Trenton R-IX Comprehensive Guidance Manual

Transcription

1 Trenton R-IX Comprehensive Guidance Manual December

2 COMPREHENSIVE GUIDANCE PROGRAM School District Trenton R-IX District Code Superintendent Rebecca Albrecht Building Principals S. M. Rissler Elementary Jenni Boone Trenton Middle School Dustin Jenkerson Trenton High School Dan Wiebers Professional School Counselors S. M. Rissler Elementary Terri Critten Leslie Woodard Trenton Middle School Robin Brown Trenton High School Carrie Crouse Kay Moore Phone Numbers S. M. Rissler Elementary 660/ Trenton Middle School 660/ Trenton High School 660/ Fax (Trenton High School) 660/ Comprehensive Guidance Program Manual / Page 2

3 Table of Contents PHILOSOPHY 6 MISSION STATEMENT 8 EDUCATIONAL BELIEFS 8 GOAL OF SCHOOL COUNSELING PROGRAMS 9 BENEFITS OF THE MODEL GUIDANCE PROGRAM 10 BENEFITS FOR STUDENTS 12 BENEFITS FOR PARENTS 12 BENEFITS FOR TEACHERS 12 BENEFITS FOR ADMINISTRATORS 12 BENEFITS FOR BOARDS AND DEPARTMENTS OF EDUCATION 13 BENEFITS FOR SCHOOL COUNSELORS 13 BENEFITS FOR STUDENT SERVICES PERSONNEL 13 BENEFITS FOR BUSINESS, INDUSTRY AND LABOR 13 BENEFITS FOR THE COMMUNITY 13 GUIDANCE PROGRAM DEFINITION 13 GOALS & OBJECTIVES 15 GUIDANCE PROGRAM DEFINITION 15 BOARD ASSURANCES 15 STAFFING PATTERNS 16 COMPREHENSIVE GUIDANCE ADVISORY COMMITTEE 18 STAFFING PATTERNS 18 FACILITIES 18 RISSLER ELEMENTARY 19 TRENTON MIDDLE SCHOOL 19 TRENTON HIGH SCHOOL 19 Comprehensive Guidance Program Manual / Page 3

4 JOB DESCRIPTIONS 20 ELEMENTARY COUNSELOR 21 MIDDLE SCHOOL COUNSELOR 23 HIGH SCHOOL COUNSELOR 26 COUNSELOR SECRETARY 28 CURRICULUM 31 IDENTIFIED STUDENT NEEDS 34 S. M. RISSLER ELEMENTARY (K-4) 35 TRENTON MIDDLE SCHOOL (5-8) 36 TRENTON HIGH SCHOOL (9-12) 37 MISSOURI CONNECTIONS IMPLEMENTATION PLAN 39 S. M. RISSLER ELEMENTARY (K-4) 39 TRENTON MIDDLE SCHOOL (5-8) 39 TRENTON HIGH SCHOOL (9-12) 40 GUIDANCE CALENDAR 41 S. M. RISSLER ELEMENTARY CALENDAR ( ) 42 SEPTEMBER 42 OCTOBER 43 NOVEMBER 44 DECEMBER 45 JANUARY 47 FEBRUARY 48 MARCH 49 APRIL 50 MAY 52 TRENTON MIDDLE SCHOOL CALENDAR ( ) 53 SEPTEMBER 53 OCTOBER 54 NOVEMBER 54 DECEMBER 55 JANUARY 55 FEBRUARY 56 MARCH 56 APRIL 57 MAY 57 Comprehensive Guidance Program Manual / Page 4

5 TRENTON HIGH SCHOOL CALENDAR ( ) 59 SEPTEMBER 59 OCTOBER 60 NOVEMBER 61 DECEMBER 63 JANUARY 64 FEBRUARY 65 MARCH 66 APRIL 67 MAY 68 ATTACHMENTS 70 PROGRAM EVALUATION FORM 73 INTERNAL IMPROVEMENT REVIEW ( ) 78 Comprehensive Guidance Program Manual / Page 5

6 Philosophy Comprehensive Guidance Program Manual / Page 6

7 PHILOSOPHY The Trenton R-IX School District believes that the counseling and guidance program is an integral part of the total school program and is consistent with the philosophy of the school. The developmental program provides all students an opportunity to participate and is proactive, preventive, and systematic in focus. It assists students in acquiring and using life-long learning skills. More specifically, the school counseling program employs strategies to enhance academics, provide career awareness, develop employment readiness, encourage self-awareness, foster interpersonal communications skills, and impart life success skills for all students. The Trenton R-IX counseling program has characteristics similar to other educational programs including a scope and sequence, student outcomes or competencies, activities and processes to assist students in achieving these outcomes, professional personnel, materials and resources, and accountability methods. The Trenton R-IX counseling programs are developed by design, focusing on needs, interests, and issues related to the various stages of student growth. There are objectives, activities, special services and expected outcomes, with an emphasis on helping students to learn more effectively and efficiently. There is a commitment to individual uniqueness and the maximum development in three major areas: academic, career, and personal/social. Most school counselors agree that their skills, time, and energy should be focused on direct services to students. The comprehensive school counseling program places the counselor in a key position to identify the issues that impact on student learning and achievement. The school counselor is at the core of school planning, school programs, and school environment. The school counselor is not the counseling program. The school counselor and school counseling program use a collaborative model as their foundation. Counselors do not work alone; all educators play a role in creating an environment which promotes the achievement of identified student goals and outcomes. The counselor facilitates communication and establishes linkages for the benefit of students, with teaching staff, administration, families, student service personnel, agencies, businesses, and other members of the community. School success depends upon the cooperation and support of the entire faculty, staff, and student services personnel. As student advocates, school counselors are committed to participate as members of the educational team. They consult and collaborate with teachers, administrators, and parents to assist students to be successful academically, vocationally, and personally. School counselors are recognized as indispensable partners of the instructional staff in the development of good citizens and leaders. As schools and communities initiate and establish partnerships to address common concerns, it is important that these efforts are implemented in a manner which facilitates the educational process and the full use of school and other community resources on behalf of students and their families. Our educational system is being challenged by the growing needs of today s students and the rising expectations of society. Some of our children attend school with emotional, physical, and interpersonal barriers to learning as a result of societal and other factors. However, all students require systematic support for their development. Therefore, in a comprehensive school counseling program, less emphasis is placed on crisis-oriented services. The emphasis is on development for all students. An Comprehensive Guidance Program Manual / Page 7

