Roberto Clemente Middle School
Comprehensive School Counseling Program
2015-2016
TABLE OF CONTENTS
I.
II.
III.
Foundation
a. Introduction
b. Philosophical Statement
c. Vision & Mission Statements
Delivery System
a. Essential Roles of the School Counselor
b. Job Description
c. Delivery System Activities
Management System
a. School Counseling Master Calendar & Month-by-Month Activities
Roberto Clemente Middle School
Counseling Services
FOUNDATION
Welcome! As part of our department re-alignment with the ASCA model, we will be revising and updating our program plan on a
regular basis. Please check back often for changes!
Introduction
The Roberto Clemente Middle School Counseling Services Program is modeled after the American School
Counseling Association (ASCA). The ASCA National Model is a framework for School Counseling Programs,
which recommends that the majority of the school counselor’s time be spent in direct service to all students
so that every student receives maximum benefits from the program.
The national standards include:
 School counselors as an integral part of the educational mainstream.
 School counseling programs are integrated into the educational curriculum.
To assure this learning, our school counseling program offers services to help students develop competencies
in three domains:
1. Academic
2. Career
3. Personal/Social
Roberto Clemente Middle School Counseling Staff & Contact Information:
Catherine M. Reddington, Resource Counselor
ESOL/RELL, 504 Plans, Alt 1 Program
[email protected]
Twitter: @MrsReddington
Wendy L. Morris
LAD, GTLD, LFI
[email protected]
Marcus Turner
6th Grade
[email protected]
Twitter: @RCMScounselor14
Natalie Williams
8th Grade
[email protected]
Connie D. Monte, Secretary & Registrar
[email protected]
Office #s:
301-601-0343
Fax: 301-601-0385
Karen M. Joseph
7th Grade
[email protected]
Roberto Clemente Middle School Counseling Services
Philosophical Statement
RCMS Counselors Believe:
 All students, regardless of background, have the ability to be academically successful.
 School counselors are essential to the developmental needs of students (academic, social/emotional,
future planning).
 All students need to feel safe and respected in order to develop into successful students and adults.
 School counselors are advocates for students, first.
 All stakeholders (home, school, & community) are responsible for the education and success of
students.
 Students learn from multiple perspectives.
 Students can learn to appreciate cultural diversity and differing opinions.
RCMS Counselors Believe A School Counseling Program Should:
 Be proactive, preventative, and evaluative.
 Create goals and make decisions that are data driven.
 Include the feedback and input of and be widely communicated to all stakeholders.
 Reach all students while recognizing diversity and various educational needs.
 Promote an intercultural understanding and respect for all members of society.
RCMS School Counselors Will:
 Abide by the professional ethics of school counselors as determined by the American School
Counseling Association (ASCA).
 Recognize our responsibility to be lifelong learners and masters of our craft by engaging in continuing
professional development.
 Provide appropriate and adequate professional development to assist all staff members to be wellversed in the social/emotional development of our students.
 Support students in academic & social/emotional growth.
 Model what it means to be an International Baccalaureate Learner by living the IB Learning Profile.
Roberto Clemente Middle School Counseling Services
Vision & Mission Statements
RCMS Counseling Services Vision:
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The vision of the RCMS Counseling Department will empower all students to:
Be reflective thinkers and recognize their own strengths, abilities, and passions in order to become
successful students.
Be principled in promoting an atmosphere of social justice and equity with a concentration on positive
relationship building amongst all students, staff, and community.
Become lifelong learners and inquirers and to reflect on their own personal growth.
Collaborate, take risks, and manage conflict in a healthy and appropriate way that recognizes and
appreciates the differences of an international community.
We want our students to be knowledgeable in social and emotional wellness.
Be able to recognize and seek help; be self-advocates and risk-takers.
RCMS Counseling Services MISSION:
The mission of the Roberto Clemente Middle School Counseling Department is to provide equal access
for all students to a comprehensive school counseling program delivered by certified professional
school counselors that meets the needs of every student. The comprehensive school counseling
program collaborates with stakeholders to meet students’ developmental needs while fostering positive
social and emotional interactions. We will empower and challenge the RCMS community to be
international-minded students of principle and character as well as academic risk takers who seek out
authentic learning experiences. As a result, all students will be able to identify personal strengths that
can be applied to achieve their academic, career, and personal/social goals.
