GADSDEN CITY SCHOOL SYSTEM · Larry Weathers Director of Student Services and Attendance Telephone: 256-549-2906 Fax: 256-549-2954 e-mail: [email protected] 1. Possession of

GADSDEN CITY SCHOOL SYSTEM

New Employee Orientation

2015-2016

Larry Weathers

Director of Student Services and Attendance Telephone: 256-549-2906

Fax: 256-549-2954

e-mail: [email protected]

1. Possession of Firearms

2. Attendance

**************************************

3. Counseling and Guidance Program Components

4. Guidance Counselors’ Schedule

5. Section 504-Definition of Teachers’ Roles

6. Section 504 Procedural Guide

7. Problem Solving Team

2015-2016

ELEMENTARY, MIDDLE, AND HIGH SCHOOL COUNSELORS

SCHOOL ELEMENTARY COUNSELOR DAY(S)

Adams Leandra Doleys Monday-Friday

Eura Brown Megan Perman Monday- Friday

Donehoo Hilda Moody Monday-Friday

Floyd Odessa Evans Monday-Friday

Mitchell Elaine Piazza Tues., Wed. & ½ Thursday

Striplin Valerie Taylor Monday-Friday

Thompson Tiffany Sayles Monday-Friday

Walnut Park Priscilla Bartlett Tues., Wed. & ½ Thursday

MIDDLE Litchfield Margaret Haygood Monday-Friday

Gadsden Debra Staton Monday-Friday

Emma Sansom Elaine Stephens Monday-Friday

HIGH

Gadsden City High Patti Rasberry Monday-Friday

Jay Dowdy Monday-Friday

Tiesha Chappell Monday-Friday

Richelle Williams Monday-Friday

ALABAMA STATE BOARD OF EDUCATIONSTATE DEPARTMENT OF EDUCATION

ADMINISTRATIVE CODE

CHAPTER 290-3-1PUBLIC SCHOOL GOVERNANCE

TABLE OF CONTENTS

290-3-1-.01 Short Title, Purpose, And Name Change

290-3-1-.02 Regulations Governing Public Schools

(c) Truancy Definition. A parent, guardian, or other person having charge of any childofficially enrolled in Alabama public schools (K-12) shall explain in writing the cause of any andevery absence of the child no later than three (3) school days following return to school. Afailure to furnish such explanation shall be evidence of the child being truant each day he isabsent. The child shall also be deemed truant for any absence determined by the principal to beunexcused based upon the State Department of Education's current School Attendance Manual.Seven unexcused absences within a school year constitute a student being truant for the purposeof filing a petition with the Court. The Interagency Committee on Youth Truancy Task Forcerecommendations known as the Early Warning Truancy Prevention Program timeline forreporting truancy shall define the truancy status of any student as follows:

1. First truancy/unexcused absence (warning)(i) Parent/guardian shall be notified by the school principal or his/her designee that the

student was truant and the date of the truancy.(ii) Parent/guardian shall also be provided with a copy of Alabama's compulsory school

attendance laws and advised of the penalties that can be applied and the procedures that shall befollowed in the event that other unexcused absences occur.

2. No earlier than the fifth unexcused absence (conference)(i) The parent, guardian, or person having control of the child shall (1) attend a

conference with the attendance officer and principal or his/her designee and/or (2) participate inthe early warning program provided by the juvenile court.

(ii) Attendance at one of these conferences shall be mandatory except where priorarrangements have been made or an emergency exists.

(iii) Failure to appear at the school conference and/or to appear at the early warningprogram shall result in the filing of a complaint/petition against the parent under Code of Ala.1975, §16-28-12(c) (failure to cooperate), or a truancy against the child, whichever is appropriate.

3. No earlier than seventh unexcused absence, but within ten (10) school days (court)(i) File complaint/petition against the child and/or parent/guardian, if appropriate.4. Child under probation(i) The school attendance officer should be notified by the juvenile probation officer of

all children in the school system under probation supervision by the juvenile court as consistentwith state statute, Code of Ala. 1975, §12-l5-100 and 105.

(ii) Where a child under probation is truant, the school attendance officer shouldimmediately notify the juvenile probation officer.

