Comprehensive School Counseling Plan Bearden School District
Mr. Denny Rozenberg, Superintendent
Bearden Elementary
Mr. Lavell Wright, Principal
Grades K-6
Jana McWhorter, Counselor
jmcwhorter@beardenschools.org
Bearden High School
Mrs. Renee McKelvin, Principal
Grades 7-12
Candi Finley, Counselor
cfinley@beardenschools.org
(Revised 2020)
Crisis Management Team/Administrative Team
ASCA School Counselor Professional Standards and Competencies Ethical Standards for School Counselors Counselor Responsibilities
Small Group and Classroom Counseling
Academic Advisement and Individual Planning
Possible Activities/Strategies/Interventions by School Counselors Bullying
Academic Advisement for Class Selection
Goal Setting and Planning for Success
Career Planning (Middle/Junior High):
High School Graduation Follow-up
Social Emotional Learning (SEL)
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Comprehensive School Counseling 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 building-based (site-based) upon the needs identified by parents, teachers, principals, students and other agencies with which the school district works (such as the 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.
BSD Counseling Beliefs
Our students’ safety is our priority. Each student is an important individual that deserves to be treated with respect. Each student has an equal opportunity to the counseling program, in which a counselor is ready to assist the child with support when a situation presents a challenge. With a comprehensive developmental school counseling program, school counselors work with our nurse, teachers, school staff, parents and the community members and organizations that care for all students in a safe environment. School counselors can help all children achieve success in life by guiding students through education, prevention, and successful life skills .
BSD Counseling Vision
The Bearden School District Counseling Program strives to reflect and reinforce the mission and vision of the Bearden School District and will follow the principles set in the ASCA National Model and the Arkansas Model. Counselors use programs and services to ensure that all students can achieve school success in the domains of academic, career, and personal/social development.
BSD Counseling Mission
The mission of the counseling program is to encourage, motivate and prepare every student to achieve their personal and educational goals. Students are provided opportunities and support to gain an understanding of self and others, to participate in educational and occupational exploration, and to pursue career-planning opportunities in a safe,
caring environment. The counselors will work as an integral part of the district educational program. Counselors will work with administrators, teachers, parents, staff and community members to help every student reach their highest potential academically and to become productive citizens.
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BSD Counseling Goals
The counseling program is driven by the following goals:
Use of Data
Goal #1
Developing personal, social, educational, and career goals for every student that will promote a positive learning environment so that every student can experience respect and pride in the learning process.
Sources of Data
Student/Parent Surveys, Interest Surveys for Students, Student Success Plans, Testing Data
Data Driven Decisions
The data will tell us the areas of focus for each individual student. We will also find areas of focus for parents at both campuses. We will determine areas of strength through data review, as well as areas for growth, learning barriers, or student needs and determine resources.
Desired Outcome
Students will be able to create and follow through with effective goals in their educational process
Action Steps
Goal #2
Increasing effective real world problem solving skills by every student.
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Sources of Data
Classroom and individual lessons on the topics of:
Data Driven Decisions
The data will tell us the areas that we need to create further lessons on each of those topics.
Desired Outcome
Students will become familiar with ways to approach real world problems and obtain the tools needed.
