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Student Services Program Plan
Greene County Tech High School
Greene County Tech School District
(Revised August, 2018)
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Greene County Tech High School
STUDENT SERVICES PROGRAM PLAN
This plan articulates the functions served by each of the components of a program of student
services. The plan indicates development and implementation for providing student services to
all students in the public school system, including area vocational-technical schools.
This plan is building-based (site-based) upon the needs identified by parents, teachers, principals,
students and other agencies with which the school district works (such as local Department of
Human Services or Department of Health personnel).
This plan ensures coordination of the various student services and could utilize such techniques
as differentiated staffing.
TABLE OF CONTENTS Act 908 of 1991
Act 1275 of 1997
Arkansas Department of Education rules and regulations for public school education services
A. GUIDANCE, COUNSELING, AND CAREER EDUCATION SERVICES
I. Role of School Counselors
II. Ethical Standards for School Counselors- ASCA
III. Responsibilities to Pupils
IV. Responsibilities to Parents/Guardians, School, and Self
V. Curriculum
A. Goals and Objectives
B. National Standards
C. Lesson Plans
VI. Principles of Comprehensive School Counseling Programs
VII. School Counselors are Involved in the Following
A. Classroom Guidance (Direct Services)
B. Individual and Small Group Counseling (Direct Services)
C. Guidance in Understanding the Relationship between Classroom
Performance and Success in School (Direct Service)
D. Academic Advisement (Direct Services)
E. Orientation (Direct Services)
F. Consultation and Coordination (Administrative Activity)
G. Parental Involvement (Administrative Activity)
H. Utilization of Student Records (Administrative Activity)
I. Interpretation of Student Assessments (Direct or Administrative Activity)
J. Educational Academic Advisement, Career Counseling, Career
Opportunities and Alternative Programs (Direct Services)
K. Making Referrals to School and Community Resources (Administrative
Activity)
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VIII. Career Awareness & Planning in School Counseling Programs
IX. State Goals for Career Education- Appendix A
X. Recommended Facilities for the Guidance Program
XI. Student Services Needs Assessments- Appendix B
XII. School Counselor/Pupil Ratio from Standards for Accreditation
XIII. Direct Counseling Time 75% / Indirect (Administrative) Time 25%
B. ALTERNATIVE METHODS OF CLASSROOM MANAGEMENT
C. FOLLOW-UP OF SCHOOL DROPOUTS AND GRADUATES
D. TABE TESTING
E. GROUP CONFLICT RESOLUTION SERVICES
I. Description of Conflict Resolution Services
II. Activities and Programs for Conflict Resolution
III. Anti-Bullying Description & Policy for the School Activities & Programs for
Anti-Bullying at School
IV. Alternative Methods of Classroom Management
F. VISITING TEACHER & SOCIAL WORK SERVICES
I. Description
II. Assist in Casework
III. Liaison between Home and School
G. OCCUPATIONAL AND PLACEMENT SERVICES
H. PSYCHOLOGICAL SERVICES
I. Evaluations
II. Consultations
III. Early Identification
IV. Liaison and Referrals
V. Ethical Procedures
I. SCHOOL HEALTH SERVICES
I. Nurse/Pupil Ratio
II. Responsibilities of the School Nurse
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G. AT-RISK STUDENTS & THE SCHOOL DROPOUT PROGRAM
I. At-Risk Definition
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II. Characteristics of Youth-At-Risk
H. ALTERNATIVE STUDENT SERVICES PERSONNEL
I. Types of Personnel
II. Services Provided
III. Description of Services
I. SCHOOL SUICIDE, CRISIS & TERRORIST PLANS - Appendix C
J. APPENDICES
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A. GUIDANCE, COUNSELING, AND CAREER EDUCATION SERVICES
I. Role of School Counselors
The role of school counselors encompasses three areas: counseling,
consulting, and coordinating. Counseling is at the heart of the guidance
program. The counselor in a helping relationship creates an atmosphere in
which mutual respect, understanding, and confidence prevail to allow for
growth and resolution of concerns. The general goals of counseling are
developing skills of thinking and problem-solving, developing and
maintaining a positive self-concept, and helping students set positive goals
and exercise self-responsibility.
The school counselor works closely with the teaching and administrative
staff so that all the school’s resources are directed toward meeting the needs
of the individual students. At Greene County Tech High School, at least
seventy-five percent (75%) of work time each week is spent providing direct
counseling, and no more than twenty-five percent (25%) of work time each
week is spent on administrative activities which relate to the provision of
guidance services. (ACT 908 of 1991, section 6) The counselor cooperates
with other school staff in the early identification, remediation, or referral of
children with developmental deficiencies or handicaps. At times it is
necessary to go beyond what the school can offer and seek additional aid
from outside agencies.
The counselor assists parents in developing realistic perceptions of their
child’s aptitudes, abilities, interests, attitudes, developmental progress, and
personal-social development.
In the role of coordinator, the counselor organizes varied programs and
services to meet the unique concerns of the school. Such programs and
services may be: classroom guidance, career awareness, student
placement, new student orientation, school-wide testing, student
achievement, and staff in-service.
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II. ETHICAL STANDARDS FOR SCHOOL COUNSELORS – ASCA
(Adopted 1984; revised 1992, 1998, 2004 and 2010, 2016)
The American School Counselor Association (ASCA) is a professional
organization supporting school counselors, school counseling students/interns,
school counseling program directors/supervisors and school counselor educators.
School counselors have unique qualifications and skills to address preK–12
students’ academic, career and social/emotional development needs. These
standards are the ethical responsibility of all school counseling professionals.
School counselors are advocates, leaders, collaborators and consultants who create
systemic change by providing equitable educational access and success by
connecting their school counseling programs to the district’s mission and
improvement plans. School counselors demonstrate their belief that all students
have the ability to learn by advocating for an education system that
provides optimal learning environments for all students.
All students have the right to:
• Be respected, be treated with dignity and have access to a comprehensive
school counseling program that advocates for and affirms all students from diverse
populations including but not limited to: ethnic/racial identity, nationality, age,
social class, economic status, abilities/disabilities, language, immigration
status, sexual orientation, gender, gender identity/expression, family type,
religious/spiritual identity, emancipated minors, wards of the state, homeless youth
and incarcerated youth. School counselors as social-justice advocates support
students from all backgrounds and circumstances and consult when their
competence level requires additional support.
• Receive the information and support needed to move toward self-determination,
self-development and affirmation within one’s group identities. Special care is
given to improve overall educational outcomes for students who have been
historically underserved in educational services.
• Receive critical, timely information on college, career and postsecondary options
and understand the full magnitude and meaning of how college and career
readiness can have an impact on their educational choices and future opportunities.
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• Privacy that should be honored to the greatest extent possible, while balancing
other competing interests (e.g., best interests of students, safety of others, parental
rights) and adhering to laws, policies and ethical standards pertaining to
confidentiality and disclosure in the school setting.
• A safe school environment promoting autonomy and justice
and free from abuse, bullying, harassment and other forms of
violence.
SCA Ethical Standards
PURPOSE
In this document, ASCA specifies the obligation to the principles of ethical
behavior necessary to maintain the high standards of integrity, leadership and
professionalism. The ASCA Ethical Standards for School Counselors were
developed in consultation with state school counseling associations, school
counselor educators, school counseling state and district leaders and school
counselors across the nation to clarify the norms, values and beliefs of the
profession.
The purpose of this document is to:
• Serve as a guide for the ethical practices of all school counselors,
supervisors/directors of school counseling programs and school counselor
educators regardless of level, area, population served or membership in this
professional association.
• Provide support and direction for self-assessment, peer consultation
and evaluations regarding school counselors’ responsibilities to students,
parents/guardians, colleagues and professional associates, schools district
employees, communities and the school counseling profession.
• Inform all stakeholders, including students, parents/guardians, teachers,
administrators, community members and courts of justice of best ethical practices,
values and expected behaviors of the school counseling professional.
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III. A. RESPONSIBILITY TO STUDENTS
A.1. Supporting Student Development
School counselors:
a. Have a primary obligation to the students, who are to be treated with dignity
and respect as unique individuals.
b. Aim to provide counseling to students in a brief context and support students
and families/guardians in obtaining outside services if the student needs long-term
clinical counseling.
c. Do not diagnose but remain acutely aware of how a student’s diagnosis can
potentially affect the student’s academic success.
d. Acknowledge the vital role of parents/guardians and families.
e. Are concerned with students’ academic, career and social/emotional needs and
encourage each student’s maximum development.
f. Respect students’ and families’ values, beliefs, sexual orientation, gender
identification/expression and cultural background and exercise great care to avoid
imposing personal beliefs or values rooted in one’s religion, culture or ethnicity.
g. Are knowledgeable of laws, regulations and policies affecting students and
families and strive to protect and inform students and families regarding their
rights.
h. Provide effective, responsive interventions to address student needs.
i. Consider the involvement of support networks, wraparound services and
educational teams needed to best serve students.
j. Maintain appropriate boundaries and are aware that any sexual or romantic
relationship with students whether legal or illegal in the state of practice is
considered a grievous breach of ethics and is prohibited regardless of a student’s
age. This prohibition applies to both in-person and electronic interactions
and relationships.
