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Revised 05-15
Guidance Department Handbook
The Waynesville R-VI School District does not discriminate on the basis of race, color, national
origin, sex, age, religion, or disability or status as Vietnam Era veteran in admission/access to, or
treatment/employment in its programs and activities.
Any person having inquiries concerning compliance with the regulations implementing federal
legislative requirements is directed to contact the building level Principal or the Assistant
Superintendent for Personnel Services 573-842-2094 (Title IX, Title VI, and ADA) or the
Administrative Assistant for Special Services 573-842-2007 (Section 504).
Table of Contents
Guidance Mission & Vision..........................................................................................................1
Guidance Program Definition .......................................................................................................2
Administrative Structure & Responsibilities ................................................................................4
District Guidance Staff .................................................................................................................4
Guidance Counselor Job Description............................................................................................5
Advisory Committees .................................................................................................................11
Guidance Budget .........................................................................................................................11
In-service Training ......................................................................................................................11
Suggested Distribution of Total Counselor Time .......................................................................13
Comprehensive Guidance Program Components .......................................................................14
Bullying Vocabulary ...................................................................................................................15
Career & College Readiness .......................................................................................................16
Counseling Crisis Team Manual .................................................................................................19
Suicide Risk Protocol Manual ....................................................................................................22
1
Guidance Mission & Vision
District Mission
Educating individual students for 21st century challenges
Guidance Vision
We believe in supporting and protecting the educational mission of our school district. Because
children grow affectively as well as cognitively, and their growth is developmental in nature, we
believe in educating the whole child; therefore, the implementation of a comprehensive
counseling curriculum is essential to the success of that mission.
2
Guidance Program Definition
Guidance is an integral part each school's total education program. The professional staff,
consisting of Professional School Counselors, utilizes a comprehensive, developmental approach
in its K-12 program.
Prevention and intervention are the mainstays of Waynesville's School Counseling Department.
Sequential activities, following the Missouri Comprehensive Model Guidance Program, address
the academic, personal/interpersonal, career exploration and post-secondary planning of every
Waynesville student.
What do school counselors do?
Following the Missouri Comprehensive Model Guidance Program, as set forth by the Missouri
Department of Elementary and Secondary Education, the Waynesville Counseling and Guidance
Department promotes excellence through work in four program areas:
Curriculum Classroom lessons and large group presentations deal with the three areas of our curriculum:
Personal/Social Development; Academic Development; and Career Development. Along with
special presentations, such as our Career Fair and district College Information Nights, the
Counseling and Guidance staff facilitates student-based activities that encourage positive growth
and life-skills training.
Individual Planning Students are individually guided by their school counselors toward academic and career success
in a variety of ways. Academic excellence is promoted through individual meetings, classroom
lessons, small group activities, and school-wide recognitions. Working individually with their
school counselors, students establish short and long-term education and career goals. Career
exploration is done at every level through the use of classroom lessons, speakers, career fairs,
technology, and career portfolios. In the high schools, our College/Career Specialists work with
students and families both individually and in larger groups to disseminate important post-
secondary information about such topics as financial aid, testing, majors and admissions
procedures/policies.
Responsive Services Most of the Professional School Counselor's day is spent on Responsive Services. School
counselors will provide both individual and group counseling, but it must be stated that we do
not do therapy. Most individual work involves dealing with short-term issues. Group counseling
topics depend upon the needs of the school and students. School Counselors also work with
families by providing information on referrals to outside agencies/therapists. Counselors work
extensively with other school personnel in consultation as the personal, social/emotional, and
academic well-being of each student is considered.
3
System Support School Counselors and the School Counseling Department staff are members of a large team -
that of the school and the district. These professionals engage in a number of activities to
promote the excellence of this school district. Because of the individual and personal nature of
their work, it is critical for our School Counselors and College/Career Specialists to be on the
cutting edge of topics and techniques related to student success. These professionals engage in
continuing education experiences to gain such expertise, and most are required to prove evidence
of that for recertification. In addition, what they learn they share with their colleagues, faculties
and staffs. Many members of Waynesville's Counseling Department are involved in presenting
workshops at their own schools, and at local and state conferences.
4
Administrative Structure & Responsibilities
The Director of Special Services is the district guidance coordinator and program advisor.
Once a month, the Director and all guidance staff meet to discuss the Guidance Program.
Counselors must turn in three Time & Task Logs and one Lesson Plan per semester to the
Director.
The Director also holds a District Advisory Committee annually, which all guidance counselors
are expected to attend. All counselors must hold two Advisory Committees in their buildings
annually as well.
Counselors are required to notify the Director when reporting any hotline calls.
District Guidance Staff
For a list of current District Guidance staff members, please visit the Waynesville R-VI School
District’s website http://www.waynesville.k12.mo.us/waynesville.
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GUIDANCE COUNSELOR JD LOCATOR: 3.09.1
Adopted: _____ Revised: 7/00, 7/03, 3/09
REPORTS TO: Building Principal or Director CLASSIFICATION: Certified FLSA STATUS: Exempt TERMS OF EMPLOYMENT: Salary and work year as reviewed and established annually by the Board of
Education EVALUATION: Performance of this position will be evaluated regularly in accordance with the
Board’s policy on the evaluation of classified staff.
JOB SUMMARY
To help students overcome problems that impede learning and to assist them in making educational, occupational, and personal decisions that hold promise for their personal fulfillment as mature and responsible men and women.
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.
ESSENTIAL DUTIES AND RESPONSIBILITIES
NOTE: Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions.
GUIDANCE PROGRAM MANAGEMENT
Standard 1: The school counselor provides effective coordination and management of the district-wide guidance program.
Guidance Curriculum
Criterion A: The school counselor implements the Guidance Curriculum Component through the use of effective instructional skills and the careful planning of structured group sessions for all students.
