Comprehensive School Counseling Plan

The Fayetteville-Manlius School District Comprehensive School Counseling Plan has been designed to meet the academic, career/college and social/emotional demands of all students in order to better serve the Fayetteville-Manlius school community.

The counseling program is comprehensive, developmentally-appropriate, and designed to reach every student. When developing and implementing such a program, school counselors need to be well-versed in the holistic education of the student, demonstrating knowledge and understanding beyond the traditional role of the “guidance counselor.”

In order to provide a program that supports student success and achievement, school counselors must lead, advocate, collaborate, analyze and be ready and willing to learn. To support their continued education, the Fayetteville-Manlius school counselors participate in conferences and workshops offered by BOCES, New York State School Counselors Association (NYSSCA), New York State Association for College Admission Counseling (NYSACAC), National Association for College Admission Counseling (NACAC), College Board, Higher Education Scholarship Corporation (HESC), State University of New York (SUNY) and other in-house, local, regional, and national professional development opportunities.

The Fayetteville-Manlius school counselors are divided among six buildings: three elementary schools, two middle schools and one high school. Our counselors are seen as leaders, advocates and important educators not only in their assigned building, but within the entire Fayetteville-Manlius school community. They are active as club advisors, athletic coaches, representatives on local/regional/state/national committees, and are frequently called upon to provide mental health and other training for teachers and staff.

F-M school counselors are integral participants in guiding and supporting student achievement, behavior, future goals and plans, and emotional wellness. We collaborate with teachers, administrators, community members, and families to gather information that can help direct the counseling program.

The National Standards for School Counseling Programs (1997) and the National Model for School Counseling Programs, developed by the American School Counseling Association (ASCA), have shifted the focus of school counseling from a student-by-student system to a comprehensive and developmental program that focuses on academic, career, and social/emotional development for every student.

ASCA recommends a student to counselor ratio of 250:1, and that counselors spend 80% or more of their time in direct or indirect services to students. The Fayetteville-Manlius School District strives to meet these recommendations and to provide services that serve our students and our community.

Fayetteville-Manlius school counselors help meet the demands of students within all six buildings. Counselors provide services intended to improve student learning, behavior, attendance, and social-emotional wellness, while helping them discover appropriate career paths. We believe our school counseling program can greatly impact our school community and assure that F-M remains as one of the best educational systems in our state and country.

The comprehensive school counseling program consists of four components, defined by the American School Counselor Association (ASCA): Foundation, Management, Delivery and Accountability.

District Overview

The Fayetteville-Manlius School District (F-M) serves more than 4,200 students enrolled in three (K-4) elementary schools, two (5-8) middle schools and one (9-12) high school. The district is located in a suburban community of approximately 25,000 people and serves the villages of Fayetteville, Manlius and the surrounding areas. It lies 10 miles southeast of the city of Syracuse in Onondaga County. A residential community exemplifying a high socio-economic level, residents demonstrate strong support for all aspects of the school system. Our students excel in all areas of curricular and extra-curricular education, and F-M school counselors play an integral role in each student’s progress, from Kindergarten orientation through high school graduation.

District Vision Statement

Our vision as a school community is to inspire students and promote personal success.

District Mission Statement

Our mission is to build on our commitment to academic excellence with a focus on authentic learning experiences, civic responsibility, and innovative programs. We will accomplish this in an environment that fosters meaningful relationships, honors and affirms the diverse identities and experiences of our students, supports the overall wellness of each student, and promotes continuous improvement in each of the district priority areas: teaching and learning; school environment; service learning and community partnerships; and fiscal capacity and responsibility.

School Counseling Program

The Fayetteville-Manlius Comprehensive Counseling Plan aligns with Part 100.2(j) of the New York State Commissioner’s Regulations, effective July 1, 2019.

