Student Services Plan

2018-2019

Lincoln Consolidated School District

Elementary Counselor, Kindergarten-3rd grade: Rachel Morgan

Middle School Counselor, 4th-7th grade : Emily Jones

High School Counselor, 8th-12 grade: Ashley Kersey 

Created Fall 2018, currently under revision.

Table of Contents:

  1. Foundation
  1. Mission
  2. Vision
  3. Philosophy
  4. Benefits of program
  1. Lincoln Counseling Goals
  2. Guidance and Counseling Services
  3. Individual and Small group
  4. Consultation/coordination
  5. Parental Involvement
  6. Peer Facilitation
  7. Referrals
  8. Interpretation of testing results
  9. Specialized Populations
  10. Orientation Programs
  11. Academic Advisement
  12. Utilization of Records
  13. Career Awareness and Planning
  14. Needs Assessments
  15. Social Work Services
  16. Occupational and Placement Services
  17. Conflict Resolution
  18. Anti-Bullying Policy
  19. At-Risk Students/School Drop-out Protocol
  20. Miscellaneous Information

A.     Foundation of Lincoln Consolidated School District Counseling Program

A comprehensive counseling program is an essential component of total instructional program that provides all students the opportunity for optimum development.

 

It is with this focus in mind, that the Lincoln School Counseling Program has adopted the following comprehensive counseling model.

LCSD working Mission: We are the Wolfpack! Inspired to be the best through compassion, pride for our community, and passion for success.

LCSD working Vision: We will be the place that teaches life beyond the classroom, passion, compassion, and a plan

B.     Mission Statement

The Lincoln School District Counseling Program will provide comprehensive counseling services to all of our individually unique students in order for them to reach their maximum potential. The program is designed to foster academic achievement, social development, career readiness, and personal success so all students can achieve their goals and become contributing members of society.

C.     Philosophy Statement

Each student’s life is valuable and unique and each has the right to be respected, treated with dignity, and entitled access to the school counseling program. Therefore, we believe:

D.    Benefits of the Lincoln Consolidated School Counseling Program

Benefits to Students:

Benefits to Parents/Guardians:

Benefits to Teachers:

Benefits to Administrators, School Board, and Regulatory Bodies:

Benefits for School Counselors:

Benefits for Other Student Services Personnel:

Benefits for Post-Secondary Institutions:

Benefits for Community, Business, Industry and Labor:

E.     Lincoln Consolidated School District Counseling Goals

The goals of the Lincoln Consolidated School District Counseling program are to:

 

Student Services Program Defined

Guidance and Counseling Services:

1.     Classroom Guidance

School counselors take the lead in the development and organization of the guidance activities, however, this requires the support and assistance of teachers/faculty, parents, and administrators. The whole team must be aware of their goals so that they can be reinforced.

The classroom guidance curriculum is focused in three main areas:

Classroom guidance lessons are created and taught based upon classroom or grade level need. It also most often aligns with monthly school-wide focus areas. An example of such is drug awareness during Red Ribbon Week in the month of October.

2.     Individual and Small Group Counseling

Counselors in Lincoln Consolidated School District work with students individually as well as in small groups to provide developmental guidance, remediation, and crisis intervention. This guidance is tailored to the students’ needs and small groups will be formed on this basis. Topics may include grief, divorce, anxiety, school success, etc. If ongoing individual counseling is necessary, phone calls to the students’ guardians and referrals to a school-based mental health counselor will be made.

3.     Consultation/Coordination

Counselors consult and coordinate services to best meet the needs of their students. This may include consulting with students’ teachers, parents, administrators, peers, and other school mental health specialists. Counselors will provide relevant resources to teachers or parents as needed, and assist teachers with individual or student groups as needed. Counselors may participate on school committees such as PLC groups or attendance committees in order to provide further consultation and collaboration. Counselors also may coordinate specific school-wide activities in order to deliver program services to the majority of the student population.

