Counselor's Corner
FJHS Counselor: Mr.
Sidney Zeringue
Email
Hey everyone, I am Sid Zeringue, better known as "Coach Z," counselor at
FJHS. I have begun my 23rd year at our school, and as always I am
excited to have the opportunity to be a part of your child's
developmental years.
Now a little bit about who I am:
I am married to my wonderful wife Laura, and we have five children. I
have a deep sense of commitment to family and am extremely active, when
it comes to family concerns, which has kept Laura and me quite busy.
I am a member of Holy Family Catholic Church, where my love of God has
allowed me to be of service. I have been Youth Minister for our church
for the the past 26 years, along with singing in the choir, religion
teacher, pastoral council chairperson, leader for Youth Mission Mexico,
and serving in various other functions. My community involvement
leads me to participation as Franklinton Chamber of Commerce Board
Member, Knights of Columbus, Little League Baseball, and numerous
volunteer functions for schools and community. My hobbies include
carpentry projects, yard and garden projects, watching movies, going to
plays, and reading. My educational information includes: BS in
Animal Science (SLU), MS in Animal Nutrition (LSU), BS in
Biology/General Science Education, and an MED in Secondary School
Counseling. Counseling plays a vital role in all schools. At FJHS
it encompasses educational counseling, personal/social counseling, and
career counseling. Through the years at FJHS, your child's success and
well-being are of my best interest. I am dedicated to making myself
available to you and your child. Please feel free to contact me if you
have any concerns.
NEW!! 7th-12th Grade Pre-College Programs for the 2008 Summer
LSU Summer Pre-College Programs:
"Designed for middle and high school students, the LSU Pre-College summer program helps you maintain and sharpen your skills over the summer months. Develop self-confidence, advance core academic skills, and experience a positive introduction to aspects of high school and college life.
Programs focus on students entering 7th through 12th grades. Some courses are also open to entering 6th graders, offering them a preview of middle school academics. Additional courses for 6th grade students are offered in LSU Youth Programs.
The LSU Pre-College programs feature flexible and
affordable instruction, outstanding LSU resources, and a chance to
explore a wide range of subject areas. Picture yourself in an LSU
Pre-College Program Today!"
For more information go to
www.outreach.lsu.edu/pre-college
or
call 225-578-6325
--taken from LSU Continuing Education's Pre-College Programs Magazine
PREFACE
Intent
The intent of the Franklinton Junior High School Comprehensive School Counseling Standard Course of Study is to establish competency goals and objectives for all students in the area of academic development, career development, and personal/social development. This document will provide strategies for implementation.
The purpose of a comprehensive school-counseling program in a school setting is to promote and enhance the learning process. The primary goal is to enable all students to achieve success and to develop into contributing members of our society.
Definition
School counselors face the challenge of preparing all students to meet the expectations of higher academic standards and to become productive and contributing members of society. School-counseling programs that are comprehensive and proactive have been shown, through research, to be successful. A comprehensive school-counseling program includes a curriculum, which is the shared responsibility of teachers, counselors, parents, and community members. It includes opportunities for individual and small group counseling, responsive services, and system support by certified counselors. Additionally, the program provides indirect services supporting the total educational program, while becoming an integral part of the student’s daily educational environment.
American School Counseling Association’s (ASCA) National Standards outline competencies that are the foundation for ASCA’s National Model. The National Standards for School Counseling Programs include the essential elements of a quality and effective school-counseling program. The Standards address program content and identify the knowledge, attitudes, and skills competencies that all students will develop as result of participating in the school-counseling program.
The Standards establish goals, expectations, support systems, and experiences for all students. The Standards provide a programmatic approach and help counselors to:
Continuously assess their student’s needs
Identify barriers that may be hindering student success
Advocate for programmatic efforts to eliminate barriers
These efforts will help create a system where all students will be prepared for high school with an educational plan, and a career plan, while acquiring personal development to help them reach their goals.
Technology
Technology has become an important part of the students and educators lives. It is integrated within the school, the community, the state, the nation, and the world. Technology has been even more crucial to our rural school by allowing us to expand our boundaries in a virtual sense. The comprehensive school-counseling program has embrace technology as a means of providing the up-to-date information, resources, and links for students, parents, teachers, and counselors.
