Comprehensive School Counseling Plan

District Contacts

• Chief Academic Officer
  • Dr. Kimberly Rizzo-Saunders, Superintendent
  • krizzosaunders@kcsd.org
• School Counseling Administrator/Lead Counselor
  • Mrs. Casandra Jones,  Assistant Superintendent of Pupil Services
  • cljones@kcsd.org

School Counseling Department

School/Grades Served	Counselor Contacts	Current Student to School Counselor Ration (250:1 recommended)
Mary D. Lang Kindergarten Center (K)	Kourtney Phillips kphillips@kcsd.org	264:1
Bancroft Elementary School (1-5)	Emma Termini etermini@kcsd.org	378:1
Greenwood Elementary (1-5)	Jennifer Reinheimer jreinheimer@kcsd.org	564:1
New Garden Elementary (1/5)	Sherri Solon swsolon@kcsd.org	503:1
Kennett Middle School (6-8)	Kori Barley Stoudemire kbarley@kcsd.org Lauren Boder lboder@kcsd.org Shariyf McCormick smccormick@kcsd.org	287:1*
Kennett High School (9-12)	Logan Buchanan lbuchanan@kcsd.org Sylvia Cintora scintora@kcsd.org Margaret Snyder msnyder@kcsd.org Michelle Sojo Carro msojocarro@kcsd.org	289:1*

*Represents the average

Department Mission

The Mission of the Kennett Consolidated School District’s School Counseling Program is to empower every student, every day, to realize their full potential in the areas of academic success, social-emotional growth, and postsecondary & career readiness.

Department Vision

We envision a school counseling program that fosters resilience, compassion, and purpose. By honoring each student’s unique cultural identity and promoting accountability and growth, we empower students to find fulfillment, achieve individualized success, and create a better tomorrow.

Department Belief Statements

• We believe every student can thrive when barriers are identified and removed.
• We believe students persevere best when they feel connected to and supported by acaring school community that values their unique experiences.
• We believe all students deserve equitable access to educational opportunities that honor their individual needs and backgrounds.
• We believe building trusting partnerships and collaborating with families and the wider community are essential components of student success.
• We believe school counselors play a vital role in equipping students with the academic and life-readiness skills they need to succeed.

Department Commitment Statements

• We commit to identifying and removing barriers that impede student success.
• We commit to fostering a caring school community where every student feels connected, supported, and valued for their unique experience.
• We commit to using disaggregated data to ensure equitable access—regularly monitoring achievement and contributing-factors data (attendance, discipline, etc.) to identify gaps and develop action plans.
• We commit to building trusting, culturally responsive partnerships with families and the wider community, meeting people where they are and collaborating respectfully to support every student’s success.
• We commit to integrating school counselors fully into the Multi-Tiered System of Support (MTSS) framework, delivering tiered supports and services that ensure every student receives exactly what they need to succeed (every student, every day).

At the start of the 2025–26 school year, the District conducted a comprehensive evaluation of its school counseling program to establish a baseline and assess alignment with the latest edition of the ASCA (American School Counselor Association) National Model. The evaluation included a review of student data (achievement and contributing-factors) to identify strengths and areas for growth.

The District used the ASCA School Counseling Program Assessment to measure progress toward full implementation of a comprehensive school-counseling program and to identify strengths and improvement needs.

Results showed inconsistent implementation across school sites and a lack of uniform practices in delivery, management, and assessment. Only 6 of 25 assessed practices were consistently implemented districtwide.

To collect perception data from students, staff, and families, the district contracted with the Chester County Intermediate Unit (CCIU) to administer and analyze that portion of the evaluation, ensuring educational partners (e.g., parents/guardians, administrators, teachers, pupil services personnel, students, etc.) could share freely and that findings would be reviewed impartially. The CCIU administered a survey that yielded more than 1,300 responses across partner groups and facilitated focus groups with students, staff, and parents.

Three consistent themes emerged from the perception data across all partner groups, specifically the need for:

• clarity about the school counselor role;
• consistent, equitable programs across buildings; and
• increased communication about roles, program goals, objectives, and outcomes.

Access the full report from the Chester County Intermediate Unit.

Metrics may vary by reporting period (time of year) and by which specific report is used.

General District Information*

• Number of schools: 6
• Grades offered: K–12
• District enrollment: 3,838
• Percent of gifted students: 2.3%
• Enrollment in partnering career and technical center(s): 214
• Charter school enrollment: 142
• Geographic size of district (square miles): 34.17
• Partnering career and technical center: Chester County Technical College High School
• Supporting intermediate unit (IU): Chester County IU 24

Demographic Data*

Enrollment by student groups:

• Economically disadvantaged: 47.6%
• English language learners (ELL): 19.1%
• Special education: 15.9%
• Foster care: N/A
• Homeless: 7.7%

Race/ethnicity

• American Indian/Alaskan Native: 0.1%
• Asian: 1.9%
• Black: 2.1%
• Native Hawaiian/Other Pacific Islander: 0.0%
• Hispanic: 45.2%
• White: 47.6%
• Two or more races: 3.2%

*Based on PA Future Ready Index, 2024–25

PSSA English Language Arts

• Districtwide proficiency decreased from 57.0% (2022–23) to 55.1% (2024–25).
• Greenwood is the only building showing improvement in ELA proficiency over that period.
• Female students outperform male students: 61.0% vs. 49.5% proficient/advanced (2024–25).
• Persistent achievement gap between Hispanic and White students: 77.0% of White students proficient/advanced vs. 29.4% of Hispanic students (2024–25).
• Subgroups performing significantly below the state average: students with IEPs/special education, ELL, and economically disadvantaged students.

