Anne Arundel County Public Schools, MD At Your Service, 2 Oct 2019

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From YouTube: At Your Service October 2019

Description

Ryan interviews Shirley Jackson-Avery and co-host Susan Love about school counseling from Pre-K though high school.

A

Coming up next on our service, a conversation with the office of school counseling and their positive impact on the students of Anne Arundel County.

A

Today, on at your service, we're gonna have a conversation with the coordinators of school counseling and the office of school counseling for Enron, County, Schools and today, I have the coordinators of school, counseling and usually Susan is a co-host on at your service. But today she's gonna be a guest. So can you all tell a little bit about yourselves and and what you do for an arm? County schools will start with Susan. Yes,.

B

Thanks Ryan I'm, the coordinator of school counseling for grades 9 through 12 I've, been an educator for about 28 years, I'm, a mom I'm, a wife and a former teacher hello.

C

Ryan I'm Shirley, Jackson, Avery and I am the coordinator of school counseling from pre-k through eighth grade in the county. I have about 28 years and I've been a teacher, a counselor and administrator and I'm very pleased to be the coordinator of school counseling for students happy to be here today. Good awesome.

A

So before we get started to talk about what school counselors do and how they support children in our schools, can you tell us a little bit about what what it? What kind of a background does school counsellors usually have? What is their training just a little bit about? So parents know when, when their child's seeing a school counselor, who you know what their background experience might be, our.

C

Counselors are certified by the state of Maryland, they all have a master's degree in guidance and counseling and school counseling counseling education. In addition to that, we have a mental health background. We are skilled at counseling students and academics, college and career readiness, and also personal and social domains. Okay,.

A

Awesome and Susan: these are some of them, just some of them start off in different educational positions or there most of them come right out of their master's program. So.

B

It depends so MSc has changed the regulations for school counselors. They used to have to have a teaching certificate prior to earning a school counseling certificate, but now they can come directly from undergrad to grad right into the schoolhouse and.

D

B

It has changed over time great, so.

A

This year, the office of school, counseling and also Student Services, which school counseling is under, has received a number of new positions. Can you talk about the new counseling positions? How many positions why it's so important that we got those positions the school year.

B

Well, I I can talk Shirley and I both worked very closely together, so we were afforded this opportunity for Anne Arundel County Public Schools. We look to see where needs were, and we talk about all the different levels. So we do have new positions at the elementary middle and the high school level, where students needed or the school houses need a little bit more support to support the students and their families and what was happening in our in our culture. Today, we.

C

Were very fortunate that our superintendent, the Board of Education, County Council and the County Executive recognize the need for school counselors in the schools. I will tell you that it has made a world of difference, 18 new positions and we were able to put them at all levels, so in schools, elementary schools that had over 800 students with one counselor we're now able to place two counselors there, and that is going to have a huge impact on how we service our students and.

A

You talk about increasing, especially in those schools that have where enrollment is increased. What what does the American school counselor Association recommend in terms of the ratio of school counselors to to the number of students in a school right.

B

So the American school counseling Association says one counselor to 250 students, and so when we think about that and putting a counselor or an additional counselor to school house, we look at you know the needs and what the program looks like and I know that Shirley now will talk a little bit about the specifics at each level, but really those direct services to students I'm going to just speak about high school, because that's my area and just looking at all the amount of college and career preparations for students working on with families, applications and essays to you know, complete and so having caseloads that are more manageable.

B

So the counselors are able to directly impact and really help the students complete. You know those post-secondary goals and plans is vital and I elementary in middle school. Surely.

C

Elementary is critical time we have our school counselors working on building those foundational skills for students. So when we think of college and career readiness, we think of awareness, they need to be aware of the different careers that are out there and the possibilities that are available to them. When we think of social-emotional learning and building that in for students making sure that they understand what is empathy, what is respect making sure that they are ready and as they approach middle school building upon those skills?

