NCSD Counseling
Handbook
NCSD Counselor Handbook 6.26.18 1 Table of Contents Section Page Number Introduction ...... 4 NCSD Counseling Vision/Mission ...... 5 NCSD Counseling Beliefs/Philosophy ...... 6 NCSD Program Goals, Curriculum, and Sample Action Plans ...... 6 Benefits of a School Counseling Program ...... 7 Counselor List ...... 9 Counselor Confidentiality ...... 11 Definitions of Policy, Procedure, Practice ...... 11 Legal Issues for Counseling ...... 12 NCSD Guidance and Counseling Program Overview (2008-2009) ...... 15 List of Counseling Curriculums ...... 27 Advancement Via Individual Determination ...... 28 NCSD Suicide Intervention Process ...... 33 Child Abuse Intervention ...... 57 504 Plans ...... 58 Also Accessible on Website 1. Synergy Instructions ...... 60 2. Sample Rowe 504 Evaluation Checklist ...... 63 3. Request for Medical Diagnosis Form ...... 65 4. ODE 504 Manual ...... 66 Homeless / Title X ...... 124 Attendance / Truancy Court ...... 134 Bullying & Harassment ...... 142 NCSD Graduation Requirements ...... 145 Frequently Used Education and SPED Acronyms and Terms ...... 146 Internet Resources ...... 148 Counseling Professional Library ...... 149 Student Education Records Retention Timelines ...... 153 Student Assessment Schedule ...... 155 School and Community Resources ...... 156 Alternative Programs Outside of NCSD ...... 170 Release of Information FORM ...... 172 Sample Letters & Presentations ...... 174 Early College Program (high school) ...... 184 American School Counseling Association (ASCA) Resources ...... 190
NCSD Counselor Handbook 6.26.18 2 ACKNOWLEDGEMENTS
Committee members: Dawn Seeberger, Scouters Mountain Elementary Linda Pfohl, Oak Grove Elementary Janelle Menzia-Murphy, Lewelling Elementary Laura Nelson, Clackamas High School Jim Corff, Putnam High School Theresa Halter, Milwaukie High School Holly Thompson, Rowe Middle School
First Published: August, 2016
Revised 8/14/17
NCSD Counselor Handbook 6.26.18 3 Introduction
This handbook was designed as a guide for school counselors in the policies and procedures for the North Clackamas School District (NCSD) as-well-as providing tools for the work of counseling students. The information for this handbook was compiled from existing sources in the district, local resources, and other school counseling handbooks across the nation. Much of the information is specific to the North Clackamas Schools including procedures that may have been in place for some time but never put in writing. Other procedures have been modified with the input and approval of the Counseling Steering Committee.
Counseling and guidance is an integral part of each school’s total educational program. NCSD’s is based on the American School Counseling Association National Model: A Framework for School Counseling Programs, which presents a model that helps prepare students for success in academic, career, and personal/social development. The counseling and guidance program helps students achieve their full potential through four program delivery components: School Guidance Curriculum, Individual Student Planning, Responsive Services, and System Support.
As with any handbook, it is intended to be a guide—not a regulatory manual. This resource is developed to be a living document that is updated and expanded, as meets the needs of our school counselors, to help them better meet the needs of students. The school counselor is an essential member of the educational team that supports and enhances student achievement and success. Counselors have the professional skills, desire and ability to help students realize their dreams. It is our hope that this handbook will greatly aid our counselors helping them do what they do best—counsel students.
NCSD Counselor Handbook 6.26.18 4 NCSD COUNSELING VISION/MISSION NCSD Counseling Vision All NCSD students participate in rigorous, high-quality education programs preparing them to be successful citizens of the larger community. NCSD Counseling facilitates student support through program practices and through partnerships between the school, family and community.
*The term Counselor includes those in a position titled Child Development Specialist.
NCSD Counseling Mission The mission of the counseling program of the North Clackamas School District is to facilitate meeting and enhancing students’ social, emotional, academic and career development. By serving all students K-12, the counseling program provides age-appropriate services, removes barriers, and provide support that give students the opportunity to follow their own path and discover new possibilities on the journey to graduation, college and career.
North Clackamas School District Mission Preparing graduates who are inspired and empowered to strengthen the quality of life in our local and global communities.
NCSD Counselor Handbook 6.26.18 5 NCSD COUNSELING BELIEFS/PHILOSOPHY NCSD Counseling Beliefs/Philosophy
The School Counseling Program is based on developmental concepts and theories and recognizes the strengths of each individual. The program is preventative and proactive; it encourages students, staff and community to appreciate the contributions, rights and responsibilities of themselves and others.
The counselors in the North Clackamas schools believe: 1. All students can achieve at high levels. 2. Every student is valuable and is treated with dignity and respect. 3. All students will have access to high quality school counseling services. 4. All students’ ethnic, cultural, racial differences or race, color, religion, national origin, gender, age, sexual orientation, physical requirements, and learning disabilities are considered in the design and delivery of school counseling services. 5. All students deserve a safe and nurturing environment.
The NCSD Comprehensive School Counseling Program: 1. Is an integral part of the total educational process of the North Clackamas Schools. 2. Is planned, coordinated, managed and evaluated by the school counselors. 3. Is available to all students to assist them with social-emotional, academic, and college and career counseling needs. 4. Stimulates student learning. 5. Encourages supportive, positive parental involvement in the schools. 6. Helps build a positive school environment by encouraging collaboration among counselors, teachers, administrators, parents and the community to further student achievement. 7. Is continuously refined and improved through systematic review and evaluation of student performance data.
All Counselors in the North Clackamas Schools: 1. Are guided by the Ethical Standards of the American School Counseling Association and the Counseling Principles of Good Practice of the National Association of College Admission Counseling. 2. Engage in scholarly professional development activities.
NCSD Program Goals, Curriculum, and Sample Action Plans The NCSD counseling program is an essential component of the educational experience of all students. K-12 Counseling Programs address the needs of the whole student. A comprehensive school counseling program is developmental and sequential in nature. This comprehensive program addresses students’ needs in three domains: academic, social-emotional, and college and career. All students have the right to the benefits of a proactive and preventive program designed to maximize success for each person, while minimizing the frequency and impact of crises, students experience of a well-designed school counseling program, will better prepare students to meet the challenges of life and work.
NCSD Counselor Handbook 6.26.18 6 BENEFITS OF A SCHOOL COUNSELING PROGRAM
Comprehensive developmental school counseling programs positively impact students, parents, teachers, administrators, boards and departments of education, school counselors, counselor educators, post-secondary institutions, student services personnel, business and industry, and the community. The benefits to each of these groups include the following:
Benefits for Students • Prepares students for the challenges of the 21st century through academic, career and personal/social development • Relates educational program to future success • Facilitates career exploration and development • Develops decision-making and problem-solving skills • Assists in acquiring knowledge of self and others • Enhances personal development • Assists in developing effective interpersonal relationship skills • Broadens knowledge of our changing world • Provides advocacy for students • Encourages facilitative, cooperative peer interactions • Fosters resiliency factors for students • Assures equitable access to educational opportunities
Benefits for Parents • Prepares children for the challenges of the 21st century through academic, career and personal/social development • Provides support for parents in advocating for their child’s academic, career and personal/social development • Develops a system for their child’s long-range planning and learning • Increases opportunities for parent/school interaction • Enables parents to access school and community resources
Benefits for Teachers • Provides an interdisciplinary team effort to address students’ needs and educational goals • Provides skill development for teachers in classroom management, teaching effectiveness and affective education • Provides consultation to assist teachers in their guidance role
Benefits for Administrators • Integrates school counseling with the academic mission of the school • Provides a program structure with specific content • Assists administration to use school counselors effectively to enhance learning and development for all students • Provides a means of evaluating school counseling programs
Benefits for Boards and State Department of Education • Provides rationale for implementing a comprehensive developmental counseling program in the school system
NCSD Counselor Handbook 6.26.18 7 • Provides assurance that a quality counseling program is available to all students • Demonstrates the necessity of appropriate levels of funding for implementation • Supports appropriate credentialing and staffing • Provides a basis for determining funding allocations for school counseling programs • Furnishes program information to the community • Gives ongoing information about student competencies and Standards for Excellence attained through school counseling program efforts
Benefits for School Counselors • Provides a clearly defined role and function • Eliminates non-counseling functions • Provides direct service to all students • Provides a tool for program management and accountability • Enhances the role of the school counselor as a student advocate • Ensures involvement in the academic mission of the school Benefits for Counselor Educators • Enhances collaboration between counselor education programs and public schools • Provides exemplary supervision sites for school counseling internships • Increases opportunities for collaborative research on school counseling program effectiveness
Benefits for Post-secondary Institutions • Enhances articulation and transition of students to post-secondary institutions • Prepares students for advanced educational opportunities • Motivates students to seek a wide range of substantial post-secondary options, including college • Benefits for Student Services Personnel • Provides school psychologists, social workers, and other professional student services personnel with a clearly defined role of the school counselor • Clarifies areas of overlapping responsibilities • Fosters a positive team approach, which enhances cooperative working relationships
NCSD Counselor Handbook 6.26.18 8 COUNSELOR LIST COUNSELOR LIST School Name Phone ext. Bldg. Email Elementary Schools Ardenwald April Mancini 35324 200 [email protected] Bilquist Lila Gilbert 35344 220 [email protected] Duncan Larry Madsen 33274 265 [email protected] Happy Valley Theo Thompson 35422 270 [email protected] Happy Valley Kathy Bell 35442 270 [email protected] Lewelling Janelle Menzia-Murphy 35444 290 [email protected] Linwood Theo Thompson 35464 300 [email protected] Linwood Bill Wooldridge 35463 300 [email protected] Milwaukie/El Puente Yesmen Harris 35482 310 [email protected] Mt. Scott Kathleen Egli 35504 315 [email protected] Oak Grove Linda Pfohl 35539 320 [email protected] Oregon Trail Gianna Bargetto 35547 335 [email protected] Riverside Linda Fund 35564 340 [email protected] Scouters Mt. Kathy Bell 33254 343 [email protected] Sojourner Bill Wooldridge 35463 390 [email protected] Spring Mt. Dawn Seeberger 35602 345 [email protected] Sunnyside Vicky Martin 35624 350 [email protected] View Acres Sue Wooldridge 3564 360 [email protected] Whitcomb Ellen Baltus 35665 370 [email protected]
Middle Schools Alder Creek Brian Monson 35717 140 [email protected] Alder Creek Stephanie Atkinson 35718 140 [email protected] Happy Valley Michelle Madera 31931 115 [email protected] Happy Valley Kevin Wright 31934 115 [email protected] Rock Creek Joni Casterline 35685 125 [email protected] Rock Creek Lindsay Kane 35686 125 [email protected] Rowe Stephanie Dreiman 35743 130 [email protected] Rowe Nathan Herendeen 35742 130 [email protected]
High Schools Clackamas Julie Bauder 38095 010 [email protected] Clackamas Ezra Kilfoil 38098 010 [email protected] Clackamas Laura J Nelson 38096 010 [email protected] Clackamas Erika Rutz 38097 010 [email protected] Clackamas Jennifer Schroeder 38099 010 [email protected] Clackamas Cara Stones 38100 010 [email protected] Milwaukie Roberto Aguilar 38311 020 [email protected] Milwaukie Anna Posthumus 38306 020 [email protected] Milwaukie 38304 020 Milwaukie Jennifer Krumm 38312 020 [email protected] New Urban Molly Fillion 33306 080 [email protected] New Urban Annarie Wergeland 33305 080 [email protected] Putnam Jim Corff 38514 030 [email protected] Putnam Ashley Mitchell 38512 030 [email protected] Putnam Noelle Zentz 38510 030 [email protected]
NCSD Counselor Handbook 6.26.18 9 COUNSELOR LIST CONT.
Charter Schools Clackamas Middle College Kami Aguilar 518-5925 x21 082 [email protected] Clackamas Middle College Michael Ferber 518-5925 x20 082 [email protected] Clackamas Middle College Karyn Renehan 518-5925 x18 082 [email protected] Clackamas Web Academy Nadia Frank 659-4664 x16 081 [email protected] Clackamas Web Academy Susan Roberts 659-4664 x25 081 [email protected] Clackamas Web Academy Lance Shipley 659-4664 x15 081 [email protected]
School Social Workers Rowe Middle School Evan King 35741 130 [email protected] Student Support Services Maureen Taylor 35537 320 [email protected] Student Support Services Bill Zehner 33730 370 [email protected]
Administrators Overseeing High School Counseling Clackamas High School Joe Bridgeman 35821 101 [email protected] Clackamas Middle College Brian Sien 518-5925 082 [email protected] Clackamas Web Academy Brad Linn 659-4664 081 [email protected] Milwaukie High School Irvin Brown 35832 020 [email protected] New Urban High School Noah Hurd 35933 080 [email protected] Putnam High School Ryan Richardson 35864 030 [email protected] District - Dir. Social Services Michael Ralls 31908 950 [email protected]
NCSD Counselor Handbook 6.26.18 10 COUNSELOR CONFIDENTIALITY COUNSELOR CONFIDENTIALITY Confidentiality is an ethical, not a legal term in school counseling. All school counselors are ethically bound by confidentiality in counseling sessions with students. Confidentiality means that the content of a counseling session will not be revealed to a third party unless the student’s own personal safety or the personal safety of another is involved. In all other instances, parents and students can expect that counseling sessions will be held in strict confidence. There is some ambiguity about what constitutes “personal safety” among counselors, but in all cases, parents are immediately notified when there is a credible indication, by word or action, that a student means to do harm to him/herself. Students who indicate an intention to do harm to others are immediately counseled, parents or guardians are called, and it is reported to a school administrator. In addition, all school personnel are considered “mandatory reporters” for child abuse. When abuse is suspected, all school personnel are required by law to contact the Clackamas County Department of Human Services to intervene on behalf of the child.
Oregon does not have a state law granting legal privilege to school counselors. This means that a counselor can be compelled to testify in court concerning the dialogue in a counseling session between a student and counselor. Oregon professionals who operate under legal privilege are doctors, attorneys, clergy, and spouses.
DEFINITIONS OF POLICY, PROCEEDURE, PRACTICE School Board Policy: School board policies are statements, which set forth the purposes and prescribe in general terms the organization and program of a school system. They create a framework within which the superintendent and his/her staff can discharge their assigned duties with positive direction. They tell what is wanted. The formulation and adoption of policies, recorded in writing, will constitute the basic method by which the board will exercise its leadership in the operation of the school system.
Administrative Regulation: Administrative regulations are detailed directions developed by the superintendent (or designated staff) to put policy into practice. They tell how, whom, where and when thing are to be done. Typically AR’s do not require board adoption. Changes to AR’s are posted in the Board Update as informational. For additional policy and administrative regulation information: http://www.osba.org/Resources/Article/Board_Policy/Policy_Definition.aspx
School Rules and Practices: These are developed by a school and describe how that school is going to administer a policy, procedure, and/or administrative requirement or guideline. These enable site-based specificity, but cannot be contrary to the policy, procedure, and/or administrative or guideline they are implementing. These rules and practices must be approved of by the Principal and/or appropriate building decision-making bodies, need to be kept current, and need to be posted online or otherwise be readily available upon request.
North Clackamas School District website for policy http://policy.osba.org/nclack/I/index.asp
NCSD Counselor Handbook 6.26.18 11 LEGAL ISSUES FOR COUNSELING Legal Issues for School Counselors Requests for Information Schools receive requests throughout the year from parents, members of the public, media, governmental entities and litigants for information or records, which may include requests for student records, disciplinary records, student demographics, and educational program information.
Most requests that counselors encounter fall under the FERPA, Family and Education Privacy Act. Basically, FERPA is a federal law that protects the privacy of student records and establishes the rights of students/parents to inspect their student records as well as correct inaccurate information in a student’s educational record. All employees of a school who have access to educational student records are responsible for guarding the confidentiality of the records.
Disclosure of Education Records Educational records or personally identifiable information contained therein shall be disclosed ONLY with the written consent of the parent or eligible student (a student who has reached age 18) subject to the following exceptions. Educational record information may be disclosed without consent:
1. To school officials who have a legitimate educational interest in the records. A school official is: • a person employed by the division as an administrator, supervisor, instructor or support staff member • a person appointed or elected to the School Board • a person employed by or under contract to the school district to perform a special task, such as an attorney, auditor, medical consultant or therapist. • a contractor, consultant, volunteer or other party to whom the school district has outsourced services or functions for which the school district would otherwise use employees and who is under the direct control of the school district with respect to the use and maintenance of education records
A school official has a legitimate educational interest if the official is: • performing a task that is specified in his or her position description or by a contract agreement • performing a task related to a student’s education • performing a task related to the discipline of a student • providing a service or benefit relating to the student or student’s family, such as health care, counseling, job placement or financial aid
2. To officials of another school, school system or institution of postsecondary education where the student seeks or intends to enroll or where the student is already enrolled so
NCSD Counselor Handbook 6.26.18 12 long as the disclosure is for the purposes related to the student’s enrollment or transfer.
3. To certain officials of the U.S. Department of Education, the United States Attorney General, the Comptroller General, and state education authorities, in connection with certain state or federally supported education programs.
4. In connection with a student’s request for receipt of financial aid as necessary to determine the eligibility, amount, or conditions of the financial aid, or to enforce the terms and conditions of the aid.
5. For the purposes of furthering the ability of the juvenile system to effectively serve the pupil prior to adjudication. The principal or his designee may disclose identifying information from a pupil’s scholastic record to state or local law-enforcement or correctional personnel seeking information in the course of his duties; an officer or employee of a county or city agency responsible for protective services to children, as to a pupil referred to that agency as a minor requiring investigation or supervision by that agency; court services, juvenile detention centers or group homes, mental and medical health agencies, state and local children and family service agencies, and the Department of Juvenile Justice.
6. To organizations conducting certain studies for or on behalf of the school district.
7. To accrediting organizations to carry out their functions.
8. To parents of an eligible student who claim the student as a dependent for income tax purposes.
9. To the entities or persons designated in judicial orders or subpoenas as specified in FERPA.
10. To appropriate parties in connection with an emergency if knowledge of the information is necessary to protect the health or safety of the student or other individuals.
11. Directory information as designated by the school district.
12. When the disclosure concerns sex offenders and other individuals required to register under section 170101 of the Violent Crime Control and Law Enforcement Act
13. When all personally identifiable information has been removed.
The school district will use reasonable methods to identify and authenticate the identity of parents, school officials, and any other parties to whom it discloses personally identifiable information from education records.
NCSD Counselor Handbook 6.26.18 13
Military Recruiter and Institutions of Higher Learning The school will provide, on request by military recruiters or an institution of higher education, access to secondary school students’ names, addresses and telephone listings. A secondary school student or parent of the student may request that the student’s name, address and telephone listing not be released without prior written parental consent. The school district will provide military recruiters the same access to secondary school students as is provided generally to post-secondary institutions or to prospective employers of those students.
NCSD Counselor Handbook 6.26.18 14 North Clackamas School District
K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW
Developed 2008 - 2009
NCSD Counselor Handbook 6.26.18 15 K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW - Developed 2008 - 2009
Comprehensive Guidance and Counseling Framework
Mission The mission of the guidance and counseling program of the North Clackamas School District is to assist in meeting and enhancing students' social, emotional, academic and career development. By serving all students K-12, the counseling program provides age-appropriate services to help students develop abilities to learn, work and live in partnership between home, school and the community.
Philosophy The North Clackamas School District believes that our Comprehensive Guidance and Counseling Program is vital in order to maximize the ability of each student to achieve academic, career, personal-social and community involvement skills. We understand that the guidance and counseling program is developmentally appropriate and involves assisting students with continuous growth and transitions from kindergarten past high school graduation. By collaborating as an educational staff, we believe that the program will result in healthy and effective students, responsible citizens, productive workers and life-long learners. We believe that the guidance and counseling program should be linked to student achievement, be aligned with state and national standards and encourage professional development. We believe that the guidance and counseling program is coordinated across all school levels and works in collaboration with the community.
The North Clackamas School District's Comprehensive Guidance and Counseling Program will: l Address the diverse needs of each student. l Provide for self-reflective evaluation and annual program reviews based upon best practices, relevant research, and appropriate data. l Be coordinated by a team of school counselors/child development specialists. l Include developmentally appropriate guidance curriculum, activities, and services based on the needs of the student population as articulated through K-12 planning.
NCSD Counselor Handbook 6.26.18 16 l Be an integral component of each school's program and an essential link with the community. l Be guided by the ethical standards of ASCA and ACA.
What is the Guidance and Counseling Program?
The North Clackamas School District Comprehensive Guidance and Counseling Program is a Board of Education approved K-12 program that is organized and facilitated by certified school counselors and child development specialists in strong collaboration between schools and families. The program addresses four key areas: academic achievement, career development, personal/social skills and community involvement.
The NCSD program is delivered through five areas of content: Guidance Curriculum, Individual Planning, Responsive Services, System Support and Integration, and Student Advocacy. Fifteen components define the essential elements of the comprehensive guidance and counseling program.
Guidance Curriculum Guidance curriculum consists of instruction that is developmental, preventative and proactive. Examples of delivery include classroom instruction; large & small group activities, school presentations, parent workshops and community events.
Individual Planning Individual planning activities assist each student in setting and achieving academic, career, and personal/social goals and in pursuing community involvement. Examples of delivery include reviewing test scores, interpreting results and making a plan of action, discussing academic achievement and planning for interventions, reviewing behavior plans, discussing personal management and implementing service learning projects.
Responsive Services Responsive services are designed to collaborate with and intervene on behalf of each student whose immediate needs, concerns or problems are distracting or impeding his/her academic, career, or personal/social development. Examples of delivery include individual and small group counseling, consultation, managing referrals, crisis counseling and peer facilitation or conflict manager training.
System Support & Integration System support & integration activities require staff of the guidance and counseling program to contribute their knowledge and skills in promoting the infusion of the program throughout the school and overseeing program content. Examples of delivery include communication of the counseling program to others, program coordination, professional development for other staff, consultation with staff, collaboration and
NCSD Counselor Handbook 6.26.18 17 partnering within the school, district and community, community outreach and participating in building responsibilities similar to other staff.
Student Advocacy Student advocacy ensures that each and every student receives equitable access and opportunities through accommodations, modifications, special assistance, or any other support services required for him or her to participate and succeed in school programs. Examples of delivery include activities designed to empower students, minimize barriers, promote equity and further achievement of high standards, as well as participation with IEP or 504 plans.
What Knowledge and Skills Do Students Acquire?
The North Clackamas School District's Comprehensive Guidance and Counseling Program provides all students with regular opportunities to acquire a solid foundation of knowledge and skills in academic development, career development, personal and social development, and community involvement. The knowledge and skills in these areas represent the Student Content Standards of the North Clackamas program as follows:
Personal and Social Development l Understanding self as an individual and as a member of local and global communities l Interacting with others in ways that respect individual and group differences l Applying personal safety skills
Academic Development l Applying skills needed for educational achievement l Applying the skills of transitioning between educational levels l Developing and monitoring personal education plans
Career Development l Knowing where and how to obtain information about the world of work l Applying employment readiness skills and the skills for on-the-job success l Applying career exploration and planning skills in the achievement of life career goals
Community Involvement l Knowing where and how to apply personal skills in making contributions to the community l Applying communication, teamwork and problem-solving skills as a contributing member of the community
NCSD Counselor Handbook 6.26.18 18 l Understanding ethical and responsible behavior as a community member and contributor l Creating a sense of connectedness in a community through ongoing community service projects and activities
Program Structure: Five Program Components
I. Guidance Curriculum
Elementary: l Introduce the counseling program to all students l Plan and implement classroom guidance lessons in grades K-6 (Curriculum being used includes: “Second Steps”, “Steps to Respect” and “Kelso's Choice.” Topics being taught include: personal safety, internet safety, friendship, social skills, problem-solving, anger management, etc.) l Teach child sexual abuse lessons with the curriculum “Child Sexual Abuse: A Solution” l Lead “lunch bunch” activities l Coordinate and/or teach parent workshops l Lead community circle
Middle School: l Design and implement guidance-focused activities in cooperation with Teaching Teams l Plan essential skills in curricular areas to insure integration of guidance curriculum l Facilitate large and small group activities depending on student needs and interests l Participate in school-wide activities and events that focus on student needs or concerns l Coordinate elective showcase programs l Lead transition activities for incoming 6th graders l Lead transition activities for 7th & 8th graders l Lead transition activities for students moving to the high school l Teach Career Information Systems (CIS) lessons
High School: l Lead parent workshops l Facilitate 9th and 10th grade SLC presentations l Lead small group activities targeting pertinent issues l Organize curriculum fairs l Organize College Information Nights
NCSD Counselor Handbook 6.26.18 19 l Lead transition activities for incoming students l Lead student workshops l Teach Career Information Systems (CIS) lessons l Participate in Open House Nights for parents/guardians l Lead Next Step workshops for 11th grade students l Participate in Financial Aid Nights
II. Individual Planning
Elementary: l Participate in Response to Intervention (RTI) Teams l Participate in Positive Behavior Support (PBS) Teams l Participate in individual meetings for students l Design or review behavior plans for students l Participate in CARE Teams l Participate in IEP meetings l Provide individual check-ins with students l Review CUM records for new students l Participate in parent/teacher conferences l Coordinate or participate in 504 planning l Goal set with students
Middle School: l Review student files l Interpret test scores l Case manage 504 Plans l Review disciplinary referrals l Track individual student progress in class work l Investigate careers through CIS l Facilitate transition issues between levels l Work with students on goal setting in all domains l Communicate and coordinate with parents/guardians l Counsel individually or in small groups l Participate in CARE Team meetings l Participate in parent/teacher/student conferences
High School: l Develop and maintain four year plans l Assist with PSAT/SAT/ACT testing l Participate with parent/student/teacher staffings l Facilitate postsecondary planning interviews with seniors l Lead career exploration
NCSD Counselor Handbook 6.26.18 20 l Counsel individually or in small groups l Facilitate credit reviews throughout the year l Lead transition activities for incoming students
III. Responsive Services
Elementary: l Lead small group counseling sessions (Groups may include: Grief/Loss, Children of Divorce/Separation, Family, Transitioning to Middle School, Friendship, Social Skills, Children with ADD/ADHD, Anger Management, etc.) l Participate with District Crisis Response Team l Participate in crisis counseling l Lead problem-solving conferences with students l Design individual interventions with students l Report abuse and lead abuse education l Connect with community resources to support families l Participate with “Check In/Out” (PBS) l Assist with school attendance follow-up
Middle School: l Counsel individually or in small groups l Consult with community agencies, educational specialists, school staff, parents and guardians l Refer to community agencies to deal with crises l Participate in crisis counseling for prevention, intervention and follow-up support for individuals and families facing emergency situations l Facilitate peer mediation l Participate with District Crisis Response Team
High School: l Facilitate small group counseling l Participate in Student Support Team (SST) l Counsel individually l Facilitate mediation l Refer to alternative education programs l Consult with parents and teachers l Participate with District Crisis Response Team l Participate with Youth Support Team (YST) l Refer to outside agencies l Facilitate stress management programs l Follow-up to drug/alcohol assessments
NCSD Counselor Handbook 6.26.18 21 IV. System Support Elementary: l Participate in PBS meetings l Participate in Crisis Response Team trainings l Communicate about the counseling program to staff and community l Coordinate with the Family Resource Center l Help with holiday assistance l Coordinate with the Lunch Buddy program l Participate in community-wide events (Examples include: Open House, Bike Parade, Walk & Bike to School Day, Bingo Night, Reading Night, Math Night, Art Night, Science Night, Carnival, etc.) l Share information in school newsletters about counseling-related issues or about the counseling program l Consult with after-school CAFE programs l Design and/or implement high school mentoring programs l Participate in counseling program evaluation l Participate in partnership meetings with community partners
Middle School: l Facilitate communication between parents, staff and agencies l Lead professional development with staff regarding support of unique student populations l Promote school-wide positive behavioral system l Provide insight related to student needs in development of IEP goals, 504 Plan accommodations and developmentally appropriate strategies with general education students l Encourage and support appropriate level of parental involvement in student plans
High School: l Present on life obstacles and study skills/planning in freshman classes l Set up groups (anger management, goal setting, etc.) coordinated by outside agencies l Facilitate Back-to-School Nights with senior information l Participate in Financial Aid and College Information Night l Participate in National College Fair coordination l Work with College Board (PSAT, SAT, AP) and ACT l Participate in Career Day at Clackamas Community College l Participate in Curriculum Fair Night l Assist with Graduation l Assist with summer school arrangements l Participate in professional development opportunities l Participate in college tours
NCSD Counselor Handbook 6.26.18 22 K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW - Developed 2008 - 2009
V. Student Advocacy
Elementary: l Participate in school-wide assemblies recognizing students l Participate in IEP Teams l Facilitate “Lunch Bunch” l Consult with staff l Consult with families l Coordinate with resources in the community to support students and families
Middle School: l Remain current in training and professional development in best practices l Facilitate identification of individual students needs l Assist in implementation and coordination of specialized support l Participate on Teaching Teams l Coordinate, develop and implement IEPs, 504 Plans and TAG services l Facilitate CARE Team meetings
High School: l Participate in Student Support Team (SST) l Participate in IEP meetings l Participate with TAG program l Coordinate/develop 504 plans l Participate in Small Learning Community (SLC) meetings l Participate in staffings with parents/guardians, students and teachers
NCSD Counselor Handbook 6.26.18 23 K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW - Developed 2008 - 2009
Who Delivers the Program And With What Resources?
The North Clackamas School District's Comprehensive Guidance and Counseling Program require resources in terms of staffing, facilities, materials, collaboration and management processes in order provide effective services K-12.
Professional Staff: The North Clackamas School District's Comprehensive Guidance and Counseling Program requires the participation of all school staff to provide comprehensive, integrated services to each student. Professional staff guides the program team as it plans, designs, implements, documents, and evaluates the program. The involvement of licensed school counselors and child development specialists as team leaders and team members enhances the likelihood of program success.
Collaborative Structures: Effective communication between the North Clackamas School District's Comprehensive Guidance and Counseling Program and all stakeholders requires the formation of collaborative structures within the school and with the community. They may also include partnerships with employers and other community members to generate learning experiences, program resources, and individual student supports.
Materials and Facilities: The North Clackamas School District's Comprehensive Guidance and Counseling Program requires curriculum materials, guidance tools, counseling tools and access to facilities and equipment appropriate to carrying out the full intent of district policy. This includes a career resource room or counseling center to serve as the focal point of all program services and activities.
Management Systems: Management systems support the creation, maintenance and enhancement of the North Clackamas School District's Comprehensive Guidance and Counseling Program. In addition to securing adequate financial resources for staff, materials and facilities, management systems ensure ongoing development, systemic change, program integrity and public relations.
NCSD Counselor Handbook 6.26.18 24 K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW - Developed 2008 - 2009
How Do We Know That We Are Successfully Delivering Comprehensive Guidance and Counseling To Each Student?
The North Clackamas School District's Comprehensive Guidance and Counseling Program is responsive to data and results-oriented. Continuous program improvement requires ongoing review and evaluation.
Student Progress: The North Clackamas School District's Comprehensive Guidance and Counseling Program exists to support the school's mission and individual student success. Review and analysis of individual, group and aggregate data on student progress provide the foundation for program evaluation and program improvement activities.
Staff Development: Staff roles and responsibilities for the North Clackamas School District's Comprehensive Guidance and Counseling Program are explicit in program plans, position descriptions and performance indicators. Staff development is provided to upgrade the skills and knowledge of all staff involved in the delivery of the program. Staff evaluations address the assigned program activities and individual development needs.
Program Planning and Evaluation: Program planning and evaluation for the North Clackamas School District's Comprehensive Guidance and Counseling Program is an integral part of the overall school improvement planning and evaluation process. Initial planning establishes program objectives and sets a course of action. Regular program evaluations provide accountability measures and data to assist in improvement plans. These ongoing evaluation activities are part of the school's total assessment process.
NCSD Counselor Handbook 6.26.18 25 K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW - Developed 2008 - 2009
What Ethical Standards Govern of the North Clackamas School Counselors?
The professional work of the North Clackamas school counselors and child development specialists is governed by the ethical standards of the American School Counselor Association and the American Counseling Association. These guidelines state that North Clackamas school counselors and child development specialists have certain responsibilities to students, parents/guardians, colleagues, professional associates, the school and community, and to self.
Summary
The North Clackamas School District's Comprehensive Guidance and Counseling Program focuses on prevention and intervention for all students. While school counselors and child development specialists continue to respond to the unique needs of individuals, all students benefit from guidance activities that enhance their knowledge and skills in academic achievement, career planning and exploration, self- awareness, interpersonal relationships and community involvement. Proficiency in these areas serve to improve students' self-concept, foster better peer and adult interactions and enhance a sense of purpose and direction for more effective planning and control of their own lives. The competencies embodied in the North Clackamas School District's Comprehensive Guidance and Counseling Program results in students who are prepared to make life decisions that lead to healthy relationship and successful, productive lives.
NCSD Counselor Handbook 6.26.18 26 LIST OF COUNSELING CURRICULUMS List of Counseling Curriculums
Elementary School Kelso Conflict Management (anti-bullying) Second Step Child Protection Unit (child abuse prevention)
Middle School Strong Kids (anger, coping)
High School Strong Teens (anger, coping) Reconnecting Youth (attendance, substance usage reduction) Adolescents Coping with Stress (stress management) Breaking Down the Walls
NCSD Counselor Handbook 6.26.18 27 ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID) Advancement Via Individual Determination (AVID)
AVID is not just another program. At its heart, AVID is a philosophy Hold students accountable to the highest standards, provide academic and social support, and they will rise to the challenge.
What AVID Does Simply, AVID trains educators to use proven practices in order to prepare students for success in high school, college, and a career, especially students traditionally underrepresented in higher education.
How AVID Works AVID brings research-based strategies and curriculum to educational institutions in elementary, secondary, and higher education. The AVID System annually provides more than 30,000 educators with training and methodologies that develop students’ critical thinking, literacy, and math skills across all content areas throughout the entire campus, in what we call Schoolwide AVID.
AVID: ● Teaches skills and behaviors for academic success ● Provides intensive support with tutorials and strong student/teacher relationships ● Creates a positive peer group for students ● Develops a sense of hope for personal achievement gained through hard work and determination
Role of the Counselor ● Site Team ● Teaching parts of the AVID Curriculum ● Group Guidance ● Reality Check ● My Quick Start ● Meet with students (Credit Checks) ● Letters of Recommendations ● College/Career Search ● Scholarships
NCSD Counselor Handbook 6.26.18 28 ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID)
AVID is an academic, regularly scheduled elective class based on writing as a tool of learning, the inquiry method and collaboration.
The three main components of the program are: ● academic instruction ● tutorial support ● motivational activities
How does AVID contribute to student success?
● teaches study and organizational skills ● strengthens writing skills ● gives tutorial help ● teaches students to work collaboratively to be successful in the most rigorous courses ● takes students to visit colleges and universities ● assists students with the application process for four-year colleges and universities ● helps students explore careers through guest speakers
AVID is designed to increase school-wide learning and performance. The mission of AVID is to see more students enroll in four-year colleges. Although AVID serves all students, it focuses on the least served students in the academic middle. ● will enter mainstream activities of the school ● will increase their enrollment in four-year colleges ● will become educated and responsible ● will become participants and leaders in a democratic society
How can you help your AVID student? ● discuss upcoming family events and dates and mark on student calendar ● discuss with students selection of tutoring group they will join on tutoring day ● occasionally review a page of notes ● use questions developed by students to help review for concepts and tests ● share your struggles to be organized and encourage students to take time to keep binder organized
NCSD Counselor Handbook 6.26.18 29 ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID)
AVID Frequently Asked Questions Why was my student selected/nominated for AVID? Does it mean they need remedial help? The AVID Elective is first and foremost a college readiness course. Your student was nominated or selected because he/she is showing potential to not only enroll and succeed in rigorous courses, but to be on track to attend any college. AVID is not a remedial course. Students in the AVID Elective enroll in rigorous courses and receive the support needed to succeed in those courses. Your student has been identified as someone who has potential and could benefit from the skills that will be taught and the peer community in the AVID Elective class. The educators at your student’s school believe your child can improve and succeed academically as they prepare for college and a career with the help of AVID.
What can I do to support my child in the AVID Elective class? AVID has resources available to help you support your child in the AVID Elective and with their schoolwork. Also, contact your child’s school for additional ways you can support AVID and get involved.
Why do AVID students have to take advanced coursework? Students in the academic middle often move through our educational systems without any special recognition, positive or negative. While many of these students go on to graduate from high school, they are often not college-ready upon graduation. When a school has AVID, students in the AVID Elective and throughout the school are held to higher expectations and given the support they need to succeed and prepare for postsecondary opportunities. By pushing students into more rigorous coursework, encouraging, assisting, and advocating for them every day, AVID greatly increase their likelihood of making it to and through college.
My child is not in the AVID Elective. How does he/she benefit? AVID is designed to impact the leadership, systems, instruction and culture of a school to support high expectations and levels of achievement for all students. AVID impacts students throughout the school when trained teachers use AVID strategies to influence the academic and behavioral skills of their students in all content classes. Although AVID is an elective course for selected students, ALL students will benefit because the methodologies, strategies, and expectations are schoolwide and impact the learning environment and culture of an entire campus.
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What can I do to prepare my child for college? AVID has resources and tips available to help you when preparing your child for college. Also, be sure to contact your child’s school for any particular deadlines, possible college visit opportunities and for ways you can help.
NCSD Counselor Handbook 6.26.18 31 ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID)
AVID Frequently Asked Questions (cont.)
How does AVID support English Language Learners? As part of AVID’s English Learner College Readiness (ELCR), AVID Excel works to ensure middle school English language learner (ELL) students can succeed in high school college preparatory coursework. AVID Excel interrupts students’ routes to long-term ELL (L-TEL) status and accelerates their academic language acquisition, while giving them the strategies and supports which are the hallmarks of the AVID College Readiness System.
Where does AVID fit in with the Common Core? While the Common Core State Standards (CCSS) describe “what” students should know, AVID strategies provide “how” students will learn and master the knowledge and skills needed to meet the standards. The expectations of AVID align with CCSS in many ways and are embedded within the curriculum to meet the rigorous expectations. For example, the higher-level thinking skills required by the CCSS (i.e., analyzing, comparing, inferring) are the exact skills that AVID has promoted and used to design its curriculum for the last 30 years.
How does AVID help with STEM? (Science, Technology, Engineering, and Math) AVID Center developed four Math and Science Summer Bridge Programs to strengthen AVID’s support for student achievement in math and science and to encourage student acceleration and interest in STEM (Science, Technology, Engineering, and Mathematics) fields. The AVID STEM Summer Bridge Programs offer rigorous math and science content incorporating WICOR strategies in engaging, collaborative lessons and activities. Additionally, AVID curriculum and strategies are applicable in all subject matter classes, with curriculum developed specifically to support learning in math and science courses.
Who pays for AVID? The Nike Innovation Fund and the Miller Foundation have generously committed to support North Clackamas School District's implementation of AVID for three years. Combined with school resources, the foundation of AVID is being built for the support of our students. For students and families, this wonderful program comes at no cost.
