Risley’s School Counseling Program is developmental by design, focusing on needs, interest, and issues related to the various stages of students’ growth. There are standards, objectives, activities, special services, and expected outcomes with an emphasis on helping students to learn more effectively and efficiently. There is a commitment to individual uniqueness and the maximum development of human potential.
School Counseling Program centers around three interrelated areas:
Risley’s Counseling Center has an open-door policy. Students and parents are encouraged to seek support with our counselor(s) on a regular basis, as needed, or in emergency situations.
School counselors are advocates for every student. All students have significance, worth, and the potential to achieve success.
All students – regardless of age, gender, race, ethnicity, or sexual orientation – shall have equal access to all services (academic, career, and personal/social) provided by the counseling program and the school.
The school counseling program serves a central role in meeting students’ developmental needs through interventions in academic, career, and personal/social domains.
Student needs can be best met through a data-driven comprehensive school counseling program in collaboration with all stakeholders.
School counselors are leaders and agents of change in school culture and academic achievement.
The school counseling program provides valuable resources to be used in collaboration with educational stakeholders to increase equity and access to opportunity.
Learning experiences should be designed around the students’ needs in such a way as to make them personally meaningful to students.
All students learn best when positive relationships are present and fostered by all educational stakeholders.
School counselors develop positive relationships and recognize the unique strengths and abilities possessed by each individual student as tools to achieve their goals.
A comprehensive school counseling program is tailored to meet students’ educational and developmental needs as identified through assessments, delivered using evidence-based programs, and evolved through data analysis of outcomes.
The American School Counselor Association ethical standards should guide the work of the school counseling program and school counselors.
Colorado’s Individual Career and Academic Plan (ICAP) Initiative was enacted into law during the 2009 Legislative Session. Pursuant to SB 09-256, the State Board of Education is required to establish ICAP standards for students enrolled in public schools in the state. The intent of this provision in the legislation is to ultimately decrease dropout rates and increase graduation rates by assisting students in developing and maintaining a personalized postsecondary and workforce readiness (PWR) plan for success.
An ICAP should be designed to assist a student and his or her parent or legal guardian in exploring the postsecondary career and educational opportunities available to the student, aligning coursework and curriculum, applying to postsecondary education institutions, securing financial aid and ultimately entering the workforce.
When students take ownership of their educational options and connect them to their future, their motivation increases and they progress further. ICAP’s are plans that students develop to personalize their education in order to meet their learning, earning and living goals. ICAP’s guide students in their class choices, encourage students to think about and plan for their futures and provide students with a seamless transition into their postsecondary choices. ICAP’s are initiated at the middle school (6th-8thgrade) level and are coordinated by school counseling programs. In middle school, students will take the following steps to begin planning for the future:
Develop initial ICAP
Select clusters of interests and strengths
Explore a variety of postsecondary options along with corresponding entrance requirements
Plan extended learning and extracurricular opportunities using ICAP