Student Services Plan

White County Central School District

White County Central

STUDENT SERVICES PROGRAM PLAN

This plan articulates the functions served by each of the components of a program of student services.  The plan indicates development and implementation for providing student services to all students in the public school system, including area vocational-technical schools.  

This plan is a district-based (site-based) upon the needs identified by parents, teachers, principals, students and other agencies with which the school district works (such as local Department of Human Services or Department of Health personnel).

This plan ensures coordination of the various student services and could utilize such techniques as differentiated staffing.

TABLE OF CONTENTS

Act 908 of 1991

Act 1275 of 1997

Arkansas Department of Education rules and regulations for public school education services

A. GUIDANCE, COUNSELING, AND CAREER EDUCATION SERVICES

        I.         Role of School Counselors

        II.         Ethical Standards for School Counselors- ASCA

        III.         Responsibilities to Pupils

        IV.        Responsibilities to Parents

        V.         Responsibilities to Colleagues and Associates

        VI.        Responsibilities to the School and Community

        VII.        Responsibilities to Self

        VIII.        Curriculum

                A.        Goals and Objectives

                B.        National Standards

                C.        Lesson Plans

        IX.        Principles of Comprehensive School Counseling Programs

        X.        School Counselors are Involved in the Following

                A.        Small Group Guidance and Classroom Guidance

                B.        Individual Counseling

                C.        Consultation

                D.        Coordination

                E.        Working with Parents

                F.        Peer Facilitation

                G.        Referrals to Outside Agencies

                H.        Assessment and Testing

                I.        Specialized Populations and Needs

                J.         Orientation

                K.        Class Scheduling

                L.        Utilization of Student Records

        XI.        Career Awareness & Planning in School Counseling Programs

        XII.        State Goals for Career Education- Appendix A

        XIII.        Recommended Facilities for the Guidance Program

        XIV.        Student Services Needs Assessments- Appendix B

        XV.        School Counselor/Pupil Ratio from Standards for Accreditation

B. PSYCHOLOGICAL SERVICES

        I.         Evaluations

        II.        Consultations

        III.        Early Identification

        IV.        Liaison and Referrals

        V.        Ethical Procedures

C. VISITING TEACHER & SOCIAL WORK SERVICES

        I.         Description

        II.        Assist in Casework

        III.        Liaison between Home and School

D. OCCUPATIONAL AND PLACEMENT SERVICES

E. CONFLICT RESOLUTION SERVICES & ANTI-BULLYING ACTIVITIES

        I.        Description of Conflict Resolution Services

        II.        Activities and Programs for Conflict Resolution

        III.        Anti-Bullying Description & Policy for the School Activities & Programs for Anti-Bullying at School

        IV.        Alternative Methods of Classroom Management

F. HEALTH SERVICES

        I.        Nurse/Pupil Ratio

        II.        Responsibilities of the School Nurse

G. AT-RISK STUDENTS & THE SCHOOL DROPOUT PROGRAM

        I.        At-Risk Definition

        II.        Characteristics of Youth-At-Risk

H. ALTERNATIVE STUDENT SERVICES PERSONNEL

        I.        Types of Personnel

        II.        Services Provided

        III.        Description of Services

I. SCHOOL SUICIDE, CRISIS & TERRORIST PLANS - Appendix C

J. APPENDICES


GUIDANCE, COUNSELING, AND CAREER EDUCATION SERVICES

I.          Role of School Counselors

The role of school counselors encompasses three areas: counseling, consulting, and coordinating.  Counseling is at the heart of the guidance program.  The counselor in a helping relationship creates an atmosphere in which mutual respect, understanding, and confidence prevail to allow for growth and resolution of concerns.  The general goals of counseling are developing skills of thinking and problem-solving, developing and maintaining a positive self-concept, and helping students set positive goals and exercise self-responsibility.

The school counselor works closely with the teaching and administrative staff so that all the school’s resources are directed toward meeting the needs of the individual students.  At White County Central School, at least seventy-five percent (75%) of work time each week is spent providing direct counseling, and no more than twenty-five percent (25%) of work time each week is spent on administrative activities which relate to the provision of guidance services. (ACT 908 of 1991, section 6) The counselor cooperates with other school staff in the early identification, remediation, or referral of children with developmental deficiencies or handicaps.   At times it is necessary to go beyond what the school can offer and seek additional aid from outside agencies.

The counselor assists parents in developing realistic perceptions of their child’s aptitudes, abilities, interests, attitudes, developmental progress, and personal-social development.

In the role of coordinator, the counselor organizes varied programs and services to meet the unique concerns of the school.  Such programs and services may be:   classroom guidance, career awareness, student placement, new student orientation, school-wide testing, student achievement, and staff in-service.


II.         ETHICAL STANDARDS FOR SCHOOL COUNSELORS - ASCA

The American School Counselor Association is a professional organization whose members have a unique and distinctive preparation, grounded in behavioral sciences, with training in clinical skills adapted to the school setting.  School counselors ascribe to the following basic tenets of the counseling process from which professional responsibilities are derived:

A.        Each person has the right to respect and dignity as a human being and to counseling services without prejudice as to person, character, belief or practice.

B.        Each person has the right to self-direction and self-development.

C.        Each person has the right of choice and the responsibility for decisions reached.

D.        The counselor assists in the growth and development of each individual and uses her/his specialized skills to insure that the rights of the counselee are properly protected within the structure of the school program.

E.        The counselor-client relationship is private.  Compliance with all laws, policies, and ethical standards pertaining to confidentiality is maintained.

F.        The American School Counselor Association has identified the standards of conduct necessary to maintain and regulate the high standards of integrity and leadership among its members.  The Association recognizes the basic commitment of its members to the Ethical Standards for School counselors was developed to complement the AACD standards by clarifying the nature of ethical responsibilities of counselors to the school setting.  The purposes of this document are to:

1.          Serve as a guide for the ethical practices of all school counselors regardless of level, area, or population served.

2.          Provide benchmarks for both self-appraisal and peer evaluation regarding counselor responsibilities to pupils, parents, professional colleagues, school and community, self, and counseling profession.


III.        Responsibilities to Pupils

The school counselor:

A.        Has a primary obligation and loyalty to the pupil, who is treated with respect as a unique individual.

B.          Is concerned with the total needs of the pupil (educational, vocational, personal, and social) and encourages the maximum growth and development of each counselee.

C.          Informs the counselee of the purposes, goals, techniques, and rules of procedure under which he/she may receive counseling assistance at or before the counseling relationship is entered.  Prior notice includes the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints.

D.          Refrains from consciously encouraging the counselee’s acceptance of values, lifestyles, plans, decisions, and beliefs that represent only the counselor’s personal orientation.

E.        Is responsible for keeping abreast of laws relating to pupils and ensures that the rights of pupils are adequately provided for and protected.

F.        Makes appropriate referrals when professional assistance can no longer be adequately provided to the counselee.  Appropriate referral necessitates knowledge about available resources.

G.        Protects the confidentiality of pupil records and releases personal data only according to prescribed laws and school policies.   The counselor shall provide an accurate, objective, and appropriately detailed interpretation of student information.

H.        Protects the confidentiality of information received in the counseling process as specified by law and ethical standards.

I.        Informs the appropriate authorities when the counselee’s conditions indicated a clear and present danger to the counselee or others.  This is to

be done after careful deliberation and, where possible, after consultation with other professionals.

J.        Provides explanations of nature, purposes, and results of tests in language that is understandable to the client (s).

K.        Adheres to relevant standards regarding the selection, administration, and interpretation of assessment techniques.


IV.          Responsibilities to Parents

The school counselor:

A.        Respects the inherent rights and responsibilities of parents for their children and endeavors to establish a cooperative relationship with parents to facilitate the maximum development of the counselee.

B.        Informs parents of the counselor’s role with emphasis on the confidential nature of the counseling relationship between the counselor and the counselee.

C.        Provides parents with accurate, comprehensive, and relevant information in an objective and caring manner.

D.        Treats information received from parents in a confidential and appropriate manner.

E.        Shares information about a counselee only with those persons properly authorized to receive such information.

F.        Follows local guidelines when assisting parents experiencing family difficulties which interfere with the counselee’s effectiveness and welfare.


V.          Responsibilities to Colleagues and Professional Associates

The school counselor:

A.        Establishes and maintains a cooperative relationship with the faculty for the provision of optimum guidance and counseling services.

B.        Promotes an awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information, and staff consultation.

C.        Treats colleague with respect, courtesy, fairness, and good faith.  The qualifications, views, and findings of colleagues are accurately and fairly considered to enhance the image of competent professionals.

D.        Provides professional personnel with accurate, objective, concise, and meaningful data necessary to adequately evaluate, counsel, and assist the counselee.

E.        Is aware of and fully utilizes professionals and organizations to whom the counselee may be referred.


VI.      Responsibilities to the School and Community

The school counselor:

A.          Supports and protects the educational program against any infringement not in the best interest of pupils.

B.        Informs appropriate officials of conditions that may be potentially disruptive or damaging to the school’s mission, personnel, and property.