8 effective school counseling program begins when students enter the school system and continues as they progress through the educational process. Our nation is rich in multi-cultural diversity. Effective school counseling programs and trained staff reflect and are responsive to the diversity in our schools and communities. Effective school counseling programs serve all students and acknowledge that diversity and individual differences are valuable to all. The programs and staff ensure that communication is open, and that the community is represented and involved as counseling programs are developed and implemented. Counseling programs help ensure equal opportunity for all students to participate fully in the educational process. MISSION STATEMENT The mission of the Trenton R-IX Guidance Program is in keeping with the Trenton R-IX District schools mission statement which is: To prepare all students to be capable, contributing, caring participants in an ever changing world. 1. We believe all students can learn. EDUCATIONAL BELIEFS 2. We believe a safe, effective learning environment requires a partnership and a sense of shared responsibility among homes, schools, and community. 3. We believe the role of teachers, sponsors, coaches, and support staff is to enhance intellectual, physical, social and career development of students. 4. We believe a primary task of educators is to nurture each student and teach them respect for themselves and others. GOAL OF SCHOOL COUNSELING PROGRAMS The primary goal of the School Counseling Program is to promote and enhance student learning through the three broad and interrelated areas of student development. Each of these areas of student development encompasses a variety of desired student learning competencies, which in turn are comprised of specific knowledge, attitudes, and skills, which form the foundation of the developmental school counseling program. The three strands of student development are: 1. Personal and Social Development 2. Academic Development 3. Career Development Comprehensive Guidance Program Manual / Page 8

9 Recognizing that all children do not develop in a linear fashion according to a certain timetable, there is intentional overlapping among grade levels (elementary, middle school, and high school). The school counseling program reflects the progression of student development throughout the pre-k through Grade 12 experience. It is understood that mastery of basic skills facilitates the mastery of higher-order skills in each area of development. The school counselor utilizes a variety of strategies, activities, delivery methods and resources to promote the desired student development. The school counselors responsibilities include the design, organization, implementation, and coordination of the program. Trenton R-IX Comprehensive Evaluation Plan Program + Personnel = Results In order to meet the Missouri Comprehensive Guidance and Missouri School Improvement Program guidelines, Trenton R-IX Guidance Department conducts a Student Needs Survey every three years. The results of this survey help the department determine guidance curriculum and planning needs for our students. The Guidance Department is required to survey all stakeholders. This includes survey of students, parents, and staff. Counselors also complete an Internal Improvement Review each year. Documents used for surveys can be found at and are also included in the Trenton R-IX School District Comprehensive Guidance Plan Manual. Students complete surveys during a classroom guidance session. Grades included in the survey are Parents complete surveys during parent teacher conferences and teachers complete surveys during a monthly staff meeting. Results are compiled using Microsoft Excel. The counseling department uses data collected to develop a presentation to be given to the Board of Education as well as students and staff regarding changes in the curriculum or program. Parents are notified of results and program changes through a newsletter. Comprehensive Guidance Program Manual / Page 9

10 Benefits of the Model Guidance Program Comprehensive Guidance Program Manual / Page 10

11 BENEFITS OF THE MODEL GUIDANCE PROGRAM Comprehensive developmental school counseling programs positively impact students, parents, teachers, administrators, boards of education, other student services personnel, school counselors, business, and industry. The benefits to each of these groups include the following: BENEFITS FOR STUDENTS 1. Prepares students for the challenges of the 21st century through academic, career, and personal/social development. 2. Relates educational program to future success. 3. Facilitates career exploration and development. 4. Develops decision-making and problem solving skills. 5. Assists in acquiring knowledge of self and others. 6. Enhances personal development. 7. Assists in developing effective interpersonal relationship skills. 8. Broadens knowledge of our changing world. 9. Provides advocacy for students. 10. Encourages facilitative, co-operative peer interactions. 11. Fosters resiliency factors for students. 12. Assures equitable access to educational opportunities. 13. BENEFITS FOR PARENTS 1. Prepares children for the challenges of the 21st century through academic, career and personal/social development. 2. Provides support for parents in advocating for their child s academic, career, and personal/social development. 3. Develops a system for their child s long-range planning and learning. 4. Increases opportunities for parent/school interaction. 5. Enables parents to access school and community resources. 6. BENEFITS FOR TEACHERS 1. Provides an interdisciplinary team effort to address student needs and educational goals. 2. Provides skill development for teachers in classroom management, teaching effectiveness, and affective education. 3. Provides consultation to assist teachers in their guidance role. BENEFITS FOR ADMINISTRATORS 1. Integrates school counseling with the academic mission of the school. 2. Provides a program structure with specific content. 3. Assists administration to use school counselors effectively to enhance learning and development for all students. 4. Provides a means of evaluating school counseling programs. Comprehensive Guidance Program Manual / Page 11

