VVHS Guidance and Counseling Home Page

Welcome to the Valley Vista Guidance and Counseling Department Webpage!

Valley Vista High School Counselors are part of the Academic Team. 

 Our mission is to assist every student to recognize his or her potential and engage every opportunity to progress toward academic and personal success.  We work with the individual and with families toward this objective.  Our priority is in guiding students to discover their own passion for learning, work, and life.

Dysart Unified School District’s high schools’ guidance and counseling programs are guided by the ASCA National Model framework. This model shifts attention away from what the counselor does and focuses on how students benefit from having counselors in the school. This approach provides students with the competencies they need to be successful in school, in a career, and in relationships. Counselors and staff work with all the students to facilitate successful demonstration of competencies in the Educational, Career, and Personal/Social Domains. All counselors work with students in the following areas toward these objectives:

»» Educational planning
»» Academic support
»» Post-secondary planning
»» Career guidance
»» Accountability
»» Prevention
»» Interventions
»» Ongoing student support

Counselor Assignments by Student Last Name:   


A-Car           Heather Webb        heather.webb@dysart.org

Cas-Flo        Chris Beeman        christopher.beeman@dysart.org

Flp-Jac        Rick Scaife               richard.scaife@dysart.org

Jad-Mc        Laura Weaver         laura.leeweaver@dysart.org

Md-Poz        Steve Trezzo           steven.trezzo@dysart.org

Pq-Ste         Damien Bracey       damien.bracey@dysart.org

Stf-Z            Lori Luzier               lori.luzier@dysart.org

Class of 2018 Senior Lesson

posted Sep 11, 2017, 12:19 PM by Steven Trezzo

Have questions?

Everything Senior Class of 2018 is on this PPT or given to you during the presentation! Let your counselor know if you have any questions.


VVHS School Counseling

City of Surprise Curfew

posted May 14, 2014, 1:34 PM by Lori Luzier

Surprise Police Educate the Public on Curfew


                Surprise, Az. (May 12, 2014) The Surprise Police Department wants to educate the public on the curfew ordinance in the City of Surprise. With the continuous growth in population that the city is experiencing, many of our residents do not know the curfew hours. Criminal activity that occurs between the hours of 10 p.m. and 5 a.m. in many cases are juvenile related crimes, including the juveniles being the victim in these crimes.


                Starting Friday, May 23, 2014 - the Surprise Police Department will be heavily enforcing the curfew ordinance to ensure the safety of all children under the age of 18. The curfew ordinance prohibits any person under the age of 18 to be in public places between the hours of 10 p.m. to 5 a.m. Sunday through Thursday, and 12 midnight to 5 a.m. Friday and Saturday unless accompanied by a legal guardian. Violation of this ordinance is a class 1 misdemeanor. Parents should know that they might also be cited for their children being out after curfew if they allowed the juvenile to violate the ordinance.


                To review this city ordinance in detail, please visit the City of Surprise website and search Curfew under the Municipal Code link.

February College Planning Tips

posted Feb 13, 2014, 7:30 AM by Lori Luzier


February College Planning Tips From Peter Van Buskirk:
Course Selections

One of the first—and most important—exercises in the college planning process involves course selections for the coming year of high school. Your high school academic record determines whether you make it onto the “competitive playing fields” at the schools to which you apply. Moreover, the strength of your record positions you among other candidates who are vying for consideration.

The level of selectivity experienced at a given college provides an important contextual framework for this discussion. For example, the harder it is to get into a college, the more magnified are the decisions you make in all aspects of your life, especially those that relate to your academic development. Colleges that are less selective tend to be more forgiving of choices/outcomes that might not reflect as positively on your application. Keeping in mind, then, that the choices you make will be regarded differently according to the pressure a given institution feels to make fine distinctions between great candidates, the following are tips for making course selections that will serve you well going forward.

1. When in doubt, err on the side of rigor. The degree to which you expose yourself to rigor or challenge in the high school classroom speaks volumes with regard to the likelihood that you can perform well in college level courses. As a result, admission officers are watching to see how you use the curriculum available to you to “step up” each year. Each year of high school should reflect advancement through progressively rigorous coursework in each discipline.

2. Know your capacity to do the work. In contemplating rigor, it is easy to get drawn into the presumptive logic that taking the highest level course will be most impressive to colleges. While there is some truth in that assessment, you need to be able to function at a high level in the course. Barely passing an inordinately “hard” course produces the double whammy of a low grade in that course and the ripple effect of lower grades in other courses as you spend a disproportionate amount of time making it through the hard course. The bottom line: While it is important to stretch yourself, don’t over-reach in taking courses for the purpose of impressing admission officers.

3. Breadth matters. In other words, keep your bases covered. In each year of high school, you should take courses in the five core discipline areas: math, science, social science, foreign language and communication arts (a.k.a. English). Do this regardless of your career interests. Why? Admission officers, especially at selective colleges, want to see that you have developed skills of critical thinking and analysis across disciplines. Having such an experience gives them greater confidence that you will be able to handle distribution requirements and cross-disciplinary courses you are likely to encounter in college.

