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The Butler County Schools
Comprehensive
Counseling and Guidance
Plan
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Darren Douthitt, Superintendent
Butler County Board of Education
211 School Highlands Dr
Greenville, Alabama 36037
Phone: 334-382-2665 Fax: 334-382-8607
E-mail:
[email protected]
Website:
www.butlerco.k12.al.us
Members of the
Butler County Board of Education
Billy Jones
(District 1)
Terry Williams
(District 2)
Joseph Lisenby
(District 3)
Linda Hamilton
(District 4)
Mickey Jones
(District 5)
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Butler County Schools Directory
School Info
Counselors
Grades Enrollment
Georgiana School
Ward Thipen, Principal 866 Highway 31 South Georgiana, AL 36033 Phone: 334-376-9130
LeNicki Moore K4-12 545
Greenville High School Joseph Dean, Principal 100 Tiger Drive Greenville, AL 36037 Phone: 334-382-2608 Todd Henderson Tomesha Hamilton 9-12 699
Greenville Middle School Curtis Black, Principal 300 Overlook Road Greenville, AL 36037 Phone: 334-382-3450 Michelle Myrick Kent McNaughton Margret West 5-8 751
Greenville Elementary School Bryant Marlow, Principal 102 Butler Circle
Greenville, AL 36037 Phone: 334-382-7614
Pat McNaughton 3-4 385
McKenzie School Mike Gunter, Principal P. O. Box 158
McKenzie, AL 36456 Phone: 334-374-2711
Haden Horton K4-12 356
W.O. Parmer Elementary Catherine Tanner, Principal 100 Butler Circle
Greenville, AL 36037 Phone: 334-382-8720
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Butler County School System Mission Statement
The Butler County School System believes that counseling and guidance is an essential part of the instructional program. Each student has the right to respect and dignity as a human being and to the guidance and counseling described in the state and local plan without regard to person, belief, character or race.
Counseling and guidance is for all students and its purpose is to assist each individual in attaining his/her maximum potential in academics, career opportunities, and personal/social development. All students should participate in guidance activities that prepare them for meeting present and future challenges. Counselors also work collaboratively with educators, parents and community members to empower students to reach their highest level as productive members of society.
A developmental guidance and counseling program is an essential component of the total instruction program through which students have maximum opportunity for development.
Developmental guidance and counseling involves a planned, purposeful, and sequential program of activities that are age appropriate for each grade level. Developmental activities are designed to facilitate the total development of students in all areas-personal/social, educational progress, and career.
To be most effective, a comprehensive guidance and counseling program should be holistic and developmental in nature. The counseling program in Butler County provides for the following services: preventive group guidance activities, individual and group counseling, consultation, referrals to community agencies, crisis intervention, at risk counseling, assessment, placement and follow-up.
The goals of the comprehensive and developmental program are to assure that students in Butler County will show increased positive self-esteem, improved decision making skills, more
5 | P a g e satisfying personal/social relationships, greater academic success, an improved ability to enter the world of work, and hopefully, increased success in life.
Counseling and Guidance Mission Statement
It is the belief of the Butler County Counseling and Guidance Department that an
effective counseling and guidance program is a vital part of the total educational experience for all students. Each student has the right to experience respect and dignity as a human being and to be treated as a unique individual with feelings, hopes, and desires. The counseling and guidance program is designed to assist all students in attaining their maximum potential in academic, career, and personal/social development.
The program strives to meet the needs of the students through large and small group activities, individual counseling sessions, consultations with faculty, parents, and community agencies, and other means as deemed necessary. The counseling and guidance program is aligned with the overall academic mission of the school system and follows through with a planned, purposeful, and sequential program of activities that begins when a child enters school through the twelfth grade.
Butler County Counselors
Butler County has a unique make-up of grades and combinations for the various schools within the county. McKenzie High School and Georgiana School have a K-4 through twelfth combination. W. O. Parmer has grade levels K-2. Greenville Elementary School’s combination is grades 3-4 while Greenville Middle is made up of grades 5-8. Greenville High School is the only true high school grade combination with grades 9-12 being served. Because of the complex grade combinations for the schools in Butler County, counselors do not normally fall under a specific grade level job description but are flexible.
6 | P a g e The counselors use various methods to make the counseling and guidance program curriculum successful, such as large and small groups plus individual sessions. In some cases in-district
specialists and outside agencies are utilized. Needs assessments are designed to get feedback in order to update the program. Activities are designed to contribute to the effective operation of each school. An advisory committee is organized in each school to advise and assist with the development and implementation of the comprehensive counseling and guidance program. The counselors plan,
evaluate, and revise the counseling and guidance program for their schools. Professional development is ongoing for the counselors in the Butler County School System. Counselors collaborate with other school personnel to assist students in making a smooth transition from the students’ present school to the next school level. Orientation activities are provided for the students and parents. Assessment results and the implications for educational planning are made available for the students, parents, and staff. Most counselors serve as the building test coordinators for their schools and serve on the Problem Solving Team.