C

So now we're going to have some peer conflicts and how do we deal with those conflicts appropriately and how do we take a deeper dive into the college and career preparation that they're going to need for um high school and really that.

B

Alignment, Shirley and I've talked a lot about elementary middle and high school and they're not separate. They really need to align so everything that they're doing in elementary that preventive model you're building those skills. So by the time they are in high school they're able to advocate for themselves appropriately they're able to ask for help and they're they're aware they have a deeper understanding of self and the world around them.

B

So that is really important so and then I take it to a deeper dive with the career aspect and the the majors or the whether it's a post-secondary plan for apprenticeship. So it's constantly building upon the next level.

A

And so it's has shown a couple questions I have, but first can I know that the state of Maryland came out with a new regulation of law that talks about school counselors, specifically and they're their role in the school building. Can you talk about that that Komar regulation or code of Maryland regulation, and then also how does that play out in in the schools in terms of what you would what your whata parents, children child, would see counselors doing during the school day.

C

So the new Maryland regulation is.

D

C

School counselors will spend 80% of their time in direct service with students and.

D

C

In indirect services, when we think about direct services to students, that's going to be I'm working either one on one or I'm, delivering a classroom lesson or I'm working with them during a presentation but I'm directly in contact with your student and your child and servicing that child in direct service would mean that I'm meeting and collaborating with other team members and building and supports for your student or I'm working on with parents and sitting down with them, making sure that I understand the students needs.

C

So this is a really big regulation for us that it's mandated. We spend 80 percent of our time during the day with your child in direct service and I.

B

Think that's just because you know looking nationally at what is happening in the lay of the land around you know. Environments with mental health and I know that we're going to talk about that, but just that preparation that they really want to focus in because school counselors have a skill set that most people don't have in that school house because they can deal with both academic, personal, social plus. The mental health piece and.

D

B

Using that collaboration, so they see their vital to really helping students access their education and support for being successful for whatever, wherever they're transitioning, and so that they notice that, and they really don't want them to spend their time with things that are going to sidetrack students or really not close, that gap for them.

A

And so, if you know, if I'm a parent who doesn't know a whole lot about the school counselor and their role in the building, what what can I expect to see them doing they gonna be in the classroom? Are they gonna be seeing my shot individually? Does every kid in the school with every kid in the school know the school counselor? Can you answer that and then we'll talk specifically about what it might look like differently, elementary middle and high.

B

So I'm just gonna talk a little about a program planning so.

A

B

The in Arundel County, Public, Schools school counselors follow the national model, it's the American school counseling Association and within that national model, it's comprehensive in nature. It's you know, pre-k to 12, it's universal, so that our program focuses on a delivery of a hundred percent to all students and I'll. Just give you an example. So, at the high school level we have Naviance and every grade level has a certain program, so counselors have certain tasks that they have to do with their students. Just for that knowledge and preparation.

B

So it's not just twenty percent gets it here at one school and another school they're doing something differently, so the responsibility for the counselors is that all students get the same information you know, and then we can talk about more targeted interventions for students, but there has to be a baseline so that all students get the same information because it's going to equip them to be productive students.

D

C

Susan said we are, we are universal, we're comprehensive, but we're also preventive, and so in our topics that we teach first curriculum. We make sure that we're covering topics that maybe they're not experiencing just yet, but in the future they may come across a conflict that they need to resolve. They may have a situation which requires empathy, they may run into some conflicts and so we're teaching them how to deal with how effectively to deal with those on situations. At every level it looks differently.

C

A parent can expect at the elementary level to see their school counselor delivering the core curriculum that they have within that core curriculum. They have topics that they have to cover every single quarter for students. There are some that are mandated by Maryland state law, our substance abuse lessons or our Erin law. Lessons which deal with child abuse. Those are mandated state lessons at the middle school level. You're going to see your school counselor not only delivering lessons but working very closely with the teacher on strategies to help them student access, education and instruction and.

D

C

Susan spoke about on what they do at the high school level, with Naviance and college and career planning. A lot of individual advisement happens at the high school level and.