Roberto Clemente Middle School Counseling Services
Demographics
1/30: MCPS Updates are coming soon!
Roberto Clemente Middle School
Counseling Services
Delivery System
ESSENTIAL ROLES OF THE RCMS SCHOOL COUNSELORS
RCMS School Counselors provide developmental comprehensive school counseling program content in a
systematic way through:
 Classroom lessons, Small Groups, Programs, or Workshops.
 Weekly Kid Talk with teachers to problem-solve academic or behavioral concerns.
 Weekly Team Leader-Administrator-Counselor (TAC) meetings to further address students’ needs.
 Weekly Coordinated Student Support Team (CSST) meetings to address the most intense student
needs.
 Staff professional development through literature, team or faculty meetings, or one-on-one
consultation.
 Quarterly parent workshops
RCMS School Counselors address students’ immediate needs through:
 Prevention and Intervention
o Crisis counseling
o Abuse/Neglect
o Mediation
o Grief/Loss
o Anger Management
o Relationship (Social) Concerns
o Academic Issues
o Attendance
o Conflict Resolution
 Individual and Group Counseling
 Referrals and reporting to appropriate community agencies
 Conducting parent conferences or EMT’s to facilitate collaboration between teachers, students, and
parents.
RCMS School Counselors assist students and parents in the development of academic and career plans
through:
 Being an advocate for all students
 Assisting school staff in the placement of students in the proper educational programs
 Acting as a resource person/team member for IEP work
 Providing guidance through and clarification of the 504 Plan Program
 Preparation for/exploration of post-secondary options
 Exploration of a four-year high school plan
RCMS School Counselors coordinate, conduct or participate in activities that contribute to the effective
operation of the school through:
 Creating, developing, managing, & evaluating a counseling plan.
 Advocating for the school counseling program.
 Collecting, analyzing, and interpreting data that supports students and the counseling program.
 Consulting and coordinating with in-district and community agencies.
 Assisting in supporting a positive school climate.
 Continuing professional development.
ASCA Recommended Distribution of Total School Counselor Time
Responsive Services
30-40%
System Support
10-15%
Counseling Curriculum
25-35%
Individual & Group
15-25%
Roberto Clemente Middle School Counseling Services
Job Descriptions
Counselor, Secondary School
MONTGOMERY COUNTY PUBLIC SCHOOLS
CLASS DESCRIPTION
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction, is responsible for providing comprehensive
developmental guidance and counseling services to students in the area of academic achievement, career and
educational decision making and personal/social development. Acts as a consultant in this regard to staff, parents
and community.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of MCPS Policies and Procedures, Comprehensive
Guidance and Counseling Program, and Program of Studies. Knowledge of growth and developmental stages of
adolescents. Ability to read, take notes, and interpret written materials. Ability to work effectively as a team
member and independently with staff, students, and parents. Ability to use a computer and other technological
equipment. Ability to use the computer for on-line scheduling. Excellent oral and written communication skill's with
the ability to speak effectively to both large and small groups. Excellent human relations skills with the ability to
establish good relationships with many different types of individuals and groups
EDUCATION, TRAINING, AND EXPERIENCE: Master's degree from an accredited college or university in school
guidance and counseling; Experience as a teacher and/or counselor preferred.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland state certification requirements for school
guidance and counseling.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) As required by
the duties and responsibilities of the job.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Required to attend school meetings,
programs and activities outside the instructional day as mandated by the MCEA agreement.
OVERTIME ELIGIBLE: No
EXAMPLES OF DUTIES AND RESPONSIBILITIES:
Uses group and responsive counseling strategies to assist students in knowing their own learning pattern, and to
develop and plan their personal educational experiences.
Provides group and responsive counseling to encourage students to utilize the counselor for personal and social
problems which have an effect on learning, motivation and personal development.
