CHS Counseling Program
TABLE OF CONTENTS 1
SCHOOL COUNSELING FOUNDATION 2
Philosophy Statement/Theoretical Orientation/ Mission Statements
SCHOOL COUNSELING PROGRAM MANAGEMENT SYSTEM 3 - 6
Management Agreement/Confidentiality Disclosure Statement/Goals/Advisory Counsel
ACADEMIC PLANNING GUIDE 7
Excerpt from Louisiana Planning Guide / CHS Specific Jumpstart Course / CHS Specific
TOPSU Courses / Honors Program / Dual Enrollment Program
PHILOSOPHY STATEMENT
Here at Crowley High, we believe that school counselors are ideally positioned in schools to serve as advocates who create opportunities for all students to define, nurture, and accomplish high academic aspirations.
The purpose of this School Counseling Program is to impact specific skills and learning opportunities in a proactive and preventative manner which ensures students can achieve school success through academic, career, and personal development experiences.
Our school counselors assist students in their academic, social, emotional, and personal development to help them define the best pathways to successfully achieve their dreams.
Our school counselors are to serve as leaders as well as effective team members who work with teachers, administrators, and other school personnel to meet the needs of the students.
Our school counselors empower families to act on behalf of their students by helping parents/guardians identify student needs and shared interests as well as access available resources.
THEORETICAL ORIENTATION
Our theoretical orientation revolves around a person-centered approach. Person-centered therapy is unique in a sense that the focus is placed on students acting as the primary agent for his or her own constructive change. With this approach the school counselor does not take the role of the expert, but instead believes that the students are the expert of his or her own life. The school counselors position, with person-centered therapy, is to encourage and motivate students to make constructive changes in their own life. What makes this therapy so successful is that this approach can be modified to meet the needs of each student. “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.” Rather than helping students to solve their problem through the use of other therapeutic approaches, we show students how to work through their problems on their own. This approach not only helps the students to work through the present problems, but also teaches them how to constructively work their way through future problems. This theoretical approach equips students with their own toolbox that can be used from that point on to prevent or address problems that may arise in their lives.
APSB MISSION
The mission of the Acadia Parish School Board is to provide excellence in education and training for personal fulfillment and for a productive and prosperous society by “Reaching every child, every day.”
CHS CAMPUS MISSION
“We are committed to creating a safe and inclusive environment that promotes pride and responsibility in order to produce respectful and productive citizens.”
PROGRAM MISSION
“Our mission is to provide a comprehensive guidance program that will assist all students in acquiring the skills, knowledge, and attitudes needed to become effective students, responsible citizens, productive workers, and lifelong learners.”
CONFIDENTIALITY / DISCLOSURE STATEMENT
The American School Counselors Association code of ethics and the code of ethics of the American Counseling Association direct counselors to consider the information shared by students as confidential. Unless the student indicates that he/she intends to harm himself/herself or another person or unless the client gives written permission for the disclosure of information to another person or agency, this information will not be shared.
This indicates that the information students share with the counselor is private and will be kept confidential. The counselor must get the student’s permission to share the information with parents or teachers. CHS Counselors may keep confidential case notes on students, both on the academic and social/emotional spectrums. “Confidential” means that the information told to the counselor is not shared with others. There are exceptions or conditions when the counselor must break confidentiality.
A COUNSELOR MAY BREAK CONFIDENTIALITY IF:
The counselor believes the student is in danger
The counselor believes the student presents a danger to others
A judge requires the counselor to share the information
The counselor believes he/she needs to consult with someone else to help the student
** If the counselor must break confidentiality, she/he will inform the student.
CONFIDENTIALITY REGARDING ACADEMIC RECORDS
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C & 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.
FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students.”
The FERPA consent to release student information form is a document that obtains the student’s permission for someone else (ie: student transfer, parent(s), prospective employer, etc.) to allow the college or university to release the student records to person(s) named within the contents of the document. By provision of this document, the student is granting permission for the records to be released in written or oral form. This form can be found in the CHS front office for students to have transcript/records to be sent on their behalf by the CHS School Counselors.
GOAL ONE: ACADEMIC ACHIEVEMENT
To enhance student achievement to reach requirements for high school graduation and post-secondary success, school counselors will provide individual and/or small group counseling, classroom guidance, prevention education, and student-centered interventions that:
Objective 1: Use the site/district data to deliver comprehensive guidance programs.
Objective 2: Contribute to the site/district goals.
Objective 3: Focus on the development of knowledge and skills necessary for high school graduation, the workforce, and post-secondary options.