B

It looks a little bit different because at the high school in the middle school level, we really partner with the health curriculum and the teachers with the health curriculum, and so some of the mental health topics that we're going to talk about. Probably later we partner. So that's the delivery is not always by the school counselor per se and.

A

So what I'm hearing is, there's you know, there's preventative, so all students should have access to their will have access to their school counselor, no matter what level, and but there are some targeted times where kids might see a counselor individually might meet in a group situation. Also, if, if a parent wanted to you know, wanted access our school counselor, how would they do that simply.

C

By calling the school.

D

C

Can set up an appointment or, if they're dropping in and just asking to see their school counselor on every single website for the school's. They have the counselor um listed individually and they can email them. But we are more than willing to meet with parents and.

D

C

About their child and I'm, set up supports for their student at school, excellent.

A

And how do you know how do they balance? You know? Obviously our children are in school to get that instruction and to learn how do they balance that time with the counselor and also being in the classroom? How do counselors manage that? How do they work with teachers when it comes to you know the providing the supports that kids might need, but also making sure that they're available for that learning and.

B

So one of the things we've asked the school counselors to do is set up a yearly calendar. That's part of the program model, you know it's that. How do you manage your time, and so part of it is that delivery of service, so the big big components of counseling are curriculum. That we have a comprehensive program. Second, is: is those targeted support, so students that need more?

B

We can do individual or we can do some sort of cohort group and really setting up their calendar so that they're, knowing who they're partnering with in those classrooms- and so it looks different at every level.

D

B

So I think part of that is the biggest component. Having that management down.

A

So I'm so I'm gathering there's a lot of collaboration that counselors have to do. They have to know what's going on throughout the building, so they can support every child, and so that will bring us to our break. So after the break, we're going to talk more about how school, counselors collaborate with other staff members in the building also how they collaborate with the outside community agencies to support your child at home. So coming up next on at your service today,.

E

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E

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E

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A

Are back at at your service to continue our conversation with the office of school counseling and before the break, we talked a lot about the role of the school counselor and, to start the to start, I would like to talk more about supporting the mental health needs of children in our school system. You know, as we as we all have seen, there's been an increase in the mental health needs of children throughout the country. So how? How specifically do school counselors support the mental needs of children and in our own County Public Schools, a major.

C

Part of our role is crisis response.

D

C

A student comes down and they are in an immediate crisis mode. We make sure that we are providing support to that student and we might pull in our other student services team members in order to do that and to make sure that we are notifying the parent of whatever is going on with their child in that moment and trying to get them the necessary supports that they need, but from mental health.

C

Overall, like we said, our core curriculum is preventive, so we're making sure that we're teaching students about signs symptoms and how to access, help and support that's a big piece so when they are in crisis. Well, who do I go to? How do I seek the help, just making sure that we're covering those pieces with students- and it looks different at every single level? When you think about elementary elementary, we have to teach them how to use their words when they come into school. Well, how do I communicate that I'm in crisis?

C

How do I communicate this frustration that I'm feeling what words am I to use, and so by the time they get to middle school and them? Knowing what I can always go to my school counselor I can trust my school counselor and just making sure that we keep in close contact with the parents to help support their child, especially an immediate crisis, and that, if we see something, we are making sure that we tell them what it is that we're seeing in school and making sure that they have access to resources and support. Excellent.

A

Thank you and what did you want to add something.

B

I do so at the high school. Just because you know that's the area that we I really focus on. Is you know, kids because of the elementary middle curriculum. They do see the signs, but one of the things that I know the high school that will our partnership with the health teachers, as I mentioned before, but really helping kids know when to reach out.

B

If they see a friend, struggling and I, think that is the biggest piece I see at the high school, probably middle school level is they know their friends are struggling, but they don't say anything or they might tell another friend but really trying to find a trusted adult. So it really doesn't have to be a school counselor. Most of the time they will come down to the counseling office. But if there's you know a student or if somebody is watching this show today and they are like. Oh, my gosh I have a teenager who's.