4.     Working with Parents & Parental Involvement

Counselors are able to encourage parent volunteer opportunities within the school settings, with the assistance of school administrators. Counselors may provide newsletters or social media information for parents to keep them updated on school counseling programs, opportunities, or information on ways to support their students at home.

Counselors will make available to parents resources and information concerning such as:

5.    Peer Facilitation

Students often share their problems with peers rather than adults. Counselor(s) will provide structured opportunities for students to serve as peer helpers. Lincoln Schools realizes the power of peer influence cannot be minimized and, in fact, should be capitalized upon. Peer helpers can be selected by school staff and trained by counselor(s) in communication and basic counseling skills through a carefully planned program.

6.     Making Appropriate Referrals

As needed, school counselors will refer students for any services they may need that the school counselor cannot provide. This could be referrals to health departments, juvenile courts, or outside community agencies. Counselors will establish and maintain communication between these agencies as well as communication with the school-based mental health services. Counselors identify and support any students with extenuating, special needs. They develop, publish, and/or distribute a list of community resources, referral agencies, and hotlines for parents, students, and colleagues. Counselors develop a referral system and follow up on referrals. Referrals also may be made to the district Student and Family Advocate for intensive needs. With the help of donations and Bright Futures budgeting, families will receive the resources they need. Counselors also refer students for alternative learning as needed. This is in collaboration with the school ALE director and principal.

7.     Interpretation of Testing & Dissemination

Counselors help students identify their skills, achievements, and interests through counseling activities and guidance. They participate in professional development regarding interpreting standardized testing results and thus can provide this service for parents, teachers, and students as requested. Counselors use different means of assessment to identify current needs of students such as google forms, survey monkey, etc. After interpreting results, counselors can make recommendations to teachers or parents as needed.

8.     Specialized Populations and Needs

Lincoln school counselors will always provide services to students from all backgrounds, of all races/ethnicities, genders, abilities, etc. We will promote acceptance and understanding through classroom guidance, groups, and individually.

9. Orientation Programs

Orientation is an avenue for the students, teachers and parents to learn about the guidance and counseling programs and to assist in the adjustment of new students to the school. Orientation is designed to help students make effective transition adjustment from one school setting to another. Formal orientation programs may be used by the counselor for all students in a classroom setting. As new students enter the school, their orientation may consist of individual or group counseling and formal peer helper programs.

Each building completes a transitional orientation when the students move to a new building the following year.

10. Academic Advisement for Class Selection

Class scheduling is the proper placement of students in the academic setting. Counselors as well as student advisors have a consulting primary role of creating students’ class schedules as well as guiding students with their education and career objectives.

Placement or scheduling consulting can be in the form of, but is not limited to:

11. Utilization of Student Records

Counselors have authorized access to any files regarding their assigned students kept by the school district. Student records are kept in a central location. Counselors may keep the following documentation in their office: Suicide Protocol forms, FINS petitions, hotline call reports, and/or specific parent contact notes. Counselors also use information from eSchool, 504 records, IEP records, Triand, and health forms as needed. High school counselors also utilize Student Success Plans, graduation checklists, and transcripts.

12. Career Awareness & Planning in School Counseling Programs

The counselor's role is to assist students in discovering the meaning of work and its relationship to the individual; developing a positive attitude and an identity as a worker who contributes to their community; understanding their own aptitudes and developing their own abilities as they pertain to the world of work. The counselor will encourage students to see the value of education and learning. As well as help students to create personal post-secondary goals so they can have a plan for their future.

13. Student Services Needs Assessment Samples

Counselors have students, parents, and teachers complete a needs assessment and/or survey evaluation of the guidance/student services at the beginning and end of each school year for evaluation and planning purposes. This is provided electronically as well as on paper. The parent needs assessment will be made available on the school website for easier access.

14. School Social Work Services

The Lincoln School District currently employs 1 “Child and Family Advocate” for the district. This role is very similar to a social worker. As needed, the child and family advocate will work with families to assist in the prevention and remediation of problems such as attendance, behavior, adjustment, and learning. They will also provide referrals to community, school, and outside resources. The child and family advocate will work closely with the school counselors of each building and offer support and resources as needed.