PSSA Mathematics

• Districtwide proficiency increased from 44.5% (2022–23) to 46.8% (2024–25).
• Bancroft is the only building that did not show improvement in math proficiency during that period.
• Male students slightly outperform female students: 48.3% vs. 45.1% proficient/advanced (2024–25).
• Persistent achievement gap between Hispanic and White students: 68.3% of White students proficient/advanced vs. 21.5% of Hispanic students (2024–25).
• Subgroups performing significantly below the state average: students with IEPs/special education, ELL, and economically disadvantaged students.

Keystone Assessments: Algebra I

• District proficiency decreased from 39.2% (2022–23) to 37.4% (2024–25).
• Female students outperform male students: 43.5% vs. 31.6% proficient/advanced (2024–25).
• Persistent achievement gap between Hispanic and White students: 55.6% of White students proficient/advanced vs. 14.0% of Hispanic students (2024–25).
• Subgroups performing significantly below the state average: students with IEPs/special education, ELL, and economically disadvantaged students.
• Notably, 0% of ELL students who took the Algebra I assessment in 2024–25 scored proficient.

Keystone Assessments: Biology

• District proficiency improved from 42.1% (2022–23) to 48.8% (2024–25).
• Female students outperform male students: 54.0% vs. 44.2% proficient/advanced (2024–25).
• Persistent achievement gap between Hispanic and White students: 69.4% of White students proficient/advanced vs. 26.0% of Hispanic students (2024–25).
• Hispanic student proficiency has increased annually from 20.1% (2022–23) to 26.0% (2024–25). White student proficiency also increased over the same period.
• Subgroups performing significantly below the state average: students with IEPs/special education, ELL, and economically disadvantaged students.
• Increased proficiency has been observed across all three subgroups, most notably special education students.

Keystone Assessments: Literature

• District proficiency increased from 50.9% (2022–23) to 63.3% (2024–25).
• Female students outperform male students: 68.5% vs. 58.8% proficient/advanced (2024–25).
• Persistent achievement gap between Hispanic and White students: 86.7% of White students proficient/advanced vs. 30.6% of Hispanic students (2024–25).
• Subgroups performing significantly below the state average: students with IEPs/special education, ELL, and economically disadvantaged students.
• Proficiency rates have steadily increased for all subgroups except ELL.

Attendance

• Overall attendance improved from 93.4% (2022–23) to 95.0% (2024–25). Improvement observed across all schoolsites; no significant disparities by subgroup.

• Truancy (3 unexcused absences) remained steady: 499 (12.7%) in 2022–23 to 483(12.6%) in 2024–25.
• Habitual truancy (6+ unexcused absences) decreased from 382 (9.7%) to 332 (8.6%).
• Chronic absenteeism (18+ absences, excused or unexcused) fell from 710 (18.2%) in2022–23 to 285 (7.4%) in 2024–25.
• Truancy is concentrated in middle and high school: middle school rates were stable, while high school saw a substantial decrease.
• Persistent disparities between Hispanic and White students: in 2024–25, 132 White students were truant versus 323Hispanic students. Socioeconomic status shows the strongest correlation with attendance issues.

Discipline

• During the 24 - 25 school year:

  • 62% of behavior records were for male students.
  • 28% of behavior records were for female students.
  • 76% of behavior records were for students in grades 9-12.
  • 69% of behavior records were for hispanic students.
  • 27% of behavior records were for special education students despite only representing 17.5% of the total student body.
  • 26% of behavior records were for ELL students despite only representing 19.1% of the total student body.
• Disparities in behavior records persist across gender, grade, race/ethnicity, special education status, and ELL status: males, Hispanic students, students with disabilities, and ELL students are referred at higher rates.
• These groups also experience higher rates of exclusionary discipline, though overall use of exclusionary discipline across the district is low.
• The majority of disciplinary actions are restorative in nature.

Special Education Enrollment

• Despite a decline in overall enrollment, special education enrollment has risen from 13.7% in 2022–23 to 17.5% in 2024–25, an increase of 201 students over that three‑year period. The state enrollment rate was 20.7% in 2024–25, so the district remains slightly below the state average. That rate has since increased to 19.9% (as of 1/15/26).
• Most notably, the incidence of autism increased from 12.3% in 2022–23 to 14.1% in 2024–25 and to 18.4% (as of 1/15/26). Other areas of growth include Emotional Disturbance and Specific Learning Disability.
• During the 2024–25 school year, 80.2% of special education students were educated in the regular classroom for 80% or more of the school day. Approximately 5.2% were educated outside the district.