B

Her friend or his friend is struggling with this. Maybe they can help, you know, maybe they can reach out to a trusted adult in the building. Typically, it's us, but really that's. That's the thing that I see that people new friends, new and really just didn't, say anything, and so it's really important for all teenagers to know. Look on the safe side, please just reach out Susan.

C

And I spend a lot of time encouraging our counselors to be observant. Yes,.

D

C

Be available in the schoolhouse and to make sure that they're listening to the students, you can garner a lot of information if you simply sit down, build a relationship and listen to the students.

A

C

Going on with them and can.

A

You can you give the parents an idea what, when you say, crisis, what could a crisis look like I know, there are a number of different crises. Can you give kind of a range of what a crisis situation might be for a child in the school, whether it's elementary middle or high.

B

The most obvious are is suicidal thoughts and gestures. You know it could be written in an assignment, it doesn't have to be I'm gonna hurt myself, so we have a protocol in a process for that. But that's not always you know, there's there's lots of other cases. We have cases of crisis that students are cutting.

B

Just I mean those are two of the most I think people are familiar with, but.

C

It might just be the kid who's sitting alone at the cafeteria table and.

D

C

Going over and figuring out, you know, what's going on with this student they're very quiet, they don't have any friends.

D

C

Just sitting in isolation and they're not engaging with the school or with any of the adults at the school or peers. Even and so it does range from that quiet student to the student, whose arm is acting out right just openly, acting out with behavior and.

A

Really the role of the school counselor to calm them down and then and then help them develop skills all right. Okay,.

B

Right so that whole listening piece and then finding out what the root causes you know, Shirley talked about using your words the younger the age, the more difficult it is for them to express some of the emotions they are feeling or if they have a special need, a speech and language issue to be able to articulate that it can become very difficult. So what we'll see is they'll act out because they just don't know how to express themselves.

B

So it could be a gambit of things, but just really the counselor just having a welcome safe space is critical and just listening and then just trying to figure out on how I can support you and that what supports can we put in place in the schoolhouse, and sometimes we need more intensive supports, and that's where we, you know, we draw on other collaborative partners, excellence.

A

So that leads me to my next questions so I know within a school building, we have what's called a student services team which usually consists of our school counselors school psychologists, school social workers, people, personnel, workers, school nurses. Can you talk about? Can you talk about how the school counselor collaborates with those individuals well and also, what might be the differences? And there were all as compared to some of the other student services team members? One.

C

Of the things that we asked our student services teams to do is to make sure that they're meeting routinely to make sure that they are actively engaged in discussions and conversations around students and to build plans to a lot of the regulations that we have in a those protocols. It says: consult with another student services, team member, and so a lot of consultation goes on between the counselor, the social worker, the school psych and also the ppw and the nurse. And so we make sure that they work as a team.

C

And then one of them will take. The lead probably case, manage that student and make sure that they're in contact with the parent. So they may not hear from the entire team but they're going to hear from one member of that team regarding their child and.

B

It looks you know, let's take a specific example, so, for example, let's say I'm the school, counselor and I have a student, that's not coming to school, so I would reach out to the family and make some phone calls I'd enlist my ppw my pupil personnel worker and do a referral to see. Ok, can you you know, do a to drive to the house to see if there's something they need, it could be a daycare issue.

B

It could be a variety of issues, but that consultation, so I'm, working with in line with that ppw to help support the family, and it could be a variety of issues. It might be.

C

Something right nurse all right that we are not aware of yep, maybe there's a condition, that's right occurring for this student and so just making sure that we pull the nurse into that discussion into that conversation, so that we make sure that we have an accurate picture of what's going on with this student and what they might need in order to come to school. Ok,.

A

And so what I'm hearing is it's all about removing those barriers that might be impeding on their academic success? And so how does the parent, what role as a parent play? What you know as the student services team collaborates? How do they involve the parent when it comes to supporting that child? The.

