The counseling program in our school is available to help students, parents, and teachers develop positive learning experiences. The program consists of a variety of services and activities, including individual and group counseling, parent and teacher consultation, information services, referral assistance to other programs and services in the community, and student testing.
As the school counselor, I am responsible for developing, scheduling, and evaluating services of the program. I am also responsible for providing a four‐component program of guidance services, individual planning, responsive services, and system support.
Because S&S Elementary has a wide range of ages and developmental capabilities, my primary focus is split into two groups.
At the lower elementary level (PK‐2), I focus on supporting children as they begin their educational career and help prepare them for future success.
Develop basic skills needed to succeed in everyday life.
Address academic and personal student concerns through prevention and intervention.
Support parents and school personnel in helping every child achieve his or her individual potential.
At the upper elementary level (3‐4), I focus on helping students transition from childhood to adolescence.
Teach pre‐social skills to provide students the tools needed to deal with both positive and negative peer relationships.
Foster academic development by helping students increase organizational and study skills and by introducing higher order thinking skills.
Guidance Curriculum – According to the state Comprehensive Guidance Model, the elementary counseling program should allocate 40% of its time to guidance curriculum. This involves providing resources and curriculum that address life skills that can be utilized by all students including self‐confidence development, motivation to achieve, decision‐making, goal setting, planning, and problem‐solving, interpersonal effectiveness, communication skills, cross‐cultural effectiveness, and responsible behavior.
Plan and implement the monthly Character Education Lessons.
Conduct weekly groups for students that are struggling in areas of self‐confidence, motivation to achieve, problem‐solving, social skills and difficulties at home.
Conduct any other guidance lessons that are requested by teachers or administration.
Coordinate Red Ribbon Week Activities
Responsive Services – According to the state Comprehensive Guidance Model, the elementary counseling program should allocate 30% of its time to responsive services. This includes the prevention and intervention of a variety of concerns including academic success, adolescent and child suicide, child abuse and neglect, school drop‐outs, severe stress, substance abuse, school‐age pregnancy, gang pressure/involvement, and harassment issues. Areas of concern may also be about attendance, school attitudes and behaviors, peer relationships, study skills, being new to the school, school safety, death of a family member or a friend, family divorce, or family abuse.
Meet individually or in a small group with students who are experiencing a crisis such as abuse, grief, family issues, harassment issues, and suicide prevention.
Meet individually with students and teachers in order to establish and implement behavior intervention plans.
Counsel with students in the areas of: grief, family issues, harassment issues, coping with stress, suicide prevention, relationship concerns, abuse concerns, academic concerns, and school‐related concerns.
Report suspected child abuse or neglect to the Texas Department of Family and Protective Services.
Work cooperatively with professional personnel and community resource personnel.
Individual Planning ‐ According to the state Comprehensive Guidance Model, the elementary counseling program should allocate 10% of its time to individual planning. Focuses on the particular needs of individual students with regard to educational, career, and personal goals.
Work with individual students to establish educational, career, and personal goals.
System Support ‐ According to the state Comprehensive Guidance Model, the elementary counseling program should allocate 20% of its time to system support. Whereas the three components previously described serve students directly, the system support encompasses the services and management activities which indirectly benefit students. They may include consultation with teachers, support for parent education programs, participation in the campus‐based school improvement plan, implementation of the state and local standardized testing program, and providing input from the students’ perspective to policy‐makers and instructional/curriculum planners. Management activities include counseling program development and management, staff development, community outreach, and development of appropriate written policies, procedures, and guidelines.
Administers and/or supervises the administration of testing for the Gifted and Talented program, ESL program, and 504 program.
Administer testing to students that are recommended by the Response to Intervetion Team.
Administer testing to students who are enrolling at S&S Elementary School from a nonaccredited institution or from a home‐school situation.
Administer ADHD and depression screeners as requested by parents.
Develop, implement, and evaluate the S&S Elementary guidance and counseling program.
Work in conjunction with parents and school personnel to enhance the development of the student.
Coordinate and advise teachers and parents of referral resources available beyond those that a school counselor can provide (i.e. outside agencies, Child Welfare, psychological assistance, medical assistance, etc.)
Attend “Meet the Teacher” and “Open House.”
Participate and coordinate all Section 504 meetings. Participate in all Gifted and Talented meetings.
Attend Admission, Review, and Dismissal (ARD) meetings when appropriate.
Compile an At‐Risk list to be submitted to PEIMS.
Serve on committees as requested: Campus Improvement Committee, Response to Intervention Committee, LPAC Committee, and 504 Committee.
Work with middle school counselor to ease transition to middle school.