C.        Delineates and promotes the counselor’s role and function in meeting the needs of those served.  The counselor will notify appropriate school officials of conditions which may limit or curtail their effectiveness in providing services.

D.        Assists in the development of (1) curricular and environmental conditions appropriate for the school and community, (2) educational procedures and programs to meet pupil needs, and (3) a systematic evaluation process for guidance and counseling programs, services, and personnel.

E.        Works cooperatively with agencies, organizations, and individuals in the school and community in the best interest of counselees and without regard to personal reward or remuneration.

VII.          Responsibilities to Self

The school counselor:

A.          Functions within the boundaries of individual professional competence and accepts responsibility for the consequences of his/her actions.

B.          Is aware of potential effects of personal characteristics on services to clients.

C.        Monitors personal functioning and effectiveness and refrains from any activity likely to lead to inadequate professional services or harm to a client.

D.        Strives through personal initiative to maintain professional competence and keep abreast of innovations and trends in the profession.


VIII.    Curriculum

A.          National Standards ((http://www.ascanationalmodel.org/files/StudentStandards.pdf )

IX.        Principles of Comprehensive School Counseling Programs

Guidance services are viewed as an integral part of the total educational process.  A successful school program is based upon the knowledge and recognition of developmental needs of the school-age child.  Consistent with this understanding, guidance services in the high school emphasize programs which are developmental in nature.  The program is for all students, has an organized and planned curriculum, is sequential and flexible, is an integrated part of the total educational process, involves all school personnel, helps students learn more effectively and efficiently, and includes counselors who provide specialized counseling services and interventions (Myrick, 1987).

The developmental guidance program, while recognizing and incorporating the remedial function of helping teachers with “problem” children, defines a broader objective of helping teachers work with all children in learning appropriate life-adjustment behaviors.  However, changes in behavior will only occur when the child perceives, either cognitively or conatively, that a modification of his behavior will be personally rewarding of self-enhancing.

It is felt that a program which is preventive in nature, including such areas as decision-making and awareness of self and others, will enable children to make satisfactory school and life adjustments.  Therefore, guidance interventions for high school students are implemented with the hope of preventing serious problems or minimizing the size of such problems, if and when they do occur.  Some of the activities and services provided are preventive classroom guidance activities, individual and group counseling, referrals to community agencies, consultation with teachers, administrators, parents, and community leaders, crisis intervention, assessment, placement, and follow-up services.


X.        School Counselors are Involved in the Following:

A.        Small Group Guidance and Classroom Guidance

The comprehensive school program involves planned guidance activities for all students.  These age-related exercises foster student’s academic, personal, and social growth.

Group counseling is an invaluable part of most school counselors’ work.  Working with students in groups acknowledges that peer influence is an extremely powerful factor in students’ development.  Groups provide them with an opportunity to give and receive feedback which contributes to their understanding of themselves and others.  It also allows them to practice interpersonal and personal skills in a safe, reinforcing environment.  In addition, a group approach enables counselors to have an impact on a greater number of students, thereby making the most efficient use of his/her time.

Arkansas School Laws Annotated Code 6-18-1005 states: (L) Classroom guidance which shall be limited to thirty-minute class sessions, not to exceed three (3) per day or ten (10) per week.  “Class” is not plural.  Classes cannot be doubled up due to safety issues.  This law is still effect and has not been changed because of any other legislation.  The forty-minute planning time for classroom teachers is a separate issue and other personnel should be used.  Classroom guidance lessons were never intended to provide a break or planning time for teachers.  Classroom guidance was intended as a collaborative effort with teachers to use the information to reinforce goals for students in the academic, personal, social and career development areas.  Classroom guidance is part of the curriculum and should be treated with the same respect as other academic classes.

The classroom guidance curriculum focuses on topics such as: self-understanding, effective interpersonal and communication skills ( such as problem-solving, decision making, conflict resolution), effective study skills and positive attitudes toward school, career awareness and the world of work, substance abuse prevention, acceptance of differences in people (racial, gender, cultural, religious, and physical), and issues involving child endangerment.

At White County Central, one counselor is provided per 400 students. The counselor is at the school every day.

B.        Individual Counseling

        A group approach is not best suited for every student or situation.  Some students or situations would benefit most from individual counseling.  The nature of some problems requires more confidentiality than a small group or classroom guidance would afford.  Some students may have difficulty in relating to their peers, be overwhelmed in group situations, be personally dysfunctional, or need individual attention.

Students have access to the counselor on an individual basis in order that they have an opportunity to discuss in private personal growth and areas of concern.  The counselor helps the student strive to reach his/her goals and resolve his/her personal conflicts or concerns.

Referrals for individual counseling may be made by parents, teachers, administrators, other school personnel, or self-referral. Emergency referrals include, but are not limited to: suspected child abuse (physical or mental),

Any behavior change which is sudden or unusual, traumatic family experiences, or indications of mounting hostility between child and teacher or peer group.

Children who exhibit the following behaviors may lead to referral:

(1) seem to seek only negative attention, (2) cry often or get sick daily, (3)

exhibit aggressive behavior, (4) are unable to follow the rules, (5) are entering new or special learning classes, (6) are having difficulty with special relationships, (7) are fearful or nervous, (8) are having learning difficulties, (9) are unable to resolve a peer conflict, (10) are underachieving, and (11) are habitually untruthful.

C.         Consultation

Consultation in the school counseling program focuses on the total learning environment of the school.  Counselors serve as a resource for teachers concerning specific student’s problems & on general issues (Myrick, 1987.)

A major part of the counselor’s role is to collaborate with teachers and                         parents, not to criticize them.  Counselors can provide support and                                 encouragement to teachers and parents who may be feeling frustrated,                         discouraged, overwhelmed, or unappreciated.

Counselors work with teachers and administrators to help create the kind of school environments that stimulate growth and learning.  Their emphasis is         on making the educational process more personal and increasing teachers’         and administrators’ understanding of the importance of fostering acceptance of and valuing individual differences in learning styles and rates of learning; how adults’ expectations, biases, and behaviors affect students;         and ways of helping students cope with success and failure.

Consultation involves:

1)        Assisting teachers in working with individual students or groups of students.

2)        Providing relevant materials and resources to teachers, especially relating to classroom guidance curriculum.

3)        Assisting in the identification and development of programs for students with special needs.

4)        Participating in school committees that address substance abuse, gifted and talented education, curriculum development, coordination of each grade level, and school accreditation.

5)        Interpreting student information, such as results of standardized tests for students and team members.

6)        Consulting regularly with other specialists (e.g., psychologists and representatives from community agencies.)

D.        Coordination

Before guidance and counseling activities can take place, much planning,                         thinking, and coordinating are required.  Research in the area has shown                         that systematic coordination of guidance programs is essential for effective                         delivery of services (Kameen, Robinson, and Rotter, 1985).

Counselors coordinate the following:

1)        Assist parents in gaining access to services for their children through a referral to outside agencies;

2)        Plan, coordinate, and evaluate the guidance program’s effectiveness; and

3)        Coordinate the school’s testing program, which includes interpreting test results to parents, students, and school personnel.

4)         Serve as liaison between the school, home, and community agencies so that efforts to help students are successful and reinforced rather than duplicated.

E.        Working with Parents & Parental Involvement

Parental involvement includes active Parent Teacher Organizations, school open houses, school notes, progress reports, Parent-Teacher conferences, meetings with individual parents for specific concerns and phone calls.

Parents need to become aware of the role of the school counselor and how to obtain the services available.  To achieve this goal, parents are provided with an opportunity to meet the counselor at Open House night as the school year begins, and the school counselor’s contact information in online.  

The school counselor offers consultation with parents concerning:

  1. Techniques for helping their children meet academic, personal, and         social potential
  2. Development of study habits
  3. Explanations concerning the value of testing
  4. Techniques for helping the student do well on testing
  5. Disaggregation of the student’s test results (Benchmarks)(PARCC)
  6. Counteracting negative peer pressure
  7. Preventing substance abuse
  8. Coping with divorce, and
  9. Managing disruptive behavior

F.        Peer Facilitation

Students often share their problems with peers rather than adults.  Counselors provide structured opportunities for students to serve as peer helpers.  The power of peer influence cannot be minimized and, in fact, should be capitalized upon.  Recent research shows that both peer facilitators and the students they are matched with benefit from the relationship.  

G.        Referral to Outside Agencies

        Counselors establish and maintain close working relationships with staff of a variety of school and community agencies.  These agencies include departments of health and social services, mental health centers, juvenile courts, and advocacy groups.  To helps students and their families cope with an array of problems, counselors identify school and community resources and establish policies and procedures for interagency communication.  