Action Steps
Team Members
Name |
Role |
Contact Information |
Jana McWhorter |
BES School Counselor |
833.423.2733 EXT. 5247 |
Rachel Graves |
BHS School Counselor |
833.423.2733 EXT. 5207 |
Chelsey Bailey, RN |
School Nurse |
833.423.2733 EXT. 5246 |
Derrick Aplin |
SRO |
|
Wanda Williams |
DTC/ RTI Specialist |
833.423.2733 EXT. |
Jackie Raney |
BHS Testing Coordinator/ GT |
833.423.2733 EXT. |
Rhonda Pettit |
LEA |
833.423.2733 EXT. |
Chanda Word |
BES Self-Contained |
833.423.2733 EXT. |
Shleby Rebadomia |
BES Resource |
833.423.2733 EXT. |
Tracy Graves |
BHS Resource/ |
833.423.2733 EXT. |
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Self-Contained |
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Kerri Ross |
Speech/Language |
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Candace Cayce |
OT |
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Nikki Brandon |
Mental Health |
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Amber Lauderdale |
Mental Health |
870.312.3076 |
Lavell Wright |
BES Principal |
833.423.2733 EXT. 5245 |
Renee McKelvin |
BHS Principal |
833.423.2733 EXT. 5204 |
Susan Holmes |
RTI Specialist |
833.423.2733 EXT. |
Karen Humphrey |
RTI Specialist/GT |
833.423.2733 EXT. |
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Crisis Management Team/Administrative Team
Position |
Priority |
Name |
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1 |
Rozenberg , Denny |
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2 |
McKelvin, Renee |
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2 |
Wright, Lavell |
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3 |
Ray, John |
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3 |
Stevicks, Kevin |
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3 |
West, Amy |
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3 |
Bailey, Chelsey |
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3 |
Stringfellow, Tommy |
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3 |
Anthony, Greg |
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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 Bearden School District, at least ninety percent (90%) of work time each week is spent providing direct counseling, and no more than ten percent (10%) of work time each week is spent on administrative activities which relate to the provision of guidance services. (Act 190 - School Counselor Improvement Act of 2019) 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.
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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, , new student orientation, student achievement, and staff in-service.
ASCA School Counselor Professional Standards and Competencies
The ASCA School Counselor Professional Standards & Competencies outline the mindsets and behaviors school counselors need to meet the rigorous demands of the school counseling profession and the needs of pre-K–12 students. These standards and competencies help ensure new and experienced school counselors are equipped to establish, maintain and enhance a comprehensive school counseling program addressing academic achievement, career planning and social/emotional development.
Mindsets: The mindset standards include beliefs school counselors hold about student achievement and success. Although it may be possible to measure these beliefs, the mindsets are more readily recognized through the behaviors a school counselor demonstrates as a result of the implementation of a comprehensive school counseling program. Therefore, the mindset standards do not have correlating competencies.
Behaviors: The behavior standards include essential behaviors school counselors demonstrate through the implementation of a comprehensive school counseling program including:
Ethical Standards for School Counselors
The American School Counselor Association (ASCA) is a professional organization supporting school counselors, school counseling students/interns, school counseling program directors/supervisors and school counselor educators. School counselors have unique qualifications and skills to address preK–12 students’ academic, career and social/emotional development needs. These standards are the ethical responsibility of all school counseling professionals. School counselors are advocates, leaders, collaborators and consultants who create systemic change by providing equitable educational access and success by connecting
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their school counseling programs to the district’s mission and improvement plans. School counselors demonstrate their belief that all students have the ability to learn by advocating for an education system that provides optimal learning environments for all students. All students have the right to:
self-development and affirmation within one’s group identities. Special care is given to improve overall educational outcomes for students who have been historically underserved in educational services.
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Counselor Responsibilities
To the Students:
To the Parents:
To Colleagues and Professional Associates:
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To the School and Community:
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Small Group and Classroom Counseling
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 in 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), bullying, friendship, kindness, personal hygiene, and issues involving child endangerment.
At Bearden School District, two counselors are provided for 458 students. The counselors are at the school every day.
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Academic Advisement and Individual Planning
Academic Year 20-21
Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:
By
End Date
,
Targeted Group
will(increase/decrease - something related to achievement, attendance, or behavior)
by
from
to
Measure of
change Baseline data Target data
Supplemental Data:
Check with stakeholders (parents, teachers, students, administrators, etc.), to identify possible factors contributing to this problem/issue.
Mindsets & Behavior Data:
Identify one or two ASCA Mindsets & Behaviors most relevant for this targeted group and goal:
M&B# Statement
Based on the selected ASCA Mindsets & Behaviors, write one or two learning
objectives/competencies students need to learn.
Student will
Student will
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Possible Activities/Strategies/Interventions by School Counselors
Bullying
Respect for the dignity of others is a cornerstone of civil society. Bullying creates an atmosphere of fear and intimidation, robs a person of his or her dignity, distracts from the safe environment necessary to promote student learning, and will not be tolerated by the Board of Directors. Students who bully another person shall be held accountable for their actions, whether they occur on the school equipment or property, off school property, at a school sponsored or approved function, activity, or event; going to or from school or a school activity in a school vehicle or school bus; or at designated school bus stops.