Goals
The ever-increasing needs of children and the expectations of today’s society impose growing demands on our educational system and its resources. Educators are challenged to educate students with diverse backgrounds and a higher level of technological knowledge. Challenges to increase student achievement and to increase school performance have also allowed schools to become aware of the importance of a comprehensive school-counseling program. At the same time, many of our children attend school with academic deficiencies, no plans for their career future, and personal/social issues that directly affect learning. School counseling-programs must respond by providing support for all students, while allowing them to learn effectively.
Community influences and changes in society generate identifiable student needs, which may not be met solely by classroom instruction. Meeting these needs is essential to individual growth, and can be accomplished through planned educational programs combining instruction and guidance.
Franklinton Junior High School recognizes the uniqueness of all students as they develop through the middle school years. Students at this stage – early puberty to mid-adolescence – are in a particularly critical phase of personal and intellectual development. This is a time of uncertainty, sensitivity, resistance, and questioning. An educational program needs to provide for them with discipline and skills necessary for to achieve at higher levels. It is equally important to provide these needs with challenging standards but also with creativity and flexibility. FJHS’s school-counseling program is designed to meet these considerations and also allow students to develop a personal value system. Through the school-counseling program, students will be guided to become thoughtful members of their school and community.
Meeting the student’s educational needs, a need for career awareness, and their personal/social needs is a priority for all students. By identifying school, community, state, national, and world needs, we are committed to providing students the opportunity to become life long learners.
The vision and philosophy described throughout this document are based on long-standing goals for school counseling in Louisiana, Washington Parish, and Franklinton Junior High School.
These goals reflect the need for all students to:
a) Demonstrate a positive attitude toward self as a unique and worthy person
b) Gain life-planning skills that are consistent with interest and abilities
c) Develop responsible social skills and an understanding and appreciation of being
a contributing member of society
d) Demonstrate an understanding and appreciation of life-long process of learning,
growing, and changing
School
Counselor Roles and Function
Effective implementation of the school-counseling program is essential for it to exist; therefore certain staff and program conditions must be initiated. School counselors shall be certified by the Louisiana Department of Education. School counselors coordinate a school-wide program for all students by organizing around four primary program components and six role functions. Counselors have expertise in all areas and shall have special training to fulfill the responsibilities of the counseling function (Responsive Services component). All other parts of a school-counseling program require ownership and collaboration among the school’s stakeholders. The student-centered program provides appropriate instruction and assistance at each grade as well as individual and group counseling opportunities for students. Counselors provide leadership to help teachers integrate the standards across the curriculum.
School counselors shall maintain and operate within the guidelines of the professional, legal, and ethical standards as specified in “The Code of Ethics and Standard Practices of Louisiana Educators”, the “Ethical Standards” prescribed by the American Counseling Association, and those prescribed by the American School Counselors Association. The basic tenets of the latter recognize the right to each person “to counseling services”, “to respect and dignity as a human being”, “to self-direction and self-development”, “of choice and the responsibility for decisions reached”, “to privacy”, and “to confidentiality” (within appropriate boundaries).
The school counselor will competently and professionally carry out the following six specific roles and functions:
Ø Program Management
Ø Guidance
Ø Counseling
Ø Consultation
Ø Coordination
Ø Assessment
To perform the roles and functions effectively, the school counselors shall be an integral part of the school community team, which includes teachers, administrators, specialist, parents, health professionals, and other community representatives. Conditions for effective program implementation includes administrative commitment to and support of the guidance program; favorable interpersonal relations among school staff; adequate physical resources; budget appropriations; and professional support from the staff. The counselor-to-student ratio shall be appropriate to implement the program.