12 BENEFITS FOR BOARDS AND DEPARTMENTS OF EDUCATION 1. Provides rationale for implementing a comprehensive developmental counseling program in the school system 2. Provides assurance that a quality counseling program is available to all students. 3. Demonstrates the necessity of appropriate levels of funding for implementation. 4. Supports appropriate credentialing and staffing. 5. Provides a basis for determining funding allocations for school counseling programs. 6. Furnishes program information to the community. 7. Gives ongoing information about student competencies and Standards for Excellence attained through school counseling program efforts. BENEFITS FOR SCHOOL COUNSELORS 1. Provides a clearly defined role and function. 2. Eliminates non-counseling functions. 3. Provides direct service to all students. 4. Provides a tool for program management and accountability. 5. Enhances the role of the school counselor as a student advocate. 6. Ensures involvement in the academic mission of the school. BENEFITS FOR STUDENT SERVICES PERSONNEL 1. Provides school psychologists, social workers, and other professional student services personnel with a clearly defined role of the school counselor. 2. Clarifies areas of overlapping responsibilities. 3. Fosters a positive team approach, which enhances cooperative working relationships. BENEFITS FOR BUSINESS, INDUSTRY AND LABOR 1. Increases opportunities for business, industry and labor to participate actively in the total school program. 2. Provides increased opportunity for collaboration among counselors and business, industry and communities. 3. Enhances the role of the counselor as a resource person. 4. Provides a potential work force with decision-making skills, pre-employment skills, and increased worker maturity. BENEFITS FOR THE COMMUNITY 1. Provides an increased opportunity for collaboration and participation of community members with the school program. 2. Creates community awareness and visibility of the school counseling program. 3. Connects the community to the needs of the school and the school to the needs of the community. 4. Enhances economic development through quality preparation of students for the world of work. Comprehensive Guidance Program Manual / Page 12

13 Guidance Program Definition Comprehensive Guidance Program Manual / Page 13

14 GOALS AND OBJECTIVES Guidance and Counseling Program Trenton R-9 Schools I. All students in the Trenton R-9 School District will benefit from guidance curriculum activities. A. Objective One: The guidance program provides classroom instructional activities for students on a regular basis. B. Objective Two: Assistance is available for students at school to help plan and prepare for their future. II. Individual planning is available to all students in the Trenton R-9 School District. A. Objective One: Counselors assist students with their educational and career plans. B. Objective Two: The guidance department will provide career and college information. C. Objective Three: Counselors consult with staff and parents concerning students personal and academic progress. III. Responsive services will be provided to students as needed. A. Objective One: Counselors work with the students to assist them with their personal concerns. B. Objective Two: Students are referred to other professional resources of the school and community, as appropriate. IV. A structured support system will be an integral part of the guidance services in the Trenton R-9 School District. A. Objective One: Counselors assist in interpreting test scores and other data about student performance. B. Objective Two: Counselors will manage activities that establish, maintain, and enhance the total guidance program. C. Objective Three: Counselors will assist with additional activities/events for students and parents. Comprehensive Guidance Program Manual / Page 14

15 GUIDANCE PROGRAM DEFINITION Guidance and Counseling is an integral part of each school s total educational program. It is developmental by design and includes sequential activities organized and implemented by certified school counselors with the support of teachers, administrators, students and parents. The Missouri Comprehensive Guidance Program includes: Guidance Curriculum Individual Planning Responsive Services System Support The program is designed to address the needs of all students by helping them to acquire competencies in career development, personal and social development, and academic development. BOARD ASSURANCES By adopting the Missouri Comprehensive Guidance Program Model, the Board of Education commits itself to the support of the model s goals and purposes. The Board of Education shall: Provide time to district staff to develop, implement and manage a quality, comprehensive guidance program. Receive periodic reports from administration and the Advisory Council. Take action on decisions needed to ensure continued program development and progress. Use program evaluation findings in making funding decisions. Direct the staff to publicize the program to the community. Provide adequate funding to assure continued program development, implementation and evaluation. Comprehensive Guidance Program Manual / Page 15

16 Staffing Patterns Comprehensive Guidance Program Manual / Page 16

17 COMPREHENSIVE GUIDANCE ADVISORY COMMITTEE TRENTON R-9 SCHOOL DISTRICT Rissler Elementary Role Phone Number Terri Critten School Counselor Leslie Woodard School Counselor Jenni Boone Principal Whitney Olson Assistant Administrator Trenton Middle School Robin Brown School Counselor Dustin Jenkerson Principal Dave Stallo Assistant Administrator Trenton High School Carrie Crouse School Counselor Kay Moore School Counselor Dan Wiebers Principal Erik Coffey Assistant Administrator Community Members Dr. Jamie Hooyman NCMC Katherine Whitten NCMMHC Brandi Horton Grundy Co. Juvenile Office Lucinda Dolan DFS STAFFING PATTERNS School counselors are directly responsible to the principal of the building for supervision. The counselor shall be held responsible for the planning and implementation of the guidance program structure and philosophy as well as individual and group counseling skills. Building Number of Students Counselors S. M. Rissler Elementary (Grades full time K-4) Trenton Middle School (Grades full time 5-8) Trenton High School (Grades 9-12) full time 1 full time secretary District-wide 1119 Comprehensive Guidance Program Manual / Page 17