English Learning (EL) Enrollment

• English Learner (EL) enrollment increased from 766 students in 2022–23 (713 active; 53 monitored) to 890 students in 2024–25 (803 active; 87 monitored).
• A subset of the active EL population is students with Limited or Interrupted Formal Education (SLIFE). SLIFE enrollment rose from 22 students in 2021 to a peak of 51 in 2024, then declined to 35 in 2025. SLIFE students often require additional transition support, scheduling coordination, and family outreach.
• Most EL students continue to perform in the Developing to Expanding proficiency range on the annual ACCESS exam, indicating improving academic language skills alongside an ongoing need for instructional support. Among language domains, Listening is consistently the strongest, while Writing remains the lowest-performing—reflecting the greater instructional demands of academic language production.
• Districtwide, the average ACCESS composite score increased from 2.8 in 2023–24 to 3.2 in 2024–25, indicating overall positive language growth; approximately 73% of students showed year-over-year growth. The share of students in higher proficiency bands also rose: the proportion scoring at or above 4.5 increased from about 16% in 2023–24 to about 19% in 2024–25, showing steady progress toward English proficiency and program exit readiness.

Economically Disadvantaged

• The percentage of students qualifying for free or reduced‑price lunch rose from 45.9% in 2022–23 to 47.6% in 2024–25, with rates varying by building.
• Bancroft Elementary has the highest rate, with 60% of students qualifying in 2024–25.
• Significant disparities persist between Hispanic and White students and subgroup.    For example:
  • 88.1% of Hispanic students qualify, compared with 11.4% of White students.
  • 92.9% of English Learner (ELL) students qualify.
  • 63.5% of special education students qualify.

Dropout Data

• The number of dropouts decreased from 17 (2022–23) to 13 (2024–25).

• Disparities persist by gender, race/ethnicity, language proficiency, and socioeconomic status. Of the 13 dropouts in 2024–25: 12 were male, 13 were Hispanic, 9 were ELL, and 12 were economically disadvantaged.

At the school level, counselors review achievement and contributing-factor data to identify counseling priorities aligned with the school improvement plan. These priorities inform achievement-gap plans that focus on students not meeting academic benchmarks and link gaps to contributing factors such as attendance, discipline, systemic barriers, student perspectives, and educator-partner perspectives.

Each plan includes an achievement-gap goal, identified contributing factors, and an action plan that specifies standards, learning objectives, assessment statements, and strategies (both direct and indirect student services). Before implementing strategies, counselors collect baseline data and compare it with post-lesson data to evaluate effectiveness. Collected measures include participation data, standards-based pre/post assessment results, and the achievement metric named in the goal statement.

These goals were developed from the district’s comprehensive program evaluation, including results from the ASCA School Counseling Program Assessment and perception data gathered via surveys and focus groups. Student outcome data are addressed in the District Strategic Plan (which the school counseling program supports), in school improvement plans, and through building-level achievement-gap plans.

Goal 1: Consistent, High Quality Counseling

Currently, only 24% of counseling services aligned with the ASCA Program Assessment are fully in place across our district. By 2029, we aim to achieve 80% of services fully in place, ensuring every school offers a comprehensive, equitable counseling program based on ASCA standards.

Goal 2: Better Communication and Fair Access

Currently, 59.8% of families feel informed about counseling services, while 42.2% perceive services as fair. By 2029, we aim to have 70% of families agree that we communicate effectively and provide equitable services. To achieve this, we will increase family awareness of counselor roles and ensure comparable counseling services are available across all school sites.

 

To achieve our two overarching goals—implementing comprehensive counseling services consistently across all schools and improving communication and equity—the district must address current staffing gaps.

The Challenge

Several elementary counselors work with too many students, limiting their ability to deliver classroom-level developmental school counseling lessons, provide small-group interventions, and collaborate with staff and families. This directly impacts our ability to meet both program goals by 2029.

The Solution

Add 2.0 FTE elementary counseling positions:

• 2026–2027: First position shared between Greenwood and New Garden Elementary
• 2027–2028: First position becomes full-time at Greenwood; second position added to New Garden (with support to Bancroft)

Why It Matters

The American School Counselor Association recommends 1 counselor per 250 students. Our District is striving for a ratio of 1 counselor for every 300 students. These positions will reduce caseloads, expand interventions, increase classroom-level lessons, strengthen staff collaboration, and ensure equitable access across all elementary schools.

Expected Outcomes

• Consistent implementation of counseling services (Goal 1)

• Improved communication, consistency in services offered across school sites, and equitable access (Goal 2)
• More support for all students, families, and staff

 

A high-level sequence of major actions and check-in years to guide phased implementation (not a granular task list) is below.