1. The Fayetteville-Manlius School District’s comprehensive developmental counseling/guidance program includes all students K-12.
2. All Fayetteville-Manlius students K-12 have access to a certified school counselor.
3. The Fayetteville-Manlius counseling program shall prepare students to participate effectively in their current and future educational programs as age appropriate.
4. The Fayetteville-Manlius K-12 counseling program is designed to address student competencies defined by the American School Counselor Association in the areas of:
   • academic standards
   • career/college readiness
   • social/emotional development

F-M school counselors recognize the importance of having a comprehensive counseling program that impacts students at each educational level. School counselors work with commitment, passion, and pride in their buildings, and when part of a district-wide team to identify, assess and respond to students’ needs.

Board of Education Policy Authorization

Policy 8230, School Counseling Program, defines the Fayetteville-Manlius School District’s comprehensive, standards-based counseling program, and reads as follows:

A District plan for the K through 12 school counseling program shall be filed in the District Office and made available for public review. This plan shall be subject to annual review and revised as necessary in the following areas:

1. Identification of school counseling program objectives;
2. Activities to accomplish the objectives;
3. Identification of staff members and other resources to accomplish the objectives;
4. Provisions for the annual assessment of program results.

School Counseling Program (K-8)

A coordinated school counseling program in grades K-8 shall be developed and implemented to:

1. Prepare students to participate effectively in their current and future educational programs;
2. Help those students exhibiting any attendance, academic, behavioral or adjustment problems;
3. Educate students concerning avoidance of child sexual abuse; and
4. Encourage parental involvement.

School Counseling Program (9-12)

A coordinated school counseling program in grades 9-12 shall be developed and implemented including the following activities and services:

1. Each year the school counselor and student will review the student’s educational progress and academic plans;
2. Opportunities to support students in the career exploration process;
3. Post-secondary planning for all students;
4. Social-emotional support for all students;
5. Opportunities for parental education and involvement.

8 NYCRR Section 100.2(j)

Back to top

Foundation

School counselors create comprehensive school counseling programs that focus on student outcomes, teach student competencies and are delivered with identified professional competencies. (ASCA)

F-M School Counseling Program Vision Statement

All students in the Fayetteville-Manlius School District achieve personal success and have the skills and knowledge to be responsible and productive citizens.

F-M School Counseling Program Mission Statement

Our comprehensive school counseling program promotes the development of a positive school climate where students are empowered to meet their academic, personal and career goals and achieve their highest potential. We encourage student self-advocacy, accountability, and excellence in character. We partner with families, other educators and the greater school community to advocate for equity and access for all students. 

F-M School Counselor Belief Statements

Our beliefs about students:

• All students matter.
• All students want to do and be the best that they can.
• All students want to belong and connect with others.
• All students are capable of setting and achieving goals.
• All students have adults at school that care about them and support their independence, learning and growth.

Our beliefs about school counselors:

• The school counselor advocates for all students, respecting and honoring their diverse backgrounds and needs.
• The school counselor acts with positive intention, recognizing and responding to the needs of students, staff, and families in the school community.
• The school counselor collaborates with others to create an accepting and inclusive school environment for all students.

Student Mindsets and Behaviors for Student Success

As a result of a comprehensive counseling program, students will develop skills, mindsets and behaviors in each of the following domains.

• Academic Development – Standards support and maximize each student’s ability to learn
• Career Development – Standards help students understand the connection between school and the world of work, and to plan for and make a successful transition from school to post-secondary education and/or the world of work
• Social/Emotional Development – Standards help students manage emotions and learn and manage appropriate interpersonal skills

School counselors use these standards to assess student growth and development, guide the activities and create a program that helps students find success in all areas of their lives. To incorporate the standards, school counselors select competencies to implement in classroom lessons, small groups and activities. The competencies directly reflect the vision, mission and goals of the comprehensive school counseling program and the District’s vision and mission.

Professional Standards and Competencies

The Fayetteville-Manlius school counselors will adhere to the ASCA School Counselor Professional Standards & Competencies which outlines mindsets and behaviors for school counselors. These standards and competencies help ensure new and experienced school counselors are equipped to establish, maintain and enhance a comprehensive school counseling program addressing academic achievement, college/career planning and social/emotional development.

Program Implementation

Every Fayetteville-Manlius student is assigned to a counselor.