18 Facilities Comprehensive Guidance Program Manual / Page 18

19 S. M. RISSLER ELEMENTARY The counseling offices at S. M. Rissler Elementary School are located within the main building in the office complex. Two filing cabinets, a locked, wooden cabinet, and built-in shelves in the counselors offices house testing materials, curriculum resources, and professional reference material. Computers are located in the counselors offices. TRENTON MIDDLE SCHOOL The middle school counseling office is located on the back side of the main office with the door opening into the hall. Several filing cabinets hold student records and portfolios. There are bookcases for curriculum materials and professional resources. The counselor has a computer, and there is adequate room for parent and or teacher conferences. TRENTON HIGH SCHOOL The counseling office complex at Trenton High School, which is separate but adjacent to the main office complex, consists of four rooms: three offices and an area for student use. Students enter from the main hallway into an office which houses the counseling secretary, student Personal Plans of Study folders, college catalogs, financial aid and scholarship information. The individual counseling offices open off the student use area and provide ample space for individual and group counseling. All areas are equipped with computers which offer programs on occupational, vocational, scholarship and college information. Career resource programs such as the Missouri Connections Career Planning System are available on computers in labs and other classrooms for student use. Career exploration and preparation activities as well as computer assessments and college, technical school, financial aid, and military searches are conducted. Comprehensive Guidance Program Manual / Page 19

20 Job Descriptions Comprehensive Guidance Program Manual / Page 20

21 ELEMENTARY COUNSELOR Primary Functions As a member of the district guidance department staff, a professional school counselor is to provide a comprehensive guidance program for students in grades K-4. The counselor provides activities to meet students needs, consult with teachers, staff and parents to enhance their effectiveness in helping students, and provide support to other elementary educational programs. Major Job Responsibilities 1. Implement the elementary guidance curriculum. 2. Guide and counsel groups and individual students through the development of educational and career plans. 3. Counsel small groups and individual students. 4. Consult with teachers, staff and parents regarding meeting the developmental needs of students. 5. Refer students with severe problems to appropriate community resources in consultation with their parents. 6. Participate in, coordinate or conduct activities which contribute to the effective operation of the school. 7. Evaluate and revise the building guidance program. 8. Pursue professional growth. 9. Administer assessments as part of the system support program component. Key Duties IMPLEMENT THE ELEMENTARY GUIDANCE CURRICULUM. Conduct guidance learning activities in the classroom as planned in conjunction with school administration and teachers Consult with and/or be a resource person for teachers to facilitate the infusion of guidance learning activities into the regular education curricula GUIDE AND COUNSEL GROUPS AND INDIVIDUAL STUDENTS THROUGH THE DEVELOPMENT OF EDUCATIONAL AND CAREER PLANS. Provide orientation activities for students new to the school Participate in orientation programs for parents and students Assist students in the transition from elementary to middle school Inform students and their parents of test results and their implication for educational planning Provide resources and information to assist in career awareness and career exploration activities Comprehensive Guidance Program Manual / Page 21

22 COUNSEL SMALL GROUPS AND INDIVIDUAL STUDENTS WHO ARE EXPERIENCING PROBLEMS. Conduct structured, goal-oriented counseling sessions to meet the identified needs of individuals or groups of students Session topics at the elementary level may include self awareness, self identity, academic problems, behavior problems, peer problems, family issues, child abuse, and substance abuse CONSULT WITH TEACHERS, STAFF AND PARENTS REGARDING MEETING THE DEVELOPMENTAL NEEDS OF STUDENTS Participate in staff meetings Conduct in-service programs for faculty Conduct and facilitate conferences with teachers, students, and parents Conduct or provide opportunities for parent education programs Assist families with school-related problems REFER STUDENTS WITH SEVERE PROBLEMS TO APPROPRIATE COMMUNITY AGENCIES IN CONSULTATION WITH THEIR PARENTS. Consult and coordinate with in-district and community agencies, such as school-based social workers, nurses, administrators and community-based psychologists, service agencies and physicians COORDINATE, CONDUCT OR PARTICIPATE IN ACTIVITIES WHICH CONTRIBUTE TO THE EFFECTIVE OPERATION OF THE SCHOOL. Interpret group test results to faculty and staff Establish effective liaisons with all grade levels Act as an advocate for students as appropriate in conjunction with other staff Assist other school staff in the placement of students with special needs in appropriate programs such as gifted education and special education Participate with the administration and faculty as a team member in the implementation of the district testing program EVALUATE AND REVISE THE BUILDING GUIDANCE PROGRAM Review periodically with staff and administration the guidance program using the program evaluation self-study Review and modify the program calendar and evaluation guidance learning activities PURSUE PROFESSIONAL GROWTH Attend state and local staff development programs Join professional associations (MSCA, MVA, NWMSCA, ASCA, etc.) Read professional journals Attend relevant workshops and conferences sponsored by professional organizations Comprehensive Guidance Program Manual / Page 22