5. Any local education agency may adopt a policy more rigorous than the State policy.

FILE: JDF

POSSESSION OF FIREARMS

The Gadsden City Board of Education is cognizant of the extreme danger posed

to other students and staff members by students who bring firearms to school. The Board

believes that possession of a firearm is totally unacceptable in an educational setting artd

establishes a minimum two-year expulsion for any student bringing a firearm onto any

school campus or to any school function. In addition, any student displaying or using a

weapon in a menacing fashion will be recommended for permanent expulsion.

Possession of any weapon will be treated as a major disciplinary infraction in

accordance with the Code of Student Conduct for the Gadsden City Schools. Any

incident of weapon possession will be turned over to law enforcement authorities.

ADOPTED: 3/5/02

Program Delivery Components

A comprehensive school counseling and guidance program must ensure that every student has multipleopportunities to acquire competencies in the three domains of Academic Development, CareerDevelopment, and PersonaVSocial Development. A combination of the four program delivery components(School Guidance Curriculum, Individual Student Planning, Responsive Services, and System Support)should be utilized in assisting students to achieve these competencies.

School Guidance Curriculum

School guidance curriculum includes structured experiences presented systematically through classroomand group activities from kindergarten through twelfth grade. The curriculum emphasizes decisionmaking; self-understanding; study skills; and career exploration, preparation, and planning. Examples ofschool guidance curriculum delivery options within this component may include, but are not restricted to:

Classroom Guidance Activities: Counselors facilitate, colead, or assist in the delivery ofguidance curriculum activities. These activities may be conducted in the classroom, in theguidance center, or in other school facilities.

Group Activities: Counselors conduct small-group counseling sessions outside the classroom torespond to students' identified interests or needs. Small-group counseling may be eitherimmediate-response or long-term counseling.

Interdisciplinary Curriculum Development: Counselors participate on interdisciplinaryteams to develop and refine curriculum in content areas. These teams develop classroom unitsthat integrate subject matter with the school guidance curriculum. Counselors assist teachers inthe delivery of classroom units that lead to acquisition of competencies in the domains ofaffective, social, and employability skills for every student in developmentally appropriateways.

Parent Workshops and Instruction: Counselors conduct workshops and information sessions forparents or guardians to address the needs of the school community and to reflect the schoolcounseling and guidance curriculum.

Topics for school guidance curriculum activities within this component may include, but are not limited to:

• Self-Concept• Communication Skills• Peer Relationships• Substance Abuse Programs• Post-High School Planning

• Career Awareness and Exploration• Study Skills• Choice-Making Skills• Personal Safety• Pre-Employment Skills

Individual Student Planning

Individual student planning includes counseling activities that provide every student with an opportunity toplan, monitor, and manage their academic, career, and personal/social development. Individual studentplanning emphasizes test interpretation, while academic counseling includes postsecondary education,career/technical education, and career planning. Examples of individual student planning delivery optionswithin this component may include, but are not restricted to:

Individual or Small-Group Appraisal: Counselors help students assess and interpret individualabilities, interests, skills, and achievements. The utilization of appropriate assessment informationbecomes an important aspect of individual development of immediate and long-range plans.

Individual or Small-Group Advisement: Counselors help students acquire self-appraisal skills;personal and social development skills; and educational, career, and labor market information. Thisinformation assists students in planning for personal, academic, and career aspirations. Counselorsrecognize the critical need to enlist teachers and parents or guardians in helping students makeacademic and career choices.

Placement and Follow-Up: Counselors advise students in making transitions by providing informationand by assisting in the access of resources.

Topics for individual student planning activities may include, but are not limited to:

• Career Awareness and Exploration• Career/Technical Education Programs

Teacher Advisor Programs• Career Shadowing

Postsecondary Application Process

• Four-Year Educational Plan• Honors and Awards Program• Financial Aid/Scholarship Advising• Role Playing

Student Portfolios

Responsive Services

Responsive services include counseling or referral activities that meet the immediate needs and concerns ofstudents. Responsive services include personal counseling, crisis counseling, problem solving, agencyreferral, and consultation. Examples of responsive services delivery options within this component mayinclude, but are not restricted to:

Consultation: School counselors serve as student advocates by consulting with students, parents orguardians, educators, and community agencies regarding strategies to help students and families. Advocacymay include participation in student study teams and student management teams.