NCSD Counselor Handbook 6.26.18 32 12
Suicide Prevention Protocol
A School Based Approach to Suicide Prevention
NCSD Counselor Handbook 6.26.18 33
Table of Contents
Suicide Intervention Protocol Flowchart ...... 3
Purpose of Protocol ...... 4
What Schools Need to Know ...... 5
Warning Signs for Suicide ...... 6
Risk Factors for Suicide ...... 7
5 Steps to Help a Suicidal Student ...... 7
Protocol Overview ...... 8
Level 1 Suicide Risk Screening ...... 9
Developing the Student Support & Safety Plan ...... 10
Level 2 Suicide Risk Assessment ...... 11
POSTVENTION Suicide Protocol ...... 12
POSTVENTION What Should a School Do? ...... 13
Confidentiality ...... 13
Suicide Risk Screening Form: Level 1 ...... 14
Student Resource Document ...... 17
Parent Letter Example ...... 18
Student Support & Safety Plan ...... 19
For all staff: Suicide Risk Quick Reference Cards ...... 21
For School Screeners: Suicide Risk Quick Reference Cards ...... 22
Resources ...... 23
Acknowledgements ...... 24
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Suicide Interventon Protocol North Clackamas School District
Suicidal Event is recognized (atempt, gesture or thoughts)
CALL 911 or SCHOOL RESOURCE OFFICER Event is reported to a School Screener Situatons could include: IMMINENT (Do not send emails or leave voicemails) • Student ingests medicaton or other harmful substance DANGER • Atempts to leave campus GATHER INFORMATION • Threatens with weapon
School Screener gathers informaton, If determinaton is NOT to move to Level 1 Screening consults with another School Screener, UNFOUNDED • Verify through consultaton with another School Screener and determines need for CONCERN • Inform Administrator Level 1 Screening • Call parents unless determined unnecessary
SCREENING NEEDED
SUICIDE RISK SCREENING: LEVEL 1 by School Screener LEVEL 1: RESPONSE • Screener interviews student, using Suicide Risk • Screener contacts parents to inform and obtain further Screening Form: Level 1 (page 14) informaton • Screener consults with another trained screener LEVEL 1 • Screener informs administrator(s) of screening results or Clackamas Co Crisis Line (503-655-8585) • Screener calls DHS and fles report, if necessary prior to making decision not to proceed to RESPONSE • Screener flls out Student Resource Document Level 2 Suicide Risk Assessment • Screener flls out Student Support and Safety Plan, if • Screener determines need for level 2 Suicide necessary, and fles in secure locaton with copy to Risk Assessment based on level of concern Counselor working fle
QMHP ASSESSMENT NEEDED
SUICIDE RISK ASSESSMENT: LEVEL 2 LEVEL 2: STUDENT SUPPORT PLAN by Qualifed Mental Health Provider (QMHP) • Screener contacts parents to inform and obtain further SCHOOL SCREENER FACILITATES REFERRAL TO informaton ONE OF THE FOLLOWING: • Screener with Parent and Student initates a Student • Assessment by student’s Mental Health LEVEL 2 Support & Safety Plan Therapist RESPONSE • Screener completes Student Support and Safety Plan as • Assessment by Clackamas Co Crisis Line student returns to school (503-655-8585) • Screener checks in with student and creates re entry • Assessment by Hospital Emergency Room plan unless determined unnecessary
School Screener Elementary School – School Counselor and Principal Middle School – School Counselors and one administrator High School – School Counselors and one administrator
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Purpose of Protocol
The U.S. Surgeon General promotes the adoption of suicide prevention protocols by local school districts to protect school personnel and to increase the safety of at-risk youth and the entire school community. This document is intended to help school staff understand their role and to provide accessible tools.
Schools are resourceful organizations whose staff members may be called upon to deal with crises on any given day. Schools are a good resource for support and stability for students and community members when a crisis occurs in their community.
North Clackamas School District staff will receive a training (or a refresher) once a year on the policies and procedures and best practices for intervening with students at risk for suicide.
At least two staff members per school receive specialized training to intervene, assess, and refer students at risk for suicide. These two staff members at the elementary level are the school counselor and principal. At the middle and high school levels, the trained School Screeners are the school counselors and another trained backup staff member. This training should be a best practice and specific to suicide such as the internationally known ASIST: Applied Suicide Intervention Skills Training. These staff members are the trained School Screeners within each school. Administrators will ensure that all staff knows who these School Screeners are within the school.
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What Schools Need To Know
• School staff is frequently considered the first line of contact in reaching suicidal students. • While most school personnel are neither qualified nor expected to provide the in-depth assessment or counseling necessary for treating a suicidal student, they are responsible for taking reasonable and prudent actions to help at-risk students, such as notifying parents, making appropriate referrals, and securing outside assistance when needed. • All school personnel need to know that protocols exist to refer at-risk students to trained professionals so that the burden of responsibility does not rest solely with the individual “on the scene.” • Research has shown talking about suicide or asking someone if they are feeling suicidal will not put the idea in their head or cause them to kill themselves. • School personnel, parents/guardians, and students need to be confident that help is available if/when they raise concerns regarding suicidal behavior. Studies show that students often know, but do not tell adults, about suicidal peers because they do not know how they will respond or think they can’t help. • Regardless of how comprehensive suicide prevention and intervention may be in a community, not all suicidal behavior can be prevented. • Advanced planning is critical to providing an effective crisis response. Internal and external resources must be in place to address student issues and to normalize the learning environment for everyone.
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Warning Signs for Suicide There is no definitive list of warning signs for suicide.
Ideation - Thoughts of Suicide Expressing suicidal feelings through talking, gesturing, writing, or drawing. Desire to die. Suicide Plan Having a plan for suicide and/or obtaining the means to follow- through on a suicidal attempt. Unbearable Pain Often as the result of a loss/crisis. Expressing they are suffering a great deal and feel there is no hope. Displaying Signs of Depression Such as a loss of pleasure in activities they used to enjoy, prolonged sad mood, changes in eating or sleeping patterns. Making Final Arrangements Saying good-bye as if they won’t be seeing someone again. Giving away favorite possessions. Self-Destructive Behavior Such as the start of or increase in alcohol or drug use, risky sexual behavior, reckless driving. Changes in Behavior Such as pulling away from family, friends, or social groups; anger or hostility.
In order to carry a positive action we must develop here a positive vision.
- Dalai Lama
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Risk Factors for Suicide There is no definitive list of risk factors for suicidal ideation.
Previous Suicide Attempt This significantly increases the likelihood that someone will complete suicide. Exposure to Suicide Friend or family member who attempted or completed suicide. Abuse Physical or sexual abuse, being mistreated. Social Isolation May lead to feelings of helplessness and depression. Lack of support. Unwilling to seek help. Depression, Anxiety, Agitation Primarily Major Depressive Disorder. Feeling trapped. Access to Lethal Means Such as guns, weapons, knives, medications in the house. Perceived Major Trouble Such as trouble at school, at home, or with the law. Peer Victimization Bullying, extreme embarrassment or humiliation.
5 Steps to Help a Suicidal Student
Take all suicidal behavior seriously.
1 Establish rapport Express your concern about what you are observing in their behavior. 2 Ask the question “Are you thinking about suicide?” 3 If “Yes”, then do not leave Stay with student. this student alone. 4 Offer comforting things to Such as, “Thanks for telling me, I say am here to help.” 5 Escort student to a School School Screener is the School Screener Counselor and Administrator
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Protocol Overview The risk of suicide is raised when any student, peer, teacher, school counselor, school administrator or other school employee identifies someone as potentially suicidal because s/he has directly or indirectly expressed suicidal thought (ideation) or demonstrated other clues or warning signs. It is critical that any school employee who has knowledge of a suicide threat report this information immediately and directly to a School Screener so that the student of concern receives appropriate attention. A suicide risk screening will need to be completed for every student expressing thoughts of suicide.
If imminent danger exists, phone 911. This is especially important if the student of concern has skipped school altogether or left the campus and concerns for safety relating to suicide exist.
Take immediate Take suicidal behavior action. Contact the seriously every time. School Screener.
NO STUDENT EXPRESSING SUICIDAL THOUGHTS SHOULD BE SENT HOME ALONE OR LEFT ALONE DURING THE SCREENING PROCESS.
If a student is having thoughts of suicide, there is a risk of suicide and a Level 1 Suicide Risk Screening is initiated. If imminent danger is not present but a concern about suicide risk exists, the School Screener will initiate the Suicide Risk Screening process, which includes, at minimum, a Level 1 Suicide Risk Screening and may include a Level 2 Risk Assessment:
1. A Level 1 Suicide Risk Screening is conducted by a School Screener when risk of suicide is identified. The School Screener interviews the student and completes the Suicide Risk Screening Form: Level 1, if necessary. The School Screener consults with another trained screener to determine if a Level 2 Suicide Risk Assessment is warranted. If a student is having thoughts of suicide, there is suicide risk. The School Screener may also consult with the Clackamas County Crisis Line at 503-655-8585.
2. A Level 2 Suicide Risk Assessment by a Qualified Mental Health Professional may be necessary based upon information gathered in the Level 1 Suicide Risk Screening. A Student Support & Safety Plan is developed either following the assessment or upon the student’s return to school.
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Level 1 Suicide Risk Screening (Student interview done by a School Screener)
Risk Is Identified. A concern for risk of suicide is brought to the attention of the School Screener by a staff member, student’s peers, or from direct referral by the student. Contact the School Administrator. If the student is in possession of lethal means (such as guns, weapons, knives, medications), secure the area and prevent other students from accessing this area. Lethal means must be removed without putting anyone in danger. Call law enforcement to remove lethal means.
Use Supervision. A school staff person must stay with the student in a quiet, private setting to provide supervision and appropriate support until the School Screener meets with the student. If possible, this should be the person who identified the student at risk. All efforts should be taken to avoid sending the student home to an empty house.
Use the Suicide Risk Screening Form. The School Screener interviews the student and conducts a basic Level 1 Suicide Risk Screening. The Suicide Screening Form (located on page 14 and on the District website) is used by the School Screener to document the suicide risk level and to insure that the North Clackamas School District protocol is followed and appropriate actions are taken. It is also used by the School Screener to document the referral, if needed, for Level 2 Suicide Risk Assessment. When completed, the form will be filed in a locked filing cabinet similar to DHS reports. A copy of the form is also placed in the Counselor’s working file of the school building. Parents/guardians must always be notified when there are concerns for risk of suicide.
• If a student discloses thoughts of suicide or if the School Screener has reason to believe there is current risk of suicide, the School Screener will request that parent/guardian come to school to participate in the screening process and school support plan.
• If a student denies having thoughts of suicide and the School Screener does not have reason to believe there is current risk of suicide, it is still recommended that the Screener notify parent/guardian to share concerns.
• The Parent Letter/Information Sheet should be reviewed with and provided to parents (hard copy or electronic).
• If all methods to reach the student’s parent/guardian are exhausted and contact cannot be made, call the Clackamas County Child Welfare Hotline at 971-673-7112 and, if needed, the Clackamas County Crisis Line at 503-655-8585 to consult regarding next steps. Use 911 if the risk of self-harm is imminent.
Child abuse or neglect. If there is reasonable cause to suspect that a student has been or is likely to be abused or neglected, the School Screener or delegate must make a report of suspected abuse or neglect to the Department of Human Services Clackamas County Child Welfare Hotline at 971-673-7112.
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Use Consultation. Upon completion of the Level 1 Suicide Risk Screening, the School Screener consults with another School Screener or with the Clackamas County Crisis Line to determine if a Level 2 Suicide Risk Assessment is warranted. At any point during the Level 1 Suicide Risk Screening, the School Screener can call the Clackamas County Crisis Line at 503-655-8585 to consult about the student or the situation. Sharing decision-making with another professional is best practice. The outcome of the consultation will be one of the following:
Level 2 Suicide Risk Assessment IS NOT warranted. School Screener develops the Student Resource Document with student and parent. The Student Support & Safety Plan is completed if necessary. Level 2 Suicide Risk Assessment IS warranted. After consultation, if concerns about suicide are sufficiently high, the student is referred for a Level 2 Suicide Risk Assessment by a Qualified Mental Health Professional. A Student Support & Safety Plan is developed as part of the re-entry process upon the student’s return to school.
Developing the Student Support & Safety Plan (Can be a part of Level 1 and required for Level 2)
A Student Support & Safety Plan is optional after a Level 1 Suicide Risk Screening, and should be completed by the end of the next school day or upon the student’s return to school. A Student Support &Safety Plan is required following the Level 2 Suicide Risk Assessment. The development of a Student Support & Safety Plan may include the school administrator and counselor as well as the parent and the student, as appropriate. The Student Support & Safety Plan provides structure, designates the responsibilities of each person, and includes a review date to ensure follow through and coordinated decision- making. The Student Resource Document can also be used to assist with the development of the Student Support & Safety Plan (which is required for all Level 2 Suicide Risk Screenings). Following all Level 1 or Level 2 response, the School Screener serves as the point person for follow up communication with parents/guardians and any existing community providers for each student that has been screened, and, if appropriate, schedules a meeting with student and parent/guardian to complete a Student Support & Safety Plan upon student’s return to school.
Life is 10% what happens to us and 90% how we react to it.
- Dennis P. Kimbro
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Level 2 Suicide Risk Assessment (Done by a Qualified Mental Health Professional)
If upon completion of the Level 1 Suicide Risk Screening, the School Screener consults with another School Screener or the Clackamas County Crisis Line and determines that it is appropriate to proceed with a Level 2 Suicide Risk Assessment by a Qualified Mental Health Professional, then the School Screener facilitates a referral to one of the resources below (listed in order of preference). Note: Permission to see a mental health provider requires parental permission unless the student is 14 years of age or older. If a parent/guardian is unavailable or unwilling to consent to a Level 2 Suicide Risk Assessment, the School Screener should contact the Clackamas County Department of Human Services Child Abuse Hotline at 971-673-7112 for consultation. It may also be necessary to contact the Clackamas County Crisis Line at 503-655-8585.
• Student’s primary mental health therapist: The School Screener calls the therapist, provider, or agency. If School Screener cannot reach the therapist, the School Screener will utilize other options listed below. It is not sufficient to leave a voicemail for the therapist.
• Clackamas County Crisis Line at 503-655-8585: The School Screener calls the Crisis Line (with student, if appropriate) and requests assistance and support with determining level of risk and next steps. Make sure to indicate if an interpreter is needed. Possible Crisis Line actions may include: • Triage of safety concerns to better understand level of risk and assistance with the development of a safety plan with school staff, student and parents over the phone. • Crisis Line may indicate that face-to-face assessment is needed and suggest that student and family go to Centerstone Urgent Walk-In Clinic located at 1121 SE 82nd Avenue, Suite O, Happy Valley, OR 97086. Centerstone provides short term, crisis services to those individuals who do not have an existing mental health provider and are experiencing a mental health crisis. Centerstone does not provide ongoing mental health services. This clinic primarily serves individuals that are not insured and those that have OHP. Individuals that are privately insured should seek assistance through their private health care plan to avoid being billed.
• Hospital: Assist with arranging transportation to a hospital. Note: presenting to an emergency room is for further assessment only and does not automatically mean the individual will be admitted “to a bed.” For an individual to be admitted to a psychiatric unit, medical necessity must first be met. The only child/adolescent psychiatric units in the Portland area are:
Legacy Emmanuel - Randall Children's Hospital Emergency Room • 2801 N. Gantenbein, Portland, OR 97227 • Phone: 503-413-2200 Providence Willamette Falls Medical Center Emergency Room • 1500 Division Street, Oregon City, OR 97045 • Phone: 503-722-3730
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Possible transportation options include:
- Parent/Guardian. School staff and parent/guardian should consider if this is a safe option (e.g. will student remain safe in car, will parents actually go directly to Emergency Room, etc.) - School Resource Officer (SRO) or other police officer. Police have, at times, been willing to transport to Emergency Rooms but this cannot be guaranteed and is largely dependent on availability. Note: law enforcement protocol is to handcuff and place any individual in the backseat of car for safety reasons. - Ambulance. This service is not typically free of charge and is largely dependent on insurance coverage benefits.
POSTVENTION Suicide Protocol
Regardless of how comprehensive suicide prevention and intervention may be in a community, not all suicidal behavior can be prevented. It is equally as important to be prepared for prevention and intervention of suicide, as it is to be prepared in the event of attempts or completed suicides.
The school’s primary responsibility in these cases is to respond to the tragedy in a manner, which appropriately supports students and the school community that has been impacted. This includes having a system in place to work with the multitude of groups that may eventually be involved, such as students, staff, parents, community, media, law enforcement, etc.
Key Points (derived from After a Suicide: A Toolkit for Schools, 2011): Prevention after a suicide attempt or completion is very important. Schools should be aware that adolescents and others associated with the event are vulnerable to suicide contagion or in other words increased risk for suicide. It is important to not “glorify” the suicide and to treat it sensitively when speaking about the event, particularly with the media. It is important to address all deaths in a similar manner. Having one approach for a student who dies of cancer, for example and a different approach for a student who dies by suicide reinforces the stigma that still surrounds suicide. Families and communities can be especially sensitive to the suicide event. Know your resources.
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POSTVENTION: What Should a School Do?
• Identify staff that will take the lead in the event of a suicide attempt or completion. • Identified staff should review and discuss the resource, After a Suicide: A Toolkit for Schools, 2011. This resource is the latest comprehensive document dealing with this subject. It can be found at: www.sprc.org or www.afsp.org. • Identified staff should meet once a year to establish roles and responsibilities in the event that there is an attempt or completion. • After an attempt or completion, consult the website resources referenced above. In addition, communicate with appropriate community partners for assistance and resources. • Work with community partners to address the immediate needs of students, staff and parents. • Be aware that persons may still be traumatized months after an event. Refresh staff on prevention protocols and be responsive to signs of risk.
Confidentiality HIPAA and FERPA All school employees are bound by laws of The Family Education Rights and Privacy Act of 1974; commonly known as FERPA.
Outside partners providing services like mental health or primary care who are working in NCSD schools with students are bound by HIPAA. Both, school staff and outside partners working in schools, are mandatory reporters.
There are situations when confidentially must NOT BE MAINTAINED; if at any time, a student has shared information that indicates the student is an imminent risk of harm/danger to self or others, that information MUST BE shared. The details regarding the student can be discussed with those who need to intervene to keep the student safe. This is in compliance with the spirit of FERPA and HIPAA known as “minimum necessary disclosure.”
Request from Student to Withhold from Parents The School Screener can say “I know that this is scary to you, and I care, but this is too big for me to handle alone.” If the student still doesn’t want to tell his/her parents, the School Screener can address the fear by asking, “What is your biggest fear?” This helps reduce anxiety and the student gains confidence to tell parents. It also increases the likelihood that the student will come to that school staff again if s/he needs additional help.
EXCEPTIONS for Parental Notification: Abuse or Neglect Parents need to know about a student’s suicidal ideation unless a result of parental abuse or neglect is possible. The counselor or School Screener is in the best position to make the determination. The school staff will need to let the student know that other people would need to get involved on a need to know basis.
If a student makes a statement such as “My dad/mom would kill me” as a reason to refuse, the school staff can ask questions to determine if parental abuse or neglect is involved. If there is no indication that abuse or neglect is involved, compassionately disclose that the parent needs to be involved.
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Suicide Risk Screening Form: Level 1 To be used for every Level 1 Suicide Risk Screening
STUDENT INFORMATION Date of Initial Contact Student Name NCSD Student ID#
D.O.B. Age Grade Name of School Screener
Parents/Guardians Best Contact Number
Second/Additional Contact Best Contact Number
Language of student Language of Parent/Guardian Interpreter Name
REFERRAL INFORMATION Student Parent: Friend: Other: Self-referred Staff:
What information was shared that raises the concern about suicide risk?
III. INTERVIEW WITH STUDENT ! In addition to suicidal thoughts, Yes ¨ No ¨ Does the student admit to thinking about suicide? be listening for other risk factors. See page 6 & 7 for examples Risk Factors: Things to keep in mind: Yes ¨ No ¨ Does the student admit to having a plan? Discuss ways to disable the plan. Further information: (How student plans to do it, how prepared student is, What can be done about the how soon it may happen) means, timing, and supervision?
Yes ¨ No ¨ Are the means available to carry out the plan? (Rope, guns, weapons, pills, medication, knives, etc.) If yes, describe:
Yes ¨ No ¨ Does the student use alcohol or drugs? Use of alcohol and drugs Describe: elevates risk due to increased impulsivity and reduced inhibitions.
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Interview with Student, continued Things to keep in mind: Is the student experiencing emotional pain that feels unbearable? What does the student identify Consider asking about the following to assess current level of pain: as things that ease the
On a scale of 1-10 (with 10 being the highest), how does emotional pain? your pain feel right now? Think about ideas such as Recent personal or family loss including death by suicide talking, walking, listening to Withdrawal from others/changes in behavior music, art, reading, writing, etc. Feelings of hopelessness Family conflict Emotional Pain Self-destructive behavior Serious peer conflict or loss of romantic attachment
Is the student experiencing physical pain that feels unbearable? What does the student Consider asking about the following to assess current level of pain: identify as things that ease the On a scale of 1-10 (with 10 being the highest), how does your physical pain? pain feel right now?
Physical Pain Yes ¨ No ¨ Does the student admit to any previous suicide Support past survival skills. Do attempts? they have the means they had Describe: before? How did they survive after the previous attempts? Previous Attempt Yes ¨ No ¨ Does the student have resources or a trusted support Explore relationships with
system they can turn to when feeling suicidal? family members, friends, Describe: other adults (coaches, teachers, pastors, etc.). Support
Yes ¨ No ¨ Is the student receiving mental health care? Consider diagnosis, stigma, h Yes ¨ No ¨ Did they receive mental health care in the past? medication. Was mental health treatment helpful? Why? Why Therapist Name: not? Comments: Mental Healt
IV. PARENT/GUARDIAN CONTACT Name of parent/guardian contacted Date/Time of contact Parent/Guardian could not be reached ¨ Yes ¨ No ¨ Was parent/guardian aware of suicidal thoughts/plans? Yes ¨ No ¨ Does student have a mental health therapist or counselor? Therapist Name/#: Other student health concerns/medications? Parent/Guardian perception of suicidal risk:
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NCSD Counselor Handbook 6.26.18 47
V. INFORMATION GATHERED FROM ADDITIONAL SOURCES (OPTIONAL) (Student’s Therapist/Agency, Clackamas County Crisis Line 503-655-8585, School Resource Officer, Family Physician, DHS, etc.)
VI. DECISION and ACTION
Decision: Do we proceed to Level 2 Suicide Risk Assessment? Decision must be made in consultation with another School Screener or the Clackamas County Crisis Line, 503-655-8585
If No, proceed below If Yes, proceed below.
Level 2 – In collaboration with School Screener, parent/guardian is Steps to take to complete referred to one of the Qualified Mental Health Providers below for Suicide Level 1: Risk Assessment. Options available: 1) Contact with Student’s mental health therapist/agency Immediate phone conversation (leaving a voicemail not Communicate with acceptable) Parent/Guardian Therapist comes to school Share risk factors present for Student transported from school to therapist child Name of Therapist: Phone: Give parent the Parent 2) Consult with Clackamas County Crisis Line (503-655-8585) Letter/Info Sheet (can mail, send Phone consultation with student) Crisis Line recommends student be seen at Centerstone Urgent Consider completing/sharing Walk-In Clinic at 11211 SE 82nd Ave Happy Valley Student Resource Document Crisis Line recommends student be seen by Qualified Mental Request that parents sign Health Provider within their private insurance network release of information forms for 3) Transportation to hospital providers (if applicable) Parent transports Notify school administrator and SRO/Law Enforcement transports file original form with a copy to Ambulance transports Counselor’s working file Give parent/guardian the Parent Letter/Info Sheet Complete Student Support & Request parents sign release of information form Safety Plan with student Schedule time/meeting to complete Student Support Plan (optional) Notify school administrator and file original form with copy to
counselor’s working file. Consider filling out the Student Resource Document Consider providing copy of screening Form to parents
The School Screener serves as a school point person for follow up communication with parents and identified community providers, and schedules meeting with student and parent to complete Student Support & Safety Plan upon student’s return to school.
Level 1 School Screener: Print Name Signature Date Screening Completed Consulted with: Print Name
Copies to: £ School Counselor £ School Screener £ Building File NCSD Suicide Prevention Protocol Dec 2016 Rev 4.10.17 …..16
NCSD Counselor Handbook 6.26.18 48 Student Resource Document
Student Name: Completed By: Date:
Warning signs that I might be having a crisis:
1. 2. 3.
Coping strategies that help me when I’m struggling:
1. 2. 3.
People & activities that provide a positive distraction to me when I’m struggling:
1. 2. 3.
People who I can ask for help:
Name:______Phone:______
Name:______Phone:______
Name:______Phone:______
Professionals or agencies I can contact during a crisis:
Clinician Name: ______Phone:______Emergency Contact Number:______
Local Urgent Care Services Name:______Phone:______Clackamas County Crisis Line: 503-655-8585
National Suicide Prevention Lifeline: 1-800-273-TALK (8255)
Trevor Project Lifeline: 1-866-488-7386
Oregon Youthline: 1-877-968-8491 or text teen to teen to 839863
Things I can do to make my environment safe:
1. 2.
One thing that is most important to me and worth living for is:
Adapted from Barbara Stanley and Gregory K. Brown’s 2008 Safety Plan Template NCSD Suicide Prevention Protocol Dec 2016 Rev 4.10.17 …..17 NCSD Counselor Handbook 6.26.18 49
Dear Parent/Guardian:
As a follow-up to our discussion earlier today, we are concerned about your student’s safety and welfare. All expressions of suicidal behavior are taken very seriously within the North Clackamas School District and we would like to support you and your student as much as possible during this crisis. To assure the safety of your student, we suggest the following:
Your student needs to be closely supervised.
Assure that your student does not have access to firearms or other lethal means, including medications and other weapons at your house or at the home of neighbors, friends, or other family members. Research shows that risk of suicide doubles if a firearm is in the house, even if the firearm is locked up. Your local police department or the high school School Resource Officer at your student’s school can discuss with you different ways of removing, storing, or disposing of firearms.
Seek professional help for your student. When a student is at risk for suicide, it is extremely important that they be seen by a Qualified Mental Health Professional for assessment and, if appropriate, ongoing counseling. We can assist you in finding these resources, or you can contact your insurance company directly by calling the number listed on the back of your insurance card. The Clackamas County Crisis Line at 503-655-8585 can assist with locating resources for students (and adults).
Your student will need support during this crisis including reassurance that you love them and will get them the care they need. Experts recommend being sensitive to their needs by being patient and calm, conveying concern and showing love with no strings attached. Avoid teasing and sarcasm during this time. Take all threats and gestures seriously. Encourage open communication by being non-judgmental and conveying empathy, warmth and respect. Be careful not to display anger toward your student for bringing up this concern, or show resentment because you had to leave work or face other inconveniences in order to ensure your student’s safety.
We may need to develop a re-entry plan with you before your student returns to school. A representative from the school may contact you to schedule a meeting to discuss a plan that meets your student’s needs. This is to ensure your student’s safety while at school.
If you have an immediate concern for your student’s safety, please call the Clackamas County Crisis Line at 503-655-8585. Counselors are available 24 hours a day and can advise you on the most appropriate action to help keep your student safe. In case of emergency, call 911 or go to a hospital emergency room.
If you have questions or need further assistance from the school, please contact you student’s School Counselor:
Name: ______Phone: ______Email:
Other Contact:
Title: Name: Phone:
Email:
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NCSD Counselor Handbook 6.26.18 50
Student Support & Safety Plan Optional for Level 1 Required for Level 2 Date:
Student Name: School: Grade:
School Screener (name) will review the status of this plan on (date) to £ discontinue plan revise plan (use new form) continue plan (see next page)
General Supports £ Student Resource Document Clackamas County Crisis Line (24 hours/ 7 days): 503-655-8585
School Support Options Decrease or eliminate pass time or unsupervised time £ Student will seek out the following Increase supervision in the following settings: school staff: Designated safe place at school: 1. Alert staff & teachers on need-to-know basis
Late Arrival/Early dismissal 2. Other schedule changes: Drug & Alcohol assessment/intervention with 3.
Update existing 504/IEP, if applicable 4. £ £ daily weekly with: £ School Counselor £ SRO £ Referral to Care or Youth Service Team 5.
Other:
Family/Home Options Safety proof home (School Resource Officer may be able to help with this) Increase supervision Pursue mental health services
£ Permission to Release Information form allows communication between school and providers.
Comments:
Student Signature: Date Date Form Completed by: Date
Copies to: £ Parent/Guardian £ Student £ Administrator £ School Counselor £ School Screener NCSD Suicide Prevention Protocol Dec 2016 Rev 4.10.17 …..19
NCSD Counselor Handbook 6.26.18 51
Student Support & Safety Plan Review
Date Discontinue Plan Revise Plan Continue Plan (List new review date) £ £ £ (Attach new plan) New review date:
£ £ £ (Attach new plan) New review date:
£ £ £ (Attach new plan) New review date:
£ £ £ (Attach new plan) New review date:
£ £ £ (Attach new plan) New review date:
£ £ £ (Attach new plan) New review date:
NCSD Suicide Prevention Protocol Dec 2016 Rev 4.10.17 …..20
NCSD Counselor Handbook 6.26.18 52
For all staff: Suicide Risk Quick Reference Cards
Warning Signs for Suicide Risk Factors for Suicide This is not a definitive list This is not a definitive list
o Ideation – Thoughts of Suicide o Previous Suicide Attempt o Suicide Plans o Exposure to Suicide o Unbearable Pain o Abuse o Displaying Signs of Depression o Social Isolation o Making Final Arrangements o Depression, Anxiety, Agitation o Self-Destructive Behavior o Access to Lethal Means o Changes in Behavior o Perceived Major Trouble o Peer Victimization
5 Steps to Help a Suicidal Student Take all suicidal behavior seriously
1. Establish rapport. Express your concern about what you are seeing in their behavior. 2. Ask the question, “Are you thinking about suicide?” 3. If “Yes”, then do not leave this student alone. 4. Offer comforting things to say, such as “Thanks for telling me, I am here to help.” 5. Escort student to a School Screener. Tell an administrator.
Clackamas County National Suicide Trevor Project Crisis Line Prevention Lifeline Lifeline LGBTQ • 1-800-273-TALK • 1-866-488-7386 • 503-655-8585 (8255)
NCSD Suicide Prevention Protocol Dec 2016 Rev 4.10.17 …..21
NCSD Counselor Handbook 6.26.18 53
For School Screeners: Suicide Risk Quick Reference Cards
Suicidal Thought, Gesture or Attempt School Screener: Interview with a student
1. Do you think about suicide? 2. Do you have a plan? 3. Do you have the means to carry out the plan? 4. Do you use alcohol or drugs? 5. Are you experiencing emotional pain that feels unbearable? 6. Do you have a support system or resources you can turn to when feeling alone? 7. Have you made any previous suicide attempts? 8. Are you receiving mental health care?
Clackamas National Suicide Trevor Project County Crisis Prevention Lifeline Lifeline LGBTQ Line • 1-800-273-TALK • 1-866-488-7386 • 503-655-8585 (8255)
Keep your face to the sunshine and you cannot see a shadow.
- Helen Keller
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NCSD Counselor Handbook 6.26.18 54
Resources
Clackamas County Crisis Line 503-655-8585 http://www.clackamas.us/behavioralhealth/crisis.html
National Suicide Prevention Lifeline 1-800-273-TALK (8255) http://www.suicidepreventionlifeline.org/ National Suicide Prevention - Learn the Warning Signs wallet card or brochure
Trevor Project Lifeline – LGBTQ 1-866-488-7386 http://www.thetrevorproject.org/ Trevor Project brochure http://b.3cdn.net/trevor/6986cb6b7b4fa11e01_g0m6i2 xr1.pdf
Oregon Youthline 1-877-968-8491 OregonYouthLine.org Text teen2teen to 839863 for text support Teen to teen text, chat and phone line support for teens
Clackamas County Department of Human Services Child Abuse Hotline 971-673-7112
Passport To Languages Dial 866-533-4998 Enter your three digit Unit/Bldg. # with a 50 in front and a 0 at the end.
Clackamas County Non-Emergency Police and Fire Dispatch 503-655-8211
NCSD Suicide Prevention Protocol Dec 2016 Rev 4.10.17 …..23
NCSD Counselor Handbook 6.26.18 55
Acknowledgments
Several individuals and partners made this guide possible.
Jim Corff. Counselor, Putnam High School Theresa Enyart, Counselor, Milwaukie High School Megan Jelley. Secretary, Social Services Lindsay Kane. Counselor, Rock Creek Middle School Janelle Menzia-Murphy. Counselor, Lewelling Elementary School Galli Murray, Clackamas County Youth Suicide Prevention Coordinator Laura Nelson. Counselor, Clackamas High School Linda Pfohl. Counselor, Oak Grove Elementary School Michael Ralls, NCSD Director of Social Services Holly Thompson. Counselor, Rowe Middle School
Questions, comments and feedback are welcome and can be directed to:
Michael Ralls [email protected]
North Clackamas Schools 12400 SE Freeman Way Milwaukie, Oregon 97222 http://www.nclack.k12.or.us
NCSD Counselor Handbook 6.26.18 56 North Clackamas School District Child Abuse Report Form Clackamas Co. Hotline (971) 673-7112 Clackamas County Sheriff (503) 655-8211; Milwaukie Police (503) 786-7500
Name of person reporting: Relationship to student: Date & time reported to DHS: or Date & time reported to Police: First and last name of person receiving report at DHS or Police: Name(s) of additional DHS worker(s) and/or police officer(s) involved in the report:
STUDENT/SIBLING INFORMATION (list all known information) Name: Name: Address: Address: Age: Date of birth: Age: Date of birth:
Name: Name: Address: Address: Age: Date of birth: Age: Date of birth:
PARENT/GUARDIAN OR CARETAKER INFORMATION (list all known information) Name of parent/guardian or caretaker: Name of parent/guardian or caretaker:
Address: Address: Phone number: Phone number: Work number: Work number: Other number: Other number: Name of employer: Name of employer:
CASE INFORMATION
Nature and extent of abuse/explanation given for abuse:
Other information (including the name and position of any witnesses):
Action:
Notified: Principal Assistant Principal Teacher Counselor Nurse Other:
5/12/15-tms
NCSD Counselor Handbook 6.26.18 57
504 PLANS SECTION 504 INFORMATION "Section 504" is short for Section 504 of the Rehabilitation Act of 1973. It is an anti- discrimination law that was enacted in 1973. In essence, Section 504 provides that: No otherwise qualified individual with a disability in the United States...shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.
29 U.S.C. § 794. In general, the intent of Section 504 is to prohibit discrimination solely on the basis of disability and to afford equal access for individuals with disabilities to all programs, activities and benefits offered by federal fund recipients, such as school systems.
In 1977, the U.S. Department of Education issued regulations in order to clarify obligations under Section 504. These regulations can be found at 34 C.F.R § 104 and their requirements have been incorporated into the procedures contained in this Manual.
Who’s Responsible in NCSD • Elementary Principals, Middle School Counselors, and High School Counselors are in charge of 504 plans and should case manage those 504 students on their team or within their school respectively. ODE recommends that 504 plans be reviewed at least annually and must be reevaluated every three years.
• Elementary Principals, Middle School Counselors, and High School Counselors are responsible for transferring student 504 information into Synergy so it is available to teachers.
• Elementary Principals, Middle School Counselors, and High School Counselors will routinely inform teachers of students on 504 plans and will alert them of newly qualified 504 students/plans.
• Elementary Principals, Middle School Counselors, and High School Counselors will keep current of changes to Oregon 504 law changes and apply these changes as appropriate within their schools.
• Elementary Principals, Middle School Counselors, and High School Counselors will discuss and review SPED students who are being taken off IEPs to see if they would then benefit from a 504 plan.
NCSD Counselor Handbook 6.26.18 58
FORMS 1. Synergy Instructions 2. Rowe 504 Evaluation Checklist 3. Request for Medical Diagnosis FORM 4. ODE 504 Manual
NCSD Counselor Handbook 6.26.18 59 504 PLANS: SYNERGY INSTRUCTIONS Entering 504 into Synergy SE
You will need to enter 504 information in SIS and SE
PART I -SYNERGY SE Go to Synergy SE (purple student w/blue star) If this is a new 504 (or no previous IEP) you will need to move the student into SE. I. Click ADD button Enter Student name ● highlight student name under Initial 504 Process ● select appropriate actions - Annual, Evaluation, Reevaluation. ● select date (date initiated), highlight student name ● Click TRANSFER **** you will received a message that student was added **** II. Select Process Doc tab ● Add referral date and review date - SAVE and scroll down
4 or 5 sections to complete.
Notice to conduct a 504 meeting ● action ● select parent ● select goal(s) ● select meeting time, dates, and school location ● SAVE ( you may preview the letter for accuracy) Print Prevue and validate will check. Correct any errors. ● Print Notice ● Finalize - GREEN dot indicates this action is complete - document is now locked.
Notice to conduct a 504 Evaluation/progress Review - Tab 1 and 2 ● select Parent, select Teacher, referred by (counselor), date (date medical report received) ● Reason for Action: “medical report by MD of …” ● consent ○ select consent ● signed date (meeting date) ● Save, print preview, and validate ● Print Notice ● Finalize - this will lock document
NCSD Counselor Handbook 6.26.18 60 Receipt for 504 Notice of Parents and Student Rights ● select meeting date ● select parent ● save, print and validate
504 Evaluation Report (2 tabs) (if an initial evaluation and if you select eval when finding student) ● document date (date of medical report) ● select purpose of evaluation ● Medical records ○ click add ○ source - doctor’s medical report .dr” name ○ summary - diagnosis of …… ● Select second tab and add participants ● Based on the evaluation data...add info in text box ● based on the information listed above ○ is eligible for a 504 plan ● save, preview, validate, PRINT YOUR DRAFT and finalize
504 Accommodation Plan ( 2 tabs) ● Tab 1 ○ enter Document Date and Plan date ○ Basis for (textbox) ○ Supporting data and date (medical dx…) ○ Accommodations - under instruction and Curriculum ■ click ADD, type in text box under Description, select Date. Add comment if needed. ○ SAVE, preview, validate and finalize ● Tab 2 ○ add participants ○ select parents ○ consent given and date (of meeting) ○ SAVE, preview, validate and finalize
PART II SYNERGY SIS Adding Alert In SIS side (blue backpack) a “student need” needs to be created. There is a QRG (Quick Reference Guide) available on the NCSD website, "504 Adding Student Needs ~ Quick Reference Guide". Clink on the blue link or go to Staff Resources>Synergy Support Documents>listed under "For Counselors".
NCSD Counselor Handbook 6.26.18 61 District file Please send or email pdf copies of printed 504 documents to Sherry Gregory, Unit 880.
Medical Protocol If a student has a medical protocol and is not on an IEP, please consult with your school nurse to determine if the student is in need of a 504 plan.
Students dismissed from Special Education There are times when you will not be able to add a student to Synergy SE. The most common reason is that the student was referred for Special Education or previously eligible for special education and did not qualify, but the process to finalize the process was not completed. In this circumstance, please contact Carol Brown (x36126) to rectify the matter.
NCSD Counselor Handbook 6.26.18 62 SAMPLE 504 CHECKLIST Rowe Middle School 504 Evaluation Checklist
Name of student:______Grade ______
Counselor: ______Date ______
Team Members: AP, school psych, counselor, Gen Ed Teacher Rep, parent, student
Date medical report was received:______
Consultations (school psych, admin, Care Team, therapist, other) ❏ School Psych ______❏ Care Team ______❏ Team Meeting ______❏ SST ______❏ other ______
Data collected: ❏ Observations ______❏ Teacher feedback form ______❏ Assessments ______❏ Interventions (RTI) ______❏ Grades ______
NCSD Counselor Handbook 6.26.18 63 ❏ Attendance ______❏ Discipline ______❏ Parent/student interview ______
Date of 504 meeting: ______Results: ❏ Eligible ❏ Eligible but no plan required ❏ Not eligible Comments: ______
NCSD Counselor Handbook 6.26.18 64 504 PLANS: REQUEST FOR MEDICAL DIAGNOSIS FORM REQUEST FOR MEDICAL INFORMATION FOR SECTION 504 EVALUATION
Student’s Full Name:______Date of Birth:______
The above named student has been referred for potential eligibility under Section 504 due to a physical or mental impairment. Please complete the following information and return to the person indicated below. If the person indicated is not the student’s parent, a Release of Information Consent form is attached. Thank you for your information and timeliness!
1. Medical Diagnosis: ______a. Is the disability/impairment temporary? _____Yes _____No b. If temporary, what is the anticipated duration? ______2. Which major life activities are affected? How? ______Walking ______Speaking ______Seeing ______Breathing ______Self-Care ______Learning ______Hearing ______Manual Tasks ______Working Explain: ______
3. Medical Treatment Plan (include medications and/or assistive devices):
4. Recommendations or additional comments: ______Printed Name of Physician Signature of Physician Date
______Printed Name of Parent Signature of Parent Date
------Please return to the Principal or the Counseling Department at your student’s school
NCSD Counselor Handbook 6.26.18 65 Student Access
Section 504 of the Rehabilitation Act of 1973
Oregon Department of Education Salem, Oregon
NCSD Counselor Handbook 6.26.18 66 It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, sexual orientation, age or disability in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310; Telephone (503) 947-5600; Fax (503) 378-5156.
For more information on Section 504, contact:
Oregon Department of Education Office of Educational Improvement & Innovation 255 Capitol Street NE Salem, OR 97310 Tel. (503) 947-5600 Fax: (503) 378-5156 ODE Website: http://www.ode.state.or.us
All or any part of this document may be photocopied for educational purposes without permission from the Oregon Department of Education.
This manual is distributed for informational and resource purposes and does not represent legal advice.
NCSD Counselor Handbook 6.26.18 67 ACKNOWLEDGEMENTS
Special thanks to the U.S. Department of Education Office for Civil Rights for technical assistance.
ODE also thanks the Puget Sound ESD (WA) and Portland Public Schools (OR) for use of their 504 manuals in development of this publication.