23 Take post graduate courses Time Distribution for Elementary Counselors To carry out a developmental comprehensive guidance program, the following allocation of time is suggested: Curriculum 35-45% Individual Planning 5-10% Responsive Services 30-40% System Support 10-15% Primary Functions MIDDLE SCHOOL COUNSELOR As a member of the district guidance department staff, the professional school counselor is to provide a comprehensive guidance program for students in grades 5-8. The counselor provides activities to meet the needs of the students, consults with teachers, staff and parents to enhance their effectiveness in helping students, and provides support to other elementary educational programs. Major Job Responsibilities 1. Implement the middle school guidance curriculum. 2. Guide and counsel groups and individual students through the development of educational and career plans. 3. Counsel small groups and individual students. 4. Consult with teachers, staff and parents regarding meeting the developmental needs of students. 5. Refer students with severe problems to appropriate community resources in consultation with their parents. 6. Participate in, coordinate or conduct activities which contribute to the effective operation of the school. 7. Evaluate and revise the building guidance program. 8. Pursue professional growth. 9. Administer assessments as part of the system support program component. Comprehensive Guidance Program Manual / Page 23

24 Key Duties IMPLEMENT THE MIDDLE SCHOOL GUIDANCE CURRICULUM. Conduct guidance learning activities in the classroom as planned in conjunction with school administration and teachers Consult with and/or be a resource person for teachers to facilitate the infusion of guidance learning activities into the regular education curricula GUIDE AND COUNSEL GROUPS AND INDIVIDUAL STUDENTS THROUGH THE DEVELOPMENT OF EDUCATIONAL AND CAREER PLANS. Provide orientation activities for students new to the school Participate in orientation programs for parents and students Assist students in the transition from middle school to high school Inform students and their parents of test results and their implications for educational planning Provide resources and information to assist in career awareness and career exploration activities COUNSEL SMALL GROUPS AND INDIVIDUAL STUDENTS WHO ARE EXPERIENCING PROBLEMS. Conduct structured, goal-oriented counseling sessions to meet the identified needs of individuals or groups of students Session topics at the middle/junior high school level may include self awareness, self identity, academic problems, behavior problems, peer problems, family issues, child abuse, substance abuse, suicide (threats and attempts) and sexuality issues CONSULT WITH TEACHERS, STAFF AND PARENTS REGARDING MEETING THE DEVELOPMENTAL NEEDS OF STUDENTS Participate in staff meetings Conduct in-service programs for faculty Conduct and facilitate conferences with teachers, students, and parents Conduct or provide opportunities for parent education programs Assist families with school-related problems REFER STUDENTS WITH SEVERE PROBLEMS TO APPROPRIATE COMMUNITY AGENCIES IN CONSULTATION WITH THEIR PARENTS. Consult and coordinate with in-district and community agencies, such as school-based social workers, nurses, administrators and community-based psychologists, service agencies and physicians COORDINATE, CONDUCT OR PARTICIPATE IN ACTIVITIES WHICH CONTRIBUTE TO THE EFFECTIVE OPERATION OF THE SCHOOL. Interpret group test results to faculty and staff Comprehensive Guidance Program Manual / Page 24

25 Establish effective liaisons with all grade levels Act as an advocate for students as appropriate in conjunction with other staff Assist other school staff in the placement of students with special needs in appropriate programs such as gifted education and special education Participate with the administration and faculty as a team member in the implementation of the district testing program EVALUATE AND REVISE THE BUILDING GUIDANCE PROGRAM Review periodically with staff and administration the guidance program using the program evaluation self-study Review and modify the program calendar and evaluation guidance learning activities PURSUE PROFESSIONAL GROWTH Attend state and local staff development programs Join professional associations (MSCA, MVA, NWMSCA, ASCA, etc.) Read professional journals Attend relevant workshops and conferences sponsored by professional organizations Take post graduate courses Time Distribution for Middle School Counselors To carry out a developmental comprehensive guidance program, the following allocation of time is suggested: Curriculum 25-35% Individual Planning 15-25% Responsive Services 30-40% System Support 10-15% Comprehensive Guidance Program Manual / Page 25

26 HIGH SCHOOL COUNSELOR Primary Functions As a member of the district guidance department staff, the professional school counselor is to provide a comprehensive guidance program for students in grades The counselor provides activities to meet the needs of the students, consults with teachers, staff and parents to enhance their effectiveness in helping students, and provides support to other educational programs. Major Job Responsibilities 1. Implement the high school guidance curriculum. 2. Guide and counsel groups and individual students through the development of educational and career plans. 3. Counsel small groups and individual students. 4. Consult with teachers, staff and parents regarding meeting the developmental needs of students. 5. Refer students with severe problems to appropriate community resources in consultation with their parents, the high school administrator and school-based social worker. 6. Participate in, coordinate or conduct activities which contribute to the effective operation of the school. 7. Evaluate and revise the building guidance program. 8. Pursue professional growth. 9. Administer assessments as part of the system support program component. Key Duties IMPLEMENT THE HIGH SCHOOL GUIDANCE CURRICULUM. Conduct guidance learning activities in the classroom as planned in conjunction with school administration and teachers. Consult with and/or be a resource person for teachers to facilitate the infusion of guidance learning activities into the regular education curricula. GUIDE AND COUNSEL GROUPS AND INDIVIDUAL STUDENTS THROUGH THE DEVELOPMENT OF EDUCATIONAL AND CAREER PLANS. Provide orientation activities for students new to the school Participate in orientation programs for incoming 9th graders Guide 9th and 10th graders in the updating of their Personal Plan of Study. Assist 11th and 12th graders to evaluate their current status and requirements needed for graduation Comprehensive Guidance Program Manual / Page 26