2025 - 2026

• Conduct a program evaluation and establish baseline data (complete).
• Develop a comprehensive K–12 school counseling plan that exceeds Guidance Plan/339 requirements (complete).
• Create multi‑year professional development (Strategic Plan Action Step) and staffing plans to support overarching program goals and major action items (complete). 

2026 - 2027

• Establish the School Counseling Advisory Council.
• Hire one elementary counselor.
• Onboard a K-8 SEL core curriculum (Strategic Plan Action Step).
• Refine DESSA universal screening processes (Strategic Plan Action Step).
• Begin phased implementation of ASCA‑aligned practices.
• Deliver targeted professional development (Strategic Plan Action Step) and monitor early outcomes.

2027 - 2028

• Hire a second elementary counselor.
• Develop an SEL roadmap (scope and sequence) for school counselors that defines the role in delivering Tier 1 lessons/instruction. (Strategic Plan Action Step: Curriculum Mapping).
• Continue phased implementation of ASCA‑aligned practices.
• Provide ongoing targeted professional development (Strategic Plan Action Step) and monitor and adjust based on outcomes.

2028 - 2029

• Achieve at least 80% implementation of ASCA practices and improved perception metrics.
• Commission a CCIU follow‑up survey as part of a comprehensive program evaluation.
• Continue targeted professional development (Strategic Plan Action Step).
• Report outcomes to stakeholders.

Key fidelity, outcome, perception, equity, and reporting measures used to monitor progress and ensure accountability.

• Program fidelity: Annual ASCA School Counseling Program Assessment (primary fidelity check).
• Student outcomes: Track PSSA/Keystone achievement, attendance, discipline, postsecondary indicators, career portfolio completion, and school-level achievement‑gap plan data; review at leadership & counselor meetings.
• Perceptions: CCIU‑administered surveys and focus groups tri‑annually; supplement with annual mini‑surveys and a qualitative feedback log (ongoing informal feedback).
• Equity indicators: Disaggregate all outcome and perception data by school, grade, race/ethnicity, ELL, and special education status to monitor access and consistency.
• Reporting cadence: Semi‑annual updates to the Board and an annual public summary (to be posted on the website).

Primary educational partners responsible for implementation, monitoring, engagement, and reporting:

• Assistant Superintendent of Pupil Services / School Counseling Administrator:
  • Serves as the lead counseling administrator and overall program lead.
  • Compiles the annual ASCA assessment and provides semi‑annual updates to the Board.
  • Coordinates implementation, fidelity checks, SEL curriculum onboarding, and counselor training and coaching.
  • Manages district‑level program data and reporting.

 

• Principals / Assistant Principals:
  • Supervise school counselors at the building level.
  • Support day‑to‑day program implementation and review fidelity documentation.
  • Ensure achievement‑gap plans align with the school improvement plan.
  • Meet monthly with assigned counselor(s).

 

• School Counselors:
  • Deliver direct and indirect services aligned with the MTSS framework.
  • Implement ASCA‑aligned practices.
  • Complete fidelity documentation and student‑outcome tracking.
  • Participate in ongoing professional development, training, and coaching.
  • Develop and implement school‑level achievement‑gap plans tied to contributing factors (e.g., attendance, discipline, language access).

 

• School Counseling Advisory Council:
  • Provide stakeholder oversight.
  • Meet at least twice per year to review progress and recommend program adjustments.
  • Include representatives from students, families, educators, postsecondary partners, businesses, and community agencies once established (per district plan to form the council in 2026–27).

 

• Chester County Intermediate Unit (CCIU):
  • Administers tri‑annual perception surveys and focus groups as part of the follow‑up program evaluation and provides impartial analysis of perception and outcome data.
     

The district is revising SB Policy 112 to replace the traditional “guidance counseling” model  with an evidenced-based, ASCA‑aligned, comprehensive school counseling framework.  The revised policy will formalize the shift in terminology and role expectations, require data‑driven program planning and outcome measurement, and ensure equitable access to services across the three ASCA domains: academic development, social‑emotional development, and postsecondary/career development.

Moving forward, all educational partners should use the term “school counselor” districtwide when referring to certificated counseling staff to more accurately reflect the role.

Guidance Counselor vs. School Counselor

Guidance Counselor

• Reactive; responds to individual issues as they arise
• Services provided to some students
• Impact measured by feelings and perceptions
• Ancillary to the school improvement process
• Often works in isolation

School Counselor

• Proactive and data‑driven: uses data to identify needs, set measurable goals, and evaluate outcomes (academic, attendance, behavior, postsecondary/career)
• Delivers a comprehensive program for all students across academic, social‑emotional, and postsecondary/career domains
• Impact measured by achievement, attendance, behavior, and other measurable student outcomes
• Integral to school improvement as a school leader and collaborator
• Develops, manages, and evaluates the comprehensive school counseling program in partnership with staff, families, and community agencies

Services for English Language Learners (ELS)

One in five students in our district is an English Learner (EL). These students often face language barriers, cultural adjustment, and educational gaps that impact their academic success and access to counseling services.