Some agencies available in our area for referrals are: Bridgeway, Consolidated Youth Services, Charter Behavioral Health System, Child and Youth Development Center, Easter Seals, Arkansas Children’s Hospital, Lion’s Club, Families, Inc., Harding University Marriage and Family Counseling Center, and Wilbur Mills Education Service Cooperative.

Arkansas state law requires schools to cooperate with and provide access to Department of Human Services staff.  

Some typical tasks that counselors may be involved with while helping students and their families gain access to the services they need include:

  1. Referring students and parents with special needs to resources in and outside the school
  2. Maintaining contacts with outside resources
  3. Developing, publishing, and distributing a list of community resources, referral agencies, and hotlines
  4. Following up on referrals

H.        Assessment and Testing

The White County Central counselors are the building test coordinators for the school.  Duties include teacher in-service, inventory of tests, distribution of tests, test security procedures and documentation, and return shipment of materials.   The counselor is also responsible for make-up testing and makes maximum effort to provide make-up testing for all students.  Counselors interpret test scores for parents, students, teachers, and school personnel to assist in identifying strengths and weaknesses of particular students, groups of students, or curriculum.

Counselors use a variety of assessment instruments to identify the social/emotional needs of students and make recommendations to teachers based on these assessments.

I.        Specialized Populations and Needs

        

The school counselor’s guidance activities include those which promote student’s and school personnel’s acceptance of differences in students which are due to culture or disabilities.

        The counselor’s activities can promote:

        1.        Students’ and school personnel’s acceptance of differences

        2.         Policies, procedures, and behaviors that reflect freedom from                                 stereotypes

        3.         Examination of schools’ testing programs to ensure that they reflect                         equitable standards for all students, and

        4.        Outreach to parents and families of students from culturally diverse                         populations.

        

The counselor has access to confidential records including   psychological/psycho-educational evaluations.

J.        Orientation

Orientation is a process to acquaint students, parents, and staff with the services of the guidance department and other student services offered to assist in the adjustment of new students to a school.  Orientation is designed to help students make effective transition adjustments from one school setting to another.  

This is accomplished through teacher in-service, and brochures and meetings for parents.  Counselors are also available to speak to Parent-Teacher groups to introduce guidance services and curriculum.

K.        Academic Advisement for Class Selection

At the high school level, counselors assist in the placement of students in courses.  Students submit their course requests through HAC, then take the requests home for parents to look at and talk over with their child. These decisions can be influenced by test scores and grades in previous courses.  

Class scheduling is a cooperative effort which involves classroom teachers, fine arts teachers, remedial teachers, gifted and talented teachers, special education teachers, administrators, and counselors.  Guidance classes are scheduled by the counselor to involve all students. Scheduling efforts strive to create the least interruption to the learning environment.

L.        Utilization of Student Records

Cumulative files are maintained in the Counselor’s Office.  The counselor has full access to these files and any other files kept by the district for guidance and other related services.  

XI.          Career Awareness and Planning in School Counseling Programs

Career development includes: 1) helping students to understand the value of working, 2) helping students relate interests to career choices, and 3) helping students to relate school performance to job choice and success.

XII.         State Goals for Career Education (Developed by the Arkansas Advisory Council for Career Education)  


XIII.  Recommended Facilities for the Guidance Program

Facilities required for a school guidance program are functions of :   students’ characteristics and needs, program goals and objectives, staffing and scheduling, grouping of students for specific purposes, the use of a variety of materials and procedures, the need for privacy for counseling, and the need for security of restricted materials and student records.

The White County Central Counselors are provided a private office, which has adequate floor space, heating, cooling, ventilation, and lighting.  There is an outer reception area and more than adequate storage provided. Security measures include locking outer doors, locking filing cabinets, and a private phone line.  Individual counseling and small conferences are held in the counseling offices.   Group guidance is conducted in individual classrooms.

Guidance facilities are near but separate from the administrative offices.  They are in the flow of student traffic, near the source of supply of students, and near restrooms.

XIV.  Student Services Needs Assessments

See Appendix B for example of survey.

XV.   School Counselor/Pupil Ratio from Standards for Accreditation

Each school district shall provide access in the elementary and secondary school to certified guidance counselors.  State guidelines stipulate the counselor/pupil ratio for the high school level shall be not less than one counselor for every four hundred fifty students beginning in the 1989-90 school year.   The White County Central School District employs 2 full-time counselors for approximately 700 students (Kindergarten through 12th Grade).  


PSYCHOLOGICAL SERVICES

I.        Evaluations

The district provides an evaluation for students with learning or adjustment problems and evaluation of students in exceptional child education programs.   Psycho-educational testing is provided on a contractual basis by a licensed or certified examiner.

II        Consultations

The district provides consultation and counseling with parents, students, and school personnel.

III.     Early Identification

A.        In the spring of each year, CAPCA (Community Action Program Central Arkansas) informs the elementary school of students they are currently providing services to which will be attending the elementary school in the fall.

B.        Pre-school services are provided through Wilbur Mills Education Service Cooperative.  Transition from this service to Kindergarten allows for referral, temporary placement, or placement of school-aged students in special education.

C.        The district provides a system for the early identification of learning potential and factors which affect the child’s educational performance.  Kindergarten screening using the Early Prevention of School Failure evaluation tool is provided for all students prior to Kindergarten entrance.  As of the fall of 2004, the state has mandated the use of the Iowa Early Learning Inventory to help make instructional decisions about students in the building.

IV        Liaison and Referrals

Referral to outside agencies are made, as necessary, in coordination with the Special Education supervisor.  Some of these may include: 1) referral to audiologist, 2) referral to doctor, 3) referral for Occupational/Physical Therapy.  Referrals of students to Sunshine Day Service Center is made upon recommendations of the Individual Education Plan team.

V.        Policies Ensuring Ethical Procedures

Policies which ensure ethical procedures regarding psychological activities are under the direction of the Special Education Supervisor.


VISITING TEACHER & SOCIAL WORK SERVICES

I.        Description

The White County Central School District does not fund the position of social worker.  Other agencies which do work for the welfare of the students are the Department of Human Services, Hotline services, privately funded mental health agencies, and the Arkansas State Police.  These persons seek to enhance the coping capabilities of people and to change environmental conditions that impact people.

A clothing room, school supply program, and a Christmas aid program is available through the school. Students who have needs beyond the purview of the local school are referred to outside agencies.

II        These persons provide casework to assist in the prevention and remediation of problems of attendance, behavior, adjustment, and learning.

        

III.        Liaison Between Home and School

In the absence of a school social worker, the guidance counselor serves as a liaison between the school and community social services.  She informs the principal of the school of all actions taken.  

OCCUPATIONAL SERVICES

        At the high school level, these services include the dissemination of career education information by classroom teachers and the guidance counselor.

GROUP CONFLICT RESOLUTION SERVICES & ANTI-BULLYING ACTIVITIES

I.        Description

These services include educational and social programs which help students develop skills which enable them to resolve differences and conflicts between individuals and groups.  Programs are designed to promote understanding and positive communication.

II        Activities

Activities for students include dealing constructively with conflict, building positive self-esteem, respecting human differences, making responsible decisions, coping with frustrations and anger, and developing positive interpersonal skills.  

III.          Anti-Bullying Description & Policy for the School        

        Activities & Programs for Anti-Bullying at 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.  

        

At White County Central Schools, the school counselors discusses the issue of bullying.  Classroom discussions are led to instruct students what to do if they are confronted with a bullying situation.  Outside programs are brought in to deal with bullying also.  

White County Central Schools tolerates zero bullying.  A meeting with the principal is mandatory if bullying is reported to an adult at the school.


IV.        Alternative Methods of Classroom Management

        The main method of classroom management used at White County Central Schools is Assertive Discipline.  Students are taught that their misbehavior will result in increasing levels of discipline the more times they disobey the rules. For most students, this form of classroom management works.  For those students having more difficulty, behavioral contracting, dispute resolution or behavior modification plans are used.  

        


SCHOOL HEALTH SERVICES

I.        Nurse/Pupil Ratio

Act 1106 of March 1991 established guidelines requiring all school districts beginning with the 1994-95 school year should have no less than one full-time school nurse per one thousand students. White County Central School District has housed in the district one Licensed Practical Nurse.

II.      Responsibilities of School Nurse                

The role of the school nurse is to assess and care for student health needs.  The major part of the nurse’s time is spent in direct child care, personal conferences, appraisal and follow-up.  Health services include, but are not limited to:

1) maintaining students health records, 2) physical screenings, 3) referrals to appropriate medical professionals for students in need, 4) providing emergency care,  5) being available to present health related units in the classroom, and  6) providing parents with health related information.


AT-RISK STUDENTS

I.        At-Risk Definition

At-risk children are those enrolled in school whose progress toward graduation, school achievement, preparation for employment, and futures as productive workers and citizens are jeopardized by a variety of health, social, educational, familial, and economic factors.  They are the children with special needs who are underserved, categorized, ignored, unchallenged, and for whom expectations are low.