Grades K-4

There is one counselor in each elementary school who services all students in his/her respective building.

Grades 5-8

There are two counselors in each middle school. One counselor serves grades 5 and 7, the other serves grades 6 and 8. The counselors move up with the students (Grade 5/7 counselor becomes Grade 6/8 counselor the following year and vice versa) so that the students have the same counselor for all four years of middle school.

Grades 9-12

There are seven counselors in the high school. The students are assigned alphabetically by last name so that each counselor has students at each grade level. The counselors stay with their assigned students for all four years.

Back to top

Management System

The management system, incorporates organizational processes, assessments and tools to ensure that the Fayetteville-Manlius school counseling program is organized, concrete, clearly delineated, and reflective of each school’s needs. These processes and tools include: annual agreements of responsibilities, use of data, action plans, time and task analysis, and monthly calendars.

Annual Agreements and School Counselor Goals

The Fayetteville-Manlius School Counseling Program values best practices in order to effectively serve our students. The counseling program is developmental in nature, and we set annual goals based on various types of student data (attendance, grades and behavior). Data is also collected from students and parents via surveys, program evaluations, and anecdotal student, parent or teacher input.

We aim to help all students, no matter their individual circumstances, to help them succeed and to develop the skills necessary to become contributing members of their community.

Program goals are developed annually in alignment with the vision, mission and the goals of the district, building and department. An annual agreement, including school counselor goals, will be developed at the beginning of the school year by each counselor. These agreements and goals will be shared with and approved by the building principal.

School Counseling Partnership Committee (SCPC)

Fayetteville-Manlius has a counseling program advisory council called the School Counseling Partnership Committee. Current participants include the following stakeholders: school counselors, teachers, building and/or district administrators, parents, Board of Education members, community business partners, college admission members, clergy, outside therapists/service providers, school social workers and/or school psychologists, and Town of Manlius Police Department representative. The SCPC shall meet no less than twice a year to review and support implementation of the Counseling Plan. SCPC recommendations shall be documented and made available to the superintendent and the Board of Education.

The purpose of the SCPC is to:

• Provide feedback on program goals developed and shared by the school counselors
• Review program results based on annual data presented at the meetings
• Make recommendations about the school counseling program
• Serve as advocates for the program

Use-of-Time Assessments

It is recommended that school counselors spend 80% of their time delivering services to students. In order to measure this marker, counselors will track their time, in detail, for one week each in the academic year.

Use of Annual and Weekly Calendars

Counselors maintain calendars to keep students, parents, teachers and administrators informed of counseling events, and to allow counselors to track their time. Secretaries have shared access to a counselor’s calendar in order to enhance communication.

Use of Data

A comprehensive school counseling program is data driven and measures the results of the program. School counselors can show that each activity was developed based on the students’ needs, achievements, and/or related data. Data can also inform and support the need for systemic change.

At each level (Elementary, Middle, and High School), school counselors will review and discuss data driven needs for the student population. This may include review of graduation rates, attendance rates, behavior referrals and standardized test scores.

Back to top

Delivery System

School counselors provide services to students, parents, school staff and the community in the following areas: Direct Student Services (Core Curriculum, Individual Student Planning, and Responsive Services), Indirect Student Services, and System Support. At least 80% of an F-M school counselor’s time is spent working directly and indirectly to support students. No more than 20% of an F-M school counselor’s time is spent on system support.

Direct Student Services

The school counseling/guidance core curriculum instruction is provided in classes/small groups to address student competencies related to academic skills, career/college readiness, and social/emotional development by a certified school counselor.

Direct student services include:

• Individual counseling, assessment and advisement
• Responsive services
• Crisis response interventions
• Group counseling
• Core curriculum and classroom activities
• Post-secondary education and career planning
• Attendance, academic, behavioral or adjustment monitoring and support
• Parent/guardian engagement

Core Curriculum

The Fayetteville-Manlius school counselors have developed maps using Rubicon Atlas software. Each level identifies essential questions, desired outcomes, assessment evidence, and resources and activities to support learning. The curriculum maps are intended to be active, evolving documents with an annual review and updates. Curriculum maps are especially beneficial to new counselors, who are able to quickly assimilate to F-M’s counseling program at each level.