CONTENTS
Introduction ...... 1 What Are the General Requirements of Section 504? ...... 2 Who Is Protected under Section 504? ...... 4 What Is Discrimination Based on Disability? ...... 9 What Are FAPE Requirements of Section 504? ...... 13 What Are Evaluation and Placement Requirements of Section 504? ...... 16 What Protections Do 504 Students Have in Relation to School Discipline? ...... 20 What Are the Options for Resolving Disputes? ...... 22 What Other Laws Protect Students with Disabilities? ...... 24 Sample Forms Appendix A: Parent/Student Rights in Identification, Evaluation and Placement ...... 27 Appendix B: Request for Medical Information ...... 29 Appendix C: Notice and Consent to Evaluate under Section 504 ...... 30 Appendix D: Section 504 Eligibility & Accommodation Plan ...... 31 Appendix E: Manifestation Determination for 504 Eligible Students ...... 34 Other Sample Resources Appendix F: 504 Evaluation Guidelines ...... 36 Appendix G: Section 504 Roles and Responsibilities ...... 37 Appendix H: 504 Meeting Checklist ...... 38 Appendix I: 504 Meeting Planner ...... 39 Appendix J: OSBA Sample Policy/Nondiscrimination ...... 40
NCSD Counselor Handbook 6.26.18 68 Appendix K: OSBA Sample Policy/Discrimination Complaint Procedure ...... 41 Appendix L: Discrimination Complaint Form ...... 42 Appendix M: IDEA, Section 504 and ADA Comparison Chart ...... 43 Appendix N: IDEA & Section 504 Flow Chart ...... 47 Appendix O: Use of Service Animals by Students with Disabilities ...... 49
NCSD Counselor Handbook 6.26.18 69 INTRODUCTION
Section 504 of the Rehabilitation Act of 1973 (Section 504) is a federal civil rights statute which provides that:
“No otherwise qualified individual with disabilities in the United States…shall solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or subjected to discrimination under any program or activity receiving federal financial assistance.”
Although Section 504 protects all individuals with disabilities – students, staff, parents and the public – this publication addresses Section 504 as it affects students in public schools. Since all public school districts receive federal funds, all public school districts (and public charter schools) must comply with Section 504. Additionally, public school districts are government entities covered by Title II of the Americans with Disabilities Act of 1990 (ADA), a federal law. This publication is designed to assist Oregon school districts to comply with these nondiscrimination laws.
The Oregon Department of Education published previous versions of Student Access in 1990 and 2001. In 2008, Congress passed the ADA Amendments Act (ADAAA), which resulted in changes to aspects of Section 504 and the ADA, particularly the determination of who is considered “disabled” under Section 504 and the ADA. This version of Student Access incorporates the changes to Section 504 and the ADA that resulted from the ADAAA and its implementing regulations. The manual also includes guidance on responding to service animal requests in schools, supporting students with the most intense health care needs, and what to do when parents revoke consent for special education and request 504 accommodations instead. The manual also includes sections on graduation issues and discipline of students with disabilities under Section 504.
Section 504 is an evolving area of law, and readers should always supplement their understanding of Section 504 with current information.
Ø Notes on Language Usage: “Section 504” is used throughout this manual as shorthand for “Section 504 of the Rehabilitation Act of 1973.” Because Section 504, the ADA, and the ADAA are read consistent with each other, the term “Section 504” should be read to generally include all three unless otherwise stated.
NCSD Counselor Handbook 6.26.18 70
WHAT ARE THE GENERAL REQUIREMENTS OF SECTION 504?
To be in compliance with Section 504 and state nondiscrimination requirements for schools, school districts with more than 15 employees must do the following:
1. Designate an employee to coordinate compliance with Section 504.
2. Adopt and implement procedures to ensure that interested persons can obtain information regarding the existence and location of services, activities, and facilities that are accessible to and usable by persons with disabilities.
3. Provide grievance procedures that have appropriate due process standards and provide for the prompt and equitable resolution of complaints of discrimination.
4. Provide notices that the district does not discriminate in violation of Section 504. The notification must state, where appropriate, that the recipient does not discriminate in admission or access to, or treatment or employment in, its program or activity.
5. Provide notice of the designated employee, how to obtain information about access, the grievance procedures, and the district’s statement of nondiscrimination to students, parents, employees, unions, and professional organizations. These notices should be included in student/parent handbooks and on the district’s website.
What are the responsibilities of a Section 504 coordinator?
Typically, a 504 coordinator will:
• Ensure the school district’s non-discrimination statements, access information, grievance procedures and other disability-related policies are up-to-date, posted, and distributed as required; • Ensure that services, activities, and facilities are accessible to and usable by, person with disabilities; • Ensure staff understand their responsibilities under Section 504; • Ensure there is a system in each school building for responding to 504 concerns in a timely and appropriate manner; • Establish consistent procedures, district-wide, for notification of rights, referral, evaluation, planning and implementation for students with disabilities under Section 504; • Stay informed about developments in both educational interventions and legal requirements for students with disabilities under Section 504 and provide training to other staff in these areas;
NCSD Counselor Handbook 6.26.18 71 • Be responsible for the district’s 504 complaint process/grievance policy, and ensure prompt and impartial investigations occur and that complainants are notified of the outcomes; • Ensure that disability-related notices are provided to Limited English-speaking parents of students with disabilities in the parents’ native language by translation or documented oral interpretation; • Coordinate responses to OCR investigations.
This manual may help 504 coordinators by offering sample forms and procedures for implementation of Section 504 in Oregon schools. (See Appendix).
Whom should a district designate as the 504 Coordinator?
The district may designate the personnel director, student services director, or curriculum director, or other person knowledgeable about the Section 504 requirements to be the 504
Coordinator. Sometimes the district will consolidate the coordination of all civil rights non- discrimination implementation (Section 504, ADA, Title VI, Title IX, etc.) in one position – an equal educational opportunity compliance officer for the district. In most cases, this person may wear other hats as well, often related to implementation of federal programs such as
Title I and services for English-language learners.
What must be included in a school’s grievance procedure?
A grievance procedure must include the following components:
• Notice to all members of the school community of the grievance procedures. • A description of the process for filing complaints. • Adequate, reliable, and impartial investigation of complaints. • Protection of the rights of the parties who are using the grievance procedure, including the right to confidentiality as appropriate and the right to be protected from retaliation resulting from their involvement or participation in the grievance process. • Reasonable timelines for each step of the grievance process. • Prompt resolution of complaints, with written findings, conclusions and, if required, corrective action. • Notice to the complainant of the outcome. Ø See Appendix K for a sample Discrimination Complaint Procedure.
NCSD Counselor Handbook 6.26.18 72
WHO IS PROTECTED UNDER SECTION 504?
Who is protected from disability discrimination under Section 504?
There are three ways a student may be protected from discrimination under Section 504. A person is considered to be protected from discrimination under Section 504 if the student:
1. Has a physical or mental impairment, which substantially limits one or more major life activities. The term does not cover children solely disadvantaged by cultural, environmental or economic factors.
2. Has a record or history of such impairment. This term includes children who have been misclassified (e.g. a non-English speaking student who was mistakenly classified as having an intellectual disability); or
3. Is regarded as having such an impairment. A student would be “regarded” as having a disability under Section 504 if, for example, a nondisabled student frequently receives services from the learning center and is perceived as having a learning disability.
While all three of the above groups of students are protected by the nondiscrimination provisions of Section 504, only the first group, students with actual, current physical or mental impairments that substantially limit a major life activity, are protected by the “child find” and “free appropriate public education” (FAPE) provisions of Section 504 (found in the U.S. Department of Education’s Section 504 regulations). The child find and FAPE provisions of Section 504 do not apply to the second two groups.
Application of Section 504
504 Protection from 504 FAPE Requirements Discrimination (504 Plan) Student has a mental or YES YES, if needed physical impairment Student has a history of YES NO such an impairment Student is regarded as YES NO having such an impairment
What is a “physical or mental impairment”?
The definition of physical or mental impairment is very broad, including students with medical, physical, or psychological impairments or learning disorders. Section 504 does not include a list of specific diseases or medical conditions. Examples of medical conditions include cancer, diabetes, asthma, epilepsy, hepatitis, etc. Physical conditions may include cerebral palsy, spina bifida, and hearing or vision impairments. Psychological conditions may include ADHD, depression, obsessive-compulsive disorder, and post-traumatic stress disorder. Learning disorders may include dyslexia and other learning disorders.
NCSD Counselor Handbook 6.26.18 73
The determination that a student has a “physical or mental impairment” must be based on credible documentation and not just verbal report or suspicion of disability.
What is a “major life activity?”
The ADAAA expanded and clarified what constitute major life activities, which now include:
Motor activities such as walking, lifting, bending, standing, performing manual tasks;
Sensory functions such as seeing and hearing;
Communication functions such as speaking;
Bodily functions such as sleeping, breathing/respiratory functioning, digestive functioning, bowel/bladder functioning, neurological functioning, endocrine functioning, etc.; and
Other functions such as learning, working, caring for oneself, thinking, concentrating and reading.
The list of major life activities is not exclusive, which means that other activities, if significantly impacting the student’s life, could be considered a major life activity.
The student’s disability need only substantially limit one major life activity for the student to be eligible. A student who is substantially limited in a major life activity other than learning may still need a 504 plan if the student’s disability impacts their ability to participate in or benefit from the district’s programs.
Activities such as playing a sport, speaking a second language, or playing a musical instrument would most likely not be considered a major life activity.
What does “substantially limits” mean?
Section 504 does not provide a formula or scale for measuring substantial limitation. However, the ADA has long defined “substantially limits” as meaning that a person is unable to or is significantly restricted as to the condition, manner or duration under which he or she can perform the major life activity as compared an average person.
“Average person” means average for the student’s age or grade level across a large population -- like the state or the country. The comparison is not to the student’s potential, to the student’s other siblings, or to other students in the class or school.
Examples:
• A student may be substantially limited in the area of “reading” if, due to a learning disorder and ADHD, the student’s reading is so slow (duration) that the student takes twice as long to read as an average student at the student’s grade level
NCSD Counselor Handbook 6.26.18 74 (based on Woodcock-Johnson reading fluency norms, or timed reading samples compared to norms).
• A student may be substantially limited in the area of “concentrating” if, due to ADHD, the student cannot sustain concentration long enough (duration) to complete assignments compared to average students of the student’s grade level.
• A student may be substantially limited in the area of “hearing” if, due to a hearing impairment, the student cannot hear instruction without amplification (condition).
• A student may be substantially limited in the area of “speaking” if, due to selective mutism, the student cannot speak at school and must write responses or indicate a response by gesture (manner).
• A student may be substantially limited in the area of “walking” if, due to juvenile arthritis, the student is unable to walk without the assistance of a walker (condition).
• A student may be substantially limited in the bodily functioning of the endocrine system if, due to diabetes, the student must be given a highly regimented diet, frequent blood sugar checks, and close monitoring for high and low blood sugar for the endocrine system to function properly (condition).
As a general rule, a student with a physical or mental impairment who is able to participate in or benefit from a district’s educational program (e.g. attend school, receive instruction, advance from grade to grade, and meet the standards of personal independence and social responsibility expected of his or her age/grade level) without the provision of special education or related aids or services, would not be considered disabled under Section 504.
In determining whether an impairment is substantially limiting, should a team consider the impact of medication or assistive devices?
No. In the ADAAA, Congress very specifically stated that medication or assistive devices (such as hearing aids, medication, wheelchairs or walkers, etc.) should not be considered in determining whether impairment substantially limits a major life activity.
Examples:
• Students with ADHD or diabetes should be considered as if not taking medication.
• Students with motor impairments just as cerebral palsy or juvenile arthritis should be considered without use of a wheelchair or walker or other device.
• Students with hearing or vision impairments should be considered without the use of hearing aids or magnifiers.
NCSD Counselor Handbook 6.26.18 75 The only mitigating circumstances that may be considered are eyeglasses and contact lenses.
In determining whether impairment is substantially limiting, how should conditions that are episodic or in remission be considered?
Conditions that are episodic, such as epilepsy or irritable bowel syndrome, should be considered as if active. Likewise, conditions that are in remission, such as leukemia or cancer, should be considered as if active when determining whether the impairment substantially limits a major life activity.
Are students with medical or psychological diagnoses automatically (or almost always) considered disabled under Section 504?
No. Students are only considered disabled under Section 504 if they have a mental or physical impairment that substantially limits one or more major life activities. The team considering eligibility needs to consider the medical and/or psychological evaluation information in determining whether the mental or physical impairment substantially limits one or more major life activities at school.
Is pregnancy or teen parenting considered a physical impairment under Section 504?
No. Neither pregnancy nor teen parenting is considered impairment under either Section 504 or the ADA. However, if a student suffers medical complications from pregnancy that substantially limit a major life activity, then the medical condition associated with the pregnancy may be a temporary disability under Section 504 and the ADA. Each situation should be determined on a case-by-case basis, and an individual determination should be made.
Is “specific learning disability” considered a disability under Section 504?
Yes, if the student’s learning disability substantially limits a major life activity, such as reading or learning. However, “specific learning disability” has the same definition under Section 504 as under the IDEA. This means that a student with a specific learning disability under Section 504 will be eligible for special education under the IDEA.
A student who does not meet the IDEA definition of specific learning disability may still have a learning disorder that substantially limits a major life activity such as reading or learning. The student may be identified as having dyslexia, dysgraphia, or a type of processing disorder and may qualify for a Section 504 plan of accommodations on that basis if the condition substantially limits a major life activity. For clarity, the team should identify a student under these circumstances as having a learning disorder rather than a “specific learning disability”.
May a district require a parent to provide a medical diagnosis before it will initiate an evaluation or consideration of a student under Section 504?
NCSD Counselor Handbook 6.26.18 76 No. Under Section 504, a district must evaluate a student if the district knows or suspects that the student, because of a disability, needs special education or related services to participate in or benefit from its educational program, regardless of the whether the student has a medical diagnosis. The district may request that the parent provide medical information, or may request the parent’s consent to obtain medical information directly from the provider. However, if the district suspects a disability and the parent is unable or unwilling to provide this information, and the district concludes that this information is necessary to determine whether the student has a disability and the specific accommodations needed, the district must assist the parent in obtaining this information.
If the district does not suspect a disability, the district may inform the parent that the district does not suspect a disability but will reconsider if the parent chooses to provide further medical information to the district.
Examples:
• A high school student has chronic attendance problems. The school nurse contacts the parent to find out why the student is missing so much school. The parent says the student has chronic migraine headaches that prevent school attendance. School staff have seen no evidence of migraines at school – the student presents as a typical student when he is at school and the parent has provided no medical documentation to support the diagnosis of chronic migraine headaches. The district does not suspect a disability and may inform the parent that it will consider any additional medical information she provides. In the meantime, the student will be considered as nondisabled.
• An elementary school student demonstrates a pattern of behaviors across educational settings consistent with an attention deficit disorder. The parent is unable or unwilling to provide medical documentation supporting this diagnosis but agrees that the student has difficulty concentrating and paying attention. The district has reason to suspect a disability and must assist the parent with obtaining the necessary medical information or other evaluations necessary to determine if the student has a disability under Section 504 and what supports are needed for the student.
When is a temporary impairment considered a disability under Section 504 for the purposes of FAPE?
OCR has advised that a temporary impairment may be considered a disability based on case-by-case circumstances. If the temporary impairment is so severe that it substantially limits a major life activity, then it could be considered a disability under Section 504.
Examples:
• A high school student with severe leg fractures in a wheelchair would most likely be considered disabled because the student is unable to walk for an extended period of time.
NCSD Counselor Handbook 6.26.18 77 • A kindergarten student with a broken right arm would not likely be considered disabled even if the student is right-handed because writing is most likely not a major life activity in kindergarten (though it could be in higher grades).
WHAT IS DISCRIMINATION BASED ON DISABILITY?
Discrimination under Section 504 occurs when a recipient of federal funds:
1. Denies a person the opportunity to participate in or benefit from an aid, benefit or service on the basis of disability.
2. Fails to afford the student with a disability an opportunity to participate in or benefit from the aid, benefit, or service.
3. Affords a qualified disabled person an opportunity to participate in or benefit from the aid, benefit, or service which is not equal to that provided to others.
4. Provides aids, benefits or services that are not as effective as those provided to others.
5. Provides different or separate aids, benefits or services, unless such action is necessary to be as effective as the aids, benefits or services provided to non-disabled students (e.g. segregating students in separate classes, schools or facilities, unless necessary).
6. Aids or perpetuates discrimination by providing significant assistance to an agency, organization or person that discriminates on the basis of disabilities.
7. Denies a person with disabilities the opportunity to participate as a member of a planning or advisory board.
8. Otherwise limits the enjoyment of any right, privilege, advantage or opportunity enjoyed by others.
9. In determining the site or location of a facility, makes selections that effectively excludes persons with disabilities, denies them the benefits of, or otherwise subjects them to discrimination.
Section 504 applies to all “programs or activities” of an organization that receives federal funds. The term includes all programs or activities of the ODE and all school districts receiving federal funds regardless of whether the specific program or activity involved is a direct recipient of federal funds. For example: if a district contracts with alternative education programs, the district must ensure that a student with disabilities has an equal opportunity to participate in alternative education, even though the programs themselves do not receive any federal funds.
NCSD Counselor Handbook 6.26.18 78 Likewise, before and after school child care programs, school clubs, graduation trips and other activities may be considered a “program or activity” of the school district depending on the circumstances. These circumstances include whether district staff act as advisors and receive pay for their time, district insurance covers the activity, district does not charge rent or only token rent, etc.
Examples:
A school district may be found to be engaging in illegal disability discrimination if the district:
• Has a practice of refusing to allow any student on an IEP (or previously on an IEP) the opportunity to be on the honor roll.
• Allows non-disabled students to participate in an inter-district transfer arrangement, but not students with disabilities.
• Does not make necessary arrangements for a child with a disability to attend a field trip, outdoor school, or other similar school activity.
• Locates a magnet program in a school that is not accessible to students with mobility impairments.
• Refuses to dispense medication to a student who could not attend school otherwise, or does not have an effective system for dispensing medication.
• Automatically schedules lunch and recess for special education classes at different times than for other classes.
• Automatically provides special transportation for students with disabilities without determining, on an individual basis, that special transportation is necessary.
• Locates special education classes in more remote locations in the building, or in a portable, limiting access to non-disabled peers.
• Allows students with disabilities to be located in inferior facilities, such as trailers, wings in basements and unnecessarily restrictive classrooms due to a lack of classroom space.
• Deny students with disabilities access to recess, assemblies, or other non-academic activities or denied access to lunch based on disability-related behavior.
What is a school district’s obligation for access to field trips and extracurricular activities?
In planning field trips and extracurricular activities, school district must offer students with disabilities an equal opportunity for participation. While legitimate health and safety factors may be considered, decisions about limiting participation must be made by a student’s 504 or IEP team and must be based on individual circumstances. School districts must explore
NCSD Counselor Handbook 6.26.18 79 whether accommodations, such as a bus with a lift, or modifications, such as partial participation for a student with health impairment, could provide access.
May a district refuse to allow disabled students to participate in advanced placement, International Baccalaureate, or honors-level classes or refuse to provide accommodations to students who enroll in those classes?
No. A district that provides accelerated options such as advanced placement, IB or honors must not discriminate against a student based on disability in admission to such classes and programs. The district cannot categorically deny admission based on disability or deny admission to a disabled student solely because the student needs special education, accommodations or related aids or services. The district must provide disabled students an equal opportunity to meet any appropriate minimum eligibility criteria for admission, consistent with the purpose of its accelerated classes and programs and Section 504.
Once a district admits a student to an accelerated class or program, it must provide the student with the related aids and services that the student needs to participate in and benefit from the program. Thus, if due to disability, the student needs large print books, extended time on assignments, or use of a computer for writing assignments, these accommodations must be provided in accelerated classes as they would in any other class offered by the district.
May a district deny a request for an interdistrict transfer for a disabled student solely because the student is disabled?
No. A district that allows interdistrict transfers may not discriminate in access to that benefit. A district may establish disability-neutral criteria for approving interdistrict transfer requests. For example, a district may set criteria for when a program is full and deny interdistrict transfers on that basis. If so, the district must apply that criteria to every request and must have a consistent standard for determining whether a grade level or special program is at capacity in relation to interdistrict transfer requests.
May a charter school deny enrollment to a student with a disability solely because the student has a disability or because the student needs certain types of services or supports?
No. A charter school must enroll any student, including students with disabilities, who apply to the charter school. If more students apply than space allows, the charter school must implement a lottery to choose students for the space available. Section 504 applies to charter schools and prohibits discrimination on the basis of disability.
A charter school is a public school to which parents choose to send the children. All parents, including parents of students with disabilities, have the choice to enroll their children in charter schools.
NCSD Counselor Handbook 6.26.18 80 What responsibility does a charter school have to students with disabilities under Section 504 who are not IDEA eligible?
Charter schools are recipients of state and federal funds and must comply with all nondiscrimination statutes, including Section 504. Charter schools and sponsoring school districts may negotiate specific allocation of responsibilities under Section 504. A charter school’s refusal or inability to comply with Section 504 could jeopardize the charter school’s continuing approval status. A sponsoring school district’s inability to ensure the charter school is complying with federal and state nondiscrimination statutes could result in the school district’s failure to ensure equal access and opportunity.
What responsibility does a private alternative school have to students with disabilities under Section 504 who are not IDEA eligible?
Private alternative schools must comply with all state and federal nondiscrimination statutes, including Section 504. A private alternative school’s refusal or inability to comply with Section 504 could jeopardize the school’s designation as a private alternative school. A contracting school district’s inability to ensure the private alternative school is complying with federal and state nondiscrimination statutes could result in the school district’s failure to ensure equal access and opportunity for its students at the private alternative school.
What is disability harassment?
Disability harassment is “intimidation or abusive behavior toward a student based on disability that creates a hostile environment by interfering with or denying a student’s participation in or receipt of benefits, services, or opportunities in the [school’s] program.”1
Disabiliity harassment is considered discrimination under Section 504 and the ADA when it is “sufficiently severe, persistent, or pervasive” that it creates a hostile environment. Examples of harassment that could create a hostile environment include:
• Several students continually remark out loud to other students during class that a student with a learning disability is "retarded" and does not belong in the class; as a result, the harassed student has difficulty doing work in class and her grades decline.
• A student repeatedly places classroom furniture or other objects in the path of classmates who use wheelchairs, impeding the classmates' ability to enter the classroom. • A school administrator repeatedly denies a student with a disability access to lunch, field trips, assemblies, and extracurricular activities as punishment for taking time off from school for required activities related to the student's disability.
• Students continually taunt or belittle a student with mental retardation by mocking and intimidating him so he does not participate in class.
1 Disability Harrasment Memorandum (OCR & OSERS, July 25, 2000), posted at: http://www2.ed.gov/about/offices/list/ocr/docs/disabharassltr.html
NCSD Counselor Handbook 6.26.18 81 What steps must a district take when a parent or student alleges disability harassment?
The school district must investigate the allegation and provide notice to the parent or student of the outcome and the basis for the district’s conclusions. If the district finds disability harassment has occurred, the school district must take immediate and effective action to stop the harassment, prevent it from reoccurring and fully address the specific problems experienced by the student who was harassed.
WHAT ARE THE FAPE REQUIREMENTS OF SECTION 504?
What is “FAPE?”
FAPE means “free appropriate public education.” Both Section 504 and the IDEA require districts to provide FAPE to students who are considered disabled under those statutes.
However, the definitions of FAPE under these laws are not the same.
The Section 504 regulation states:
“A recipient that operates a public elementary or secondary education program
shall provide a free and appropriate public education to each qualified disabled
person who is in the recipient’s jurisdiction, regardless of the nature or severity of
the person’s disability.”
FAPE is the provision of educational and related services without cost to the student with a disability or to his or her parents or guardian, except for those fees that are imposed on non- disabled persons or their parents or guardians.
Under Section 504, “appropriate” means providing regular or special education and related aids and services that are designed to meet individual needs of disabled students as adequately as the needs of non-disabled students are met. The definition of related aids and services under Section 504 is broad and includes any service that a student needs to participate in and benefit from a district’s education program. “Appropriate” does not mean any service that would be merely beneficial for a student, or any service that would assist the student in meeting the student’s potential. The services must be necessary for the student to participate in and benefit from the district’s educational program comparable to a nondisabled student in the general population. A district does not have an obligation to provide a service or support that is requested by a parent or doctor unless the
NCSD Counselor Handbook 6.26.18 82 504 team determines that the student needs that service or support to participate in and receive the benefits of the education program.
Related aids and services may include school health services, delegated nursing support, instructional, behavioral or environmental accommodations, assistive technology, large print books, etc.
Do the FAPE requirements apply to students who do not currently have a mental or physical impairment, but who have a history of such impairment or are regarded as having such impairment?
No. The FAPE requirements under Section 504 only apply to students who currently have a mental or physical impairment that substantially limits one or more major life activities. The FAPE requirements do not apply to students who have a history of a disability (e.g., were formerly identified under 504 or IDEA) or who are regarded as having a disability but do not have a current impairment that substantially limits a life activity. However, the other nondiscrimination provisions of Section 504 apply to all three categories (currently impaired, history of impairment, regarded as having an impairment).
Is there a “child find” requirement under Section 504?
Yes. “Child find” is the process of locating and identifying students with disabilities. Under Section 504, school districts must annually identify and locate all Section 504 qualified children who are not receiving a FAPE and take appropriate steps to notify their parents and guardians.
Any person can refer a student for consideration under Section 504. Parents, guardians and school staff should refer a student if they know or suspect, due to a disability, that the student needs special education or related aids or services to participate in or benefit from a district’s educational program.
Once receiving such a referral, the district should have a process for deciding whether evaluation is needed, and informing the parent of decisions made. As a general rule, a district should evaluate a referred student if the district knows or suspects that the student, because of a disability, is not attending school, or is not able to access the school’s benefits or programs. If the school suspects that a student has a disability and may need specially designed instruction, the school may proceed with an evaluation under the IDEA to rule out special education eligibility before considering the student’s needs under Section 504. School districts also have an affirmative obligation to identify students with disabilities even when parents do not request 504 supports. Each school must have a system for monitoring “red flags” that could indicate a disability. These “red flags” might include:
• Chronic absences; • An inability to attend school based on illness or mental health condition; • A known mental health diagnosis; • A return to school after drug or alcohol treatment;
NCSD Counselor Handbook 6.26.18 83 • A return to school after inpatient or outpatient mental health treatment; • An attempted suicide; • An extended hospitalization for a physical condition or illness; • Academic or behavior problems in conjunction with other indicators of a disability; • Parent concern with other indicators of possible disability; • History of disability or “at risk” designation with current indicators of concern; • A determination that a student does not qualify (or continue to qualify) for special education but evaluation indicates a mental or physical impairment.
What are the procedural requirements for FAPE under Section 504?
Each district must establish and implement, with respect to actions regarding identification, evaluation or educational placement of persons who, because of disability, need or are believed to need special instruction or related services, a system of procedural safeguards that include:
• Annual notice to students with disabilities and their parents or guardians of their rights under Section 504, including the right to file a grievance, request an impartial hearing. Notice includes: child find, parents’ rights, prior notice of evaluations and meetings, and notice of the results/actions taken at Section 504 meetings. • • An opportunity for the parents or guardian of the person to examine relevant student educational records.
• The right to an impartial hearing if the parent or guardian disagrees with the identification, evaluation, or educational placement of the student with a disability. In Oregon, due process hearings under Section 504 are at the state level using the same administrative law judges as special education due process hearing.
• A review procedure (for appeal of impartial due process hearing decisions).
Ø See sample notice of rights in Appendix A.
If the district is providing a FAPE, is the district responsible for a private placement for the student?
No. If the district affords a free appropriate education to a student but the parent chooses to place the child elsewhere, the district is not responsible to pay for the out-of-district placement. For example, if the district's program is appropriate and the parent places the child in a private school, the district is not responsible for the student's tuition.
Is transportation required as part of FAPE?
Yes. If a district places a student in a program not operated by the district, the district must assure that adequate transportation to and from the program is provided at no greater cost than the parent would have paid to transport the child to the district.
NCSD Counselor Handbook 6.26.18 84 If a district provides transportation to all its students within a certain geographic area, it may not discriminate in its provision of transportation to students with disabilities.
The length of the bus rides for students with disabilities should not be longer than that of non- disabled students unless necessary to accommodate the student’s educational needs.
Can you provide some examples of FAPE violations under Section 504?
Examples include:
• Not implementing a student’s IEP or Section 504 plan.
• Not addressing disability-related needs (e.g. a seizure disorder that requires a health management protocol, a behavior problem that requires a crisis management plan, etc.).
• Not providing related aids and services, such as transportation, without charge to the parent or guardian.
WHAT ARE EVALUATION AND PLACEMENT REQUIREMENTS
OF SECTION 504?
Does Section 504 require an evaluation before placement?
Yes. If a student needs or is believed to need special education or related services, the district must evaluate the student prior to initial placement in a regular or special education program and before any "significant change in placement.” As with special education, an evaluation begins with a review of existing information. This existing information includes: information provided by the parent; any assessments conducted by the school; information from the student’s treatment providers, if any; academic records; attendance records; state assessment results, etc. An evaluation may be broad, including aptitude and achievement data, behavior checklists and other measures, or narrow (medical data). The evaluation must be sufficient to determine whether the student has a disability under Section 504, and if so, whether the student needs a 504 plan and what accommodations and supports the student needs to have access to and participate in the benefits of public education.
Ø See Evaluation Guidelines in Appendix F.
What evaluation procedures must be followed? The district must establish policies and procedures for evaluation and placement, which assure that tests and other evaluation materials:
• Have been validated and are administered by trained personnel.
NCSD Counselor Handbook 6.26.18 85
• Are tailored to assess educational need and are not merely based on IQ scores. • Reflect aptitude or achievement or whatever else the tests purport to measure and do not reflect the student’s impaired sensory, manual or speaking skills (unless the test is designed to measure these particular deficits).
Is parent consent required before initial evaluations and initial placements under Section 504?
Yes. The US Department of Education’s Office for Civil Rights has interpreted Section 504 to include a requirement for parent or guardian consent for an initial evaluation and before initial placement (first time a student is placed on a 504 plan). A district must notify a parent but does not need consent before a reevaluation. However, state law requires parent consent for any administration of an intelligence test or test of personality (which includes behavior checklists that assign personality characteristics to certain clusters of behaviors).2
What can a school district do if a parent withholds consent for an evaluation or initial placement for a student who has or is suspected to have a disability under Section 504?
If a parent refuses consent for an evaluation, the district may not evaluate the student. Likewise, if a parent refuses an initial 504 plan, the district may not implement that plan.
What placement procedures must be followed?
Placement under Section 504 means services – the regular or special education and related aids and services that a student needs to receive FAPE. As with IDEA, in interpreting evaluation data and making placement decisions, the district must:
• Draw upon information from a variety of sources; • Assure all information is documented and considered; • Ensure the placement decision is made by a group of persons including those who are knowledgeable about the child, the meaning of the evaluation data and placement options; and • Ensure the student is educated with his/her non-disabled peers to the maximum extent appropriate.
Does Section 504 have “least restrictive environment” requirements?
Yes. Section 504 has the same type of “least restrictive environment” requirements as the IDEA. This means that students with disabilities under Section 504 must receive their educational services in general education classrooms unless the student cannot be educated satisfactorily in that setting with the use of supplementary aids and services. If the student
2 Frequently Asked Questions About Section 504 and the Education of Children with Disabilities, (OCR, March 17, 2011), posted at: http://www2.ed.gov/about/offices/list/ocr/504faq.html; Letter to Zirkel, 22 IDELR 667 (May 15, 1995).
NCSD Counselor Handbook 6.26.18 86 cannot be educated at the school the student would attend if not disabled, the district must consider proximity to home in making an alternate placement.
What is a Section 504 team?
Section 504 requires team-based decision-making regarding evaluation and placement decisions. The 504 team decides what evaluation is needed, whether a student has a disability under Section 504, whether a Section 504 plan is needed, whether a student’s behavior is considered a “manifestation” of the student’s disability (see Discipline section, below), and so on.
The 504 team must include someone knowledgeable about the student, knowledgeable about the meaning of the evaluation data, and knowledgeable about the placement options (or accommodations).
The membership of a Section 504 team will vary depending on the needs of each student. For example, a nurse may be on the Section 504 team of a student with a life threatening health condition. A school psychologist may be on the team of a student with a behavior disorder. While Section 504 regulations do not specifically require the attendance of the student’s parent or general education teacher, inviting the parent and general education teacher is a good practice because it provides an opportunity for those closest to the student to provide information to the team about the student’s needs and about the classroom environment.
Ø See Appendix I: 504 Meeting Planner: Who to Invite?
What is a Section 504 plan?
A Section 504 plan (which goes by different names in different school districts) describes the accommodations and related aids and services that a district determines that a student needs to receive a FAPE. The content of the 504 Plan is fluid and may change within a school year or between school years as the student’s needs change. A district must implement the plan as written.
The student’s needs and 504 Plan must be reviewed periodically. Most districts have adopted procedures for at least an annual review to ensure that reviews are conducted in a timely manner.
Will every student with a disability under Section 504 need a Section 504 plan?
Not necessarily. In determining whether a student has a disability, the 504 team may not consider the impact of any ameliorating factors such as medication or assistive devices such as hearing aids or wheelchairs. Once a student is found to have a disability under Section 504, the team must then consider whether the student needs a Section 504 plan to access the benefits of public education to a level comparable to a nondisabled student in the general population. In answering this question, the team looks at the student as the student actually presents at school.
NCSD Counselor Handbook 6.26.18 87
Examples:
• A student with a hearing impairment who wears hearing aids may or may not need preferential seating close to the teacher, an FM system and closed-caption videos. If the student needs these accommodations even with the use of hearing aids, a 504 plan should be written for the student.
• A student with ADHD who takes medication may or may not need preferential seating away from distractions, check-ins for understanding, and extra time on daily assignments. If the student needs these accommodations even with the use of medication, a 504 plan should be written for the student.
For students with medical conditions, may an individual health plan substitute for a Section 504 plan?
For students with medical conditions that would not meet the definition of disability under Section 504, a Section 504 plan is not required.
For students with medical conditions that would be considered a disability under Section 504 (a mental or physical impairment that substantially limits a major life activity), the process that a district follows to develop an individual health plan or emergency protocol or nursing care plan must meet 504 requirements, including the following:
• The plan must be based on an assessment (which could be the school nurse assessment that includes a review of the student’s relevant medical records);
• The 504 plan must be developed by a 504 team (see above); and
• Section 504 procedural safeguards must be provided to the parent or guardian, including notice of rights and notice of decisions.
How may schools meet the needs of students with intensive heath monitoring and support needs, such as students with diabetes?
Most if not all students with diabetes will be considered to be students with disabilities under Section 504 as they have a physical impairment (diabetes) that substantially limits the functioning of a bodily system (endocrine system). Students with diabetes need individualized health support plans at school. To comply with Section 504, these plans must include notice of rights under Section 504, be developed by a properly comprised team, and be based on an assessment. The 504 plan needs to include the supports needed to allow the student to be safely educated at school. For students that require additional adult assistance to monitor or support their health care needs, the school must ensure that the assistance is provided by individuals who have been properly delegated these tasks by a nurse. The school must ensure that back up support is available by other individuals who
NCSD Counselor Handbook 6.26.18 88 have also been properly delegated and trained in completing these tasks when the primary person is ill or unavailable.
It is acceptable for school districts to centralize school health services in certain schools and to place students who need those services in those schools. Of course, the district would need to provide transportation if a student is assigned to a different school for this purpose.
What happens if a parent refuses or revokes consent for special education services (IEP) and wants a 504 plan instead?
Until the U.S. Department of Education provides written guidance on this question, ODE recommends that school districts evaluate this situation on a case-by-case basis. This means that a 504 team should consider whether the student has a disability under Section 504. If so, the 504 team should consider whether a 504 plan will provide FAPE to the student.
In some situations, a team may reasonably decide to try a 504 plan of accommodations and supports. The 504 team will need to periodically review the plan to determine whether it continues to be appropriate for the student.
In other situations, a 504 team may decide that the student needs the services and supports offered under the previous IEP to receive FAPE under Section 504 (which means to access the benefits of public instruction to a level comparable to a non-disabled student in the general population). Under Section 504, an IEP is one way to comply with the FAPE provisions of Section 504. Under these circumstances, if the parent refuses the offer of FAPE through the IEP, the district would not be responsible for providing FAPE to the student although the student would continue to be protected by the nondiscrimination provisions of Section 504.
In both situations, the district continues to have a “child find” responsibility under the IDEA, which means that the district should refer the student for special education consideration at reasonable times when it would do so for any other student who is exhibiting the same types of needs.
WHAT PROTECTIONS DO 504 STUDENTS HAVE IN RELATION TO SCHOOL DISCIPLINE?
As a non-discrimination statute, Section 504 prohibits districts from disciplining students more harshly, than non-disabled students on the basis of disability. In addition, students with identified disabilities may not be expelled or suspended for more than 10 consecutive school days for misconduct that was a manifestation of the student’s disability.
Students also may not be suspended repeatedly for more than ten cumulative school days in a school year if the suspensions constitute a “pattern” of suspensions. A “pattern” is based on the total days of exclusion, the length of each exclusion and the proximity of exclusions to
NCSD Counselor Handbook 6.26.18 89 one another. Suspensions of more than ten cumulative school days in a school year should be used very judiciously and only if there is a significant safety risk.
When are individual behavior plans required under Section 504?
The 504 team decides if a functional behavior assessment and behavior support plan is needed for a student to access education. A functional behavior assessment and behavior intervention plan should be completed if the student’s behavior is substantially disruptive to that student’s access to education.
Is a “manifestation determination” required?
Yes. School districts may not suspend or expel a student with a disability under Section 504 for more than ten consecutive school days in a school year. Thus, school districts must determine whether a student’s behavior is a manifestation of the student’s disability before suspending a student with disabilities for more than 10 school days in a row. This process is called a manifestation determination.
This rule also applies to cumulative removals of more than ten days if the removals constitute a pattern of removals. A pattern is determined based on the total days of removal, the length of each removal, and the proximity of removals to one another.
Section 504 does not provide a specific set of questions to be considered, as does the IDEA. The set of questions under IDEA provide an appropriate format for considering the “manifestation” question under Section 504. These questions (adapted for 504-only students) are:
1. Is the misconduct in question caused by or directly related to the student’s disability?
This determination is based on evaluation data related to behavior and must be recent enough to afford an understanding of the student’s current behavior. Misconduct is not a manifestation of a disability if it bears only a weak relationship to the student’s disability. A determination that a student understands “right and wrong” is not conclusive. Likewise, the determination may not be based on the student’s type of disability but must consider the unique aspects of the situation.
Example: A student with ADHD leaves school at lunch although the school has a closed campus because another student suggested they eat lunch at a near-by fast food place. Although the student knew that the school was closed campus and this behavior violated school rules, the student acted impulsively without thinking about the consequences which could be considered directly related to the student’s ADHD.
Non-example: A student with ADHD steals some computer equipment from the school’s computer lab. The process of stealing the equipment required advanced planning and was implemented over several days. Here, the student’s actions were not impulsive and therefore not likely directly related to the student’s ADHD.
NCSD Counselor Handbook 6.26.18 90 2. Is the misconduct in question the direct result of the district’s failure to implement the Section 504 plan?
Example: A student’s 504 plan requires implementation of a behavior plan that includes offering the student an opportunity to go to a cool down space. The teacher does not implement that provision, and as a result the student’s behavior escalates and the student strikes another student, which is the reason for the suspension pending expulsion. The 504 team could reasonably conclude that the misconduct was a result of the district’s failure to implement the Section 504 plan.
Non-example: A student’s 504 plan calls for extended time on tests which is implemented only occasionally. At recess, the student initiates a fight with another student over who has the ball. The incident at recess is not the direct result of the district’s failure to implement the Section 504 plan for the student.
Ø See Appendix E for a sample Manifestation Determination Form.
Can the district remove a student from school if the student brings a gun to school?
Yes. The Gun Free Schools Act applies to students covered under Section 504 to the same extent it does to students who are IDEA eligible. The Gun-Free Schools requires districts to expel any student who brings a “weapon” to school for at least one year. However, state law must allow a district’s chief administering officer to modify the expulsion requirement for a student on a case-by-case basis. Considering the impact of the student’s disability on his or her behavior is one of the considerations that must be made on a case-by-case basis.
Does Section 504 protect a disabled student who is currently using drugs or alcohol and violates school rules for use or possession of drugs or alcohol?
No. A district may discipline a disabled student for the illegal use or possession of drugs or alcohol at school or a school function in the same manner and to the same extent as it disciplines a non-disabled student if the student is a current user of drugs or alcohol. A “current user” means that the student’s use is recent enough that the district has a reasonable belief that the use is ongoing. The district should base this conclusion on credible information such as a student confession, a juvenile report, a drug/alcohol assessment, etc. and not on gossip or reputation alone.
NCSD Counselor Handbook 6.26.18 91 WHAT ARE THE OPTIONS FOR RESOLVING DISPUTES UNDER SECTION 504?