II.      Characteristics of Youth-at-Risk

School records are maintained which facilitate identification of at-risk students.  At the elementary school level, the following factors are considered:

A.        Excessive absenteeism or irregular attendance

B.        Poor or failing grades

C.        Low math and reading scores

D.        Retention in at least one grade

E.        Lack of participation in school and extracurricular activities

F.        Dissatisfaction with teachers and traditional school structure

G.        Failure to see relevance of education to personal desires

H.        Learning disabled or handicapped

I.        Uncooperative, inattentive, and unmotivated

J.        Suspension, expulsion, or other disciplinary actions

K.        Feelings of rejection, alienation, isolation, insecurity, and inadequacy

L.        Association with disaffected peer group

M.        Low and unhealthy self-esteem/self-concept

N.        Poor decision making skills

O.        Health problems

P.        Delinquency

Q.        Family disturbances

R.        Racial or ethnic minority

S.        Low socio-economic background

T.        Parent(s) or sibling(s) not completing school

U.        Lack of parental emphasis on importance of education

V.        Frequent moves

W.        Poor communication between school and home


ALTERNATIVE STUDENT SERVICES PERSONNEL

I.        Types of Personnel

II.      Services Provided                

Personnel employed or serving students on a voluntary basis under this section shall be limited to performing those services for which they are licensed, certified, or trained.

III.         Description of Services


Appendix A

    State Goals for Career Education (Developed by the Arkansas Advisory Council for Career Education)

Goal 1.        Students will improve career planning and decision-making skills.  Students will be able to set goals, understand the importance of a planning process, and seek assistance in decision-making.

a.          Set personal goals and relate them to career choices.

b.        Identify factors, including career, which influence a child’s lifestyle.

Goal 2.        Students will be able to identify information about a planning process, and seek assistance in decision-making.

a.          Set personal goals and relate them to career choices.

b.        Identify factors, including career, which influence a child’s lifestyle.

Goal 2.        Students will be able to identify information about th own needs and interests.

Goal 3.        Students will improve job acquisition and retention competencies.  Students will demonstrate skills to locate and interview for a specific job and understand the requirements to remain employed.

a.          Locate and interview for a job.

b.          Know job retention factors.

Goal 4.        Students will improve attitudes and appreciation for career success. Students will demonstrate productive attitudes toward work and positive feelings about task accomplishments.

a.          Relate work attitudes to accomplishment and satisfaction.

b.          Detect and appreciate quality work.

Goal 5.        Students will improve skills in human relationships.  Students will demonstrate positive interpersonal relationships, knowledge of group dynamics, and positive attitudes toward the possession of human relationship skills.

a.          Identify and recognize need for and benefits of good interpersonal relationships.

b.          Recognize prejudice, contributing factors, and behavioral effects.

Goal 6.        Students will improve self-investigation and evaluation skills necessary for career success.  Students will be able to examine self in relation to careers, assess self-concept, appraise own interests and capabilities.

a.          Recognize personal adjustment situations and seek required help.

b.          Recognize personal limitations and how self-concept influences job success.

c.          Identify factors influencing own career options.

Goal 7.        Students will understand personal/work/societal responsibilities.  Students will demonstrate good citizenship, knowledge of relationships with, and responsibilities to fellow person, job, etc.

a.          Identify responsibilities toward co-workers, supervisors, and property.

b.          Identify rights derived from political and social environment.

c.        Develop positive attitudes/behaviors for participation in political/social environment.

Goal 8.        Students will improve understanding of economic factors influencing career opportunity.  Students will demonstrate understanding of how various economic conditions affect a person and how a person interacts in the economy.

a.          Identify the ways technology can affect work and/or lifestyles.

b.          Identify the results of job specialization and worker interdependence.

Appendix B

Faculty Needs Assessment

Name:                                                                 Grade  Level/Position:              

    

Location:                                                                         Years  Teaching:                

    

 Please  mark  with  a  check  the  areas  that    you    feel  need  to  be  addressed  this  year.  Please  add  any  comments  to  help  me  understand  any  concerns.  

   

Please return to my box by August 17

  

Topic  

  

Comments  

Academic  

    

    

    

Addictions  

    

    

    

Anger  Management  

    

    

    

Bullying  

    

    

    

Career  Awareness  

    

    

    

Child  Abuse  

    

    

    

Christian  Values  

    

    

    

College    Opportunities  

    

    

    

Coping  Skills  

    

    

    

Conflict  Resolution  

    

    

    

Diversity  

    

    

    

Divorce  

    

    

    

Encouragement  

    

    

    

Family  Systems  

    

    

    

Forgiveness  

    

    

    

Friendship  

    

    

    

Listening  

    

    

    

Love  

    

    

    

Manners      

    

    

    

Problem-­‐Solving    

    

    

    

Respect  

    

    

    

Safety  

    

    

    

Self-­‐Control    

    

    

    

Self-­‐Esteem    

    

    

    

Stress  

    

    

    

Study  Skills  

    

    

    

Tattling  

    

    

    

Testing  

    

    

    

    

 

I  appreciate  you  taking  the  time  to  help  me  help  our  students!  You  are  an  essential  piece  to  the  counseling  program    at  our   school.      

Thank  you!   Stephanie Hill and Karla Louks


Appendix C

Crisis Response Plan for White County Central School District

School Crisis Intervention Team

  1. Dean Stanley, Superintendent
  2. Jackye Underwood, High School Principal
  3. Yvonne Sturdivant, Elementary Principal
  4. Stephanie Hill, High School Counselor
  5. Karla Louks, Elementary Counselor
  6. Leighan Johnson, School Nurse (K-12)
  7. David Reeves, School Resource Officer
  8. Donald Starkey, Dean of Students

Support Personnel

Support personnel that may be mobilized to assist in a school emergency may include the following:

  1. Jim Gray, Director of Maintenance and Transportation

Administrative Support

  1. Dean Stanley, Superintendent

Crisis Resource List

Ambulance Service                                     501-268-2323

Advocates for Battered Women                                  800-332-4443

Arkansas State Police Office                                501-279-6238

Child Abuse & Neglect Hotline                         800-482-5464

Families, Inc.                                                    501-305-2359

Fire Department                                        501-279-1066

Harding Univ. Marriage & Family Counseling        501-279-4315

Health Department                                        501-268-6102

Judsonia Police Department                                501-729-3454

Judsonia Shelter                                                               501-729-3239

Kensett Clinic (North Arkansas Human Services System)        501-742-5795

Mental Health Center                                                        501-268-4181

Office of Emergency Service                                                501-268-4810

Poison Control                                                        800-376-4766

Searcy Police Office                                                        501-268-3531

White County Central Public Schools District Office                501-729-0107

White County Central Public Schools Maintenance Office                501-729-3947

Rape Crisis Center                                                        501-268-1955

Rape Crisis Line                                                        800-813-5433

Resource Officer                                                        501-729-3947

Sexual Assault Center                                                        877-432-5368

White County Health Department                                        501-268-6102

White County Medical Center                                        501-268-6121

Youth Suicide Prevention Commission                                501-682-2007

Suicide Prevention Hotline                                                            800-784-2433

 

White County Central School District Counselors

White County Central High School Counselor

Stephanie Hill               501-729-3947             shill@wccsd.k12.ar.us

White County Central Elementary Counselor

Karla Louks         501-729-4292                         klouks@wccsd.k12.ar.us

Other Searcy Area Mental Health Professionals

Allison Stanley, Pointe (on campus) 501-388-2897

Dr. Jenene Alexander                268-4150

Dr. Kathy Howard                279-4568

Dr. Lou Moore                279-4347

Dr. Vann Rackley                279-4347

Dr. Todd Patten                278-9678

Dr. Marc Fager                278-0420


SUICIDE THREAT

Suicide threats must always be taken seriously and intervention should be immediate. If a situation is potentially life-threatening, students and staff need to recognize that the issue of confidentiality does not apply in regards to conveying that information to counselors and administrators. Students should not be sent home on the bus or in a vehicle until a parent/guardian has been contacted by appropriate personnel.

Step 1.  Talk to the student. If the risk assessment is deemed high, call for help immediately (contact Allison Simmons, school-based therapist for assessment).  If not, go through the six-step crisis intervention plan.

  1. Define the problem from the student’s perspective
  2. Ensure safety of the students and of other students
  3. Provide emotional support
  4. Examine alternatives
  5. Make a plan
  6. Obtain a commitment (no harm agreement)
  7. Contact parent/guardian.