Utilizes group and responsive counseling to assist students in developing decision-making skills and provide related
experiences to help them attain understanding of their abilities, interests and values as part of the 4-year planning
process.
Provides group and responsive counseling to assist students in developing increased self-awareness and a positive
sense of identity by taking a realistic look at their abilities, interests and life goals.
Provides system support by identifying students who require special consideration and attention and initiates or
arranges for modified curricula programs or education alternatives designed to motivate and contribute to
productive school experiences.
Utilizes individual, group and responsive counseling to help students become aware of the world of work and the
options open to students for employment.
Uses responsive counseling strategies to establish relationships with colleagues, students, parents, and community
which reflect recognition of and respect for every individual.
Participates in school management teams and shares responsibility for the total school program as a part of
individual planning and systems support.
Establishes a counseling and guidance program which meets the student competencies and program
implementation as outlined in the MCPS Comprehensive Guidance and Counseling Program.
Performs related duties as required.
Counselor, Resource
MONTGOMERY COUNTY PUBLIC SCHOOLS
CLASS DESCRIPTION
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction, provides a comprehensive developmental
program to students in the area of personal and social development, academic achievement, and career and
educational decision making; acts as a consultant in this regard to staff, parents and community. Under direction,
provides management of guidance services to students, staff, and parents, including academic, career and
personal/social counseling; serves as the guidance department's liaison with administration, staff and community.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of the role of a counselor and the MCPS Policies
and Procedures regarding guidance/counseling. Thorough knowledge of the Comprehensive Guidance and
Counseling Program and the MCPS Program of Studies. Knowledge of growth and development stages of
adolescents. Ability to read, take notes, and interpret written material. Ability to work effectively as a team
member and independently with staff, students, and parents. Ability to use a computer for on-line scheduling.
Ability to do counselor/department observations and supervision. Excellent oral and written communication skills
with ability to speak effectively to both large and small groups. Excellent human relations skills with the ability to
establish good relationships with many different types of individuals and groups.
EDUCATION, TRAINING, AND EXPERIENCE: Master's degree from an accredited college or university in school
guidance and counseling. Three years experience as a counselor. Other combinations of applicable education,
training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the
position may be considered.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland state certification requirements for school
guidance counselor.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) As required by
the duties and responsibilities of the job.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Required to attend school meetings,
programs and activities outside the instructional day as mandated by the MCEA agreement.
OVERTIME ELIGIBLE: No
EXAMPLES OF DUTIES AND RESPONSIBILITIES:
1. Effectively performs the duties and responsibilities of a secondary counselor as defined in the Comprehensive
Guidance and Counseling Program.
a. Provides responsive counseling services to students
b. Meets with students for individual planning
c. Participates in group guidance activities
2. Provides leadership in the development and implementation of objectives and operational plans for the guidance
program in accordance with MCPS Comprehensive Guidance and Counseling Program.
a. Establishes a yearly calendar with the department members to accomplish program goals within a specific
timeline
b. Facilitates an equitable counselor assignment
c. Attends countywide resource counselor meetings
d. Leads regular department meetings to keep counselors up-to-date on policy, regulations, and new procedures
3. Assists students/staff in becoming knowledgeable about learning patterns, identifying and developing student
potential and planning educational experiences
a. Disseminates information to students and staff regarding programs, scheduling orientations, etc. b. Assures
student/staff awareness of the counselor's role and function
c. Provides information regarding financial aid, scholarships, careers and colleges to students
4. Organizes/coordinates assessments of school and student needs and the implementation of group and individual
counseling services related to the assessment results
a. Assists students in making post-high school plans by encouraging the use of the career center
b. Encourages college visitations and attendance at military, career information and college/job fairs
c. Promotes the concept of guidance as a total school responsibility involving the close cooperation of all staff
members
5. Serves as a consultant to the principal presenting the guidance point of view on matters such as scheduling and
articulation/instructional programming
a. Serves as a liaison with cluster, county and state personnel
b. Coordinates the implementation of guidance-related surveys/reports
c. Serves as advisor to the Guidance Advisory Committee
d. Participates in staff meetings
e. Supports in-service activities for guidance counselors
6. Participates in interviewing, selecting and evaluating guidance staff
a. Conducts evaluations of the guidance secretary, registrar, career information coordinator and other assigned
personnel in accordance with all MCPS regulations
b. At the principal's discretion, may serve as a second observer in the evaluation of counselors in accordance with
MCPS regulations
c. Participates in interviews and other aspects of the staff selection process
7. Supervises the guidance secretary, registrar, career information coordinator and other assigned personnel and
facilitates counselor participation in professional growth and development activities
a. Facilitates communications by conducting regular department meetings and arranging counselor/administrator
meetings
b. Conducts observations and follow-up conferences
c. Helps to establish and implement uniform department procedures in areas such as enrollment, withdrawal and
referral
d. Promotes the concept of team effort to implement guidance services
e. Participates in a variety of national, state and local meetings/workshops for professional development