4. Substitute value for value. It is not uncommon for students entering the Junior or Senior year to rationalize course selections, e.g. “I don’t like Spanish…” “I want to double up in sciences…” "I've already satisfied my math requirement for graduation." Generally speaking, dropping a course in one discipline for a course in another is acceptable if you are substituting value for value. For example, dropping an Honors or AP French in order to take AP Biochemistry is acceptable. On the other hand, dropping it for a survey course in Economics or Psychology would be a bad move within the context of competition at selective institutions.

If you think you want to take courses that relate to your possible major in college, keep in mind that the first order of business is competing for admission. While in high school, focus on breadth and depth of curricular development. If your schedule allows you to take courses related to your career interest in addition to the core group of five (referenced above), go for it. Otherwise, wait until college to start your major.

5. Don’t settle for “good enough.” It is common for students to chart their progress through high school by working only to the level of their graduation requirements or to the course “requirements” posted by colleges. The problem is that selective colleges want to see what you will do when you have seemingly satisfied your “requirements”—when you don’t think you have to do anything. Be careful, then, not to settle for the minimum or that which is good enough. If you want to increase your range of options as a college applicant, push past that which is good enough to that which will make you a better candidate.

A common question from students regarding course selections sounds like this: “Is it better for me to take an easier course where I know I can get an “A” or should I take a harder course where I’ll probably get a lower grade?” While it is tempting to assert that one should take the hard course and get the “A,” I would like to offer a slightly different, three-part response that should apply to any course selection.
  1. Choose courses that make sense to you—not to your friends or your parents. The courses you choose in each discipline should provide a new level of challenge and opportunity for growth.
  2. Do as well as you can in these courses—good enough is never enough.
  3. Select colleges that will value you for what you have to offer. These will be schools that see your trajectory and want to be part of your continued growth.

Finally, it may not be possible, for a variety of reasons, to schedule all of the courses that make sense to you. When that happens—when there are irregularities in your academic program—you have a story to tell in your application. And that is a topic for another day!

To learn more about "Course Selections," check out The College Planning Workbook, 4th ed., in the BCF Bookstore. The College Planning Workbook is an excellent resource for students in all phases of the college planning process. It includes timelines, tips and exercises for students that walk them through the college search and application processes.

This article may also be read in its entirety at www.BestCollegeFit.com/blog


College Board Advocacy

posted Apr 3, 2013, 1:59 PM by Lori Luzier

Gain insight on how students and their families finance an undergraduate education and learn about the resources available to full-time undergraduate students through grants, federal tax benefits and loan programs in the new brief How Students and Parents Pay for College (.pdf/1.5MB).
College Readiness & Access
A Closer Look at the Principal-Councelor Relationship
Join us on April 25 at 1 p.m. EDT for a free webinar, "Strategic and Savvy: School Counselor Action Steps for Equitable College and Career Readiness Outcomes." This webinar will highlight NOSCA's School Counselor Strategic Planning Tool to give school counselors concrete strategies to focus on their students' college and career readiness outcomes. Register today.
College Affordability & Financial Aid
Trends in Student Aid
In 2011-12, undergraduate students received an average of $13,218 in aid per full-time-equivalent student. Learn more about trends in higher education in the report Trends in Student Aid (.pdf/3.4MB).

College Admission & Completion
Measuring the Impact of High School Counselors on College Enrollment
How much do four-year college-going rates change when an additional school counselor is assigned to a high school? Find out in the new research brief Measuring the Impact of High School Counselors on College Enrollment (.pdf/1.9MB).

Read the new report Understanding the Transfer Process (.pdf/1.3MB) for a revealing glimpse into the ways in which students from a variety of underserved groups use community colleges as a stepping stone on their way to a bachelor's degree.

Campus Portal - Mobile App Available!

posted Jan 23, 2013, 11:25 AM by Lori Luzier

Mobile app designed to access Campus Portal



DYSART SCHOOLS — Dysart School District designed a mobile app that allows parents, students, and employees access to the Campus Portal from a mobile device.   Apple devices can download the mobile app from the App Store, and Android devices can download the app from Google Play and the Amazon appstore for Android.   Once the app is launched to a mobile device, enter the District ID: BRTJWK and then enter the Campus Portal using the current username and password for your account.   If a username and password needs to be created, visit https://calendar.dysart.org/parentportal/ and click on Create New Account. 

Follow us on Facebook and Twitter!

posted May 1, 2012, 11:37 AM by Lori Luzier   [ updated Aug 8, 2012, 1:20 PM ]

Facebook:  Like us on Facebook @ Valley Vista Guidance!

Twitter:  http://twitter.com/#!/VVHSGuidance

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