A.2. Confidentiality
School counselors:
a. Promote awareness of school counselors’ ethical standards and legal mandates
regarding confidentiality and the appropriate rationale and procedures for
disclosure of student data and information to school staff.
b. Inform students of the purposes, goals, techniques and rules of procedure under
which they may receive counseling. Disclosure includes informed consent and
clarification of the limits of confidentiality. Informed consent requires competence,
voluntariness and knowledge on the part of students to understand the limits of
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confidentiality and, therefore, can be difficult to obtain from students of certain
developmental levels, English-language learners and special-needs populations. If
the student is able to give assent/consent before school counselors share
confidential information, school counselors attempt to gain the student’s
assent/consent.
c. Are aware that even though attempts are made to obtain informed consent, it is
not always possible. When needed, school counselors make counseling decisions
on students’ behalf that promote students’ welfare.
d. Explain the limits of confidentiality in developmentally appropriate terms
through multiple methods such as student handbooks, school counselor department
websites, school counseling brochures, classroom curriculum and/or verbal
notification to individual students.
e. Keep information confidential unless legal requirements demand that
confidential information be revealed or a breach is required to prevent serious and
foreseeable harm to the student. Serious and foreseeable harm is different for each
minor in schools and is determined by students’ developmental and chronological
age, the setting, parental rights and the nature of the harm. School counselors
consult with appropriate professionals when in doubt as to the validity of an
exception.
f. Recognize their primary ethical obligation for confidentiality is to the students
but balance that obligation with an understanding of parents’/guardians’ legal and
inherent rights to be the guiding voice in their children’s lives. School counselors
understand the need to balance students’ ethical rights to make choices, their
capacity to give consent or assent, and parental or familial legal rights and
responsibilities to make decisions on their child’s behalf.
g. Promote the autonomy of students to the extent possible and use the most
appropriate and least intrusive method to breach confidentiality, if such action is
warranted. The child’s developmental age and the circumstances requiring the
breach are considered, and as appropriate, students are engaged in a discussion
about the method and timing of the breach. Consultation with peers and/or
supervision is recommended.
h. In absence of state legislation expressly forbidding disclosure, consider the
ethical responsibility to provide information to an 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 the following conditions:
1) Student identifies partner, or the partner is highly identifiable
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2) School counselor recommends the student notify partner and refrain from
further high-risk behavior
3) Student refuses
4) School counselor informs the student of the intent to notify the partner
5) School counselor seeks legal consultation from the school district’s legal
representative in writing as to the legalities of informing the partner
i. Request of the court that disclosure not be required when the school counselor’s
testimony or case notes are subpoenaed if the release of confidential information
may potentially harm a student or the counseling relationship.
j. Protect the confidentiality of students’ records and release personal data in
accordance with prescribed federal and state laws and school board policies.
k. Recognize the vulnerability of confidentiality in electronic communications
and only transmit student information electronically in a way that follows currently
accepted security standards and meets federal, state and local laws and board
policy.
l. Convey a student’s highly sensitive information (e.g., a student’s suicidal
ideation) through personal contact such as a phone call or visit and not less-secure
means such as a notation in the educational record or an e-mail. Adhere to state,
federal and school board policy when conveying sensitive information.
m. Advocate for appropriate safeguards and protocols so highly sensitive student
information is not disclosed accidentally to individuals who do not have a need to
know such information. Best practice suggests a very limited number of educators
would have access to highly sensitive information on a need-to-know basis.
n. Advocate with appropriate school officials for acceptable encryption standards
to be utilized for stored data and currently acceptable algorithms to be utilized for
data in transit.
o. Avoid using software programs without the technological capabilities to
protect student information based upon currently acceptable security standards and
the law.
A.3. Comprehensive Data-Informed Program
School counselors:
a. Collaborate with administration, teachers, staff, and decision makers around
school-improvement goals.
b. Provide students with a comprehensive school counseling program that ensures
equitable academic, career and social/emotional development opportunities for all
students.
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c. Review school and student data to assess needs including, but not limited to,
data on disparities that may exist related to gender, race, ethnicity, socio-economic
status and/or other relevant classifications.
d. Use data to determine needed interventions, which are then delivered to help
close the information, attainment, achievement and opportunity gaps.
e. Collect process, perception and outcome data and analyze the data to determine
the progress and effectiveness of the school counseling program. School
counselors ensure the school counseling program’s goals and action plans are
aligned with district’s school improvement goals.
f. Use data-collection tools adhering to confidentiality standards as expressed in
A.2.
g. Share data outcomes with stakeholders.
A.4. Academic, Career and Social/Emotional Plans
School counselors:
a. Collaborate with administration, teachers, staff, and decision makers to create a
culture of postsecondary readiness
b. Provide and advocate for individual students’ preK–postsecondary college and
career awareness, exploration and postsecondary planning and decision making,
which supports the students’ right to choose from the wide array of options
when students complete secondary education.
c. Identify gaps in college and career access and the implications of such data for
addressing both intentional and unintentional biases related to college and career
counseling.
d. Provide opportunities for all students to develop the mindsets and behaviors
necessary to learn work-related skills, resilience, perseverance, an understanding of
lifelong learning as a part of long-term career success, a positive attitude toward
learning and a strong work ethic.
A.5. Dual Relationships and Managing Boundaries
School counselors:
a. Avoid dual relationships that might impair their objectivity and increase the
risk of harm to students (e.g., counseling one’s family members or the children of
close friends or associates). If a dual relationship is unavoidable, the school
counselor is responsible for taking action to eliminate or reduce the potential for
harm to the student through use of safeguards, which might include informed
consent, consultation, supervision and documentation.
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b. Establish and maintain appropriate professional relationships with students at
all times. School counselors consider the risks and benefits of extending current
school counseling relationships beyond conventional parameters, such as attending
a student’s distant athletic competition. In extending these boundaries, school
counselors take appropriate professional precautions such as informed consent,
consultation and supervision. School counselors document the nature of
interactions that extend beyond conventional parameters, including the rationale
for the interaction, the potential benefit and the possible positive and
negative consequences for the student and school counselor.
c. Avoid dual relationships beyond the professional level with school personnel,
parents/guardians and students’ other family members when these relationships
might infringe on the integrity of the school counselor/student relationship.
Inappropriate dual relationships include, but are not limited to, providing direct
discipline, teaching courses that involve grading students and/or accepting
administrative duties in the absence of an administrator.
d. Do not use personal social media, personal e-mail accounts or personal texts to
interact with students unless specifically encouraged and sanctioned by the school
district. School counselors adhere to professional boundaries and legal, ethical and
school district guidelines when using technology with students, parents/guardians
or school staff. The technology utilized, including, but not limited to, social
networking sites or apps, should be endorsed by the school district and used for
professional communication and the distribution of vital information.
A.6. Appropriate Referrals and Advocacy
School counselors:
a. Collaborate with all relevant stakeholders, including students, educators and
parents/guardians when student assistance is needed, including the identification of
early warning signs of student distress.
b. Provide a list of resources for outside agencies and resources in their
community to student(s) and parents/guardians when students need or request
additional support. School counselors provide multiple referral options or the
district’s vetted list and are careful not to indicate an endorsement or preference for
one counselor or practice. School counselors encourage parents to interview
outside professionals to make a personal decision regarding the best source of
assistance for their student.
c. Connect students with services provided through the local school district and
community agencies and remain aware of state laws and local district policies
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related to students with special needs, including limits to confidentiality and
notification to authorities as appropriate.
d. Develop a plan for the transitioning of primary counseling services with
minimal interruption of services. Students retain the right for the referred services
to be done in coordination with the school counselor or to discontinue counseling
services with the school counselor while maintaining an appropriate
relationship that may include providing other school support services.
e. Refrain from referring students based solely on the school counselor’s personal
beliefs or values rooted in one’s religion, culture, ethnicity or personal worldview.
School counselors maintain the highest respect for student diversity. School
counselors should pursue additional training and supervision in areas where they
are at risk of imposing their values on students, especially when the school
counselor’s values are discriminatory in nature. School counselors do not impose
their values on students and/or families when making referrals to outside resources
for student and/or family support.
f. Attempt to establish a collaborative relationship with outside service providers
to best serve students. Request a release of information signed by the student
and/or parents/guardians before attempting to collaborate with the student’s
external provider.
g. Provide internal and external service providers with accurate, objective,
meaningful data necessary to adequately evaluate, counsel and assist the student.
h. Ensure there is not a conflict of interest in providing referral resources. School
counselors do not refer or accept a referral to counsel a student from their school if
they also work in a private counseling practice.
A.7. Group Work
School counselors:
a. Facilitate short-term groups to address students’ academic, career and/or
social/emotional issues.
b. Inform parent/guardian(s) of student participation in a small group.
c. Screen students for group membership.
d. Use data to measure member needs to establish well-defined expectations of
group members.
e. Communicate the aspiration of confidentiality as a group norm, while
recognizing and working from the protective posture that confidentiality for minors
in schools cannot be guaranteed.
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f. Select topics for groups with the clear understanding that some topics are not
suitable for groups in schools and accordingly take precautions to protect members
from harm as a result of interactions with the group.
g. Facilitate groups from the framework of evidence-based or research-based
practices.
h. Practice within their competence level and develop professional competence
through training and supervision.
i. Measure the outcomes of group participation (process, perception and outcome
data).
j. Provide necessary follow up with group members.
A.8. Student Peer-Support Program
School counselors:
a. Safeguard the welfare of students participating in peer-to-peer programs under
their direction.
b. Supervise students engaged in peer helping, mediation and other similar peer-
support groups. School counselors are responsible for appropriate skill
development for students serving as peer support in school counseling programs.
School counselors continuously monitor students who are giving peer support and
reinforce the confidential nature of their work. School counselors inform peer-
support students about the parameters of when students need to report information
to responsible adults.
A.9. Serious and Foreseeable Harm to Self and Others
School counselors:
a. Inform parents/guardians and/or appropriate authorities when a student poses a
serious and foreseeable risk of harm to self or others. When feasible, this is to be
done after careful deliberation and consultation with other appropriate
professionals. School counselors inform students of the school counselor’s legal
and ethical obligations to report the concern to the appropriate authorities unless it
is appropriate to withhold this information to protect the student (e.g. student might
run away if he/she knows parents are being called). The consequence of the risk
of not giving parents/guardians a chance to intervene on behalf of their child is too
great. Even if the danger appears relatively remote, parents should be notified.
b. Use risk assessments with caution. If risk assessments are used by the school
counselor, an intervention plan should be developed and in place prior to this
practice. When reporting risk-assessment results to parents, school counselors do
not negate the risk of harm even if the assessment reveals a low risk as students
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may minimize risk to avoid further scrutiny and/or parental notification. School
counselors report risk assessment results to parents to underscore the need to act on
behalf of a child at risk; this is not intended to assure parents their child
isn’t at risk, which is something a school counselor cannot know with certainty.
c. Do not release a student who is a danger to self or others until the student has
proper and necessary support. If parents will not provide proper support, the school
counselor takes necessary steps to underscore to parents/guardians the necessity to
seek help and at times may include a report to child protective services.
d. Report to parents/guardians and/or appropriate authorities when students
disclose a perpetrated or a perceived threat to their physical or mental well-being.
This threat may include, but is not limited to, physical abuse, sexual abuse, neglect,
dating violence, bullying or sexual harassment. The school counselor
follows applicable federal, state and local laws and school district policy.