The US Department of Education’s Office for Civil Rights (OCR) is the agency responsible for enforcement of Section 504. An individual person or an organization may file a written complaint of disability discrimination with OCR, including a complaint that a district is not providing a disabled student FAPE. An OCR complaint must be filed, in writing, within 180 days after the violation has occurred.
A formal complaint with OCR should include:
• The complainant’s name, address, and if available, daytime telephone number;
• A general description of the person(s) or class of persons injured by the alleged discriminatory act(s) (names of the injured person(s) are not required);
• The name and location of the school or program that committed the alleged discriminatory act(s); and
• A description of the alleged discriminatory act(s) in sufficient detail to enable OCR to understand what occurred, when it occurred, and the basis for the alleged discrimination (race, color, national origin, sex, disability, or age).
OCR’s focus is on the process a district uses to identify, evaluate, and provide an educational placement to a student with a disability, and to provide procedural rights to the student’s parent or guardian. Except in extraordinary circumstances OCR does not review the team-based decisions about evaluation, eligibility, content of 504 plans or placement, as long as the district complies with the procedural requirements for Section 504. If a parent or guardian disagrees with the team’s decision, the proper forum would be a Section 504 due process hearing.
The address for the Office for Civil Rights is:
US Department of Education Office for Civil Rights Jackson Federal Building 915 Second Avenue, Room 3310 Seattle, WA 98174-1099 Telephone: (206) 607-1600 TDD: (206) 220-1909 OCR Web site: www.ed.gov/offices/OCR
NCSD Counselor Handbook 6.26.18 92 What are the procedures for a hearing under Section 504 in Oregon?
1. The parent or guardian of a student with a disability may file a written request for a hearing with the State Superintendent of Public Instruction.
2. The hearing must concern the identification, evaluation, provision of a free appropriate education, or education placement of the student with a disability that the parent or guardian alleges to be in violation of Section 504.
3. When a hearing is requested, the ODE will appoint an administrative law judge. ODE currently has an arrangement with the Office of Administrative Hearings to conduct both IDEA and Section 504 hearings. The school district involved in the hearing is responsible for the costs of the hearing.
4. A parent or guardian who files for a hearing under Section 504 may also seek due process remedies under the IDEA, if available.
5. Section 504 does not have a “stay put” provision like the IDEA. School districts may implement a change in placement even if the parent or guardian requests a hearing.
6. Unlike the IDEA, Section 504 does not provide for the parent’s choice, at no cost, of a written or electronic verbatim record of the hearing.
Is retaliation for engaging in protected activity prohibited by Section 504?
Yes. Section 504 prohibits anyone from attempting to thwart the exercise of rights granted by the law to individuals with disabilities. A school district may not retaliate against any person who has made a complaint, testified, assisted, or participated in any manner in an investigation or proceeding under Section 504, the ADA or the IDEA.
WHAT OTHER LAWS PROTECT STUDENTS WITH DISABILITIES?
Is Section 504 the only federal law that addresses the rights of students with disabilities?
No. The Individuals with Disabilities Education Act (IDEA) and Americans with Disabilities Act (ADA) also address the rights of students with disabilities.
NCSD Counselor Handbook 6.26.18 93 What are the main differences between Section 504, the IDEA, and the ADA?
The IDEA is a funding statute that assists states in meeting the educational needs of students with disabilities. It has very detailed procedural rights along with detailed state and district requirements. The IDEA specifically lists categories of disabilities that render a child eligible for special education. These categories include: autism spectrum disorder, visual impairment (including blindness), hearing impairment (including deafness), specific learning disability, communication impairment, emotional disturbance, other health impairment, orthopedic impairment, and traumatic brain injury. To be eligible for special education services under IDEA, the student’s disability must have an adverse impact on the student’s educational performance and must result in a need for specially-designed instruction and related services.
Section 504 is a nondiscrimination statute that addresses discriminatory actions such as different treatment, denials of access, disability-based harassment, and requires that disabled persons be provided equal opportunities as nondisabled persons. To ensure an equal opportunity for qualified disabled public school children, the Section 504 regulations require that FAPE be provided. Section 504 defines FAPE as regular or special education and related aids and services that have been designed to meet the student’s individual needs, and are based upon Section 504 procedural requirements. However, Section 504 has less detailed procedural requirements regarding FAPE than the IDEA. Unlike IDEA, Section 504 does not have a categorical listing of disabilities. While Section 504 requires the condition to "substantially limit a major life activity" such as walking (which limits educational access), it need not necessarily adversely affect the student's educational performance. Also, a student may be considered disabled under Section 504 even though the student does not need special education services.
The Americans with Disabilities Act (ADA) is similar to Section 504 in that it is a nondiscrimination statute. In the context of public education for students with disabilities, the ADA’s nondiscrimination provisions are generally parallel with Section 504, but do not include any provisions related to FAPE. The ADA regulations have specific provisions related to service animals.
Ø See Appendix M and N for a Comparison Chart (504/ADA and IDEA) and Flow Chart comparing IDEA and Section 504, respectively.
Ø See Appendix O for Service Animal sample policy and procedures.
If a student is eligible under the IDEA and 504, does the district need to develop an IEP and a Section 504 plan for the student?
No. The Section 504 regulations specifically state that implementation of an Individualized Education Program developed in accordance with the IDEA is one means of meeting the Section 504 standard. For students with IEPs, all disability-related aids and services should be written on the IEP and not on a separate 504 plan.
NCSD Counselor Handbook 6.26.18 94 Are students who are considered disabled under Section 504 also eligible for special education under the IDEA?
Not necessarily. A student may have an impairment that substantially limits a major life activity (such as a severe food allergy or mobility impairment) that does not result in the need for special education. This student would only need regular education and disability-related aids and services, and would qualify and be entitled to FAPE under Section 504, but not under the IDEA.
Are students who are evaluated for IDEA and found not eligible automatically (or almost always) considered disabled under Section 504?
Not necessarily. Students are only considered disabled under Section 504 if they have a mental or physical impairment that substantially limits one or more major life activities. However, teams need to be aware of the Section 504 disability definition and, when appropriate, consider whether students are eligible under Section 504 when they do not meet IDEA eligibility criteria.
When will a student with ADD or ADHD be eligible under IDEA rather than just under Section 504?
A student with ADD or ADHD will be eligible for services and protection under IDEA as a student with an “other health impairment” if the team concludes that the ADD/ADHD results in limited alertness, which adversely effects educational performance, and results in the need for special education services. A student with ADD/ADHD will also be eligible for services under IDEA if the student meets eligibility criteria for Emotional Disturbance or Specific Learning Disability.
NCSD Counselor Handbook 6.26.18 95 APPENDIX A
Parent/Student Rights in Identification, Evaluation and Placement
Please Keep This Explanation for Future Reference
(Section 504 of the Rehabilitation Act of 1973)
This document describes the rights granted by federal law to students with disabilities.
The intent of the law is to keep you fully informed concerning decisions about your child
and inform you of your rights if you disagree with any of these decisions.
You have the right to:
1. Have your child take part in, and receive benefits from public education programs without discrimination based on disability.
2. Have the school district advise you of your rights under federal law. 3
3. Receive notice with respect to identification, evaluation, or placement of your child.
4. Refuse consent for the initial evaluation and initial placement of your child.
5. Have your child receive a free appropriate public education. This includes the right to be educated with non-disabled students to the maximum extent appropriate. It also includes the provision of regular education or special education and related aids and services that are designed to meet the individual
3 This document is your notice of rights under Section 504.
NCSD Counselor Handbook 6.26.18 96 needs of students with disabilities as adequately as the needs of non-disabled students are met.
6. Have your child educated in facilities and receive services comparable to those provided to non-disabled students.
7. Have evaluation, educational, and placement decisions made based upon a variety of information sources, and by persons who know the student, the evaluation data, and placement options;
8. Have education and related aids and services provided to your child without cost except for those fees imposed on the parents/guardians of non-disabled students.
9. Have your child be given an equal opportunity to participate in non-academic and extracurricular activities offered by the district.
10. Examine all relevant records relating to decisions regarding your child's identification, evaluation, educational program, and placement.
11. Obtain copies of educational records at a reasonable cost unless the fee would effectively deny you access to the records.
12. A response from the school district to reasonable requests for explanations and interpretations of your child's records;
13. Request amendment of your child's educational records if you believe they are inaccurate, misleading or otherwise in violation of the privacy rights of your child. If the school district refuses this request for amendment, you have the right to a hearing to challenge this refusal.
14. Request an impartial due process hearing related to decisions or actions regarding your child's identification, evaluation, educational program or placement. You and the student may take part in the hearing and have an attorney represent you. Hearing requests must be made to the State Superintendent of Public Instruction, Oregon Department of Education, 255 Capitol Street, NE, Salem, Oregon 97310-0290, pursuant to OAR 581-15-109.
15. File a written grievance following the district’s grievance or complaint procedure, or file a complaint with the U.S. Department of Education Office for Civil Rights (206-607-1600 or www.ed.gov/OCR).
NCSD Counselor Handbook 6.26.18 97
The person in this district who is responsible for assuring that the district complies with Section 504 is:
Name: ______Telephone No. ______
Copy given to parents on ______by ______.______mm/dd/yyyy Signature/position
c. student’s cumulative folder, parents
NCSD Counselor Handbook 6.26.18 98 APPENDIX B
Request for Health/Medical Information
Student’s Full Name:______Date:______
The above named student has been referred for potential eligibility under Section 504 due to a physical or mental impairment. Please complete the following information and return to the person indicated below. A Release of Information Consent form is enclosed. Thank you for your information and timeliness!
1. Medical Diagnosis:
a. Please list any current medical diagnoses of the student: ______b. Is the disability/impairment temporary? _____Yes _____No
c. If temporary, what is the anticipated duration?______
2. Which major life activities are affected? How?
¨ Seeing ¨ Thinking ¨ Walking ¨ Hearing ¨ Concentrating ¨ Breathing ¨ Speaking ¨ Learning ¨ Other bodily functions ¨ Reading ¨ Other:
Explain:______
3. Medical Treatment Plan (include medications and/or assistive devices): (Please enclose)
4. Recommendations for accommodations or additional comments:
______Signature of Health Care Provider Printed Name Date
Please return to:
______Name/Title School
______Address Telephone Number
NCSD Counselor Handbook 6.26.18 99 C: student’s cumulative folder, parents
NCSD Counselor Handbook 6.26.18 100 APPENDIX C
Notice and Consent to Evaluate Under Section 504
Date:
To:
From:
PRIOR NOTICE/PARENT CONSENT TO EVALUATE UNDER SECTION 504
This letter is to provide you notice that the district proposes to evaluate [Student Name] ______and determine if he/she is eligible for services under Section 504 of the Rehabilitation Act of 1973.
The Team has concluded that the following assessments are necessary to determine if your child has a disability under Section 504 and needs a 504 Accommodation Plan: ______
Your written consent is necessary because this is an: _____Initial Evaluation, ____Individual Intelligence Test, _____Personality Testing (including behavior checklists).
You will be invited to participate in a meeting to review the evaluation results and to determine if your child is eligible for a plan under Section 504.
PARENT CONSENT I understand that the granting of consent for evaluation is voluntary.
____Consent to evaluate is given. ____Consent to evaluate is denied.
______/______/______/______Parent/Guardian Signature Date Work phone Home Phone
If you have questions, please contact ____[504 Case Manager Name/ phone number]_. Thank you for working with the district to provide appropriate services for your child.
Enclosure: Section 504 Notice of Parent/Student Rights in Identification, Evaluation and Placement.
C: Student Cumulative File
NCSD Counselor Handbook 6.26.18 101 APPENDIX D
Section 504 Eligibility Determination and Student Accommodation Plan
Meeting Date: ______Date of Initiation of Plan: ______
Student: ______School: ______Grade: ______
Date of Birth:______Student ID #:______
Meeting Participants:
Area of Knowledge Relative to this Meeting Meeting participants About student About evaluation data About (list or sign) accommodations/ placement options
A. Evaluation Summary
Educational History & Present Educational Placement Status:______
______
Sources of Evaluation Information (include date and description): ______
Results of Assessments: ______
Present Learning and Education Performance Description:
a) Current classes and grades:______
b) School attendance:______
c) Other relevant information:______
NCSD Counselor Handbook 6.26.18 102 Section 504 Eligibility Determination and Student Accommodation Plan Student______Date______
B. Eligibility Determination
1. Does the student have a physical or mental impairment? ___ Yes ___ No
If yes, describe:______
If no, explain:______
2. Does the student’s impairment substantially limit one or more major life activities? If yes, check appropriate box below. (Note: Do not consider medication, assistive devices or other ameliorating factors.)
¨ Seeing ¨ Thinking ¨ Walking ¨ Hearing ¨ Concentrating ¨ Breathing ¨ Speaking ¨ Learning ¨ Other bodily functions ¨ Reading ¨ Other:
If yes, describe how the activity is substantially limited:______
3. Does the student need accommodations, services or supports to access the benefits of public education at a level similar to the average student? (Note: Consider student as student presents in school setting, which may include medication, assistive devices and other ameliorating factors.)
¨ Yes If yes, complete 504 Plan section below. ¨ No If no, explain:
This document constitutes the district’s notice to parents regarding the student’s eligibility or non-eligibility under Section 504.
C: 504 Plan (Complete only if answer to #3 above is “yes”)
List the accommodations, services or supports necessary to address the student’s disability in the educational setting:
NCSD Counselor Handbook 6.26.18 103 Section 504 Eligibility Determination and Student Accommodation Plan Student______Date______
Describe the educational placement: Option Selected? Explain Regular school/general curriculum with accommodations as listed Other: Describe:
D. NOTICE
This document constitutes the district’s notice to parents with respect to identification, evaluation and placement under Section 504.
E. PARENT CONSENT (Complete for initial 504 plans)
I agree to implementation of this 504 Student Accommodation Plan. I understand that granting of consent is voluntary.
______Parent/Guardian Signature Date Work Phone Home Phone
I do not agree to implementation of this 504 Student Accommodation Plan. I understand that denial of consent is voluntary.
______Parent/Guardian Signature Date Work Phone Home Phone
F. ANNUAL REVIEW Date Participants Changes to disability Changes to plan? status?
Significant changes should be written as a new plan and attached to the originals.)
C: Student Cumulative File, Parent
NCSD Counselor Handbook 6.26.18 104 APPENDIX E
Manifestation Determination Form for 504 Eligible Students
Student’s Name:______ID#______
District:______School:______Grade:______
Meeting Participants:
Area of Knowledge Relative to this Meeting Meeting participants About student About evaluation About (list or sign) data accommodations/ placement options
Sources of information for completing Manifestation Determination (attach copies).
_____ Functional Behavior Assessment _____ Interviews _____ Assessment/evaluations _____ Direct observation _____ Diagnostic information _____ Information from Parents _____ 504 documents _____ Other:______
Behavior incident ______
Proposed disciplinary action:______
Student’s disability (504): ______To determine whether the student’s behavior was directly related to the student’s disability, answer the following questions:
1. Was the conduct in question the direct result of the district not implementing the student’s 504 plan? ____yes ____no Explain:______
2. Was the conduct in question caused by or have a direct and substantial relationship to the student’s disability? ____yes ____no Explain:______
NCSD Counselor Handbook 6.26.18 105 Determination:
The conduct/behavior is a manifestation of the student’s disabiility. o YES Check “yes” if at least one answer to the above questions is “yes”.
The conduct/behavior is not a manifestation of the student’s disability. o NO Check “no” if both answers to the above questions is “no”.
Signature/title:______Date______Phone:______
C: student’s cumulative file, parents
NCSD Counselor Handbook 6.26.18 106 APPENDIX F
504 Evaluation Guidelines (Sample)
The student’s 504 team decides what assessments are needed to determine whether a student has a disability under Section 504. See table below for recommended evaluation procedures. Students who are suspected of having a disability under the IDEA should be evaluated for special education eligibility before consideration of a disability under Section 504.
Suspected Condition Recommended Evaluation for Disability Determination
Health conditions, such A medical statement including a diagnosis of the condition by a as asthma, cancer, physician licensed by the State Board of Medical Examiners, or a epilepsy, diabetes, Physician’s Assistant or Nurse Practitioner acting within the scope of hepatitis, etc. his or her license**, AND
A school nursing assessment.
Rule out Other Health Impairment if suspected. Chronic physical A medical statement including a diagnosis of the condition by a conditions, such as physician licensed by the State Board of Medical Examiners, or a cerebral palsy, spina Physician’s Assistant or Nurse Practitioner acting within the scope of bifida, hearing or vision his or her license**, AND impairments.
An evaluation conducted by the school district or Regional Program.
Rule out Other Health Impairment, Orthopedic Impairment, Vision Impairment, or Hearing Impairment, if suspected Psychological A medical statement including a diagnosis of the condition by a conditions, such as physician licensed by the State Board of Medical Examiners, or a ADD/ADHD, depression, Physician’s Assistant or Nurse Practitioner acting within the scope of obsessive-compulsive his or her license**, OR a diagnosis by a licensed clinical disorder, post-traumatic psychologist; AND stress disorder, etc. As needed, an evaluation by a school psychologist including a review of information submitted by the parent and new measures, as needed, such as behavior rating scales, structured observations, and
interviews.
Rule out Emotional Disturbance or Other Health Impairment, if suspected.
Learning disorder, such Individual assessments as needed. as dyslexia.
Rule out Specific Learning Disabilities, if suspected. ** The district does not use diagnoses from naturopathic physicians or chiropractors. If a parent submits such a diagnosis, and the team sees evidence that such a condition may exist, contact the District 504 compliance officer..
NCSD Counselor Handbook 6.26.18 107 APPENDIX G
Section 504 Roles and Responsibilities (Sample)
Role of Building 504 Coordinator – coordinates 504 services in the school or program • Participates in district-wide training on Section 504 implementation. • May act as 504 case manager for individual. • Acts as contact person in school when questions arise about 504 issues. • Participates on Building Screening Committee. • Ensures that staff are using current Section 504 forms and following current procedures. • Coordinates transition of 504 students transferring into and out of the school. • Provides data and 504 records to district 504 compliance officer as required.
Role of 504 Case Manager – coordinates 504 process for individual students • Schedules meetings with parents and other participants. • Gathers necessary information for meetings. • Writes up 504 documents. • Provides copies of documents to parents and puts in student’s cumulative file. • Provides information to all teachers that need to know about 504 plan contents, including when the student’s schedule or classes change. • Verifies the implementation of 504 plan and is available to problem-solve when issues or concerns arise. • Schedules periodic review at least annually (unless a different timeline is in the plan) or sooner if needed, and before any significant change in placement.
Role of District 504 Compliance Officer – coordinates 504 implementation in the district • Ensures that district 504 forms and procedures comply with 504 requirements. • Provides training to 504 coordinators and others annually as needed. • Provides technical assistance and problem-solving on an as needed basis. • Provides accurate, accessible information about 504 to school community. • Acts as contact person for district and Office for Civil Rights (OCR) Section 504 complaints.
NCSD Counselor Handbook 6.26.18 108 APPENDIX H
504 Meeting Checklist (Sample)
Before the meeting: o Contact parents new to the 504 process to explain the purpose of the meeting and identify any questions and concerns. o Schedule meeting with participants, including parents. o Send meeting notice reminding parent of date, time and location of meeting. (optional) o Gather pertinent information to be shared at the meeting: updates from teachers, assessment reports, medical/health information, etc. o Develop meeting agenda. o Arrange for any necessary interpreters or accommodations for meeting participants. o Complete portions of the Section 504 Eligibility Determination Report that can be completed before the meeting. o Bring all current forms to the meeting.
During the meeting: o Introduce the participants and their roles. o Clarify purpose of the meeting. o Review agenda. o Identify note-taker for meeting (if using one). o Facilitate student’s input or participation. o Lead group through agenda – do time-checks as needed. o Complete Section 504 Eligibility Determination Report (if new to 504). o Complete Section 504 Plan (if needed), or revise as needed. o Provide copies of Report and Plan to parents or tell them when they will get a copy. o Provide Statement of Parent Rights to parent (keep signed copy for Cumulative File). o Thank everyone for participation and cooperation.
After the meeting: o If using meeting notes, review and put final copy in Cumulative File, along with a copy of the eligibility and 504 plan. o If parents did not receive documents at meeting, provide copies. o Send documents to central office if required. o Be sure all teachers know and understand their responsibilities under the 504 plan. o Calendar check-ins to monitor implementation of plan. Keep log of contacts related to implementation of plan. o Calendar annual review date, and at least one month earlier to begin “before meeting” review process.
NCSD Counselor Handbook 6.26.18 109 APPENDIX I
504 Meeting Planner: Who to Invite? (Sample)
When should the parent be invited? • A parent, guardian, or person in parental relationship to the student should always be invited.
When should the school counselor be included? • When the counselor is the 504 coordinator, 504 case manager or has personal or professional knowledge that would help the team make appropriate decisions for the student.
When should a general education teacher be included? • When the student is participating in general education.
When should the school nurse be included? • When there are medical or health issues involved. • When the parent is asking for health related accommodations at school. • When the team will be reviewing reports from a medical doctor or other health practitioner.
When should the school psychologist be included? • When the school psychologist was involved in a recent evaluation of the student. • When the school psychologist’s expertise is necessary for the team to make appropriate decisions for the student.
When should the building administrator be included? • When the building administrator is the 504 coordinator for the school. • When the parent is asking for unusual accommodations that raise concerns or fiscal considerations. • When safety issues are involved. • When special transportation is likely to be needed.
When should a motor team (OT or PT) representative be included? • When the student has a motor impairment and will likely need accommodations or supports for the motor impairment. • When the OT or PT recently evaluated the student and identified motor needs. • When the parent has requested motor team services or adaptations.
When should the district 504 compliance officer or other district-level administrator be included? • When it appears that the student will need supports that will require allocation of district resources. • When the team believes that using a district facilitator will help resolve or prevent conflict. • When a team wants training, coaching or feedback on the 504 meeting process.
NCSD Counselor Handbook 6.26.18 110 APPENDIX J
Nondiscrimination
The district shall promote nondiscrimination and an environment free of harassment based on an individual’s race, color, religion, sex, national origin, disability, marital status or age of any other persons with whom the individual associates.
In keeping with requirements of federal and state law, the district strives to remove any vestige of discrimination in employment, assignment and promotion of personnel; in educational opportunities and services offered students; in student assignment to schools and classes; in student discipline; in location and use of facilities; in educational offerings and materials; and in accommodating the public at public meetings.
The Board encourages staff to improve human relations within the schools and to establish channels through which citizens can communicate their concerns to the administration and the Board.
The superintendent shall appoint and make known the individuals to contact on issues concerning the American with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, Title VI, Title VII, Title IX and other civil rights or discrimination issues. 1
Federal Civil rights laws prohibit discrimination against an individual because he/she has opposed any discrimination act or practice or because that person has filed a charge, testified, assisted or participated in an investigation, proceeding or hearing. The ADA further prohibits anyone from coercing, intimidating, threatening or interfering with an individual for exercising the rights guaranteed under the Act.
END OF POLICY ______
Legal Reference(s): ORS 192.630 ORS 659.870 OAR 581-015-0054 ORS 326.051 (1)(e) ORS 659A.006 OAR 581-021-0045 ORS 342.934 (3) ORS 659A.009 OAR 581-021-0046 ORS 659.805 ORS 659A.233 OAR 581-021-0049 ORS 659.815 ORS 659A.409 OAR 581-022-1140 ORS 659.850 ORS 659.865
Age Discrimination Act of 1975, as amended, 42 U.S.C. § 6101-6107. Age Discrimination In Employment Act of 1967, as amended, 29 U.S.C. §§ 621-634. American with Disabilities Act of 1990, 42 U.S.C. §§ 12101-12213; 29 CFR 1630 (2000); 28 CFR 35 (2000).
1 Districts are reminded that the district is required to notify students and employees of the name, office address and telephone number of the employee or employees appointed.
NCSD Counselor Handbook 6.26.18 111 Equal Pay Act of 1963, as amended, 29 U.S.C. § 206(d). Rehabilitation Act of 1973, 29 U.S.C. §§ 791, 793 and 794. Title IX of the Education Amendments of 1972, 20 U.S.C. §§ 1681-1683; 34 CFR 106 (2000). Title VI of the Civil Rights Act of 1964, as amended, 42 U.S.C. § 2000(d). Title VII of the Civil Rights Act of 1964, as amended, 42 U.S.C. § 2000(e). Wygant v. Jackson Board of Education, 476 U.S. 267 (1989).
NCSD Counselor Handbook 6.26.18 112 APPENDIX K
Discrimination Complaint Procedure
Complaints regarding the interpretation or application of the district’s nondiscrimination policy shall be processed in accordance with the following procedures:
Informal Procedure: (Recommended but not required)
Any person who feels that he/she has been discriminated against should discuss the matter with the building principal, who shall in turn investigate the complaint and respond to the complainant within 5 [five] school days. If this response is not acceptable to the complainant, he/she may initiate formal procedures.
If the building principal is the subject of the complaint, the individual may file a complaint directly with the superintendent. If the superintendent is the subject of the complaint, the complainant may be filed with the Board chairman.
A person can bypass the informal procedure and proceed directly to the formal procedure.
Formal Procedure:
Step I: A written complaint must be filed with the building principal within 5 [five] school days of receipt of the response to the informal complaint. The building principal shall further investigate, decide the merits of the complaint and determine the action to be taken, if any, and reply, in writing, to the complainant within 10 [ten] school days.
Step II: If the complainant wishes to appeal the decision of the principal, he/she may submit a written appeal to the superintendent within 5 [five] school days after receipt of the building principal’s response to the complaint. The superintendent shall meet with all parties involved, as necessary, make a decision and respond, in writing, to the complaint within 10 [ten] school days.
Step III: If the complainant is not satisfied with the decision of the superintendent, a written appeal may be filed with the Board within 5 [five] school days of receipt of the superintendent’s response to Step II. In an attempt to resolve the complaint, the Board shall meet with the concerned parties and their representative at the next regular or special Board meeting. A copy of the Board’s decision shall be sent to the complainant within 10 [ten] school days of this meeting.
If the complainant is not satisfied after exhausting local complaint procedures, or 90 days, whichever occurs first, he/she may appeal in writing to the State Superintendent f Public Instruction, Oregon Department of Education 255 Capitol Street NE, Salem, OR 97310.
NCSD Counselor Handbook 6.26.18 113 APPENDIX L
Discrimination Complaint Form
Name of Person Filing Complaint:______Date:______
School or Activity:______
Student/Parent Employee Non-employee (Job applicant)
Type of discrimination: Race Color Religion
Sex National Origin Disability
Marital Status Age Sexual Orientation
Specific complaint: (Please provide detailed information including names, dates, places, activities and results of informal discussion.): ______
Remedy requested: ______
The complaint form should be mailed or taken to the building principal. [Direct complaints related to educational programs and services may be made to the U.S. Department of Education, Office for Civil Rights. Direct complaints related to employment may be filed with the Oregon Bureau of Labor and Industries, Civil Rights Division, or the U.S. Equal Employment Opportunities Commission.]
NCSD Counselor Handbook 6.26.18 114 APPENDIX M
IDEA, Section 504 and ADA Comparison Chart
Individual with Section 504 Title II of the Disabilities American Education Act (IDEA) of the Rehabilitation Act Disabilities Act Type A federal civil rights law and regulations A federal funding law and regulations Title The Rehabilitation Act of 1973 Americans with Individuals with Disabilities Act (Title Disabilities Education II) Act Funding No federal funding. No additional funding beyond Federal funding basic school support. formula based on student population, number of students with disabilities, and poverty factor. Increased state basic school support. Purpose To eliminate disability A broad civil rights law Provides federal funds discrimination in all that applies to public to states and school programs and activities entities and protects the districts to assist with that receive federal funds. rights of individuals with meeting the special disabilities without education needs of regard to federal students with financial assistance. disabilities. Administrator Section 504/ADA Coordinator or other appropriate Special education Civil Rights Coordinator. director or other appropriate administrator. Team Requires evaluation and 504 Not specifically IEP team requires plan/placement decisions to addressed in parent, district be made by a team that relation to FAPE. representative, includes someone general education knowledgeable about the teacher, special student, about evaluation data education teacher or and about provider, someone accommodations/placement knowledgeable about options. the educational implications of evaluation data and may include others.
NCSD Counselor Handbook 6.26.18 115 Individual with Section 504 Title II of the Disabilities American Education Act (IDEA) of the Rehabilitation Act Disabilities Act Service Plan Section 504 plan or similar No individual service Individualized planning document. plan component. Education Program (IEP) or Individualized Family Service Plan (IFSP) Population Disabled students who have or have had a physical Identifies specific or mental impairment that substantially limits a major categories of life activity (or are regarded as disabled by others). disabilities. Free Requires the provision of a Does not address Requires the provision Appropriate free appropriate education. FAPE. of a free appropriate Public “Appropriate” means a education. Education program designed to meet the “Appropriate” means a (FAPE) needs of individual disabled program designed to students as adequately as provide meaningful education provided to non- educational benefit. disabled students. Students Students may receive may receive related services related services only if or accommodations without a needed to benefit from need for special education special education. services. Accessibility Has regulations regarding building and program Requires that accessibility. modifications must be made if necessary to provide access to a free appropriate education. Notice Requires notice to the parent No specific notice Requires prior written or guardian with respect to requirements. notice to the parent or identification, evaluation, and guardian with respect placement. to identification, evaluation, and placement.
NCSD Counselor Handbook 6.26.18 116 Individual with Section 504 Title II of the Disabilities American Education Act (IDEA) of the Rehabilitation Act Disabilities Act Evaluations Evaluation draws on No specific Requires a full information from a variety of evaluation comprehensive sources in the area of requirements. evaluation assessing concern; decisions made by a all areas related to the group knowledgeable about suspected disability. the student, evaluation data, and placement options. Requires evaluation by a knowledgeable Requires periodic team. Requires reevaluations. informed consent before an evaluation is Reevaluation is required conducted. before a significant change in placement. Requires reevaluations to be conducted at least every 3 years. Independent No provision for independent Does not address. Parent may request an Educational evaluations at district independent Evaluations expense. District should educational evaluation consider any such at district expense if evaluations presented. parent disagrees with evalution obtained by school. Placement A meeting and evaluation are Does not address. An required for change of IEP/placement placement. meeting must be conducted before any change in placement. Must give prior written notice of change in placement. Grievance Requires districts with more Similar to 504. Does not require a Procedure than 15 employees to grievance procedure, designate an employee to be nor a compliance responsible for assuring officer. district compliance with Section 504 and provide a grievance procedure for parents, students, and employees.
NCSD Counselor Handbook 6.26.18 117 Individual with Section 504 Title II of the Disabilities American Education Act (IDEA) of the Rehabilitation Act Disabilities Act Due Process Requires impartial hearings for Does not address. Requires impartial; parents or guardians who hearings for parents or disagree with identification, guardians who evaluation, or placement disagree with the decisions, or provision of identification, FAPE to the student. evaluation, or placement decisions or provision of FAPE to the student. Federal US Department of Education US Department of Jurisdiction Office for Civil Rights Education Office of Special Education and Rehabilitation Programs. State Oregon Department of Education Oregon Department of Jurisdiction Office of Educational Improvement & Innovation Education Office of Student Learning and Partnerships.
Local Local School District Jurisdiction
NCSD Counselor Handbook 6.26.18 118
APPENDIX N: IDEA & SECTION 504 FLOW CHART
STUDENT DISCUSSED AT Pre-referral Meeting CONSIDERATION OF IDEA CONSIDERATION OF 504
Meets IDEA disability Physical or mental requirements. NO Not impairment eligible substantially limits one performance or more major life activities YES
NO
IDEA Eligible Not 504 Eligible eligible
education reasonably education designed to designed to confer benefit ensure equal opportunity performance
Specially designed • Regular education instruction Accommodations/Modifications and/or • Related aids and services related services and/or • Special Education
IEP 504 Plan
FREE APPROPRIATE PUBLIC EDUCATION (IDEA) FREE APPROPRIATE PUBLIC EDUCATION (504)
NCSD Counselor Handbook 6.26.18 119
APPENDIX O
Use of Service Animals by Students with Disabilities
Title II of the Americans with Disabilities Act (ADA) and its regulations require government entities, including public schools, to make reasonable modifications to programs and services to allow access for persons with disabilities. Although a school or district may have a policy prohibiting animals at school, under Title II of the ADA such a policy may need to be modified to avoid discrimination against a qualified person who uses a service animal. Other laws may also apply to a student’s use of a service animal, such as Section 504 of the Rehabilitation Act (Section 504) and the Individuals with Disabilities Education Act (IDEA) and state law.
The guidance that follows is based on the ADA Title II regulations and Oregon state law. In addition, the Department has looked at previous rulings by the Office for Civil Rights and courts.
The Department recommends that each school district develop a board-adopted policy and related procedures to ensure consistent application of these rules. The sample policy and procedures that follows are provided as a resource for districts to consider in developing such policies and procedures. Because the U.S. Department of Education has not yet issued guidelines or policies about service animals in schools, ODE urges caution and review by the district’s legal counsel before adopting district policies and procedures in this area.
Sample Policy – Student Use of Service Animal at School
I. Applicability
This policy applies to requests by a student or the student’s family for use of a service animal to assist the student at school. This policy does not apply to the use of service animals by district employees, parents, or community members. The district has other policies to address use of service animals by those persons.
II. Definitions
A. Service animal:
(1) A “service animal” as defined by the Americans with Disabilities Act (ADA) means any dog that is individually trained to work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability.
(2) The definition of “service animal” does not include other species of animals, whether wild or domestic, trained or untrained. (3) The “work” or “tasks” performed by a service animal must be directly related to the individual’s disability.
(4) Examples of work or tasks include, but are not limited to: assisting an individual who is blind or who has low vision with navigation; alerting an individual who is deaf or hard of hearing to the presence of people or sounds; providing non-violent protection or rescue work; pulling a wheelchair; assisting an individual during a seizure; alerting individuals to the presence of allergens; retrieving items such as medicine or the telephone; providing physical support and assistance with balance and stability to individuals with mobility
NCSD Counselor Handbook 6.26.18 120
impairments; and helping persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors.
(5) The crime deterrent effects of an animal’s presence and the provision of emotional support, well-being, comfort, or companionship do not constitute work or tasks of a “service animal” as defined by the ADA.
III. Student Use of Service Animals at School
A. The school district will respond to requests for student use of service animals at school on a case-by-case basis.
B. The school district is not responsible for the care or supervision of the service animal.
C. The service animal must be under the control of a handler at all times by means of a harness, leash or tether, unless either the handler is unable, because of a disability, to use a harness, leash or other tether or the use of harness, leash or tether would intefere with the service animal’s safe, effective performance of work or tasks. If the latter, the service animal must be otherwise under the handler’s control (e.g. voice control, signals, or other effective means).
D. The service animal may be excluded if the animal is not housebroken or if the animal is out of control and the animal’s handler does not take effective action to control it.
E. The district will not require a parent to pay a surcharge or other fee for a student’s use of a service animal. However, the district has a policy that allows charging parents for destruction of school property by students and may charge the parents for any damage caused by the service animal.
IV. Procedures for Student Use of Service Animals at School
A. Request:
(1) If a parent makes a request to a staff person for the use of a service animal by a disabled student, the staff person will forward the request to a district administrator(s) responsible for special education and/or Section 504 compliance. (2) The district administrator will gather relevant information and convene the student’s Section 504 or IEP team, as appropriate, to consider the request.
B. Interactive meeting:
(1) When the district receives a request for student use of a service animal at school, the district will hold a meeting with the family to consider the request in light of all relevant information. The meeting will be held within a reasonable time following the request, typically within two weeks.
(2) For students who are eligible under the IDEA, the team will consist of the student’s IEP team along with any other individuals with specialized knowledge regarding the student’s disability and/or the training and capabilities of the service animal.
NCSD Counselor Handbook 6.26.18 121
(3) For students who are eligible under Section 504 only, the team will consist of the student’s Section 504 team along with any other individuals with specialized knowledge regarding the student’s disability and/or the training and capabilities of the service animal.
(4) At the beginning of the meeting, the district will determine whether the animal in question meets the definition of a service animal in Section II.
(a) District staff may ask about what work or tasks the animal has been trained to perform for the student if this is not readily apparent by observation.
(b) The District may not require documentation, such as proof that the animal has been certified, trained or licensed as a service animal, as a condition for approval.
(5) If the district determines that the dog is a service animal, the meeting participants will then consider whether allowing the student’s use of the service animal at school is required because:
(a) The student’s use of a service animal at school is a necessary accommodation to provide a free appropriate public education (FAPE) to the student under the IDEA or Section 504, as applicable; or
(b) The use is a required or necessary accommodation under the ADA.
(6) The district will provide notice of the determination under the IDEA or Section 504, as applicable, and provide a copy of the notice of parent rights under the IDEA or Section 504, as applicable.
(7) The district will provide notice of the determination under the ADA, as applicable.
C. Service Animal Protocol: (1) If the district determines that the service animal is necessary to confer FAPE or as an accomodation under the ADA, the district may develop a service animal protocol with parent and student input.
(2) The service animal protocol may include the following:
(a) Transportation provisions, including whether and how the animal will be transported in district vehicles, any necessary orientation to students riding the transportation, how the animal will board and leave the vehicle, and any necessary evaluation procedures..
(b) Orientation to the school and classroom, including how the animal will become familiarized with the school, classroom, students and teachers, how teachers and students will learn proper interaction with the service animal; where the service animal will be directed to urinate/defecate and disposal procedures; and evacuation procedures;
D. Removal:
(1) A building or district administrator may remove a student’s service animal from school or a school function under the following circumstances:
NCSD Counselor Handbook 6.26.18 122
; (a) The animal is out of control and the handler does not take effective action to control it; or
(b) The animal is not housebroken;
(2) The appropriateness of a removal will be determined consistent with how the district addresses comparable situations that do not involve a service animal. (3) If the district excludes a service animal on these bases, the district will give the student with a disability the opportunity to participate in the service, program, or activity without having the service animal on the premises.
E. Handling Conflicting needs of Students or Teachers
(1) If the district is or becomes aware of another qualified disabled person whose disability is adversely affected by the service animal (e.g. an allergy or anxiety diosrder), the district will get necessary information from the parties and determine how best to address the needs of both disabled persons.
(2) The district will provide notice to all parties of the resolution of this situation, along with a copy of the district’s ADA-504 grievance procedure and any other applicable notices.
F. Handling Requests for use of Miniature Horse to Assist Student at School
Note: While miniature horses are not included in the definition of “service animals,” the ADA also requires reasonable modifications in policies, practices, or procedures to permit the use of a miniature horse by an individual with a disability if the miniature horse has been individually trained to do work or perform tasks for the benefit of the individual with a disability.
(1) In determining whether reasonable modifications in policies, practices, or procedures can be made to allow a miniature horse into a specific facility, the district will consider—
(a) The type, size, and weight of the miniature horse and whether the facility can accommodate these features; (b) Whether the handler has sufficient control of the miniature horse; (c) Whether the miniature horse is housebroken; and (d) Whether the miniature horse's presence in a specific facility compromises legitimate safety requirements that are necessary for safe operation. (2) The other requirements that apply to service animals, shall also apply to miniature horses.
NCSD Counselor Handbook 6.26.18 123
HOMELESS / TITLE X HOMELESS/TITLE X The definition of homeless students is broader than just those young people living in shelters or on the street. It includes any student whose family lacks a sturdy home of their own, including families who have to move in with friends or relatives for economic reasons; families who live in tents, garages or trailers without running water or electricity; and families who live in motels.
The term “homeless children and youth”— (A) means individuals who lack a fixed, regular, and adequate nighttime residence …; and (B) includes— (i) children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement; (ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings … (iii) children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and (iv) migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).
Mission Statement To improve the well-being of children and their families within the context of the greater community. The North Clackamas Family Support Center brings together health and social services for the benefit of the local community and supports Oregon’s effort to improve education.
Hours of Operation The Family Support Center is open Monday through Thursday from 10:00 AM to 4:00 PM. Please arrive by 3:30 PM if you are visiting the clothes closet, this will assure that you have time to shop before we close!
Our Services The North Clackamas Family Support Center is a community-based program that provides services, referrals and information to individuals and their families. The following are services that we provide: ● Homeless Liaison Services ● Food Pantry ● Clothes Closet for students K-12 ● Backpacks & School Supplies ● Hygiene Supplies (toothbrushes, toothpaste, soap, shampoo, conditioner, deodorant, etc) ● Lunch Buddy Program ● Ready, Set, Go! Program ● Counseling Services provided by Clackamas County Community Health ● Dental Health Solutions We also have referrals that can be made by parents, teachers, principals, school counselors, school nurses and community members.
NCSD Counselor Handbook 6.26.18 124 HOMELESS / TITLE X CONT.
Donations Donations of children's clothing, school supplies, hygiene items and non-perishable food items are gladly accepted. For more information about donations, please contact our office at 503.353.5663.