1. Organizes and teaches units for student mastery based on student needs which will address personal/social development, educational planning and development, and career exploration and planning.
2. Uses effective instructional strategies.
3. Establishes an environment conducive for student learning through the use of effective classroom management techniques.
4. Collaborates with or assists teachers in developing and/or teaching guidance units effectively.
5. Serves as a resource regarding guidance materials appropriate to the guidance units being taught.
Individual Planning
Criterion B: The school counselor implements the Individual Planning Component by guiding individual and groups of students and their parents through the development of educational career plans.
1. Assists students in establishing goals, developing and using planning skills, and determining their abilities, achievements, interests, and goals.
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2. Encourages teachers, other professionals, and parents to participate in student education and career planning.
3. Guides students to utilize assessment results in their educational and career plans.
4. Organizes and makes educational and career information available.
5. Helps students and their parents become aware of the range of educational opportunities available.
Responsive Services
Criterion C: The school counselor implements the Responsive Services Component through the effective use of individual and small group counseling, consultation, and referral skills.
1. Informs students, parents, teachers, and administrators about the process that can be used to refer students for individual or small group counseling.
2. Provides individual counseling and small group counseling using accepted theories and techniques appropriate for school counseling.
3. Demonstrates the use of developmentally appropriate small group and individual techniques that are relevant to the topic and to the students’ needs and concerns.
4. Assists students in establishing concrete, behavioral plans aimed at problem resolution.
5. Implements an effective referral process in collaboration with parents, administrators, teachers, and other school personnel.
a. Develops and maintains a current list of appropriate and effective referral sources.
b. Determines the need for, and makes referrals when necessary.
c. Assists students and their parents during and after the referral.
d. Keeps teachers informed about the referral process, as appropriate.
System Support
Criterion D: The school counselor implements the System Support Component through effective guidance program management and support for other educational programs.
1. Provides comprehensive and balanced guidance program in collaboration with school staff.
2. Conducts formal and informal assessments to determine student needs and priorities as perceived by students.
3. Establishes and completes an effective comprehensive guidance program evaluation to improve guidance services and programs.
4. Provides support for other school programs.
5. Works cooperatively with other school personnel in the best interest and for the betterment of the district.
6. Assumes equal responsibilities as other certification staff members, as appropriate.
PROFESSIONAL SKILLS AND RESPONSIBILITIES
Standard 2: The school counselor demonstrates professional skills and fulfills professional responsibilities in addressing the overall mission of the school district.
Knowledge of Guidance and Counseling
Criterion E: The school counselor displays knowledge of guidance and counseling practices.
1. Follows priorities established in the comprehensive guidance program framework.
2. Uses resources appropriately and effectively.
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3. Explains the philosophy, priorities, and practices of the comprehensive guidance program effectively and articulately to school staff, parents, and the community.
4. Keeps abreast of developments in the counseling profession.
5. Observes ethical standards of the American School Counselor Association and the American Counseling Association.
6. Maintains professionalism in difficult situations.
Criterion F: The school counselor demonstrates positive interpersonal relations with students.
1. Promotes positive self-image in students.
2. Provides a climate that promotes positive communication with students.
3. Interacts with students in a mutually respectful and friendly manner.
4. Makes an effort to know students as individuals.
5. Is willing to work with all students.
6. Maintains appropriate student-counselor relationships.
7. Does not impose personal value judgments of students or their families.
Criterion G: The school counselor demonstrates positive interpersonal relations with educational staff.
1. Works cooperatively with colleagues in planning guidance activities.
2. Works well with support staff.
3. Works cooperatively with the schools’ administration to implement policies and regulations for which the school is responsible.
4. Informs administrators and/or appropriate school personnel of school-related matters.
Criterion H: The school counselor demonstrates positive interpersonal relations with parents and community patrons and organizations.
1. Cooperates with parents in the best interest of the student.
2. Provides a climate that promotes communication with parents.
3. Handles expressions of conflict in a constructive manner.
4. Promotes patron and outside community involvement with the school.
5. Works collaborately with outside agencies as needed.
Criterion I: The school counselor adheres to school and district policies, procedures, and regulations.
1. Follows and explains the profession’s ethical and legal standards and guidelines, as well as promoting cultural diversity and inclusively in school policy and interpersonal relationships.
2. Adheres to district policies and legal guidelines.
3. Promotes equity with respect to gender, ethnicity, or the ability of students.
4. Conducts guidance responsibilities accurately in accordance with established job description.
Criterion J: The school counselor demonstrates appropriate attendance
1. Will be in attendance the number of days specified on the district contract.
2. Will be in attendance at scheduled meetings and class sessions, as appropriate.
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Criterion K: The school counselor uses time effectively.
1. Sets timelines and follows them.
2. Keeps accurate time logs and submits them to the counselor coordinator in a timely manner.
3. Conducts guidance responsibilities promptly in accordance with the established job description.
Criterion L: The school counselor demonstrates effective organizational strategies and skills.
1. Demonstrates effective planning for instruction and other activities.
2. Chooses and designs varied instructional strategies that address the diversity of learners.
3. Assists students in demonstrating meaningful progress in learning and communication
4. Designs various forms of evaluations to monitor, manage, and enhance student learning.
5. Uses available technology as a counseling tool.
Criterion M: The school counselor adheres appropriately to laws and practices concerning the confidentiality of information and the reporting of suspected child abuse/neglect to Children’s Division.
1. Attends to the confidential and private nature of individual assessment data.
2. Uses discretion in handling and releasing confidential information.
3. Adheres appropriately to laws and Board policy regarding the reporting of suspected child abuse and neglect.
Criterion N: The school counselor demonstrates a commitment to ongoing professional growth.