A.10. Underserved and At-Risk Populations
School counselors:
a. Strive to contribute to a safe, respectful, nondiscriminatory school environment
in which all members of the school community demonstrate respect and civility.
b. Advocate for and collaborate with students to ensure students remain safe at
home and at school. A high standard of care includes determining what
information is shared with parents/guardians and when information creates an
unsafe environment for students.
c. Identify resources needed to optimize education.
d. Collaborate with parents/guardians, when appropriate, to establish
communication and to ensure students’ needs are met.
e. Understand students have the right to be treated in a manner consistent with
their gender identity and to be free from any form of discipline, harassment or
discrimination based on their gender identity or gender expression.
f. Advocate for the equal right and access to free, appropriate public education for
all youth, in which students are not stigmatized or isolated based on their housing
status, disability, foster care, special education status, mental health or any other
exceptionality or special need.
g. Recognize the strengths of students with disabilities as well as their challenges
and provide best practices and current research in supporting their academic, career
and social/emotional needs.
A.11. Bullying, Harassment and Child Abuse
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School counselors:
a. Report to the administration all incidents of bullying, dating violence and
sexual harassment as most fall under Title IX of the Education Amendments of
1972 or other federal and state laws as being illegal and require administrator
interventions. School counselors provide services to victims and perpetrator as
appropriate, which may include a safety plan and reasonable accommodations such
as schedule change, but school counselors defer to administration for all discipline
issues for this or any other federal, state or school board violation.
b. Report suspected cases of child abuse and neglect to the proper authorities and
take reasonable precautions to protect the privacy of the student for whom abuse or
neglect is suspected when alerting the proper authorities.
c. Are knowledgeable about current state laws and their school system’s
procedures for reporting child abuse and neglect and methods to advocate for
students’ physical and emotional safety following abuse/neglect reports.
d. Develop and maintain the expertise to recognize the signs and indicators of
abuse and neglect. Encourage training to enable students and staff to have the
knowledge and skills needed to recognize the signs of abuse and neglect and to
whom they should report suspected abuse or neglect.
e. Guide and assist students who have experienced abuse and neglect by
providing appropriate services.
A.12. Student Records
School counselors:
a. Abide by the Family Educational Rights and Privacy Act (FERPA), which
defines who has access to students’ educational records and allows parents the
right to review and challenge perceived inaccuracies in their child’s records.
b. Advocate for the ethical use of student data and records and inform
administration of inappropriate or harmful practices.
c. Recognize the difficulty in meeting the criteria of sole-possession records.
d. Recognize that sole-possession records and case notes can be subpoenaed
unless there is a specific state statute for privileged communication expressly
protecting student/school counselor communication.
e. Recognize that electronic communications with school officials regarding
individual students, even without using student names, are likely to create student
records that must be addressed in accordance with FERPA and state laws.
f. Establish a reasonable timeline for purging sole-possession records or case
notes. Suggested guidelines include shredding paper sole-possession records or
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deleting electronic sole-possession records when a student transitions to the next
level, transfers to another school or graduates. School counselors do not destroy
sole-possession records that may be needed by a court of law, such as notes on
child abuse, suicide, sexual harassment or violence, without prior review and
approval by school district legal counsel. School counselors follow district policies
and procedures when contacting legal counsel.
A.13. Evaluation, Assessment and Interpretation
School counselors:
a. Use only valid and reliable tests and assessments with concern for bias and
cultural sensitivity.
b. Adhere to all professional standards when selecting, administering and
interpreting assessment measures and only utilize assessment measures that are
within the scope of practice for school counselors and for which they are licensed,
certified and competent.
c. Are mindful of confidentiality guidelines when utilizing paper or electronic
evaluative or assessment instruments and programs.
d. Consider the student’s developmental age, language skills and level of
competence when determining the appropriateness of an assessment.
e. Use multiple data points when possible to provide students and families with
accurate, objective and concise information to promote students’ well-being.
f. Provide interpretation of the nature, purposes, results and potential impact of
assessment/evaluation measures in language the students and parents/guardians can
understand.
g. Monitor the use of assessment results and interpretations and take reasonable
steps to prevent others from misusing the information.
h. Use caution when utilizing assessment techniques, making evaluations and
interpreting the performance of populations not represented in the norm group on
which an instrument is standardized.
i. Conduct school counseling program evaluations to determine the effectiveness
of activities supporting students’ academic, career and social/emotional
development through accountability measures, especially examining efforts to
close information, opportunity and attainment gaps.
A.14. Technical and Digital Citizenship
School counselors:
a. Demonstrate appropriate selection and use of technology and software
applications to enhance students’ academic, career and social/emotional
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development. Attention is given to the ethical and legal considerations of
technological applications, including confidentiality concerns, security issues,
potential limitations and benefits and communication practices in electronic media.
b. Take appropriate and reasonable measures for maintaining confidentiality of
student information and educational records stored or transmitted through the use
of computers, social media, facsimile machines, telephones, voicemail, answering
machines and other electronic technology.
c. Promote the safe and responsible use of technology in collaboration with
educators and families.
d. Promote the benefits and clarify the limitations of various appropriate
technological applications.
e. Use established and approved means of communication with students,
maintaining appropriate boundaries. School counselors help educate students about
appropriate communication and boundaries.
f. Advocate for equal access to technology for all students.
A.15. Virtual/Distance School Counseling
School counselors:
a. Adhere to the same ethical guidelines in a virtual/distance setting as school
counselors in face-to-face settings.
b. Recognize and acknowledge the challenges and limitations of virtual/distance
school counseling.
c. Implement procedures for students to follow in both emergency and
nonemergency situations when the school counselor is not available.
d. Recognize and mitigate the limitation of virtual/distance school counseling
confidentiality, which may include unintended viewers or recipients.
e. Inform both the student and parent/guardian of the benefits and limitations of
virtual/distance counseling.
f. Educate students on how to participate in the electronic school counseling
relationship to minimize and prevent potential misunderstandings that could occur
due to lack of verbal cues and inability to read body language or other visual cues
that provide contextual meaning to the school counseling process and school
counseling relationship.
IV. B. RESPONSIBILITIES TO PARENTS/GUARDIANS, SCHOOL AND
SELF
B.1. Responsibilities to Parents/Guardians
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School counselors:
a. Recognize that providing services to minors in a school setting requires school
counselors to collaborate with students’ parents/guardians as appropriate.
b. Respect the rights and responsibilities of custodial and noncustodial
parents/guardians and, as appropriate, establish a collaborative relationship with
parents/guardians to facilitate students’ maximum development.
c. Adhere to laws, local guidelines and ethical practice when assisting
parents/guardians experiencing family difficulties interfering with the student’s
welfare.
d. Are culturally competent and sensitive to diversity among families. Recognize
that all parents/guardians, custodial and noncustodial, are vested with certain rights
and responsibilities for their children’s welfare by virtue of their role and
according to law.
e. Inform parents of the mission of the school counseling program and program
standards in academic, career and social/emotional domains that promote and
enhance the learning process for all students.
f. Inform parents/guardians of the confidential nature of the school counseling
relationship between the school counselor and student.
g. Respect the confidentiality of parents/guardians as appropriate and in
accordance with the student’s best interests.
h. Provide parents/guardians with accurate, comprehensive and relevant
information in an objective and caring manner, as is appropriate and consistent
with ethical and legal responsibilities to the student and parent.
i. In cases of divorce or separation, follow the directions and stipulations of the
legal documentation, maintaining focus on the student. School counselors avoid
supporting one parent over another.
B.2. Responsibilities to the School
School counselors:
a. Develop and maintain professional relationships and systems of
communication with faculty, staff and administrators to support students.
b. Design and deliver comprehensive school counseling programs that are integral
to the school’s academic mission; driven by student data; based on standards for
academic, career and social/emotional development; and promote and enhance the
learning process for all students.
c. Advocate for a school counseling program free of non-school-counseling
assignments identified by “The ASCA National Model: A Framework for School
Counseling Programs” as inappropriate to the school counselor’s role.
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d. Provide leadership to create systemic change to enhance the school.
e. Collaborate with appropriate officials to remove barriers that may impede the
effectiveness of the school or the school counseling program.
f. Provide support, consultation and mentoring to professionals in need of
assistance when in the scope of the school counselor’s role.
g. Inform appropriate officials, in accordance with school board policy, of
conditions that may be potentially disruptive or damaging to the school’s mission,
personnel and property while honoring the confidentiality between the student and
the school counselor to the extent feasible, consistent with applicable law and
policy.
h. Advocate for administrators to place in school counseling positions certified
school counselors who are competent, qualified and hold a master’s degree or
higher in school counseling from an accredited program.
i. Advocate for equitable school counseling program policies and practices for all
students and stakeholders.
j. Strive to use translators who have been vetted or reviewed and
bilingual/multilingual school counseling program materials representing languages
used by families in the school community.
k. Affirm the abilities of and advocate for the learning needs of all students.
School counselors support the provision of appropriate accommodations and
accessibility.
l. Provide workshops and written/digital information to families to increase
understanding, improve communication and promote student achievement.
m. Promote cultural competence to help create a safer more inclusive school
environment.
n. Adhere to educational/psychological research practices, confidentiality
safeguards, security practices and school district policies when conducting
research.
o. Promote equity and access for all students through the use of community
resources.
p. Use culturally inclusive language in all forms of communication.
q. Collaborate as needed to provide optimum services with other professionals
such as special educators, school nurses, school social workers, school
psychologists, college counselors/admissions officers, physical therapists,
occupational therapists, speech pathologists, administrators.
r. Work responsibly to remedy work environments that do not reflect the
profession’s ethics.
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s. Work responsibly through the correct channels to try and remedy work
conditions that do not reflect the ethics of the profession.
B.3. Responsibilities to Self
School counselors:
a. Have completed a counselor education program at an accredited institution and
earned a master’s degree in school counseling.
b. Maintain membership in school counselor professional organizations to stay up
to date on current research and to maintain professional competence in current
school counseling issues and topics. School counselors maintain competence in
their skills by utilizing current interventions and best practices.
c. Accept employment only for those positions for which they are qualified by
education, training, supervised experience and state/national professional
credentials.
d. Adhere to ethical standards of the profession and other official policy
statements such as ASCA Position Statements and Role Statements, school board
policies and relevant laws. When laws and ethical codes are in conflict school
counselors work to adhere to both as much as possible.
e. Engage in professional development and personal growth throughout their
careers. Professional development includes attendance at state and national
conferences and reading journal articles. School counselors regularly attend
training on school counselors’ current legal and ethical responsibilities.
f. Monitor their emotional and physical health and practice wellness to ensure
optimal professional effectiveness. School counselors seek physical or mental
health support when needed to ensure professional competence.
g. Monitor personal behaviors and recognize the high standard of care a
professional in this critical position of trust must maintain on and off the job.