To ensure equitable access, our counselors will work with our bilingual mental health professionals (bilingual social workers and mental health therapists), interpreters, parent and family liaison, and our English Language Development Department (teachers and paraprofessionals) to deliver counseling in students' home languages.

As we hire new elementary counselors, we will actively recruit bilingual staff to expand our capacity to serve EL students and families. English Learners will have the same access to career exploration, college planning, and counseling support as all other students.

We will monitor equity by tracking EL student participation in counseling services and by disaggregating achievement and contributing-factors data (e.g., attendance, discipline, etc.) by language proficiency. Our counselors will receive professional development on supporting multilingual learners and will use data to identify and address disparities in outcomes between EL and non-EL students. Families will be asked to provide feedback and to collaborate with us in supporting their students' success.

School counselors, guided by the ASCA National Model, 5th Edition, advance student success through leadership, advocacy, and collaboration at both the building and district levels. They provide comprehensive services that include:

• Direct student services: standards-aligned classroom instruction, appraisal and advisement, and individual and group counseling to support academic, career, and social/emotional development.
• Indirect student services: referrals, consultation, collaboration with families and staff, and coordination of both services and resources.

Program management and delivery are data-driven and student-centered. School counselors:

• Use data (participation, standards-based results, and achievement outcomes) to identify needs, target interventions, and address achievement gaps.
• Plan and deliver standards-aligned instruction that builds student competencies.
• Monitor and prioritize time and resources to ensure equitable access to services.
• Advocate for systemic changes that promote postsecondary, career, and life readiness for all students.

The Role of the School Counselor: Within A Multi-Tiered System of Supports (MTSS) Framework

Multi-Tiered System of Support (MTSS) is an evidence-based framework designed to address each student’s academic, social, emotional, and behavioral needs through a continuum of supports and services. It includes universal screening to identify students needing additional help, tiered interventions tailored to individual needs, ongoing progress monitoring to evaluate effectiveness, and data-driven decision-making for resource allocation and professional development.

School counselors align their work with MTSS by implementing a comprehensive school counseling program that promotes student success in three domains: academic (achievement), career (exploration and development), and social-emotional (behavior).

School counselors align their school counseling program with MTSS by providing direct and indirect student services across all 3 tiers of instruction and intervention including classroom instruction and schoolwide programming and initiatives at Tier 1, interventions (affective, behavioral, and cognitive) including small-group and individual counseling at Tier 2, and indirect student support services through consultation, collaboration and facilitation of referrals at Tier 3.

The framework below illustrates the school counselor’s role and responsibilities at each tier of instruction and intervention.

Tier 1

Definition

Roles and Responsibilities

Usually sufficient for 80% of students Materials and instruction are evidence-based, including for subgroups Differentiated Proactive Preventative Family Engagement Universal screening (2-3 times per year)

Design and deliver standards- aligned developmental counseling lessons that address the three domains of student development: academic, career (postsecondary), and social/emotional. Support the development of individual student postsecondary- and-career plans/portfolios. Support the development of a building-wide Positive Behavior Supports (PBS)/Positive Behavior Interventions & Supports (PBIS) program. Consult with staff to support implementation of trauma-informed restorative practices schoolwide. Provide mental health and wellness education.

•  

 

 

 

 

 

 

 

Tier 2

Definition	Roles and Responsibilities
Usually needed for about 15% of students Aligned with student needs Evidence-based intervention/practices implemented with fidelity Supplemental (provided in addition to Tier 1) Family engagement Regular progress monitoring	Collaborate and consult with teachers to design low intensity classroom-based supports (e.g., observation & feedback, Check- in/Check-Out (CICO), daily report card, etc.). Design and deliver brief individualized interventions, small group, skill-based interventions and group counseling. Facilitate responsive restorative interventions such as circles, peer mediation/conflict resolution, etc.

 

 

 

 

 

 

 

Tier 3

Definition	Roles and Responsibilities
Usually needed for about 5% of students Individualized and adapted evidence-based intervention/practices implemented with fidelity More intensive than Tier 2 Aligned with Tier 1 on a case- by-case basis Family engagement More frequent progress monitoring	Support the development of individual behavior and crisis plans. Provide individual counseling services. Refer to the district social work team and community-based services. Support the development of individualized reentry plans for students returning from placements, hospitalization, or other extended absences. Facilitate formal restorative interventions such as formal conferencing.

K-12 Month-by-Month Counseling Calendar

Each division (elementary, middle school, and high school) has developed a month-by-month calendar that outlines all major planned activities (e.g., lessons, sessions, and events) throughout the year.  Calendars are reviewd and revised annually.

Student Standards Delivery Plans

Each division has developed a tentative Student Standards Delivery Plan that outlines how school counselors will deliver ASCA Student Standards to enhance life-readiness skills. The district recently adopted a universal social-emotional learning (SEL) screener and is piloting a core SEL instructional program for full implementation in grades K–8 beginning in 2026–2027. 