1. Participates in professional activities such as membership and involvement in professional organizations, coursework, workshops, and conferences.
2. Serves on building and district committees, as appropriate.
3. Seeks opportunities to learn from colleagues, students, parents, and community members.
COORDINATION AND MANAGEMENT OF THE TESTING PROGRAM
Standard 3: The school counselor follows regulations in the coordination and management of the district’s testing program.
Criterion O: The school counselor demonstrates effective management of the group and/or individual testing program.
1. Provides a systematic plan for dissemination and collection of group testing materials that follows all district policies and procedures.
2. Provides procedures for appropriate test administration and test security.
3. Coordinates annual training for building and staff to train test administrators in standardization administration procedures and test security.
4. Adheres to all standardized administration and scoring of tests in compliance with testing guidelines.
Criterion P: The school counselor demonstrates accurate and appropriate interpretation of assessment data and the presentation of relevant, unbiased information.
1. Strives to guard against inappropriate use of assessment data.
2. Understands/applies the basic statistical concepts essential in the use of assessment instruments and data.
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3. Understands/applies basic concepts and principles of measurement and evaluation.
4. Presents information in a clear and concise manner.
Criterion Q: applies to this position does not apply to this position
The school counselor coordinates special education services and adheres to required procedures of IDEA and/or Section 504, as assigned by supervisor.
1. Implements the management of the special education process through effective use of the district’s Compliance Plan by providing leadership and coordination to the regular education and special education staff.
2. Collaborates and communicates with the District Assessment Team.
3. Follows all federal, state, and local regulations concerning the administration and adherence to IDEA and Section 504.
4. Demonstrates professional awareness and growth to changes in adherence in IDEA and Section 504.
SUPERVISORY RESPONSIBILITIES
None
QUALIFICATION REQUIREMENTS: The individual must be able to perform each essential job duty and responsibility satisfactorily. The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.
EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
1. At least two years of successful teaching experience.
2. A valid certificate as a guidance counselor.
3. A Master’s degree, or its equivalent, representing intensive course work in the principles and practice of educational guidance; educational testing measurement; counseling; the organization and administration of guidance services; and the psychology of learning.
4. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
5. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
COMMUNICATION SKILLS
1. Ability to write reports and correspondence consistent with the duties of this position.
2. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to read, analyze, and interpret information.
4. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
5. Displays courtesy, tact, and respect when dealing with others.
MATHEMATICAL SKILLS
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
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REASONING ABILITY
1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
OTHER SKILLS AND ABILITIES
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Excellent computer and keyboarding skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear. The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Employee experiences constant interruptions and inflexible deadlines. The noise level in this environment is quiet to loud. Duties are performed primarily indoors and occasionally outdoors. In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.
ACKNOWLEDGMENT
I have received a copy of this job description. It has been discussed with me and I have freely chosen to comply with the performance and behavior/conduct expectations contained herein.
Employee’s Signature Date Supervisor’s Signature Date
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Advisory Committees
Purpose The purpose of this evaluation is to review the role of Professional School Counselors in
Waynesville. We will examine the current reality and establish expectations that will best meet
the needs of our students. The evaluation will address the K-12 alignment of services and
answer questions related to programming options and designs.
Desired Outcome At the conclusion of this evaluation, Waynesville will have an assessment and considerations for
improvement, as well as a perspective on the service delivery models employed by the district to
address the needs of students. The desired outcome is a quality program that is fiscally prudent
and effective in addressing the educational, emotional and social needs of Waynesville students
with the overall goal of making sure that students are college and career ready when they
graduate from Waynesville.
Building Level Advisory Committee
A guidance program advisory committee exists for each building level guidance program. The
purpose of this committee is to offer advice, provide support, review and evaluate present
programs and needs, and to recommend new programs or changes to the guidance department.
Advisory meetings will be held two times a year.
District Level Advisory Committee
The purpose of the district advisory committee is to offer advice, provide support, review and
evaluate present programs and needs, and to recommend new programs or changes to the
guidance department district wide. District advisory meetings will be held one time per year. A
guidance counselor from each building will serve on the district advisory team.
Guidance Budget
Funds are allocated in each building for guidance supplies and are maintained by the building
principals. Additional guidance materials, such as testing material used in individualized student
assessments for gifted or special education testing, may be purchased using district funds
maintained through the Special Services Office.
In-service Training
In-service opportunities are provided for school counselors through multiple sources of funding.
The district’s Professional Development Committee’s funds are a prime source of funding for
training. Other building monies are available for this purpose also, such as building travel
budgets. Training pertaining to IDEA and Section 504 are funded through district
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Comprehensive System of Personnel Development and district travel monies with prior approval
from both the building principal and director of special services.
Counselors are encouraged to attend and present at the annual Fall Counselors’ Conference of
the Missouri School Counselors’ Association. New counselors and new administrators are
encouraged to attend the DESE workshops presented during the early fall for these new
professionals for orientation and information purposes. Large counseling material requisitions
should be planned for during review and adoption years specified by the Instructional Services
Office for counseling curriculum materials.
13
Suggested Distribution of Total Counselor Time
Elementary Middle School High School
Guidance Curriculum 35-45 25-35 15-25
Individual Planning 5-10 15-25 25-35
Responsive Services 30-40 30-40 25-35
System Support 10-15 10-15 15-20
100 100 100
* Note: Shown as percentage rate
14
Comprehensive Guidance Program Components
Guidance Curriculum Provides guidance content in a
systematic way to all students
K-12.