GOAL TWO: PERSONAL AND SOCIAL DEVELOPMENT
To promote the personal/social development of students in a safe, inclusive learning environment, school counselors will provide individual and/or small group counseling, classroom guidance, prevention education, and student-centered interventions that:
Objective 1: Help students thrive in a safe environment.
Objective 2: Promote developmental interpersonal skills to build positive relationships with peers, adults, and the community around them.
Objective 3: Students recognize their individual strengths and challenges.
GOAL THREE: WORKPLACE READINESS / CAREER AWARENESS:
To provide a foundation for students to understand their interests, abilities, and challenges, school counselors will provide prevention education, individual/small group counseling, classroom guidance, and student-centered interventions that allow students to:
Objective 1: Develop their personal learning plan for high school graduation and their career pathway.
Objective 2: Link their academic strengths and high school courses to post-secondary education/training.
Objective 3: Develop productive work habits in the classroom that apply to the workforce.
CHS ADVISORY TEAM
The purpose of this team is to provide feedback on program goals (developed and explained by school counselors), review program results (based on data presentations by the school counselors), make recommendations about the school counseling program, and serve as advocates for the program. This team is comprised of individuals who have an influence at CHS. It is a mix of employees as well as students to get a broader view of our school.
Louise Handley, CHS School Counselor
Dinah Istre, CHS School Counselor
Anne Guidry, APSB Faciliator of Student Services
Troy Harmon, CHS Principal
Teresa Lavergne, CHS Assistant Principal
Veronica Savoie, CHS Assistant Principal
Chad Credeur, CHS Disciplinarian
3 Teachers…..
3 students….
HONORS PROGRAM
To enroll in the Honors Program at CHS- Students must:
Have a 3.0 average in core classes.
Must attend school regularly
Have a minimal number of discipline referrals related to classroom behavior for the schoolyear.
Be enrolled in all 4 honors core classes (English, Math, Science, and Social Studies)
A students status in the Honors Program will be evaluated at midterm. If he/she is not meeting the qualifications listed above he/she will be put on probation until the end of the school year. If the student fails to meet the qualifications by the end of the school year, he/she will be removed from the honors program.
** Students who choose the jumpstart pathway can remain in the honors program.
DUAL ENROLLMENT
In order to provide more learning opportunities for students, the Acadia Parish School Board is partnered with Louisiana State University at Eunice to provide dual enrollment courses for juniors and seniors to take. Upon meeting requirements and registering for the program online, students will meet with the 11th/12th grade counselor every semester to register for courses that will count towards both the students’ high school diploma and the students’ college degree.
PURPOSE (Excerpt from LDOE Dual Enrollment Policy Guidance)
To provide local school systems with an overview of the newly passed Board of Regents dual enrollment policy which ensures that quality and transferability of dual enrollment courses for 2018-2019 and beyond. Dual Enrollment (DE) is the enrollment of a high school student in a college course for which dual credit (both college and high school credit) is attempted and recorded on both the student’s secondary and post-secondary academic record. A college course offered for Dual Enrollment is: (1) an on-site or online college course taught by the postsecondary institution, or (2) a specially scheduled college course taught at the high school. Postsecondary institutions must adhere to the Board of Regents Policy and must comply with all accrediation requirements for awarding credit.
COURSE CONTENT, RIGOR (Excerpt from LDOE Dual Enrollment Policy Guidance)
Collaborative agreements between seconday and postsecondary insitutions for the delivery of dual enrollment courses should address curricular oversight and rigor, faculty standards, and student mix, specifically indicating that dual credit courses are clearly at the collegiate level and reflect the standards of postsecondary work.
MANAGEMENT AGREEMENT
Program Delivery
The school counselors will spend approximately the following time in each component area to ensure the delivery of the school counseling program:
15% Guidance Curriculum
35% Individual Student Planning
35% Responsive Services
15% System Support
Lessons will be delivered in the academic, career, and personal/social development areas.
Programs and services presented and available to faculty include:
Teacher collaboration, Teacher/Student Collaboration, Teacher/Parent Consultation, Grade Level Consultation, Grade Level Collaboration.
Services available to parents include:
Program Brochures, Graduation Requirements, Consultation Referral, Conferences, Workshops
Programs presented to parents and the community:
Graduation Requirements, Post-Secondary Planning and Funding, diploma/pathway option exploration, and 5 year plan, Dual Enrollment information, 8th grade program for scheduling.
Professional Development
The school counseling department will participate in District meetings for counselors, yearly state/national school counseling conferences, workshops offered by LTC and LDOE.
Professional Collaboration:
Once a week meeting with administration
Once a quarter meeting with faculty and staff
Counselors will do a daily check in/check out together