During this initial phase, school counselors will integrate components of the SEL program into their universal developmental counseling lessons. By 2029, as the SEL program is fully adopted, the district will have a comprehensive, detailed Student Standards Delivery Plan that specifies: standards addressed at each grade level, scope and sequence of universal lessons, integration of SEL programming, procedures for using SEL screener data to differentiate Tier 1 and Tier 2 instruction, and expected student outcomes. The plan will be reviewed and revised annually based on counselor feedback, student outcome data, SEL screener results, and alignment with school improvement priorities.

Access the Student Standards Delivery Plan.

Postsecondary and Career Exploration

The Pennsylvania Department of Education (PDE) requires that “…all students have access to career exploration and preparation activities that are standards-aligned and evidence- based, including the development of career plans and portfolios that help students identify pathways and opportunities for postsecondary success.”

Programming

The Pennsylvania Department of Education (PDE) requires that “…all students have access to career exploration and preparation activities that are standards-aligned and evidence-based, including the development of career plans and portfolios that help students identify pathways and opportunities for postsecondary success.” To monitor compliance, PDE includes a measure of students’ career exploration, preparation, and readiness in Pennsylvania’s state and federal accountability systems (Future Ready PA Index and Every Student Succeeds Act).

Aligned with PDE requirements, students build individual postsecondary-and-career portfolios with support from their school counselor throughout their K–12 experience. Each year students add a specified number of artifacts reflecting activities and experiences from that school year; these activities are detailed in the program calendar and the student standards delivery plan. To meet PDE requirements, students must accumulate:

• Six artifacts by the end of grade 5
• Six additional artifacts by the end of grade 8
• Eight additional artifacts by the end of grade 11

Through developmental counseling lessons, planned events and activities, community partnerships, and the broader academic curriculum, students receive developmentally appropriate instruction in career ready skills and are exposed to all 14 national career clusters (reduced from 16 in 2024). All programming aligns with the Career Education and Work (CEW) Standards and the ASCA Student Standards.

District Resources

The District has created a list of postsecondary and career resources organized by career cluster as well as a comprehensive list of career placement & transition services provided in grades 3-12.

The district has established the Kennett Future Ready Program, which promotes career exploration through capstone projects, internships, industry-recognized certifications, and aligned dual enrollment opportunities.

County Resources

The district partners with the Chester County Intermediate Unit’s Technical College High School and maintains agreements with neighboring districts to provide access to PDE-approved CTE programs not offered by the IU (for example, we send students to Octorara’s Homeland Security and Protective Services Academy). 

State and National Resources

• Access the CEW Standards that will sunset as of 6/30/26
• Access the CEW Standards that will be effective as of 7/1/26
• Access the ASCA Student Standards: Mindsets & Behaviors for Student Success
• Access the PA Career Ready Skills toolkit

The Kennett Consolidated School District’s School Counseling Program engages students, families, educators, post-secondary institutions, businesses, and community agencies in collaborative partnerships that remove barriers, honor cultural identity, and promote academic, social-emotional, and postsecondary & career readiness for every student, every day.

Students

• Students receive services tailored to their unique needs, including:
  • Developmental counseling lessons (Tier 1)
  • Planned career & postsecondary exploration activities (Tier 1)
  • Mental health & awareness education (Tier 1)
  • School-wide positive behavior supports (Tier 1)
  • Academic planning and interventions (Tier 1/2)
  • Social-emotional instruction (Tier 1/2)
  • Trauma-informed restorative practices (Tier 1/2/3)
  • Individual and group counseling (Tier 2/3)
• Counselors consult with families and coordinate with the school social work team to connect students and families with needed resources (Tier 3).
• Students participate in individual goal-setting related to interests, strengths, and post- secondary plans, and are taught self-advocacy and decision-making skills that promote resilience and purpose (Tier 1/2).
• Students with disabilities receive coordinated support through Individualized Education Programs (IEPs) and 504 Service Agreements (504 SAs). School counselors support the pre- referral process, participate as members of IEP teams, and help coordinate 504 accommodations and related services to ensure equitable access and success.
• Students will serve on the School Counseling Advisory Council so their voices directly guide program planning and continuous improvement.

Parents/Families

• Families are essential partners in fostering student success academically, socially, and in college and career readiness.
• The counseling program prioritizes open, culturally responsive communication between home and school to strengthen student support.
• Counseling staff provide families with information about resources, community services, and strategies to support students’ social-emotional and academic growth.
• Parents, guardians, and caregivers are encouraged to give constructive feedback to improve program delivery and to share community knowledge that shapes relevant, culturally sustaining counseling lessons.
• Parents, guardians, and caregivers will serve on the School Counseling Advisory Council to communicate family and community needs and to collaborate on program goals.