Individual Student Planning

Counselors monitor students’ progress so they may achieve success in academic, college/career and social/emotional areas. This may be accomplished through:

• Individual Meetings: Working with students to analyze and evaluate abilities, interests, skills, and achievement.
• Case Management: Monitor individual student’s progress on a regular basis.
• Placement: Collaborate with students, parents and school staff in determining the best educational setting for students as they meet their goals.

Responsive Services

School counselors provide support and interventions to meet the needs of students. This may be accomplished through:

• Individual and Small Group Counseling: Counseling is provided for students experiencing social, emotional, personal, or academic difficulties.
• Crisis Counseling: Short-term counseling is provided to students, families or staff as an immediate intervention to a crisis or emergency situation.

Indirect Student Services

School counselors work behind the scenes to ensure students benefit from their education. This may be accomplished through:

• Making referrals to appropriately licensed or certified individuals, either inside or outside of the school setting
• Consulting and/or collaborating with families, school staff and community agencies
• Providing leadership and advocacy on behalf of students and families

System Support 

School counselors review and assess the effectiveness of the counseling program. This is accomplished through:

• Collaboration: Participate in building and district-wide committees.
• Professional Development: Participate in on-going training, workshops, conferences, meetings, and college visits.
• Communication: Provide information about school counseling events utilizing such social media as Remind, Schoology, Instagram and Facebook and email blasts.
• Program Management and Evaluation: Collect and analyze data to evaluate the program and make adjustments as needed

Back to top

Accountability System

Fayetteville-Manlius school counselors will regularly evaluate the effectiveness of their program by monitoring student achievement, behavioral referrals, social-emotional well-being, graduation rates, diploma types and other measures to assess how students are different as a result of the school counseling program. The school counseling program components will be reviewed through data analysis, program results and evaluation.

Data Analysis

The collection, analysis, and reporting of data ensures that decisions about students are made based on evidence. The use of data replaces subjectivity with objectivity and guides the school counselor and student support staff in planning and delivering learning support programs for all students.

Program Results

Counselors analyze the school counseling program using information collected through process, perception, or outcomes data samples. This data will be used to inform decisions related to program improvements. Counselors will annually review the program to identify trends, areas of success and areas in need of improvement. This information will be shared, as needed, with other faculty members.

Evaluation and Improvement

Program evaluation and improvement has four components: self-analysis of the school counselor’s strengths and areas of improvement using the School Counselor Competencies Assessment, self-analysis of the school counseling program’s strengths and areas of improvement, evaluation of the school counselor’s performance using the Fayetteville-Manlius observation and summary evaluation forms and review of program goals created at the beginning of the year.

Back to top

Summary

The Fayetteville-Manlius School District has developed a district-wide and building-level comprehensive school counseling plan that complies with New York State regulation requirements. In accordance with the requirements, the plan is:

• Developed by or under the direction of a certified school counselor,
• Filed in the district office and available for review by any individual,
• Available on the school district’s website,
• Updated annually,
• Presented to the superintendent and the board of education,
• Established to describe the scope and sequence of what students will learn as a result of the counseling program,
• Created to provide for an annual assessment of the program results.

Established July 2019; Reviewed and revised 2024The Fayetteville-Manlius School District has developed a district-wide and building-level comprehensive school counseling plan that complies with New York State regulation requirements. In accordance with the requirements, the plan is:

• Developed by or under the direction of a certified school counselor,
• Filed in the district office and available for review by any individual,
• Available on the school district’s website,
• Updated annually,
• Presented to the superintendent and the board of education,
• Established to describe the scope and sequence of what students will learn as a result of the counseling program,
• Created to provide for an annual assessment of the program results.

