Student Support Services

Guidance & Counseling

Mission Statement

ISD 279 Counselors work collaboratively with other educators, families and communities to provide a comprehensive K-12 developmental counseling program for all students of ISD 279. Licensed School Counselors assist students to become productive members of society by promoting and enhancing student learning through the three domains of: academic, personal/ social and career development.

Program Philosophy

The impact of today’s rapidly changing society on students affects their personal, social, career, and educational development. A comprehensive guidance program is firmly grounded on principles of human growth and development. It is an equal partner with the instructional program and is necessary to help students meet these changes. Historically, guidance and counseling programs have been reactionary in approach, responding with crisis oriented services. The purpose of the ISD 279 Counseling Program is to be an integral part of the educational process with a content base of its own that reflects a balance of guidance instruction and counseling. Within the guidance curriculum, expected students outcomes are clearly identified with activities and processes given to assist all students in achieving these outcomes. The program is structured to parallel and address students’ needs at different developmental stages.

Program Domains

Within the guidance and counseling curriculum, expected student outcomes are clearly identified with activities and processes given to assist all students in achieving these outcomes. The program is structured to parallel and address students' needs at the various developmental stages.

The program consists of three developmental domains:

Social/Emotional Development

Outcomes focus on the areas of socialization, self-esteem, relationships, chemical health, and citizenship.

Educational Development

Outcomes focus on the areas of study skills, utilizing resources, academic strengths, and future educational planning.

Career Development

Outcomes focus on the areas of career awareness, interests and skills, utilizing resources, and connecting academic classes with future career decisions.

These outcomes are addressed through a variety of delivery methods including, but not limited to, classroom lessons, group counseling and individual counseling.

Program Components

The program consists of four components.

Guidance Curriculum

The guidance curriculum component systematically assists all students in order to develop knowledge and to learn skills necessary to enhance personal, social, career, and educational development.

Individual Student Planning Component

The individual planning component consists of activities that help students to plan, monitor, and manage their own learning and personal and career development.

Assisting students to successfully complete their elementary and secondary education is the priority of this component in the guidance program.

Responsive Services Component

The responsive services component provides assistance to some students in solving immediate problems that interfere with health, personal, social, career, and educational development.

System Support Component

The system support component consists of management activities that establish, maintain, and enhance the total guidance program. This includes working collaboratively with teachers, parents, and administrators.

Respecting Student Privacy

We understand the student's need to discuss personal issues in a private and trusting environment. Occasionally, it is necessary to consult with other professionals within the school and community for the welfare of the student.

Specific Federal Confidentiality Laws (42CFR) control the release of information by Chemical Awareness Counselors about alcohol and drug issues relating to students.

All counselors are subject to the Family Education Rights and Privacy Act (FERPA) and Minnesota Data Practices Act.

Counseling staff are considered mandatory reporters under the Minnesota Child Abuse Laws. Counselors adhere to the responsibility of taking appropriate action should there be indications of potential threat of harm to self or others.

ISD 279 Counselors fully abide by the American School Counselors Association Ethical Standards for School Counselors, 1992, and the American Counseling Association Code of Ethics.

Standards of Practice

ISD 279 K-12 school counseling professionals adhere to the American School Counselor Association Standards of Practice which support the following:

Each person has the right to respect and dignity as a unique human being and to counseling services without prejudice as to person, character, belief, or practice.

Each person has the right to self-direction and self-development.

Each person has the right of choice and the responsibility for decisions reached.

Each person has the right to privacy and thereby the right to expect the counselor-client relationship to comply with all laws, policies, and ethical standards pertaining to confidentiality.

The school counselor's role is to work directly with the students and to consult and collaborate with other staff members, parents, and community members. Parents are encouraged to contact school counselors with any questions or concerns.