Contacts Katie Ray, Homeless Liaison - Clackamas feeder schools Email: [email protected] x33782
Annie Dang, Student and Family Advocate, serving Milwaukie feeder schools Email: [email protected] x37898
Karla Branson, Student and Family Advocate - Putnam feeder schools and New Urban HS Email: [email protected] x33736
Michele Warzoha, Family Support Center Secretary Email: [email protected] x33735
NCSD Counselor Handbook 6.26.18 125 What You Need to Know NCHE publications are supported through a to Help Your Child contract with the U.S. Department of Education’s Student Achievement and School Accountability in School Programs. For more information, visit http:// www.ed.gov/programs/homeless/index.html. A Guide for Parents, Guardians, and Caregivers
Local Liaison
state coordinator If your family is in a temporary or for homeless education inadequate living situation due to a loss of housing, your child might be eligible for certain educational rights and services.
National Center for National Center for Homeless Education Toll-free Helpline: 800-308-2145 Homeless Education Website: http://www.serve.org/nche E-mail: [email protected] Supporting the Education of Children and Youth Experiencing Homelessness
NCSD Counselor Handbook 6.26.18 126 the mckinney-vento act: Resources from NCHE the basics Toll-free Helpline: 800-308-2145 or If you lost your housing and now live in a shelter, motel, [email protected] vehicle, camping ground, or temporary trailer; on the street; doubled-up with family or friends; or in another type of NCHE can explain your child’s school rights and tell you how temporary or inadequate housing, your child might be able to to contact the local liaison in your school district. The local receive help through a federal law called the McKinney-Vento liaison can help enroll your child in school and make sure Act. that your child receives the help that he/she needs. Website: http://www.serve.org/nche The NCHE website has a lot of good information, including a Under the McKinney-Vento Act, children in homeless webpage for parents who want to help their child in school: situations have the right to: http://www.serve.org/nche/ibt/parent_res.php.
Go to school, no matter where they live or how long they have Parent Pack Pocket Folders lived there. Parent Pack Pocket Folders are folders where you can Attend either the local school or the school of origin, if this is keep important records and papers related to your child’s in their best interest; the school of origin is the school the child schooling. The folder also explains the educational rights of attended when he/she was permanently housed or the school children in homeless situations. Order these folders for free in which the child was last enrolled. by calling 800-308-2145 (toll-free) or visiting Receive transportation to and from the school of origin. http://www.serve.org/nche/online_order.php. Enroll in school immediately, even if missing records and documents normally required for enrollment, such as a birth certificate, proof of residence, previous school records, or immunization/medical records. Enroll, attend classes, and participate fully in all school activities while the school gathers records. Have access to the same programs and services that are available to all other students, including transportation and supplemental educational services. Attend school with children not experiencing homelessness; a school can not segregate a student because he or she is homeless. Parent Pack Pocket Folder 2 7
NCSD Counselor Handbook 6.26.18 127 What can I do to help my child in school? Frequently Asked Questions Make sure your child goes to school every day and arrives rested and fed. When I move, should I keep my child in the school of Provide a quiet place for your child to do homework and set aside origin or transfer my child to the local school? time every day to help your child with homework. Moving from one school to another can be very upsetting for Pay attention to your child’s health needs and take care of children. They have to leave the friends and teachers they problems early. know and get used to new friends, teachers, and classes. Ask your child what he or she is learning in school; have him Because of this, it is usually best for your child to stay in his/ or her explain it to you. If you show interest in your child’s her same school (the school of origin), even if you move to a education, he or she will know that it’s important. different area. Read to your child every day; for older children, set aside time each day for you and your child to read together silently. Talk Here are some questions to think about when deciding about what you read. whether your child should stay in the same school or move to Praise your child for what he or she does well, like getting a good the new school where you’re living: grade or playing on a school sports team. How old is your child? Listen to what your child shares with you and talk about any problems he or she is having. You can also talk about these How permanent is your current living arrangement? Do you plan problems with a teacher or school counselor. to move back close to the school of origin or do you think you’ll Encourage your child to participate in things like sports and music. stay near your current living arrangement? Is your child attached to his/her school of origin? An older child who feels very connected to his/her school of origin and/or is Good Questions Make Good Readers about to graduate might have a harder time changing schools. Asking children about what they read will help them become good thinkers How anxious is your child because you have had to move? Would For stories (fiction): changing schools be overwhelming? What happened? What do you think will happen next? Why? Would changing schools cause your child to fall behind in school Who is the main character? Do you like him/her? Why? Would you have done and receive bad grades? what he or she did? If not, what would you have done? Is this a good time of year for your child to change schools, such How did this story make you feel? What did it remind you of? as at the end of a semester or school year, after testing, or after For informational material (non-fiction): an event that is important to your child? What was the article or chapter about? Get as many details as possible. How much time would your child have to spend going back and What do you think was the author’s main point? forth to the school of origin? A long ride might have a negative What part did you find the most interesting or surprising? impact on your child’s schoolwork. Why do you think this information is important? How could it help you? Who else Are there safety issues to think about in choosing which school could it help? your child should attend? 6 3
NCSD Counselor Handbook 6.26.18 128 What if the school and I disagree on where my child What questions should I ask regarding services under should go to school? McKinney-Vento? If you and the school disagree, the school district has to tell you in writing why it thinks your child should go to a different school than Who is the local homeless education liaison? How can I the one you want. The district also has to tell you in writing how you contact him or her? can appeal this decision. Your child can still enroll in, attend, and What transportation is available for my child to stay in the participate fully in the school you think is best for him or her while same school (the school of origin)? the disagreement is being settled. If my child changes schools, who can help us transfer records quickly? How can my child receive free meals at school? Whom can I contact to help with my child’s How can my child receive free school supplies, if needed? education? Who can help if my child needs special education services? Every school district has a local homeless education liaison. How quickly can these services be set up? This person can help you decide which school would be best for What academic help is available for my child, such as Title I your child and communicate with the school. The local liaison also programs or after-school tutoring? can help your child get school supplies, supplemental services, and free school meals; set up transportation to and from the What programs can help develop my child’s talents and school of origin; and help you find community supports. address his/her unique needs? Are there sports, music, or other activities available for my When you enroll your child in a new school, you should ask to child? meet his/her teacher(s). You should also talk to your child’s teacher(s) every so often to talk about how he or she is doing. How can my child go on class field trips or participate in Know at least one teacher at your child’s school well enough to other school activities if I can’t pay for them? ask questions about your child’s schoolwork and to give him or her Is there a preschool program for my younger children? information that will help your child learn.
The school counselor can help your child deal with changes and challenges. Share with this person any information about how your child is acting at home or things he or she is dealing with that might affect his/her schoolwork.
Other good people to know are the school principal, attendance officer, bus driver, school social worker, and school nurse.
All school and school district staff can help make sure your child gets all the services he or she needs to do well in school. You are an important partner in your child’s schooling and should work as a team with the school and school district. 4 5
NCSD Counselor Handbook 6.26.18 129 Las publicaciones de NCHE son apoyadas por un Lo que Necesita Saber para convenio con los Programas de Aprovechamiento Estudiantil y Contabilidad Escolar del Ayudar a Su Hijo en la escuela Departamento de Educación de los Estados Unidos. Para más información, visite http://www. Una Guía para Padres, Tutores, ed.gov/programs/homeless/index.html. y Encargados
Oficial de IntercomunicaciÓn para la EducaciÓn de los niÑos y JÓvenes sin Hogar
Si su familia está viviendo en una situación Coordinador Estatal para la EducaciÓn temporal o inadecuada debido a una pérdida de los niÑos y JÓvenes sin Hogar de residencia, su hijo podría tener ciertos derechos educacionales y ser elegible para recibir ciertos servicios educacionales.
Centro Nacional de Centro Nacional de Educación para los Niños y Educación para los Niños Jóvenes sin Hogar Línea de Ayuda Gratis: 800-308-2145 y Jóvenes Sin Hogar Sitio Web: http://www.serve.org/nche Correo Electrónico: [email protected] Apoyando la Educación de los Niños y Jóvenes Sin Hogar
NCSD Counselor Handbook 6.26.18 130 EL ACTA MCKINNEY-VENTO: RECURSOS DE NCHE INFORMACIÓN BÁSICA Línea de Ayuda Gratis: 800-308-2145 o Si usted perdió su residencia, y ahora vive en un albergue, un [email protected] motel, un vehículo, un parque de acampar, o un remolque- NCHE puede explicar los derechos educacionales de su hijo y residencia temporal; en la calle; con familiares o amigos; o en decirle como entrar en contacto con el oficial de intercomunicación otro tipo de residencia temporal o inadecuada, su hijo podría para la educación de los niños y jóvenes sin hogar del distrito ser elegible para recibir ayuda bajo una ley federal que se escolar de su hijo. El oficial de intercomunicación puede ayudar llama el Acta McKinney-Vento. a inscribir a su hijo en la escuela y asegurar que su hijo reciba la ayuda que necesite.
Sitio Web: http://www.serve.org/nche Bajo el Acta McKinney-Vento, los niños y jóvenes sin El sitio web de NCHE tiene mucha información útil, incluso una hogar pueden: página con recursos bilingües para padres que quieren ayudar a su hijo en la escuela: http://www.serve.org/nche/ibt/parent_res. Asistir a la escuela, sin importar donde vivan o cuánto tiempo hayan php. vivido allí Asistir a la escuela local o a la escuela de origen, de acuerdo a lo que Carpetas Educativas para Padres sea mejor para el estudiante; la escuela de origen es la escuela a la Carpetas Educativas para Padres son carpetas donde usted puede cual el estudiante asistió cuando tenía una residencia permanente, o guardar documentos importantes relativos a la educación de su es la última escuela en la cual el estudiante estaba inscrito hijo. La carpeta también explica los derechos educacionales de Recibir transporte a/de la escuela de origen estudiantes sin hogar. Pida estas carpetas gratis llamando al 800- Inscribirse en la escuela inmediatamente, aunque falten documentos 308-2145. normalmente requeridos para la inscripción, como el certificado de nacimiento, prueba de residencia, registros de escuelas anteriores, o registros médicos y/o de inmunización Inscibirse en y asistir a la escuela, y poder participar completamente en todas las actividades escolares mientras que la escuela obtenga los documentos necesarios Tener acceso a los mismos programas y servicios que están disponibles a todos los otros estudiantes, incluso el transporte y los servicios educacionales suplementarios Asistir a la escuela con estudiantes que tienen una residencia permanente; se prohibe segregar a un estudiante por no tener hogar
Carpeta Educativa para Padres 2 7
NCSD Counselor Handbook 6.26.18 131 ¿Qué puedo hacer para ayudar a mi hijo en la PREGUNTAS FRECUENTES escuela?
Asegúrese que su hijo vaya a la escuela todos los diás y que llegue ¿Si mi familia se muda, debo mantener a mi hijo en la descansado y bien alimentado. misma escuela o transferir a mi hijo a la escuela local? Provea un sitio tranquilo para que su hijo pueda hacer las tareas; dedique un tiempo cada día para ayudar a su hijo hacer sus tareas. Cambiar de escuela puede traumatizar a su hijo. Tiene que Preste atención a las necesidades de salud de su hijo y solucione cualquier dejar a los amigos y los maestros que conoce y acostumbrarse problema lo antes posible. a amigos y maestros nuevos, y clases nuevas. Por esto, Pregunte a su hijo sobre lo que está aprendiendo en la escuela; pídale que generalmente es mejor que su hijo siga asistiendo a la misma se lo explique a usted; si usted muestra interés en la educación de su hijo, él escuela (la escuela de origen), aún si ustedes se muden a una sabrá que la educación es importante. área diferente. Lea a su hijo todos los días; para hijos mayores, dedique un tiempo cada día para leer juntos mentalmente; hablen sobre lo que leyeron. Abajo hay algunas preguntas para considerar después de una Elogie a su hijo por lo que hace bien, como recibir una nota buena o mudanza mientras decide si su hijo deba continuar asistiendo a la participar en un equipo deportivo en su escuela. misma escuela o transferirse a la escuela local: Escuche lo que le dice su hijo y hable sobre cualquier problema que esté teniendo; usted también puede hablar sobre estos problemas con la maestra ¿Cuantos años tiene su hijo? o el consejero escolar de su hijo. ¿Cuan permanente es su residencia actual? ¿Tiene planes de volver a vivir Anime a su hijo a participar en actividades como los deportes y la música. cerca de la escuela de origen de su hijo, o piensa seguir viviendo cerca de su residencia actual?
¿Tiene su hijo un vínculo muy fuerte con su escuela de origen? Un estudiante GlosÁrio de TÉrminos y Frases Útiles mayor que siente una conexión fuerte con su escuela de origen y/o está a punto de graduarse podría tener dificultades mayores al cambiar de escuela. español inglés ¿Está su hijo ansioso por causa de la mudanza que su familia tuvo que Mi familia no tiene una residencia My family does not have a stable and hacer? ¿Sería traumatizante un cambio de escuela? estable y adecuada en este momento. adequate residence right now. Creo que mi hijo es elegible para recibir I think my child is eligible to receive ¿Podría un cambio de escuela causar que su hijo sufra un retraso académico servicios bajo el Acta McKinney-Vento. services under the McKinney-Vento Act. o reciba notas malas? ¿Cómo puedo comunicarme con el How can I contact the local homeless ¿Es esta época del año escolar un buen tiempo para cambiar de escuela, oficial de intercomunicación? education liaison? como, por ejemplo, al final de un semestre o año escolar, después de Escuela de origen School of origin terminar examenes importantes, o después de un evento que es importante Escuela local Local school para su hijo? ¿Cómo puede mi hijo recibir How can my child receive transportation transportación a la escuela de origen? to the school of origin? ¿Cuanto tiempo gastaría su hijo siendo transportado a/de la escuela de origen? Un camino largo podría tener un efecto negativo en el trabajo escolar No estoy de acuerdo con la decisión de I do not agree with the school’s decision de su hijo. la escuela acerca de mi hijo. ¿Cómo about my child. How can I appeal this puedo apelar esta decisión? decision? ¿Hay consideraciones de seguridad que afectaría su decisión sobre a cual Servicios de educación especial Special education services escuela debe asistir su hijo? Comida gratis en la escuela Free school meals Útiles escolares gratis Free school supplies 6 3
NCSD Counselor Handbook 6.26.18 132 ¿Qué pasa si la escuela y yo no estamos de acuerdo ¿Cuales preguntas debo hacer sobre los servicios sobre a cual escuela debe asistir mi hijo? proveídos bajo la ley McKinney-Vento? Si usted no está de acuerdo con la escuela, el distrito escolar tiene ¿Quién es el oficial de intercomunicación para la educación de los que darle una explicación escrita sobre por qué considera que su niños y jóvenes sin hogar? Cómo puedo comunicarme con él/ella? hijo debe asistir a una escuela diferente de la escuela que usted quiere. El distrito también tiene que explicar en una forma escrita ¿Qué tipo de transporte está disponible para que mi hijo pueda como usted puede apelar a esta decisión. Su hijo puede inscribirse seguir asistiendo a la misma escuela (la escuela de origen)? en, asistir a, y participar completamente en la escuela escogida por ¿Si mi hijo cambia de escuela, quién puede ayudarnos a transferir usted mientras que la diferencia se resuelve. sus documentos a la brevedad? ¿Cómo puede mi hijo recibir comida gratis en la escuela? ¿Si es necesario, cómo puede mi hijo recibir útiles escolares ¿Con quién puedo consultar sobre ayudar a mi hijo gratis? con su educación? ¿Quién puede ayudar si mi hijo necesita servicios de educación especial? Cuán pronto pueden empezar estos servicios? Cada distrito escolar tiene un oficial de intercomunicación para la ¿Qué ayuda escolar está disponible para mi hijo (como programas educación de los niños y jóvenes sin hogar. Esta persona puede ayudarle a decidir cual escuela sería la mejor para su hijo y a entrar en contacto con de Title I o tutoría después de escuela)? esta escuela. El oficial de intercomunicación también puede ayudar a su ¿Cuales programas pueden ayudar a mi hijo a desarrollar sus hijo a conseguir útiles escolares gratis, servicios suplementarios, y comidas talentos y responder a sus necesidades particulares? escolares gratis; establecer transporte a/de la escuela de origen; y ayudarle a encontrar apoyo comunitario. ¿Hay deportes, grupos musicales, u otras actividades en las cuales mi hijo puede participar? Cuando usted inscribe a su hijo en una escuela nueva, debe solicitar ¿Cómo puede mi hijo participar en excursiones escolares u otras conocer a su(s) maestro(s). También, debe hablar al maestro de su hijo de vez en cuando para saber como su hijo está progresando en la escuela. actividades escolares si no las puedo pagar? Es importante conocer a uno de los maestros de la escuela de su hijo lo ¿Hay un programa preescolar para mis hijos menores? suficientemente bien para preguntarle sobre el trabajo escolar de su hijo y para darle información que ayudaría a su hijo a aprender.
El consejero escolar puede ayudar a su hijo a responder a cambios y dificultades. Comparta con esta persona cualquiera información que usted tenga sobre como su hijo se comporta en la casa o cosas que están pasando que podrían afectar el trabajo escolar de su hijo.
Otras personas que sería bueno que usted conozca son el director, el oficial de asistencia, el conductor de bus, el trabajador social escolar, y la enfermera escolar.
Todo el personal de la escuela y del distrito escolar puede ayudar a asegurar que su hijo reciba todos los servicios necesarios para que tenga éxito en la escuela. Usted es un compañero importante en la educación de su hijo y debe trabajar en equipo con la escuela y el distrito escolar. 4 5
NCSD Counselor Handbook 6.26.18 133
ATTENDANCE / TRUANCY COURT
ATTENDANCE/TRUANCY COURT What is Oregon Law? Oregon Law (ORS 339.065) requires regular attendance. Parents or guardians of a child who has not completed the twelfth grade are required to enroll the child and maintain the child in regular school attendance. Regular attendance as defined by Oregon Law is attendance that does not include more than eight (8) unexcused one-half day absences, or the equivalent, in any four (4) week period school is in session. Any student may be excused from attendance by the district school board for a period not to exceed five (5) days in a term of three months or not to exceed 10 days in any term of at least six months. Please be advised that failure to comply with Oregon’s compulsory attendance law is a Class “C” violation and may result in a compulsory attendance citation (up to $500.00) with final determination by a court.
Section 13. ORS 339.010 (1) All children between the ages of 7 and 18 years who have not completed the 12th grade are required to attend regularly a public full-time school [of the school district in which the child resides] during the entire school term. (2) All children five or six years of age who have been enrolled in a public school are required to attend regularly the public school while enrolled in the public school*
Section 14. ORS 339.020 (1) Every person having control of [any]child between the ages of 7 and 18 years who has not completed the 12th grade is required to send [such] the child to, and maintain[such] the child in, regular attendance at a public full-time school during the entire school term. (2) If a person has control of a child five or six years of age and has enrolled the child in a public school, the person is required to send the child to, and maintain the child in regular attendance at the public school while the child is enrolled in the public school.*
North Clackamas School Truancy Process: Step 1: Truancy warning letter sent to the parent/ guardian (and/or phone call) Step 2: Mandatory attendance meeting for the parent/ guardian. Interventions to help support improved student attendance will be discussed. Step 3: Truancy citation given to parent/ guardian, required court appearance for parent / guardian & court mandated attendance agreement. Step 4: Truancy fine issued to parent/ guardian for failing to meet the court’s mandated attendance agreement.
What is considered Irregular Attendance? ORS 339.065 In estimating regular attendance for purposes of the compulsory attendance provisions, irregular attendance is 4 unexcused days within 4 weeks of school or 5 excused absences within three months of school or 10 excused absences within six months of school.
Excessive tardies may also be added up to be considered in these absences
NCSD Counselor Handbook 6.26.18 134
ATTENDANCE / TRUANCY COURT
What happens when parents are found to be in violation of these laws?
Step #1- A letter will be sent to parents reminding them of the attendance laws. The child’s school will follow up this letter with a call.
Step #2- If the student’s attendance does not improve, then the student’s parents will receive a written notice requesting a mandatory attendance meeting at their child’s school.
Step #3- If the student continues to be absent, the parent will receive a citation, a court date and a possible fine.
NCSD Counselor Handbook 6.26.18 135 Milwaukie Police Dept. N. Clackamas School District Clackamas County Sherriff’s Office 3200 SE Harrison St * Milwaukie 12400 SE Freeman Way * Milwaukie 12800 SE 82nd Ave. * Clackamas (503) 786-7400 (503) 353-6000 Ph: 503-722-6790
To the parent or guardian of (child name)
(Parent/Guardian name) (Street Address)
(School District) (City)
Compulsory Attendance Law and Penalty:
Oregon’s law requires parents or persons in control of a child who has not completed the twelfth grade to enroll the child and maintain the child in regular attendance at school. Violation of this requirement is a Class C violation. If the school determines that a parent has failed to enroll the child and to maintain the child in regular attendance, written notification shall be given to the parent, requiring the parent to attend a conference with a designated school official. If the parent does not attend or fails to send the child to school after the conference, state law and district policy allow the superintendent to issue, or cause to be issued, a citation to appear in Attendance Court (a court created by the Clackamas County Circuit Court). This citation will result in a fine of $180.00 plus assessments.
Please contact me if you have any questions. You may leave a Attendance officer message at the number listed.
Phone # Date
Please sign and return this letter to the school as acknowledgement of receipt of this notice.
(Parent/Guardian Signature)
Return this signed form to: School: (School contact) At Address: By Fax #: )etaD(
Revised 10/09/09
NCSD Counselor Handbook 6.26.18 136 Departamento de Policía de Milwaukie N. Clackamas School District Oficina del Sheriff de CC 3200 SE Harrison St * Milwaukie 12400 SE Freeman Way * Milwaukie 12800 SE 82nd Ave. * Clackamas (503) 786-7400 (503) 353-6000 Ph: 503-722-6790
Al padres o guardián de ______(nombre del niño (a)
______(nombre del padre/Guardián) (Domicilio)
______(Distrito escolar) (Ciudad)
Ley de Asistencia Obligatoria y Multa:
La ley de Oregon requiere que los padres o personas en control de un niño que no ha completado el doceavo grado inscriban al niño en la escuela y mantenerlo en asistencia regular. Violación de este requerimiento es una violación clase C. Si la escuela determina que un padre ha fallado en inscribir o fallado en mantener al niño en asistencia regular, se enviará notificación escrita al padre, requiriéndole asistir a una conferencia con un oficial escolar asignado. Si el padre no asiste o falla enviar a su hijo a la escuela después de la conferencia, la ley estatal y la política del distrito permitirán al superintendente que inicie, o cause a iniciar, una cita para presentarse ante la Corte de Asistencia (una corte creada por la Corte del Circuito del Condado de Clackamas). Esta citación resultará en una multa de $180.00 más gastos.
Por favor contácteme si tiene mas preguntas. Puede dejar un Official de Asistencia mensaje en el número anotado. Teléfono # Fecha
Por favor firme y regrese esta carta a la escuela como confirmación de haber recibido esta noticia.
______(Firma del Padre /Guardián)
Regrese esta forma firmada a: ______(Contacto escolar) Escuela: ______A Domicilio:______Por ______Fax #: ______(Fecha)
NCSD Counselor Handbook 6.26.18 137 CC Sheriff’s Office Milwaukie Police Dept. North Station 3200 SE Harrison St 12800 SE 82nd Avenue Milwaukie, OR 97222 12400 SE Freeman Way Clackamas, OR 97015 (503) 786-7400 Milwaukie, OR 97222 Ph: 503-722-6790
Родителю/опекуну учащегося (имя ребенка)
(имя родителя/опекуна) (адрес)
(школьный округ) (город)
Закон об обязательном посещении школы и меры ответственности:
В соответствии с законом штата Орегон, родители или лица, отвечающие за ребенка, не закончившего 12 класс, обязаны записать его в школу и осуществлять контроль над тем, чтобы ребенок регулярно посещал эту школу. Несоблюдение этого требования расценивается как правонарушение класса C. Если школа обнаруживает, что родитель уклонился от регистрации ребенка в школу или не обеспечивает контроль над тем, чтобы он/а регулярно посещал/а школу, родителю посылается письменное уведомление, приглашающее его на официальную встречу с представителем школы. Если родитель отказывается прийти или не обеспечивает регулярное посещение ребенком школы после официальной встречи, государственный закон и правила школьного округа разрешают Управляющему школьным округом принять меры. Родитель может быть приглашен повесткой в суд по вопросам посещаемости школы (данный суд является частью окружного суда округа Clackamas). Результатом получения данной повестки явится штраф в размере $180.00 плюс издержки суда.
Пожалуйста,звоните мне, если у Вас есть вопросы. Вы можете Администратор по вопросом посещаемости оставить сообщение по указанному телефону. Телефон Дата
Пожалуйста, подпишите и верните это письмо в школу, чтобы подтвердить, что Вы его получили.
(подпись родителя/опекуна)
Верните данную подписанную форму: Школа: (работник школы ) В Адрес: до Факс : (дата)
Revised 10/1/09
NCSD Counselor Handbook 6.26.18 138 Milwaukie Police Dept. N. Clackamas School District Clackamas County Sherriff’s Office 3200 SE Harrison St * Milwaukie 12400 SE Freeman Way * Milwaukie 12800 SE 82nd Ave. * Clackamas (503) 786-7400 (503) 353-6000 Ph: 503-722-6790
Formal Notice to Parent or Legal Custodian of Child MANDATORY SCHOOL ATTENDANCE MEETING
To: (parent/guardian name) Re: DOB: Grade: (student name)
You are That in accordance with the provisions of Chapter 339 of the Oregon Notified: Revised Statutes, that your child is subject to compulsory school attendance, and you are directed to cause your child to appear at the school listed below on the next school day following receipt of this letter, and that regular attendance at such school must be maintained during the remainder of the school year.
Your Child’s School is:
(school name) (school address)
Compliance with attendance laws requires you and your child to attend a mandatory conference to discuss attendance issues. This conference has been scheduled with a school administrator on:
(date/time of mandatory attendance meeting) (Street Address)
(School District) (City)
Compulsory Attendance Law and Penalty
Failure to comply with the requirements of this notice shall subject you to the penalties provided by law in Chapter 339 of the Oregon Revised Statues (339.925-990). Failure to maintain a student in regular attendance is a class C violation and will result in a citation of $180 plus assessments and an appearance in Clackamas County Attendance Court. The compulsory school attendance law of Oregon requires children between the ages of 7 and 18 years of age to attend school regularly.
If you have any questions about this notice, please contact: (School Administrator) (Phone #)
NCSD Counselor Handbook 6.26.18 139 Departamento de Policía de Milwaukie N. Clackamas School District Oficina del Sheriff de CC 3200 SE Harrison St * Milwaukie 12400 SE Freeman Way * Milwaukie 12800 SE 82nd Ave. * Clackamas (503) 786-7400 (503) 353-6000 Ph: 503-722-6790
Noticia Formal al Padre o Guardián Legal del niño REUNION OBLIGATORIA DE ASISTENCIA ESCOLAR Para: (nombre del padre /guardián) Re: DOB: Grado: (nombre del estudiante)
Usted está De acuerdo con las provisiones del Capitulo 339 de los Estatutos notificado: Revisados de Oregon, que su hijo está sujeto a asistencia Escolar obligatoria, y a usted se le indica hacer que su hijo asista a la escuela anotada enseguida el siguiente día escolar enseguida de recibir esta carta y que asistencia regular a la escuela debe ser mantenida durante el resto del año escolar.
La escuela de su hijo es:
(nombre de la escuela) (dirección de la escuela)
El cumplimiento con las leyes de asistencia requiere que usted y su hijo asistan a una conferencia obligatoria para discutir los problemas de asistencia. Esta conferencia ha sido programada con un administrador escolar en:
(fecha/hora de la reunión de asistencia obligatoria) (Dirección)
(Distrito Escolar) (Ciudad)
Ley de Asistencia Obligatoria y Multas El incumplimiento de los requisitos de esta noticia lo hará sujeto a las multas provistas por la ley en el Capitulo 339 de los Estatutos Revisados de Oregon (339.925-990). Fallo de mantener al estudiante en asistencia regular es una violación clase C y resultará en una multa de $180 además de procesos y aparición en la Corte de Asistencia del Condado de Clackamas. La ley de asistencia obligatoria de Oregon requiere que los niños entre las edades de 7 y 18 años de edad asistan a la escuela regularmente.
Si tiene alguna pregunta acerca de esta noticia por favor contacte a:
(Administrador Escolar ) (Teléfono #)
NCSD Counselor Handbook 6.26.18 140 CC Sheriff’s Office Milwaukie Police Dept. North Station 3200 SE Harrison St 12800 SE 82nd Avenue Milwaukie, OR 97222 12400 SE Freeman Way Clackamas, OR 97015 (503) 786-7400 Milwaukie, OR 97222 Ph: 503-722-6790
Официальное уведомление родителя или законного опекуна ребенка
ЗАСЕДАНИЕ ПО ВОПРОСУ ПОСЕЩАЕМОСТИ ШКОЛЫ
Кому: (имя родителя/опекуна) Относительно: Дата: Класс: (имя, фамилия учащегося)
Для В соответствии с положениями главы 339 Свода законов штата Орегон, Вашего Ваш ребенок обязан посещать школу. Вашей обязанностью является сведения: проследить, что бы он/она явился/лась на уроки в указанную ниже школу не позднее следующего учебного дня после получения этого письма и продолжал/а посещать школу регулярно в течение всего оставшегося учебного года.
Школа Вашего ребенка:
(название школы) (адрес школы)
В соответствии с законом об обязательном посещении школы от Вас и Вашего ребенка в обязательном порядке требуется явиться на заседание, на котором будут обсуждаться вопросы посещаемости. Это заседание с участием представителя школьной администрации запланировано на :
(дата/время заседания) (адрес)
(школьный округ) (город)
Всеобщий закон об обязательном посещении школы и меры ответственности
В случае невыполнения требований этого удоведомления, в соответствии со статьей 339 Свода законов штата Орегон (339.925-990), Вы будете нести ответственность. Если Вы не в состоянии обеспечить то, что Ваш ребенок регулярно посещает школу, это расценивается как правонарушение класса C и влечет за собой явку в окружной суд округа Clackamas, штраф в размере $180 плюс издержки суда. Всеобщий закон штата Орегон об обязательном посещении школы требует, чтобы все дети с 7 до 18 лет вкючительно должны посещать школу регулярно.
Если у Вас имеются вопросы по этому уведомлению, контактируйте: (школьный администратор) (телефон)
NCSD Counselor Handbook 6.26.18 141
BULLYING & HARASSMENT BULLYING & HARASSMENT
Oregon Revised Statutes Regarding School Bullying (Harassment, Intimidation and Bullying)
339.351 Definitions for ORS 339.351 to 339.364. As used in ORS 339.351 to 339.364: (1) “Cyberbullying” means the use of any electronic communication device to harass, intimidate or bully. (2) “Harassment, intimidation or bullying” means any act that: (a) Substantially interferes with a student’s educational benefits, opportunities or performance; (b) Takes place on or immediately adjacent to school grounds, at any school-sponsored activity, on school-provided transportation or at any official school bus stop; (c) Has the effect of: (A) Physically harming a student or damaging a student’s property; (B) Knowingly placing a student in reasonable fear of physical harm to the student or damage to the student’s property; or (C) Creating a hostile educational environment, including interfering with the psychological well-being of a student; and (D) May be based on, but not be limited to, the protected class status of a person. (3) “Protected class” means a group of persons distinguished, or perceived to be distinguished, by race, color, religion, sex, sexual orientation, national origin, marital status, familial status, source of income or disability. [2001 c.617 §2; 2007 c.647 §1; 2009 c.249 §1]
339.353 Findings. (1) The Legislative Assembly finds that: (a) A safe and civil environment is necessary for students to learn and achieve high academic standards. (b) Harassment, intimidation or bullying and cyberbullying, like other disruptive or violent behavior, are conduct that disrupts a student’s ability to learn and a school’s ability to educate its students in a safe environment. (c) Students learn by example. (2) The Legislative Assembly commends school administrators, faculty, staff and volunteers for demonstrating appropriate behavior, treating others with civility and respect, refusing to tolerate harassment, intimidation or bullying and refusing to tolerate cyberbullying. [2001 c.617 §1; 2005 c.209 §32; 2007 c.647 §2]
339.356 District policy required. (1) Each school district shall adopt a policy prohibiting harassment, intimidation or bullying and prohibiting cyberbullying. School districts are encouraged to develop the policy after consultation with parents, guardians, school employees, volunteers, students, administrators and community representatives. (2) School districts must include in the policy: (a) A statement prohibiting harassment, intimidation or bullying and prohibiting cyberbullying. (b) Definitions of “harassment,” “intimidation” or “bullying” and of “cyberbullying” that are
NCSD Counselor Handbook 6.26.18 142
consistent with ORS 339.351.
(c) Definitions of “protected class” that are consistent with ORS 174.100 and 339.351. (d) A statement of the scope of the policy, including a notice that the policy applies to behavior at school-sponsored activities, on school-provided transportation and at any official school bus stop. (e) A description of the type of behavior expected from each student. (f) A statement of the consequences and appropriate remedial action for a person who commits an act of harassment, intimidation or bullying or an act of cyberbullying. (g) A procedure that is uniform throughout the school district for reporting an act of harassment, intimidation or bullying or an act of cyberbullying. A procedure established under this paragraph shall identify by job title the school officials responsible for receiving such a report at a school and shall allow a person to report an act of harassment, intimidation or bullying or an act of cyberbullying anonymously. Nothing in this paragraph may be construed to permit formal disciplinary action solely on the basis of an anonymous report. (h) A procedure that is uniform throughout the school district for prompt investigation of a report of an act of harassment, intimidation or bullying or an act of cyberbullying. A procedure established under this paragraph shall identify by job title the school officials responsible for investigating such a report. (i) A procedure by which a person may request a school district to review the actions of a school in responding to a report of an act of harassment, intimidation or bullying or an act of cyberbullying or investigating such a report. (j) A statement of the manner in which a school and a school district will respond after an act of harassment, intimidation or bullying or an act of cyberbullying is reported, investigated and confirmed. (k) A statement of the consequences and appropriate remedial action for a person found to have committed an act of harassment, intimidation or bullying or an act of cyberbullying. (L) A statement prohibiting reprisal or retaliation against any person who reports an act of harassment, intimidation or bullying or an act of cyberbullying and stating the consequences and appropriate remedial action for a person who engages in such reprisal or retaliation. (m) A statement of the consequences and appropriate remedial action for a person found to have falsely accused another of having committed an act of harassment, intimidation or bullying or an act of cyberbullying as a means of reprisal or retaliation, as a means of harassment, intimidation or bullying or as a means of cyberbullying. (n) A statement of how the policy is to be publicized within the district. At a minimum, a school district shall make the policy: (A) Annually available to parents, guardians, school employees and students in a student or employee handbook; and (B) Readily available to parents, guardians, school employees, volunteers, students, administrators and community representatives at each school office or at the school district office and, if available, on the website for a school or the school district. (o) The identification by job title of school officials and school district officials responsible for ensuring that policy is implemented. (3) A school district that does not comply with the requirements of this section is considered
NCSD Counselor Handbook 6.26.18 143
nonstandard under ORS 327.103. [2001 c.617 §3; 2007 c.647 §3; 2009 c.249 §2]
339.359 Training programs; prevention task forces, programs and other initiatives. (1) School districts are encouraged to incorporate into existing training programs for students and school employees information related to the prevention of, and the appropriate response to, acts of harassment, intimidation and bullying and acts of cyberbullying. (2) School districts are encouraged to form task forces and to implement programs and other initiatives that are aimed at the prevention of, and the appropriate response to, acts of harassment, intimidation or bullying and acts of cyberbullying and that involve school employees, students, administrators, volunteers, parents, guardians, law enforcement and community representatives. [2001 c.617 §6; 2007 c.647 §4; 2009 c.249 §3]
339.362 Retaliation against victims and witnesses prohibited; school employee immunity. (1) A school employee, student or volunteer may not engage in reprisal or retaliation against a victim of, witness to or person with reliable information about an act of harassment, intimidation or bullying or an act of cyberbullying. (2) A school employee, student or volunteer who witnesses or has reliable information that a student has been subjected to an act of harassment, intimidation or bullying or an act of cyberbullying is encouraged to report the act to the appropriate school official designated by the school district’s policy. (3) A school employee who promptly reports an act of harassment, intimidation or bullying or an act of cyberbullying to the appropriate school official in compliance with the procedures set forth in the school district’s policy is immune from a cause of action for damages arising from any failure to remedy the reported act. [2001 c.617 §5; 2007 c.647 §5]
NCSD Board Policies JFCF - Hazing/Harassment/Intimidation/Bullying/Menacing/Cyberbullying JFC – Student Conduct and Discipline JFCM – Threats of Violence EEACC - Student Conduct on School Buses JBA/GBN – Sexual Harassment
NCSD Counselor Handbook 6.26.18 144 GRADUATION REQUIREMENTS
Pursuant to Oregon law, the Board requires students to attend high school, grades 9-12; earn a minimum number of units of credit as listed below; meet performance standards in reading, writing, speaking and mathematics; complete an extended application that includes an education plan and profile and completion of two career-related learning experiences.
Requirements for district standard diploma for the graduating class of 2016 and beyond include:
Area Credit Requirements
2016 and Beyond English/Language Arts 4 Mathematics 3 * Science 3 ** Social Sciences 3 *** Health 1 Physical Education 1 Second Language, Arts, 3 Career/Technical Electives 6 Total 24 * Mathematic credits must be at the Algebra 1 level and higher. ** Two of the three Science credits must be lab based. *** World History for 1.0, U.S. History for 1.0, Government for .5 and Economics for .5 credits.
For full Graduation Requirements, click here
Clackamas High School Curriculum Guide https://sites.google.com/nclack.k12.or.us/chs-counseling/courses-curriculum-guides?authuser=0
Milwaukie High School Curriculum Guide http://www.nclack.k12.or.us/mhs/page/2017-2018-curriculum-course-guides
Putnam High School Curriculum Guide http://www.nclack.k12.or.us/sites/default/files/fileattachments/putnam_high_school/page/20371/course_cataglog_2017- 18_revised_1_30.pdf
New Urban High School Curriculum Guide https://drive.google.com/file/d/0B9kYME3cg54DYWVuN1pKUXZYbnRKZjNQMkdRYnRoZzNuZ3o0/view?usp=sharing
Sabin-Schellenberg Curriculum Guide http://www.nclack.k12.or.us/sabin/page/sabin-schellenberg-course-catalog
NCSD Counselor Handbook 6.26.18 145
FREQUENTLY USED EDUCATION AND SPED ACRONYMS AND TERMS FREQUENTLY USED ACRONYMS AND TERMS General AASA American Association of School Administrators ACA American Counselor Association ACT American College Testing AP Advanced Placement Courses AP Advanced Program AR Accelerated Reader ASCA American School Counselor Association AYP Adequate Yearly Progress Benchmarks Next Generation Standards CAP Clothing Assistance Program CogAT Cognitive Abilities Test CPS Child Protective Services D.A.R.E. Drug Abuse Resistance Education DIBELS Dynamic Indicators of Basic Early Skills DJJ Department of Juvenile Justice Schools EFC Expected Family Contribution (Federal Financial Aid) ELL English Language Learners ESL English as a Second Language ESOL English for Speakers of Other Languages FAFSA Free Application for Federal Student Aid FTE Full Time Equivalent G.P.A. Grade Point Average HBCU Historically Black Colleges and Universities IB International Baccalaureate IDEA Individuals with Disabilities Act IEP Individual Education Plan ILT Instructional Leadership Team LEP Limited English Proficiency MDT Multi-Disciplinary Team MDR Manifestation Determination Review NACAC National Association for College Admissions Counseling OSCA Oregon School Counselor Association PTA Parent Teacher Association PTSA Parent Teacher Student Association RTI Response To Intervention SAT Formally known as Scholastic Aptitude Test (Now named SAT Reasoning Test)
Special Education ADHD Attention Deficit Hyperactivity Disorder DD Developmental Delay EBD Emotional Behavioral Disability ECE Exceptional Child Education ESY Extended School Year FBA Functional Behavioral Assessments FMD Functional Mental Disability HI Hearing Impaired IDEA Individuals with Disabilities Education Act
NCSD Counselor Handbook 6.26.18 146
IEP Individual Education Plan MD Multiple Disabilities MMD Mild Mental Disability OHI Other Health Impaired OT Occupational Therapist PT Physical Therapist RAR Re-evaluation Assessment Report SLD Specific Learning Disability SLP Speech Language Pathologist TBI Traumatic Brain Injury
NCSD Counselor Handbook 6.26.18 147
INTERNET RESOURCES INTERNET RESOURCES
This is a non-inclusive list of internet resources.