C

Parent is a key player in.

D

C

The parent is the one who usually gives us the information to help support their child and lets us know, especially on the elementary level lets us know what they believe their child might need in order to be successful, and then we try and put those supports in place at the school house and also the parent is the one who's gonna reinforce those supports at home. It's important that they stay in the loop and that they are kept up-to-date with what's going on with their child.

C

But the parent is a key critical player in that and.

A

So as we as we talk about how we collaborate so we've talked about collaboration in the building. Also, how does the student services team collaborate with the administrators, the principal's, the assistant principals, to make sure that they're on the same page in supporting and supporting children, because, obviously they play different roles, but they they have to collaborate together. How does that happen at elementary middle and high school? Well,.

B

The high school level they have a meeting with their leadership team, so the counselors are involved in many of the Student Service team are also at the table where they meet once a week at minimum, about particular cases that they can bring students and Families forward to discuss what's happening.

D

B

Maybe enact another student service team member to go and really support and lay out a plan in place, but it's that that consultation with your administration, so they can help support the student and the family if there's something in particular that they need, whether it's money for a field trip or access to certain things that if a family couldn't afford to do something, you know a graduation cap and gown really having those discussions about how to help support that family.

B

So it's not a financial burden per se or you know working an administrator many times we have similar caseloads and we'll discuss what's happening. If it's a discipline problem well, I might know, there's something else going on. There's a root cause so really discussing the bigger picture and trying to find other supports in place so that people are aware. Some of the other people are aware, so that we're able to create more of a positive supportive environment.

A

And so then, to build on that collaboration. So obviously, sometimes the school doesn't have all the resources that are necessary to support a family. So can you talk a little bit about the the difference between the role of a school counselor and then someone who provides therapy or counseling services outside the school? What are the differences in terms of the role so.

B

School counselors are that their school counselors we're here to help be academically successful and we're we're here to provide that access to that education. So if there's something that's impeding that, we look at what supports we have at the schoolhouse, and so that's really critical. So we don't do long term therapy. We are not clinicians in that respect, that's out of our bounds of ethical standards. We cannot practice private practice within the schoolhouse we can meet with kids.

B

We can talk to them about okay, what are some of the barriers or what are some of the problems, and we can provide them some some short-term strategies, but when it comes to day to day long-term mental health issues, we are bound to refer them to a community private counselor, and so that's something that you know school counselors are well aware of, and so sometimes we have to explain that to the families and community is that our backgrounds are very different. Our schooling is very different.

B

Our licensures are very different, and so we follow the school counseling model to provide those supports which is comprehensive. We have curriculum where a private counselor, they're gonna focus solely just on mental health and their expertise is going to fall right under that piece where they have to have certifications on. You know you could get community, certifications, drug and alcohol, certifications, higher level certifications, they don't deal with. They don't work directly with the the college career piece, the academic piece indirectly, but they're really focusing on a diagnosis and a treatment plan and.

D

B

When I see students that struggle with pervasive mental health disorders and we're talking about the organic, not because it's situational but those disorders that could be genetic, we do referrals at least three referrals out and.

C

Quickly, what that referral process looks like we encourage our counselors to provide referrals to parents, but they have to provide at least three and.

D

C

It really is the parents choice and decision as to what referral is best for their child, so.

E

C

Just give them a name and a number and say we'll try this. No, the parent has the choice of deciding which resource they want to go with, so we make sure that they have access to a list of the providers within their community or the services that are on here in Anne, Arundel County on our web page. We have a family's tab which has the community resource guide, and there are tons of resources in there that parents can access straight from our website. Excellent.

A

Great well I just want to thank you both for having this conversation today and- and you know, I tell the parents at home, please reach out to your child's school counselor. If you need support, they can help you with a wide variety of concerns or issues that you're having and supports that they can provide in the schools. So that's all the time we have today for at your service and thank you for watching and we'll see you next time.