15. Occupational and Placement Services

Counselors also assist students in the areas of occupational counseling, career awareness and college or vocational counseling.

Resources such as the following may provide insight into potential career pathways.

  1.  ACT
  2.  PSAT
  3.  CAP Conferences
  4.  ASVAB
  5.  Career interest inventories

Counselors as well as other staff (master teachers) can help to develop connections between the school and business and industry.

16. Conflict Resolution Services

These services shall include but are not limited to the following: educational and social programs which help students develop skills enabling them to resolve differences and conflicts between groups and programs designed to promote understanding and positive communication.

Conflict solving for students could include: dealing constructively with conflicts, building positive self- esteem, respecting human differences, making responsible decisions, developing sensitivity to all people, practicing conflict resolution, learning ways to handle frustration and anger, exploring conflict as a positive force for change, understanding the dynamics of conflict, respecting human differences, and developing positive interpersonal skills. By meeting social/emotional needs, students are encouraged to be more sensitive to differences and be more accepting of others.

Counselors address conflict resolution training by choosing from a variety of methods and curriculum including, but not limited to, individual sessions, small group sessions, consultation, behavior management plans, and classroom visitations.

School Anti-Bullying Policy

Youth Suicide Awareness

The Arkansas Youth Suicide Prevention Task Force has developed a suicide prevention public awareness program for distribution. That resource can be found on the internet at the following location: http://www.ag.arkansas.gov/crime_safety_youth_parents_schools.html

Anti-Bullying Description and Policy for the School

Act 681 of 2003 requires school districts to adopt anti-bullying policies to prevent pupil harassment, also known as “bullying,” and shall file with the Department of Education a copy of the policies adopted. The State Board of Education shall review the policies provided by the school districts and may recommend changes or improvements to the districts if the board determines the policies need improvement. The anti-bullying policies developed by the school district should become part of the district's "Student Handbooks" and "School Personnel Policy Handbooks." Policies are to be provided to parents, students, school volunteers and employees.

Youth Suicide and Anti-Bullying Public Awareness

Definitions:

Attribute means an actual or perceived personal characteristic including without limitation race, color, religion, ancestry, national origin, socioeconomic status, academic status, disability, gender, gender identity, physical appearance, health condition, or sexual orientation.

Bullying means the intentional harassment, intimidation, humiliation, ridicule, defamation, or threat or incitement of violence by a student against another student or public school employee by a written, verbal, electronic, or physical act that may address an attribute of the other student, public school employee, or person with whom the other student or public school employee is associated and that causes or creates actual or reasonably foreseeable:

  1. Physical harm to a public school employee or student or damage to the public school employee's or student's property;
  2. Substantial interference with a student's education or with a public school employee's role in education;
  3. A hostile educational environment for one (1) or more students or public school employees due to the severity, persistence, or pervasiveness of the act; or
  4. Substantial disruption of the orderly operation of the school or educational environment

Electronic act means without limitation a communication or image transmitted by means of an electronic device, including without limitation a telephone, wireless phone or other wireless communications device, computer, or pager that results in the substantial disruption of the orderly operation of the school or educational environment.

Electronic acts of bullying are prohibited whether or not the electronic act originated on school property or with school equipment, if the electronic act is directed specifically at students or school personnel and maliciously intended for the purpose of disrupting school, and has a high likelihood of succeeding in that purpose;

Harassment means a pattern of unwelcome verbal or physical conduct relating to another person's constitutionally or statutorily protected status that causes, or reasonably should be expected to cause, substantial interference with the other's performance in the school environment; and

Substantial disruption means without limitation that any one or more of the following occur as a result of the bullying:

  1. Necessary cessation of instruction or educational activities;
  2. Inability of students or educational staff to focus on learning or function as an educational unit because of a hostile environment;
  3. Severe or repetitive disciplinary measures are needed in the classroom or during educational activities; or
  4. Exhibition of other behaviors by students or educational staff that substantially interfere with the learning environment.