Parenting classes are provided on various topics throughout the year. Counselors cooperate and collaborate with other professional in enhancing the education of students. Counselors also cooperate with other school personnel in helping to place students with special needs in appropriate programs.
High School Counselor
The high school counselors provide a comprehensive counseling and guidance program for high school students; consult and collaborate with teachers, parents, and staff to enhance effectiveness in helping students; and provide support to other high school educational programs. A major component for students who enter high school is that each student establishes a portfolio with a four-year educational/career plan in the eighth grade as courses are selected for the beginning of high school, the ninth grade. The four-year educational/career plan follows the student through the twelfth
7 | P a g e grade and is updated each year according to the goals and plans of the student. A countywide pre-registration form is provided in order for students and parents to make course selections, sign, and return forms to the designated school. The countywide college/career day is another avenue to further enhance students’ options and opportunities in leading successful, productive lives.
Middle/Junior High School Counselor
The middle/junior high school counselors provide a comprehensive counseling and guidance program for the middle/junior high school students; consult and collaborate with teachers, parents, staff, and community agencies to enhance effectiveness in helping students; and provide support to other middle/junior high school educational programs. Middle/junior high school students are at a transitional time in their lives; therefore, the counseling and guidance program is designed to meet the needs of the students during this transitional time. The curriculum stresses decision making, self-understanding, study skills, and career exploration. Each student is given the opportunity to reach academic potential, to gain a better understanding of individual capabilities, and to build a productive, and self-disciplined individual. Each student is provided with quality instructional programs and educational experiences, which promote mental, social, emotional, physical, and personal development. Positive interaction is encouraged with the students, staff, parents, and community.
The counseling and guidance program activities involve, but are not limited to, helping with knowledge of self and others to gain self-awareness, develop positive attitudes, make healthy choices, respect others, gain responsibility, develop relations skills, resolve conflicts, and make
effective choices. Also, a variety of activities are chosen for students to help with educational goals by applying effective study skills, setting educational goals, learning effectively and gaining test-taking
8 | P a g e skills. Finally, various activities for students involving career planning include forming a career
identify, planning for the future, combating career stereotyping, and analyzing skills and interest.
Elementary Program Components
At the elementary level, counselors introduce and develop the skills and attitudes necessary for school success. Strong emphasis is placed on developing self-awareness, self-esteem, good interpersonal relationships, decision making skills, and exploration of career and educational goals.
The elementary guidance program includes classroom guidance activities, small group guidance and individual counseling. Classroom guidance activities and lessons may include, but are not limited to:
Starting the year off right; routines and responsibilities; study habits, communication skills
Peer relationships; getting along with others; bullying; problem solving and conflict resolution
Rules and respect; making good behavior choices
Self-concept and self-esteem; “Be the Best You Can Be”
Making good decisions; learning to say “no” (Red Ribbon Week) Introduction to careers and the world of work
Test taking skills, setting goals, preparing for state assessments; understanding students’ scores(data)
Personal safety; “stranger smart”, internet dangers, abuse (Blue Ribbon Week) Small group and/or individual guidance may include, but are not limited to:
divorce death/grief
dealing with disappointments living in stressful homes
peer pressure/making and keeping friends improving grades
improving behavior ADD/ADHD, disabilities
Individual or small group sessions may lead to a referral to an outside agency, parent conference and follow-up counseling.
9 | P a g e Another component of an elementary counselor’s program is working with parents either on an individual basis or in parenting classes/workshops or informational meetings. Offering parents’ assistance with behavior issues, helping with reading or math, and understanding state assessments/grading practices are some of the topics offered.
Elementary counselors often need to consult with other educators and/or parents in order to meet the needs of their students. Responsive counseling may include referral to an outside agency. Crisis counseling may be needed, and may include: dealing with a death, a traumatic event, or crisis situation at school or home. Peer facilitation is more appropriate at the upper elementary level, grades 3-5. An on-line bullying program has been used successfully, as well as designating students to serve as peer helpers in classrooms.
Elementary counselors offer system support in many ways. Counselors participate in all system-wide in-service activities, as well as school in-services and other professional development opportunities. They attend faculty and grade level/department meetings, serve on Leadership teams, Title I committees, and various other school and county advisory committees. Counselor system support may also include:
Consulting and collaborating with principals, teachers and staff Organizing and managing the counseling program effectively Serving on the school’s Response to Intervention (RTI) team Community awareness of activities
Forming a relationship with DHR, Children’s Advocacy and Mental Health Serving as Building Test Coordinator
Assisting the testing program by helping educators understand data and prepare for assessments
Participating in personal and program evaluations Performing duty responsibilities professionally