Meramec Valley R-III School · PDF file · 2013-06-17The entire policy can be found...

Meramec Valley R-III School District

HANDBOOK OF GUIDANCE SERVICES

2013-2014

Approved by Board of Education May 2013

TABLE OF CONTENTS

Page

Section I. Program Overview 1

Section II. Student Competencies 3

Section III. Organizational Structure 4

A. Structural Components

1. Definition and Philosophy 4

2. Facilities 5

3. Resources 6

4. Crisis Plan 6

5. Staff 6

6. Budget 6

B. Program Components and Counselor Time Allocations

1. Guidance Curriculum 7

2. Individual Planning 7

3. Responsive Services 8

4. System Support 8

Section IV. Job Descriptions 10

1. Elementary School Counselor 10

2. Middle School Counselor 12

3. High School Counselor 14

Section V. Evaluation Procedures 16

1. Program Evaluation 16

2. Counselor Accomplishments 16

3. Student Competency Attainment 16

FILE: AC Critical PROHIBITION AGAINST DISCRIMINATION, HARASSMENT AND RETALIATION General Rule Meramec Valley R-III School District prohibits any and all forms of unlawful harassment and discrimination on the basis of race, color, religion, sex, national origin, ancestry, disability, age, genetic information or any other characteristic protected by law in the admission and access to, treatment of, and employment in its programs, services and activities.

The entire policy can be found at the Meramec Valley R-III School District webpage:

http://www.mvr3.k12.mo.us

1

Section I

PROGRAM OVERVIEW

Our community, state, and nation are changing, and the changes continue to accelerate. The

changing labor market, extended life expectancy, the expectation of lifelong learning, school

dropouts, divorce, single-parent families, suicide, substance abuse, sexual experimentation, and

peer pressure are not abstract issues. These issues are very real and have a substantial impact

on the personal, social, career, and educational development of our students. By following the

Missouri Comprehensive Guidance Program Curriculum, our district actively addresses the

needs of our students in our elementary, middle, and senior high schools. The program does so

by stressing student academic achievement, career and educational decision-making, and

personal and social development.

Program Goals

At the elementary level, the Meramec Valley R-III School District’s Comprehensive Guidance

Program promotes successful schooling by assisting students in learning the skills and attitudes

necessary to be successful students. The program emphasizes decision-making skill

development and awareness and beginning exploration of future educational and occupational

possibilities. The program also stresses self-concept development and the acquisition of skills in

developing interpersonal relationships.

In our middle school, the guidance program focuses on the rapidly changing needs of pre- and

young adolescents. The program is especially sensitive to the struggles of our middle school

students for identity and for balancing the demands for academic, career, and social competence.

The program emphases begun in elementary school are continued but adjusted to fit the special

needs of middle school students. In addition, planning for the future encompasses the

development of a four-year plan, which includes educational and occupational goals.

Building on the goals of our elementary and middle schools, the guidance program in Pacific

High School assists students to become responsible adults who can develop realistic and

fulfilling life plans based on a clear understanding of themselves and their needs, interests, and

skills. The five-year plan initiated in the middle school is reviewed and updated annually in

accordance with students’ post-graduation educational and occupational goals. Continued

attention is given to assisting the high school students to develop competence in decision-

making, career planning, working with others, and taking responsibility for their own behavior.

Program Organization and Activities

To accomplish the above-listed goals, guidance in Meramec Valley R-III School District’s

schools is an integral part of the district’s total educational program. The guidance program is

developmental and includes sequential activities in our elementary, middle, and high schools. It

is organized and facilitated by the school counselors with the support of teachers, parents,

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administrators, and the community. Guidance is a proactive program that addresses the needs,

goals, and concerns of all students.

Counselors work in our schools with all students and with parents, teachers, administrators, and

the community through a balanced program of direct and indirect services and activities.

1. Large and small group structured guidance learning units provide systematic

instruction for students in all grade levels. Counselors work with teachers to address

developmental goal objectives as determined appropriate by periodic needs

assessments.