Step 2.  If the student has suicidal intentions but the student does not have a plan or the means to follow through on a suicide threat, notify the parents or guardian immediately.  Give specific written recommendations as follows:  

                Close supervision of the child

                Check in with the child frequently

                Structure activities so the child is not alone

                Get to another resource

                        If the child begins to talk about a plan the parents need to get                                            

                            immediate help

                Set up a follow-up appointment

Give the family a community resource that is free - Harding University Marriage and Family Therapy Center         501-279-4347

                Check into long term counseling – (options)

1. Allison Simmons (on campus)

2. Therapy Center 279-0533                                                                                                                                                                      3. Family Inc., Counseling Services 305-2359

                           4. Harding University Marriage & Family Therapy Center-

                                 279-4347

                       5. Russell Meadows LAC, LAMFT – Marriage & Family  

                                 Therapy from a Christian Perspective – 278-5658  

               

Step 3.  Additional agreement with the child

              No Harm Agreement

              In the child’s handwriting

              Statement that student will not harm himself/herself

              Statement that if student thinks about harm, he/she will contact:

                 Parent if at home, counselor if at school…he/she will tell someone   

              Set up regular appointment times

              We both sign the agreement

              Copies go to the child, parents, and counselor

Step 4.  If the student will not sign the No Harm Agreement:

             Assume the child is suicidal

         Contact Allison Simmons

             Determine if the police need to be called.

             Do not leave the student unattended.

Step 5.  Contact Allison Simmons

 If I cannot get in touch with the parents:

             Have the principal sign the No Harm Agreement along with the                        

              counselor and the student to show that I did try to contact the  

              parents.

Step 6.  Send written documentation to the administrator.

Step 7.  DOCUMENT EVERYTHING.

 WARNING SIGNS

                         

                I wish I were dead.

                I want to quit.

                       I hate myself.

                I hate my life.

                I can’t do this anymore.

                What do you think happens when people die?

                I’m getting out.

                I’m tired of my life.

                I’ve had it!

                I’m through.

                Depression

Questions

                 Are you thinking of hurting yourself?

                        Have you thought about killing yourself?

                How would you do it?

                Are you thinking about it today?


AFTERMATH OF A COMPLETED SUICIDE

In the event that a suicide is carried out or any death occurs on campus, immediately contact the SRO and the school nurse. It will be the responsibility of the SRO/School nurse or designee to contact 911 to ask for assistance form other law enforcement/medical agencies. Evacuate the area, which will be handled as a crime scene. Try to secure the scene as much as possible by keeping other students/faculty away. Once the SRO arrives, you will either be released or asked to assist in maintaining a secure perimeter around the scene until other authorities arrive to assist.

Step 1.  Call the Crisis Intervention Team, all school counselors, and available mental health professionals.

              Inform them of the situation.  

Step 2.  Start debriefing the students that were the closest to the deceased.

                 Find out where these students are.

                Find out their needs.

                Find out how they are handling the situation.

                        Contact their parents.

Step 3.  Meet the needs of the other students.

              Some casual acquaintances of the deceased may be very upset.

              Let the students know there are counselors available if they need to talk to someone.

Step 4.  Teachers may identify the students who need to be seen individually.

Step 5.  Small groups

  1. Talk about why it happened. (They may have cognitive distortions initially.)
  2. Talk about the good qualities of the student.
  3. Say good-bye. (Letters, scrapbook to parents, etc.)  Do not put anything on the walls. Put everything into a box to give to parents.
  4. Help students turn loose – reach acceptance.
  5. Resolve the issue.

Step 6.   MAKE SURE THERE IS NO ASSEMBLY OR FUNERAL AT SCHOOL.

              Everything should be kept low key while meeting the needs of the students.

Step 7.  Have a meeting at the end of the day to determine how the next few days will be      handled.


SAMPLE LETTER

To All Staff Members:

Yesterday morning/afternoon, one of our students, _____________________, took his/her own life.  Many circumstances over a long period of time influenced his/her decision.  No one person, thing, or event or no one thing any one person said or did, or didn’t say or do, caused __________________ to make this decision.  In this final choice, ______________________alone was responsible.  His/Her decision was not courageous, romantic, or heroic.  It is just tragic.

Our students will react in many different ways.   Some we can anticipate, many we cannot.  Many of the daily activities at White County Central will seem meaningless.  Hopefully, this will be only temporary for most of us.  Many of our students became aware of ____________________ death last evening; the rest will find out today.  The following items are for your information as we respond to this event:

The library will be closed today.  However, the room will be made available as a place students and a teacher, counselor, or parent volunteer may gather to sit and talk, or just sit.  Counselors and administrators will be available in the library all day.  Students and/or teachers may be released from class to go to the library.

Students who seem very upset and request to be excused from class should be directed to the library and accompanied by a teacher or a classmate.

Students who wish to leave school may only be dismissed to a parent/guardian.

Students should not be allowed to congregate in small groups in the halls or outside the buildings but should be in classes or directed to the library.

You may choose (but are not obligated) to allow students to talk and discuss in your classroom.  If you feel you need help, please call on one of the counselors or on an administrator.

If you need to be excused from your class, contact one of the administrators.

The Superintendent’s Office will be the contact person with the community.  Inquiries from outside the school should be directed to them.


BOMB THREAT

NEVER USE RADIOS OR CELLULAR TELEPHONES

The person receiving the call should make every attempt to:

Administrator or Designee Responsibilities:

  1. Contact the Superintendent or Dean of Students. They will provide any direction you need and will call the appropriate law enforcement agencies.
  2. Ask secretary to notify other admin.
  3. If evacuation is necessary, ask staff to:
  1. The Administrative Team/School Resource Officer will conduct a visual inspection of all common areas.
  2. Ask staff to make a visual check of their area and send information to the front office.
  3. Law enforcement officials will decide if fire or medical personnel need to be called and will decide on procedures for checking the building.
  4. Ensure all personal answering telephones are aware of the policies and procedures implemented by the school district and local law enforcement regarding obtaining information from a caller.
  5. If the threat was written, take photo with your phone or copy by hand the contents and protect the original message. (Do not touch the note, it could have poison or some other harmful substance on it, be boobytraped and by touching the note you will contaminate the crime scene).

Teacher’s Responsibilities:

  1. Evacuate the building to proper areas. While evacuating the building, be observant, look for anything out of place, suspicious items, wires around doors, piles of trash, bags or backpacks in the floors, etc. These could indicate an explosive device in the area. If anything is noticed, change the evacuation route to avoid the area.
  2. Be alert to surrounding areas in case the purpose is to lure students outside.
  3. Take class roster and Emergency First Aid Bag.

BOMB THREAT CALL CHECKLIST

Bomb Threat Checklist: (Please copy and post by phones):

Time:

Number and Name on Caller ID:

DO NOT HANG UP. Instead, alert someone via instant messaging to call police.

Record the exact words used by the caller:

Ask the following questions: 

What time is the bomb set for?

Where is the bomb located?

What does the bomb look like?

Why are you doing this?

Who are you?

Evaluate the Voice of the caller.

Male?

Female?

Approximate Age?

Accent?

Speech Impediment?

Intoxicated?

Slurred speech?

Other notable characteristics?

Evaluate the background noise.

Music?

Children?

Typing?

Airplanes?

Conversations?

Machine Noise?

Traffic?


AFTERMATH OF A BOMB AT SCHOOL

This is after all of all students, faculty, and staff have been accounted for and the safety of the building has been ascertained.  Everyone will be transported to a safe place if necessary.  Immediate needs for health and safety have been met.

If remaining in the school building, someone should be posted at every door.  No one can leave without permission and their leaving must be recorded. The school is responsible for every student.

       

Step 1.  Call the Crisis Intervention Team, all school counselors, and all mental health professionals.

Step 2.  Assess the situation:

                What services are needed?

                Which students need intervention?

                What are the needs of the majority of students?

                     What are the needs of staff and faculty?

                            What are the needs of parents?

                What are the needs of the community?

Step 3. Provide Support:

  1. Faculty and staff

They need to know they are safe.

They need to be debriefed.  

They have to meet the needs of the students and need to be told       how to do this.  

        Some students are afraid.

        Some students need to know how to handle the situation.

        Some students need follow-up. (Refer to the counselor.)

  1. Majority of  students

Address their safety concerns

Give factual information

Optional counseling available

Try to keep the normal routine of classes.

Open house-make sure things appear “normal.”

           If needed, paint the walls the same color.

           Make sure the bulletin board is the same.

           Teachers leave everything the same.

           Not the time to change things; students need “normal.”

  1. High risk or specific students

Have resources (mental health professionals) and referrals for these students.

Home visits may be necessary.

Hospital visits should be made.

  1. Parents

Hold a meeting to explain the situation.

Address safety concerns.

Do some debriefing with parents.

Identify specific parents that need follow-up (referral).

  1. Community

Meetings that are factual

A list of resources

              *Enlist media help in informing the community of the facts and that the safety of students is top priority. Parents may be informed of the best way to pick up their children after the disaster.  Media has the power to help the community regain a sense of safety and limit confusion and hysteria.


BUS TRANSPORTATION ACCIDENT

Driver's Responsibility:

1. Call 911.

2. Evacuate bus (if necessary).

3. Call White Co. Central School District Phone: 501-729-3947.

4. If no answer call:

a. Jackye Underwood Phone: 501-681-7790.

b. Jim Gray Phone 501-284-9051.

c. Dean Stanley Phone: 501-388-6874.

