School counseling has undergone a transformation from a program of entitlement to one of performance and continuous improvement. What is working with and for students? School counselors now focus on improved student results that measure the impact of goals and objectives. The essential question becomes” How has student academic achievement improved as a result of what counselors do”?

School counselors must use data to assess student needs, establish measurable goals, and measure the results of guidance and counseling activities. This helps to ensure accountability. Data is collected, disaggregated, and analyzed to determine areas of student strength and areas in need of improvement. Gathering and analyzing school data identifies the trends and concerns that establish a proactive school counseling program.

Among possible data sources for counselor use are:

  • Standardized test data
  • Grade point average
  • Retentions
  • Enrollment in Honors and College Level Courses
  • Remedial courses taken
  • Free/Reduced Lunch students
  • Gender
  • Ethnicity
  • Socio-Economic status
  • Participation in support services
  • Attendance
  • Discipline referrals
  • English as a Second language
  • Mobility
  • Family Status
  • Other


The American School Counselor Association (ASCA) has identified four counselor skills that help to articulate the new role of school counselors. They are:

  • Leadership
  • Advocacy
  • Collaboration
  • Systemic Change


RLOACS Guidance Services program is based on the South Carolina Comprehensive Developmental Guidance and Counseling Program.  Both models emphasize the importance of the following basic tenets:

  • All children are unique and should be respected with dignity.
  • Every student can succeed at high levels.
  • Learning is a lifelong process.
  • Fostering a positive self-image is the collaborative effort of the school, home and community leading to responsible and productive citizenship.
  • Through guidance programs, the needs and diversity of all students are addressed at all educational levels.
  • Every student needs appropriate personal and social skills to achieve optimum benefits from the educational program.
  • Comprehensive guidance counseling is a developmentally appropriate program rather than support services.
  • The RLOACS guidance program is an integral part of the overall educational program and serves as a critical link to the instructional program and the community.


The RLOACS comprehensive developmental guidance and counseling program is an integral part of the total educational program.


Students who are not able to attend school because of physical or emotional disability may be assigned a teacher who will monitor and support the RLOACS web-based high school program at home or in a medical facility. Homebound instruction is a continuation of the regular school curriculum with the objective that the student will be prepared to return to school without having fallen significantly behind in his/her work.
Application for this service is made through the School Counseling Office (Precious Barr) of the high school and approved by the Director of Student Support Services (Shalonda Toomer). A physician must certify that the student is unable to attend school but may profit from instruction given in the home or in the medical facility.



Gavin's Law

Gavin's Law, Act 54 of 2023 promotes safety and awareness among our students, parents or guardians, the public, and school personnel regarding the dangers and consequences of sexual extortion. Royal Live Oaks Academy's compliance policy is linked below.