27 Guide 12th graders to help them develop and take appropriate steps toward implementing their post high school educational or career plans Assist in pre-registration of students Guide groups, teachers and individual students and their parents in the use of test results and information for education and career planning Guide all students to develop tentative career/vocational plans through the use of resources in the guidance center such as the Missouri Connections Career Planning Program for colleges, technical schools, scholarship searches and assessments. COUNSEL SMALL GROUPS AND INDIVIDUAL STUDENTS WITH PROBLEMS. Conduct structured, goal oriented counseling sessions to meet the identified needs of individuals or groups of students CONSULT WITH TEACHERS, STAFF AND PARENTS REGARDING MEETING THE DEVELOPMENTAL NEEDS OF STUDENTS Participate in staff meetings Conduct in-service programs for faculty Conduct and facilitate conferences with teachers, students, and parents Assist families with school-related problems REFER STUDENTS WITH SEVERE PROBLEMS TO APPROPRIATE COMMUNITY AGENCIES IN CONSULTATION WITH THEIR PARENTS. Consult and coordinate with in-district and community agencies, such as school-based social workers, nurses, administrators and community-based psychologists, service agencies and physicians Referrals to outside agencies are performed in accordance with school board policy FILE: JHD P3 Basic: (The guidance counselor(s) and other professional staff members provide preliminary assessment of student problems and referrals to outside agencies, if necessary. The district will assist and cooperate with other agencies concerning the diagnosis and treatment of a referral student when applicable to his or her educational program in the school district. Except as otherwise required by law, costs for diagnostic and treatment services outside the district are the responsibility of parents or guardians.) COORDINATE, CONDUCT OR PARTICIPATE IN ACTIVITIES WHICH CONTRIBUTE TO THE EFFECTIVE OPERATION OF THE SCHOOL. Interpret group test results to faculty and staff Establish effective liaisons with all grade levels Act as an advocate for students as appropriate in conjunction with other staff Assist other school staff in the placement of students with special needs in appropriate programs such as gifted education and special education Participate with the administration and faculty as a team member in the implementation of the district testing program Comprehensive Guidance Program Manual / Page 27

28 EVALUATE AND REVISE THE BUILDING GUIDANCE PROGRAM Review periodically with staff and administration the guidance program using the program evaluation self-study Review and modify the program calendar and evaluate guidance learning activities PURSUE PROFESSIONAL GROWTH Attend state and local staff development programs Join professional associations (MSCA, MVA, NWMSCA, ASCA, etc.) Read professional journals Attend relevant workshops and conferences sponsored by professional organizations Take post graduate courses Time Distribution for High School Counselors To carry out a developmental comprehensive guidance program on the secondary level, the following allocation of time is suggested, THS time log indicates the program meets these guidelines: Curriculum 15-25% Individual Planning 25-35% Responsive Services 25-35% System Support 15-20% COUNSELOR SECRETARY Comprehensive Guidance Program Manual / Page 28

29 Position reports to principal and school counselors. Qualifications High school education with excellent computer and clerical skills, accuracy, and ability to maintain confidentiality are requirements of this position. Communication skills which enable the person to effectively deal with students, staff, and the public are strongly considered. Job Goal Secretary is expected to manage tasks needed to support activities conducted in a Comprehensive Guidance Program. Performance Responsibilities Open Guidance Department mail Maintain permanent records and transcripts Post test labels Manage student information: Generating F-list for counselors individual planning Assisting principal s secretary in requesting new student information from sending school Assisting principal s secretary in entering new student information and preparing transcript Consolidate course description in final format Prepare request forms for scheduling Prepare copies for Guidance Curriculum units Prepare list of scholarships and deadlines for press, TV, and school bulletin Type recommendations for scholarships and process college applications Prepare agenda and scholarship list for awards assembly Check all transcripts for US and Missouri Constitution Monitoring individual A+ requirements Special Programs Maintains and processes forms and applications for special programs such as: Girls State Boys State Comprehensive Guidance Program Manual / Page 29

30 Process/produce local scholarships I Dare You Leadership Award DAR Good Citizen Farm Bureau Youth Leadership Day HOBY Presidential Academic Excellence Award College Panel Grand River Technical School Visit Financial Aid Workshop Testing Programs (sign-up, receiving tests, counting, receiving money, returning, labels on transcripts, notification to faculty, scores to parents, etc.) Shadowing program Baldwin Academy Upward Bound Dual Credit Comprehensive Guidance Program Manual / Page 30

31 Curriculum Comprehensive Guidance Program Manual / Page 31

32 CURRICULUM Comprehensive Guidance Curriculum is developed around the three strands (as presented above) of Personal and Social Development, Academic Development, and Career Development. Within those three strands are nine Big Ideas and 31 concepts. Integrated into each of the 31 concepts are Grade Level Expectations (GLE s). Contained within the Guidance Calendar on pages 43 through 70 of this Trenton R-9 Comprehensive Guidance Manual are topical references to curriculum. The curriculum component will be based on identified student competencies. Counselors at each level will be held responsible for covering each competency within their level of responsibility. The identified competencies cover only minimum skills desired and learning activities that cover other competencies are encouraged. Competencies chosen by a committee of counselors flow from the following outline: I. Personal and Social Development A. Understanding self as an individual and as a member of diverse local and global communities. B. Interacting with others in ways that respect individual and group differences. C. Applying personal safety skills and coping strategies. II. Academic Development A. Applying skills needed for educational achievement. B. Applying the skills of transitioning between educational levels. C. Developing and monitoring personal educational plans. III. Career Development A. Applying career exploration and planning skills in the achievement of life career goals. B. Knowing where and how to obtain information about the world of work and postsecondary training/education. C. Applying employment readiness skills and the skills for on-the-job success. Comprehensive Guidance Program Manual / Page 32