Purpose Student awareness, skill
development, and application
of skills needed in everyday
life
Areas and Activities
Addressed
• Career Planning and
Exploration
- Career Awareness
- Career Exploration
• Knowledge of Self And
Others
- Self-Concept
- Conflict Resolution
- Personal
Responsibilities
- Peer Friendship
- Decision-Making
Skills
- Substance Abuse
- Prevention Program
- Cross-Cultural
- Understanding
• Educational and Vocational
Development
- Planning Programs
of Study
- Pre-Employment
Skills
- Job Preparation
- Post High School
Decision-Making
(transitioning)
Individual Planning Assists student in planning,
monitoring, and managing
their personal and career
development.
Purpose Student educational and
occupational planning,
decision-making, and goal-
setting
Topics Addressed • Educational
Course Selection
- Transitioning:
grade to grade;
school to school;
school to work
- Multiple-Year
Plan
- Financial Aid
Available
• Career Knowledge of
Career Opportunities
- Career Awareness
- Interest
Inventories
- Career Shadowing
- Work Habits
• Personal-Social
- Setting Personal
Goals
- Self-Improvement
Planning
Responsive Services Addresses the immediate
concerns of students.
Purpose Prevention, intervention
Topics Addressed • Academic Concerns
• School-related Concerns
-tardiness
-absences and truancy
-misbehavior
-school-avoidance
-dropout prevention
• Relationship Concerns
• Physical/Sexual/Emotional
Abuse
• Grief/Loss/Death
• Substance Abuse
• Family Issues
• Sexuality Issues
• Coping with Stress
System Support Includes program, staff, and
school support activities and
services.
Purpose Program delivery and
support
Process/Procedures • Guidance Program,
Development &
Management
• Parent Education
• Teacher/Administrator
Consultation
• Staff Development for
Educators
• School Improvement
Planning
• Counselor Professional
Development
• Research and Publishing
• Community Outreach
• Public Relations
Counselor Role
• Structured Groups
• Consultation
• Guidance Curriculum
Implementation
Counselor Role
• Assessment
• Planning
• Placement
Counselor Role
• Individual and small group
crisis & development
counseling
• Consultation
• Referral
Counselor Role
• Program Management
• Consultation
• Coordination
15
Bullying Vocabulary
K-2nd
Friendship
Self-esteem
Kind words
K-6th
Reporting
Tattling
3rd-12th
Retaliation
5th–12th
Harassment (Sexual)
Humiliation
Intimidation
K-12th Bullying
Cyber Bullying
Target
Victim
By-standers
Threats
Violence
Put downs
Name calling
Safety (Mental phys.)
Trusting Adult
7th–12th
Hazing
Extortion
Treat others as you want to be treated - Respect
16
Career and College Readiness
(K-12)
K-2nd grade: Have students define job. Ask what jobs parents have. If they say soldier, have student ask their parents
what their job is. Use career path posters to explore. Expose students to career paths. Expose students to
various careers and characteristics needed with different careers.
3rd-5th grade: Have each student participate in career exploration through Missouri Connections Resources in
collaboration with the ITs or Media Center Specialists. Have each student complete some form of career
cluster inventory. Have fifth grade students in the spring explore Missouri Connections website with
certain specific tasks.
6th grade: Create a profile in Missouri Connections and do “Career Interest Inventory” in the fall. Discuss the
Missouri Connections Career Clusters (including activity) and Career Paths. Advanced Math & HS
Foreign Language through transition & scheduling.
7th grade: Update profile in Missouri Connections, research careers, and plan of study for high school - spring.
Update Middle School plan & schedule. Review “Career Interest Inventory”. WCC tours – spring.
8th grade: Update profile in Missouri Connections; review “Career Interest Inventory”, conduct “Career Interest
Profiler” in fall, research careers, and plan of study for high school – spring. WCC tours – fall.
9th grade: Update Missouri Connections; build upon plan of study for the next four years and post-secondary
options. Take the Aspire test. Counselors meet individually with all students to plan future courses and
future talks.
10th grade: Update Missouri Connection: Take a reality-check, research careers, plan of study for the next three years
and post-secondary options. Set career goals with counselor. Take the Pre-ACT test. Counselors meet
individually with all students to plan future courses and future talks. WCC tours.
11th grade: Update Missouri Connections: research colleges & other post-secondary options, scholarship search,
college and career night, ACT, ASVAB, PSAT, SAT, Compass testing. Plan of study for next two years
and post-secondary options. Counselors meet individually with all students to plan future courses and
future talks.
12th grade: Scholarship search (after Board approval), college and career research, Financial Aide presentation,
college and career night, ACT, ASVAB, SAT, Compass testing. Plan of study for the next year and apply
for post-secondary placement. (What is a better way to word this-?) SPED senior students meet with
Vocational Rehabilitation for the transition and CBI classes for post-secondary options. Counselors meet
individually to assist students with post-secondary plans, applications, etc… Facilitate Tiger Time student
groups to assist students with setting and achieving post-secondary goals.
17
Missouri Connections Annual Timeline
August/September: 6-12 Guidance Counselors will access all student accounts to ensure 100% of
students have accounts. Passwords will be reset. (DO NOT MAKE NEW ACCOUNTS OR
LOG IN AS A GUEST) Counselors will work with students to update their profile.
October/November- Interest Inventories will be given to all new students and students in 6th &
8th grade.
December- Course Description book would go to School Board for Approval and Uploaded into
Missouri Connections
January- Counselors Individually Plan with 6th, 7th, and 11th Grade
February- Counselors Individually Plan with 8th and 10th Grade
March- Counselors Individually Plan with 9th Grade
Individual Planning
When individually planning with students the following steps should be taken:
1. Pull up the students Interest Inventory
2. Discuss Post-Secondary Plans and Interests
3. Pull up Pathway
4. Balance Graduation Requirements and Pathway
5. Create a schedule-Make two copies
6. Send one schedule home to have singed and returned
7. Keep one to put into PowerSchool
Interest Inventory
Individual Planning
Scheduling
Post-secondary
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MO Connections Counselor Responsibilities by Grade Level
6th Grade
Create accounts (profiles) for all 6th graders. Will do the “Career Cluster Inventory” in the junior site Will transfer profiles to 7th grade
7th Grade
Research the results of the “Career Cluster Inventory” that was done in 6th grade Will do “Reality Check”
8th Grade
Will give the “Career Interest Profile” (180 questions) Will transfer profile to high school
9th-12th Grade
Research the results of the “Career Interest Profile” that they completed in the 8th grade
Will also give the “Career Interest Profiler” to new students At the end of each school year, the counselor will look at the results of students’
“Career Interest Profiler” and the new career path booklet to do the students’ four-year plans.