5. Seating chart and rosters must be maintained by the driver.

Administrator on Duty Responsibilities:

  1. Contact the Superintendent.
  2. Go to the scene of the accident.
  3. Contact Jim Gray.
  4. Go to the hospital with the students if needed.
  5. Notify any parents of injured students.
  6. Be the spokesperson to the media until the Superintendent is on the site.
  7. Contact Leighan, School nurse if the bus driver does not go to the hospital for a drug test and she will administer a drug test.
  8. Contact SRO if the accident is in the vicinity.

Transportation Director Responsibilities:

  1. Go to the scene of the accident.  
  2. Work with the administrator on duty in preparing statements for the media.
  3. Go to the hospital to check on the needs of injured students.

Transportation Coordinator Mechanic:

     1.   Take extra bus to site to transport students not injured.

Administrator's Responsibilities:

  1. Notify all parents of students riding the bus of the accident.

Notify family of bus driver if driver is injured.


CHILD MISSING/ ABDUCTED

 (A student should be released from school only to custodial parents or guardians designated on the student’s school record.)

If a student is missing from campus:

Staff:

  1. Notify the principal or designee of missing student. They will provide any direction you need.
  2. Be prepared to provide the principal or designee with as much information as possible such as name, sex, race, age, grade, physical description, distinguishing marks, etc.

Administrator or Designee:

  1. Contact the Superintendent or designee.      
  2. Contact the SRO and also contact the parent or guardian listed on the student’s school records.
  3. When SRO arrives, they will take control and work closely with school officials and relatives. If possible, have a description of the student (e.g., school picture, description of clothing) and suspect, if known, for the law enforcement officials.
  4. Identify a team to work on the crisis response while the school maintains its daily routine.
  5. Consider preparing a memo to inform staff and parents of facts and actions taken.

Arrange counseling for students and staff, if necessary.


DEATH OF A STUDENT

Death of a Student at School

Step 1.  Call the Crisis Intervention Team, all school counselors, and          

available mental health professionals to inform them of the situation.

Step 2.  Make sure that all students are out of the area where the incident

              happened.

Step 3.  All students that witnessed the event should be taken to an area where they receive immediate counseling.

Step 4.  All other students stay in their classrooms.  Shut down, no students are allowed in the hallways.

Step 5.  Email the teachers to inform them of what has happened and how to handle the situation with the students in their classrooms.

             Intercom announce for teachers to check their email immediately.

Step 6. The Crisis Intervention Team will meet with students on a need basis.  Make sure friends of the student are accounted for and taken care of.  

Step 7.  Facilitate small groups for students as needed.

Talk about what happened.

Talk about the good points of the student.

Say good-bye (letters, scrapbook to parents, etc.)  

Help students turn loose-acceptance.

Resolve the issue.

Step 8.  Meet with the staff at the end of the day to determine how to handle the next day.


Death of a Student Outside the School

Step 1.  Call the Crisis Intervention Team to inform them of event.

Step 2.  Check on the students close to the student that died, make sure they are ok, and who needs counseling.

Step 3.  Inform the teachers of what has happened and tell them to keep the routine as normal as possible.  Also, tell them what to tell the students.  This can be done through e-mail.  (Teachers may refer any students who need additional help to the counselor.)                                              

Step 4.  Crisis Intervention Team should be meeting with students that need help.   Additional school counselors may be called as well as mental health professionals depending on the number of students needing counseling.  

Step 5.  Organize small groups for students as needed.

Talk about what happened.

Talk about the good points of the student.

Say good-bye (letters, scrapbook to parents, etc.)  

Help students turn loose-acceptance.

Resolve the issue.

Step 6.  Meet with the staff to determine how to handle the next day.


ALLEGATION OF ABUSE FROM A STUDENT

Step 1.  Assess the allegation and determine identity of the alleged abuser.

Step 2.  Insure the safety of the student.

                Make sure the perpetrator does not have access to the child.

                Make sure the student does not leave the school premises.

                 Get immediate medical attention.

Step 3.  Notify the Authorities

Call the Child Abuse hotline

Notify the Department of Youth and Family Services.

                Notify the Principal.

                Notify the Parents (when appropriate.)

Step 4.  Prepare the student for what is going to happen next.

                 Look at the alternatives.

                Provide support.

                Make a plan.

                Get a commitment.

Step 5.  Follow-up

Contact the Department of Youth and Family Services and find out where the student is living.

                      Contact the student.

Step 6.  DOCUMENT EVERYTHING.


Criminal Activity

Step 1.  Notify the administration and the resource officer.

              Call 911 if necessary.

Step 2.  Assess the situation and call the Counseling Intervention Team if  

              necessary.

Step 3.  Depending on the severity of the situation-contact the teachers and                                            

              have them keep the students in their classrooms.

Step 4.  Provide support for students. Also, provide support for those

              affected by the criminal activity.  Explain to the students involved        

              what to expect from the proper authorities.

Step 5.  Meet with the administrators, the counseling team, and the

              resource officer to decide the best course of action to take.


A Person Who Is Under the Influence and Threatening

Step 1.  Call the administration, resource officer, or 911.

              Assess the seriousness of the situation.

              Call the Crisis Intervention Team.

Step 2.  Get everyone possible out of the area.

Step 3.  Talk to the person (student or parent) and try to use a calm voice and “talk them down” by taking them through the six-step model as follows until help arrives:        

  1. Define the problem
  2. Ensure safety
  3. Provide support
  4. Examine alternatives
  5. Make a plan
  6. Obtain a commitment

Step 4.  Let the authorities or administrators handle the situation as soon as they arrive.          

 

Warning Signs

Tense muscles

Bulging or darting eye movements

Starting or completely avoiding eye contact

Closed defensive posture

Body tremors

Agitated

Pacing

Heightened voice pitch, volume, and rapid speech

Profanity and threats

Confused speech

*There is a high correlation between threats of violence and acting on those threats.  Just maintain safety until help arrives.

NATURAL DISASTERS

Tornadoes-Severe Weather

For the protection of all occupants of the building, it is important that everyone is informed and understands what to do in the event of severe weather or earthquakes.

Administrator's Responsibilities:

  1. Stay in touch with Superintendent concerning weather reports.
  2. Prepare a sign-out station for parents.
  3.  Encourage teachers, students, and staff to remain calm.
  4. Keep radio and cell phone close to stay in touch with other personnel.
  5. Monitor all students and staff in Cub House.
  6. After the incident, notify emergency help if needed.
  7. Stay in touch with the superintendent.
  8. Give the "all clear" signal to return to classes when the threat is over.
  9. Visual Spotters will look for signs of tornado: SRO, Dean of Students, Technology Coordinator.

Teacher's Responsibilities:

  1. Move to the designated safe area, Cub House.
  2. Take class roster and Emergency First Aid Bag.
  3. Take roll and report any missing students to administration.
  4. Remain Calm.

Student Responsibilities:

  1. Remain calm.
  2. Listen for your teacher's directions.
  3. Follow drill procedures.

Earthquakes

Because earthquakes can strike without warning, the immediate need is to protect lives by taking the best available cover. All other actions must wait until the tremor subsides. Teachers will instruct the students to "get down and cover" when the teacher observes signs of the earth shaking.

Teachers will be instructed to evacuate the building after the shaking stops. If there is no power for intercom communication, teachers should evacuate according to the evacuation plan.

Classroom Procedures:

  1. Students are to drop and take cover under their desk or a table near them. Face away from windows.
  2. Students shall remain in the sheltered position for at least sixty seconds.
  3. Students are to evacuate the building when the signal is given.

Auditorium, Gymnasium and Multipurpose Building Procedures:

  1. Move quickly to dressing room hallways, weight room or restroom and assume a crouched position.
  2. Sit with back to the wall. Place head close to knees and cover sides of head with elbows. Clasp hands firmly behind the neck.

Library procedures:

  1. Move away from bookshelves.
  2. Take cover under tables.

Cafeteria Procedures:

  1. Move under tables and get in crouched position.
  2. Cafeteria staff should move out of the kitchen area.

Playground Area-Students Outside Buildings:

  1. Move to an open Space away from the buildings, power lines or trees.
  2. Take a crouched position, protecting head.
  3. Be Observant and listen.

School Bus Procedures:

  1. Remain in Seats and hold On.
  2. Bus drivers should stop buses away from power lines, bridges, overpasses and buildings.

Earthquake Evacuation Procedures

Administrator's Responsibilities:

  1. Signal for evacuation.

Teacher's Responsibilities:

  1. Take class to evacuation site (100 feet or more from any building).
  2. Stay away from power lines, gas Supply areas, and buildings.
  3. Stay with class at all times.
  4. Call roll and report any missing students.


Active Shooter on Campus

The first person to notice an intruder activate the Panic Button and follow lockdown or evacuation procedures. If a cell phone is not close, yell for lockdown and notify the office of the intruder. The SRO will immediately respond to the Active Shooter and stop the threat.