33 GOALS FOR GRADUATES Guidance and Counseling Rationale: The primary goal of the school counseling program is to promote and enhance student learning through three broad yet interrelated areas of student development. Each of these areas of student development encompasses a variety of desired student learning competencies, which in turn are comprised of specific knowledge, attitudes, and skills. The attainment of these student competencies forms the foundation of the developmental school counseling program. 1. Students will understand self as an individual and as a member of diverse local and global communities. 2. Students will interact with others in ways that respect individual and group differences. 3. Students will apply personal safety skills and coping skills. 4. Students will apply skills needed for educational achievement. 5. Students will apply the skills of transitioning between educational levels. 6. Students will develop and monitor personal education plans. 7. Students will apply career exploration and planning skills in the achievement of life career goals. 8. Students will know where and how to obtain information about the world of work and postsecondary training/education. 9. Students will apply employment readiness skills and the skills for on-the-job success. Comprehensive Guidance Program Manual / Page 33

34 Identified Student Needs Comprehensive Guidance Program Manual / Page 34

35 RISSLER ELEMENTARY (K-4) Student Needs Survey (7 parents, 23 staff, 99 students in Grades 3 and 4 were surveyed) STUDENT SURVEY RESULTS Are you aware that you could ask to talk privately with a school counselor? 92% yes Which areas do you need help with or need to learn more about? How to get ready for the next grade level 59% How to handle bullying 46% How to solve conflicts 43% How to make decisions 42% How to get help with problems when you need it 33% How to learn about jobs and careers 33% How to be successful in school 32% How to feel good about myself 29% How to set goals 27% How to get along with others 23% How to stay safe 21% ADULT SURVEY RESULTS 100% of adults surveyed were aware that students, teachers, parents, and the principal may request the school counselor(s) to visit individually with a student. 100% of adults surveyed indicated that they would be comfortable talking with a school counselor about school-related concerns. 89% of adults surveyed were aware that counselors visit with all students during classroom guidance sessions on a weekly basis. 68% of adults surveyed indicated that their students/children talk about the classroom guidance lessons taught by school counselors. Most Important Need: How to solve conflicts. (86%) 2 nd Most Important Need: How to get along with others. (57%) 3 rd Most Important Need: How to report/handle bullying. (57%) 4 th Most Important Need: How to make decisions. (54%) Comprehensive Guidance Program Manual / Page 35

36 TRENTON MIDDLE SCHOOL (5-8) 2013 Guidance Planning Survey Results (318 students, 126 parents, 17 staff surveyed) STUDENT SURVEY RESULTS Most Important Need: 2 nd Most Important: 3 rd Most Important: 4 th Most Important: 5 th Most Important: Know how to interact with others in ways that show respect for all people. (PS2) Know how to be successful in school. (AD4) Know and use skills that will help them to be safe and healthy. (PS3) Know how to set goals and plan to help themselves be successful in school. (AD6) Know how to use good work habits and skills at school. (CD9) STAFF SURVEY RESULTS Most Important Need: 2nd Most Important: 3 rd Most Important: 4 th Most Important: 5 th Most Important: Know how to keep themselves safe and healthy. (PS3) Know how to interact with others in ways that respect individual and group differences. (PS2) Know how to use skills needed to be successful in school. (AD4) Know themselves as individuals and as members of diverse groups. (PS1) Know what is expected of them at the next grade level. (AD5) PARENT SURVEY RESULTS Most Important need: 2 nd Most Important: 3 rd Most Important: 4 th Most Important: 5 th Most Important: Know how to use skills needed to be successful in school. (AD4) Know how to interact with others in ways that respect individual and group differences. (PS2) Know how to keep themselves safe and healthy. (PS3) Know themselves as individuals and as members of diverse groups. (PS1) Know what is expected of them at the next grade level. (AD5) Comprehensive Guidance Program Manual / Page 36

37 TRENTON HIGH SCHOOL (9-12) 2014 Guidance Planning Survey Results (265 students, 22 staff, and 11 parents) STUDENT SURVEY RESULTS Most Important Need: Know how to apply employment readiness skills and the skills for on-the-job success. (CD9) 2 nd Most Important: Know how to apply career exploration and planning skills I the achievement of life career goals. (CD7) 3 rd Most Important: Know how to apply skills needed for educational achievement. (AD4) 4 th Most Important: Know how to interact with others in ways that respect individual and group differences. 5 th Most Important: Know where and how to obtain information about the world of work and postsecondary training/education (CD8) STAFF SURVEY RESULTS TWO Most Important Needs (tie): Know how to apply skills needed for educational achievement. (AD 4) And: Know how to apply employment readiness skills and the skills for on-the-job success. (CD9) 3 rd Most Important: Know how to interact with others in ways that respect individual and group differences. (PS2) 4 th Most Important: Know how to apply skills needed for educational achievement. (AD4) 5th Most Important: Know themselves as individuals and as members of diverse groups. (PS1) PARENT SURVEY RESULTS Most Important Need: Know themselves as individuals and as members of diverse groups. (PS1) 2 nd Most Important: Know how to apply skills needed for educational achievement. (AD4) 3 rd Most Important: Know how to apply employment readiness skills and the skills for on-the-job success. (CD9) 4 th Most Important: Know how to apply personal safety and coping skills. (PS3) 5 th Most Important Needs (tie): Know how to apply career exploration and planning skills in the achievement of life career goals. (CD7) and Know where and how to obtain information about the world of work and post-secondary training/education. (CD8) Comprehensive Guidance Program Manual / Page 37