Will continue to do “Reality Check” Will use the “Combined Report” for data 10th grade – Group lessons about careers 11th grade – College planning, scholarships, ASVAB, military
Counseling Crisis Team Manual
Appendix
Counseling Crisis Team ..............................................................................................................19
Mission Statement .......................................................................................................................19
Goal Statement for Counseling Crisis Team ..............................................................................19
Definition of a Crisis ...................................................................................................................19
Statement of Counseling Crisis Team Purpose ...........................................................................20
Counseling Crisis Team Responsibilities ...................................................................................20
Definitions...................................................................................................................................21
19
Counseling Crisis Team
District guidance staff are all considered members of the District Counseling Crisis Team. The
designated leader of the team will contact counselors in the event the team is needed at a
building. The designated team leader will also send out the updated phone tree annually.
Counselors will be responsible for assisting the district crisis team leader in scheduling training
for staff on a bi-annual basis.
Mission Statement
The Board of Education, Administration, and Counselors of the Waynesville School District
acknowledge the necessity to prepare a Crisis Management Plan in the event that a crisis should
occur. Our students have a basic need for security and safety. Any event which threatens that
feeling of safety and security shall be considered a crisis. There are unlimited possibilities for
crisis situations that could impact the district, although it is known that the leading causes of
death for teenagers are accidents and suicides. The Counselors in the school district realize the
need to be prepared to provide aid to the students and staff in the event of a crisis situation.
Therefore, the Counseling Crisis Intervention Manual has been developed.
Goal Statement for Counseling Crisis Team
It is the goal of the counseling crisis team to help all participants within the school return to
business as usual soon after the crisis, provide care for the emotional needs of the school
community during the crisis, provide psychological and emotional stability, and continue
classroom instruction as soon as possible after the crisis.
Definition of a Crisis
A crisis is a spontaneous event that significantly or dramatically interferes with the daily routine
of the school. The event may affect students, staff, community, and/or facilities. Crises can
generally be categorized into two basic groups: 1) Those that are a result of human influence,
and 2) Those that are a result of natural disaster. The number one concern of school personnel in
a crisis is the safety of the students and staff.
20
Statement of Counseling Crisis Team Purpose
Schools are committed to providing for the emotional health of students and staff. During a
crisis, a counseling team can further this emotional well-being in several ways:
1. The building counselors, administrators, and staff may be in need of personal
support during a crisis. This can involve providing support in the form of
“another set of hands” for the principal in the school, providing classroom
instruction to allow personal time for an individual teacher, and provide
consultation for staff members. The Counseling Crisis Team members are
flexible so that the needs of the particular school can be met within the framework
of that school’s crisis plan.
2. The students and parents in the school may be in need of support during a crisis.
The Counseling Crisis Team provides support such as individual counseling to
help students feel emotionally and physically safe during and after a crisis
situation. Additionally, the crisis team may make immediate contact with the
parents of students who may be adversely affected in a crisis situation. The team
will help schools with the initial crisis, and then provide support for the
counselor(s) in the building so he/she can better care for students in the following
days.
3. A crisis team member can serve as a consultant to an administrator or counselor,
if requested.
Counseling Crisis Team Responsibilities
In the event of a crisis the following personnel should be contacted in the order indicated:
Building Principal, who contacts
Director of Personnel Services, who contacts
Superintendent, Director of Special Services, who contacts
Counselor Coordinator, Crisis Team Coordinator, who contacts
Counseling Crisis Team
Direct intervention by the Counseling Crisis Team will be provided for one to three days within
a building unless circumstances dictate otherwise. The building counselor will monitor the
progress of the individuals who appear most affected by the crisis situation. If a small number of
students or staff continue to need intervention, those individuals will be referred to outside
agencies for additional counseling intervention.
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Definitions
District Crisis Team Coordinator: A designated member of the crisis team who is the first to
be contacted in the event of an emergency situation. This individual will contact the other
counselors and coordinate the activities of the Counseling Crisis Team and will act in a
leadership role when a crisis occurs.
District Assistant Crisis Team Coordinator: A designated member of the crisis counseling
team who assists the district coordinator and assumes the duties of the district coordinator as
needed.
Counseling Crisis Team: A team of counselors within the school district who are specifically
trained to respond to the emotional needs of the students and staff in the event of an emergency.
Building Crisis Team: A team designated by the building principal who will assist the district
crisis team at the time of crisis. Building team may include, but is not limited to the following:
principal(s), counselor(s), school nurse, office staff, and selected members.
Suicide Risk Protocol Manual
Appendix
Self-Injury/Suicide Risk Protocol ...............................................................................................22
Building Counselor(s) Responsibilities ......................................................................................24
Counseling Crisis Team Responsibilities ...................................................................................24
Suggestions for Counseling Crisis Team Members Visits to Classrooms ..................................25
Tips for Counselors/Crisis Team Members When Assisting in Crisis .......................................26
When a Student Dies: Guidelines for Small-Group Discussion .................................................27
Helping Children Cope with Violence & Terror: Tips for Parents & Teachers .........................27
When a Grieving Classmate Returns ..........................................................................................29
Guidelines for Understanding & Responding to a Crisis............................................................30
Individual Counseling Summary (Form) ....................................................................................32
Group Counseling Summary (Form) ..........................................................................................33
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Waynesville R-VI School District
Self-Injury/Suicide Risk Protocol
Terms and Definitions
At risk for self-injury/suicide is defined as: Any student who indicates through actions,
speech or writings that he or she may be at risk of harming himself/herself physically. Such
actions, speech or writings may be observed or received directly by a member of the WSD
staff, or they may be reported to a WSD staff member by a student, parent, or other third
party.
