Counseling

    (B49 Exit Resources)

     

    Assessment

    Referrals (Special Education, Special Education Testing, Community Services etc).

    (B12 At-Risk Report)

    (B26 Annual Report)

    (B35 At-Risk Daily/Monthly Tracking)

     

    III. Management:

                III-A. What is Management?: The management component of the ASCA National Model provides organizational assessments and tools designed to manage a school counseling program. The assessments and tools help school counselors develop, implement, and evaluate their school counseling program based on clearly defined priorities reflecting student needs.” (ASCA National Model: A Framework for School Counseling Programs-Third Edition)

                III-B. Organization/Charting/Calendars: Transparent organization and planning, accessible to School Counselors and invested parties.

     

                         1. Calendar of Interventions/School Counseling Annual Schedule

                         TABLE 5: Annual Schedule (All Levels Reflected)

     Frequency/Schedule   Task (Student-Direct)  Task (Student-Indirect) Task (Counselor) 
     Daily or As Needed   

    Check In/Check Out/Check Up

    Crisis Counseling/Mental Health Support

    Assisting with Anger & Stress Management

    Maintain/Manage Behavior and Safety Plans

    Individual Student Planning

    Behavioral Support

    Facilitating Conflict Resolution

    Suicide Prevention/Lethality Assessments

    Review ISS Forms & Facilitate Communication   Parent Communication   Data Collection (behavior, attendance, academic, goal etc.)   Consultation   Schedule Maintenance   Keep Attendance   Program Management     Progress Evaluation on Student Performance
     Weekly

    IEP Mandated Counseling

    Grade Review (individual)

    Critical Thinking Challenges

    Team Meetings

    Administrative Meetings

     
     Monthly Academic Review/At-Risk Assessment “Quick Tips” for Disability Awareness or Topic as Requested   At-Risk Report     Reporting/Data Collection & Maintenance   Monthly Service Reporting   Department Meetings   Pioneer All Staff Meetings
     Quarterly Systematic Reinforcement

    Student Assessments

    IEP Progress Notes

    PBIS Committee Meetings

     
     Annually Annual Review & Reporting

    Individual Student Scheduling/Planning

    College Exploration/Application

    Financial Aid

    Orientation/Intake

    Credit Recovery Opportunities

    Assess Student Goals/Progress/Regression

    Annual Social Questionnaire & Report

    Credit Recovery Opportunities

    Assist with SAT/PSAT/NMSQT/ASVAB

     Graduation Progress Spreadsheet/Tracking   Review and Edit Behavior and Safety Plans   CSE/IEP Support/Development   Parent Meetings   Planning/Consultations  Master Schedule   Professional Development Goals
    School Counseling Goal Review   Advisory Counsel     Review School Counseling Program/Data/Results   Supervision

     

     Month   Direct Student Interventions  Counseling Tasks/Involvement  Themes/Topics
     September  Intake/Ethics *Goal Setting  **College Search & Apps **Sign Up for SAT/PSAT/ACT **Fall ACE Registration Schedule Review and Cleanup College Scheduling 
     October **FAFSA Transcript Review **Senior Review  **College Applications    Bullying Prevention
     November **Alfred State College Visit **4-Year Plan January Exam Sign Ups **Local Scholarships     
     December **JCC Career Fair Semester 2 Scheduling  
     January Mid-Year Review Transcript Review Semester 2 Schedule Review and Cleanup Cultural Awareness
     February Credit Recovery Push **Spring ACE Registration **BOCES Field Trip    Teen Dating Violence Awareness  African American History
     March **ASVAB/SAT/ACT/PSAT Individual Student Scheduling for Fall  **National College Fair  Review June Exam Sign Ups Women's History
     April **Resume Development **Interest Inventories  Master Schedule Construction  Disability Awareness Autism Awareness   
     May Annual Social Questionnaire Termination Initiated  Study Skills  Senior Review  Data Sharing with Invested Parties (Annual Social)  Mental Health Awareness
     June Transitions/Pathways Summer Planning Termination Completed Annual Review &  Shared Data & Feedback (Annual Review)  LGBT Pride
     School Year or As Needed "Welcome to High School" Group "From the Teacher to the Test" Group Debate Group  Mock Interviews Counseling/Advisement  Parent Communication  Lethality Assessments At-Risk Report  CCCA HSCWNY ASCA NYSSCA  Advisory Counsel 
     Summer Summer College Application Day Scheduling Data Review  

    *

     Initiated in September, continued throughout  school year.

    ** 

     Cohort Dependent


                         
    2. Pioneer Calendar of Events

                III.C- Management Tools

                         1. Use of Time Assessment

                         2. Annual Agreements are “developed with and approved by administrators at the beginning of the school year addressing how the school counseling program is organized and what goals will be accomplished.” (ASCA)

                         3. Advisory Councils are “made up of students, parents, teachers, school counselors, administrators and community members to review and make recommendations about school counseling program activities and results.” (ASCA)

                         4. ASCA Mindsets & Behaviors: Program Planning Tool

                         5. Group Beliefs

    IV. ACCOUNTBILITY   

                IV.A: What is Accountability?: “School Counselors implement data-driven comprehensive school counseling programs using accountability strategies to monitor student achievement, to continually evaluate and improve their school counseling program and to demonstrate the impact their program is having on students.” (ASCA National Model: A Framework for School Counseling Programs-Third Edition)

                IV.B: Data: Use of Data is necessary “to measure the results of the program as well as to promote systemic change within the school system so every student   graduates college- and career-ready.” (ASCA)

                         1. Results Data

                         2. School Counseling Curriculum Results Report

                         3. School Counseling Performance Appraisal

                         4. Program Assessment

     

    V. RESOURCES  

    V-A: Social-Emotional

    Resource

    Topic

    Description

    Crisis (Distress) Center

    Community Crisis Support

     

    24-Hour Hotline Phone Numbers by County

    Suicide Prevention Centers

    National and Local Suicide Prevention Phone Numbers

    Sexual & Domestic Violence

    National Sexual Assault & Domestic Violence Phone Numbers

    Mental Health Crises

    Mental Health Crisis Support and Self-Help Groups by County

    Emergency Shelters

    Genesis House,

    Buffalo City Mission,

    Cornerstone Manor Phone Numbers

    Medical Clinics

    Phone Numbers by County

    Substance Abuse

    C.A.R.E.S. Inc. (Olean),

    Spectrum Human Services 

    V-B: Career/College

    Resource

    Topic

    Description

    Guidance Direct

    Q & A: Resource Sharing

    Online Network of School Counselors and School Counseling Resources

    Career Zone

    Career Readiness

    Search NYS specific career information, and engage in self-assessment.

    Common Application

    College Application Process

    Link to Common Application and related information

    SUNY Application

    College Application Process

    Link to SUNY Application and related information

    FAFSA

    Financial Aid

    Free Application for Federal Student Aid

    HESC

    Higher Education Services

    Website designed to assist students through the college application and financial aid processes.

    Fast Web

    Scholarships

    Website designed to assist students in navigating scholarship opportunities.

    Local Scholarships

    Scholarships

    Master List of local scholarships that may be applicable.

    V-C: Academic

    Resource

    Description

    NYSED OSA- Office of State Assessments

    Website with archived Regents exams for review and prep.

    NYSED Graduation Requirements

    Review New York State Graduation Requirements, including different diploma types.

    Graduation Requirements & Pathways

    Various pathways to graduation are offered, and student progress is closely monitored to ensure that all opportunities are explored.

Last Modified on March 27, 2018