The School Counseling Program at Dorado Academy consists of two full-time School Counselors. There is a counselor for grades Pre-Kinder to 5th grades and another counselor for 6th-12th grades. By enrolling your child at Dorado Academy, you agree to have your child participate in our counseling program services if needed. The Counseling Program receives referrals orally or written. It can be solicited by the students, by the teacher's or parents' request.

The goal of the School Counseling Program is to work in alliance with the students, their parents/ guardians and school staff to promote the students' academic success, adequate social and emotional growth and career planning. The counselors at the Counseling Program serve as advocates to all members of the school community. They are committed to consult, discuss and collaborate with teachers, administrators, and guardians for the benefit of the students.

The School Counseling Program facilitates both the academic and emotional educational processes, that mold students into responsible future citizens and leaders. The program promotes within the school community an environment filled with empathy, assertiveness, and respect. The School Counselors work in accordance with Dorado Academy's mission and vision, goals, and objectives.

The Counseling Program services are provided upon strict confidentiality. Its main purpose is to provide assistance, orientation and or help in an individualized and respectful manner. It enables students to learn how to behave responsibly. The students' records are locked and maintained under the custody of the counselor.

Dorado Academy reserves the right to deny registration to, or to expel any student at any given time during the school year for the following reasons:

• A student is verbally, physically and/or psychologically aggressive toward another student, faculty or a staff member.

• A student has been referred by the school or by an outside mental health professional for a mental health intervention (i.e. medication or treatment), but the parent/guardian refuses to comply or withdraws the student from treatment.

• A the parent/guardian withdraws the student from treatment before the school determines any significant change/improvement has been achieved.

• A student is actively participating in treatment but the school determines that no significant change/improvement has been made and the school is not the appropriate placement for the student.

• That it becomes apparent, after the child has been accepted, that his learning/conduct/emotional challenges are greater than the school can work with.

Group Dynamics with the 8th Graders

Legislative Process Orientation