Postsecondary Partners

• Postsecondary partners include colleges, trade schools, military, and transitional programs.
• Post-secondary partners strengthen students’ readiness for life after high school by sharing program information with the school counseling department for distribution, providing on-site information sessions, offering school/campus visits, participating in postsecondary fairs, and engaging in outreach programs (e.g., Upward Bound).
• Collaboration helps students explore realistic pathways, develop postsecondary & career planning skills, and build networks that support post-secondary success.
• Post-secondary partners will serve on the advisory council and contribute to postsecondary and career readiness activities.

Educators

• Counselors support educators by consulting on student needs; delivering Tier 1 developmental counseling lessons; reinforcing school-wide social-emotional and behavioral expectations; and co-planning and providing Tier 2 social-emotional and behavioral interventions.
• Typical collaboration includes Tier 1 classroom lessons; Tier 2 small-group and individual counseling provided in response to data-identified needs and teacher input; pre-referral consultation (including disposition meetings); family outreach; crisis response; and referrals to the school social work team and community supports.
• Counselors share timely insights into students’ social-emotional and family contexts to support equitable instruction.
• Counselors and teachers collaborate to implement and reinforce developmental counseling across academic, social-emotional, and college-and-career readiness domains.
• Educators will serve on the School Counseling Advisory Council to align instructional and counseling goals.

Business and Industry Partners

• Local businesses provide curriculum input, clarify workforce expectations, and help align school programming with career readiness skills such as teamwork, communication, goal setting, and responsibility.
• Business partners offer job-shadowing, internships, mentorships, guest speakers, and other career exploration opportunities that help students transition into the workforce.
• Business representatives will serve on the advisory council to inform career pathways and community-aligned opportunities for students.

Community Agencies and Social Service Partners

• Community agencies (mental health providers, social services, youth programs, cultural organizations, etc.) collaborate with counselors to address barriers to student learning and well-being.
• Agencies provide referral services, wraparound supports, family resources, and culturally responsive programs that honor students’ backgrounds and increase equity.
• Ongoing partnerships ensure timely access to needed support and strengthen the school’s capacity to meet diverse student needs.
• Community agency partners will be invited to serve on or consult with the advisory council to coordinate support and expand resources for students and families.

ASCA defines an advisory council as “a representative group of education partners selected to provide feedback about issues relevant to the school counseling program.” The Kennett Consolidated School District does not currently have a School Counseling Advisory Council. To support continuous improvement, the district will establish the council for the 2026–27 school year; once formed, it will meet twice annually to review counseling priorities, goals, plans, and results and to provide partner perspectives.

Next steps:

• Identify and invite potential council members — at minimum 1–2 representatives from each partner group (students, families, teachers, administrators, and community partners).
• Set data-driven agendas: first-semester meeting to present data priorities and building-level achievement-gap plans; second-semester meeting to present plan results and impacts.
• Create a clear process for collecting and incorporating meaningful feedback into program planning and continuous improvement.

Achievement Gap
The difference in test scores and academic performance between groups of students (such as students of different races, income levels, or language backgrounds). Schools work to close these gaps by providing extra support to students who are falling behind.

Artifacts
Examples of student work or evidence that demonstrate learning and progress. In career planning, artifacts might include essays about career interests, certificates from job shadowing, or reflections on internships.

ASCA
American School Counselor Association; a national organization that sets standards for how school counseling programs should be organized and delivered.

ASCA National Model
A framework that guides how school counselors should structure their programs to support students' academic, career, and social-emotional development.

Attendance
Whether students are present in school. Good attendance is important for academic success.

Accountability
Being responsible for results and regularly reporting progress toward goals.

Advisory Council
A group of parents, students, staff, and community members who meet regularly to review school programs and provide feedback.

Baseline Data
Information collected at the start of a program to show where things stand before changes are made. This allows schools to measure progress over time.

Career Clusters
Groupings of careers that share similar skills and knowledge. There are 14 national career clusters (such as healthcare, technology, or business).

Career Exploration
Activities that help students learn about different jobs, industries, and career paths to discover what interests them.

Career Portfolio
A collection of work samples, reflections, and evidence that shows a student's skills, interests, and progress toward career goals.

Career Ready Skills
Skills employers expect, such as teamwork, communication, problem-solving, responsibility, and critical thinking.

Caseload
The number of students a counselor is responsible for. High caseloads mean counselors have less time for each student.

CEW Standards
Career Education and Work Standards; Pennsylvania's state standards for career and work-related learning. 

Chapter 339
Pennsylvania state requirements for school counseling programs related to career and technical education standards that schools must follow.

Chronic Absenteeism
Missing 18 or more days of school in a year (excused or unexcused), which significantly impacts learning.

Comprehensive School Counseling Program
A complete, organized system of counseling services that addresses students' academic, career, and social-emotional needs across all grade levels.

Contributing Factors
Things that affect student success, such as attendance, discipline, family support, or access to resources.

CTE
Career and Technical Education; programs that teach students job-specific skills and prepare them for careers in skilled trades and technical fields.

