We hope that students and parents find our website very helpful in accessing information such as: Classroom Guidance Lesson Plans Kdg -12th Grade, College and Career Education Information, Student Athlete Information, Guidance Curriculum, Adrian High School Program of Studies, Parent and Student Resource Links, Articles for Parenting, Articles for Students, Guidance Activities, Testing Information and Dates, and much, much more!
This site was created to keep our students, parents, and community continually updated on Guidance and Counseling Activities and Events and information regarding our programs and services.
All Students and Parents are highly encouraged to personally visit their counselor for personalized College and Career Education information and Four Year Plans of Studies. Our counselors are always available for counseling students on their personal/social issues as needed.
Parents, please do not hesitate to email or call your child/children’s counselor if you have a concern or want more information about a specific topic.
Remember…We are here to help ALL Adrian students be successful in school and help prepare them for a post-secondary education either in College or Career Education. We are also here to help students be prepared to enter the workforce right after high school graduation if that is what they choose.
MEET OUR COUNSELORS:
DR. CARRIE EIDSON: is our Middle School and High School Counselor, our A+ Schools Coordinator, and our District Director of Curriculum and Professional Development.
Dr. Carrie has been a Certified School Counselor and Licensed Professional Counselor for over 20 years. She has supervised school district Counselors and mentored new counselors throughout the state of Missouri. Dr. Carrie has also been a regular and special ed. Teacher, Elementary Principal, 6th -12th Grade Alternative School Principal, Director of Special Education and Pupil Services, a Superintendent and a Private Practice Counselor for children and families. She and her husband have four children of their own and have been licensed foster parents to many more children.
Dr. Carrie has a Bachelor Degree in Elementary Education and Master’s Degree in Curriculum/Instruction and School Counseling Kdg -12 from the University of Missouri – Columbia. She has a Specialist Degree in Counseling and Educational Administration from SIUE and Doctorate Degree in Educational Administration from Saint Louis University. Dr. Carrie also is a Licensed Professional Counselor by the State of Missouri.
You can contact Dr. Carrie at 816-297-2708, Extension 4025 and by email at: firstname.lastname@example.org
MRS. CHANCY GLYNN: is our Kindergarten – 12th Grade Counselor for the K-12 Guidance Curriculum Classroom Lessons, K-5 Individual and Group Counseling, MAP and EOC Test Coordinator, and our Character Education Coordinator.
Mrs. Glynn has been an elementary teacher at Rich Hill School District, an Administrator and high school teacher at Myrtle Tree Christian School and a K-12 Counselor for the Miami School District. She and her husband have two daughters.
Mrs. Glynn has a Bachelor Degree in Elementary and Middle School Education from the University of Missouri –Columbia and Evangel University and a Master’s Degree in School Counseling from Evangel University.
You can contact Mrs. Glynn at 816-2708, Extension 1009 and by email at: email@example.com
COMPONENTS OF THE ADRIAN GUIDANCE PROGRAM
The Adrian R-III School District Guidance Program is in compliance with the Missouri Comprehensive Guidance Program requirements and mandates which focus on the developmental needs of ALL students from Kindergarten through Twelfth grade. The Missouri Comprehensive Guidance Program requires each school district to incorporate and utilize the following Four Components:
This component consists of structured developmental experiences presented through classroom and small group activities. Classroom lessons are given by the Counselor and Teacher throughout the school year. The Guidance Curriculum has three major parts: (1) Knowledge of Self and Others, (2) Career Planning and Exploration and; (3) Educational and Vocational Development. Some examples of topics in the Kdg-12th Guidance Curriculum include: Personal Responsibility and Peer Relationships, Conflict Resolution, Decision-Making Skills, Career Exploration, Study Skills, and Post High School Decision-Making.
This component consists of activities that assist all students plan, monitor, and manage their own learning as well as their personal and career development. Within this component, the students learn to evaluate their personal, educational, and occupational goals. Building on the foundation provided in elementary school, students begin to plan for the future during the middle school years through the individual planning component. During this period, students’ plans focus on high school course selection, considering graduation requirements and the requirements for their postsecondary educational and occupational goals, culminating in a Personal Plan of Study. Guidance curriculum activities continue to support and guide the planning process.