2. Individual planning activities are provided to students to assist them in planning their

next steps educationally and occupationally. Individual planning activities are

initiated in the upper elementary grades and are continued and expanded in the

middle and high school years.

3. Personal and crisis counseling for an individual and/or a small group is available to

students as is consultation with parents, teachers, and administrators. Referrals to

other professionals in the school district or to agencies and institutions outside of the

district are made as needed.

Finally, the Meramec Valley R-III School District’s counselors support the overall district’s

educational program through general consultation activities and committee work. Counselors

also support their own program through management and research activities, community

outreach, business and industry visitation, and professional development.

3

Section II

K – 12 STUDENT COMPETENCIES

Developmental guidance is based on the premise that as all children mature, they pass through

various developmental stages vital to their growth. During these stages, specific kinds of

learning and development must occur to ensure optimal progress.

This guide provides a developmentally based delivery structure that spans the K-12 years and

matches student competencies that must be mastered with the delivery systems most appropriate

for age- or grade-level groups. Elementary school children respond well to situations in which

they learn about and become aware of new things and ideas. They also need opportunities to

explore what they are learning and to try out new things. Middle school-aged children are ready

for understanding and experimentation as they continue to absorb new facts and ideas. High

school students need to apply what they have previously learned and to constantly move toward

increased understanding and additional knowledge.

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Section III

ORGANIZATIONAL STRUCTURE

The organizational structure of the Meramec Valley R-III School District’s guidance program has

two major parts: structural components and program components. Structural components

provide the focus of the program and describe the essential elements required for the effective

operation of the program. They include definition and philosophy, facilities, resources, staff, and

budget. Program components organize the direct and indirect activities and services of the

program. They include the direct services of guidance curriculum, individual planning,

responsive services, and the indirect services of system support.

Structural Components

Program Definition

Guidance is an integral part of the Meramec Valley R-III district’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 guidance program consists of the guidance curriculum, individual planning, responsive

services, and system support. The program is designed to address the needs of all students by

helping them to acquire competencies in career planning and exploration, knowledge of self and

others, and educational and vocational development.

Program Philosophy

The philosophy of the Meramec Valley R-III School District’s guidance program is to help the

individual develop purposeful directions and constructive learning to the maximum of his/her

abilities and will. In order to achieve this, the total school process becomes a guidance function

directed at educating the individual in terms of his/her different personal, education, and

vocational needs as well as the demands of society.

The total program of guidance is to help produce the maximum utilization of a student’s talents

at his/her various levels of ability and needs. This includes the slow learner, the “average”

learner, the most rapid and gifted learner, as well as the learner who is emotionally and

physically handicapped.

Included in the guidance process is everyone who has a responsibility in the education of our

school children and youth. The whole school is a guidance agency.

It is believed that guidance is a self-directed, experience gaining process, wherein an individual

is assisted by specialized guidance personnel in discovering his/her problems, purposes,

directions, and the solutions necessary for guided directions of development. Through guidance,

the individual develops the necessary confidence to enable him/her to discover his/her scope of

abilities and newly learned information in solving his/her problems constructively.

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It is believed that through the medium of the total school, guidance becomes a means whereby

students can share like problems and experiences with each other, a teacher, or a guidance

counselor. These individuals can share the experiences of their learning with students who face

problems that need constructive answers which they cannot solve without the skilled assistance.

Guidance, then, becomes a process of transmission and integration of values within the

individual or group.

The primary concern of the guidance program is to encourage the growing individual to

participate in making his/her own decisions and arrive at self-considered and self-made

conclusions with the assistance of concerned, experienced guidance specialists and teachers. The

individual is encouraged to think and act for him/herself and make his/her own decisions based

on the best advice and available information.

An integral part of the guidance program is counseling. Counseling is the process by which the

counselor helps the counselee help him/herself to become more independent. Through the

counseling process, the individual becomes able to modify his/her growth patterns.