8. Serves as account manager for all guidance funds.
a. Maintains accurate and up-to-date records of all receipts and expenditures of the guidance department b. Assists
in budget preparation by making recommendations related to the needs of the guidance department
9. Serves as liaison with local parent and community groups
a. Coordinates the communication of guidance information to parents and to the community
b. Promotes the concept of parent/community involvement within the school
c. Coordinates and updates information about community resources
Roberto Clemente Middle School Counseling Services
Delivery System Activities
Counseling Curriculum
Responsive Services
Description:
Provides comprehensive
counseling program content
in a systematic way to
students in grades 6-8.
Description:
Counselors identify and
support students who
face barriers to learning.
Purpose:
Personal growth, student
awareness & reflection,
cultural competency, and
application of life skills.
Counselor Role:
-Counseling curriculum
implementation
-Classroom or structured
groups
-Consultation
Activities:
-Classroom Lessons
-Parent Workshops
-Academic Prep for high
school & post-secondary
options
-Supporting School-wide
programs: Humanities &
Math/SCI; IB Middle Years
Program (MYP)
Purpose:
Prevention &
Intervention
Individual Student Planning
System Support
Description:
All students are informed &
encouraged to participate in
the range of educational
opportunities and rigorous
course available to them.
Purpose:
Academic Planning, Career
Awareness, Goal Setting,
Academic Transitions
Description:
Includes program, staff and
school support activities
and services.
Counselor Role:
-Individual Counseling
-Small Group Counseling
-Community Referral
-Consultation
Counselor Role:
-Planning
-Placement
-Consultation
Activities:
-Individual & Group
Counseling
-Referrals/Reporting
-Parent Conferences
-Mediation
-Networking with mental
health resources in the
community
-Fostering partnerships
with social services to
provide material and
financial support to our
families in need (i.e.
clothing/food/housing
assistance, etc.)
-Weekly Coordinated
Student Support Team
(CSST) meetings
Activities:
-Enrollment/Scheduling of new
students
--Data review with teachers,
administrators and content
specialists to ensure students
are correctly placed in classes
that challenge their academic
ability.
-Academic Planning (or
assessment)
--4 year plans
--High School Registration
--Magnet Program App
-Goal-Setting & Evaluations
Counselor Role:
-Develop & Manage
Program
-Develop relationships and
partnerships
-Consultation
Activities:
-Creating/Evaluation of
Yearly counseling plan
-Advisory Council
-Networking
-Professional Development
-Staff Support
-Data Analysis
-Advocacy for schoolcounseling programs
-Fair Share responsibilities
Purpose:
Program delivery &
support.