Administrator's or Secretary's Responsibilities:

  1.  Announce a Lock-Down and include the intruder's location.
  2.  Lock all outside doors.
  3.  Notify secretary to call other administrators and superintendent.
  4.  Contact the SRO immediately.

Secretary's Responsibilities:

  1. Notify other administrators and superintendent.
  2. Notify Emergency Response Team.

Teacher's Responsibilities if intruder is near your location:

  1. After hearing the call for lockdown, and if the intruder is near your location, bring any students that may be in the hallways into the nearest classroom.
  2. Lock classroom door and create a barricade.
  3. Turn off lights.
  4. Move students to an area of the room that cannot easily be seen through the window or door.
  5. (DO NOT LEAVE THE CLASSROOM FOR ANY REASON UNTIL TOLD TO DO SO IN PERSON.)
  6. Keep Emergency First Aid Bag nearby. Concentrate on your classroom and not what is going on outside your classroom.
  7. REMAIN CALM. Wait until police or administration give visual clearance. Do not unlock doors for any reason not even if an "all clear" is called over the intercom.
  8. Teachers will be informed of the situation as soon as it is safe to do so.
  9. Do not allow students out of the locked classroom until a visual signal to end lockdown has been received.

Teacher's Responsibilities if intruder is NOT near your location:

  1. If the intruder is in a different building or is on different halls, away from your location, evacuate by any means necessary IF SAFE TO DO SO (Do not run into the intruder trying to evac.), bringing your Emergency First Aid Bag with you.
  2. Instruct students to run far away from the building and find cover/concealment, while trying to remain together as a group for the purposes of taking roll after the situation has ended.
  3. Call 911, inform them as much as possible about location and description of the intruder, and tell them where you and your students are located.
  4. Upon arrival of law enforcement and after the threat has been neutralized, everyone, inside and outside the buildings, should put and keep their hands up so that officers can see you are not armed. Follow ALL commands given by officers. If you do not respond to Commands, you will likely be treated as a hostile and potential threat.

Students in the Cafeteria During a Lockdown: 

  1. Follow same procedure as listed under Teacher's Responsibilities.

Students in Commons Area During a Lockdown:

  1. If safe to do so, students should evacuate as soon as possible, depending upon the location of the intruder, this would be evacuating to classrooms or leaving the building.

Students on Playground During a Lockdown:

  1. Teacher should signal end of recess.
  2. Run away from the threat. (If the intruder is in the elementary, high school, or jr. high buildings, run to Pre-K. If the intruder is by Pre-K, run toward the high school, etc.)

Students in Bathroom Areas During a Lockdown:

  1. Students should lock themselves inside a bathroom stall if they're unable to exit the building safely.
  2. The student(s) should climb onto the toilet and squat so their feet cannot be seen below the divider and their head Cannot be seen above.

Students in Parking Lot or Outside:

  1. Students in the parking lot area or outside anywhere on campus should take cover behind a vehicle, behind trees, inside a bus, by running to a safer location, etc.

Students in Hallways, at Locker, etc:

  1. If a student is in the hallway, and the intruder is near them but they cannot not get into a room before they are locked down, the student should flee the building if possible. If evacuating is not an option, the student should search for any area they can use as cover and/or concealment.

FOR THE SAFETY OF OUR STUDENTS, AT NO TIME ARE PARENTS ALLOWED TO PICK UP STUDENTS DURING A LOCKDOWN, ALL DOORS WILL BE LOCKED AND REMAIN LOCKED UNTIL THE THREAT IS OVER.

Active Shooter

Clearly, responding to an active shooter is one of the most dynamic situations that anyone will ever face. Prior to the arrival of police personnel, how you respond to an active shooter will be dictated by the specific circumstances of the encounter, keeping in mind there could be more than one shooter involved in the same situation. If you find yourself in an active shooter situation, try to remain as calm as possible and use these suggested actions to help you plan a strategy for survival. Keep in mind, the entire area is still a crime scene.

Active Shooter Outside Building:

  1. Go to a room that can be locked and/or barricaded by using available material.
  2. Close the window blinds, turn off the lights and get everyone down on the floor So that no one is visible from outside the room.
  3. Spread out and seek concealment behind walls, desks, file cabinets, etc.
  4. Remain in place until you get a visual "all clear" from administration or police. If you are not sure who is giving the "all clear", remain in secure position. Unfamiliar voices may be the shooter attempting to lure victims from their safe space; do not respond to any voice commands until you can verify with certainty that they are being issued by a police officer or by administration.

Active Shooter Inside Building:

  1. Evacuate the building if safe to do so. If escape is not an option, Lockdown in a room.
  2. lf possible, secure the room you are in by either locking and/or barricading the door using available material and follow the same procedures described above. If you cannot secure the room, determine if there is a nearby location that you are able to reach safely and be secure. If you cannot safely find another room, shelter in place trying to conceal yourself as much as possible.

Active Shooter inside Room:

  1. If the active shooter enters your office or classroom, you MUST be prepared to defend yourself. Throw anything you can get in your hands at the shooter. This forces the shooter to try to protect himself which buys time for a law enforcement response or allows you an opportunity to flee or take control of the shooter. DO NOT FIGHT FAIR. Be sure to exploit any areas of the body.
  2. Try to remain calm; it will aid you in decision making.
  3. Radio for help or call 9-1-1 if you can and identify the shooter's location.
  4. If you can't speak, leave the line open so the dispatcher can hear what is taking place.
  5. If the shooter has fired on victims you are faced with a life or death situation; only you can consider your next course of action.

Active Shooter Leaves Room:

  1. lf the shooter leaves the area and the environment appears safe, if possible, evacuate the building. If not, secure the room by locking the door and/or barricading the door.
  2. Do not touch anything that was in the area of the shooter because of the possibility of explosives being left behind.

What you should expect after the situation has ended:

  1. Responding police officers are trained to proceed immediately to the area where the shots were last heard; their purpose is to stop the shooting as quickly as possible.
  2. The first officers to arrive will not stop to aid injured victims, rescue teams composed of additional officers will follow the first team into secured areas and remove injured person(s).
  3. The first officers on the scene will likely be from the local police department or first responders. Depending on the situation, they may be joined by officers from different agencies and dressed in different uniforms. There may even be some officers in civilian clothes wearing external bullet-proof vests. Some officers may be dressed in Kevlar helmets and other tactical equipment. They may be armed with rifles, shotguns, or handguns.
  4. Once the area is determined to be safe, or an evacuation is called for a part of the campus not immediately in danger, visual contact will be made by a member of the crisis team or law enforcement.
  5. Crisis team area assignments for giving the visual all clear signal are as

Follows:

  1. Mrs. Underwood and Mrs. Hill will be assigned to the High School building.
  2. Mr. Starkey will be assigned to the Jr. High building.
  3. Mrs. Sturdivant and Mrs. Louks will be assigned to the Elem. building.
  4. Robert will be assigned to SpEd, Band, and Choir,
  5. Greg will be assigned to the Auditorium, Gym and Multi.
  6. Mr. Quinn will be assigned to the Cub House, ISS, and Pre-K.
  7. Jim will be assigned to the bus shop and cafeteria.
  1. Shayne will be assigned to the Old High School building.

     6.   Do not open your doors. These members have keys and will enter your room to

           give the all clear. If you lockdown in an interior room within your classroom, the

           member may not have a key to that room. However, if they accessed your room

           with a key, it is a safe assumption that that person is safe and you may accept a

           verbal all clear only under these circumstances:

  1. You recognize the voice and feel comfortable with accepting the verbal all clear from that person.
  2. If you feel comfortable in doing so, ask for identification, keeping in mind that the shooter could attempt to lure you out of hiding. (If you have any doubt, remain silent. This may mean you are locked down for an extended period of time, but is the safest option.) The member can provide ID under the door in the form of driver's license, or other picture ID. If the person is law enforcement, they will have a law enforcement identification on their person. If the person cannot provide ID, stay locked down and request that they send someone else to verify an all clear.

Evacuation Procedures

For the protection of all occupants of the building, it is important that everyone is informed and understands what to do in the event of a fire, bomb threat, or other type of disaster that would necessitate the evacuation of the building.

Procedures:

  1. Everyone clear the building immediately.
  2. Teacher should be the last person out of the classroom. Close the door and see that everyone is out of your area or classroom. Take class roster with you.
  3. Exit according to the building exit instructions. (If it is safe to do so)
  4.  Move to the designated area outside the building. (Unless it is an intruder situation. For further, refer to the "Intruder on Campus" section).
  5. Teachers should take roll and report any absences to the building principal.
  6. Do not reenter the building until an administrator has called an "all clear".

Secretary's Responsibility:

  1. Take a binder with all Student information to evacuation site.

Bus Transportation Accident

Driver's Responsibility:

1. Call 911.

2. Evacuate bus (if necessary).

3. Call White Co. Central School District Phone: 501-729-3947.

4. If no answer call:

a. Jackye Underwood Phone: 501-681-7790.

b. Jim Gray Phone 501-284-9051.

c. Dean Stanley Phone: 501-388-6874.