Effective counseling takes place when the rapport between the counselor and counselee is of a

quality sufficient to produce unlimited faith and complete trust on the part of the counselee in the

counselor.

Facilities Elementary: There are separate guidance areas at each elementary building:

Coleman Elementary - The Coleman Elementary guidance center consists of a classroom

and a separate office area for the counselor with adequate outer office area for small

group meetings. There is adequate room for displays and shelf space for guidance

materials.

Nike Elementary - The Nike Elementary guidance center utilizes a classroom space.

The counselor has an office area in one section of the room and there is enough space for

a student group to meet with the counselor. Bulletin boards and shelving allow for

displays and access to guidance materials.

Robertsville Elementary - The Robertsville Elementary guidance center utilizes a

classroom space. The counselor has an office section in one area of the room and there is

enough space for student groups to meet with the counselor. Shelving and bulletin

boards allow for display, storage and access to guidance materials.

Truman Elementary - The Truman Elementary guidance center utilizes a classroom

space. The counselor has an office area in one section of the room and there is adequate

space for a student group to meet with the counselor. Bulletin boards and shelving allow

for displays and access to guidance materials.

Zitzman Elementary - The Zitzman Elementary guidance center utilizes a classroom

space. The counselor has an office area in one section of the room and there is

adequate space for a student group to meet with the counselor. Bulletin boards and

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shelving allow for displays and access to guidance materials.

Middle School: The middle school guidance center has two rooms and an outer office. One

room is utilized as an office for the building counselor and for individual counseling, and the

other room is used for small group counseling, parent/teacher meetings, and outside

counselors/agencies when meeting with the students. The outer office is the area utilized by the

guidance secretary as well as to display guidance materials.

Riverbend: The Riverbend counselor has an office located in the main office complex next to

the building administrator’s office. There is also a conference room available for use adjacent to

the counselor’s office.

High School: The three counselors each have an office of adequate size with access to a

conference room across the hall. The registrar is located in the outer office area.

Resources

There are appropriate guidance resources for each of the guidance program

components, i.e., equipment and materials, staff expertise, community resources.

Crisis Plan

A safety and crisis management plan based on policy and district guidelines is in effect. This

plan is a framework for duties related to the preparation, prevention, management, and resolution

of a crisis. The plan includes an organizational chart with lines of succession and emergency

assignments clearly designated. Emergency procedures are reviewed annually.

Staff

The district guidance staff is as follows:

1. Elementary Counselors – Coleman, Tina Hampton; Nike and Robertsville, To Be

Named; Truman, Melissa Shelton; Zitzman, Heather Kuehnl

2. Middle School Counselors – Jeanne Diamond

3. Riverbend Counselor – Monica Moore

4. High School Counselors – Susan Ketcherside, Michel Brindell, and Quinn Flexsenhar

Budget

The guidance budget is divided into two areas, elementary and secondary. The

guidance budget is separate from the testing budget.

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Program Components

Guidance Curriculum

The Meramec Valley R-III School District guidance curriculum consists of structured

developmental experiences presented systematically through classroom and group activities,

kindergarten through grade twelve in the areas of:

1. Academic Development

2. Career Development

3. Personal and Social Development

The purpose of the guidance curriculum is to provide all students at all levels with knowledge

of normal growth and development, to promote their positive mental health, and to assist

them in acquiring and using life skills. While counselor’s responsibilities include the

organization and implementation of the District’s Guidance Curriculum, the cooperation and

support of the entire faculty, staff, and administration are necessary for its successful

implementation. The District’s Guidance Curriculum is delivered through such strategies as:

Classroom Activities: Counselors work with teachers to address and develop goal

objectives as determined appropriate by periodic needs assessments.

Group Activities: Counselors conduct structured groups outside the classroom to respond

to students’ needs.