Established July 2019; Reviewed and revised 2024

Back to top

Appendices

Grades K-4 Counseling Program Scope and Sequence

Elementary school counseling scope and sequence

Pre-School

• Kindergarten curriculum-Kindergarten Parent Night: April
• Kindergarten curriculum-Preschool to Kindergarten transition: June

Kindergarten

• Kindergarten curriculum-Kindergarten meet-and-greet: August-April
• Kindergarten curriculum-Kindergarten Second Step: September-May
• Kindergarten curriculum-DASA intro and review: September
• Kindergarten curriculum-Introduction to counselor: September

Grade 1

• Grade 1 curriculum-DASA intro and review: September
• Grade 1 curriculum-Introduction to counselor: September
• Grade 1 curriculum-Grade 1 Second Step: September-May

Grade 2

• Grade 2 curriculum-Second Step: January-February
• Grade 2 curriculum-Personal safety unit with health teacher: October-November

Grade 3

• Grade 3 curriculum-Second Step: February-March

Grade 4

• Grade 4 curriculum-Second Step: November-December
• Grade 4 to 5 transitions-Meeting with middle school counselors: May-June
• Grade 4 volunteer duties: September-June

Grades K-4

• Special education (IEP/504)-Annual reviews: March-June
• Individual counseling-Academic/Social/Emotional: September-June
• K-4 group counseling/lunch groups: September-June
• Parent conferences: September-June
• Crisis intervention/response services: September-June
• New student orientation: August
• New student transfers tour and orientation: September-June
• Team meetings: September-June
• PPS/CSE meetings: September-June
• Admin/Counseling team meetings: September-June
• DASA referral responses: September-June
• Parent communication: September-June
• Holiday help: November-January
• Character education coordination: September-June
• Mental health awareness and training for staff: September-June
• Mentoring program: November-May
• Home Visits: September-June
• Attendance monitoring, intervention and counseling: September-June
• Consultation and collaboration with mental health providers: September-June
• Referrals to and coordination with outside agencies: September-June
• Coordination with family-school liaison: September-June

Back to top

Grades 5-8 Counseling Program Scope and Sequence

Grade 4

• Grade 4 to 5 transition to middle school: May-September
• Grade 4 to 5 Parent Night: May

Grade 5

• Welcome and introduction to middle school: August-September
• Grade 5 curriculum- Self-awareness: September-May
• Grade 5 curriculum- Bullying: September-May
• Grade 5 curriculum- Understanding and valuing diversity: September-May
• Grade 5 curriculum- Communication skills: September-May
• Grade 5 curriculum- Career exploration/Goal setting: September-May
• Grade 5 curriculum- Second Step Curriculum: September-June

Grade 6

• Grade 6 curriculum- Non-verbal and verbal communication: September-May
• Grade 6 curriculum- Maintaining relationships: September-May
• Grade 6 curriculum- Career Exploration/Goal setting: September-May
• Grade 6 curriculum- Bullying prevention lessons: September-May
• Grade 6 curriculum- DASA review: September-May
• Grade 6 curriculum- Emotional awareness: September-May

Grade 7

• Grade 7 curriculum- Career exploration and plan: September-May
• Grade 7 curriculum- Personality Types: September-May
• Grade 7 curriculum- Accepting Others: September-May
• Grade 7 curriculum- Bullying: September-May
• Grade 7 curriculum- CyberBullying: September-May
• Grade 7 curriculum- Career Exploration w/ FACS: September-May
• Individual scheduling- Grade 7 to 8: January-February 

Grade 8

• Grade 8 scheduling for high school: January-February
• Mental health curriculum with health teachers: February-April
• Grade 8 to 9 transition meetings: January-June 
• Transitions-Meeting with high school counselors: May to June
• Grade 8 curriculum- Opioid prevention assembly: June