5. Seating chart and rosters must be maintained by the driver.

Administrator on Duty Responsibilities:

  1. Contact the Superintendent.
  2. Go to the scene of the accident.
  3. Contact Jim Gray.
  4. Go to the hospital with the students if needed.
  5. Notify any parents of injured students.
  6. Be the spokesperson to the media until the Superintendent is on the site.
  7. Contact Leighan, School nurse if the bus driver does not go to the hospital for a drug test and she will administer a drug test.
  8. Contact SRO if the accident is in the vicinity.

Transportation Director Responsibilities:

  1. Go to the scene of the accident.  
  2. Work with the administrator on duty in preparing statements for the media.
  3. Go to the hospital to check on the needs of injured students.

Transportation Coordinator Mechanic:

     1.   Take extra bus to site to transport students not injured.

Administrator's Responsibilities:

  1. Notify all parents of students riding the bus of the accident.
  2. Notify family of bus driver if driver is injured.


Emergency Situations: In Classroom

Teacher's Responsibilities:

  1. Use the call button in classroom to notify office.
  2. Take appropriate action(s) to ensure the safety of the students in classroom.
  3. Identify which personnel should come to the room (SRO, nurse, etc.).
  4. Remain calm and do not leave the classroom.

Secretary's Responsibilities:

  1. Call appropriate personnel.
  2. Contact building principal and superintendent.

Administrator's Responsibilities:

  1. Go to the emergency situation site.
  2. Assist in ensuring the safety of the children.
  3. Go to the hospital if needed.
  4. Inform parents of situation.

Emergency Situations: Outside Classroom

Teacher/Paraprofessional Responsibilities:

  1. Use radio to notify the office of situation-clarify what personnel & equipment are needed at the site (i.e. "Please send the nurse to the playground.") Teachers should always have radio when taking a group of students outside the building.
  2. Give the location of the accident.
  3. After the safety measures have been obtained, document the event.

Secretary's Responsibilities:

  1. Call appropriate personnel.
  2. Call building principal and Dean of Students.
  3. Give location of the accident.
  4. Note time of the first call.
  5. Get the medical information for the Emergency Team (Binder with names, addresses, parents, emergency numbers, etc.).
  6. Contact appropriate counselors if needed.

Administrator's Responsibilities:

  1. Go to the scene of the accident.
  2. Stay in contact with the superintendent and dean of students.
  3. Go with the student(s) to the hospital if needed.
  4. Notify parents of the situation.
  5. Be the spokesperson for the media until the superintendent arrives.

Professional Crisis Management (PCM)

Teacher’s Responsibilities:

  1. Use the call button in classroom to notify office.
  2. Take appropriate action(s) to ensure the safety of the students in classroom.
  3. Let secretary know you need PCM Team, and if you have any injured persons.
  4. Remain calm and do not leave the classroom.

 Secretary's Responsibilities:

  1. Call appropriate personnel, no less than two PCM Team Members.
  2. Make sure the classroom where PCM member is leaving is supervised.
  3. Contact building principal and superintendent.
  4. Contact nurse only if needed.

 Administrator's Responsibilities:

  1. Go to the emergency situation site.
  2. Assist in ensuring the safety of the children.
  3. Inform parents of situation.

 PCM Team Members:

  1. Respond to situation when called.
  2. Use C.A.S.H. to determine if PCM is needed.
  3. Use lowest level possible.
  4. Notify SRO only if needed.
  5. Document incident with PCM Report.

Team Member

Position

School

Phone 

Kenneth Quinn

Admin.

District wide

501-593-1613

Shayne Wallis

Tech Coordinator

District wide

501-281-0963

Mark Wagner

Instructional Facilitator

District wide

765-438-8325

Brent Maddock

Teacher

High School

501-207-1191

Jamie Reeves

Teacher

High School

501-593-5400

Tara Williams

Teacher

Elem. School

501-288-0786

Emergency Bus Drivers:

Should the need arise to quickly evacuate campus and all drivers are not available or are injured the following list includes emergency drivers.

Donald Starkey

Ryan Koerdt

Lucas Anderson

Jim Gray

Saraya Rogers

Dean Stanley

Staff with First Aid Training

Name

Building

Phone number

Leighan Johnson

Elementary

501-281-6266

Brandy Altom

Elementary

501-230-6747

Timothy Altom

Bus Driver

501-728-3951

Melanie Dickerson

Jr. High

501-207-2049

Patti Chapman

Preschool

501-593-8297

Sabrina Henson

Preschool

501-284-9473

Jennifer Yingling

High School

501-827-3252

Emergency Relocation Plans

In the event of a terrorist attack, use of biological agents, nerve gas, or similar chemicals, or a need to evacuate the school campus the following procedures will be followed:

  1. Students will evacuate the building via evacuation routes.
  2. Preschool and Kindergarten students students will be bused to Site 1.Sabrina Henson will be the personnel in charge. Mrs. Thompson, Mrs. Duarte, and Mrs. Leslie M. Williams will go with Preschool.
  3. Elementary (Grades 1-6) and Middle School will be bused to Site 2. Yvonne Sturdivant, Donald Starkey and Karla Louks will be the personnel in charge.
  4. Jr. High and High School will be bused to Site 3. Jackye Underwood and Stephanie Hill will be the personnel in charge. Mrs. Munoz will go with Jr.High and High School.
  5. The following are the bus assignments for grade levels and drivers:

Driver

Grade Levels

Ryan Koerdt                       Bus #1

PK-K

Brandy Altom                      Bus #6

Kindergarten

Robert Mobley                    Bus #14

Johnston, Melton, Treme, C. Johnston

Matt Clouse                        Bus #4

Brown, Wallis, Neal, Lowery

Shayne Wallis                    Bus #9

Davis, Bradley, Donitzen

Dakota Gardner                 Bus  #12

Taff, Henry, Difani

Clayton Johnston               Bus  #3

Bontempo, T. Williams, Vire

Sam Farris                         Bus #5

Kimbriel, Rogers,Taylor, Dickerson

Tammy Parish                    Bus #7

Boyce, Sansoucie, Mullins

Saraya Rogers                   Bus #8

James, Terry, Banta, Clouse

Jim Gray / Greg Williams   Bus #10

Anderson, King, Maddock

Lucas Anderson                 Bus #11

Powell, Farris, Newman, Roush

  1. Prior to evacuation, teachers and/or paraprofessionals will collect and bring with them their class roster, Emergency First Aid bags and/or other related information that will be needed.
  2. Teachers will ride the bus to the evacuation center with their students unless otherwise directed by the teacher's building principal. Building principals will evacuate with their students.
  3. Custodians and maintenance personnel not listed as a bus driver will remain on campus to assist law enforcement officials.
  4. The nurse should notify one substitute nurse (identified prior to event) to go to the Sites 1 and 2, school nurse will go to Site 3. Medications should be collected, first aid equipment, etc. should be disseminated.
  5. Secretaries will report to their respective evacuation site with student information. Secretaries will be responsible for releasing students from the new site in the event of a parent or guardian request. Kelly and Angie will go to Site 2 with the grades 1-6 students and faculty, Jennifer will go to Site 3 with grades 7-12 students and teachers. Carol will go to Site 1. The food service supervisor will determine the plan of action to service students.
  6. Leigh and Kenneth will remain at the Administration Office or go to Wilbur Mills Education Service Cooperative to answer public questions after the building has been cleared by the law enforcement officials.

It is the district's position to keep students under supervision until the buildings can be re-occupied. Releasing students will create anxiety and possibly encourage future problems. High school students that drive will be bussed along with other students. They will not be allowed to take their vehicle off school grounds until the emergency has passed.

Information Guide Sheet for Crisis Coordinator

Obtain the following information:

1. What happened? On which campus? Time?

2. Name, age, grade level of all involved. (Use back if needed.)

3. Extent and location of injury.

4. Who was notified? Police Fire Ambulance

5. Are other staff members needed?

6. Is transportation (buses) or maintenance needed?

7. Is the Crisis Team involved?

District Crisis Coordinator's Crisis. Response Plan Checklist

  1. Notify Superintendent.                                                                        Office number: 501-729-3992, Ext. 25                                                        Cell number: 501-388-6874
  2. Mobilize school transportation if needed.                                        Transportation Director                                                         Transportation Coordinator/Bus Mechanic
  3. Notify School Nurse.                                                                        Office number: 501.-729-0107, Ext. 18                                                         Cell number: 501-281-6266
  4. Contact SRO: 501-593-7411
  5. Contact First Responders and County Police.
  6. Contact White Co. Hospital stating anticipated number of injuries.
  7. Contact Crisis Response Team.
  8. Establish Communication Center (Statements should be given to media by superintendent unless the superintendent is unable to speak to the media, the high school principal should make statements.)
  9. Coordinate all service activities.