American Counseling Association (ACA) http://www.counseling.org/ American Mental Health Counselors Assoc. http://www.amhca.org American Psychological Association http://www.apa.org American School Counselor Assoc. (ASCA) http://www.schoolcounselor.org National Center for Education Statistics http://www.nces.ed.gov Oregon Department of Education http://www.ode.state.or.us Anti-bullying http://www.stopbullying.gov/ Children and Adults with ADD http://www.chadd.org National Association for Gifted Children http://www.nagc.org
Career Development Beyond http://www.beyond.com/ Career Resources http://www.jist.com/ Career Builder http://www.careerbuilder.com Career Net http://www.careernet.com Career One Stop http://www.careeronestop.org Linked In https://www.linkedin.com/ Monster http://www.monster.com/ Occupational Outlook Handbook http://www.bls.gov/ooh/ College Planning College Board Online https://www.collegeboard.org College News Online http://www.collegenews.com Kaplan Review http://kaplan.com/ NCAA for student athletes http://www.ncaa.org/student-athletes Peterson's Education Center https://www.petersons.com/ Princeton Review http://www.review.com The Campus Tours http://www.campustours.com US News Rankings http://www.usnews.com/usnews/rankguide/rghome.htm Financial Aid Search/Application on Web College Board Profile http://www.collegeboard.org/ Financial Aid Search http://www.finaid.org FAFSA http://www.fafsa.ed.gov/ Scholarships http://www.fastweb.com/ U.S. Dept. of Education Web Site http://www.ed.gov Job Search Career One Stop http://www.careeronestop.org Find The Right Job www.findtherightjob.com JobHunt http://www.job-hunt.org JobWeb http://www.jobweb.org Monster http://www.monster.com/ Federal Jobs Digest http://www.jobsfed.com Social Development http://www.boystown.org/parenting http://www.familyeducation.com/ http://www.randomhouse.com/seussville/games/ http://www.dyslexia.com/ http://www.eduplace.com/index.html
NCSD Counselor Handbook 6.26.18 148
COUNSELING PROFESSIONAL LIBRARY Counseling Professional Library This is a non-inclusive list of resources.
Many of these books are currently housed at Lewelling Elementary with Janelle Menzia-Murphy. If you’d like to borrow resources please contact her. Thank you!
ALCOHOLISM * My Dad Loves Me, My Dad Has a Disease (workbook), Claudia Black, c. 1979 Description: A children’s workbook about alcoholism.
ANGER * Mad Isn’t Bad: A Child’s Book About Anger, Michaelene Mundy, c. 1999 Description: A children’s book that normalizes anger, but encourages children to make choices that work.
ANXIETY * Help Is Here for Facing Fear!, Molly Wigand, c. 2000 Description: This children’s book gives simple, concrete advice for dealing with childhood fears and worries.
BEHAVIOR ISSUES Cooperative Discipline, Linda Albert
Positive Discipline in the Classroom, Nelwsen, Lott, & Glenn
* Skills Training for Children With Behavior Problems: A Parent and Practitioner Guidebook, Michael L. Bloomquist, c. 2006 Description: This book focuses on children who may be having difficulty with behavior, friendships, emotional regulation or school performances or who may also be experiencing personal stress and family difficulties. It includes worksheets, charts, strategies, etc. to work with students.
* The Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 Plans, Randy Sprick, c.1995 Description: This is a reference to use for gaining practical strategies in addressing common classroom problems.
BULLYING * Gum In My Hair: How to Cope With a Bully (video), Twisted Scholar, c. 2004 Description: This is a video offering concrete techniques to students that they can practice and use in responding to ongoing bullying. 20 minutes.
COLLEGE COUNSELING Discounts and Deals at the Nation’s 360 Best Colleges, Bruce C. Hammond
COMPREHENSIVE COUNSELING 102 Tools for Teachers & Counselors Too, Mary Jo Hannaford
A Survival Guide for the Elementary/Middle School Counselor, John J. Schmidt, Ed.D
A Survival Guide for the Secondary School Counselor, Kenneth W. Hitchner
ASCA National Model: A Framework for School Counseling Programs
Assessment in Counseling: A Guide to the Use of Psychological Assessment Procedures, A. Hood & R. Johnson (1991)
Developing and Managing Your School Guidance Program, N.C. Gysbers & P. Henderson (1988)
Evaluating Guidance Programs: A Practitioner’s Guide, Johnson, S. & Whitfield, E. (1991)
NCSD Counselor Handbook 6.26.18 149
Guidance and Counseling in the Elementary and Middle Schools, T. Kottman & J. Muro, (1995 COUNSELING PROFESSIONAL LIBRARY
Oregon’s Comprehensive Guidance & Counseling Framework, Oregon Dept of Ed (2012)
The School Counselor’s Book of Lists, Dorothy J. Blum, Ed.D.
Strengthening K-12 School Counseling Programs: A Support System Approach, D.R ye & R. Sparks (1991)
Youth at Risk A Resource for Counselors, Teachers and Parents, Capuzzi & Gross
CONFLICT RESOLUTION * Ready-to-Use Conflict Resolution Activities for Elementary Students, Beth Teolis, c. 2002 Description: This is a resource book of 100 lessons and activities to give K-6 students the tools and empathy they need to solve conflict peacefully.
COOPERATIVE GAMES * Everyone Wins: Cooperative Games and Activities, Josette & Ba Luvmour, c. 1990 Description: This is a resource book with over 150 cooperative games and activities for children.
* The Incredible Indoor Games Book, Bob Gregson, c. 2004 Description: This resource book includes over 175 games and activities for youth.
DIVERSITY * Family Diversity in the Classroom: The Adopted Child, Arizona's Children Association Description: Videotape. 19 minutes.
See Poverty...Be The Difference, Dr. Donna M. Beegle (2007)
GRIEF/LOSS * A Terrible Thing Happened, Margaret Holmes, c. 2000 Description: This is a children’s story written for children who have witnessed some kind of violent or traumatic episode.
* After a Death: An Activity Book for Children, Dougy Center, c. 2007 Description: A workbook for children who have experienced a loss.
* Counseling Children and Adolescents Through Grief and Loss, Jody J. Fiorini & Jodi Ann Mullen, c. 2006 Description: This resource provides developmentally appropriate interventions for counseling children and adolescents in grief and less, as well as secondary and tangible losses such as moving or divorce. Includes case examples.
* Gentle Willow: A Story for Children About Dying, Joyce Mills, c. 2004 Description: This is a book for children who may not survive their illness. It also contains additional guidance to parents
* Help Me Say Goodbye: Activities for Helping Kids’ Cope When a Special Person Dies, Janis Silverman, c. 1999 Description: This is an art therapy book that encourages children to express their feelings in words or pictures.
I Miss You: A First Look at Death, y Pat Thomas, c. 2001 Description: This is a simple children’s book that explores death for young children.
* Sad Isn’t Bad: A Good-Grief Guidebook for Kids Dealing With Loss, Michaelene Mundy, c. 1998 Description: Children’s literature which describes a realistic look at loss combined with life-affirming help for coping with loss as a child.
* Tear Soup, Pat Schwiebert and Chuck DeKlyen
NCSD Counselor Handbook 6.26.18 150
Description: Children’s literature for helping to heal after a loss.
COUNSELING PROFESSIONAL LIBRARY
* Waving Goodbye: An Activities Manual, Dougy Center , c. 2004 Description: A resource book full of lessons surrounding grief/loss issues such as feelings, memories, fear, guilt, regrets, rituals and saying goodbye.
* What On Earth Do You Do When Someone Dies?, Trevor Romain, c. 1999 Description: A children’s book about death that is appropriate for intermediate students. It is written in a question and answer format.
GROUPS Energizers and Icebreakers, Elizabeth Sabrinsky Foster, Ed.D
Group Counseling - For School Counselors: A Practical Guide, Brigman & Earley
* Group Exercises for Enhancing Social Skills & Self-Esteem, SiriNam S. Khalsa, c. 1996 Description: Resource book focuses on worksheets, activities and exercises appropriate for groups.
Skills for Living: Group Counseling Activities for Young Adolescents, Rosemarie S. Morganett
* Small Group Counseling for Children: Grades 2-5, Diane S. Senn, c. 2006 Description: A guide for small groups that includes needs assesssments, activities, reproducible pages, parent/teacher letters, forms, service learning and post assessments.
* Small Group Counseling For Children, Diane S. Senn, c. 2007 Description: This book includes needs assessments, activities, reproducible pages, parent/teacher letters, forms and post-assessments for group counseling K-2 in the areas of self-concept, friendship and school success.
Thinking, Feeling, Behaving Grades 1-6 An Emotional Education Curriculum for Children, Ann Vernon
GUN SAFETY McGruff the Crime Dog on Gun Safety, (Video), National Crime Prevention Council Description: Video about how a child can properly act should they encounter an unsecured firearm. K-6. 15 minutes.
It’s Your Call: Playing It Safe Around Guns, National Shooting Sports Foundation, c. 2002 Description: Video about two scenarios in which students might find themselves confronted with a serious decision regarding firearms. 12 minutes.
INDIVIDUAL COUNSELING Building Resilient Students: Integrating Resiliency Into What You Already Know and Do, Kate Thomsen (2002)
Counseling Toward Solutions, Linda Metcalf (1995)
* Critical Incidents in Counseling Children, Suzanne M. Dugger, Laurie A Carlson, c. 2007 Description: This book focuses on counseling children under the age of 13. Includes case examples.
Great Places to Learn: How Asset-Building Schools Help Students Succeed, Starkman, Scales, & Roberts/Search Institute (1999)
• What Works When With Children and Adolescents: A Handbook of Individual Counseling Techniques, Ann Vernon, c. 2002 Description: This resources focuses on interventions that counselors can use in various situations, ranging from anxiety to underachievement to transitions.
NCSD Counselor Handbook 6.26.18 151
INTERNET SAFETY * Internet Safety: Hot Tips to Keep Cool Kids Safer on the Internet, (DVD), c. 2006, The Safe Side Company Description: DVD for both primary and intermediate students focusing on internet safety. 42 minutes. Spanish subtitles available. COUNSELING PROFESSIONAL LIBRARY
MILITARY CHILDREN SUPPORT * The Hero in My Pocket, Marlene Lee , c. 2005 Description: Children’s book which describes a military family whose dad died while serving in the military. Interactive book with places to draw, write and add personal potos.
* Talk, Listen, Connect, Sesame Street, c. 2008 Description: DVD for small children in both English and Spanish. Discusses deployments, homecomings and changes military families face.
SOCIAL SKILLS * Social Skills Activities for Special Children, Darlene Mannix, c. 1993
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STUDENT EDUCATION RECORDS RETENTION TIMELINES STUDENT EDUCATION RECORDS RETENTION TIMELINES
ORS 192 & 357 OAR 166-400-0060
Type of Record Minimum retention
(1) Alternative School Referral 3 years after school year in which records were created.
(2) Student Athletic Activity 5 years after school year in which records were created.
(3) Attendance 3 years after school year in which records were created.
(4) Behavioral, Major (Class/Group A) Until student turns 21.
(5) Behavioral, Minor (Class/Group B) Until end of school year.
(6) Child Abuse Reports 3 years after school year in which records were created.
(7) Child Care Facility Residency 3 years after school year in which records were created.
(8) Certificate of Advanced Mastery (CAM) Until student reaches age 21 or graduates, whichever is longer.
(9) Certificate of Initial Mastery (CIM) Until student reaches age 21 or graduates, whichever is longer.
(10) Compensatory Education Programs Student 5 years after school year in which records were created to show compliance with all federal program requirements: 3 years after school year in which records were created for all other records.
(11) Compulsory Attendance Excuse Until student reaches age 21 or graduates, whichever is longer.
(12) Educational Programs Student 5 years after school year in which records were created to show compliance with all federal program requirements: 3 years after school year in which records were created for all other records.
(13) Grade 6 years after school year in which records were created.
(14) Grade Reports 3 years after school year in which records were created.
(15) Grievance 3 years after resolution.
(16) Education Counseling 3 years after school year in which records were created.
(17) High School Dual Program Student 3 years after school year in which records were created.
(18) Home Schooling 75 years after school year in which records were created.
(19) Inter-District Transfer Agreement 6 years after expiration.
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(20) Intervention Programs Student 5 years after school year in which records were created to show compliance with all federal program requirements: 3 years after school year in which records were created for all other records.
(21) Non-Resident Student 3 years after school year in which records were created.
(22) Parent-Teacher Conference 3 years after school year in which records were created.
(23) Parental/Custodial Delegation Until student reaches age 21 or graduates, whichever is longer.
(24) Personal/Locker Search 3 years after school year in which records were created.
(25) Psychological Guidance and Counseling Until student turns 21 or 5 years after last action.
(26) Registration 3 years after school year in which records were created.
(27) Report Cards (a) 6 years after school year in which records were created if information has been recorded on Oregon Student Record: (b) 75 years if information has not been recorded on Oregon Student Record:.
(28) Special Education Student (a) Until student reaches age 21 or 5 years after last seen, whichever is longer for speech pathology and physical therapy services: (b) 5 years after end of school year in which original record was created for photocopies of records necessary to document compliance with State and Federal audits retained by the former educational agency or institution when a student transfers out of district:
(29) Student Health Until student reaches age 21 or graduates, whichever is longer.
(30) Student Health Screening Until student reaches age 21 or graduates, whichever is longer.
(31) Student Immunization (a) Until student reaches age 21 or graduates whichever is longer retain certificate of Immunization Status (CIS): (b) Retain immunization Status Records – Susceptible (Tracking Cards): Until student attendance ends.
(32) Oregon Student Record 75 years retain original: 1 year retain photocopy by the former educational agency or institution when a student transfers out of district:
(33) Transfer Application 3 years after school year in which records were created.
(34) Truancy 3 years after school year in which records were created.
(35) Tutoring 3 years after school year in which records were created.
(36) Withdrawal 3 years after school year in which records were created.
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STUDENT ASSESSMENT SCHEDULE STUDENT ASSESSMENT SCHEDULE
Testing Dates Test/Instrument Students Tested
First 30 Days of School Grade K
September Grades K - 12
October PSAT Grade 10, Some Grade 11
November
December
January
February Final Exams All Students
March
April
April -May Smarter Balanced (ELA, Science, & Math) Grades 3, 4, 5, 6, 7, 8, 11
May Advanced Placement Tests (AP) 5/2-13 AP Students International Baccalaureate (IB) 5/2-20 IB Students
June Final Exams All Students
NCSD Counselor Handbook 6.26.18 155 SCHOOL AND COMMUNITY RESOURCES
At the North Clackamas School District, we believe supporting our students and their families is important toward helping our students achieve the best education possible. School counselors and the Family Support Team at Wichita are terrific contacts to ask about resources. In addition to counselors, this directory brings together many of the currently available resources in our area.
211 App: With location services enable on their smartphone, users will be able to find service near them. The app provides users with a category menu from which they can search such topics as temporary housing, food pantries, parenting programs, prenatal care, mental health support, foster youth services, and many more. Go to the Apple App Store or Google Play.
Addictions
Alcohol and 1-800-923-4357 A confidential 24-hour blended crisis and referral line, responding to Drug Help individuals and family members seeking crisis intervention treatment Line referral and general chemical dependency information.
Breakthrough 3390 SE Milwaukie Serves Hispanic youth. Outpatient drug and alcohol treatment, Latino Portland, OR 97202 individual and family therapy and therapeutic groups. Hours: Project 503-231-4000 Monday-Friday, 8:00am-5:00pm.
Caremark 3001 N Gatenbein Inpatient psychiatric services for adults and adolescents at Behavioral Portland, OR 97227 Emmanuel, Good Samaritan and Adventist hospitals. Health 503-413-4848 Specializing in crisis intervention, sex offender treatment, fire setting Services assessment, and sexual assault victims. Individual, group and family counseling. Adolescent outpatient for chemical dependency and mental health issues. 24 hour program; fees vary by service.
De Paul 1312 SW Washington Provides residential treatment, detox, and outpatient services for Treatment Portland OR 97208 teens and families struggling with addiction. Centers, Inc. 503-535-1151 Fax: 503-535-1190
Morrison 1500 NE Irving St Suite 250 Provides outpatient mental health services for youth as well as crisis Child and Portland, OR 97232 intervention and case management. Offers alcohol and drug Family 1818 SE Division treatment, day treatment, and residential services. Also has special Services Portland, OR 97202 services for sexual offenders 19 and under. 2951 NW Division Suite 200 Gresham, OR 97030 Intake: 503-542-3025
NARA (Native 1631 SW Columbia St Various locations throughout the Metro area. Serves Native American Portland, OR 97201 Americans, outpatient, residential drug & alcohol program, mental Rehabilitatio 503-231-2641 health services, youth treatment ages 13-21. n Association) 24-Hour Hotline: 503-923-4357
Northwest 18000 SE Webster Road Secure adolescent residential treatment program for mental health, Behavioral Gladstone, OR 97027 drug and alcohol and eating disorder issues. Serves youth 12-17 and Healthcare 503-722-4470 their families. Drug and alcohol assessments available as a free Services www.northwestbhs.com service to the community. Accepts most major private insurance plans. Free Teen Recovery groups are available in the Portland area.
NCSD Counselor Handbook 6.26.18 156 Portland 3121 NE Sandy Blvd Faith-based, one-year residential addictions recovery program. Call Metro Portland, OR 97232 for an appointment. Center: Teen 503-230-1910 Challenge International
Clothes
Beautiful 9800 SE 92nd Ave., Wednesdays 1:30-4pm Savior Happy Valley Adult/Children’s Clothing Lutheran 503-788-7000 Church
Clackamas 8800 SE 80th Ave, Tue/Thu 1-3pm Service Portland Adult/Children’s Clothing Center 503-771-7914
NCSD Family 6031 SE King Rd Monday-Thursday 10:00 AM to 4:00 PM Support Milwaukie, OR 97222 Center @ 503-353-5663 Wichita
GracePointe 10750 SE 42nd Ave., Thursdays, 1-3pm Church Milwaukie Adult clothing, may have some children’s clothing. 503-654-9593 Serves Zip Codes-97222, 97267, 97268, 97269
Lent’s Baptist 5921 SE 88th Ave. (SE 88th & 1st & 3rd Saturdays 10am-2pm Church Woodstock) Infant-Adult clothing Portland, OR 97266 503-771-7379
Oak Grove 14700 SE Rupert Dr., Oak Monday-Friday 9am-3pm United Grove Women’s Clothing Methodist 503-654-3161 Church
Counseling
Cascadia 847 NE 19th Ave Ste 100, Providing mental health services, crisis intervention, addictions Behavioral Portland, OR 97207 treatment, case management and medication management to youth Healthcare 503-238-0769 and adults with OHP. Transitional, secure residential and permanent housing for people with psychiatric challenges.
Centerstone 11211 SE 82nd Avenue, Suite O, Provides a supportive place where people in crisis can talk to a Happy Valley, 97086 counselor or peer service provider for information, resources, 503-655-8585 treatment, and support. Offers crisis stabilization services including Walk-in M-F 9 a.m. to 8 p.m., peer support, case management, assistance with health insurance and Sat.-Sun 10 a.m. to 7 p.m. enrollment, crisis intake assessment, referral to medical services, and general education.
NCSD Counselor Handbook 6.26.18 157 Clackamas Oregon City Clinic/Stewart OHP (Oregon Health Plan) Provider for Clackamas County, Spanish County Hilltop Center, 998 Library Court speaking counselors are available. Also provide 24-hour consultation Mental Oregon City, Oregon 97045 and evaluation by qualified mental health professionals for people in Health 503-742-5300 crisis & residents of Clackamas County. May provide no-cost services Services http://www.clackamas.us/beha to income-qualified uninsured individuals vioralhealth/
Dougy 2228 NE Glisan, Portland, Provides grief support services for children and their caregivers. Also Center Oregon 97232 provide community education programs and training. Services are Walker’s House 252 N.W. 4th free and available in Spanish. Ave., Canby, OR 503-775-5683 Spanish speaking contact 503- 542-4838 www.dougy.org
LifeWorks Location: 17070 SE Mcloughlin Provides prevention, mental health, and addiction services Northwest Blvd. Milwaukie, OR 97267 throughout NW Oregon for adults, children, and families. Accepts 503-594-1772 OHP, private insurance, and have a sliding fee scale. Offers Spanish Intake Phone: 503-645-9010 speaking services. May provide no-cost services to income-qualified www.lifeworksnw.org uninsured individuals.
Trillium Multiple Locations Our programs serve children ages 5-17. Our Young Adult Program Family Admissions/Referrals to Clinical helps transition youth, ages 18-24. Trillium offers residential Services Services treatment, secure inpatient, day treatment, intensive outpatient 888-333-6177 services, restorative services training, support groups. Fax: 503-205-0190
Western Various locations. Phone: 503- Outpatient mental health services for children, adolescents and Psychological 624-2600 adults. Psychiatric services and psychological evaluations available. & Counseling Services
Eating Disorders
A Better 818 NW 17th Ave Portland, OR Works with eating disorders, provides individual family and group Way 97209 therapy, nutrition counseling, medical support and family support Counseling 503-226-9061 groups. Offers adolescent art therapy groups and movement and exercise specialists. Office hours Monday- Friday, 8:00am- 8:00pm. No fee for support groups.
Kartini Clinic 2800 N Vancouver Serves children and adolescents (ages 6 - 17) of the Pacific Northwest Suite 106 who suffer from eating disorders such as anorexia nervosa, bulimia, Portland, OR 97227 or binge eating disorders, as well as those whose disordered eating 503-249-8851 contributes to obesity or wasting. www.kartiniclinic.com
Northwest 18000 SE Webster Road Secure adolescent residential treatment program for mental health, Behavioral Gladstone, OR 97027 drug and alcohol and eating disorder issues. Serves youth 12-17 and Healthcare 503-722-4470 their families. Drug and alcohol assessments available as a free Services www.northwestbhs.com service to the community. Accepts most major private insurance plans. Free Teen Recovery groups are available in the Portland area.
NCSD Counselor Handbook 6.26.18 158 Food Support
Christ the Emergency Food: Mon-Fri 8:30am-12:30pm, please call first Vine 503-658-5650 Lutheran 18677 SE Hwy 212, Damascus Church
Clackamas Emergency Food: Food Boxes Mon-Th 1-3:30pm, Fri 2-5pm Service 503-771-7914 *Clackamas Co. Residents Only-bring 1 piece of mail dated in the Center 8800 SE 80th Ave, Clackamas last 30 days Free Bread M-Th 10am-3:30pm, Fri 2-5pm Hot Meals Mon-Th 11am-noon and 5-6pm, Fri./Sat. 6-7pm
Clackamas On-going Food Support: County DHS 503-731-3400 (SNAP) 16440 SE 82nd Drive, Clackamas Program
Community On-going Food Support: 1st Fridays, 10am-noon Basket 503-771-7914 $5/ 4 months or $15/year Program Clackamas Service Center 8800 SE 80th Ave, Clackamas
NCSD Family 6031 SE King Rd Monday-Thursday 10:00 AM to 4:00 PM Support Milwaukie, OR 97222 Center @ 503-353-5663 Wichita
Good Roots Emergency Food: Saturday, 9am-noon Community 503-654-0507 Serves 97222, 97267 1908 SE Courtney Road, Milwaukie
GracePointe Emergency Food: Thursdays, 1-3pm Church 503-654-9593 Serves 97222, 97267, 97268, 97269 10750 SE 42nd, Milwaukie
Harvest On-going Food Support: Last Wednesdays, 8:30am-9:30am, arrive early for best selection. Share-Fresh 503-282-0555 x. 2262 produce Clackamas Park Friends Church 8120 SE Thiessen Rd, Milwaukie
King’s Emergency Food: 2nd and 4th Thursdays 3-6pm Cupboard 503-659-0990 Serves 97222, 97267, 97027, 97015, 97086 King of Kings Lutheran Church 5501 SE Thiessen Rd, Milwaukie
Life Christian Emergency Food: 2nd and 4th Tuesdays, 6:30-7:30pm. Center 503-656-5433 Perishable/non-perishable, produce & toiletries available 5497 SE International Way, Milwaukie
Milwaukie On-going Food Support: 4th Tuesday, 9-10:15am Community 503-282-0555 x. 2262 Basket 10203 SE Hillside Ct, Milwaukie $5/ 4 months or $15/year
Milwaukie Emergency Food: 1st & 3rd Weds. Spanish 503-548-7555 7:30pm-8:30pm
NCSD Counselor Handbook 6.26.18 159 Seventh Day 10110 SE Linwood Ave., Milwaukie Adventist
St. Paul’s Emergency Food: Please call first, requested boxes to be picked up on Thursdays United 503-654-1705 11am-noon Methodist 11631 SE Linwood Ave, Milwaukie Church
Turning Emergency Food: Mondays, 6-8pm, except holidays Point Church 503-305-8704 13333 SE Rusk Rd., Milwaukie
Valley View Emergency Food: Mon-Fri, 9am-1pm Evangelical 503-698-6000 Church 11501 SE Sunnyside Road, Clackamas
Homelessness and Shelter Services
Access 314 SW 9th Ave Point of entry for youth ages 13-24 who need homeless services. Center Portland, OR 97205 Intake, screening, and referrals for food, clothing and shelter. (Janus 503-432-3986 Youth)
Boys and 018 SW Boundary Ct 24 hour services for pregnant women and young parents. Girls Aid Portland, OR 97239 Emergency shelter placement and crisis intervention and all 503-222-9661 options pregnancy counseling. Crisis line available 24- hours. Crisis Line: 800-342-6688 http://boysandgirlsaid.org/
Bridge 4015 SE Madison Provides transitional housing for youth. Serves youth ages 16-20. House Portland, OR 97214 No fees. 503-238-1702
Harry's 738 NE Davis Free counseling for youth ages 9-17 and their families. Provides Mother Portland, OR 97232 crisis intervention, emergency shelter, and follow-up care. The 503-542-4551 program goal is to reunite youth with their families. Parental Crisis: 503-233-8111 consent necessary for shelter but not for counseling.
Human 503-548-0200 Emergency shelter for families, couples. Solutions
Janus Youth 707 NE Couch, Provides residential treatment for youth in OYA or DHS custody. Programs, Portland OR 97232 Also operates Inc. 503-233-6090; Fax: 503-233-6093 Homeless, runaway, and sexual traffic victim shelters.
New 812 SW 10th Ave Serves homeless teens, at-risk youth, and young adults aged 12- Avenues for Portland, OR 97205 22years. Includes 24- hour crisis line, day service center, onsite Youth 503-224-4339 health clinic, alternative high school, programs for pregnant and Toll free: 1-800-995-7936 parenting teens, career training, transitional housing and counseling. Drop-ins welcome.
NCSD Counselor Handbook 6.26.18 160 p:ear 338 NW 6th Ave. Works with homeless and transitional youth ages 15-24 using Portland, OR 97209 education, art, and recreation to affirm personal worth. 503-228-6677
Salvation 503-239-1248 Shelter for emergency care. Also offers the Wildflower Program, a Army White residential treatment program with a link to therapeutic foster Shield care for up to 14 adolescent girls, ages 12 to 18. Program Referrals taken from state social service agencies or juvenile justice system.
North 503-353-5663 North Clackamas Schools program for homeless youth returning to Clackamas school or in transition. SD Family Support (Title X)
Northwest 503-654-1007 Residential Services and Support. Housing Alternatives
Hotlines & Crisis Lines
Alcohol and 1-800-923-4357 A confidential 24-hour blended crisis and referral line, responding to Drug Help Line individuals and family members seeking crisis intervention treatment referral and general chemical dependency information.
Boys and Girls 018 SW Boundary Ct., 24 hour services for pregnant women and young parents. Emergency Aid Portland, OR 97239 shelter placement and crisis intervention and all options pregnancy 503-222-9661 counseling. Crisis line available 24- hours. Crisis Line: 800-342-6688 www.boysandgirlsaid.org
Clackamas 503-655-8585 County Mental Health 24 Hour Crisis Line
Clackamas 503-654-2288 24 hour Crisis & Support Line. Shelter Services. Legal Advocacy, Women’s counseling, school-based services, support groups. Services
Domestic 1-800-799-SAFE 24 Hours per day / 7 days per week Description: Our highly trained Violence (1-800-799-7233) expert advocates are available 24/7 to talk confidentially with Hotline anyone experiencing domestic violence, seeking resources or information, or questioning unhealthy aspects of their relationship.
Friends For 1-916-392-0664 Not available after hours Survival, Inc. National Support for Survivors of Suicide
HelpLine 541-779-4357 HelpLine is Jackson County’s only 24- hour crisis hotline, and is Community Toll Free 1-855-216-2111 almost entirely staffed by trained volunteers. HelpLine workers have Works access to a language line that allows them to speak to callers of many languages other than English.
NCSD Counselor Handbook 6.26.18 161 HelpLine: Make 1-800-923-HELP (1-800-923- 24 Hours per day / 7 days per week Description: A confidential 24- The Call 4357) hour blended crisis and referral line, responding to individuals and family members seeking crisis intervention treatment referral and general chemical dependency information.
HopeLine (919) 231-4525 HopeLine, Inc. is a United Way agency. HopeLine provides free, confidential, caring, non-judgmental listening, crisis intervention, and suicide prevention services as well as information referrals 24 hours a day, 365 days a year.
Kaiser Mental Intake: 503-249-3434 Kaiser intake is open 8:00am- 5:30pm. Kaiser Emergency Psychiatric Health Services 24 Hour Crisis Line: 503-331- Services (crisis line) is managed by mental health clinicians who are 6425 available 24 hours a day, 7 days a week for Kaiser members. Member Concerns: 503-249- 5636 https://healthy.kaiserperma nente.org/
Linea de Ayuda 1-877-515-7848 Linea de Ayuda is the only crisis line for speakers of Spanish who are experiencing drug and alcohol problems. The line is staffed by highly skilled volunteer crisis workers.
National http://www.thehotline.org/ The National Domestic Violence Hotline provides 24/7 counseling Domestic and support to victims of domestic violence and abuse at 1-800-799- Violence SAFE (7233). Hotline
National Parent 1.855.4APARENT Call the National Parent Helpline® to get emotional support from a Helpline (1.855.427.2736) trained Advocate and become empowered and a stronger parent. (Available in Spanish)
National 1-800-RUNAWAY 24-hours a day, 7 days a week, 365 days a year. Runaway https://www.1800runaway.o Description: A crisis care hotline that can provide you with assistance Hotline rg 24-hours a day, 7 days a week, 365 days a year. The NRS can connect you to help and hope through hotline, online and offline resources. NRS also provides a family reunification program offered in collaboration with Greyhound Lines, Inc. For more information, call or visit.
National 1-800-621-4000 24-hour crisis line for runaway youth ages 12-20. Offers problem Runaway solving, suicide prevention, local referrals, conference calls and Switchboard messages for runaways and their parents. Some bus tickets available.
National Suicide 1-800-273-TALK (8255) 24 Hours per day / 7 days per week Description: You will be helped Prevention 1-800-799-4TTY (4889) by a skilled, trained crisis worker who will listen to your problems and will tell you about mental health services in your area.
New Avenues 812 SW 10th Ave Serves homeless teens, at-risk youth, and young adults aged 12-22 for Youth Portland, OR 97205 years. Includes 24-hour crisis line, day service center, onsite health 503-224-4339 clinic, and alternative high school, programs for pregnant and Toll free: 1-800-995-7936 parenting teens, career training, transitional housing and counseling. Drop-ins welcome.
NCSD Counselor Handbook 6.26.18 162 Oregon (888) 235-5333 24 Hours per day / 7 days per week Description: If you are in Coalition immediate need of a domestic violence shelter. Against Domestic and Sexual Violence
Oregon 800-923-HELP Information & referral for callers of all ages, advocacy and Partnership Youth Line: 1-877-553- TEEN workshops. Free services. Youth Line offers peer support for youth. Spanish: 1-877-515-7848 Confidential help line for mental health crisis, suicide intervention and referral available for veterans 24 hours a day, 7 days a week.
Oregon SafeNet 503-988-5858 Women and children's health line for Oregon. Callers are referred to Hotline: 1-800-723-3638 medical, dental, mental health, domestic violence, child abuse services, as well as government programs such as WIC and food stamps. Available Monday-Friday, 8:00am-8:00pm.
Oregon 800-698-2392 Free call for Oregonians who want to speak to trained peers who Warmline have struggled with mental health issues, addictions, homelessness and related issues using the Intentional Peer Support model. Available 7 days a week. Hours vary.
Parents 503-258-4557 A parent support line which provides emotional support and crisis Anonymous intervention for parents throughout Portland metro area. Offers effective parenting techniques, information on child development, referrals to community resources, and a safe place to confidentially discuss parenting challenges and successes. Free weekly support groups for parents that are co- led by parent leaders and professional facilitators are also available.
Safe Horizon https://www.safehorizon.org Sexual assault prevention and awareness organization Safe Horizon /hotlines/ provides a hotline for domestic violence victims, sexual assault victims and crime victims to receive 24/7 free crisis counseling and safety planning.
Teen Info Line 503-988-5519 Provides information for teens on pregnancy prevention, parenting alternatives, STD's and information on how to access low-cost exams. Multilingual services offered.
The Trevor 1-866-488-7386 24 Hours per day / 7 days per week Description: For gay, lesbian, Project transsexual, bisexual youths. Trained counselors are here to support you 24/7. If you are a young person who is in crisis, feeling suicidal, or in need of a safe and judgment-free place to talk.
Trauma 4800 NE 122nd Ave Trained volunteers called by hospitals and public safety personnel to Intervention Portland, OR 97230 assist family members after a sudden death, victims of a crime or Programs of 503-823-3937 witnesses to a tragedy. Portland/ Volunteers available 24 hours a day, 7 days a week. Vancouver (TIP)
Veterans Crisis https://www.veteranscrisisli The Veterans Crisis Line provides confidential help for veterans and Line ne.net/ their families at 1-800-273-8255.
Youth Crisis Toll free: 1-800-448-4663 24 hour information and referral for youth ages 17 and younger. Hotline
NCSD Counselor Handbook 6.26.18 163 YouthLine Teen 1-877-968-8491 24 hours a day / 7 days per week Teens respond from 4-10 PM Line Monday through Friday Description: A peer-to-peer crisis line for teens. Youth working under the supervision of an adult answer calls on diverse topics including substance abuse, depression, self-harm, dating violence and other issues, many of which have substance abuse as an underlying issue.
LGBTQ Resources
American http://www.apa.org/helpcente The American Psychological Association’s Help Center on Sexual Psychological r/sexual-orientation.aspx Orientation’s website provides research and information on mental Association health issues surrounding sexual orientation.
Chrysalis 3024 NE MLK Jr Blvd A weekly group for GLBTQ youth who are survivors of physical, Survivors Portland, OR 97212 sexual, or emotional abuse. Group 971-235-6165 Program of SMYRC and Trillium Family Services.
GLBT National http://www.glbtnationalhelpce The GLBT National Help Center provides an online peer-support chat Help Center nter.org/ as well as free, confidential counseling over the phone for the GLBT community.
GLBT Near https://glbtnearme.org/ The GLBT National Help Center runs this website, which contains Me more than 15,000 GLBT resources and offers tools for users to find local community centers, youth groups and support resources.
GLSEN (Gay, GLSEN Oregon GLSEN strives to assure that each member of every school Lesbian & PO Box 2945 community is valued and respected regardless of sexual orientation Straight Portland, OR 97208 or gender identity/expression. Education 503-683-1748 Network)
Outside In 1132 SW 13th Walk-in hours: Tuesday-Thursday, 11:00am-6:00pm. Art based Trans Identity Portland, OR programs, peer-counseling, referrals, HIV testing and prevention Resource 503-223-4121 work, internet resources, syringe exchange, and pharmacy shuttle. Center or 503-535-3895
PFLAG Various Locations Support for friends and family of LGBTQ people. Focus on education, (Parents, 202-467-8180 equality and advocacy. Families https://www.pflag.org/ and Friends of Lesbians and Gays)
Sexual 3024 NE MLK Jr Blvd Serves youth around issues of sexual orientation and gender identity. Minority Portland, OR 97212 Free HIV testing, art therapy, support groups, and open mic last Youth 503-872-9664 Friday of the month. Resource Center (SMYRC)
NCSD Counselor Handbook 6.26.18 164 The Living 11097 SE 21st Ave A safe haven for GLBTQQ youth in Clackamas County. Room Milwaukie, OR 97222 503-901-5971
The Trevor 1-866-488-7386 Description: For gay, lesbian, transsexual, bisexual youths. Trained Project counselors are here to support you 24/7. If you are a young person who is in crisis, feeling suicidal, or in need of a safe and judgment- free place to talk.
Parent Resources
CARES 2800 N Vancouver Children referred because of concerns about child abuse or neglect. Northwest Suite 201 Safe environment for children’s medical exams and interviews. (Child Abuse Portland, OR 97227 Referrals to mental health services and other community Response 503-276-9000 interventions are also available. and Evaluation Services)
Metropolita 1808 SE Belmont Street Provides school resources and family support for those in the n Family Portland, Oregon 97214 Portland metro area. Services 503-232-0007
Northwest 6200 SE King Road Portland, OR Programs and services include youth programs, professional Family 97222 counseling, couple’s classes, parenting, money management, job Services 503-546-6377 readiness and placement, healthy relationship education, and more. Fax: 503-546-9397
Parents 503-258-4557 A parent support line which provides emotional support and crisis Anonymous intervention for parents throughout Portland metro area. Offers effective parenting techniques, information on child development, referrals to community resources, and a safe place to confidentially discuss parenting challenges and successes. Free weekly support groups for parents that are co-led by parent leaders and professional facilitators are also available.
Wichita 503-353-6091 WIC, after school care, non-school day care, Head Start. Center for http://www.nclack.k12.or.us/wi Children and chita Families
Racial Justice Advocacy & Education
Asian Pacific 971-340-4861 American www.apano.org Network of Oregon
NCSD Counselor Handbook 6.26.18 165 Center for 503-287-4117 Intercultural http://www.uniteoregon.org/ Organizing & Somali Youth of Oregon
Intercultural 3633 South East 35th Pl., Specialize in therapy and psychiatric services with refugee/immigrant Psychiatric Portland, OR 97202 populations. Counseling services are offered in the language of the Program 503-494-4222 client. The program accepts OHP, some private insurance, and offers a sliding fee scale for uninsured.
IRCO 503-234-1541 Immigration/refugee services, intensive employment and support services.
Latino 503-283-6881 Network http://www.latnet.org/
Lifeworks 503-887-9149 Services in Spanish for Latino Families w/children infant-12 yrs old. Promotora http://www.lifeworksnw.org/ Provide support with parenting skills, classes, and community Program resources. Promotoras can meet with clients in their homes, school, clinics, etc. May provide no-cost services to income-qualified uninsured individuals.
Los Ninos 503-974-9882 Outreach program, justice center, parenting classes, financial Cuentan education, empowerment groups
Middle East 503-725-4074 Studies Center https://www.pdx.edu/middle- at Portland east-studies/ State University
NARA (Native 1631 SW Columbia St Various locations throughout the Metro area. Serves Native American Portland, OR 97201 Americans, outpatient, residential drug & alcohol program, mental Rehabilitation 503-231-2641 health services, youth treatment ages 13-21. Association) 24-Hour Hotline: 503-923- 4357
Native 503-288-8177 American http://nayapdx.org/ Youth & Family Center
Urban League 503-280-2600 of Portland https://ulpdx.org/
Residential Treatment
Albertina Kerr 424 NE 22nd Ave Provides services for adults and youth, including outpatient Centers Portland OR 97232 counseling services, early intervention and therapeutic 503-239-8101 preschool programs, psychiatric residential services, and Fax: 503-239-8106 services for children and adults with developmental disabilities. Accepts OHP and some private insurance.
NCSD Counselor Handbook 6.26.18 166 Caremark 3001 N Gatenbein Inpatient psychiatric services for adults and adolescents at Behavioral Portland, OR 97227 Emmanuel, Good Samaritan and Adventist hospitals. Health Services 503-413-4848 Adolescent outpatient for chemical dependency and mental health issues. 24 hour program; fees vary by service.
Cascadia 847 NE 19th Ave Ste 100, Providing mental health services, crisis intervention, Behavioral Portland, OR 97207 addictions treatment, case management and medication Healthcare 503-238-0769 management to youth and adults with OHP. Transitional, secure residential and permanent housing for people with psychiatric challenges.