Grades 4-8

• Special education (IEP/504)- Annual reviews: March-June

Grades 5-8

• Gay-Straight Alliance (GSA) advising: September-May
• Peer leadership: September-June
• Individual counseling- Academic: September-June
• DASA education: September
• Individual counseling- Social/Emotional: September-June
• Small Group Counseling: September-June
• Parent conferences: September-June
• Crisis intervention/Response services: September-June
• New student orientation/registration: September-June
• Scheduling: June-September
• Team meetings: September-June
• PPS/CSE meetings: September-June
• Admin/Counseling team meetings: September-June
• DASA referral responses: September-June
• Group counseling/Lunch groups: September-June
• Parent communication: September-June
• Holiday help; November-December
• Newcomers lunch group: September-June
• Schedule adjustments: September-June
• New Student Buddy Program: September-June
• Conflict resolution: September-June
• Character education meetings and support of program: September-June
• Mental health awareness and training for staff: September
• Coordination of high school tutoring program: September-June
• Leadership and support of LGBTQI+ Club: September-June
• Consultation w/ BOCES program managers: September-June
• Home visits: September-June
• Attendance monitoring, intervention and counseling: September-June
• PPS/CSE meetings: September-June
• Crisis intervention: September-June
• Consultation and collaboration with mental health providers: September-June
• Referrals to and coordination with outside agencies: September-June
• Coordination with Family-School Liaison: September-June

Back to top

Grades 9-12 Counseling Program Scope and Sequence

Grade 8

• Grade 8 Parent Night: January
• Grade 8 transition meetings: March-June

Grade 9

• Freshman “Meet your Counselor” large group session: September
• Freshman Parent Night: September
• Individual freshman meetings: September-November

Grade 10

• Career exploration inventories: May

Grade 11

• Individual junior meetings- Post-secondary planning: March-June
• Junior Parent Night: March

Grade 12

• College application process: March
• Developing support plans for non-graduates: June-August
• Diploma types/Graduation report: June
• Graduation ceremony and rehearsal: June
• Individual senior meetings: July-January
• Intervention for seniors at risk of not graduating: November-June
• National Merit Scholarship program: September-October
• NYS Scholarships of Excellence applications: November-January
• Scholarships and awards night oversight: January-May
• Senior exit survey: May-June
• Senior Parent Night: September
• Senior Seminar and Celebration: September
• Writing recommendation letters: September-February

Grades 7-12

• Community resources program for students with disabilities: April

Grades 9-11

• Developing support plans for early graduates: September-June

Grades 9-12

• A Better Chance (ABC) program oversight: September-June
• Administrator/Counselor quarterly meetings: September-June
• Alternative program referrals and coordination: September-June
• Attendance monitoring, intervention and counseling: September-June
• Career and college planning: September-June
• Community Career Internship Program: January-May
• Consultation and collaboration with mental health providers: September-June
• Coordination with Family School Liaison: September-June
• Counseling department meetings: September-June
• Crisis intervention/Response services:September-June
• DASA referral responses: September-June
• FM Zen: September-June
• Four-year plan development: August-June
• Holiday help: November-December
• Home visits: September-June
• Identifying and supporting at-risk students: September-June
• Individual counseling – Academic/Social/Emotional: September-June
• Mental health/Suicide awareness and training for staff: September-June
• New student and grade 9 tours: August
• New student orientation: August
• New Student registration meetings: September-June
• New Student/Transfers tours, hosts and shadowing: September-June
• Parent communication: September-June
• Parent conferences: September-June
• PPS/CSE meetings: September-June
• Referrals to and coordination with outside agencies: September-June
• Scheduling/academic planning for next year: January-June
• Special education (IEP/504)-Annual reviews: March-June
• Summer school registration: June-July
• Technology-Research and provide best technology resources: September-June
• Testing (SAT, ACT, PSAT, etc.): August-June
• Therapy dog program: September-June
• Wellness Day: January

Grades 10-11

• ACCESS student/program support: September-June
• College Information program-PSAT morning: October
• The Admission Game – Peter Van Buskirk: November

Grades 10-12

• National College Fair: March

Grades 11-12

• College information sessions in Career Center: September-December
• Eastside College Night: October
• Financial Aid Night: September
• Foreign exchange student coordination/advisement: August-June
• Graduation eligibility: September-June
• NCAA eligibility review and verification: September-June

Not grade specific

• Representation on building and district committees and initiatives: September-June
• Academic department liaison: September-June
• College campus visits for counselors: September-June
• Professional development-Ongoing learning on best practices: September-June

Back to top