Bullying means the intentional harassment, intimidation, humiliation, ridicule, defamation, or threat or incitement of violence by a student against another student or public school employee by a written, verbal electronic or physical act that causes or creates a clear and present danger.
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Students who bully another person shall be held accountable for their actions.
Bullying is prohibited:
Examples of “Bullying”may include, but are not limited to, a pattern of behavior involving one or more of the following:
blocking access to school property or facilities,
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Students are encouraged to report behavior they consider to be bullying; including a single inappropriate action which if allowed to continue would constitute bullying, to their teacher or the building principal. The report may be made anonymously. Teachers and other school employees who have witnessed, or are reliably informed that, a student has been a victim of behavior they consider to be bullying, including a single action which if allowed to continue would constitute bullying, shall report the incident(s) to the principal. Parents or legal guardians may submit written reports of incidents they feel constitute bullying, or if allowed to continue would constitute bullying, to the principal. The principal shall be responsible for investigating the incident(s) to determine if disciplinary action is warranted.
The person or persons reporting behavior they consider to be bullying shall not be subject to retaliation or reprisal in any form.
Students found to be in violation of this policy shall be subject to disciplinary action including verbal warning up to and including expulsion. In determining the appropriate disciplinary action, consideration may be given to other violations of the student handbook which may have simultaneously occurred.
Copies of this policy shall be available upon request.
Legal reference A.C.A. 6-18-514
Suicide Interventions
In the case a that a student makes a statement in reference to suicide or has a threat of suicide, the following steps should be taken:
Responsive Services
a. The Peace Process
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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 meetings for parents. Counselors are also available to speak to Parent-Teacher groups to introduce guidance services and curriculum.
Academic Advisement for Class Selection
At the high school level, counselors assist in the placement of students in courses. Students submit their course requests during a meeting with the counselor. 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.
Career Planning
Tools to use in Career Planning (High School):
The G.U.I.D.E. for Life Essential Skills
Manage your online persona, develop your self-awareness, social interactions and communication skills, and make good decisions
Tasseltime
ACT - https://www.act.org
College Board - https://www.collegeboard.org
Arkansas Career Model - https://dcte.ade.arkansas.gov/docs//Resources/arkansas-
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College and Career Exploration
Graduation Pathways
Graduation Requirements - http://dese.ade.arkansas.gov/divisions/learning-services/curriculum-support/arkansas-graduation-requirements
Alternate Pathway to Graduation - http://dese.ade.arkansas.gov/divisions/learning-services/special-education/alternate-pathway-to-graduation
Post High School Planning
Four-year colleges, tech schools, concurrent credit, articulated credit o ArkACRAO -https://arkacrao.org/
Accelerated Learning
Advanced coursework (AP, IB, Concurrent Credit)
Internships, Apprenticeships
Mentorships
Industry Certifications
Career Readiness Certificates - https://www.dws.arkansas.gov/programs/career-readiness-certification/
Discover Arkansas - http://www.discover.arkansas.gov
College for YOU – Scholarship Information - https://scholarships.adhe.edu Student Success Plan - http://dese.ade.arkansas.gov/divisions/learning-services/student-success-plan
FAFSA - https://studentaid.ed.gov/sa/fafsa
Bureau of Labor Statistics - http://www.bls.gov/oes/current/oes_ar.htm Arkansas Job Link - https://www.arjoblink.arkansas.gov/ada/r/ Arkansas State Jobs - https://www.ark.org/arstatejobs/index.php
College Application Checklist -
https://secure-media.collegeboard.org/CollegePlanning/media/pdf/BigFuture-College-Applicati
on- Checklist.pdf
Delivery/Deliver
Goal Setting and Planning for Success
Goal setting questions following college/career exploration activities for students:
What are some of your high school goals?
Do you plan to go to college? If yes, will it be two year or four year?