De Paul 1312 SW Washington Provides residential treatment, detox, and outpatient Treatment Portland OR 97208 services for teens and families struggling with addiction. Centers, Inc. 503-535-1151 Fax: 503-535-1190
Edgefield 2408 SW Halsey St Troutdale Residential and day treatment program. Serves children 6- Children's OR 97060 12 with emotional, behavioral and academic problems who Services 503-665-0157 are unable to function in schools. Includes individual and (Morrison family therapy. Child and Family Services)
Janus Youth 707 NE Couch Provides residential treatment for youth in OYA or DHS Programs, Inc. Portland OR 97232 custody. Also operates homeless, runaway, and sexual 503-233-6090 traffic victim shelters. Fax: 503-233-6093
Legacy Child & 3001 N Gantenbein Inpatient/outpatient services available for ages 5-17. Adolescent Portland, OR 97227 Hours: Monday-Friday, 9:00am-5:00pm. Treatment 503-413-4848 Program
LifeWorks Various locations in Multnomah & Mental health and addiction services for people of all ages, Northwest Clackamas Co cultural backgrounds and abilities. Accepts OHP, some Intake: 503-645-9010 private insurance and sliding scale. Free alcohol and drug Family Coaching: assessments for youth. 503-627-9194
Morrison Child 1500 NE Irving St Suite 250 Provides outpatient mental health services for youth as and Family Portland, OR 97232 well as crisis intervention and case management. Offers Services 1818 SE Division alcohol and drug treatment, day treatment, and residential Portland, OR 97202 services. Intake: 503-542-3025
NARA (Native 1631 SW Columbia St Various locations throughout the Metro area. Serves Native American Portland, OR 97201 Americans, outpatient, residential drug & alcohol program, Rehabilitation 503-231-2641 mental health services, youth treatment ages 13-21. Association) 24-Hour Hotline: 503-923-4357
NCSD Counselor Handbook 6.26.18 167 Northwest 18000 SE Webster Road Secure adolescent residential treatment program for Behavioral Gladstone, OR 97027 mental health, drug and alcohol and eating disorder issues. Healthcare 503-722-4470 Serves youth 12-17 and their families. Drug and alcohol Services assessments available as a free service to the community. Accepts most major private insurance plans.
Portland 3121 NE Sandy Blvd Faith-based, one-year residential addictions recovery Metro Center: Portland, OR 97232 program. Call for an appointment. Teen Challenge 503-230-1910 International
The Inn Home 9138 SE St. Helen's Street Residential treatment for boys in DHS custody. for Boys Clackamas, OR 97015 503-234-8757
Trillium Family Multiple Locations Our programs serve children ages 5-17. Our Young Adult Services Admissions/Referrals to Clinical Program helps transition youth, ages 18-24. Trillium offers Services residential treatment, secure inpatient, day treatment, 888-333-6177 intensive outpatient services, restorative services training, Fax: 503-205-0190 support groups.
NCSD Counselor Handbook 6.26.18 168
NCSD Counselor Handbook 6.26.18 169 ALTERNATIVE PROGRAMS Alternative Programs
NCSD Charter Schools
Cascade Heights Public Charter School (Grades K-8) 15301 SE 92nd Avenue, Clackamas, OR 97015-9648 503-653-3996 http://cascadeheights.org/
Clackamas Middle College (Grades 9-12) 12021 SE 82nd Ave, Happy Valley, OR 97086 503-518-5925 http://www.clackamasmiddlecollege.org/
Clackamas Web Academy (Grades K-12) 8740 SE Sunnybrook Blvd., Suite 350 Clackamas, OR 97015 503-659-4664 https://sites.google.com/nclack.k12.or.us/clackamaswebacademy/home
Alternative Programs Outside of North Clackamas School District
Baker Web Academy Portland Drop In Center 11010 SE Division, STE 200, Portland, OR 97266 971-266-7811 (office) 503-200-1403 fax http://bakercharters.org/
Estacada Web Academy (Summit Learning Charter) (Grades K-12) 30391 SE Hwy 211 (PO Box 59), Eagle Creek, OR 97022 503-630-5001 (office) 503-630-5206 (fax) http://summitlearningcharter.org/
Fossil Distance Learning Fossil School District 21J, PO Box 206/404 Main Street, Fossil, OR 97830 541-763-4384 (office) 541-763-2099 (fax) http://www.fossil.k12.or.us/
Insight School of Oregon-Alternative Option 830 NE Holladay, Suite 100, Portland, OR 97232 800-711-0763 (office)
Job CORPS Portland, Outreach & Admission 1130 SW Morrison St #407 (503) 326-6800 https://www.jobcorps.gov/
Metro East Web Academy 1394 NW Civic Drive, Gresham, OR 97030 503-258-4790 (office) 503-258-4791 (fax) [email protected]
NCSD Counselor Handbook 6.26.18 170 Oregon Connections Academy (Grades K-12) 443-529-1000 (office) 800-382-6010 (toll-free) 800-887-6590 (fax) [email protected]
Oregon iSchool (Grades K-12) 1700 S. 5th Street, Lebanon, Or 97355 541-451-8555 ex. 1164 (office) 541-451-8550 (fax)
Oregon Virtual Academy (Grades K-12) 400 Virginia Avenue, Suite 210, North Bend, OR 97459 541.751.8060 (office) 866.529.0160 (Toll-Free) 541.610.1917 (fax) http://orva.k12.com/
Oregon Youth Challenge Program (Ages 15-19) 23861 Dodds Rd., Bend, Oregon 97701 Business Fax: 541-382-6785 Application Fax: 541-388-9960 Admissions - Frank Strupith 541-317-9623 ext 223 [email protected] General Information - David Nolte 541-317-9623 ext 224 [email protected] https://www.oycp.com/
Sheridan Allprep Academy Mailing Address: PO Box 583, Sheridan, Oregon 97378 Physical Address: 339 NW Sherman Street, Sheridan, Oregon 97378 503-843-9330 (office) 1-866-758-1982 (fax) https://www.sheridanallprep.org/
NCSD Counselor Handbook 6.26.18 171
Release of Information FORM (Example)
Authorization to Use and/or Disclose Educational and Protected Health Information
1. I authorize the following provider(s) to use and/or disclose educational and/or protected health information regarding my child.
(Student/Child’s Name) (Date of Birth)
(Other Names Used by Student/Child) (School or Program Name) Name and address of health care provider authorized to: Name and address of school/EI/ECSE program authorized to: Send/disclose protected health information Send/disclose educational information Receive/use educational information Receive/use protected health information
2. I understand that this information will be used for the following purposes (check all that apply): Determining eligibility for Special Education, EI/ECSE, or other services Developing an appropriate Individualized Education Determining student/child’s current levels of performance Program or Individualized Family Service Plan Developing an individualized health plan Other (specify):
3. By marking the boxes below, I authorize the use/disclosure of the following specific medical and/or educational records: Physician’s Eligibility Statement Educational Information Psychological evaluations Health Assessment Statement IFSP/IEP document Social work reports History and physical exam Clinic records Other: Entire medical record Communicable disease(s) Prenatal information Progress notes
4. By initialing the spaces below, I authorize the use/disclosure of the following information. Specific records requested must be listed below, e.g., assessment, treatment plan, discharge plan. ___ Drug/alcohol diagnosis, treatment or referral information requested: ___ HIV/AIDS related records requested: ___ Mental health related information requested: ___ Genetic testing information requested:
5. I understand that: a. This authorization is voluntary and I may refuse to sign it without affecting my child’s health care. b. I have the right to request a copy of this form after I sign it as well as inspect or copy any information to be used and/or disclosed under this authorization (if allowed by state and federal law. See 45 CFR § 164.524). c. I may revoke this authorization at any time by notifying ______in writing. However, it will not affect any actions taken before the revocation was received or actions taken based on the previously shared information. d. Federal privacy rules for protected health information apply only to health plans, health care clearinghouses or health care providers. If I authorize disclosure of medical information to other agencies or individuals the disclosed information may no longer be protected by federal privacy regulations. e. Federal privacy rules for education information apply only to schools and EI/ECSE programs. If I authorize disclosure of educational information to other agencies or individuals the disclosed information may no longer be protected by federal privacy regulations.
6. I consent to the use/disclosure of the above information. I understand that the use of this information for any reasons other than the expressed reasons stated above is prohibited. This consent is subject to revocation at any time, except to the extent that action has been taken based on information that has already been disclosed.
(Signature of Parent, Legal Guardian, Student/Child) (Date)
(Relationship)
This authorization expires on ______(Month/Day/Year) (not to exceed one year from date of signature above).
Form 581-1196-P (Rev. 6/07) Form 9
NCSD Counselor Handbook 6.26.18 172
NCSD Counselor Handbook 6.26.18 173
Sample Letters & Presentations
Elementary School • Individual & Small Group Counseling Permission Slips - Available in Russian, Spanish, Vietnamese • Child Protection Unit Letters - Available in Russian, Spanish, Vietnamese • NCSD Truancy letter
Middle School • NCSD Truancy letter
High School • Grade 12 Failing Classes letter • NCSD Truancy letter
NCSD Counselor Handbook 6.26.18 174 SMALL GROUP COUNSELING PERMISSION SLIP
Dear Parent(s) and Guardian(s),
The elementary counseling program in the North Clackamas School District is structured to reach as many students as possible. Your child, ______, is invited to participate in the following small group: ______. Participating in a small group is an opportunity for students to interact with their peers in a smaller setting while discussing issues important to them. The group will meet during the school day and is scheduled with the teacher during a time that works for the group members.
Please let me know whether or not you’d like your child to participate by filling out the form below and having your child return it to school by the due date. If you have questions or concerns about the group, please feel free to contact me at ______and I’d be happy to share about the group in more detail. Thank you!
Sincerely,
School Counselor or Child Development Specialist
* * * * * *
Please sign and return by ______. Thank you!
_____ My child, ______, has permission to participate in the small group. _____ My child, ______, will not be participating in the group.
______Parent/Guardian Signature Date
NCSD Counselor Handbook 6.26.18 175 Types of Groups:
Grief and Loss Children of Separation and Divorce Transition to Middle School Boys Group Girls Group Children with ADHD Family Life
NCSD Counselor Handbook 6.26.18 176 Counseling Services
Parent/Guardian Permission Form
As the parent/guardian for ______, I give my permission for him/her to participate in counseling services at the school with the school counselor or child development specialist, ______. I understand the purpose of these meetings and I am in agreement with the goals.
______Parent/Guardian Signature Date
Please contact the counselor or child developmental specialist,
______, if you have any questions or concerns at
______. This form can be returned to the counselor or child development specialist at the school. Thank you!
NCSD Counselor Handbook 6.26.18 177 FORMA DE PERMISO DE SESIONES PARA CONSEJO EN GRUPOS PEQUEÑOS
Queridos Padres y Guardianes,
El programa de consejeros en el Distrito Escolar North Clackamas esta diseñado para alcanzar a tantos estudiantes como sea posible. Su hijo, ______, esta invitado a participar en el siguiente grupo: ______. Participando en un grupo pequeño es una oportunidad para que los estudiantes interactúen con sus compañeros en un ambiente con pocos alumnos mientras discuten puntos importantes para ellos. El grupo se reunirá durante el día escolar y está planeado con la maestra durante un momento que funciona bien para los participantes del grupo.
Por favor déjeme saber si usted le gustaría o no le gustaría que su hijo participe llenando la forma enseguida y regrésela a la escuela antes de la fecha límite. Si tiene alguna pregunta o preocupación acerca del grupo, siéntase en confianza de llamarme al______y con gusto le compartiré más detalles acerca del grupo. ¡Gracias!
Sinceramente,
Consejera Escolar o Especialista del Desarrollo de Niños.
* * * * * * * Por favor firme y regrésela para el ______. ¡Gracias!
_____ Mi hijo(a), ______, tiene permiso de participar en el grupo.
_____ Mi hijo(a), ______, no participará en el grupo.
______Firma del Padre/Guardián Fecha
NCSD Counselor Handbook 6.26.18 178 Tipos de Grupos:
Dolor y Pérdida Niños de Separación y Divorcio Transición a la Secundaria Grupo de Niños Grupo de Niñas Niños con ADHD Vida Familiar
NCSD Counselor Handbook 6.26.18 179 Servicios de Consejeros
Forma de Permiso Padres/Guardianes
Como el padre/guardián de______, le doy permiso de participar en los servicios de consejeros en la escuela con el consejero escolar o especialista del desarrollo de niños, ______. Entiendo el propósito de estas reuniones y estoy de acuerdo con las metas.
______Firma del Padre/Guardián Fecha
Por favor contacte al consejero o especialista del desarrollo de niños, ______, si tiene preguntas o preocupaciones al______. Esta forma puede ser regresada al consejero o especialista del desarrollo del niño en la escuela. ¡Gracias!
NCSD Counselor Handbook 6.26.18 180 РАЗРЕШЕНИЕ НА КОНСУЛЬТИРОВАНИЕ В МАЛЕНЬКОЙ ГРУППЕ
Уважаемые родители и опекуны, Консультационная программа для начальных школ разработана таким образом, чтобы охватить как можно больше учащихся школьного округа North Clackamas. Ваш ребенок, ______, приглашается принять участие в работе следующей маленькой группы: ______. Участие в работе маленькой группы дает школьникам возможность взаимодействия со сверстниками в более благоприятной обстановке небольшой группы при обсуждении важных для них тем. Группа будет собираться в течение учебного дня в удобное для всех ее участников и согласованное с учителем время. Чтобы сообщить мне о своем согласии или несогласии на участие Вашего ребенка, пожалуйста, заполните нижеследующую форму и верните ее в школу до указанной даты. Если у Вас есть какие-либо вопросы по поводу работы группы, пожалуйста, обращайтесь ко мне по телефону ______и я с радостью поделюсь с Вами более подробной информацией. Большое спасибо! С уважением, Школьный консультант или специалист по детскому развитию *********************************************************************************
Пожалуйста, подпишите и верните в школу не позднее ______. Спасибо!
_____ Моему ребенку, ______, разрешается принимать участие в работе маленькой группы. _____ Моему ребенку, ______, НЕ разрешается принимать участие в работе группы. ______Подпись родителя/опекуна Дата
NCSD Counselor Handbook 6.26.18 181
Типы групп: Переживание горя и потери Дети разведенных родителей Переход в среднюю школу Группа мальчиков Группа девочек Дети с ADHD (синдром дефицита внимания с/без гиперактивности) Жизнь семьи Parent/Guardian Permission Form 04/2008
NCSD Counselor Handbook 6.26.18 182 КОНСУЛЬТАТИВНЫЕ УСЛУГИ
РАЗРЕШЕНИЕ РОДИТЕЛЯ/ОПЕКУНА
Я, родитель/опекун ______, даю свое согласие на его/ее участие в получении консультативных услуг в школе от школьного консультанта или специалиста по детскому развитию ______. Я понимаю, для чего нужны эти встречи и согласен с их целями. ______Подпись родителя/опекуна Дата Если у Вас есть какие-либо вопросы или беспокойства, пожалуйста, свяжитесь со школьным консультантом или специалистом по детскому развитию ______по телефону ______. Вы можете вернуть этот бланк в свою школу школьному консультанту или специалисту по детскому развитию. Спасибо!
______Имя ребенка/Child’s name
______Имя консультанта/Counselor’s Name
NCSD Counselor Handbook 6.26.18 183
EARLY COLLEGE Early College Program North Clackamas School District Description and Definitions
The purpose of the Early College Program is to give eligible students in grade 12 additional resources to earn college credit. To meet the required eligibility students must -
• Be enrolled in an Oregon public school in grade 12 and be 16 years of age or older at the time of enrollment in an Early College Program course. • Have developed an educational learning plan • Have not completed four years of high school • Have completed course requirements for graduation, but have not received a diploma. • Be a resident of North Clackamas School District • Not be a foreign exchange student enrolled in a cultural exchange program • Not taking classes at an NCSD High School.
Participation in the Early College Program is contingent on the student’s acceptance by Clackamas Community College. Students who qualify for this program will be eligible for free tuition, books and standard fees, contingent upon a negotiated agreement between the school district and the institution. Transportation will be the responsibility of any student participating in the Early College Program.
North Clackamas will pay for all classes that a student passes. The tuition for classes not passed will be the responsibility of the parent and student.
Eligible courses at Clackamas Community College must be at 100 level or above.
If an eligible student requires special education services, the district will convene a meeting to determine how such services can be provided. The student and her/his parents will be invited to this meeting.
Students who enroll in the Early College Program or any approved dual-credit course at an NCSD high school will receive a .5 (half) high school credit for every three hours of college credit earned. Students may earn as many college credits per term as desired.
Acceptance into the Early College Program is contingent upon the requirements set forth by CCC. Students who enter the Early College Program must adhere to the Academic Regulations of the participating post-secondary institution as provided in their course catalog.
Parents or students who are interested in learning more about the Early College Program should contact one of our school counselors or call for an appointment with their high school counselor.
High School Counseling Offices: Clackamas High School, 503-353-5811 New Urban High School, 503-353-5927 Milwaukie High School, 503-353-5841 PACE, 503-353-5946 Putnam High School, 503-353-5871
NCSD Counselor Handbook 6.26.18 184
“Intent to Participate” Early College Program at North Clackamas School District IMPORTANT - This form must be completed, signed and delivered to the Counseling Office at your High School no later than March 1, 2015. Forms submitted after the deadline will not be accepted and the student will not be eligible to take classes under this program.
Submission of this application does not guarantee that courses will be available to the applicant under the Early College program. It is the applicant’s responsibility to be familiar with Early College program and the criteria for eligibility. ======Applicant Information Date: ______Student Name: ______SSID: ______Address: ______Phone: ______Grade: ______Email: ______Birth date: ______Age on Sept. 1, 2014: ______Expected Date of Graduation: ______Why are you requesting enrollment in the Early College program?
Please list Early College courses you intend to take during the 2015-16 school year – if known . Eligible Institution Course Title Course # Term (F/W/S) College Credits Clackamas Spring, 2016 Community College Clackamas Spring, 2016 Community College Clackamas Spring, 2016 Community College Clackamas Spring, 2016 Community College
Have you been accepted at Clackamas Community College? {Yes / No} Acceptance is NOT required to indicate intent. Last date to attend High School: ______
Parent Information Parent Name: ______Work Phone: ______Address: ______Home Phone: ______Cell Phone: ______Email: ______Does the student live with you? {Yes / No}
I realize and agree that North Clackamas will pay for all classes that a student passes. Tuition for classes not passed will be the responsibility of the parent and student. Signatures Student: ______Date: ______Parent: ______Date: ______MHS Administrator: ______Date: ______
High School Counseling Offices: Clackamas High School, 503-353-5811 New Urban High School, 503-353-5927 Milwaukie High School, 503-353-5841 PACE, 503-353-5946 Putnam High School, 503-353-5871
NCSD Counselor Handbook 6.26.18 185
Student-Parent Enrollment Checklist 2013-2014 Early College Program at North Clackamas School District
We received and read the Early College notification sent to us by our High School.
We obtained the “Program Description and Definitions”, the “Intent to Participate” form and the “Student-Parent Enrollment checklist” from the Counseling Office at our attending high school.
We have read the Program Description and Definitions.
We understand the student, course and institution eligibility criteria.
We have met with a counselor/administrator at my High School to discuss the Early College program and obtain additional information and answers to our questions.
We have submitted a signed “Intent to Participate” form, on or before the March 1st deadline.
We have completed an educational learning plan and submitted a copy to be kept on file at my High School.
We have completed the process for registration and enrollment at the Clackamas Community College.
The student attends the Early College course(s) and completes all requirements.
We have provided evidence of satisfactory completion of the Early College course(s) to my High School.
High School Counseling Offices: Clackamas High School, 503-353-5811 New Urban High School, 503-353-5927 Milwaukie High School, 503-353-5841 PACE, 503-353-5946 Putnam High School, 503-353-5871
NCSD Counselor Handbook 6.26.18 186
EXPANDED OPTIONS/EARLY COLLEGE PARTICIPATION FORM
Students must submit an Expanded Options Participation Form each term they enroll in the program. Placement test (or PASS program, college credit, ACT/SAT) results will determine a student’s eligibility for CCC courses.
CCC Student ID: ______Student Type: New Returning Birthdate: ______Gender: Male Female Program code: NA. High School Student Name: ______Last First Middle Mailing Address: ______Address City State Zip Code E-mail Address: ______Phone Number: ______
High school (currently attending): ______Anticipated Graduation Year: ______
Proposed CCC Program of Study: ______
Year: Circle the Term: Fall Winter Spring High School Graduation Requirements CCC Recommended Courses Course Credits Course Credits
Please read and sign indicating your agreement to the following: • It is the student’s responsibility for understanding & completing college program requirements. Students are encouraged to work with their high school, CCC faculty advisors and CCC academic advisors to accomplish their educational goals. The Handbook or the College Catalog is a good resource for the Academic Regulations & Information: http://www.clackamas.edu/Catalog/ • As a registered student, you are an official CCC College student; your grades become a part of your permanent college transcript and cannot be removed. You must officially drop a class by the drop date to avoid a failing grade. The Handbook or the College Catalog has the Important Dates to Remember listed: http://www.clackamas.edu/uploadedFiles/Resources/PDFs/Documents/StudentHandbook.pdf • I will keep my high school informed with regard to my enrollment status. • I consent to the release of my CCC enrollment status, academic record and financial student account information to my high school and my parent/guardian in accordance with the Family Educational Rights and Privacy Act (FERPA) of 1974.
______Student Signature Date
______School Official (Administrator/Counselor) Signature Print Name Email/Phone # Date
______
Parent/Guardian Signature (REQUIRED only if student is under 16 years old and in programs on CCC campus/online.)
Rev. 5/06/16
NCSD Counselor Handbook 6.26.18 187
Student Check List for Expanded Options/Early College
1. Meet with your high school counselor EACH college term: Complete and/or revise the Participation Form with the classes you are forecasted to take at the college for each term of the school year.
2. Check your student ID and log-in information: Verify that you have your Clackamas Community College (CCC) student ID number and can successfully log into your myclackamas account. o NEW STUDENT - If this is your first term, follow steps for online application. o RETURNING STUDENT - If you have forgotten your ID number or email, call 503-594-3161.
3. You must have placement test information such as the college placement test, college PASS program, prior college credit or SAT/ACT scores before taking your FIRST term of college classes: Visit http://www.clackamas.edu/placement_testing.aspx for information and sample tests. Writing Score: Math Score: Reading Score: Computer Skills:
4. Visit CCC to complete your registration, bring the following documents with you: Expanded Options Participation Form Placement test information (only required for your first term of college classes) High school unofficial transcript
5. Check-in at the Academic & Career Services Desk: Sign in at Academic and Career Services Check-in desk, notify the desk that you are a high school student. The CCC Academic Advisor will assist you in selecting classes based on your Expanded Options Participation Form and academic goals.
6. After you see an Advisor, go to CC 113 to drop off your paperwork: Present your documents: Expanded Options Participation Form, placement test information, high school unofficial transcripts. Sign Confidentiality (FERPA) Release (once each year). If your school participates in book requisitions, request your books a week prior to start of term.
7. Obtain a CCC Photo ID Card: Enrollment Services issues the CCC-student ID card; State Photo ID is a requirement. o First card is free, replacements are $10. o Pick-up your card the first term; pick-up a new term sticker subsequent terms.
Rev: 5/6/2016
NCSD Counselor Handbook 6.26.18 188
Important Dates to Remember
SPRING TERM SUMMER TERM FALL TERM FINAL EXAM SCHEDULE 2016 2016 2016
Financial Aid: All required Jan. 4 March 28 July 8 CLASS DAY & EXAM DAY & TIME $ CCC fnancial aid START TIME documentation due to M/W or M/W/F MON. 6/6 WED. 6/8 ensure funding for term 7:45 or 8 a.m. 8-10 a.m. Registration Begins Feb. 23 May 10 May 17 9 a.m. 8-10 a.m. 10 or 10:15 a.m. 10 a.m.-noon New student advising Feb. 23 May 13 May 20 11 or 11:30 a.m. 10 a.m.-noon sessions begin Noon or 12:45 p.m. noon-2 p.m. 1 p.m. noon-2 p.m. Classes begin March 28 June 20 Sept. 26 2 p.m. 2-4 p.m. 3 or 3:15 p.m. 2-4 p.m. Last day to add classes Instructor consent Instructor consent Instructor consent 4 or 5 p.m. 4-6 p.m. without instructor consent required once required once required once course begins course begins course begins T/TH TUES. 6/7
Last day to add classes Fee will be Fee will be Fee will be 7:30 or 8 a.m. 8-10 a.m. without $50 late add fee applied on the applied on the applied on the 9 a.m. 10 a.m.-noon $ 4th business day 4th business day 4th business day 10 or 10:30 a.m. noon-2 p.m. following the frst following the frst following the frst 1 p.m. 2-4 p.m. ofcial day of class ofcial day of class ofcial day of class 2:30 or 3 p.m. 4-6 p.m. 4 or 5 p.m. see instructor Last day to pay tuition April 8 July 5 Oct. 7 Conflicts 4-6 p.m. before $30 deferred $ payment fee is assessed. 1. Examinations will be held in the regular classroom unless otherwise assigned by the Last day to drop a April 8 July 5 Oct. 7 instructor. If you have any questions about the $ class with a Refund schedule, check with your instructor. (see p. 10 for more info.) 2. Evening classes starting 6 p.m. or later will have exams at the regular class meeting time during Last day to drop classes May 6 August 1 Nov. 4 final exam week. and not receive a grade 3. Classes which meet at 7 a.m. (or other hours not Last day to submit petition May 6 August 1 Nov. 4 listed) may schedule the final exam during the “CONFLICTS” time on the schedule or at any for graduation other time that does not conflict with the regular exam schedule. Account balance due. May 6 August 1 Nov. 4 $75 non-payment fee 4. Saturday classes will hold final exams on the last $ applied if not paid. Saturday of their scheduled meeting time. Final exams will be given in their regular classrooms.
Holidays and campus closures Memorial Day Independence Veterans’s Day 5. Final examinations take place the last week of May 30 Day Nov. 11 each term. You must take finals at the scheduled July 4 Thanksgiving time; exceptions will be made only for illness or Labor Day Nov. 24-25 other circumstances beyond your control, and Sept. 5 Winter Break must be approved by your instructor prior to Dec. 23-26 scheduled exam time.
Finals week* June 6-11 See class syllabus Dec. 5-9
Last day of term June 11 Sept. 3 Dec. 10
Commencement GED & Adult High School June 9, 2016 June 15, 2017 June 15, 2017 Diploma June 10, 2016 June 16, 2017 June 16, 2017 College Certifcate & The information in this schedule reflects Degree current programs, requirements and costs. These are all subject to change, and Clackamas Community College reserves the right to make any necessary Deadlines are the end of the business day unless otherwise noted. revisions in the information contained All calendar dates are subject to change without prior notice. here without prior notice.
College closure information located on p.129.
6 For information about Clackamas Community College, call 503-594-6000
NCSD Counselor Handbook 6.26.18 189 ASCA National Model A Framework For School Counseling Programs
Executive Summary
School counselors design and deliver comprehensive I is based on data-driven decision making school counseling programs that promote student I is provided by a state-credentialed school counselor achievement. These programs are comprehensive in scope, preventive in design and developmental in na- Effective school counseling programs are a collaborative ture. “The ASCA National Model: A Framework for effort between the school counselor, parents and other ed- School Counseling Programs” outlines the components ucators to create an environment that promotes student of a comprehensive school counseling program. The achievement. Staff and school counselors value and re- ASCA National Model brings school counselors to- spond to the diversity and individual differences in our gether with one vision and one voice, which creates societies and communities. Comprehensive school coun- unity and focus toward improving student achieve- seling programs ensure equitable access to opportunities ment. and rigorous curriculum for all students to participate fully in the educational process. A comprehensive school counseling program is an inte- gral component of the school’s academic mission. School counselors focus their skills, time and energy on di- Comprehensive school counseling programs, driven by rect and indirect services to students. To achieve maximum student data and based on standards in academic, ca- program effectiveness, the American School Counselor As- reer and personal/social development, promote and en- sociation recommends a school counselor to student ratio hance the learning process for all students. The ASCA of 1:250 and that school counselors spend 80 percent or National Model: more of their time in direct and indirect services to stu- I ensures equitable access to a rigorous education for dents. School counselors participate as members of the ed- all students ucational team and use the skills of leadership, advocacy I identifies the knowledge and skills all students will and collaboration to promote systemic change as appro- acquire as a result of the K-12 comprehensive school priate. The framework of a comprehensive school counsel- counseling program ing program consists of four components: foundation, I is delivered to all students in a systematic fashion management, delivery and accountability.
NCSD Counselor Handbook 6.26.18 190 FOUNDATION
School counselors create comprehensive school coun- seling programs that focus on student outcomes, teach student competencies and are delivered with identified professional competencies. Delivery is Program Focus: To establish program focus, school 80% or counselors identify personal beliefs that address how more of the all students benefit from the school counseling pro- activity in gram. Building on these beliefs, school counselors cre- the ASCA ate a vision statement defining what the future will National look like in terms of student outcomes. In addition, Model school counselors create a mission statement aligned with their school’s mission and develop program goals defining how the vision and mission will be measured.
Student Competencies: Enhancing the learning process for all students, the ASCA Mindsets & Behav- iors for Student Success: K-12 College- and Career- Readiness for Every Student guide the development of effective school counseling programs around three do- mains: academic, career and social/emotional develop- ment. School counselors also consider how other student standards important to state and district initia- tives complement and inform their school counseling program.
Professional Competencies: The ASCA School Coun- selor Competencies outline the knowledge, attitudes and skills that ensure school counselors are equipped to meet the rigorous demands of the profession. The ASCA Ethical Standards for School Counselors specify or more of the school counselor’s time to direct and the principles of ethical behavior necessary to maintain indirect services with students the highest standard of integrity, leadership and profes- I Annual agreements developed with and approved sionalism. They guide school counselors’ decision-mak- by administrators at the beginning of the school year ing and help to standardize professional practice to addressing how the school counseling program is protect both students and school counselors. organized and what goals will be accomplished I Advisory councils made up of students, parents, teachers, school counselors, administrators and MANAGEMENT community members to review and make recommendations about school counseling program School counselors incorporate organizational assess- activities and results ments and tools that are concrete, clearly delineated I Use of data to measure the results of the program and reflective of the school’s needs. Assessments and as well as to promote systemic change within the tools include: school system so every student graduates college- I School counselor competency and school and career-ready counseling program assessments to self-evaluate I Curriculum, small-group and closing-the-gap areas of strength and improvement for individual action plans including developmental, prevention skills and program activities and intervention activities and services that measure I Use-of-time assessment to determine the amount the desired student competencies and the impact on of time spent toward the recommended 80 percent achievement, behavior and attendance
NCSD Counselor Handbook 6.26.18 191 APPROPRIATE ACTIVITIES FOR INAPPROPRIATE ACTIVITIES FOR SCHOOL COUNSELORS SCHOOL COUNSELORS I individual student academic program I coordinating paperwork and data entry of planning all new students I interpreting cognitive, aptitude and I coordinating cognitive, aptitude and achievement tests achievement testing programs I providing counseling to students who I signing excuses for students who are tardy are tardy or absent or absent I providing counseling to students who have I performing disciplinary actions or assigning disciplinary problems discipline consequences I providing counseling to students as to I sending students home who are not appropriate school dress appropriately dressed I collaborating with teachers to present I teaching classes when teachers are absent school counseling core curriculum lessons I analyzing grade-point averages in I computing grade-point averages relationship to achievement I interpreting student records I maintaining student records I providing teachers with suggestions for I supervising classrooms or common areas effective classroom management I ensuring student records are maintained as I keeping clerical records per state and federal regulations I helping the school principal identify and I assisting with duties in the principal’s office resolve student issues, needs and problems I providing individual and small-group I providing therapy or long-term counseling in counseling services to students schools to address psychological disorders I advocating for students at individual I coordinating schoolwide individual education plan meetings, student study teams education plans, student study teams and and school attendance review boards school attendance review boards I analyzing disaggregated data I serving as a data entry clerk
I Annual and weekly calendars to keep students, Direct Student Services parents, teachers and administrators informed and Direct services are in-person interactions between to encourage active participation in the school school counselors and students and include the counseling program following: I School counseling core curriculum: This curriculum consists of structured lessons designed to DELIVERY help students attain the desired competencies and to provide all students with the knowledge, attitudes School counselors provide services to students, parents, and skills appropriate for their developmental level. school staff and the community in the following areas: The school counseling core curriculum is delivered
NCSD Counselor Handbook 6.26.18 192 throughout the school’s overall curriculum and is tion and collaboration with parents, teachers, other edu- systematically presented by school counselors in cators and community organizations. collaboration with other professional educators in K-12 classroom and group activities. I Individual student planning: School counselors ACCOUNTABILITY coordinate ongoing systemic activities designed to assist students in establishing personal goals and To demonstrate the effectiveness of the school counseling developing future plans. program in measurable terms, school counselors analyze I Responsive services: Responsive services are school and school counseling program data to determine activities designed to meet students’ immediate needs how students are different as a result of the school counsel- and concerns. Responsive services may include ing program. School counselors use data to show the im- counseling in individual or small-group settings or pact of the school counseling program on student crisis response. achievement, attendance and behavior and analyze school counseling program assessments to guide future action and Indirect Student Services improve future results for all students. The performance of Indirect services are provided on behalf of students as a the school counselor is evaluated on basic standards of result of the school counselors’ interactions with others practice expected of school counselors implementing a including referrals for additional assistance, consulta- comprehensive school counseling program.
ORDERING INFORMATION
“The ASCA National Model: A Framework for School Counseling Programs (third edition)” is $34.95 for ASCA members or $44.95 for nonmembers. Bulk pricing of $29.95 is available for 10 copies or more. ASCA National Model Order no. 289325. A Framework for School Counseling Programs
THIRD EDITION Four easy ways to order: Online: www.schoolcounselor.org Phone: (800) 401-2404 Fax: (703) 661-1501 Mail: ASCA Publications, P.O. Box 960, Herndon, VA 20172
ONE VISION ONE VOICE
1101 King St., Suite 310, Alexandria, VA 22314 I Phone: 703 683 ASCA I www.schoolcounselor.org
NCSD Counselor Handbook 6.26.18 193 Ethical Standards for School Counselors
(Adopted 1984; revised 1992, 1998, 2004 and 2010)
Preamble • Serve as a guide for the ethical practices of all professional school counselors, supervisors/directors of school counseling programs The American School Counselor Association (ASCA) is a profes- and school counselor educators regardless of level, area, popula- sional organization whose members are school counselors certi- tion served or membership in this professional association; fied/licensed in school counseling with unique qualifications and skills to address all students’ academic, personal/social and career • Provide self-appraisal and peer evaluations regarding school development needs. Members are also school counseling program counselors’ responsibilities to students, parents/guardians, col- directors/supervisors and counselor educators. These ethical stan- leagues and professional associates, schools, communities and the dards are the ethical responsibility of school counselors. School counseling profession; and counseling program directors/supervisors should know them and provide support for practitioners to uphold them. School counselor • Inform all stakeholders, including students, parents and educators should know them, teach them to their students and pro- guardians, teachers, administrators, community members and vide support for school counseling candidates to uphold them. courts of justice, of best ethical practices, values and expected behaviors of the school counseling professional. Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs A.1. Responsibilities to Students to the mission of schools and subscribing to the following tenets of professional responsibility: Professional school counselors: a. Have a primary obligation to the students, who are to be treated • Each person has the right to be respected, be treated with dignity with dignity and respect as unique individuals. and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse popula- b. Are concerned with the educational, academic, career, personal tions including: ethnic/racial identity, age, economic status, abili- and social needs and encourage the maximum development of every ties/disabilities, language, immigration status, sexual orientation, student. gender, gender identity/expression, family type, religious/spiritual identity and appearance. c. Respect students’ values, beliefs and cultural background and do not impose the school counselor’s personal values on students or • Each person has the right to receive the information and support their families. needed to move toward self-direction and self-development and affirmation within one’s group identities, with special care being d. Are knowledgeable of laws, regulations and policies relating to given to students who have historically not received adequate students and strive to protect and inform students regarding their educational services, e.g., students of color, students living at a rights. low socio-economic status, students with disabilities and students from e. Promote the welfare of individual students and collaborate with non-dominant language backgrounds. them to develop an action plan for success.
• Each person has the right to understand the full magnitude and f. Consider the involvement of support networks valued by the indi- meaning of his/her educational choices and how those choices vidual students. will affect future opportunities. g. Understand that professional distance with students is appropri- • Each person has the right to privacy and thereby the right to ate, and any sexual or romantic relationship with students whether expect the school-counselor/student relationship to comply with illegal in the state of practice is considered a grievous breach of all laws, policies and ethical standards pertaining to confidentiali- ethics and is prohibited regardless of a student’s age. ty in the school setting. h. Consider the potential for harm before entering into a relation- • Each person has the right to feel safe in school environments that ship with former students or one of their family members. school counselors help create, free from abuse, bullying, neglect, harassment or other forms of violence. A.2. Confidentiality In this document, ASCA specifies the principles of ethical behavior necessary to maintain the high standards of integrity, leadership and Professional school counselors: professionalism among its members. The Ethical Standards for a. Inform individual students of the purposes, goals, techniques and School Counselors were developed to clarify the nature of ethical rules of procedure under which they may receive counseling. responsibilities held in common by school counselors, supervi- Disclosure includes the limits of confidentiality in a developmental- sors/directors of school counseling programs and school counselor ly appropriate manner. Informed consent requires competence on educators. The purposes of this document are to: the part of students to understand the limits of confidentiality and
NCSD Counselor Handbook 6.26.18 194 therefore, can be difficult to obtain from students of a certain devel- A.3. Academic, Career/College/Post-Secondary opmental level. Professionals are aware that even though every Access and Personal/Social Counseling Plans attempt is made to obtain informed consent it is not always possi- ble and when needed will make counseling decisions on students’ Professional school counselors: behalf. a. Provide students with a comprehensive school counseling pro- gram that parallels the ASCA National Model with emphasis on b. Explain the limits of confidentiality in appropriate ways such as working jointly with all students to develop personal/social, aca- classroom guidance lessons, the student handbook, school counsel- demic and career goals. ing brochures, school Web site, verbal notice or other methods of student, school and community communication in addition to oral b. Ensure equitable academic, career, post-secondary access and notification to individual students. personal/social opportunities for all students through the use of data to help close achievement gaps and opportunity gaps. c. Recognize the complicated nature of confidentiality in schools and consider each case in context. Keep information confidential c. Provide and advocate for individual students’ career awareness, unless legal requirements demand that confidential information be exploration and post-secondary plans supporting the students’ right revealed or a breach is required to prevent serious and foreseeable to choose from the wide array of options when they leave second- harm to the student. Serious and foreseeable harm is different for ary education. each minor in schools and is defined by students’ developmental and chronological age, the setting, parental rights and the nature of the harm. School counselors consult with appropriate professionals A.4. Dual Relationships when in doubt as to the validity of an exception. Professional school counselors: d. Recognize their primary obligation for confidentiality is to the a. Avoid dual relationships that might impair their objectivity and students but balance that obligation with an understanding of par- increase the risk of harm to students (e.g., counseling one’s family ents’/guardians’ legal and inherent rights to be the guiding voice in members or the children of close friends or associates). If a dual their children’s lives, especially in value-laden issues. Understand relationship is unavoidable, the school counselor is responsible for the need to balance students’ ethical rights to make choices, their taking action to eliminate or reduce the potential for harm to the capacity to give consent or assent and parental or familial legal student through use of safeguards, which might include informed rights and responsibilities to protect these students and make deci- consent, consultation, supervision and documentation. sions on their behalf. b. Maintain appropriate professional distance with students at all e. Promote the autonomy and independence of students to the times. extent possible and use the most appropriate and least intrusive method of breach. The developmental age and the circumstances c. Avoid dual relationships with students through communication requiring the breach are considered and as appropriate students are mediums such as social networking sites. engaged in a discussion about the method and timing of the breach. d. Avoid dual relationships with school personnel that might f. In absence of state legislation expressly forbidding disclosure, infringe on the integrity of the school counselor/student relation- consider the ethical responsibility to provide information to an ship. identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of A.5. Appropriate Referrals the following conditions: • Student identifies partner or the partner is highly identifiable Professional school counselors: • School counselor recommends the student notify partner and a. Make referrals when necessary or appropriate to outside refrain from further high-risk behavior resources for student and/or family support. Appropriate referrals • Student refuses may necessitate informing both parents/guardians and students of • School counselor informs the student of the intent to notify the applicable resources and making proper plans for transitions with partner minimal interruption of services. Students retain the right to discon- • School counselor seeks legal consultation from the school dis- tinue the counseling relationship at any time. trict’s legal representative in writing as to the legalities of informing the partner b. Help educate about and prevent personal and social concerns for all students within the school counselor’s scope of education g. Request of the court that disclosure not be required when the and competence and make necessary referrals when the counseling release of confidential information may potentially harm a student needs are beyond the individual school counselor’s education and or the counseling relationship. training. Every attempt is made to find appropriate specialized resources for clinical therapeutic topics that are difficult or inappro- h. Protect the confidentiality of students’ records and release per- priate to address in a school setting such as eating disorders, sexual sonal data in accordance with prescribed federal and state laws and trauma, chemical dependency and other addictions needing sus- school policies including the laws within the Family Education tained clinical duration or assistance. Rights and Privacy Act (FERPA). Student information stored and transmitted electronically is treated with the same care as tradition- c. Request a release of information signed by the student and/or al student records. Recognize the vulnerability of confidentiality in parents/guardians when attempting to develop a collaborative rela- electronic communications and only transmit sensitive information tionship with other service providers assigned to the student. electronically in a way that is untraceable to students’ identity. Critical information such as a student who has a history of suicidal d. Develop a reasonable method of termination of counseling when ideation must be conveyed to the receiving school in a personal it becomes apparent that counseling assistance is no longer needed contact such as a phone call. or a referral is necessary to better meet the student’s needs.