38 Missouri Connections Implementation Plan Trenton R-9 Schools Grades K-12 Comprehensive Guidance Program Manual / Page 38

39 MISSOURI CONNECTIONS IMPLEMENTATION PLAN TRENTON R-9 SCHOOL DISTRICT RISSLER ELEMENTARY GRADES K-4 Career exploration will take place annually by exposing students to as many career options as possible. Identify the six career paths and jobs that fall under each category. Identify the sixteen career clusters and jobs that fall under each category. TRENTON MIDDLE SCHOOL GRADE 5 Watch What s a Career Path? video. Identify career paths and career clusters. GRADE 6 Review career paths and career clusters. Watch What s Your Plan. Calculate monthly expenses and compare with a given salary. GRADE 7 GRADE 8 Complete Career Cluster Inventory Investigate through Missouri Connections possible career choices. Complete worksheet about possible career choices. Complete Interest Profiler Compare results of skills, salaries, education and availability to Career Cluster Inventory results from Grade 7. Watch Career Mentors. Complete Personal Plan of Study with parent input. Comprehensive Guidance Program Manual / Page 39

40 TRENTON HIGH SCHOOL GRADE 9 Update Career Planning Portfolio Career Cluster Inventory Research careers within clusters Interest Inventory Reality Check Upload ENGAGE Results to Portfolio Set personal, academic and career goals Review and update Personal Plan of Study with parent input GRADE 10 Update Career Planning Portfolio Career Cluster Inventory Research and analysis of occupational options Interest Inventory Reality Check Work Values Inventory Review/revise personal, academic and career goals Review and revise Personal Plan of Study with parent input prior to enrolling in classes GRADE 11 Update Career Planning Portfolio Review/revise personal, academic and career goals Research and compare educational training programs Evaluate occupation and education options Begin college planning Update Personal Plan of Study with parent input prior to enrolling for classes GRADE 12 Create resume Complete in-depth occupational and educational research and evaluation Scholarship Search and Financial Aid Sort Job Search Incorporate End of Course Exam results, ASVAB, and ACT results into portfolios Undergraduate School Sort Comprehensive Guidance Program Manual / Page 40

41 Guidance Calendar Trenton R-9 Schools Comprehensive Guidance Program Manual / Page 41

42 RISSLER ELEMENTARY CALENDAR ( ) September Curriculum Transition to Kindergarten/Planning for Education Achievement (K) What Do First Graders Look and Act Like? (1) Great Expectations/ Becoming a Self-Starter (2) How to Succeed in Third Grade/ That s How You Do It (3) Fourth Grade Transition/ Tick-Tock Goes the Clock (4) Character Education Responsibility (K-4) What is a counselor, and how can a counselor help me? (K-4) Personal and Social Development Review and update student needs Guidance portfolios Student Conflict Mediators meeting Assist kindergarten teachers with students Assist transfer students Review all transfer student records Identify at-risk students School-wide newsletters Special education screenings Organization of Terrific Kid Awards ECE special education evaluations Set up individual calendar Testing calendar for the year (MAP and STAT 10 for Spring) Individual/Grade level conferencing of spring achievement test results Referral, screening and placement of gifted students Plan Red Ribbon Week Budgeting for the year Responsive Services Referrals Consultation with parents, teachers, and administrators Group counseling Individual counseling Social skills classes CARE Team (RTI) Positive Behavior Support Team Conflict Mediation Comprehensive Guidance Program Manual / Page 42

43 Systems Support New student enrollments/transfer student enrollments Help transfer students and parents find classes & teachers Assist with kindergarten on arrival Lunch duty Before and after school duty NWMSCA Crisis Team Trenton R-9 Crisis Team Character Education Committee PTO Open House NWMSCA meeting (fall) Trenton R-9 District Counselor s meeting Update yearly guidance plan Attend TTA meeting Organize BackPack Buddies Participate on PLC team October Curriculum Safe and Healthy Life Choices/ Life-Changing Events (K) Following Personal Safety Rules/ How Life-Changing Events Affect My Life (1) Safe and Healthy Choices/ Coping with Life-Changing Events (2) Keeping Myself Safe/ Life-Changing Events (3&4) Character Education Respect (K-4) Red Ribbon Week Activities Individual Planning Review and update student needs Help transfer students and parents find classes & teachers Career portfolios Assist kindergarten teachers with students Assist transfer students Review all transfer student records Identify at-risk students School-wide newsletters Special education screenings Organize Terrific Kids Awards ECE special education evaluations Set up individual calendar Review new student records Re-evaluation of special students Staffings & IEP meetings for special students Testing calendar for the year Comprehensive Guidance Program Manual / Page 43