Over 20 different activity sheets that school counselors can use when working with students that align with theories (ACT, CBT, SFBC, and MI).

The Partnership Plan includes documents to be utilized year round to ensure that school counselors and administrators are working in alignment and have a mutual understanding of the role of the school counselor. Partnership Plan Tools should be completed in the following order:SCARS: School Counselor Activity Rating Scale (beginning of year)SCARS Analysis Tool (beginning of year)Admin/School Counselor Collaborative Agreement (beginning of year)GOOD Meeting Template (utilized throughout the year during monthly meetings)

This is an infographic in English and Spanish for schools to inform caregivers of career development events and goals throughout the year. The second set of infographics have 2 blank sections for any school who wants to add their own information.

Planning tools and resources for planning a comprehensive school counseling program. Please note the following templates are in draft form. We are asking school counselors to “field test” them and provide feedback before we publish them for statewide access.

Intentional planning of Tier I supports provides all students essential opportunities to acquire new skills and more powerful opportunities for development when immersed throughout collaborative daily learning.  Using the Curriculum Map is a great way for staff to combine efforts that focus on strengthening skills, knowledge and behaviors which often makes a greater impact on overall student development.

These emotion wheels were designed to be used as a starting point with students to help increasetheir emotional literacy. Emotional literacy is the ability to name and communicate your feelings;people with strong emotional literacy skills tend to have greater awareness of both their ownemotions and those of others.

The purpose of this document is to provide school counselors, English language learner educators, and administrators with best practices, technical guidance, and resources to support the identification, placement, and scheduling of ELs in grades K-12. School divisions should use this document as a resource for the creation of local policies. Updates to the content included in this document will be ongoing as policies and procedures change in an effort to maintain efficacy and accountability.Once students have registered for school, counselors, English language learner educators, and administrators have the responsibility to accurately identify students as ELs in a timely manner. Identification begins with administering the approved questions, developed in conjunction with the USED Office for Civil Rights and the U.S. Department of Justice and adopted by Virginia, on enrollment forms or a Home Language Survey to determine if a student is in need of English language screening. If determined eligible according to the identifying questions, the student should be screened for English language program eligibility; and scheduled into appropriate classes if classified as an EL.

Students start by taking an interest survey to identify passions, talents, skills- as well as- work location preferences. Next they design a compass about what matters to them before jumping in and exploring three different websites with loads of videos featuring different careers. Document is in an editable word file so teachers and counselors can tweak it to fit their student's needs! Great for grades 4-6.

Each webinar will include a 30-45 minutes presentation, followed by an opportunity for Question and Answers (Q/A) with attendees. All recordings will be posted on the Virginia Department of Education’s Career and Learning Center website for those unable to attend live!Webinars will be focused on one of the following topics (identified as areas of need by school counseling division leaders):Supporting Students with Anxiety Supporting Students with DepressionDesigning Effective Behavior InterventionsHelping Students Manage StressUsing Data to Plan, Monitor, and Evaluate your Comprehensive School Counseling ProgramPlease take a moment to explore the exciting sessions being offered this Fall and Winter! The two flyers linked below have more information on each session, including dates, times, and registration links

A format for inviting guests from the community who “like their lives,” and especially their work, to join students in a brief, informal lunch setting to talk about how they figured out what they wanted to “do” and what it takes to be successful.  Through these lunches, we foster a web of “weak ties” for students, expanding their options for imagining their own futures. This is a google doc so you will be promted to make a copy in your drive to have access and edit. If you prefer a PDF version that is also included.  View brief introduction and overview here.

Just One Thing (JOT) Webinar SeriesPart One: November 17, 2022Part Two: November 27, 2022

Curriculum Framework with strategies, resources, and essential considerations for school staff implementing Virginia's SEL Standards.

This shift in terminology is intentional and important as it denotes an evolution in the profession. With the rise in mental health and behavioral challenges facing Virginia students, the work school counselors do is more critical than ever. As mental health professionals, school counselors work alongside school staff, families, and community partners to create a school climate that leads to healthy learning, living, and growth.

Principals’ Memo #1014-19In response to stakeholder requests, the Virginia Department of Education (VDOE) convened a stakeholder group comprised of school counselors and division administrators and incorporated best practices from the state and national levels. The Suggested Best Practices on the Provision of Direct Counseling Services may be used by school divisions to help in facilitating the work that school counselors are trained to do in schools as it relates to direct counseling services. The information contained in the document serves as guidance only. School divisions ultimately have the discretion on how they interpret and operationalize the school counselor’s work around “direct counseling services,” as outlined in HB 1729.