Examples of "Bullying" may also include but are not limited to a pattern of behavior involving one or more of the following:

  1. Sarcastic comments/ "compliments" about another student’s personal appearance or actual or perceived attributes,
  2. Pointed questions intended to embarrass or humiliate,
  3. Mocking, taunting or belittling,
  4. Non-verbal threats and/or intimidation such as “fronting” or “chesting” a person,
  5. Demeaning humor relating to a student’s race, gender, ethnicity or actual or perceived attributes,
  6. Blackmail, extortion, demands for protection money or other involuntary donations or loans,
  7. Blocking access to school property or facilities,
  8. Deliberate physical contact or injury to person or property,
  9. Stealing or hiding books or belongings,
  10. Threats of harm to student(s), possessions, or others,
  11. Sexual harassment, as governed by policy 4.27, is also a form of bullying, and/or
  12. Teasing or name-calling based on the belief or perception that an individual is not conforming to expected gender roles (Example: “Slut”) or is homosexual,regardless of whether the student self-identifies as homosexual (Examples: “You are so gay.” “Fag” “Queer”).

Students are encouraged to report behavior they consider to be bullying, including a single action which if allowed to continue would constitute bullying, to their teacher, counselor, or the building principal. The report may be made anonymously. Teachers and other school employees who have witnessed, or are reliably informed that, a student has been a victim of behavior they consider to be bullying, including a single action which if allowed to continue would constitute bullying, shall report the incident(s) to the principal. Parents or legal guardians may submit written reports of incidents they feel constitute bullying, or if allowed to continue would constitute bullying, to the principal. The principal shall be responsible for investigating the incident(s) to determine if disciplinary action is warranted.

The person or persons reporting behavior they consider to be bullying shall not be subject to retaliation or reprisal in any form.

Students found to be in violation of this policy shall be subject to disciplinary action up to and including expulsion. In determining the appropriate disciplinary action, consideration may be given to other violations of the student handbook which may have simultaneously occurred. Penalty:  Warning – Expulsion

Notice of what constitutes bullying, the District’s prohibition against bullying, and the consequences for students who bully shall be conspicuously posted in every classroom, cafeteria, restroom, gymnasium, auditorium, and school bus. Parents, students, school volunteers, and employees shall be given copies of the notice.

17. At-Risk Students and the School Dropout Program

Students are identified as At-Risk for Early Dropout are identified:

1. Based on the Characteristics of Youth-at-Risk, students are observed at school for signs of being At-Risk, by all members of the faculty and staff of Lincoln High School.

2. Students Identified as being At-Risk are immediately referred to the appropriate school counselor or administrator.

Referral and Intervention process for students identified as being At-Risk of not graduating:

Identified At-Risk students are referred to the appropriate Counselor or administrator.

Once identified, At-Risk students are provided extensive opportunities for support. These opportunities may include:

a) Individual counseling with administration / school counselor

b) Parent meetings

c) Student/administration/teacher conferences

d) In-school tutoring

e) Referral to appropriate social service outside of the school

f) Referral to the Lincoln Alternative School

g) Other

Early Drop-Out Exit Process:

  1. Students that notify the school with intentions to Drop-out early are immediately involved in a conference with the Principal, Assistant Principal, and or Counselor.
  2. The conference with administration / counselors is an effort to prevent the early drop-out and to identify potential plans to keep the At-Risk student in school. When appropriate, these conferences include the parent/guardian.
  3. Early Drop-Out students are counseled on potential options for their future, so the school can possibly support them after dropping out.  

Drop-outs without contact:

  1. Students that do not return to school at the beginning of the new school year or semester are contacted personally by school administration. The effort is made to make a personal contact with the student and/or parent to encourage the Early Drop-out student to return to school.
  2. Students that stop attending school during the year are contacted by administration and encouraged to return to school and provided the appropriate academic or social support. Students that are within the age of mandated school attendance, that are not attending school as required, are referred to the appropriate juvenile agency.

Post Drop-Out:

Students, that drop-out early from high school, are extended the opportunity and encouraged to return to school should their circumstance change.

Miscellaneous information: