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Jana McWhorter, BES Counselor


Comprehensive School Counseling Plan Bearden School District




Mr. Denny Rozenberg, Superintendent



Bearden Elementary

Mr. Lavell Wright, Principal

Grades K-6

Jana McWhorter, Counselor



Bearden High School

Mrs. Renee McKelvin, Principal

Grades 7-12

Candi Finley, Counselor

(Revised 2020)


Table of Contents


BSD Counseling Beliefs


BSD Counseling Vision


BSD Counseling Mission


BSD Counseling Goals


Team Members


Crisis Management Team/Administrative Team


Role of School Counselors


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


Suicide Interventions




Academic Advisement for Class Selection


Career Planning


Goal Setting and Planning for Success


Student Success Plans


Career Planning (Middle/Junior High):


Drop-out Interventions


High School Graduation Follow-up


Social Emotional Learning (SEL)


School Counseling Advisory Committees











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.





BSD Counseling Goals

The counseling program is driven by the following goals:


  • 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.
  • Increasing effective real world problem solving skills by every student.


Use of Data


  • Review available school data reports for previous years to identify trends.


  • What is working well according to our school data reports?


  • Highlight possible areas of need according to our school data reports.


  • Compare our school’s data with district and state data or other comparable data points.


  • Identify what else we need to know.


  • Identify and prioritize data points we will address.


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


  • Create and post surveys for students and parents


  • Teacher surveys based on student needs


  • Student Advisory Meetings (high school)


  • Review testing data



Goal #2


Increasing effective real world problem solving skills by every student.







Sources of Data


Classroom and individual lessons on the topics of:


  • Conflict Resolution


  • Time Management


  • Social Skills


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


  • Lesson Plans based on those topics


  • Pre/Post Assessments


Team Members




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



Wanda Williams

DTC/ RTI Specialist

833.423.2733 EXT.

Jackie Raney

BHS Testing Coordinator/ GT

833.423.2733 EXT.

Rhonda Pettit


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.




Kerri Ross



Candace Cayce



Nikki Brandon

Mental Health


Amber Lauderdale

Mental Health


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.











Crisis Management Team/Administrative Team







Supt. of Schools


Rozenberg , Denny




Bearden High School Principal


McKelvin, Renee




Bearden Elementary Principal


Wright, Lavell




Technology Coordinator


Ray, John




Transportation Director


Stevicks, Kevin




Food Service Manager


West, Amy




Team Member


Bailey, Chelsey




Maintenance Director


Stringfellow, Tommy




Athletic Director


Anthony, Greg







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.









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:


  1. Professional foundation – the essential skills that are the basis of a school counselor’s professional orientation


  1. Direct and indirect student services – interactions that are provided directly to students or indirectly for students in collaboration with families, teachers, administrators, other school staff and education stakeholders


  1. Planning and assessment – activities necessary for the design, implementation and assessment of the comprehensive school counseling program


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






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:


  • Be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations including but not limited to: ethnic/racial identity, nationality, age, social class, economic status, abilities/disabilities, language, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity, emancipated minors, wards of the state, homeless youth and incarcerated youth. School counselors as social-justice advocates support students from all backgrounds and circumstances and consult when their competence level requires additional support.


  • Receive the information and support needed to move toward self-determination,


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.


  • Receive critical, timely information on college, career and postsecondary options and understand the full magnitude and meaning of how college and career readiness can have an impact on their educational choices and future opportunities.


  • Privacy that should be honored to the greatest extent possible, while balancing other competing interests (e.g., best interests of students, safety of others, parental rights) and adhering to laws, policies and ethical standards pertaining to confidentiality and disclosure in the school setting. • A safe school environment promoting autonomy and justice and free from abuse, bullying, harassment and other forms of violence
































Counselor Responsibilities


To the Students:


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


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


  • 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.


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


  • 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


To the Parents:


  • 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.


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


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


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


To Colleagues and Professional Associates:


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


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


  • 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.


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










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


To the School and Community:


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


  • 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


  • 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




















































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.





























Academic Advisement and Individual Planning


Academic Year 20-21



Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:









End Date









Targeted Group



will(increase/decrease - something related to achievement, attendance, or behavior)

















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










Possible Activities/Strategies/Interventions by School Counselors































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.


  • Physical harm to a public school employee or student or damage to the public school employee’s or student’s property


  • Substantial interference with a student’s education or with a public school employee’s role in education


  • A hostile educational environment for one (1) or more students or public school employees due to the severity, persistence, or pervasiveness of the act; or






  • Substantial disruption of the orderly operation of the school or educational environment.


Students who bully another person shall be held accountable for their actions.

Bullying is prohibited:

  • On the school grounds


  • With school equipment


  • Off school grounds at a school sponsored or approved function, activity, or event


  • Going to school or from a school activity


  • While being transported in school vehicles, school bus, or at a school bus stop


  • By an electronic act which results in the substantial disruption of the orderly operation of the school or educational environment. This section shall apply to an electronic act whether or not the electronic act originated on school property or with school equipment, if the electronic act is directed specifically at students or school personnel and maliciously intended for the purpose of disrupting school, and has a high likelihood of succeeding in that purpose.


  • ​​means a pattern of unwelcome verbal or physical conduct relating to another person’s constitutionally or statutorily protected status that causes, or reasonably should be expected to cause, substantial interference with the other’s performance in the school environment.


  • Substantial disruption means without limitation that any one or more of the following occur as a result of the bullying:
    • Necessary cessation of instruction or educational activities;


  • Inability of students or educational staff to focus on learning or function as an educational unit because a hostile environment;


  • Severe or repetitive disciplinary measures are needed in the classroom or during educational activities; or


  • Exhibition of other behaviors by students or educational staff that substantially interfere with the learning environment.


Examples of “Bullying”may include, but are not limited to, a pattern of behavior involving one or more of the following:

  1. Sarcastic “compliment” about another student’s personal appearance,
  2. Pointed questions intended to embarrass or humiliate,
  3. Mocking, taunting or belittling,
  4. Non-verbal threats and/or intimidation such as “fronting” or “chesting” a person,


  1. Demeaning humor relating to a student’s race, gender, ethnicity or personal characteristics,


  1. Blackmail, extortion, demands for protection money or other involuntary donations or loans,

blocking access to school property or facilities,

  1. Physical contact or injury to person or property,
  2. Stealing or hiding books or belongings, and/or
  3. Threats of harm to student(s), possessions, or others.
  4. Cyber Bullying








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:


  1. Refer the student to the counselor immediately. Staff member(s) that the student disclosed to will email the principal that the reference was made with as much detail as possible and include the counselor in the email.


  1. The counselor will notify the parent of the student’s crisis/situation.


  1. Resources will be given to the parents for next steps. i.e. outside counseling and assessment


Responsive Services


  1. Individual Or Small Group Counseling To Address
  2. Obstacles To Learning
  3. Family/Peer Concerns
  4. Social/Emotional needs of Student Peer Helpers
  5. Crisis Counseling
  6. Conflict Resolution

a.  The Peace Process

  1. Self Check/Breathe






  1. “I” Statements
  2. Find a Solution
  3. Moving Forward
  1. Consultations And Referrals











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



College Board -

Arkansas Career Model -






College and Career Exploration

Graduation Pathways


Graduation Requirements -


Alternate Pathway to Graduation -

Post High School Planning

Four-year colleges, tech schools, concurrent credit, articulated credit o ArkACRAO -

Accelerated Learning

Advanced coursework (AP, IB, Concurrent Credit)

Internships, Apprenticeships


Industry Certifications

Career Readiness Certificates -

Discover Arkansas -

College for YOU – Scholarship Information - Student Success Plan -


Bureau of Labor Statistics - Arkansas Job Link - Arkansas State Jobs -

College Application Checklist -

on- Checklist.pdf





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?






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.




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






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?











If yes, have you talked to them about your




potential plans?








What school programs or classes have you




enjoyed the most and why?








What school programs or classes have you




enjoyed the least and why?








Is there anything that we as the school can




do to support you staying in school?








What are your plans if you leave school?

o Full-time work




o GED–HighSchoolEquivalency Examination




o Training program or technical training for




employment o Military




o College (Two- or Four-Year) o Other
















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






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



  • Jana McWhorter, Elementary Counselor


  • Lavell Wright ,Elementary Principal


  • Elementary Teacher and Parent


High School


  • Candi Finley, High School Counselor


  • Renee McKelvin, High School Principal


  • High School Teacher and Parent













































































































































































































































Jana McWhorter

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