SCT: Student Crisis Team. A group of WSD staff who will be familiar with WSD response
guidelines for students in crisis. The team may include the following:
Principal
Assistant Principal
Special Education Coordinator
Guidance Counselor
School Nurse
School Resource Officer
Additional persons may participate in the SCT as may be appropriate to the circumstances.
Protocol
1. Upon observation of at-risk behaviors or suspicion of risk for self-injury, or the receipt of
a report regarding same, the school staff member will immediately contact a school
administrator.
If an administrator is unavailable, the staff member will contact the first available
SCT member.
2. The identified student will be accompanied by a member of the staff, or another adult if
necessary, to the office of the school Guidance Counselor or other appropriate location,
depending upon the circumstances. The School Nurse will be contacted immediately to
conduct a nursing assessment of the student and document her/his observations. The
student will then be interviewed by the school counselor and/or an administrator, and/or
other person(s) as may be appropriate, and the student’s level of risk will be assessed.
If the student is thought to be at imminent risk of self-injurious behavior or suicide
ideation, the appropriate SCT member will attempt to notify the parents that the SCT
members intend to follow protocol for a medical emergency, call an ambulance, and
have the student evaluated at an emergency room. An SCT member shall accompany
the child in the ambulance, if the parents are not present and if the SCT member is
23
permitted to be present in the ambulance, and will remain with the student in the E.R.,
if permitted, until a parent or guardian arrives.
If the risk is not thought to be imminent, the student’s parents will be contacted and
they will be asked to immediately pick up the student from school and bring the
student to an appropriate professional (e.g., the student’s pediatrician,
psychotherapist, mental health counselor, or the emergency room) for further
evaluation and intervention.
If the parents respond to the situation in a manner that causes school staff to suspect
that the student may be subject to medical or other neglect, or to abuse, the staff
member(s) shall call the Missouri Child Abuse and Neglect Hotline at
1.800.392.3738, as prescribed by law for mandatory reporter.
If the student is self-enrolled or is 18 years of age or older, the school resource officer
may be called.
3. The identified student will be directly supervised by a member of the SCT until the EMT,
Children’s Division, the School Resource Officer, or a parent has arrived to take
responsibility for ensuring the student’s safety.
4. An administrator will complete a Student Safety Incident Report Form, and will request
that a parent sign the form to confirm receipt.
Parents will receive a copy of the Student Information-Hospital Exchange Form and
Referral Resources List.
5. The identified student’s re-entry to the WSD should follow the WSD Re-Entry Protocol
for Students at Risk for Self Injurious Behavior.
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Building Counselor(s) Responsibilities
Provide support for the most affected students.
Identify other/additional students, staff, and parents likely to be most affected by news.
Identify substitute personnel in the building.
Be alert on crisis anniversaries and holidays. Often students/staff will experience
“anniversary” grief reaction the following month or year or on the date of the crisis, or
when similar crises occur that remind them of the original crisis. Holidays, too, often are
difficult for students who have experienced loss.
Counseling Crisis Team Responsibilities
Assists the principal(s) and /or Counseling Crisis Team Coordinator with developing
specific plan for responding to the crisis.
Accepts the responsibilities delegated by the building principal.
Consults with and supports the affected building’s staff in reacting to and dealing with
the crises, as needed.
Provides district support services to staff and students in distress.
Makes referrals to building counselor for those needing follow-up support from outside
resources.
Collects data to submit to team leader.
Relays confidential information to Central Office administrators that pertains to the loss.
Substitute teachers in classroom for short periods of time in the place of affected faculty
members.
Assists in all buildings, as needed
Complete all follow-up paperwork and evaluation forms
Convene the Counseling Crisis Team for debriefing as soon as possible. Discuss
successes and problems and discuss things to do differently next time. Allow staff
opportunity to discuss feelings and reactions.
Be aware that approximately 90% of the students in your classroom will not be affected by the
individual’s death. Do not be offended by statements or comments which would indicate the
student is not affected by the death.
1. Read announcement concerning the individual’s death. See the sample announcements
on the following pages.
2. If you have students who seem unduly upset after the announcement or during the school
day, send them to the counseling office accompanied by another student; however, you
can be of assistance to students just by listening to them and letting them express their
feelings.
25
Some helpful responses to distressed students are:
“I can see that you are really hurting.”
“It’s very hard to accept the death of someone you knew well.”
“I know… it just seems unbelievable.”
“It really hurts, doesn’t it?”
“It is especially hard when there are many unanswered questions.”
Some responses that are not helpful are:
“You will feel better tomorrow.”
“Just don’t think about it now.”
“A friend of mine died when I was your age, and I got over it.”
“It’s hard, but we all have to face the death of someone close at one time or another.”
Some students just need a private place and may not need counseling immediately. Be sensitive
also to this need. Send students in distress to the counselor’s office for assistance.
3. Look for signs of emotional reactions or major changes in the students’ behaviors that
need attention over several days and then refer to counselors. Look for lingering sadness
(sadness for several days is to be expected, but IMPROVEMENT should be seen within
one week to ten days).
4. Any personal items left at the locker, in the desk, or in the room will be moved to the
counselor’s room. The time frame will be determined by the building crisis committee.