Recommended Allocations of Counselor Time:

Elementary 35% - 45%

Middle School 25% - 35%

High School 15% - 25%

Individual Planning

Individual planning consists of activities that help plan, monitor, and manage their own learning

as well as their personal and career development. Within this component, students evaluate their

educational, occupational, and personal goals. The activities in this component are counselor

planned and directed. These activities are delivered on an individual basis, or by working in

small groups. Individual planning is implemented through such strategies as:

Individual Appraisal: Counselors work with students analyzing and evaluating students’

abilities, interests, skills, and achievement. Test information and other data are used to

assist students in developing immediate and long-range plans.

Individual Advisement: Counselors work with students using personal-social,

educational, career and labor market information in planning personal educational and

occupational goals. The involvement of students, parents, and the school in planning

students’ programs that meet their needs is critical.

Placement: Counselors assist students in making the transition from school to school,

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school to work, or school to post-secondary education or training.


Elementary: 05% - 15%



Responsive Services

Responsive services consist of activities including counseling, consultation, referral, or

information to meet the needs of students. This component is usually student or parent initiated.

While counselors have special training and possess skills to respond to these needs, the

cooperation and support of the entire faculty and staff are necessary for successful

implementation of this component. Responsive services are delivered through these strategies:

Consultation: Counselors consult with parents, teachers, other educators, and community

agencies regarding strategies to help students.

Personal Counseling: Counseling is provided on a small-group or individual basis for

students expressing difficulties dealing with relationships, personal concerns, or normal

developmental tasks. Personal counseling assists students in identifying problems,

causes, alternatives, and possible consequences thereby empowering students to make

good decisions.

Crisis Counseling: Counseling and support are provided to students and their families

facing emergency situations. Such counseling is normally short-term and temporary in

nature. When necessary, appropriate referral sources are used.

Referral: Counselors are familiar with referral sources such as the following to deal with

crises such as suicide, violence, abuse, and terminal illness. These referral sources may

include:

*Mental Health Agencies

*Employment and Training Programs

*Vocational Rehabilitation

*Juvenile Services

*Social Services

*Substance Abuse Services





System Support

System support consists of management activities that establish, maintain, and enhance the total

guidance program. This component is implemented and carried out through activities in the

following areas:

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Professional Development: Counselors are involved regularly in updating their

professional knowledge and skills. This may involve participating in regular school

in-service training, attending professional meetings, completing postgraduate course

work, and contributing to professional literature.

Staff and Community Relations: This involves orienting staff and community to

the Meramec Valley R-III School District’s guidance program through such means

as newsletters, local media, and school community presentations.

Consultation with Teachers: Counselors need to consult with teachers and other

staff members regularly in order to provide information, support staff and receive

feedback on the merging needs of students.

District Level Committees: Serving on departmental curriculum committees, district

level committees or community committees provides support to other programs in the

school and community and gains support for the guidance program.

Community Outreach: Included are activities designed to help counselors become

knowledgeable about community resources, referral agencies, employment

opportunities, and local labor market information.

Program Management and Operations: This includes the planning and management

tasks necessary to support activities conducted in a comprehensive guidance program.

Research and Development: Guidance program evaluation, data analysis,

follow-up studies, and the continued development and updating of guidance

learning activities and resources are examples of research and development work

of counselors.





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Section IV

JOB DESCRIPTIONS

Elementary School Counselor

Primary Functions

As a member of the elementary guidance department, the counselor provides a

Missouri Comprehensive Guidance Program for kindergarten through fifth grade. The

counselor, in meeting the needs of the students, facilitates targeted activities, works

with administrators, teachers, and parents, and provides support to other elementary

programs.

Major Job Responsibilities

1. Implement the Missouri Comprehensive Guidance Program.

2. Provide age appropriate career awareness activities.

3. Counsel small groups and individual students with concerns.

4. Consult with staff and parents regarding meeting the developmental needs of

students.

5. Monitor the use of referral interventions when appropriate to students’ needs and

circumstances.

6. Participate in, coordinate, and conduct activities that contribute to the

effectiveness of the school.