School counselors are cognizant of and refrain from activity that may diminish
their effectiveness within the school community.
h. Seek consultation and supervision from school counselors and other
professionals who are knowledgeable of school counselors’ ethical practices when
ethical and professional questions arise.
i. Monitor and expand personal multicultural and social-justice advocacy
awareness, knowledge and skills to be an effective culturally competent school
counselor. Understand how prejudice, privilege and various forms of oppression
based on ethnicity, racial identity, age, economic status, abilities/disabilities,
language, immigration status, sexual orientation, gender, gender identity
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expression, family type, religious/spiritual identity, appearance and living
situations (e.g., foster care, homelessness, incarceration) affect students and
stakeholders.
j. Refrain from refusing services to students based solely on the school
counselor’s personally held beliefs or values rooted in one’s religion, culture or
ethnicity. School counselors respect the diversity of students and seek training and
supervision when prejudice or biases interfere with providing comprehensive
services to all students.
k. Work toward a school climate that embraces diversity and promotes academic,
career and social/emotional development for all students.
l. Make clear distinctions between actions and statements (both verbal and
written) made as a private individual and those made as a representative of the
school counseling profession and of the school district.
m. Respect the intellectual property of others and adhere to copyright laws and
correctly cite others’ work when using it.
C. SCHOOL COUNSELOR ADMINISTRATORS/SUPERVISORS
School counselor administrators/supervisors support school counselors in
their charge by:
a. Advocating both within and outside of their schools or districts for adequate
resources to implement a comprehensive school counseling program and meet their
students’ needs.
b. Advocating for fair and open distribution of resources among programs
supervised. An allocation procedure should be developed that is nondiscriminatory,
informed by data and consistently applied.
c. Taking reasonable steps to ensure school and other resources are available to
provide appropriate staff supervision and training.
d. Providing opportunities for professional development in current research
related to school counseling practice and ethics.
e. Taking steps to eliminate conditions or practices in their schools or
organizations that may violate, discourage or interfere with compliance with the
ethics and laws related to the profession.
f. Monitoring school and organizational policies, regulations and procedures to
ensure practices are consistent with the ASCA Ethical Standards for School
Counselors.
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D. SCHOOL COUNSELING INTERN SITE SUPERVISORS
Field/intern site supervisors:
a. Are licensed or certified school counselors and/or have an understanding
of comprehensive school counseling programs and the ethical practices of school
counselors.
b. Have the education and training to provide clinical supervision. Supervisors
regularly pursue continuing education activities on both counseling and
supervision topics and skills.
c. Use a collaborative model of supervision that is on-going and includes, but is
not limited to, the following activities: promoting professional growth, supporting
best practices and ethical practice, assessing supervisee performance and
developing plans for improvement, consulting on specific cases and assisting in the
development of a course of action.
d. Are culturally competent and consider cultural factors that may have an impact
on the supervisory relationship.
e. Do not engage in supervisory relationships with individuals with whom they
have the inability to remain objective. Such individuals include, but are not limited
to, family members and close friends.
f. Are competent with technology used to perform supervisory responsibilities
and online supervision, if applicable. Supervisors protect all electronically
transmitted confidential information.
g. Understand there are differences in face-to face and virtual communication
(e.g., absence of verbal and nonverbal cues) that may have an impact on virtual
supervision. Supervisors educate supervisees on how to communicate
electronically to prevent and avoid potential problems.
h. Provide information about how and when virtual supervisory services will be
utilized. Reasonable access to pertinent applications should be provided to school
counselors.
i. Ensure supervisees are aware of policies and procedures related to supervision
and evaluation and provide due-process procedures if supervisees request or appeal
their evaluations.
j. Ensure performance evaluations are completed in a timely, fair and considerate
manner, using data when available and based on clearly stated criteria.
k. Use evaluation tools measuring the competence of school counseling interns.
These tools should be grounded in state and national school counseling standards.
In the event no such tool is available in the school district, the supervisor seeks out
relevant evaluation tools and advocates for their use.
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l. Are aware of supervisee limitations and communicate concerns to the
university/college supervisor in a timely manner.
m. Assist supervisees in obtaining remediation and professional development as
necessary.
n. Contact university/college supervisors to recommend dismissal when
supervisees are unable to demonstrate competence as a school counselor as defined
by the ASCA School Counselor Competencies and state and national standards.
Supervisors consult with school administrators and document recommendations
to dismiss or refer a supervisee for assistance. Supervisors ensure supervisees are
aware of such decisions and the resources available to them. Supervisors document
all steps taken.
E. MAINTENANCE OF STANDARDS
When serious doubt exists as to the ethical behavior of a colleague(s) the following
procedures may serve as a guide:
a. School counselors consult with professional colleagues to discuss the
potentially unethical behavior and to see if the professional colleague views the
situation as an ethical violation. School counselors understand mandatory reporting
in their respective district and states.
b. School counselors discuss and seek resolution directly with the colleague whose
behavior is in question unless the behavior is unlawful, abusive, egregious or
dangerous, in which case proper school or community authorities are contacted.
c. If the matter remains unresolved at the school, school district or state
professional practice/standards commission, referral for review and appropriate
action should be made in the following sequence:
• State school counselor association
• American School Counselor Association (Complaints should be submitted
in hard copy to the ASCA Ethics Committee, c/o the Executive Director,
American School Counselor Association,
1101 King St., Suite 310, Alexandria, VA 22314.)
F. ETHICAL DECISION MAKING
When faced with an ethical dilemma, school counselors and school counseling
program directors/supervisors use an ethical decision-making model such as
Solutions to Ethical Problems in Schools (STEPS) (Stone, 2001):
a. Define the problem emotionally and intellectually
b. Apply the ASCA Ethical Standards for School Counselors and the law
c. Consider the students’ chronological and developmental levels
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d. Consider the setting, parental rights and minors’ rights
e. Apply the ethical principles of beneficence, autonomy, nonmaleficence,
loyalty and justice
f. Determine potential courses of action and their consequences
g. Evaluate the selected action
h. Consult
i. Implement the course of action
V. Curriculum
A. Goals and Objectives (see separate binder titled Classroom Lessons in
office)
B. National Standards
((http://www.ascanationalmodel.org/files/StudentStandards.pdf )
C. Lesson Plans (see separate binder titled Classroom Lessons in office)
VI. Principles of Comprehensive School Counseling Programs
Guidance services in the district are viewed as an integral part of the total
educational process. A successful counseling program is based upon the
knowledge and recognition of developmental needs of the school-age child.
Consistent with this understanding, guidance services in the high school
emphasize programs which are developmental in nature. The program is
for all students, has an organized and planned curriculum, is sequential and
flexible, is an integrated part of the total educational process, involves all
school personnel, helps students learn more effectively and efficiently, and
includes counselors who provide specialized counseling services and
interventions (Myrick, 1987).
The developmental guidance program, while recognizing and incorporating
the remedial function of helping teachers with “problem” children, defines a
broader objective of helping teachers work with all children in learning
appropriate life-adjustment behaviors. However, changes in behavior will
only occur when the child perceives, either cognitively or conatively, that a
modification of his behavior will be personally rewarding of self-enhancing.
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It is felt that a program which is preventive in nature, including such areas as
decision-making and awareness of self and others, will enable children to
make satisfactory school and life adjustments. Therefore, guidance
interventions for students are implemented with the hope of preventing
serious problems or minimizing the size of such problems, if and when they
do occur. Some of the activities and services provided are preventive
classroom guidance activities, individual and group counseling, referrals to
community agencies, consultation with teachers, administrators, parents, and
community leaders, crisis intervention, assessment, placement, and follow-
up services.
VII. School Counselors are Involved in the Following:
A. Classroom Guidance
The high school comprehensive school program involves planned guidance
activities for all students. These age-related exercises foster student’s
academic, personal, and social growth.
Group counseling is an invaluable part of most school counselors’ work.
Working with students in groups acknowledges that peer influence is an
extremely powerful factor in students’ development. Groups provide them
with an opportunity to give and receive feedback which contributes to their
understanding of themselves and others. It also allows them to practice
interpersonal and personal skills in a safe, reinforcing environment. In
addition, a group approach enables counselors to have an impact on a
greater number of students, thereby making the most efficient use of his/her
time.
Arkansas School Laws Annotated Code 6-18-1005 states: (L) Classroom
guidance which shall be limited to thirty-minute class sessions, not to
exceed three (3) per day or ten (10) per week. “Class” is not plural.
Classes cannot be doubled up due to safety issues. This law is still effect
and has not been changed because of any other legislation. The forty-
minute planning time for classroom teachers is a separate issue and other
personnel should be used. Classroom guidance lessons were never
intended to provide a break or planning time for teachers. Classroom
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guidance was intended as a collaborative effort with teachers to use the
information to reinforce goals for students in the academic, personal, social
and career development areas. Classroom guidance is part of the
curriculum and should be treated with the same respect as other academic
classes.
The classroom guidance curriculum focuses on topics such as: self-
understanding, effective interpersonal and communication skills ( such as
problem-solving, decision making, conflict resolution), effective study
skills and positive attitudes toward school, career awareness and the world
of work, substance abuse prevention, acceptance of differences in people
(racial, gender, cultural, religious, and physical), and issues involving child
endangerment.
At GCT High School two counselors are provided for 805 students. The
counselor is at the school every day.
B. Individual and Small Group Counseling
A group approach is not best suited for every student or situation. Some
students or situations would benefit most from individual counseling. The
nature of some problems requires more confidentiality than a small group
or classroom guidance would afford. Some students may have difficulty in
relating to their peers, be overwhelmed in group situations, be personally
dysfunctional, or need individual attention.
Students have access to the counselor on an individual basis in order that
they have an opportunity to discuss in private personal growth and areas of
concern. The counselor helps the student strive to reach his/her goals and
resolve his/her personal conflicts or concerns.
Referrals for individual counseling may be made by parents, teachers,
administrators, other school personnel, or self-referral. Emergency referrals
include, but are not limited to: suspected child abuse (physical or mental),
Any behavior change which is sudden or unusual, traumatic family
experiences, or indications of mounting hostility between child and teacher
or peer group.
Peer Facilitation
Students often share their problems with peers rather than adults.