All items will be given to the family during the time of funeral visitation in the event that
the family would want to use certain items as part of the funeral displays.
Suggestions for Counseling Crisis Team Members
Visits to Classrooms
1. Briefly explain why you are there… “If you are wondering why there are some different
adults than you are used to in the building this morning, it’s because we are all counselors
who care and were invited here by your counselor/ principal because of the death of
______________. We care about what you are going through and know it is tough.
Because we are not as close to _________ as you are, we are not suffering the way you
and the teachers are – we just want to help out in any way possible.”
2. Let all kids know that whatever they are feeling is okay. It may be anger, sadness, fear,
confusion, and guilt – anything. Your teacher may react differently, also. They may be
upset just like many of you are.
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3. Help them realize that different people will express feeling in different ways and that is
okay. “Try not to be upset because someone else does not seem to be hurting or suffering
as much as you.
4. Help them believe that the intense sadness or hurt won’t last forever.
5. Allow expressions of present feelings, but accept the silence.
6. Allow them to talk about some of their experiences with the deceased student – fun time,
etc. If possible and it seems appropriate, walk around the campus with one or two of
students. Physical activity helps some students.
7. Let high school students talk to one another
8. To start a conversation, ask the students to tell something good that he/she remembers
about the deceased person.
Tips for Counselors/Crisis Team Members
When Assisting In a Crisis Situation
1. Keep your life in balance
a. Eat well and get plenty of exercise. A good diet and exercise is important when
under stress.
b. Balance work and rest.
c. Stick to a schedule as much as you can. It provides stability and the comfort of a
normal routine when your feelings are out of control.
d. Avoid new major projects or decisions.
2. Be realistic about what you can do.
3. Recognize and acknowledge your own feelings of loss and grief.
4. Give yourself permission to mourn. No matter what the nature of your relationship,
there is still a feeling of loss. Give yourself the same latitude you give your students.
5. Meet with fellow Counselors/Crisis Team members and be supportive of each other
or form a support group with fellow staff members.
6. Be kind to yourself. You do not have to “get it all together” right away. You do not have
to do it all, be strong for everyone, or take care of everything. Treat yourself with the
same gentleness and understanding you would anybody else.
7. Consider personal grief issues. Do not ask a person to work during the crisis who has
recently had a personal loss.
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When a Student Dies:
Guidelines for Small-Group Discussion
1. Review the facts and dispel rumors.
2. Share your own reactions with the class and encourage students to express their reactions
in a way appropriate for the, noting that people react in many ways and that is okay.
Possible discussion: What was it like for you when you first heard the news?
3. Inform students of locations for grief support; reassure students that any adult in the
building is available for support. Possible discussion: How can you students help each
other through this?
4. Listen to what students have to say. It is important not to shut off discussion.
5. Talk with students about their concerns regarding “what to say” to other bereaved
students and the family of the deceased. If applicable, share information about the
deceased person’s culture (beliefs and ceremonies) which will help students understand
and respond comfortably to the affected family. Possible discussion question: If you
were a member of (the student’s) family, what do you think you would want at a time like
this?
6. If the student died of an illness and it is appropriate to do so, discuss the illness. This is
especially useful for younger children who may need to differentiate between the illness
of the child who died and any medical problems of others the child knows.
7. If a suicide occurs, discuss facts and myths about suicide.
8. Allow students to discuss other losses they have experienced. Help them understand this
loss often brings up past losses; this is a normal occurrence.
9. Encourage students to discuss their feelings with their parents/families.
Keep in mind—
A “regular” day may be too hard for grieving students. Offer choices of activities.
Helping Children Cope with Violence and Terror
Tips for Parents and Teachers
National Association of School Psychologists
Children are likely to become increasingly frightened or anxious as long as the shootings and
school lockdowns continue. Parents and school personnel can help children cope first and
28
foremost by establishing a sense of personal safety and security. This may seem more difficult
given the seemingly random nature of these attacks, but in fact most children are safe. They
will look to adults for reassurance and guidance on how to react. What adults say and do can
help distance children from the sense of threat, help them work through their emotions, and
maintain or regain a sense of normalcy.
All adults should:
1. Model calm and control. Children take their emotional cues from the significant adults
in their lives. Avoid appearing anxious or frightened.
2. Reassure children that they are safe and (if true) so are the other important adults in
their lives. Point out factors that help insure their immediate safety and that of their
community, such as staying indoors for recess and lunch and the presence of police and
security officers.
3. Remind them that trustworthy people are in charge. Explain that the police,
emergency workers, federal law enforcement, and school officials are working to keep
people safe and find the perpetrator.
4. Let children know that it is okay to feel upset. Explain that all feelings are okay when
a tragedy like this occurs. Let children talk about their feelings and help put them into
perspective. Even anger is okay, but children may need help and patience from adults to
assist them in expressing these feelings appropriately.
5. Observe children’s emotional state. Depending on their age, children may not express
their concerns verbally. Children will express their emotions differently. There is no
right or wrong way to feel or express grief or fear. Signs of heightened anxiety include:
Refusing to go to school and excessive “clinging”
Persistent fears related to the shootings
Worry that loved ones might get hurt
Sleep disturbances such as nightmares, screaming during sleep, or bedwetting
Irritability and loss of concentration
Increase agitation
Being easily startled and jumpy
New or unusual behavior problems
Physical complaints for which a physical cause cannot be found
Withdrawal from family and friends
Sadness, listlessness, or decreased activity
Preoccupation with the death or violence
6. Look for children at greater risk. Children who have had a past traumatic experience
or personal loss, suffer from depression or other mental illness, or with special needs may
be a greater risk for severe reactions than others. Be particularly observant for those who
29
may be at risk of suicide. Seek the help of mental health professional if you are at all
concerned.