During the high school years, personal plans of study developed in the middle school are reviewed and updated regularly in accordance with students’ postsecondary personal, educational, and occupational goals. The individual planning component provides time for regular individual work with students as well as group sessions focusing on individual student planning. Guidance curriculum activities continue to support student planning by giving emphasis to the development and use of skills in decision making, goal setting, and planning. The importance and relevance of strong academic and career development skills are stressed. The goal is for students’ personal plans of study to become pathways or guides through which they can use the past and present to anticipate and prepare for the future.
Individual planning activities help all students to plan, monitor, and manage their academic, personal/social, and career development. Within this component, activities are designed to help students evaluate their educational, occupational, and personal goals and to develop personal plans of study no later than the 8th grade in collaboration with parents/guardians. In this component, the professional school counselor plans and directs the activities. These activities are generally delivered on an individual basis or by working with individuals in small groups. The focus is on having students individualize and personalize their planning. Individual planning is implemented through such strategies as the following:
· Appraisal - Professional school counselors work with students in analyzing and evaluating their abilities, interests, skills, and achievements. Test information and other evaluation data form a basis for developing short-term and long-term plans with students and their parents/guardians.
· Educational and Occupational Planning - Professional school counselors work with students to use personal-social, educational, and career and labor market information to manage their personal plans of study. The involvement of parents/guardians and other school staff is critical in planning a program that meets the individual needs of students.
· Transition - Professional school counselors assist students in making the transition from grade to grade and school to school or school to work.
Educational and career decision making, planning, and goal setting are primarily the responsibility of students and their parents/guardians. Personal plans of study developed as a result of individual planning activities come in a variety of formats. One format is the traditional 4- to 7-year educational plan. Another format is a student portfolio either in paper or electronic form.
The purpose of the responsive services component is to work with students whose personal circumstances, concerns, or problems are threatening to interfere with or are interfering with their healthy academic, career, and personal/social development. Specific issues some students face include academic success, career choice, child abuse, cultural diversity, dropping out of school, educational choices, family loss, relationships, school attendance, stress, substance abuse, and suicide. As a result, there is continuing need for individual counseling, small-group counseling, consultation, and referral. The responsive services component also supports the activities in the guidance curriculum and individual planning components.
Parent/guardian involvement with and participation in the activities of this component are critical in helping students overcome barriers to their personal/social, academic and career development achievement. Parent/guardian involvement may include referring their children for assistance, working with professional school counselors to identify issues of concern, giving permission for needed services, and providing help in resolving issues. Responsive services are implemented through the following: individual counseling, small-group counseling, consultation, and referral.
· INDIVIDUAL COUNSELING - Professional school counselors provide individual counseling for students who are experiencing educational difficulties, personal concerns, or normal developmental tasks. Individual counseling assists students in identifying problems, causes, alternatives, and possible consequences so that appropriate action can be taken.
· SMALL-GROUP COUNSELING - Professional school counselors provide small-group counseling to students who need and will benefit from a small-group setting to address their needs and concerns. Interventions may take the form of short-term issue groups or crisis intervention groups that deal with such topics as social skills, anger management, relationship issues, grief issues, and study skills.
· CONSULTATION - Consultation is an interactive process that professional school counselors provide to help parents/guardians, teachers, and administrators address the educational, social, and/or emotional needs of students.
· REFERRAL - Professional school counselors are familiar with school and community referral sources that deal with crises such as suicide, violence, abuse, and terminal illness. These referral sources may include mental health agencies, employment and training programs, vocational rehabilitation, juvenile services, and/or social services.
SYSTEM SUPPORT:The administration and management activities of a District’s Comprehensive Guidance Program are located in the System Support component along with activities that support other educational programs. The System-Support Component is implemented through activities such as program management, fair-share responsibilities, professional development, staff and community relations, consultation, committee participation, community outreach, and evaluation.