Counselors provide structured opportunities for students to serve as peer
helpers. The power of peer influence cannot be minimized and, in fact,
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should be capitalized upon. Recent research shows that both peer
facilitators and the students they are matched with benefit from the
relationship.
Children who exhibit the following behaviors may lead to referral:
(1) seem to seek only negative attention, (2) cry often or get sick daily, (3)
exhibit aggressive behavior, (4) are unable to follow the rules, (5) are
entering new or special learning classes, (6) are having difficulty with
special relationships, (7) are fearful or nervous, (8) are having learning
difficulties, (9) are unable to resolve a peer conflict, (10) are
underachieving, and (11) are habitually untruthful.
C. Guidance in Understanding the Relationship between Classroom Performance
and Success in School
D. Academic Advisement for Class Selection
At the high school level, counselors assist in the placement of students in
courses. Students submit their course requests in the classroom while
meeting with the counselor. These decisions can be influenced by test
scores and grades in previous courses.
Class scheduling is a cooperative effort which involves classroom teachers,
fine arts teachers, remedial teachers, gifted and talented teachers, special
education teachers, administrators, and counselors. Guidance classes are
scheduled by the counselor to involve all students. Scheduling efforts strive
to create the least interruption to the learning environment.
Specialized Populations and Needs
The school counselor’s guidance activities include those which promote
student’s and school personnel’s acceptance of differences in students
which are due to culture or disabilities.
The counselor’s activities can promote:
1. Students’ and school personnel’s acceptance of differences
2. Policies, procedures, and behaviors that reflect freedom from
stereotypes
3. Examination of schools’ testing programs to ensure that they reflect
equitable standards for all students, and
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4. Outreach to parents and families of students from culturally diverse
populations.
The counselor has access to confidential records including
psychological/psycho-educational evaluations.
E. Orientation
Orientation is a process to acquaint students, parents, and staff with the
services of the guidance department and other student services offered to
assist in the adjustment of new students to a school. Orientation is
designed to help students make affective transition adjustments from one
school setting to another.
This is accomplished through teacher in-service, and brochures and
meetings for parents. Counselors are also available to speak to Parent-
Teacher groups to introduce guidance services and curriculum.
F. Consultation and Coordination
Consultation in the school counseling program focuses on the total learning
environment of the school. Counselors serve as a resource for teachers
concerning specific student’s problems & on general issues (Myrick, 1987.)
A major part of the counselor’s role is to collaborate with teachers and
parents, not to criticize them. Counselors can provide support and
encouragement to teachers and parents who may be feeling frustrated,
discouraged, overwhelmed, or unappreciated.
Counselors work with teachers and administrators to help create the kind of
school environments that stimulate growth and learning. Their emphasis is
on making the educational process more personal and increasing teachers’
and administrators’ understanding of the importance of fostering
acceptance of and valuing individual differences in learning styles and rates
of learning; how adults’ expectations, biases, and behaviors affect students;
and ways of helping students cope with success and failure.
Consultation involves:
1) Assisting teachers in working with individual students or groups of
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students.
2) Providing relevant materials and resources to teachers, especially
relating to classroom guidance curriculum.
3) Assisting in the identification and development of programs for
students with special needs.
4) Participating in school committees that address substance abuse,
gifted and talented education, curriculum development,
coordination of each grade level, and school accreditation.
5) Interpreting student information, such as results of standardized
tests for students and team members.
6) Consulting regularly with other specialists (e.g., psychologists and
representatives from community agencies.)
Coordination
Before guidance and counseling activities can take place, much planning,
thinking, and coordinating are required. Research in the area has shown
that systematic coordination of guidance programs is essential for effective
delivery of services (Kameen, Robinson, and Rotter, 1985).
Counselors coordinate the following:
1) Assist parents in gaining access to services for their children
through a referral to outside agencies;
2) Plan, coordinate, and evaluate the guidance program’s
effectiveness; and
3) Coordinate the school’s testing program, which includes
interpreting test results to parents, students, and school personnel.
4) Serve as liaison between the school, home, and community
agencies so that efforts to help students are successful and
reinforced rather than duplicated.
G. Parental Involvement
Parental involvement includes active Parent Teacher Organizations, school
open houses, school notes, progress reports, Parent-Teacher conferences,
meetings with individual parents for specific concerns and phone calls.
Parents need to become aware of the role of the school counselor and how
to obtain the services available. To achieve this goal, parents are provided
with an opportunity to meet the counselor at Open House night as the
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school year begins, and the school counselor’s contact information in
online.
The school counselor offers consultation with parents concerning:
1. Techniques for helping their children meet academic, personal, and
social potential
2. Development of study habits
3. Explanations concerning the value of testing
4. Techniques for helping the student do well on testing
5. Disaggregation of the student’s test results (ACT Aspire)
6. Counteracting negative peer pressure
7. Preventing substance abuse
8. Coping with divorce, and
9. Managing disruptive behavior
H. Utilization of Student Records
Cumulative files are maintained in the High School Counselor’s Office.
The counselor has full access to these files and any other files kept by the
district for guidance and other related services.
I. Interpretation of Student Assessments
The Greene County Tech High School counselor is the building test
coordinator for the school. Duties include teacher in-service, inventory of
tests, distribution of tests, test security procedures and documentation, and
return shipment of materials. The counselor is also responsible for make-
up testing and makes maximum effort to provide make-up testing for all
students. Counselors interpret test scores for parents, students, teachers,
and school personnel to assist in identifying strengths and weaknesses of
particular students, groups of students, or curriculum.
Counselors use a variety of assessment instruments to identify the
social/emotional needs of students and make recommendations to teachers
based on these assessments.
K. Making Referrals to School and Community Resources
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Counselors establish and maintain close working relationships with staff of
a variety of school and community agencies. These agencies include
departments of health and social services, mental health centers, juvenile
courts, and advocacy groups. To helps students and their families cope
with an array of problems, counselors identify school and community
resources and establish policies and procedures for interagency
communication.
Some agencies available in our area for referrals are: Bridgeway,
Consolidated Youth Services, Charter Behavior Health System, Child and
Youth Development Center, Easter Seals, Arkansas Children’s Hospital,
Lion’s Club, Families, Inc., Harding University Marriage and Family
Counseling Center, and Wilbur Mills Education Service Cooperative.
Arkansas state law requires schools to cooperate with and provide access to
Department of Human Services staff.
Some typical tasks that counselors may be involved with while helping
students and their families gain access to the services they need include:
1. Referring students and parents with special needs to resources in and
outside the school
2. Maintaining contacts with outside resources
3. Developing, publishing, and distributing a list of community resources,
referral agencies, and hotlines
4. Following up on referrals
VIII. Career Awareness and Planning in School Counseling Programs
Career development in the high school includes: 1) helping students to
understand the value of working, 2) helping students relate interests to career
choices, and 3) helping students to relate school performance to job choice
and success.
IX. State Goals for Career Education (Developed by the Arkansas Advisory
Council for Career Education)
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X. Recommended Facilities for the Guidance Program
Facilities required for a school guidance program are functions of:
students’ characteristics and needs, program goals and objectives, staffing
and scheduling, grouping of students for specific purposes, the use of a
variety of materials and procedures, the need for privacy for counseling, and
the need for security of restricted materials and student records.
The Greene County Tech High School Counselor is provided a private
office, which has adequate floor space, heating, cooling, ventilation, and
lighting. There is an outer reception area and more than adequate storage
provided. Security measures include locking outer doors, locking filing
cabinets, and a private phone line. Individual counseling and small
conferences are held in the counseling offices. Group guidance is
conducted in individual classrooms.
Guidance facilities are near but separate from the administrative offices.
They are in the flow of student traffic, near the source of supply of students,
and near restrooms.
XI. Student Services Needs Assessments
See Appendix B for example of survey.
XII. School Counselor/Pupil Ratio from Standards for Accreditation
Each school district shall provide access in the elementary and secondary
school to certified guidance counselors. State guidelines stipulate the
counselor/pupil ratio for the high school level shall be not less than one
counselor for every four hundred fifty students beginning in the 1989-90
school year. The Greene County Tech School District employs eight and
one-quarter counselors for approximately 3637 students (Kindergarten
through 12th Grade).
XIII. Direct Counseling Time 75% / Indirect (Administrative) Time 25%
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B. ALTERNATIVE METHODS OD CLASSROOM MANAGEMENT
The main method of classroom management used at GCT High School is
Assertive Discipline. Students are taught that their misbehavior will result
in increasing levels of discipline the more times they disobey the rules. For
most students, this form of classroom management works. For those
students having more difficulty, behavioral contracting, dispute resolution or
behavior modification plans are used.
C. FOLLOW-UP OF SCHOOL DROPOUTS AND GRADUATES
D. TABE TESTING
E. GROUP CONFLICT RESOLUTION SERVICES & ANTI-BULLYING
ACTIVITIES
I. Description
These services include educational and social programs which help students
develop skills which enable them to resolve differences and conflicts
between individuals and groups. Programs are designed to promote
understanding and positive communication.
II Activities
Activities for students include dealing constructively with conflict, building
positive self-esteem, respecting human differences, making responsible
decisions, coping with frustrations and anger, and developing positive
interpersonal skills.
III. Anti-Bullying Description & Policy for the School
Activities & Programs for Anti-Bullying at School
Act 681 of 2003 requires school districts to adopt anti-bullying policies to
prevent pupil harassment, also known as “bullying,” and shall file with the
35
Department of Education a copy of the policies adopted.
At Greene County Tech High School, the school counselor discusses
the issue of bullying. Classroom discussions are led to instruct students
what to do if they are confronted with a bullying situation. Outside
programs are brought in to deal with bullying also.
Greene County Tech High School tolerates zero bullying. A meeting with
the principal is mandatory if bullying is reported to an adult at the school.
F. VISITING TEACHER & SOCIAL WORK SERVICES
I. Description
The GCT School District does fund the position of social worker. Other
agencies which do work for the welfare of the students are the Department
of Human Services, Hotline services, privately funded mental health
agencies, and the Arkansas State Police. These persons seek to enhance the
coping capabilities of people and to change environmental conditions that
impact people.
A clothing room, school supply program, and a Christmas aid program is
available through the school. Students who have needs beyond the purview
of the local school are referred to outside agencies.
II These persons provide casework to assist in the prevention and
remediation of problems of attendance, behavior, adjustment, and learning.
III. Liaison Between Home and School
In the absence of a school social worker, the guidance counselor serves as a
liaison between the school and community social services. She informs the
principal of the school of all actions taken.
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G. OCCUPATIONAL AND PLACEMENT SERVICES
At the high school level, these services include the dissemination of career
education information by classroom teachers and the guidance counselor.
H. PSYCHOLOGICAL SERVICES
I. Evaluations
The district provides an evaluation for students with learning or adjustment problems and
evaluation of students in exceptional child education programs. Psycho-educational
testing is provided on a contractual basis by a licensed or certified examiner.
II Consultations
The district provides consultation and counseling with parents, students, and school
personnel.
III. Early Identification
A. In the spring of each year, CAPCA (Community Action Program Central
Arkansas) informs the two Riverview Elementary Schools of students they are
currently providing services to which will be attending the elementary school in
the fall.
B. Pre-school services are provided through Wilbur Mills Education Service
Cooperative. Transition from this service to Kindergarten allows for referral,
temporary placement, or placement of school-aged students in special education.
C. The district provides a system for the early identification of learning potential and
factors which affect the child’s educational performance. Kindergarten screening
using the Early Prevention of School Failure evaluation tool is provided for all
students prior to Kindergarten entrance. As of the fall of 2004, the state has
mandated the use of the Iowa Early Learning Inventory to help make instructional
decisions about students in the building.
IV Liaison and Referrals
Referral to outside agencies are made, as necessary, in coordination with the Special
Education supervisor. Some of these may include: 1) referral to audiologist, 2) referral
to doctor, 3) referral for Occupational/Physical Therapy. Referrals of students to
37
Sunshine Day Service Center is made upon recommendations of the Individual Education
Plan team.
V. Policies Ensuring Ethical Procedures
Policies which ensure ethical procedures regarding psychological activities are under the
direction of the Special Education Supervisor.
I. SCHOOL HEALTH SERVICES
I. Nurse/Pupil Ratio
Act 1106 of March 1991 established guidelines requiring all school districts
beginning with the 1994-95 school year should have no less than one full-
time school nurse per one thousand students. GCT High School has housed
in the building two Registered Nurses.
II. Responsibilities of School Nurse
The role of the school nurse is to assess and care for student health needs.
The major part of the nurse’s time is spent in direct child care, personal
conferences, appraisal and follow-up. Health services include, but are not
limited to:
1) maintaining students health records, 2) physical screenings, 3) referrals to
appropriate medical professionals for students in need, 4) providing
emergency care, 5) being available to present health related units in the
classroom, and 6) providing parents with health related information.
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J. AT-RISK & THE SCHOOL DROPOUT STUDENTS
I. At-Risk Definition
At-risk children are those enrolled in school whose progress toward
graduation, school achievement, preparation for employment, and futures as
productive workers and citizens are jeopardized by a variety of health,
social, educational, familial, and economic factors. They are the children
with special needs who are underserved, categorized, ignored, unchallenged,
and for whom expectations are low.
II. Characteristics of Youth-at-Risk
School records are maintained which facilitate identification of at-risk
students. At the elementary school level, the following factors are
considered:
A. Excessive absenteeism or irregular attendance
B. Poor or failing grades
C. Low math and reading scores
D. Retention in at least one grade
E. Lack of participation in school and extracurricular activities
F. Dissatisfaction with teachers and traditional school structure
G. Failure to see relevance of education to personal desires
H. Learning disabled or handicapped
I. Uncooperative, inattentive, and unmotivated
J. Suspension, expulsion, or other disciplinary actions
K. Feelings of rejection, alienation, isolation, insecurity, and
inadequacy
L. Association with disaffected peer group
M. Low and unhealthy self-esteem/self-concept
N. Poor decision making skills
O. Health problems
P. Delinquency
Q. Family disturbances
R. Racial or ethnic minority
S. Low socio-economic background
T. Parent(s) or sibling(s) not completing school
U. Lack of parental emphasis on importance of education
V. Frequent moves
W. Poor communication between school and home
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K. ALTERNATIVE STUDENT SERVICES PERSONNEL
I. Types of Personnel
Volunteers such as PTO parents and outside agencies
Paraprofessionals
Physical/Occupational Therapist
Speech Pathologist
English as a Second Language Instructor
II. Services Provided
Personnel employed or serving students on a voluntary basis under this
section shall be limited to performing those services for which they are
licensed, certified, or trained.
III. Description of Services
Volunteers- Volunteers such as PTO Parents provide a variety of
services which help students achieve and take pride in themselves and
their school. Samples of work the volunteers provide are positive
role models and participation in fall and spring carnivals.
Physical/Occupational Therapist- Services are provided on a
contractual basis.
Speech Pathologist- GCT High School has the services of a full time
speech pathologist.
English as a Second Language Instructor- GCT High School has an
instructor who works with Hispanic children to teach them English.
L. SCHOOL SUICIDE, CRISIS & TERRORIST PLANS-Appendix B
M. APPENDICES
40
Appendix A
State Goals for Career Education (Developed by the Arkansas Advisory
Council for Career Education)
Goal 1. Students will improve career planning and decision-making skills.
Students will be able to set goals, understand the importance of a
planning process, and seek assistance in decision-making. a. Set personal goals and relate them to career choices.
b. Identify factors, including career, which influence a child’s
lifestyle.
Goal 2. Students will be able to identify information about a planning
process, and seek assistance in decision-making.
a. Set personal goals and relate them to career choices.
b. Identify factors, including career, which influence a child’s
lifestyle.
Goal 2. Students will be able to identify information about th own needs
and interests.
Goal 3. Students will improve job acquisition and retention competencies.
Students will demonstrate skills to locate and interview for a specific
job and understand the requirements to remain employed. a. Locate and interview for a job.
b. Know job retention factors.
Goal 4. Students will improve attitudes and appreciation for career success.
Students will demonstrate productive attitudes toward work and
positive feelings about task accomplishments. a. Relate work attitudes to accomplishment and satisfaction.
b. Detect and appreciate quality work.
Goal 5. Students will improve skills in human relationships. Students will
demonstrate positive interpersonal relationships, knowledge of group
dynamics, and positive attitudes toward the possession of human
relationship skills.
a. Identify and recognize need for and benefits of good interpersonal
relationships.
b. Recognize prejudice, contributing factors, and behavioral effects.
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Appendix A (continued)
Goal 6. Students will improve self-investigation and evaluation skills
necessary for career success. Students will be able to examine self
in relation to careers, assess self-concept, appraise own interests and
capabilities. a. Recognize personal adjustment situations and seek required help.
b. Recognize personal limitations and how self-concept influences
job success.
c. Identify factors influencing own career options.
Goal 7. Students will understand personal/work/societal responsibilities.
Students will demonstrate good citizenship, knowledge of
relationships with, and responsibilities to fellow person, job, etc. a. Identify responsibilities toward co-workers, supervisors, and
property.
b. Identify rights derived from political and social environment.
c. Develop positive attitudes/behaviors for participation in
political/social environment.
Goal 8. Students will improve understanding of economic factors
influencing career opportunity. Students will demonstrate
understanding of how various economic conditions affect a person
and how a person interacts in the economy. a. Identify the ways technology can effect work and/or lifestyles.
b. Identify the results of job specialization and worker
interdependence.
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Appendix C: Crisis Response Plan for Greene County Tech High School
GREENE COUNTY
TECH SCHOOL
DISTRICT
CRISIS
MANAGEMENT
PLAN REVISED 5/14/09
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THREAT OF DANGER – LOCKDOWN PROCEDURES
In the event any staff member believes that there is possible threat of harm, the following steps
should be taken:
1. Contact the Principal’s Office about the situation. Give specific details.
2. The principal/designee believing there is potential danger shall inform the faculty by stating
that there is a lockdown.
3. Upon receiving this information, every faculty member should lock doors, turn off the lights,
move away from windows, stay with the students, and wait for further instructions. If
perpatrator is not in room, teacher needs to cover window of door to room. If perpatrator is
in room, teacher needs to leave door unlocked, lights on, and should not cover the window.
MEDIA PROCEDURE
The only means to inform the general public is by the mass media (radio, television, newspaper).
We must provide prompt and accurate information. Any misinformation can create confusion.
Isolated quotes from individuals are usually incomplete or misleading and therefore MUST BE
AVOIDED.
THE SUPERINTENDENT OR HIS DESIGNEE WILL BE THE ONLY PERSON TO
REPORT TO THE MEDIA.
CHILDREN LEFT AT SCHOOL
1. Check the student's record and call the parents. DO NOT transport child in private vehicle
unless authorized.
2. Call the principal/designee.
3. Principal/designee should wait for arrival of parent.
4. If the parent cannot be reached, call the Paragould Police Department (236-7621).
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CHILD KIDNAPPING OR MISSING STUDENTS
1. Notify the principal.
2. Principal will notify the superintendent (215-4400, ext. 1010) or designee.
3. Principal will notify the parent. The parent/guardian listed in the student's enrollment form
will be called.
4. Principal will call the Paragould Police Department (236-7621).
5. When the Paragould Police arrive at the school, they will take control and will work closely
with the school official/relatives.
6. Do not release any information to the press.
KNOWN WEAPONS ON CAMPUS AND OTHER POLICE
EMERGENCIES
1. Notify the building principal/designee.
2. Principal will notify superintendent (215-4400, ext 1010) or designee.
3. Principal will call Paragould Police Department (236-7621).
4. If the situation warrants, an announcement will be made that the building is in Lockdown.
5. Move to safe location. If indoors: lock door, take cover, move away from windows until
instructed otherwise. If outdoors: move to safe location (behind buildings, playground
equipment) until instructed otherwise. DO NOT use the fire alarm system. Consult Lock
down Procedures.
6. Control access to the potential offender.
7. When Paragould City Police arrive, they will take control of the situation and work closely
with school officials.
8. If evacuation of the building is required, follow evacuation procedure.
9. After consulting with police officer, the principal/designee will determine when it is safe to
return to the building and notify the staff of this decision.
10. Implement personal intervention counseling to students if needed.
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SUICIDE OR ATTEMPTED SUICIDE
1. Notify principal.
2. Principal will notify superintendent. (215-4400 ext 1010)
3. Principal will notify parent(s).
4. Principal will call Paragould Police Department (236-7621).
5. If necessary, superintendent or designee will activate crisis plan.
Be prepared to tactfully say "no" to having funeral or memorial at school. Encourage that
funeral be after school hours or weekend.
Stay in contact with families.
Offer counseling services for those impacted - family, friends, students and staff.
BUS TRANSPORTATION ACCIDENT
Bus Driver
1. Assess the situation (call 911 if injuries warrant).
2. Contact transportation director (215-4417).
Contact superintendent's office (215-4400, ext 1010) when transportation director cannot be
reached.
Superintendent or designee and transportation director will travel to the scene of the accident.
Transportation Director
1. Contact superintendent (215-4400, ext. 1010) and building principal.
Preschool 215-4470
Primary 236-6439
Elementary 215-4430
Intermediate 215-4440
Jr. High 215-4450
Sr. High 215-4460
2. Go, along with superintendent or designee, to scene and assess the situation.
Superintendent or Designee
1. Go to scene of accident. Assess the situation.
2. Notify principals.
46
3. Go to the hospital to check on the needs of the injured student(s).
4. Notify any parent of injured student(s) and tell them of hospital location(s).
5. If needed, superintendent or designee will activate District Crisis Plan.
Superintendent or designee will be the only person to report to the media.
SUSPICION OF WEAPON ON CAMPUS
1. Notify principal or designee.
2. Principal will notify superintendent or designee.
3. Principal, along with additional staff member:
a. moves to scene
b. calls student away from others
c. escorts student to office
d. begins questioning student
If weapon is discovered, Paragould City Police (236-7621) will be called.
4. Contact parent(s) of student.
5. Student will be removed from school pending full investigation.
TAKE COVER PROCEDURES
(SEVERE WEATHER, CIVIL DEFENSE ALERTS, OTHER
EMERGENCIES)
For the protection of all occupants of the building, it is important that everyone is informed and
understands what to do in the event of severe weather or other emergencies that necessitate the
school population taking cover. The following take cover procedures should be discussed with
your class/classes:
1. A continuous bell will signal the take cover alert. When power is lost, a verbal announcement
will be made.
ANNOUNCE - "WEATHER ALERT - TAKE COVER"
2. When the take cover alert sounds, get in take cover position.
3. If conditions worsen, everyone should bend forward & lower their heads.
4. Two bells or a verbal announcement will signify all is clear. Students and staff should return
to their classroom.
Classroom Teachers
1. Turn out lights.
2. All students should stay in their classroom. Primary, Intermediate, Junior High and Senior
High school students should go to the hallway. Sit on the floor in the hall with backs against
47
the lockers. If necessary, double up against lockers. If time does not allow, get on floor away
from glass.
3. Gym students should go to dressing rooms. If no time allows, move to one wall in gym.
Assume alert position.
4. Instruct students to put head down against their knees.
5. Band, choir and agriculture students should stay in their area.
6. Students in other buildings will take cover as specified for their respective buildings.
7. If time allows, people in metal buildings should evacuate to main building.
MAJOR ACCIDENT/MEDICAL EMERGENCY/
DANGER OF SUICIDE) 1. Personnel must remain calm.
2. The teacher or person in charge should call/contact the principal/assistant principal, counselor
and the nurse giving the: a. Location of student NURSE Contacts:
b. Student's name Primary - RADIO
c. Type of injury Elementary – 236-5013 Intermediate - RADIO
Jr. High – 240-4241 Sr. High – 476-0485
3. The nurse, administrator and counselor report to the emergency scene and assess seriousness
of accident.
4. If AED is needed a call will be made over intercom “EAGLE DOWN” and the AED team will
report to the scene.
5. The administrator will stay at the emergency scene.
6. All personnel and students uninvolved in the emergency should stay away from the area. If
necessary, an announcement will be made for students to remain in the classroom.
7. Do not move the student/victim unless his location is potentially dangerous. Reassure the
student/victim; keep him/her quiet and lying down.
8. The counselor, nurse or principal/assistant principal will notify the parent as soon as possible.
Notification should be given tactfully and in such a manner as not to create undue panic.
Parents should be given all known details rather than just be advised that "your child has had
a bad accident". If parents cannot be consulted immediately, follow instructions on student's
registration card regarding physician and hospital. Do not delay securing medical attention
when the emergency is so severe that it suggests immediate hospital care.
9. The following people are authorized to call for an emergency vehicle if it is needed: a. Principal/Assistant Principal
b. Nurse
c. Principal's secretary
10. Dial 911 and give the following information: a. Report nature of emergency (fire or medical) and location of emergency.
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b. Report approximate number of victims and any other pertinent information. 11. Appropriate directions will be given to the emergency dispatcher depending upon location of
the emergency.
GAS LEAKS
Gas leaks are identified by an odor similar to rotten eggs. If a gas leak is suspected, do the
following:
If Inside:
1. Evacuate area. If possible, allow fresh air ventilation.
2. Contact building principal or assistant principal.
If Outside:
1. Move upwind from any odor.
2. Contact building principal or assistant principal.
BIO-HAZARD THREAT INCLUDING ANTRAX/CHEMICAL AGENTS OR ACTUAL
BIO-HAZARD EMERGENCY (INCLUDING TERRORISTIC ACTS)
If Needed Refer to Lockdown Procedures
Immediately call 911 to report threat and contact appropriate school district personnel.
Persons exposed to the potentially dangerous agent MUST remain where they are so that
others are not contaminated and try to avoid inhaling or touching the substance.
Staff members who must come in contact with affected person/people and/or
contaminated substance should don protective garments before contact is made.
Try to contain the substance in the package in which it arrived. Do not attempt to clean
up any spilled contents. Cover the spillage with anything handy such as trash can,
cardboard box, etc.
Proceed with lock down procedures.
All staff and students should remain in their respective areas until notified otherwise.
Evacuation sites and staging areas for parental information center/pick up will be pre-
determined by administrators.
Do not evacuate students to an outside area or send them home until appropriate response
personnel have given the okay.
If it is necessary to evacuate school personnel to another location, the local Hazardous
Material Team (fire department) or designated emergency responders will provide
instructions to administrators for dissemination to staff members.
If evacuation procedures are implemented, teachers should take class rolls, activity
materials and supplies/medication for students who have specific medical or physical
needs.
Administrators should advise custodial/maintenance staff to shut down heating and air
units in the affected areas.
49
The pre-designated crisis counseling team will initiate intervention procedures as soon as
deemed appropriate by administrators and crisis coordinator.
TEACHER CHECKLIST
If Indoors:
1. If advised that an emergency situation exists, take roll count of students.
2. Take the protective actions appropriate to the type of emergency. a. Keep children away from windows and outside walls.
b. Take shelter under desks, tables and heavy furniture.
c. Move from under light fixtures and other suspended objects.
d. Shut off or disconnect any electrical or gas operated appliances.
e. Be alert for any developing threats such as broken water pipes or electrical wires.
f. Communicate roll count of students and situation to the person in charge, if and when
requested, as soon as it is safe.
g. Be prepared to evacuate if advised to do so.
h. If advised to evacuate, follow the FIRE DRILL PLAN.
i. EARTHQUAKE ONLY - Leave doors to room open to prevent jamming.
j. PLANE CRASH - Be prepared to evacuate if advised to do so. Follow FIRE DRILL PLAN
with possible modifications.
If Outdoors:
1. Follow the training procedures for the specific types of emergencies which may include some
of the following: a. Move away from building to open space.
b. Avoid overhead wires and utility poles.
c. Keep students assembled and take roll count of students. Be prepared to provide this
information to the person in charge.
d. Do not light fires or touch any fallen wires.
e. Do not enter building until authorized to do so. 2. Be alert for instructions from person in charge.
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THREATENING PERSON(S) OUTSIDE OF BUILDING
1. When it is believed that a person who is a direct threat to students/staff is on campus, the
principal should be notified immediately.
2. If a determination is made that a serious threat does exist, the principal/designee will notify all
staff by announcing that there is a Lockdown.
3. Principal/designee should call 911 and Paragould Police Department (236-7621) reporting
specific location of intruder. Secretary should call personnel in other buildings.
4. Principal/designee should notify superintendent (215-4400, ext. 1010).
5. Teachers should have students remain in the classroom away from doors and windows.
Students should take cover under desks or other pieces of furniture.
6. All lights should be turned off and doors locked.
7. If intruder has a gun and begins shooting, EVERYONE should lie down on the floor
immediately.
8. If students are outside and shots are fired, students AND teachers should lie down on the
ground immediately. An administrator or teacher will indicate when it is safe to move
students inside.
9. District crisis coordinator will activate crisis plan.
Call appropriate buildings:
Preschool 215-4470
Primary 236-6439 Food Service
215-4400, ext. 1310
Elementary 215-4430
Intermediate 215-4440 Multi-purpose
215-4400, ext. 6810
Jr. High 215-4450 Maintenance
215-4400, ext. 1250
Sr. High 215-4460 Transportation
215-4400, ext. 1039
Agriculture 215-4400, ext. 6404 JROTC,
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215-4400 ext. 6205
Band Room 215-4400, ext. 6802 Choir
215-4400, ext. 6304
INCLEMENT WEATHER
In order to avoid confusion as to whether or not school will be in session during periods of adverse
weather conditions, the following is in effect:
1. Inclement weather can be defined as any unusual act of nature that would make
conditions hazardous to students or staff (i.e., heavy flooding, severe ice, snowstorms
or any other act of nature creating hazardous driving conditions, or causing a power
failure).
2. The superintendent or designee shall be responsible for issuing a decision regarding a
closing.
3. If weather conditions are severe enough to cause a reasonable doubt as to whether
school will be in session, the superintendent or his designee will make a decision and
inform the transportation director, food services director and the building principals.
4. The superintendent or his designee will inform television stations and radio stations in
the area. It is the responsibility of all employees to stay abreast of this information.
EARTHQUAKES
Because earthquakes can strike without warning, the immediate need is to protect lives by taking
the best available cover. All other actions must wait until the tremor subsides.
The school and students will be guided by the following:
If Inside: 1. Don't panic. If protected from falling objects, the rolling motion of the earth is
frightening but not dangerous.
2. To protect from falling objects, take cover in this manner:
a. Get beneath a desk, table or bench. If possible, cover head with coat or other item
to minimize injury.
b. Stay away from outside walls, windows or other expanses of glass.
3. All doors should be left OPEN to minimize jamming if the building shifts.
4. Stay put and take cover. Do not attempt to run through building or outside because
falling objects are found near outside doors and walls. If in a lavatory or other room
with no desks or furniture, get against inside wall or inside doorway and crouch.