What is a personal goal that you would like to achieve?
What would you like to see yourself doing in five years, ten years?
Choose one goal you identified from the goal setting questions above. What is it about this goal that you like? Respond to the questions below and identify areas that will help you reach your goals.
What courses are you taking that might help you reach the goal?
What courses could you take next semester or year to help you reach your goal?
What skills do you think you will need to reach your goal?
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What is one skill you think you can develop this year?
How can you find out information about developing this goal?
What questions would you like to ask your counselor about your goals?
Student Success Plans
Student Success Plans help students take ownership of their coursework, as well as focusing on post-high school aspirations. Students map out their high school and post high school plans, which allows them the opportunity to personalize their education. Students use the Student Success Plan as one way to ensure they are taking the courses they need to graduate from high school. Developing the Student Success Plan allows educators, parents, and students the opportunity to converse on future planning and goal setting.
Student Success Plans are developed by the end of each student’s 8th grade year, and are updated annually. The development and implementation of the Student Success Plan is not the sole responsibility of the school counselor, but is a collaborative process between educators, parents, and students.
Additional information can be found on the Arkansas Department of Education – Division of Elementary and Secondary Education – Student Success Plan web page. http://dese.ade.arkansas.gov/divisions/learning-services/student-success-plan
Career Planning (Middle/Junior High):
Relationship between middle/high school coursework and preparing for high school credits
How to access interest/abilities inventories and use them to explore the world of work
College and career research tools
The G.U.I.D.E. for Life Essential Skills
Manage your online persona, develop your self-awareness, social interactions, and communication skills, and make good decisions GPA and how it impacts graduation
Transitional plans from middle/junior to high school
Student Success Plans as a collaborative process with other educators (Grade 8 and above)
Career days and other career events
Career Planning (Elementary):
Relationship between elementary school coursework and grades with middle/junior high school opportunities
The G.U.I.D.E. for Life Essential Skills
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Manage your online persona, develop your self-awareness, social interactions, and communication skills, and make good decisions
Career exploration – begin exploration of the world of work
Transitional plans from elementary to middle/junior high school
Career days and other career events and programs
Drop-out Interventions
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.
Model for Students Who May be Considering Dropping Out of School
This document was developed to help frame conversations and provide an opportunity for discussion with a student about their future college- and/or career- goals, and to support students who may be considering dropping out of school. In addition, the document provides data about dropouts, which may help the school or district to develop interventions for struggling students.
Questions You Might Use with At-Risk Students
Are you considering dropping out of school?
If yes, when are you thinking of leaving?
Why Are You Considering Leaving? What Are
your top two reasons?
What are some of the barriers keeping you
from staying in school?
What would improve your chances of
staying in school?
Are there adults and students in the school
who might help you continue to attend
school, or those who support you?
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High School Graduation Follow-up
We receive a myCollegeOptions report that details what our students are interested in pursuing after high school. CTE students as completers or concentrators are also followed up wioth the state.
Social Emotional Learning (SEL)
All Arkansas students should graduate with a strong foundation of academic knowledge, experience, and proficiencies. To be successful, students also need an equally strong foundation of soft skills – those intangible abilities that help people get along with others, communicate well, and make positive contributions in the workplace and beyond.
The Division of Elementary and Secondary Education has identified five guiding principles that support educators, business leaders, communities, and students in their efforts to help all Arkansans develop these critical skills. The principles represent skills needed to thrive at home, school, on the job, and in the community: Growth (manage yourself). Understanding (know
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yourself). Interaction (build relationships). Decisions (make responsible choices), Empathy (be aware of others).
The G.U.I.D.E. for Life program, with the support of Arkansas counselors and educators, is designed to give K-12 students a plan – a five-step process – that they can follow to achieve personal success. Each principle is summarized in easy-to-understand key words, with three action points to explain the idea. By incorporating the G.U.I.D.E. for Life concepts throughout the school experience, we can help instill these “real-world” skills for success in all Arkansas students. The result? Well-rounded citizens, stronger communities, and more effective employees.
School Counseling Advisory Committees
Elementary
High School
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