COMPREHENSIVE GUIDANCE PROGRAM HANDBOOK

Transcription

1 Meramec Valley R-III School District COMPREHENSIVE GUIDANCE PROGRAM HANDBOOK Approved by Board of Education May 2015 MVR-III Comprehensive Guidance Program Handbook Page 1

2 TABLE OF CONTENTS 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 Section V. Evaluation Procedures Program Evaluation 2. Counselor Accomplishments 3. Student Competency Attainment 4. MSIP 5 Process Standard I-6 Page MVR-III Comprehensive Guidance Program Handbook Page 2

3 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: MVR-III Comprehensive Guidance Program Handbook Page 3

4 Section I PROGRAM OVERVIEW By following the Missouri Comprehensive Guidance Program Curriculum, our district MVR- III actively addresses the needs of our students in the elementary, middle, and senior high school levels. 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 education 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 programs (6 th -8 th ), 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 in the area of self-awareness and identity and in 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 Personal Program of Study, which includes educational and occupational goals. Building on the goals of our elementary and middle schools, the guidance program at 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 Personal Program of Study 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, the guidance programs in the Meramec Valley R-III School District s schools are 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, 1

5 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 Professional School 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. 2

6 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. 3

7 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. Program Definition Structural Components Guidance is an integral part of the Meramec Valley R-III School 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 four components; 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, educational, 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 need. 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. 4

8 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 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 belief 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 5

9 shelving allow for displays and access to guidance materials. Middle School: The Meramec Valley 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 designated 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 School guidance center has an office located in the main office complex next to the building administrator s office and the use of a classroom. There is also a conference room available for use adjacent to the counselor s office. High School: The Pacific High School guidance center has three guidance counselors which each have an office of adequate size with access to a conference room across the hall. The school registrar is located in the outer office area. Guidance lessons and presentations are conducted in classrooms and also the auditorium. Students are assigned to counselors alphabetically to ensure consistency throughout high school. Resources There are appropriate guidance resources for each of the guidance program components, i.e., equipment and materials, staff expertise, community resources. All resources are aligned to the compressive guidance components. 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: a. Coleman-Tina Hampton b. Nike and Robertsville-Melinda Maylee c. Truman-Melissa Shelton d. Zitzman-Monica Moore 2. Middle School Counselor Jeanne Diamond 3. Riverbend Counselor Katie Henry 4. High School Counselors Susan Ashby-serves students A-G Michel Brindell-serves students N-Z Susan Ketcherside-serves students H-M and all vocational/technical students Budget The guidance budget is divided into two areas, elementary and secondary. The guidance budget is separate from the district assessment budget. 6

10 Program Components The four components of the MVR-III Comprehensive Guidance Program include: Component I: 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 and yearly student, parent, and staff survey information. 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% Component II: Individual Planning Individual planning consists of activities that help students 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, 7

11 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, school to work, or school to post-secondary education or training. Recommended Allocations of Counselor Time: Elementary: 05% - 15% Middle School 15% - 25% High School 25% - 35% Component III: 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 Recommended Allocations of Counselor Time: Elementary 30% - 40% Middle School 30% - 40% High School 25% - 35% 8

12 Component IV: 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: Professional Development: Counselors are involved regularly in updating their professional knowledge and skills. This may involve participating in regular school inservice 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. Recommended Allocations of Counselor Time: Elementary 10% - 20% Middle School 10% - 20% High School 10% - 20% 9

13 Section IV JOB DESCRIPTIONS Elementary Professional 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. Middle School/Riverbend Professional School 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. The Riverbend Professional School Counselor also provides support for other school groups (At- Risk, RtI, Support Liaison, Homebound, and/or Alternative Education setting for student 6-12). High School Professional 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 of students, consults with administrators, teachers and parents, and provides support to other high school educational programs. All job descriptions can be viewed in their entirety under employment opportunities on the district website at 10

14 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 the state model standards for counselors and the DESE Professional School Counselor performance-based evaluation system. Refer to Policy GCN. Student Competency Attainment Student learning objectives and outcomes evaluation measure the impact of the program on students and how well they students achieve the competencies. MSIP 5 Process Standard Alignment of the Comprehensive Guidance Program Process Standard I-6 Guidance and counseling is an essential and fully integrated part of the instructional program. 1. A district-wide guidance and counseling program has been developed and is fully implemented in every building consistent with the Missouri Comprehensive Guidance and Counseling Program framework. 2. The K-12 guidance curriculum is in place, integrated into the regular curriculum where appropriate, and is regularly reviewed and revised as part of the district s evaluation plan. 3. All students, beginning no later than seventh grade, participate in an individual planning process designed to assist in a successful transition to college, technical school, the military, or the workforce. 4. All students have access to responsive services that assist them in addressing issues and concerns that may affect their academic, career, and personal/social needs. 5. System support and management activities are in place to ensure full implementation, evaluation, and continued improvement of the district s comprehensive guidance program. DESE recommends that the Comprehensive Guidance Program will be evaluated on a biannual basis; however, MVR-III Policy states it will be evaluated yearly. 11