Culturally Responsive
Approaches that recognize and honor students' cultural backgrounds and include diverse perspectives in teaching and counseling.

DESSA
Devereux Student Strengths Assessment; a screening tool used to identify students' social-emotional strengths and areas where they need support.

Direct Services
Services provided directly to students, such as classroom lessons, small-group counseling, or one- on-one counseling sessions.

Disaggregated Data
Information broken down by student groups (such as by race, income, or language) to see if some groups are performing better or worse than others.

Discipline
School actions in response to misbehavior (i.e., violations of the district’s Code of Student Conduct), ranging from verbal warnings to suspensions.

Dual Enrollment
Programs that allow high school students to take college courses and earn college credit while still in high school.

Economically Disadvantaged
Students whose families qualify for free or reduced-price lunch, indicating lower household income.

English Learner (EL)
A student whose first language is not English and who is still learning to speak, read, and write in English. Also called ESL (English as a Second Language) student.

Equity
Fairness and access; ensuring that all students, regardless of background or circumstances, have what they need to succeed.

Exclusionary Discipline
Removing a student from school, such as through suspension or expulsion. Schools are working to use these less often.

Fidelity
How well a program is being implemented according to its design. Schools check fidelity to make sure programs are being delivered as intended.

Focus Group
A small group discussion where people share their thoughts and experiences about a topic.

FTE
half-time position.
Full-Time Equivalent; a measure of staffing. One FTE means one full-time position; 0.5 FTE means a

IEP
Individualized Education Program; a legal document that describes a student's disability (strengths and needs), goals, and the services the school will provide.

Indirect Services
Services that support students indirectly, such as when a counselor consults with a teacher about a student's needs or refers a family to community resources.

Internship
A short-term work experience where students learn on the job and explore whether a career field interests them.

Job Shadowing
An opportunity for students to follow a professional for a day to see what the job involves.

Keystone Assessments
End-of-course exams in subjects like Algebra I, Biology, and Literature that measure whether students have mastered key content.

Limited or Interrupted Formal Education (SLIFE)
Students who have had gaps in their schooling, often due to migration, refugee status, or other circumstances. These students may need extra academic support.

MTSS
Multi-Tiered System of Support; a framework that provides different levels of support based on what each student needs.

Perception Data
Information about what people think and feel, usually gathered through surveys or focus groups. This is different from achievement data, which measures test scores.

PDE
Pennsylvania Department of Education; the state agency that sets educational standards and requirements.

PBIS/PBS
Positive Behavior Interventions & Supports / Positive Behavior Supports; a schoolwide system that teaches and reinforces positive behavior expectations.

Postsecondary
Education or training after high school, including college, trade schools, military, or apprenticeships.

Proficiency
A level of performance showing that a student has mastered the material and meets grade-level standards. "Proficient" or "Advanced" means the student is meeting expectations.

Professional Development
Training and learning opportunities for teachers and counselors to improve their skills and knowledge.

Progress Monitoring
Regularly checking how well students are doing to see if interventions are working and to make adjustments as needed.

PSSA
Pennsylvania System of School Assessment; standardized tests that measure student achievement in reading and math.

Restorative Discipline
An approach that focuses on repairing harm and teaching students better choices rather than just punishing them.

Restorative Practices
Methods that focus on repairing harm and rebuilding relationships rather than just punishing misbehavior. Examples include peer mediation and restorative circles.

School Counselor
A trained professional who helps students with academic planning, college and career exploration, and social-emotional challenges. (Different from a "guidance counselor," which is an older term for a more limited role.)

Social-Emotional Learning (SEL)
Teaching students skills like managing emotions, making good decisions, building relationships, and handling conflict.

Special Education
Services and support for students with disabilities. These students have an Individualized Education Program (IEP) that outlines their specific needs and goals.

Standards-Aligned
Instruction and activities that directly teach the specific skills and knowledge outlined in state and national educational standards.

Student-to-Counselor Ratio
The number of students per counselor. A 250:1 ratio means one counselor for every 250 students.

Subgroup
A group of students sharing a characteristic, such as race/ethnicity, gender, language background, or disability status. Schools track data by subgroups to identify and address inequities.

Tier 1 (Universal Supports)
Services and instruction provided to all students to prevent problems and promote success. Examples include classroom lessons on goal-setting or social skills.

Tier 2 (Targeted Interventions)
Extra support provided to students who are struggling or at risk. Examples include small-group counseling or classroom-based check-in systems.

Tier 3 (Intensive Services)
One-on-one support for students with significant challenges. Examples include individual counseling, crisis planning, or coordination with outside agencies.

Trauma-Informed Practices
Approaches that recognize how trauma affects students and create safe, supportive environments for healing and learning.

Truancy
Having 3 or more unexcused absences from school. Truancy can affect student learning and may have legal consequences.

504 Service Agreement (504 SA)
A plan that outlines accommodations and services for students with disabilities who don't qualify for special education but still need support.