Program
Components
The four program components and the counselor role functions together address the normal developmental needs to students. The program is measurable in terms of its benefits to students. Program components include:
Curriculum: Guidance curriculum consist of structured developmental experiences presented systematically through classroom and group activities in grades six through eight. This includes the group and classroom activities through which the National Standards for School Counseling program competencies related to academics, career, and personal/social development are delivered pr taught. This guidance curriculum will provide all students with knowledge of growth and development, to promote positive mental health, and to assist them in acquiring life skills necessary for real world experiences. While the counselor’s responsibility includes the organization and implementation of the curriculum, the cooperation and support of the entire faculty and staff are necessary for its success. Counselor and teachers collaborate to integrate activities into classroom lessons and into school-wide programs.
Individual Planning: Planning consist of helping all students plan, monitor, and manage their own learning as well as their personal and career development. Implementation is achieved through individual appraisal and individual advisement. School counselors meet individually with students to analyze their interest, abilities, skills, and achievements. Test data and specific information of the student are bases for assisting them develop immediate and long-range plans. Students using personal-social, educational, career and labor market information will assist in planning personal, educational, and occupational goals. Appropriate educational decisions are encouraged to assure that the student gains the skills and preparation to pursue individual goals.
Responsive Services: These services consist of meeting immediate needs and concerns of all students whether these needs or concerns require counseling, consultation, referral, or giving general information. This is the counseling component for which school counselors receive graduate level preparation and training. It includes confidential individual and small group counseling. Consultation with teachers, parents, and agencies who can assist students and families is included in this component.
System Support: Support systems manage activities that establish, maintain, and enhance to total guidance program. This includes program coordination and outreach activities to promote partnerships within the community that support the development of students. These may include school/business partnerships, advisory councils, agency partnerships, and parent organizations. Program development, research and evaluation of program outcomes are shared with various groups since it can demonstrate the impact of the counseling program on student outcomes.
Counselor
Functions
There are six specific roles and functions that school counselors perform:
Program Planning: Planning for a school counseling program is counselor directed. When planning counselors conduct needs assessments to their school’s strengths and weaknesses. An integral part on continual program planning is the collection of data the measure which services are effective and which areas need to be changed.
Counseling: School counselors provide a counseling on an individual or group basis. This confidential service is performed in helping relationship to assist a student with educational, personal/social, and career concerns. Groups of students with similar issues come together to share, listen, and resolve concerns.
Consulting: Counselors consult with parents, teachers, and others to determine the most appropriate ways to help students. School counselors often refer students to public agencies and practitioners outside the school who can meet their needs on a long-term base.
Coordinating: Counselors assist with school-wide programs that help schools in their educational mission. These programs include school-wide efforts that reach a specific group of students.
Student Appraisal and Assessment: Counselors use strategies to assist in areas such as: helping students plan their educational program, interpreting test data with teachers to make appropriate decisions about academic placement, and sharing occupational information with students.
Professional Development: Counselors must stay current in their profession through counselor development workshops, conferences, and web-based site support. Increasingly, counselors must know about the use of technology based programs and software the help students access and use information pertaining to their exploration and development.
Professional
Development
School counseling in the Middle School that empowers all students is a complex and demanding process that requires intensive lifelong learning. Counselors must have extensive knowledge in the following areas:
Ø Student Achievement
Ø Growth and development of young adolescents
Ø Career planning process
Ø Physical and psychological health and wellness
Ø Appropriate intervention strategies
Ø Community resources available
Appropriate content, pedagogical and clinical preparation and supervision enable school counselors to provide appropriate services to students in an environment where all students can succeed. Counselors are role models for student as learners and problem solvers. Opportunities for school counselors at all stages of their career must be available to provide the tools to implement a comprehensive school-counseling program. School counselors take a major responsibility for their own professional development, but they must also have leadership, resources, financial support and advocacy at the classroom, school, district, state, and university levels.
Support
Responsibilities
Educating Franklinton Junior High School students is a shared responsibility. Middle School counselors work together with many constituencies to establish a comprehensive school-counseling program.
Support is necessary from:
Ø Legislators and other financial partners to provide funding that increases student achievement
Ø School boards and administrators to enact policies that enable counselors to provide appropriate and high quality service to students
Ø Colleges and universities to help school counselors develop knowledge, skills, and expertise in counseling
Ø Parents and community leaders as partners with schools to value and nurture student efforts
Ø School Counselors, teachers, and students working cooperatively to establish and reach high standards of achievement
PHILOSOPHY
Middle School counseling is a unique educational program in itself. It has a specialized curriculum that leads the middle school student to effectively take charge of their lives and to plan for their futures. It is founded on the theme “ You have the power and responsibility to create your own future”.