7. Tell children the truth. Don’t try to pretend the event or events have not occurred or
that it is not serious. Children are smart. They will be more worried if they think you are
too afraid to tell them what is happening.
8. Stick to facts. Don’t embellish or speculate about what has happened and what might
happen. Don’t dwell on the scale or scope of the tragedy, particularly with young
children.
9. Keep your explanations developmentally appropriate. Early elementary school children need brief, simple information that should be balanced with reassurances that the
daily structures of their lives will not change. Upper elementary and early middle
school children will be more vocal in asking questions about whether they truly are safe
and what is being done at their school. They may need assistance separating reality from
fantasy. Upper middle school and high school students will have strong and varying
opinions about the causes of violence and threats to safety in schools and society. They
will share concrete suggestions about how to make school safer and how to prevent
tragedies in society. They will be more committed to doing something to help the victims
and affected community. For all children, encourage them to verbalize their thoughts
and feelings. Be a good listener!
10. Monitor your own stress level. Don’t ignore your own feelings of anxiety, grief, and
anger. Talking to friends, family members, religious leaders, and mental health
counselors can help. It is okay to let your children know that you are sad, but that you
believe things will get better. You will be better able to support your children if you can
express your own emotions in a productive manner. Get appropriate sleep, nutrition, and
exercise.
When a Grieving Classmate Returns
First Words
The classmate probably feels like he/she is from a different planet when returning to
school.
There is very little you can say wrong, so talk to the classmate.
At least say, “hello,” “welcome back,” “I’m glad to see you,” or something similar.
The brave might even say, “I missed you,” “I’m so sorry to hear about your _____’s
death.”
Even braver friends might even make statements like “It must be incredibly tough to have
your _______ die.”
Another option: write a brief note.
30
If your classmate cries, that is okay; you did not cause the grief and you can’t make the
person feel worse. Offer comfort and a tissue.
Helping the Classmate Adjust to the Class
Offer to provide past notes.
Offer to provide notes for comparison for the next week or so (your classmate’s attention
span will probably vary for several weeks).
Give the classmate your phone number to call if having problems with homework.
Ask your classmate if you can call to check on how homework is going.
Ask the teacher if you can be the student’s helper for a week.
Offer to study together in person or over the phone; this might help with both motivation
(grieving students frequently do not feel like doing school work) and with concentration.
Some Don’ts
Don’t shun. Speak to the student.
No cliché statements (e.g., “I know how you feel” when nobody knows the unique
relationship the classmate had with the deceased).
Don’t expect the person to snap back into the “old self.”
Don’t be surprised if classmate seems unaffected by the loss, everybody has his/her own
way of grieving.
Don’t be afraid to ask appropriate questions about the deceased, like “what did you and
your ______ enjoy together?” (people never tire of talking about the person they grieve).
Just because the classmate may seem to be adjusting to school again, don’t assume the grieving
has stopped, not the need for comfort and friendship.
Guidelines for Understanding and Responding to a Crisis
1. Here are some of the emotions you may observe in your students (or in yourself)
following a tragedy.
Numbness, shock, denial – After a sudden death, you don’t want to believe it has
happened; you had no preparation for its occurrence.
Confusion – Why did this happen? I don’t understand the circumstances. How could
this happen to someone I know?
Fear – Could something like this happen again? Will something like this happen
again?
Grief – Sadness, crying, a deep sense of personal loss.
Anxiety – A difficulty in explaining or understanding the tragedy; things are not the
same at school or in my class.
Depression – Emptiness, unhappiness, loneliness
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Guilt – An irrational feeling of responsibility for the event. What could I have done
to prevent it?
Anger – Why did someone do a violent, senseless thing? Why did others let it
happen? Anger can be directed towards a specific person or persons or be a more
general feeling of anger.
2. Here are some of the changes in behavior you may see. Most, if not all of these changes,
will be temporary. Children are resilient and do bounce back.
Lack of concentration – forgetfulness, inability to focus on schoolwork, household
chores, or other leisure activities.
Lack of interest in usual activities – Their mind is preoccupied with other thoughts
and feelings and what would usually be very enjoyable may not have much appeal.
Greater dependency – A need to feel protected may result in their wanting to do more
with you or not wanting to have you away from them for long periods of time; some
kids may not want to be alone.
Problems with sleeping and eating – Difficulty going to sleep, occasional bad dreams
or a decreased appetite are common physical reactions to a stressful event.
Overly quiet or overly talkative or a combination – Adults may need to talk about the
tragic incident over and over again, asking questions that may be unanswerable but
needing to ask them anyway. This repetition is often a healthy way of working
though the grief process; on the other hand, a student may not want to talk about it
much with you, preferring to discuss it with friends, classmate, parents – those who
may have been closer to the tragedy; or the students may not want to talk to anyone at
all.
3. Here are some things that teachers and parents can do to help a child through this
difficult time
Listen – Don’t interrupt, he/she needs to be heard.
Accept feelings – They are valid feelings for this student, even though your feelings
may not be similar ones.
Empathize – Let the child know that you recognize his/her sadness. Confusion, anger,
or whatever feelings he/she has about the tragedy.
Reassure – The students are not responsible for what happened.
Accept – The student may not want to talk about the trauma right away. Let him/her
know you are willing to listen whenever he/she wants or needs to talk about it.
Be tolerant of temporary changes.
Maintain as much of a sense of routine as possible.
Provide additional activities if the student seems to have excess energy.
Do not hesitate to ask for help.
Adapted from Robert L. Lewis, Ph.D., Clinical Psychologist, Clayton MO
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Individual Counseling Summary
Team Member
Date Time Name Comment Referred ()
33
Group Counseling Summary
Team Member(s)
Date Time a.m. / p.m.
Purpose of group
Intervention strategies utilized
Brief Summary
Students Present:
