Middle School Guidance Counselor - Long Term Sub

Middle School Guidance Counselor Qualifications

• Master's Degree in content specific field.

• Excellent communication skills

• Appropriate Massachusetts licensure required (School Guidance Counselor 5-12) Dual Licensure 6-8 Guidance Counselor and Adjustment Counselor Preferred

• S.E.I. Endorsement

• Successful completion of a Criminal Record Check (C.O.R.I.) and fingerprint check.

1.Member of middle school teaming system

• Caseload is determined by the teams the counselor is assigned to - a counselor follows a grade of students throughout their middle school experience - and acts as a member and representative of the three perspective teams Team A, Team B, Team C

• Attend team meetings on a regular basis

• Schedule and manage the team's calendar as it pertains to parent meetings

• Advocate for students interests with team teachers - as is most effective with regular team meetings

• Provide knowledge about each child's educational history through experience over the course of 3 years, research through cumulative files, and/or contact with previous teachers and faculty

• Support team events such as processing "hot" topics like bullying, school violence, cyber bullying, community service projects etc.

2.Entry/exit procedures for students Registration of new students

• Conduct an initial interview with parent/guardian and student

• Collect appropriate data i.e. health records, proof of residency, transcripts, IEP/504 information, contact former school if need be

• Create schedule, inform teachers, provide orientation, arrange for peer helpers

3.Special Education Responsibilities

• Organize, conduct Instructional Support Team meetings for academically at risk students

• Collect data for the I.S.T. process, maintain file, refer for testing

• Attend all IEP team meetings - initial, annual, and 3-year re-evaluations for each child

4.504 Accommodation Plans

• Assist the principal in maintaining a file of all plans

• Facilitate the implementation of the plan - especially as regards providing middle school staff with information

• Assist the principal in reviewing plans annually

• Assist the principal in new referrals and the creation of plans as needed

• Hold parent meetings to discuss the implementation and accommodations of the plans

5.Transition of students from grade to grade

• Parent Evening Orientation Program

a. Step-Up day for students - assigned paraprofessional and student helpers to give tours of the school; organizing a presentation to the entire incoming class b. Step-Up night for parents c. Collect critical data from elementary schools for smooth transition d. Organize and collate files from 5 elementary schools

• Support orientation of eighth graders to high school - participate in vocational school informational sessions; process, collect data, write recommendations for private school applications
• organize and run programs for transition from grade sixth to seven and seven to eight

• Visit classes to explain new programs and ease anxieties related to transition; Collect data for selection of certain courses: i.e. foreign language and music

• Create the nine new teams - three per grade with consideration given to the following so that there is equity among the teams: various neighborhoods in Melrose, especially important in the fifth to sixth transition, males, and females, special education students, siblings, numbers of ability-based math sections in grades seven and eight, specialized courses as indicated per I.E.P.s, and any other pertinent information

• Make schedule changes at the beginning of each year and semester per parent, teacher, student requests

6.School Crisis Intervention Teams

• Call meetings of, organize/chair meeting, provide/arrange relevant staff development as appropriate

• Students at Risk -suicide ideation/action, runaways, chemical involvement, self-injurious behavior and any other emotional crisis
• "Good Grief" - grieving protocol

7.Counseling - variety of referrals

• Be available for crisis/immediate need on a daily basis - home visits for school phobics and potential truants

• Referrals from administration - particularly suspended students -part of the re-entry processes

• Self-referrals - students bring themselves to the guidance office on a regular basis for issues that range from family concerns to peer issues to academic concerns

• Teachers refer/bring students for a variety of reasons, most prominent academic or non discipline behavioral issues

• Parental referrals for additional support with their children with school and/or home concerns

• Conflict resolutions between individuals with peer issues primarily - on occasion, between students and teacher and student and parents.

• Run an issue - oriented group, i.e. grief, loss through divorce, friend moving, bullying, social interactions etc.

8.Academically at risk students

• Review mid-quarter progress reports, meet with students, call parents etc.

• End of year, contact parents of students who must attend summer school and assist in making appropriate plans

9.Testing - standardized MCAS

• Assist principal in organizing schedule

• distribute materials - preparing testing materials for 12 homerooms (per grade) and special ed. staff

• Collect, itemize, and pack materials for return

• administer make-up tests to students who were absent

• Organize I.S.S.P. (Individual Student Success Plans) for students who receive a Warning on a designated MCAS test

• file 300 + scores

• Locate, mail, transfer students MCAS scores

Other standardized tests - any other test to be administered to a significant group, grade or school would be organized through the guidance department 10. Lunch duty- assist in the supervision of 300 (+) students in the cafeteria during lunch 11. Private School Applications (8th grade students primarily) - While we do no recruitment, we do make available information that is sent by the various schools. We provide information regarding the SSAT program. We process applications for close to twenty per cent of the class annually, and for many multiple applications are involved. As a result, over 100 applications are processed in a two month period. Generally, a handful of students from grade six and seven may also apply to private schools and need applications completed.

• gather data
• complete applications
• write recommendations
• send records

12. Legal Issues

• file 51A, C.H.I.N.S. as needed
• attend court and represent school at hearings as needed

13. Northeast Metropolitan Regional Technical Vocational High School

• arrange an informational assembly for the eighth grade
• process applications - meet with interested students and parents
• arrange a tour of the school for/with interested students
• as needed attend annual reviews for special education students accepted to the school.

14. Outside agencies

• contact, request and supply information to the courts/police and DCFS and contracted agencies

• Consult with physicians, psychologists and other therapists about student's caseload.

• Work directly with Melrose Alliance Against Violence to implement programs

• Coordinate Arbour and HES counseling services

• Research various programs and resources for families

15. Miscellaneous programming within school

• Maintain regular consultations with METCO coordinator

• Schedule, consult and support ESL students

• Arrange tutoring

• Bridge volunteers, high school students doing community service

• Collect homework assignments for absentees

• List of students not attending MHS

• Assist & attend Drug & Alcohol Summit Week

• Assist & attend Random Acts of Kindness Summit Week