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Octorara counseling team presents Chapter 339 college‑and‑career plan; revises goals and artifacts
Summary
District counseling staff outlined a three‑year Chapter 339 counseling plan covering K–12 guidance curriculum, prevention/intervention, student planning and system support; the plan sets artifact requirements and new stakeholder survey work.
District counseling staff presented Octorara’s revised Chapter 339 guidance plan, describing a three‑year update that lays out monthly counseling activities for K–12, academic/career/social‑emotional goals, external community partnerships and a system of career artifacts.
A staff member introduced the counseling team and said the plan was developed over seven meetings with counselors, principals and stakeholders and is intended to be submitted to the state after board approval. Team members introduced on the record included Kristen Martin (school counselor, high school), Sarah Kluge (school counselor, OPLC), Jen German (senior member of the high school counseling team) and Amber Lowe (high school counseling team member). Devon Amen was noted as a contributing counselor not present for the presentation.
Presenters described the plan’s structure: a monthly calendar of counseling activities per grade band; listings of external business and community resources tied to career clusters; annual goals across academic, career and social‑emotional domains; and coordination with the district CTE program. Counselors said delivery methods include guidance curriculum (large group/classroom presentations), prevention/intervention and responsive services (risk assessments and student assistance), individual student planning (course selection and postsecondary planning) and system support (data, testing and transcript management).
The counseling team emphasized transition programming—career days and grade‑level activities that expose students to non‑college postsecondary options such as trades, technical schools and military service—and described a requirement of career artifacts: K–5 students complete six artifacts, by eighth grade students complete an additional six, and by the end of junior year students must complete eight artifacts tied to their individualized plans.
Staff described stakeholder engagement: a January 30 stakeholder meeting that included community agencies, parents, students and business partners; K–8 counselors will deploy exit surveys to students leaving their buildings for feedback; 9–12 data comes in part from the senior survey required for graduation that captures dual enrollment, coop and CTE participation and postsecondary plans. Presenters also said the team is moving some large‑group scheduling into multiple small sessions for 11th graders to allow more individualized planning.
The board received a demonstration of the high school CTE culinary program’s work and stakeholder catering at the January meeting. Board members thanked the counseling team and administrators; staff said the plan will be posted on the district website after board and state approvals.