7. Evaluate and revise the building guidance program.

8. Pursue professional growth.

Key Duties

1. Implement the Missouri Comprehensive Guidance Program:

Conduct guidance activities in the classroom as planned with teachers and

consult with and/or be a resource person for school staff to facilitate the

infusion of guidance activities into the regular education curricula.

2. Provide age appropriate career awareness activities:

Provide and participate in orientation programs for parents and students,

inform students and parents of test results, provide resources and information

in career awareness and exploration, and assist students in the transition from

elementary to middle school.

3. Counsel small groups and/or individual students with concerns: Conduct/facilitate structured, goal oriented counseling sessions to meet the

identified needs of individuals or small groups. Session topics at the

elementary level may include self- awareness, academic and behavior

problems, peer and family issues, child abuse, substance abuse, personal loss

(death and divorce), and conflict resolution.


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students:

Participate in staffing, conduct in-service programs for faculty, facilitate

conferences with teachers, students, and parents, provide opportunities for

parent education programs, and assist families with school related problems.

5. Use referral interventions when appropriate to students’ needs and circumstances: Consult and coordinate with in-district and community agencies such as school

nurse, special services, tutors, a community based counselors, psychologists,

physicians, and service agencies.

6. Participate in, coordinate, and conduct activities that contribute to the effective

operation of the school:

Establish effective liaisons with all grade levels, act as an advocate for

students as appropriate in conjunction with other staff, assist school staff in

the placement of students with special needs in programs such as gifted and

special education through the RTI process, work with administration in

coordinating and implementing the district’s assessment programs, and

participate in data analysis of test results.

7. Evaluate and revise the building guidance program:

Review periodically with staff and administration the guidance program,

review and modify the program calendar, and evaluate guidance learning

activities.

8. Pursue professional growth:

Attend state and local staff development programs, join professional

associations (MSCA, etc.), read professional journals, attend relevant

workshops and conferences sponsored by professional organizations, and take

post graduate courses.

12

Middle School/Riverbend Counselor

Primary Functions

As a member of the middle school guidance department, the counselor provides a Missouri

Comprehensive Guidance Program for sixth/seventh grade at the Middle School site and

eighth grade at the Riverbend site. The counselor, in meeting the needs of students, facilitates

targeted activities, works with administrators, teachers, and parents, and provides support to

other middle school level educational programs.



2. Guide and counsel groups and individuals through the development of academic,

career, personal and social plans.

3. Counsel small groups and/or individuals with concerns.


students.

5. Monitor the use of referral interventions effectively when appropriate to students’

needs and circumstances.

6. Participate in, coordinate, and conduct activities that contribute to the effectiveness

of the school.



Key Duties

1. Implement the middle school Missouri Comprehensive Guidance Program:

Conduct guidance activities in the classroom as planned in conjunction with

teachers; and consult with and/or be a resource person for school staff to

facilitate the infusion of guidance activities into the regular education curricula.


career, personal and social plans:

Provide and participate in orientation programs for parents and students,

inform students and parents of test results and their implications for

educational and career planning, provide resources and information to assist in

career awareness and exploration, and assist students in the transition from

middle school to high school.

3. Counsel small groups and/or individuals with student concerns: Conduct/facilitate structured, goal-oriented counseling sessions to meet the

identified needs of individuals or small groups. Session topics at the middle

school level may include self-awareness, academic and behavior problems,

peer and family issues, child abuse, substance abuse, personal loss, (death and

divorce), suicide (threats and attempts), sexuality issues, and conflict

resolution.


students:

Participate in staffing, conduct in-service programs for faculty, facilitate

13

conferences with teachers, students, and parents, provide opportunities for

parent education programs, and assist families with school related problems.


circumstances:

Consult and coordinate with in-district and community agencies such as school

nurse, special services, tutors, community based counselors, psychologists,

physicians, and service agencies.