Personal Counseling: Counseling is provided in small-group or individual settings for studentsexperiencing difficulties dealing with relationships, personal concerns, or developmentally appropriatetasks. Personal counseling assists students in identifying problems, causes, alternatives, andconsequences leading to informed decision making.

Crisis Counseling: Counseling and support services are provided to students and families facingemotional crises as outlined in the school crisis management plan. Crisis counseling is normally short-term and temporary, using appropriate referral sources if necessary.

Peer Facilitation: Counselors may train students as peer mediators, conflict managers, tutors, and mentors.Programs should adhere to the ethics standards and practices established by the National Peer HelpersAssociation.

Referrals: Counselors use referral sources to enhance the services provided through the schoolcounseling and guidance program. These referral sources may include, but are not restricted to:

• Mental Health Agencies• Employment and Training Programs• Vocational Rehabilitation• Juvenile Services• Social Services

System Support

System support includes indirect guidance management activities that maintain and enhance the totalcounseling and guidance program. Responsibilities in this area include staff relations, communityrelations, task forces, professional development, support teams, test interpretation, data analysis, andcurriculum development. This component provides appropriate support to academic programs. Examplesof system support delivery options within this component may include, but are not restricted to:

Professional Development: Counselors are regularly involved in updating professionalknowledge and skills. This may involve participating in regular school in-service training,attending professional meetings, completing postgraduate course work, and contributing toprofessional journals.

In-Service: Counselors attend system and school in-service training to ensure counselingskills are updated in the areas of curriculum development, technology, and data analysis.Counselors may provide in-service instruction in school guidance curriculum and areas ofspecial concern to the school and community.

Consultation, Collaboration, and Teaming: Counselors provide important contributions tothe school system by consulting, partnering, collaborating, and teaming.

Public Relations: Counselors design activities to orient the staff and community about thecomprehensive school counseling and guidance program.

Community Outreach: Counselors forge partnerships with local businesses, industries, andsocial service agencies. Community outreach requires counselors to be knowledgeable aboutcommunity resources, employment opportunities, and local labor market information.

Consultation with Staff: Counselors consult regularly with teachers and professional staffmembers in order to receive feedback on emerging needs of students and to provideinformation and support to staff.

Curriculum Development Support: Counselors participate in the ongoing review andrevision of academic curriculum materials as related to. data analysis, student advocacy,postsecondary education, and career/technical education planning.

Advisory Committees: Counselors form counseling and guidance advisory committees atboth the system and the individual school level. Counselors actively serve on communitycommittees or advisory councils that influence other programs to generate support for systemand individual school counseling and guidance programs.

Program Management and Operations: Planning and management tasks include the supportof activities conducted in the school counseling and guidance program and responsibilitiesexpected of a member of the school staff. Budget, facilities, policies and procedures, andresearch and resource development are elements of management activities.

Research and Evaluation: Some examples of counselor research and evaluation includePEPE or other personnel guidance evaluations, program evaluations, data analysis, follow-upstudies, professional development, and updating of resources.

Fair-Share Responsibilities: Fair-share responsibilities may include such tasks as bus duty,playground duty, class/club sponsorship, and taking tickets at sports events. Nonguidanceresponsibilities assigned to counselors should not be above and beyond those of other certifiedstaff members, and should not interfere with the delivery of guidance services.

SCHOOL GUIDANCECURRICULUM

CareerDevelopment

RESPONSIVE SERVICES

AcademicDevelopment

ComprehensiveCounseling and

GuidanceState ModelforAlabama Public

Schools(State Plan)

INDIVIDUALSTUDENT PLANNING

SYSTEM SUPPORT

GADSDEN CITY BOARD OF EDUCATIONP.o. BOX 184

Gadsden, AL 35902

Telephone (256) 543-3512Fax (256) 549-2954

Section 504 Rehabilitation Act of 1973Procedural Ciuide

REVISED ACCOMMODATIONS DECEMBER 2,2011

OVERVIEWA person maybe considered disabled under the definition of Section 504 of theRehabilitation Act of 1973 if the individual:

1. Has a mental or physical impairment which substantially limits one or more of suchperson's major life activities.

"Major life activities" include functions such as:- caring for one's self - performing manual tasks- walking - hearing- seeing - breathing- speaking - working- learning

When a condition does not substantially limit a major life activity, the individualdoes not qualify for services under Section 504.