NCSD Counselor Handbook 6.26.18 195 A.6. Group Work and deliberation before destroying sole-possession records that may be needed by a court of law such as notes on child abuse, suicide, Professional school counselors: sexual harassment or violence. a. Screen prospective group members and maintain an awareness of participants’ needs, appropriate fit and personal goals in relation to e. Understand and abide by the Family Education Rights and the group’s intention and focus. The school counselor takes reason- Privacy Act (FERPA, 1974), which safeguards student’s records and able precautions to protect members from physical and psychologi- allows parents to have a voice in what and how information is cal harm resulting from interaction within the group. shared with others regarding their child’s educational records. b. Recognize that best practice is to notify the parents/guardians of children participating in small groups. A.9. Evaluation, Assessment and Interpretation c. Establish clear expectations in the group setting, and clearly state Professional school counselors: that confidentiality in group counseling cannot be guaranteed. a. Adhere to all professional standards regarding selecting, adminis- Given the developmental and chronological ages of minors in tering and interpreting assessment measures and only utilize assess- schools, recognize the tenuous nature of confidentiality for minors ment measures that are within the scope of practice for school renders some topics inappropriate for group work in a school set- counselors and for which they are trained and competent. ting. b. Consider confidentiality issues when utilizing evaluative or d. Provide necessary follow up with group members, and document assessment instruments and electronically based programs. proceedings as appropriate. c. Consider the developmental age, language skills and level of com- e. Develop professional competencies, and maintain appropriate petence of the student taking the assessments before assessments are education, training and supervision in group facilitation and any given. topics specific to the group. d. Provide interpretation of the nature, purposes, results and poten- f. Facilitate group work that is brief and solution-focused, working tial impact of assessment/evaluation measures in language the stu- with a variety of academic, career, college and personal/social dents can understand. issues. e. Monitor the use of assessment results and interpretations, and take reasonable steps to prevent others from misusing the informa- A.7. Danger to Self or Others tion.
Professional school counselors: f. Use caution when utilizing assessment techniques, making evalua- a. Inform parents/guardians and/or appropriate authorities when a tions and interpreting the performance of populations not repre- student poses a danger to self or others. This is to be done after sented in the norm group on which an instrument is standardized. careful deliberation and consultation with other counseling profes- sionals. g. Assess the effectiveness of their program in having an impact on students’ academic, career and personal/social development through b. Report risk assessments to parents when they underscore the accountability measures especially examining efforts to close need to act on behalf of a child at risk; never negate a risk of harm achievement, opportunity and attainment gaps. as students sometimes deceive in order to avoid further scrutiny and/or parental notification. A.10. Technology c. Understand the legal and ethical liability for releasing a student who is in danger to self or others without proper and necessary Professional school counselors: support for that student. a. Promote the benefits of and clarify the limitations of various appropriate technological applications. Professional school coun- selors promote technological applications (1) that are appropriate A.8. Student Records for students’ individual needs, (2) that students understand how to use and (3) for which follow-up counseling assistance is provided. Professional school counselors: a. Maintain and secure records necessary for rendering professional b. Advocate for equal access to technology for all students, especial- services to the student as required by laws, regulations, institutional ly those historically underserved. procedures and confidentiality guidelines. c. Take appropriate and reasonable measures for maintaining confi- b. Keep sole-possession records or individual student case notes sep- dentiality of student information and educational records stored or arate from students’ educational records in keeping with state laws. transmitted through the use of computers, facsimile machines, tele- phones, voicemail, answering machines and other electronic or c. Recognize the limits of sole-possession records and understand computer technology. these records are a memory aid for the creator and in absence of privileged communication may be subpoenaed and may become d. Understand the intent of FERPA and its impact on sharing elec- educational records when they are shared or are accessible to others tronic student records. in either verbal or written form or when they include information other than professional opinion or personal observations. e. Consider the extent to which cyberbullying is interfering with students’ educational process and base guidance curriculum and d. Establish a reasonable timeline for purging sole-possession intervention programming for this pervasive and potentially danger- records or case notes. Suggested guidelines include shredding sole ous problem on research-based and best practices. possession records when the student transitions to the next level, transfers to another school or graduates. Apply careful discretion
NCSD Counselor Handbook 6.26.18 196 A.11. Student Peer Support Program C. RESPONSIBILITIES TO COLLEAGUES AND PROFESSIONAL ASSOCIATES Professional school counselors: a. Have unique responsibilities when working with peer-helper or C.1. Professional Relationships student-assistance programs and safeguard the welfare of students participating in peer-to-peer programs under their direction. Professional school counselors, the school counseling program director/site supervisor and the school counselor educator: b. Are ultimately responsible for appropriate training and supervi- a. Establish and maintain professional relationships with faculty, sion for students serving as peer-support individuals in their school staff and administration to facilitate an optimum counseling pro- counseling programs. gram.
b. Treat colleagues with professional respect, courtesy and fairness. B. RESPONSIBILITIES TO PARENTS/GUARDIANS c. Recognize that teachers, staff and administrators who are high- B.1. Parent Rights and Responsibilities functioning in the personal and social development skills can be powerful allies in supporting student success. School counselors Professional school counselors: work to develop relationships with all faculty and staff in order to a. Respect the rights and responsibilities of parents/guardians for advantage students. their children and endeavor to establish, as appropriate, a collabo- rative relationship with parents/guardians to facilitate students’ d. Are aware of and utilize related professionals, organizations and maximum development. other resources to whom the student may be referred. b. Adhere to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties C.2. Sharing Information with Other interfering with the student’s effectiveness and welfare. Professionals c. Are sensitive to diversity among families and recognize that all Professional school counselors: parents/guardians, custodial and noncustodial, are vested with cer- a. Promote awareness and adherence to appropriate guidelines tain rights and responsibilities for their children’s welfare by virtue regarding confidentiality, the distinction between public and private of their role and according to law. information and staff consultation. d. Inform parents of the nature of counseling services provided in b. Provide professional personnel with accurate, objective, concise the school setting. and meaningful data necessary to adequately evaluate, counsel and assist the student. e. Adhere to the FERPA act regarding disclosure of student infor- mation. c. Secure parental consent and develop clear agreements with other mental health professionals when a student is receiving services f. Work to establish, as appropriate, collaborative relationships with from another counselor or other mental health professional in order parents/guardians to best serve student. to avoid confusion and conflict for the student and par- ents/guardians.
B.2. Parents/Guardians and Confidentiality d. Understand about the “release of information” process and parental rights in sharing information and attempt to establish a Professional school counselors: cooperative and collaborative relationship with other professionals a. Inform parents/guardians of the school counselor’s role to include to benefit students. the confidential nature of the counseling relationship between the counselor and student. e. Recognize the powerful role of ally that faculty and administra- tion who function high in personal/social development skills can b. Recognize that working with minors in a school setting requires play in supporting students in stress, and carefully filter confidential school counselors to collaborate with students’ parents/guardians to information to give these allies what they “need to know” in order the extent possible. to advantage the student. Consultation with other members of the school counseling profession is helpful in determining need-to-know c. Respect the confidentiality of parents/guardians to the extent that information. The primary focus and obligation is always on the stu- is reasonable to protect the best interest of the student being coun- dent when it comes to sharing confidential information. seled. f. Keep appropriate records regarding individual students, and d. Provide parents/guardians with accurate, comprehensive and rele- develop a plan for transferring those records to another profession- vant information in an objective and caring manner, as is appropri- al school counselor should the need occur. This documentation ate and consistent with ethical responsibilities to the student. transfer will protect the confidentiality and benefit the needs of the student for whom the records are written. e. Make reasonable efforts to honor the wishes of parents/guardians concerning information regarding the student unless a court order expressly forbids the involvement of a parent(s). In cases of divorce C.3. Collaborating and Educating Around the or separation, school counselors exercise a good-faith effort to keep Role of the School Counselor both parents informed, maintaining focus on the student and avoid- ing supporting one parent over another in divorce proceedings. The school counselor, school counseling program supervi- sor/director and school counselor educator: a. Share the role of the school counseling program in ensuring data- driven academic, career/college and personal/social success compe-
NCSD Counselor Handbook 6.26.18 197 tencies for every student, resulting in specific outcomes/indicators E. RESPONSIBILITIES TO SELF with all stakeholders. E.1. Professional Competence b. Broker services internal and external to the schools to help ensure every student receives the benefits of a school counseling Professional school counselors: program and specific academic, career/college and personal/social a. Function within the boundaries of individual professional com- competencies. petence and accept responsibility for the consequences of their actions.
D. RESPONSIBILITIES TO SCHOOL, b. Monitor emotional and physical health and practice wellness to COMMUNITIES AND FAMILIES ensure optimal effectiveness. Seek physical or mental health refer- rals when needed to ensure competence at all times D.1. Responsibilities to the School c. Monitor personal responsibility and recognize the high standard Professional school counselors: of care a professional in this critical position of trust must main- a. Support and protect students’ best interest against any infringe- tain on and off the job and are cognizant of and refrain from activ- ment of their educational program. ity that may lead to inadequate professional services or diminish their effectiveness with school community members Professional b. Inform appropriate officials, in accordance with school policy, of and personal growth are ongoing throughout the counselor’s conditions that may be potentially disruptive or damaging to the career. school’s mission, personnel and property while honoring the confi- dentiality between the student and the school counselor. d. Strive through personal initiative to stay abreast of current research and to maintain professional competence in advocacy, c. Are knowledgeable and supportive of their school’s mission, and teaming and collaboration, culturally competent counseling and connect their program to the school’s mission. school counseling program coordination, knowledge and use of technology, leadership, and equity assessment using data. d. Delineate and promote the school counselor’s role, and function as a student advocate in meeting the needs of those served. School e. Ensure a variety of regular opportunities for participating in and counselors will notify appropriate officials of systemic conditions facilitating professional development for self and other educators that may limit or curtail their effectiveness in providing programs and school counselors through continuing education opportunities and services. annually including: attendance at professional school counseling conferences; reading Professional School Counseling journal arti- e. Accept employment only for positions for which they are quali- cles; facilitating workshops for education staff on issues school fied by education, training, supervised experience, state and nation- counselors are uniquely positioned to provide. al professional credentials and appropriate professional experience. f. Enhance personal self-awareness, professional effectiveness and f. Advocate that administrators hire only qualified, appropriately ethical practice by regularly attending presentations on ethical deci- trained and competent individuals for professional school counsel- sion-making. Effective school counselors will seek supervision ing positions. when ethical or professional questions arise in their practice. g. Assist in developing: (1) curricular and environmental conditions g. Maintain current membership in professional associations to appropriate for the school and community; (2) educational proce- ensure ethical and best practices. dures and programs to meet students’ developmental needs; (3) a systematic evaluation process for comprehensive, developmental, standards-based school counseling programs, services and person- E.2. Multicultural and Social Justice Advocacy nel; and (4) a data-driven evaluation process guiding the compre- and Leadership hensive, developmental school counseling program and service delivery. Professional school counselors: a. Monitor and expand personal multicultural and social justice advocacy awareness, knowledge and skills. School counselors strive D.2. Responsibility to the Community for exemplary cultural competence by ensuring personal beliefs or values are not imposed on students or other stakeholders. Professional school counselors: a. Collaborate with community agencies, organizations and indi- b. Develop competencies in how prejudice, power and various viduals in students’ best interest and without regard to personal forms of oppression, such as ableism, ageism, classism, familyism, reward or remuneration. genderism, heterosexism, immigrationism, linguicism, racism, reli- gionism and sexism, affect self, students and all stakeholders. b. Extend their influence and opportunity to deliver a comprehen- sive school counseling program to all students by collaborating c. Acquire educational, consultation and training experiences to with community resources for student success. improve awareness, knowledge, skills and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, c. Promote equity for all students through community resources. special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual d. Are careful not to use their professional role as a school coun- identity and appearance. selor to benefit any type of private therapeutic or consultative prac- tice in which they might be involved outside of the school setting. d. Affirm the multiple cultural and linguistic identities of every stu- dent and all stakeholders. Advocate for equitable school and school counseling program policies and practices for every student and all stakeholders including use of translators and bilin- gual/multilingual school counseling program materials that repre-
NCSD Counselor Handbook 6.26.18 198 sent all languages used by families in the school community, and F.3 Supervision of School Counselor Candidates advocate for appropriate accommodations and accessibility for stu- Pursuing Practicum and Internship Experiences: dents with disabilities. Professional school counselors: e. Use inclusive and culturally responsible language in all forms of a. Provide support for appropriate experiences in academic, career, communication. college access and personal/social counseling for school counseling interns. f. Provide regular workshops and written/digital information to families to increase understanding, collaborative two-way commu- b. Ensure school counselor candidates have experience in develop- nication and a welcoming school climate between families and the ing, implementing and evaluating a data-driven school counseling school to promote increased student achievement. program model, such as the ASCA National Model. g. Work as advocates and leaders in the school to create equity- c. Ensure the school counseling practicum and internship have spe- based school counseling programs that help close any achievement, cific, measurable service delivery, foundation, management and opportunity and attainment gaps that deny all students the chance accountability systems. to pursue their educational goals. d. Ensure school counselor candidates maintain appropriate liabili- ty insurance for the duration of the school counseling practicum F. RESPONSIBILITIES TO THE PROFESSION and internship experiences.
F.1. Professionalism e. Ensure a site visit is completed by a school counselor education faculty member for each practicum or internship student, prefer- Professional school counselors: ably when both the school counselor trainee and site supervisor are a. Accept the policies and procedures for handling ethical viola- present. tions as a result of maintaining membership in the American School Counselor Association. F.4 Collaboration and Education about School b. Conduct themselves in such a manner as to advance individual Counselors and School Counseling Programs ethical practice and the profession. with other Professionals c. Conduct appropriate research, and report findings in a manner School counselors and school counseling program direc- consistent with acceptable educational and psychological research tors/supervisors collaborate with special educators, school nurses, practices. School counselors advocate for the protection of individ- school social workers, school psychologists, college coun- ual students’ identities when using data for research or program selors/admissions officers, physical therapists, occupational thera- planning. pists and speech pathologists to advocate for optimal services for students and all other stakeholders. d. Seek institutional and parent/guardian consent before adminis- tering any research, and maintain security of research records. G. MAINTENANCE OF STANDARDS e. Adhere to ethical standards of the profession, other official poli- cy statements, such as ASCA’s position statements, role statement Professional school counselors are expected to maintain ethical and the ASCA National Model and relevant statutes established by behavior at all times. federal, state and local governments, and when these are in conflict work responsibly for change. G.1. When there exists serious doubt as to the f. Clearly distinguish between statements and actions made as a private individual and those made as a representative of the school ethical behavior of a colleague(s) the following counseling profession. procedure may serve as a guide: g. Do not use their professional position to recruit or gain clients, 1. The school counselor should consult confidentially with a pro- consultees for their private practice or to seek and receive unjusti- fessional colleague to discuss the nature of a complaint to see if the fied personal gains, unfair advantage, inappropriate relationships professional colleague views the situation as an ethical violation. or unearned goods or services. 2. When feasible, the school counselor should directly approach the colleague whose behavior is in question to discuss the com- F.2. Contribution to the Profession plaint and seek resolution.
Professional school counselors: 3. The school counselor should keep documentation of all the steps a. Actively participate in professional associations and share results taken. and best practices in assessing, implementing and annually evaluat- ing the outcomes of data-driven school counseling programs with 4. If resolution is not forthcoming at the personal level, the school measurable academic, career/college and personal/social competen- counselor shall utilize the channels established within the school, cies for every student. school district, the state school counseling association and ASCA’s Ethics Committee. b. Provide support, consultation and mentoring to novice profes- sionals. 5. If the matter still remains unresolved, referral for review and appropriate action should be made to the Ethics Committees in the c. Have a responsibility to read and abide by the ASCA Ethical following sequence: Standards and adhere to the applicable laws and regulations. • State school counselor association • American School Counselor Association
NCSD Counselor Handbook 6.26.18 199 6. The ASCA Ethics Committee is responsible for: G.3. When faced with any ethical dilemma • Educating and consulting with the membership regarding ethi- school counselors, school counseling program cal standards directors/supervisors and school counselor edu- • Periodically reviewing and recommending changes in code cators use an ethical decision-making model • Receiving and processing questions to clarify the application such as Solutions to Ethical Problems in of such standards. Questions must be submitted in writing to the ASCA Ethics Committee chair. Schools (STEPS) (Stone, 2001): • Handling complaints of alleged violations of the ASCA Ethical Standards for School Counselors. At the national level, com- 1. Define the problem emotionally and intellectually plaints should be submitted in writing to the ASCA Ethics 2. Apply the ASCA Ethical Standards and the law Committee, c/o the Executive Director, American School 3. Consider the students’ chronological and developmental levels Counselor Association, 1101 King St., Suite 625, Alexandria, 4. Consider the setting, parental rights and minors’ rights VA 22314. 5. Apply the moral principles 6. Determine Your potential courses of action and their consequences G.2. When school counselors are forced to work 7. Evaluate the selected action 8. Consult in situations or abide by policies that do not 9. Implement the course of action reflect the ethics of the profession, the school counselor works responsibly through the cor- rect channels to try and remedy the condition.
NCSD Counselor Handbook 6.26.18 200 ASCA School Counselor Competencies
he ASCA School Counselor Competencies outline the knowledge, abilities, skills and attitudes that ensure school counselors are equipped to meet the T rigorous demands of the profession and the needs of pre-K–12 students. These competencies help ensure new and experienced school counselors are equipped to establish, maintain and enhance a comprehensive school counseling program addressing academic achievement, career planning and personal/social development.
Organized around and consistent with “The ASCA National Model: A Framework for School Counseling Programs (Third Edition),” the competencies can be used in a variety of ways including:
School counselors n Self-assess their own competencies n Formulate an appropriate professional development plan
School administrators n Guide the recruitment and selection of competent school counselors n Develop or inform meaningful school counselor performance evaluation
School counselor education programs n Establish benchmarks for ensuring school education students graduate with the knowledge, skills and attitudes needed for developing comprehensive school counseling programs.
I. SCHOOL COUNSELING PROGRAMS
School counselors should possess the knowledge, abilities, skills and attitudes necessary to plan, organize, implement and evaluate a comprehensive, developmental, results-based school counseling program that aligns with the ASCA National Model.
I-A: Knowledge ASCA’s position statement, The Professional School Counselor and School Counseling Preparation Programs, states that school counselors should articulate and demonstrate an understanding of: n I-A-1. The organizational structure and governance of the American educational system as well as cultural, political and social influences on current educational practices n I-A-2. The organizational structure and components of an effective school counseling program that aligns with the ASCA National Model n I-A-3. Barriers to student learning and use of advocacy and data-driven school counseling practices to close the achievement/opportunity gap
Revised, 2012
NCSD Counselor Handbook 6.26.18 201 n I-A-4. Leadership principles and theories n I-A-5. Individual counseling, group counseling and classroom instruction ensuring equitable access to resources promoting academic achievement, career development and personal/social development for every student n I-A-6. Collaborations with stakeholders such as parents and guardians, teachers, administrators and community leaders to create learning environments that promote educational equity and success for every student n I-A-7. Legal, ethical and professional issues in pre-K–12 schools n I-A-8. Developmental theory, learning theories, social justice theory, multiculturalism, counseling theories and career counseling theories n I-A-9. The continuum of mental health services, including prevention and intervention strategies to enhance student success
I-B: Abilities and Skills An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills. n I-B-1. Plans, organizes, implements and evaluates a school counseling program aligning with the ASCA National Model n I-B-1a. Creates a vision statement examining the professional and personal competencies and qualities a school counselor should possess n I-B-1b. Describes the rationale for a comprehensive school counseling program n I-B-1c. Applies the school counseling themes of leadership, advocacy, collaboration and systemic change, which are critical to a successful school counseling program n I-B-1d. Describes, defines and identifies the qualities of an effective school counseling program n I-B-1e. Describes the benefits of a comprehensive school counseling program for all stakeholders, including students, parents, teachers, administrators, school boards, department of education, school counselors, counselor educators, community stakeholders and business leaders n I-B-1f. Describes the history of school counseling to create a context for the current state of the profession and comprehensive school counseling programs n I-B-1g. Uses technology effectively and efficiently to plan, organize, implement and evaluate the comprehensive school counseling program n I-B-1h. Demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program n I-B-2. Serves as a leader in the school and community to promote and support student success n I-B-2a. Understands and defines leadership and its role in comprehensive school counseling programs n I-B-2b. Identifies and applies a model of leadership to a comprehensive school counseling program n I-B-2c. Identifies and demonstrates professional and personal qualities and skills of effective leaders n I-B-2d. Identifies and applies components of the ASCA National Model requiring leadership, such as an advisory council, management tools and accountability n I-B-2e. Creates a plan to challenge the non-counseling tasks that are assigned to school counselors
2 WWW.SCHOOLCOUNSELOR.ORG NCSD Counselor Handbook 6.26.18 202 n I-B-3. Advocates for student success n I-B-3a. Understands and defines advocacy and its role in comprehensive school counseling programs n I-B-3b. Identifies and demonstrates benefits of advocacy with school and community stakeholders n I-B-3c. Describes school counselor advocacy competencies, which include dispositions, knowledge and skills n I-B-3d. Reviews advocacy models and develops a personal advocacy plan n I-B-3e. Understands the process for development of policy and procedures at the building, district, state and national levels n I-B-4. Collaborates with parents, teachers, administrators, community leaders and other stakeholders to promote and support student success n I-B-4a. Defines collaboration and its role in comprehensive school counseling programs n I-B-4b. Identifies and applies models of collaboration for effective use in a school counseling program and understands the similarities and differences between consultation, collaboration and counseling and coordination strategies n I-B-4c. Creates statements or other documents delineating the various roles of student service providers, such as school social worker, school psychologist or school nurse, and identifies best practices for collaborating to affect student success n I-B-4d. Understands and knows how to apply a consensus-building process to foster agreement in a group n I-B-4e. Understands how to facilitate group meetings to effectively and efficiently meet group goals n I-B-5. Acts as a systems change agent to create an environment promoting and supporting student success n I-B-5a. Defines and understands system change and its role in comprehensive school counseling programs n I-B-5b. Develops a plan to deal with personal (emotional and cognitive) and institutional resistance impeding the change process n I-B-5c. Understands the impact of school, district and state educational policies, procedures and practices supporting and/or impeding student success
I-C: Attitudes School counselors believe: n I-C-1. Every student can learn, and every student can succeed n I-C-2. Every student should have access to and opportunity for a high-quality education n I-C-3. Every student should graduate from high school and be prepared for employment or college and other post-secondary education n I-C-4. Every student should have access to a school counseling program n I-C-5. Effective school counseling is a collaborative process involving school counselors, students, parents, teachers, administrators, community leaders and other stakeholders n I-C-6. School counselors can and should be leaders in the school and district n I-C-7. The effectiveness of school counseling programs should be measurable using process, perception and outcome data
WWW.SCHOOLCOUNSELOR.ORG 3 NCSD Counselor Handbook 6.26.18 203 II. FOUNDATIONS
School counselors should possess the knowledge, abilities, skills and attitudes necessary to establish the foundations of a school counseling program aligning with the ASCA National Model.
II-A: Knowledge School counselors should articulate and demonstrate an understanding of: n II-A-1. Beliefs and vision of the school counseling program that align with current school improvement and student success initiatives at the school, district and state level n II-A-2. Educational systems, philosophies and theories and current trends in education, including federal and state legislation n II-A-3. Learning theories n II-A-4. History and purpose of school counseling, including traditional and transformed roles of school counselors n II-A-5. Human development theories and developmental issues affecting student success n II-A-6. District, state and national student standards and competencies, including ASCA Student Standards and other student standards that may complement and inform the comprehensive school counseling program n II-A-7. Legal and ethical standards and principles of the school counseling profession and educational systems, including district and building policies n II-A-8. The three domains of academic achievement, career planning and personal/social development
II-B: Abilities and Skills An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills: n II-B-1. Develops the beliefs and vision of the school counseling program that align with current school improvement and student success initiatives at the school, district and state level n II-B-1a. Examines personal, district and state beliefs, assumptions and philosophies about student success, specifically what they should know and be able to do n II-B-1b. Demonstrates knowledge of a school’s particular educational vision and mission n II-B-1c. Conceptualizes and writes a personal philosophy about students, families, teachers, school counseling programs and the educational process consistent with the school’s educational philosophy and mission n II-B-1d. Writes a school counseling vision statement that describes a future world in which the school counseling goals and strategies are being successfully achieved n II-B-2. Develops a school counseling mission statement aligning with the school, district and state mission n II-B-2a. Critiques a school district mission statement and identifies or writes a mission statement aligning with beliefs n II-B-2b. Writes a school counseling mission statement that is specific, concise, clear and comprehensive, describing a school counseling program’s purpose and a vision of the program’s benefits for every student n II-B-2c. Communicates the vision and mission of the school counseling program to all appropriate stakeholders
4 WWW.SCHOOLCOUNSELOR.ORG NCSD Counselor Handbook 6.26.18 204 n II-B-3. Uses student standards, such as ASCA Student Standards and other appropriate student standards such as district or state standards, to drive the implementation of a comprehensive school counseling program n II-B-3a. Crosswalks the ASCA Student Standards with other appropriate student standards n II-B-3b. Prioritizes student standards that align with the school’s goals n II-B-4. Applies the ethical standards and principles of the school counseling profession and adheres to the legal aspects of the role of the school counselor n II-B-4a. Practices ethical principles of the school counseling profession in accordance with the ASCA Ethical Standards for School Counselors n II-B-4b. Understands the legal and ethical nature of working in a pluralistic, multicultural and technological society n II-B-4c. Understands and practices in accordance with school district policy and local, state and federal statutory requirements n II-B-4d. Understands the unique legal and ethical nature of working with minor students in a school setting n II-B-4e. Advocates responsibly for school board policy and local, state and federal statutory requirements in students’ best interests n II-B-4f. Resolves ethical dilemmas by employing an ethical decision-making model appropriate to work in schools n II-B-4g. Models ethical behavior n II-B-4h. Continuously engages in professional development and uses resources to inform and guide ethical and legal work n II-B-4i. Practices within the ethical and statutory limits of confidentiality n II-B-4j. Continually seeks consultation and supervision to guide legal and ethical decision making and to recognize and resolve ethical dilemmas n II-B-4k. Understands and applies an ethical and legal obligation not only to students but to parents, administration and teachers as well
II-C: Attitudes School counselors demonstrate their attitudes and beliefs that all students deserve access to a comprehensive program that: n II-C-1. Has an impact on every student rather than a series of services provided only to students in need n II-C-2. Is an integral component of student success and the overall mission of the school and school district n II-C-3. Promotes and supports academic achievement, career planning and personal/social development for every student n II-C-4. Adheres to school and district policies, state laws and regulations and professional ethics standards n II-C-5. Is intentional in addressing the information, opportunity and achievement gaps
WWW.SCHOOLCOUNSELOR.ORG 5 NCSD Counselor Handbook 6.26.18 205 III. MANAGEMENT
School counselors should possess the knowledge, abilities, skills and attitudes necessary to manage a school counseling program aligning with the ASCA National Model.
III-A: Knowledge School counselors should articulate and demonstrate an understanding of: n III-A-1. Leadership principles, including sources of power and authority and formal and informal leadership n III-A-2. Organization theory to facilitate advocacy, collaboration and systemic change n III-A-3. Presentation skills for programs such as teacher in-services, parent workshops and presentation of results reports to school boards n III-A-4. Time management, including long- and short-term management using tools such as schedules and calendars n III-A-5. Data-driven decision making n III-A-6. Current and emerging technologies such as use of the Internet, Web-based resources and information management systems
III-B: Abilities and Skills An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills: n III-B-1. Self-evaluates his/her own competencies leading to and resulting in the formulation of an appropriate professional development plan n III-B-1a. Conducts a school counseling program assessment n III-B-1b. Negotiates a management plan for the comprehensive school counseling program with the administrator n III-B-1c. Discusses and develops the management component of the school counseling program with the other members of the school counseling staff n III-B-1d. Presents school counseling management tools to the principal, and finalizes an annual school counseling agreement n III-B-1e. Discusses the anticipated program results when implementing the action plans for the school year n III-B-1f. Participates in school counseling and education-related professional organizations n III-B-1g. Develops a yearly professional development plan demonstrating how the school counselor advances relevant knowledge, skills and dispositions n III-B-1h. Communicates effective goals and benchmarks for meeting and exceeding expectations consistent with the administrator/school counselor annual agreement and district performance appraisals n III-B-1i. Uses personal reflection, consultation and supervision to promote professional growth and development n III-B-2. Establishes and convenes an advisory council for the comprehensive school counseling program n III-B-2a. Uses leadership skills to facilitate vision and positive change for the comprehensive school counseling program n III-B-2b. Determines appropriate education stakeholders who should be represented on the advisory council n III-B-2c. Develops effective and efficient meeting agendas n III-B-2d. Reviews school data, school counseling program assessment and school counseling program goals with the advisory council
6 WWW.SCHOOLCOUNSELOR.ORG NCSD Counselor Handbook 6.26.18 206 n III-B-2e. Records meeting notes and distributes as appropriate n III-B-2f. Analyzes and incorporates feedback from the advisory council related to school counseling program goals as appropriate n III-B-3. Accesses or collects relevant data, including process, perception and outcome data, to monitor and improve student behavior and achievement n III-B-3a. Reviews and disaggregates student achievement, attendance and behavior data to identify and implement interventions as needed n III-B-3b. Uses data to identify policies, practices and procedures leading to successes, systemic barriers and areas of weakness n III-B-3c. Uses student data to demonstrate a need for systemic change in areas such as course enrollment patterns; equity and access; and achievement, opportunity and/or information gaps n III-B-3d. Understands and uses data to establish goals and activities to close the achievement, opportunity and/or information gap n III-B-3e. Knows how to use data to identify gaps between and among different groups of students n III-B-3f. Uses school data to identify and assist individual students who do not perform at grade level and do not have opportunities and resources to be successful in school n III-B-3g. Knows and understands theoretical and historical basis for assessment techniques n III-B-4. Assesses use of time in direct and indirect student services and program management and school support n III-B-4a. Organizes and manages time to effectively implement a comprehensive school counseling program n III-B-4b. Identifies appropriate distribution of school counselor’s time based on the school data and program goals n III-B-4c. Creates a rationale for school counselor’s use of time in the delivery component to focus on the goals of the comprehensive school counseling program n III-B-4d. Identifies and evaluates fair-share responsibilities, which articulate appropriate and inappropriate counseling and non-counseling activities n III-B-5. Develops calendars to ensure the effective implementation of the school counseling program n III-B-5a. Creates annual and weekly calendars to plan activities to reflect school counseling program goals n III-B-5b. Demonstrates time-management skills including scheduling, publicizing and prioritizing time and tasks n III-B-6. Designs and implements action plans aligning with school and school counseling program goals n III-B-6a. Uses appropriate academic and behavioral data to develop school counseling core curriculum, small-group and closing-the-gap action plans and determines appropriate students for the target group or interventions n III-B-6b. Identifies ASCA domains, standards and competencies being addressed by each plan n III-B-6c. Creates lesson plans related to the school counseling core curriculum identifying what will be delivered, to whom it will be delivered, how it will be delivered and how student attainment of competencies will be evaluated n III-B-6d. Determines the intended impact on academics, attendance and behavior n III-B-6e. Identifies appropriate activities to accomplish objectives n III-B-6f. Identifies appropriate resources needed n III-B-6g. Identifies data-collection strategies to gather process, perception and outcome data n III-B-6h. Shares results of action plans with staff, parents and community.
WWW.SCHOOLCOUNSELOR.ORG 7 NCSD Counselor Handbook 6.26.18 207 n III-B-7. Implements program management and school support activities for the comprehensive school counseling program n III-B-7a. Creates a program management and school support planning document addressing school counselor’s responsibilities for program management and professional development n III-B-7b. Coordinates activities that establish, maintain and enhance the school counseling program as well as other educational programs n III-B-8. Conducts self-appraisal related to school counseling skills and performance
III-C: Attitudes School counselors believe: n III-C-1. A school counseling program/department must be managed like other programs and departments in a school n III-C-2. Planning, organizing, implementing and evaluating a school counseling program are critical responsibilities for a school counselor n III-C-3. Management of a school counseling program must be done in collaboration with administrators
IV. DELIVERY
School counselors should possess the knowledge, abilities, skills and attitudes necessary to deliver a school counseling program aligning with the ASCA National Model.
IV-A: Knowledge School counselors should articulate and demonstrate an understanding of: n IV-A-1. The distinction between direct and indirect student services n IV-A-2. The concept of a school counseling core curriculum n IV-A-3. Counseling theories and techniques that work in school, such as rational emotive behavior therapy, reality therapy, cognitive-behavioral therapy, Alderian, solution- focused brief counseling, person-centered counseling and family systems n IV-A-4. Counseling theories and techniques in different settings, such as individual planning, group counseling and classroom lessons n IV-A-5. Classroom management n IV-A-6. Principles of career planning and college admissions, including financial aid and athletic eligibility n IV-A-7. Principles of working with various student populations based on characteristics such as ethnic and racial background, English language proficiency, special needs, religion, gender and income n IV-A-8. Principles of multi-tiered approaches within the context of a comprehensive school counseling program n IV-A-9. Responsive services (counseling and crisis response) including grief and bereavement n IV-A-10. The differences between counseling, collaboration and consultation, especially the potential for dual roles with parents, guardians and other caretakers
8 WWW.SCHOOLCOUNSELOR.ORG NCSD Counselor Handbook 6.26.18 208 IV-B: Abilities and Skills An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
Direct Student Services School Counseling Core Curriculum n IV-B-1. Implements the school counseling core curriculum n IV-B-1a. Identifies appropriate curriculum aligned to ASCA Student Standards n IV-B-1b. Develops and presents a developmental school counseling core curriculum addressing all students’ needs based on student data n IV-B-1c. Demonstrates classroom management and instructional skills n IV-B-1d. Develops materials and instructional strategies to meet student needs and school goals n IV-B-1e. Encourages staff involvement to ensure the effective implementation of the school counseling core curriculum n IV-B-1f. Knows, understands and uses a variety of technology in the delivery of school counseling core curriculum activities n IV-B-1g. Understands multicultural and pluralistic trends when developing and choosing school counseling core curriculum n IV-B-1h. Understands and is able to build effective, high-quality peer helper programs
Individual Student Planning n IV-B-2. Facilitates individual student planning n IV-B-2a. Understands individual student planning as a component of a comprehensive program n IV-B-2b. Develops strategies to implement individual student planning, such as strategies for appraisal, advisement, goal-setting, decision-making, social skills, transition or post-secondary planning n IV-B-2c. Helps students establish goals and develops and uses planning skills in collaboration with parents or guardians and school personnel n IV-B-2d. Understands career opportunities, labor market trends and global economics and uses various career assessment techniques to help students understand their abilities and career interests n IV-B-2e. Helps students learn the importance of college and other post-secondary education and helps students navigate the college admissions process n IV-B-2f. Understands the relationship of academic performance to the world of work, family life and community service n IV-B-2g. Understands methods for helping students monitor and direct their own learning and personal/social and career development
Responsive Services n IV-B-3. Provides responsive services n IV-B-3a. Lists and describes interventions used in responsive services, such as individual/ small-group counseling and crisis response n IV-B-3b. Understands appropriate individual and small-group counseling theories and techniques such as rational emotive behavior therapy, reality therapy, cognitive- behavioral therapy, Adlerian, solution-focused brief counseling, person-centered counseling and family systems n IV-B-3c. Demonstrates an ability to provide counseling for students during times of transition, separation, heightened stress and critical change n IV-B-3d. Understands what defines a crisis, the appropriate response and a variety of intervention strategies to meet the needs of the individual, group or school community before, during and after crisis response
WWW.SCHOOLCOUNSELOR.ORG 9 NCSD Counselor Handbook 6.26.18 209 n IV-B-3e. Provides team leadership to the school and community in a crisis n IV-B-3f. Involves appropriate school and community professionals as well as the family in a crisis situation n IV-B-3g. Understands the nature of academic, career and personal/social counseling in schools and the similarities and differences among school counseling and other types of counseling, such as mental health, marriage and family and substance abuse counseling, within a continuum of care n IV-B-3h. Understands the role of the school counselor and the school counseling program in the school crisis plan
Indirect Student Services Referrals n IV-B-4a. Understands how to make referrals to appropriate professionals when necessary n IV-B-4b. Compiles referral resources to utilize with students, staff and families to effectively address issues n IV-B-4c. Develops a list of community agencies and service providers for student referrals
Consultation n IV-B-5a. Shares strategies that support student achievement with parents, teachers, other educators and community organizations n IV-B-5b. Applies appropriate counseling approaches to promoting change among consultees within a consultation approach n IV-B-5c. Works with education stakeholders to better understand student needs and to identify strategies that promote student achievement
Collaboration n IV-B-6a. Partners with parents, teachers, administrators and education stakeholders for student achievement and success n IV-B-6b. Conducts in-service training or workshops for other stakeholders to share school counseling expertise n IV-B-6c. Understands and knows how to provide supervision for school counseling interns consistent with the principles of the ASCA National Model
IV-C: Attitudes School counselors believe: n IV-C-1. School counseling is one component in the continuum of care that should be available to all students n IV-C-2. School counselors coordinate and facilitate counseling and other services to ensure all students receive the care they need, even though school counselors may not personally provide the care themselves n IV-C-3. School counselors engage in developmental counseling and short-term responsive counseling n IV-C-4. School counselors should refer students to district or community resources to meet more extensive needs such as long-term therapy or diagnoses of disorders
10 WWW.SCHOOLCOUNSELOR.ORG NCSD Counselor Handbook 6.26.18 210 V. ACCOUNTABILITY
School counselors should possess the knowledge, abilities, skills and attitudes necessary to monitor and evaluate the processes and results of a school counseling program aligning with the ASCA National Model.
V-A: Knowledge School counselors should articulate and demonstrate an understanding of: n V-A-1. Basic concepts of results-based school counseling and accountability issues n V-A-2. Basic research sampling, methodology and analysis concepts to understand research outcomes and conduct action research n V-A-3. Use of data to evaluate program effectiveness and to determine program needs n V-A-4. School counseling program assessments and results reports
V-B: Abilities and Skills An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills. n V-B-1. Analyzes data from school data profile and results reports to evaluate student outcomes and program effectiveness and to determine program needs n V-B-1a. Analyzes use of time to determine how much time is spent in school counseling program components and considers best use of time compared to student needs as identified through student data n V-B-1b. Analyzes results from school counseling program assessment n V-B-1c. Uses formal and informal methods of program evaluation to design and enhance comprehensive school counseling programs n V-B-1d. Uses student data to support decision-making in designing effective school counseling programs and interventions n V-B-1e. Measures and analyzes results attained from school counseling core curriculum, small group and closing-the-gap activities n V-B-1f. Works with members of the school counseling team and with the administration to decide how school counseling programs are evaluated and how results are shared n V-B-1g. Analyzes and interprets process, perception and outcome data n V-B-1h. Reviews progress toward program goals n V-B-1i. Uses technology in conducting research and program evaluation n V-B-1j. Reports program results to the school counseling community n V-B-1k. Uses data to demonstrate the value the school counseling program adds to student achievement n V-B-1l. Uses results obtained for program improvement n V-B-2. Understands and advocates for appropriate school counselor performance appraisal process based on school counselor competencies and implementation of the comprehensive school counseling program n V-B-2a. Analyzes self-assessment related to school counseling skills and performance n V-B-2b. Identifies how school counseling activities fit within categories of a performance appraisal instrument n V-B-2c. Encourages administrators to use a performance appraisal instrument reflecting appropriate responsibilities for school counselors
WWW.SCHOOLCOUNSELOR.ORG 11 NCSD Counselor Handbook 6.26.18 211 n V-B-3a. Compares current school counseling program implementation with the ASCA National Model n V-B-3b. Shares the results of the program assessment with administrators, the advisory council and other appropriate stakeholders n V-B-3c. Identifies areas for improvement for the school counseling program
V-C: Attitudes School counselors believe: n V-C-1. School counseling programs should achieve demonstrable results n V-C-2. School counselors should be accountable for the results of the school counseling program n V-C-3. School counselors should use quantitative and qualitative data to evaluate their school counseling program and to demonstrate program results n V-C-4. The outcomes of the school counseling program should be analyzed and presented in the context of the overall school and district performance
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