• Social Emotional Learning:

     SEL is how children and adults learn to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions (Collaborative for Academic Social Emotional Learning).  Through social-emotional learning, students explicitly receive instruction in interpersonal skills, intrapersonal skills, and cognitive regulation within a general classroom setting.  The design and development of Social Emotional Learning in GISD is currently underway.  

    Guidance Curriculum, Small Groups, and Individual Planning:

    Through guidance curriculum, small groups, and individual planning, students are taught how to develop transferable skills.   The guidance curriculum is taught in units in the classroom through differentiated, developmental learning activities with planned lessons for various sized groups.  As a result, the counselor proactively provides guidance to assist all students in developing and applying skills for academic, career, personal, and social growth. 

    As a result of a needs assessment, activities can be created by the school counselor to address intentional and specific needs of students.


    Small group and/or individual support:

    In this system, the school counselor works with individuals and small groups using appropriate counseling theories and techniques in response to student needs.  The purpose is to intervene on behalf of students whose immediate personal concerns or circumstances put their continued educational, career, personal, and social development at risk.  Based on the level of need, responsive services may be preventative, remedial, or crisis orientated.  


    Specialized Interventions:

    Should the need require an outside referral, school counselors are able to guide parents through this process.  School counselors also are knowledgeable of community resources and can provide this information to parents as they partner to address a student’s need.  Should insurmountable obstacles prevent a student from receiving support outside of school, options are available for GISD school-based therapy services (secondary and limited elementary services), extended counseling for students who receive support from BlueBonnet Trails (all level), or through a partnership with STARRY (RHS and limited elementary services).

  • Georgetown ISD school counselors provide curriculum services according to the American School Counselor Association (ASCA) National Model, the Texas Model for Comprehensive School Counseling Programs, and the GISD Learner Profile.  

    The school counseling curriculum consists of structured lessons designed to help students attain the desired competencies and provides all students with the knowledge, attitudes and skills appropriate for their developmental level. The school counseling core curriculum is delivered throughout the school’s overall curriculum and is systematically presented by school counselors in collaboration with other professional educators in K-12 classroom and group activities. 

    Program Content:

    The comprehensive school counseling program curriculum systematically and intentionally guides the planning of activities that assist students in developing the knowledge and skills they need to enhance their education, career, personal, and social development.  Four general areas create the counseling program’s scope: (a) Intrapersonal Effectiveness, (b) Interpersonal Effectiveness, (c) Personal Health and Safety, and (d) Post-secondary Education and Career Readiness.  

    Program Goals:

    The creation and execution of program goals are paramount to the success of a comprehensive school counseling program.  To assign intention, meaning, and direction to activities is to assert the school counseling program’s value in producing more significant student results.

    In order to establish program goals, a thorough review of available data should guide the school counselor’s goal-development activities to pinpoint areas of need.  In Georgetown ISD, every school counselors create professional areas for growth and counseling program goals following the SMART goal format.

    Needs Assessment:

    Needs assessments can assist school counselors in better evaluating any gaps and potential target areas for school counseling program goals at the campus level.  The needs assessment is an instrument used to collect data on the perceived needs of schools. In GISD, needs assessments can include surveying teachers, parents, administrators, and most especially students themselves.  The data compiled through a needs assessment can assist with planning all aspects of the comprehensive school counseling program.