The curriculum for the Middle School counseling program is developmental and sequential; reinforcing content at each grade level 6th –8th. It is designed to be integrated throughout the academic curriculum, delivered by teachers and counselors, and supported by parents and community efforts. Washington Parish school system will enhance the lessons with unique parent and community involvement components.
PURPOSE
The focus of the Middle School counseling program is student success. The competencies and objectives, grouped by academic development, career development, and personal/social development, are aligned with the goals of high student performance.
PROGRAM
DESCRIPTION
The Franklinton Junior High School Course of Study provides a comprehensive framework for Middle School counseling in the public school system. The Standard Course of Study communicates what students need to know and be able to do as a result of instruction and intervention at each grade level. Content and skills are delivered through multiple approaches by a team made up of teachers, counselors, student service personnel, parents, and members of the community. Specific teaching strategies, lesson plans, material, and other resources will be provided to all personnel responsible for delivery of program directives.
GUIDANCE
CURRICULUM
The guidance curriculum for the comprehensive Middle School counseling program is divided into three major components.
Academic Development: The academic standards serve as a guide for the Middle School counseling program to implement strategies and activities the support and maximize student achievement. These include:
Ø Acquiring skill, attitudes, and knowledge to learn effectively
Ø Employing strategies to achieve success in school
Ø Understanding the relationship of academics to world of work, and to like at home, and in the community
Ø Planning for high school and beyond
Career Development: Program strategies for career development serve as a guide for the Middle School counseling program to provide the foundation for acquiring the skills that enable students to make a successful transition from middle school, to high school, to the worlds of work. These include:
Ø Planning a career path in high school
Ø Strategies to achieve future career success and job satisfaction
Ø Understanding the relationship between personal qualities, education and training, and the world of work
Ø The development of career goals by all students as a result of career awareness and experiential activities
Personal / Social Development: Program standards for personal/social development serve as a guide for the Middle School counseling program to provide the foundation for personal and social growth of young adolescence which contributes to academic and career success. These include:
Ø Acquisition of skills, attitudes, and knowledge which help students to respect self and others
Ø Employment of safety and survival skills
Ø Understanding on the obligation to be a contribution member of society
Ø Ability to negotiate successfully and safely in the increasingly complex and diverse world
MDDLE GRADES
GUIDANCE 6-8
Middle grades are the years that a student continues awareness, but learning is focused on exploration activities that include:
Ø Improving academic self-concept
Ø Acquiring skills for improving achievement
Ø Achieving school success
Ø Improving learning
Ø Planning to achieve goals
Ø Relating school to life experiences
Strands: Academic Development, Career Development, and Personal/Social Development
Competency Goal
1: The learner will acquire the attitudes, knowledge, and skills
that contribute to effective learning in school and across the life
span.
(National Standard 1)
Objectives
Competency Goal 2: The learner will complete school with the academic preparation essential to choose from a wide variety of postsecondary options. (National Standard 2)
Objectives
Competency Goal
3: The learner will understand the relationship of academics to
the world of work, and life at home and in the community.
(National Standard 3)
Objectives
Competency Goal 4: The learner will acquire the skills to investigate the world of work in relation to knowledge to self and to make informed career decisions. (National Standard 4)
Objectives
Competency Goal
5: The learner will employ strategies to achieve future career
success and satisfaction.
(National Standard 5)
Objectives
Competency Goal
6: The learner will understand the relationship between personal
qualities, education and training, and the world of work.
(National Standard 6)
Objectives
Competency Goal
7: The learner will acquire the attitudes, knowledge, and
interpersonal skills to help understand and respect self and others.
(National Standard 7)
Objectives
Competency Goal
8: The learner will make decisions, set goals, and take
appropriate action to achieve goals.
(National Standard 8)
Objectives
Competency Goal 9: The learner will understand safety and survival skills. (National Standard 9)
Objective