5. Once earthquake is over, evacuate building using fire evacuation rules. If Outside:
1. Move quickly away from building and away from overhead electrical wires.
52
2. Lie flat, face down and wait for shocks to subside.
3. Take roll count of students and report to principal/designee as soon as possible.
4. Do not attempt to enter building until authorized to do so.
5. Do not light fires or touch fallen wires.
6. Be alert for instructions from the principal/designee.
TORNADO
Tornado Watch 1. Means no funnel clouds have been sighted, but tornadoes can be expected to occur.
a. If a Tornado Watch is declared, be alert for special instructions.
Tornado Warning 1. Means a funnel cloud has actually been sighted. The approximate location and direction of
travel is usually given when the warning is broadcast.
Take these specific precautions: a. Stay away from windows.
b. Move to designated area, sit down, and cover head.
c. Avoid auditorium, gyms, or any room with a wide, free, high roof.
FIGHTS
Do not physically intervene if physical harm can come to you. If an administrator is not available,
you should do the following:
TEACHERS
1. Quick appraisal of situation
a. Is the conflict only verbal?
b. Is there pushing/shoving?
c. Have punches been thrown?
d. Are weapons involved?
2. Take Charge
a. Call students by name
b. Talk calmly
c. Separate verbally
3. Send responsible student for help
a. Nearest teacher
b. Principal/assistant principal
4. Crowd Control
a. Tell crowd to back up or disperse crowd
5. Physical intervention if applicable
53
a. Separate combatants
b. Settle down the aggressor
c. Try calmly to talk to students
1. "Settle down"
2. "Let's talk about what happened"
6. If another teacher is available to cover your class, escort students to the office. Do not send
students by themselves.
EVACUATION PROCEDURES
(FIRE, BOMB THREATS, OTHER DISASTERS)
For the protection of all occupants of the building, it is important that everyone is informed and
understands what to do in the event of a fire, bomb threat, or other type of disaster that would
necessitate the evacuation of the building. The following procedure should be discussed with
your class/classes:
1. The purpose of an evacuation drill is to be able to evacuate the building in case of fire or other
emergency.
2. Drills should be silent. If teachers and students are talking, directions and other information will not
be heard.
3. Everyone should clear the building immediately.
4. Appoint one student to close the door and see that everyone is out of your area or class.
5. Get as far away from the building as possible in a designated area. Take your grade book to check roll
outside and report to the building principal/designee.
6. Exit according to the exit instructions that are posted in your classroom/area.
7. A principal/designee will give the "all-clear" to return to the building after all areas have been reported
safe.
8. If an area is barricaded, the next nearest exit should be used.
Audible
Listen to directions.
Please note the following: 1. Where is the nearest fire extinguisher?
2. How does the fire extinguisher operate?
3. What are your instructions for a fire drill?
4. Does a potential fire hazard exist?
5. Are all fire exits open? Are there any jammed doors or blocked passageways?
Bomb Threat: (Including terroristic acts)
54
1. Person receiving call will utilize "Bomb Threat Checklist" (attached) to gain as much information as
possible.
2. Teachers and students will be advised to evacuate the building. They will go to their designated areas
and take “go kits”.
3. The principal/designee will call 911.
4. Teachers not having a class, administrators and custodians will report to the office for further
instructions.
5. Principal/designee will call superintendent (215-4400, ext. 1010).
6. Areas of the school will be checked by administrators, custodians and police to determine validity of
the bomb threat. A report will be given to the principal.
7. An alarm will be sounded to signal "all clear". Teachers and students will return to their classrooms.
8. When it is safe to do so, person receiving call will complete "Bomb Threat Checklist" to provide
authorities with information about the caller.
Extra-Curricular Event Procedures
● At every Home game:
Event staff announces exit procedures to audience.
Bull horns should be on hand at announcers table in Multi-purpose and all other
gyms, as well as in the press box in case of power outage.
● If take cover Announcements are needed:
Administrator in charge should contact Superintendent of Schools and Local
Authorities present at game or event
Event staff should make such announcements and help direct patrons
● In case evacuation of premises is needed:
Administrator in Charge should direct announcer to announce the evacuation,
remind audience to remain calm and the anticipated time of make-up game /
event.
Administrator in charge should contact Superintendent of Schools and Local
Authorities present at game or event
Administrator in charge should work with local authorities if they have suspicion
of a riot to call in necessary back up.
● In the case of inclement weather,
55
Administrator in charge should direct announcer to announce Take Cover
Procedures, and to remind everyone to stay calm
Administrator in charge should contact Superintendent of Schools and Local
Authorities present at game or event
If Outdoor event, relocate fans to Multi-Purpose Building or nearest indoor
facility
Indoor facilities should follow the emergency procedures for that building
SUDDEN LOSS OF POWER/BLACKOUT
1. Teachers with classes are to remain in that class with the students until issued further
instructions. Students are not to be released to use the phone.
2. No student movement should occur without instructions from the office.
3. All teachers and other personnel who do not have a class should report to the office for
further information and instructions.
4. If a power failure occurs during lunch, all teachers in the cafeteria and snack area should
assist in supervision.
FALLEN AIRCRAFT
Warning Signal: Warning of a falling or fallen aircraft is usually by sight, sound or fire. If
an aircraft falls near the school, the following action will be taken:
1. The principal/assistant principal will determine which emergency action should be
implemented. When necessary, teachers will take immediate action to ensure safety of
students.
2. Students and staff must be kept at a safe distance from the aircraft.
3. The office will call 911, maintenance foreman and the superintendent, if the principal is
unable to direct emergency action.
4. The building principal will direct further action as required.
EMERGENCY PLAN
Step 1: Use your intercom in the classroom to call the office.
Step 2: A principal or assistant principal will report to your room immediately.
Step 3: Take appropriate actions to take care of the students at the scene. Send a student(s)
to get help from the appropriate office.
Step 4: If you have a phone nearby, call to be sure the appropriate office has been contacted.
Preschool 215-4470
Primary 236-6439
Elementary 215-4430
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Intermediate 215-4440
Jr. High 215-4450
Sr. High 215-4460
Superintendent 215-4400, ext. 1010
If it is necessary to call for outside emergency help, the principal's secretary will call.
If phone lines are down, verbal communication between buildings would become necessary.
Administrators/designees will be responsible for hand delivering messages or where available,
use walkie-talkies or cell phones.
PANDEMIC FLU CRISIS THREAT
Employees and staff are encouraged to follow the following proactive measures:
Employees will be encouraged to receive annual vaccinations for influenza.
Staff and students will receive instruction in non-pharmaceutical interventions:
o Proper hand hygiene – Wash with soap and water for 15-20 seconds or use
alcohol-based hand sanitizer as soon as possible after coughing, sneezing or
blowing nose.
57
o Cough etiquette – Cover mouth and nose with tissue when you cough or sneeze;
put used tissue in waste basket and clean hands. Cover mouth and nose with
upper sleeve (not hands) if tissue is not available.
o Social distancing techniques – Use a spread desk arrangement to avoid student
contact with each other. Maintain six feet of distance when communicating with
others to avoid contact with large droplets or aerosol spray that may be emitted
through talking, coughing or sneezing.
Students suspected of infection will be sent home immediately.
Daily attendance will be monitored. Superintendent or designee will be immediately
notified if/when any building absenteeism reaches 30%.
Decisions about school closure will be left to the Superintendent and or designee
Phone tree will be utilized to keep staff informed and updated on impending crisis
situation.
If a pandemic flu outbreak is declared by the Arkansas Department of Education (ADE) or the
Center for Disease Control (CDC), previous safeguards will be enacted. In addition:
The superintendent or designee will notify the community of the outbreak status
announced by the ADE or CDC through Tech TV (community information
bulletin will be issued on a loop), KAIT, and 107.1 (radio).
The Crisis / Safety Committee under the direction of the Superintendent will work
in coordination with Arkansas Methodist Medical Center to set up transportation
measures for staff to receive flu vaccinations.
Students suspected of infection will be transported home immediately by the
school nurse or designee to reduce contact (and possible further contamination) of
community members to the school.
Superintendent and or designee will meet with appropriate staff and District Level
Committees to discuss Alternate Instruction measures and Course Credit
Acquisition.
GREENE COUNTY TECH SCHOOL DISTRICT PHONE NUMBERS
Superintendent 215-4400, ext. 1010 Agriculture 215-4400, ext. 6404
58
Assistant Superintendent 215-4400, ext. 1011 Band Room 215-4400, ext. 6802
Preschool 215-4470 Food Service 215-4400, ext. 1310
Primary School 236-6439 Field House 215-4400, ext. 6710
Elementary 215-4430 Maintenance 215-4400, ext. 1250
Intermediate 215-4440 Multi-Purpose 215-4400, ext. 6810
Junior High 215-4450 Transportation 215-4400, ext. 1039
High School 215-4460 Yearbook, JROTC, 215-4400, ext. 6304
Choir, Journalism
Nurse Contacts:
Primary Radio, or 215-4400, Ext. 2030
Elementary 236-5013, or 215-4400, Ext. 3030
Intermediate Radio, or 215-4400, ext. 4030
Junior High 240-4241, or 215-4400, ext. 5030
Senior High 476-0485, or 215-4400, ext. 6030
EMERGENCY NUMBERS
Emergency 911
Paragould City Police 236-7621 Greene County 236-7782
Health Dept.
Greene County Sheriff’s 236-7612 Dept. of Human Services 236-8723
Office
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BOMB THREAT CHECKLIST
Time___________________________________________
Date______________________________
Call Received By: ________________________________________________________
DO NOT HANG UP! Use Another Phone To Call The Police
Record the exact words used by the caller:
________________________________________________________________________
________________________________________________________________________
Ask:
What time is the bomb set for?
________________________________________________________
Where is the bomb?
_________________________________________________________________
What does the bomb look like?
________________________________________________________
Why are you doing this?
_____________________________________________________________
Who are you?
______________________________________________________________________
Evaluate the voice of the caller:
_______Man ________Accent
_______Woman ________Speech Impediment
_______Child ________Intoxicated
_______Approximate Age ________Tone of Voice (agitated, calm, etc.)
Background Noise:
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________Music ________Children
________Typing ________Airplanes
________Conversation ________Television
________Machine Noise ________Traffic
PERSON RECEIVING THE THREAT WILL IMMEDIATELY NOTIFY THE
PRINCIPAL OR ADMINISTRATIVE DESIGNEE