Roberto Clemente Middle School
Counseling Services
Master Calendar 2015-2016
August
 Create/Revise 504 At-a-Glances
 Distribute 504 accommodations to teachers
 Meet with PE CS to determine timing of Abuse lessons in Health Curriculum
 Determine schedule for CSST meetings & Attendance Review Meetings (collab. w/ Admin, PPW,
School Psych)
 Send 1st round of permission slips for Back Pack program
 Schedule new students who enroll
 Arrange for weekly parent volunteers in counseling office
 Begin recruitment for the Truancy Prevention Program
September
 Set up Counseling Intro/Bullying lessons
 Distribute Needs Assessments to students
 Review CPS reporting/Suicide Protocol with staff
 Send out Student Needs Assessment Letters
 Send out 2nd Round of Back Pack Program permission slips
 MCPS-mandated Attendance letters for 2nd semester of previous year sent out
 Arrange for SRO to meet with ESOL classes
 Begin planning 1st quarter Parent Workshop
 Finalize participants in the Truancy Prevention Program
October
 Finish Counseling Intro/Bullying Lessons
 Conduct Student Needs Assessments after Map testing
 Put together list of families to be referred for Holiday Baskets
 Anti-Bullying Month activities
 Begin planning high school fair in November
 Begin collecting requests for High School Magnet Program transcripts
 Begin collecting requests for Private school transcripts
 Begin looking up where 8th graders will attend high school next school year
 Mid-term: work with grade level teams to provide interventions to currently ineligible students; begin
lunch bunch groups
 Assist in enrolling students in the Extended Day Program for reading and math
 Review Needs Assessments—determine group services and begin planning
November
 Magnet Program Apps due
 High School Fair
 Schedule 4-year plan lessons with 8th grade (For Dec.)
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Meet with Content Specialists to discuss the process for making placement recommendations for next
school year.
End of term: review ineligible students and check with team leaders to set up EMT’s, if appropriate
Recruit/Begin the Good Grief Club/Implement other appropriate group services as need indicated on
Needs Assessments
December
 Elementary School Outreach: introduce next year’s counselor(s)
 Elementary school articulation breakfast
 Begin process of setting up Power Schedule in preparation for developing next year’s Master Schedule
 Set up dates for Elementary School Visits
 Create Scheduling and Articulation document in Drive
 Mid-term: work with grade level teams to provide interventions to currently ineligible students; revise
lunch bunch groups
 Department Review: data analysis & goal setting for spring semester
January
 Set up dates to hand out high school registration Cards
 Confirm dates for high school registration
 Revise 5th grade parent presentation
 Set up dates for in-hour registration card distribution & online registration
 Finalize participants in the spring session of the Truancy Prevention Program & After school tutoring
program
 End of term 2: review ineligible students and check with team leaders to set up EMT’s, if appropriate
February
 Nat’l School Counseling Week
 MCPS-mandated Attendance letters for 1st semester are sent out; families contacted, as appropriate
 Mid-term: work with grade level teams to provide interventions to currently ineligible students; revise
lunch bunch groups
 In-house registration:
o Cards handed out, Presentations conducted during Advisory
o Cards collected—assistance provided to students who do not have internet access from home
o Counselors review and finalize all course requests and recommendations in preparation for
course tallies.
March
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Submit course tallies for staffing review, begin building Master Schedule for following school year.
End of Q3, look at possible retentions and send notification/contact families/Set up conferences or EMT
Recruit/Begin 2nd session of the Good Grief Club
Send out call for School Counseling Program Advisory Council participants/schedule Advisory Council
date & time
April
 First draft of 16-17 Master Schedule; provide feedback to Leadership Team
May
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At interims, in-danger-of-failing letters/phone contact
Schedule Articulation with McAuliffe, Germantown, Great Seneca, Clopper Mill ES
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Send request for articulation information to remaining elementary schools
Set up and promote Parent Needs Assessment with current 6th and 7th grade parents, provide
information to elementary schools in order to obtain feedback from rising 6th grade parents.
Conduct School Counseling Advisory Council meeting
Continue working on the Master Schedule for next school year
June/July
 Confirm student participation in summer school
 Balance class sizes,
 Confirm dates for PTSA presentations—Quarterly (October, Dec, March, May)
 Schedule Best Interest meetings for students and families in need of support over the summer
On-going:
 Weekly or bi-weekly department meetings
 Weekly grade-level Teacher, Administrator, Counselor meetings
 Weekly grade level Kid Talk meetings
 Weekly Collaborative Student Support Team (CSST) meetings with counselors, administrators, special
educators, school psychologist, parent liaision, & Pupil Personnel Worker
 Ongoing professional collaboration and support, as necessary, with counselor colleagues