6. Coordinate, conduct or participate in activities which contribute to the

effectiveness of the school:

Establish effective liaisons with all grade levels, act as an advocate for

students as appropriate in conjunction with other staff, assist school staff in

the placement of students with special needs in programs such as gifted and

special education (RTI process), work with administration in coordinating

and implementing the district’s assessment programs, and participate in data

analysis of test results.

7. Evaluate and revise the building guidance program: Review periodically with staff and administration the guidance program,

review and modify the program calendar, and evaluate guidance learning

activities.



associations (MSCA), read professional journals, attend relevant workshops

and conferences sponsored by professional organizations, and take post

graduate courses.

14

High School Counselor

Primary Functions

As a member of the guidance department, the counselor provides a Missouri Comprehensive

Guidance Program for ninth through twelfth grades. The counselor provides activities to

meet the needs of their assigned caseload, consults with administrators, teachers and parents,

and provides support to other high school educational programs.



2. Guide and counsel individuals through the development of academic, career,

personal and social plans.

3. Counsel individuals with concerns.


students.


circumstances.

6. Participate in, coordinate, and conduct activities that contribute to the

effectiveness of the school.



Key Duties

1. Implement the Missouri Comprehensive Guidance Program:

Conduct guidance activities in the classroom as planned in conjunction with

the teachers and consult with and/or be a resource person for staff to facilitate

the infusion of guidance activities into the regular education curricula.


career, personal and social plans:

Assist in pre-registration of students, provide and participate in orientation

programs for new students and incoming ninth graders, guide ninth and tenth

graders in updating their “Personal Program of Study”, guide eleventh and

twelfth graders in evaluating their current status and requirements needed for

Pacific High School graduation, guide twelfth graders in developing and

implementing their post-secondary educational or career plans, guide students

and their parents in the use of test results and information for education and

career planning, and guide students to develop tentative career/vocational plans

through the use of resources in the guidance center and computer lab.

3. Counsel individual students with concerns:

Conduct structured, goal-oriented counseling sessions to meet the identified

needs of individuals. Session topics at the high school level may include self-

worth, academic problems, attendance and behavior problems, peer and family

issues, child abuse, substance abuse, personal loss (death and divorce), suicide

(threats and attempts), sexuality issues, and conflict resolution.


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students:

Participate in staffing, facilitate conferences with teachers, students and parents,

provide opportunities for parent education programs, and assist families with

school related problems.

5. Use referral interventions effectively when appropriate to students’ needs and

circumstances:

Consult and coordinate with in-district and community agencies, such as

school nurse, tutors, community based counselors, psychologists, physicians,

and service agencies.

6. Participate in, coordinate, or conduct activities that contribute to the effectiveness

of the school:

Establish effective liaisons with all grade levels, act as an advocate for students

as appropriate in conjunction with other staff, assist school staff in placement

of students with special needs in appropriate programs, work with

administration in coordinating and implementing the district’s assessment

programs, and participate in data analysis of test results.

7. Evaluate and revise the building guidance program:

Review periodically with staff and administration the guidance program,

review, modify, and create the program calendar, and evaluate guidance

learning activities.



associations (MSCA, MOACAC, and MOACTE), read professional

journals, attend relevant workshops and conferences sponsored by

professional organizations, and take post graduate courses.

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Section V

EVALUATION PROCEDURES

There are three sections of evaluation that have been adopted from the Missouri

Comprehensive Guidance Program. The components are: monitoring the program’s

progress, assessing counselor accomplishments, and measuring student competency

attainment.

Monitoring the Program’s Progress

The evaluation material provided in the Missouri School Improvement Program (MSIP)

manual provides the direction for monitoring the Comprehensive Guidance Program. The

program evaluation involves the utilization of program standards and indicators.

Counselor Accomplishments

The counselor evaluation will be based on a performance-based evaluation system.

Student Competency Attainment

Student outcome evaluation measures the impact of the program on students and how well

they achieve the competencies.

Meramec Valley R-III School · PDF file · 2013-06-17The entire policy can be found...

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Transcript of Meramec Valley R-III School · PDF file · 2013-06-17The entire policy can be found...