2. Has a record of such an impairment; or

3. Is regarded as having such an impairment,

The second and third prongs of the definition only become a factor if discrimination ha.occurred because of the "record" or "history." This is not "special treatment." It doesnot require any affirmative steps by the school- it only imposes a passive standard ofnondiscrimination. Only the first group, those who actually have 8 "physical or mentalimpairment" are entitled to special treatment (active standards).

STUDENT PO·PULATION

REGULAREOUCATlON

ONLYST~OENTS

INITIAL REFERRALImplemeruauon of Prereferral

.,. ,,---,.-in_tet"t_·e_n_ti_on_stra_t.e~gl_·es_....J

~------~~ .PERSON REFERRAL SCREENING COMMITTEE

REFERRING This cornrniuee must have a chairperson who is alsoComplete Referral Form • responsible for following through the total process. The(Return to Special Educa- Screening Committee may involve. but not be limitedtion Coordinaior or Desig- to. the following persons: Special Education Teacber,nee) Counselor, Principal, Regular Education Teacher. Spe-

cial Education Coordinator. Psychometnst

STEP 1

•••Official Referral

PERMISSION TO EVALUATE

Special Education Student and Parent Rights

STEP 31 CO?-.1PLETE EVALVA TIONSInclude assessment to evaluate characteristics of ADD

STEP 4•••

ELIGIBILITY DETERMINA nONEDC meets to determine eligibility for special education

ELIGIBLE INELIGIBLE

•••STIJDENT ELIGIBLE

FOR IDEASEND NOTICE OF IEP

MEETINGSEND NOTICE OF ll'.~LIGIBn..ITY

STIJDENT INELIGIBLE FOR IDEA

•STEP 5

ELIGIBLE INELIGIBLE

••• ••••STEP 6I WRITE IEP FOR mEA SEND NOTICE RECOMMEND

Address ADD Write Student General EducationAccommoda tions 504 Plan Accommodations

• ....

STEP 7I OBTAIN OBTAINPLACEMENT PLACEMENT

For IDEA For 504

504 COMMrITEE MEETS

PROCEDURESA. Referral

1. Person making referral should fill out written form (Appendix A)2. Within 10 days of written referral, send parent/guardian Notice ofIntent to

Evaluate (Appendix B)3. Note: The period of time from date of receipt of referral to implementation of

504 plan must not exceed 45 days.

B. Students to be considered for Section 504

1. Suspect a disability of any kind.2. Student is evaluated for Special Education and does not qualify under IDEA.3. Student exhibits chronic health problems.4. Student returns to school following serious illness or injury.5. Student is identified as at-risk or is believed to be a potential dropout.6. Student is being suspended or punished for excessive and persistent discipline

problems ....7: Retention is beirig--conSidered.· .-_..._.__.....-8. Student is not benefiting from the instruction being provided.

C. Gather InformationlData

1. Sufficient medical documentation, use medical release form. (Appendix C)2. Sources of information/data

classroom gradesSAT scoresobservation (Appendix D)discipline fileindividual achievement/assessment inventories, e.g., reading, math, etc.special education records

3. Ifstudent is ADD/ADHD use Procedures for ADD/ADHD Evaluation(Appendix E)

D. Determine eligibility

1. Convene Eligibility Determination Team (parent is not a part of the team)2. Consider information/data3. Team makes determination4. Complete Record of Eligibility Placement Determination (Appendix F)5. Complete Parent Notification of Eligibility Determination (Appendix G)

E. Develop 504 Student Accommodation Plan

I. Convene planning meeting (parent is invited to this meeting)2. Write plan

a. Consider accommodations appropriate to handicap (Appendix H)b. Consider participation in State Assessment Program (Appendix I)c. Complete 504 accommodation plan (Appendix J)d. Place plan in a 504 student folder and send one copy to the central

office3. Implement plan

a. Notify and share plan with faculty/staff who need to knowb. Monitor implementationc. Periodically monitor continuation of plan

F. Review Plan (about every 3 years)

1. Send request for parent to attend review of504 plan (Appendix K)2. Reconvene 504 Planning Committee3. Revise Accommodation Plan as needed