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Counselors Chatboard

Perfectionism in Children

by Leah

Feb 19, 2011

For a list of 30 ways to help children with extreme perfectionism, click below

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4th grade underacheiver

by Kat

Feb 22, 2011

I am working with a fourth grade student that is extremely bright but not performing in the classroom. She is not doing her assignments and her grades are suffering. She previously got straight A's and now she has 2 C's, 1 D, and 1 F. She used to be in gifted/talented but was released because of poor classroom performance. Any ideas on what interve...See More

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Leah Excellent questions Sara.

SOMETIMES abuse is the cause of changes such as this. I an not saying the child was sexually abused, but readers may be interested in the Red Flags listed in the following article

Feb 23, 2011

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School Psyc Changes in the family or home environemnet such as: parental job loss, death in the immediate or extended family, recent move (theirs or a good friend), potential divorce, stay at home Mom having to work outside the home when the child is used to the parent being home, parents working longer hours due to changes in income, etc. could also be a fact...See More

Mar 10, 2011

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Pricipal went to far

by Will

Mar 1, 2011

My Principal told a parent that I might need to call CPS and file a report about them. Needless to say I blew up when I found out about this. What do you think I should do from here? By the way, I did not need to contact CPS.

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Musicmae That is terrible, first of all a call to CPS should be confidential. Also if the parents are doing something wrong you don't want to tip them off that social services will be contacting them. It could also endager the children. Your principal was in the wrong here and you need to explain to him or her what kind of problems thier annoucement could h...See More

Mar 3, 2011

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Sara On 3/01/11, Will wrote: > My Principal told a parent that I might need to call CPS > and file a report about them. Needless to say I blew up > when I found out about this. What do you think I should do > from here? By the way, I did not need to contact CPS.

How did you find out about it? How well do you know the parent? What d...See More

Mar 8, 2011

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Anyone using "Introduction to Career Clusters"?

by Lynn

Mar 3, 2011

I have my Global Career Development Certification and recently heard that GCDF's are certified to teach the course "Introduction to Career Clusters" (Course code 2830). Does anyone know where this is being taught in South Carolina?

Thanks!

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Bullying - CNN special

by Leah

Mar 7, 2011

It was on last night and I thought is was well done. If you could get a copy, it could be used for classroom guidance.

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504 PLANS!!!

by Kat

Mar 7, 2011

Hello. I am a school counselor in New Jersey. I have a 504 plan question since in most districts it is the counselor who coordinates 504 plans. Have you ever created a 504 plan for a student who DOES NOT have a medical diagnosis? The language says a 504 plan can be created for a student who is "regarded as having" a disability but there seems to be...See More

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SchoolPsyc If the student is making progress with response to intervention, then I would suggest providing that documentation to the next school, like you would with an IEP. Documentation of all the accommodations made and the interventions being made- with signatures of the members of the SST would be sufficient to notify the new school of the supports you h...See MoreIf the student is making progress with response to intervention, then I would suggest providing that documentation to the next school, like you would with an IEP. Documentation of all the accommodations made and the interventions being made- with signatures of the members of the SST would be sufficient to notify the new school of the supports you have been putting into place.

For a 504 plan, even if you don't have a medical diagnosis, you have to document what the suspected disability is. It does not sound like there is a suspected disability or you would have evaluated. At this point, it sounds like the slow progress is considered to be due to lack of instruction and second language acquisition, which would not be considered a disability.

As a school psychologist, I forward evaluations I have completed even for students that the team determined did not qualify (DNQ) for special education services. There must be some way to collect and forward the information collected by the SST.

On 3/07/11, Kat wrote: > Hello. I am a school counselor in New Jersey. I have a 504 > plan question since in most districts it is the counselor > who coordinates 504 plans. Have you ever created a 504 plan > for a student who DOES NOT have a medical diagnosis? The > language says a 504 plan can be created for a student who > is "regarded as having" a disability but there seems to be > some disagreement here on what that means. > > We have a student who came to the US from Haiti and had no > formal schooling from birth to 7 years old. She was only > expected to do house work and didn't have to go to school > if she didn't feel like it. She came to our school in 1st > grade and obviously didn't do well since she didn't even > know how to hold a pencil! She was retained and repeated > first grade. She is now in 3rd grade and she is making > progress but it is VERY slow. She is also 2 years older > than her peers. The ESL teacher is concerned that there may > be some sort of learning disability present. The student > was never tested by CST because of the fact that she is a > SIFE/ ESL student and because she was making progress. She > has come up to the intervention team every year and > interventions have been put in place. > > So the student is not making enough progress, she has > receieved every intervention we have available, she's in > basic skills and ESL, her teachers all spend extra time > with her, accommodations are being made for her in the > class. We feel she is certainly capable of functioning in a > regular education classroom WITH the proper accommodations. > There is no medical diagnosis. Can we give this student a > formal 504 plan to follow her to her next school???? > > Any input would be GREATLY appreciated!

Mar 9, 2011

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Career Counseling

by Diana

Mar 12, 2011

I am a M.S. Ed. student and currently interning at a High School.

I have been asked to present a workshop on career exploration and have gathered lots of information on interest inventories.

However, I have been having a difficult time locating free inventories. Does anyone have any recommendations?

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Students Who Bully

by JAR

Mar 17, 2011

Does anyone have any good ideas for working with students who bully? We have had several incidents reported among middle school students this week. The principal is dealing with it from a discipline point of view, but I would like to do some type of counseling also. Yesterday we had a student call another students "a stupid Nazi" because of his Ger...See More

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Leah For an article that you may find helpful, click below for a direct link

Mar 19, 2011

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Matthew Kuehlhorn On 3/17/11, JAR wrote: > Does anyone have any good ideas for working with students > who bully? We have had several incidents reported among > middle school students this week. The principal is dealing > with it from a discipline point of view, but I would like > to do some type of counseling also. Yesterday we had a > student ca...See More

Apr 6, 2011

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stealing lesson

by lindsey

Mar 31, 2011

Does anyone have any ideas on a whole class first grade lesson on stealing? I have a teacher who keeps having things missing.

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Leah You may get an idea from the following article

Apr 1, 2011

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Sara On 3/31/11, lindsey wrote: > Does anyone have any ideas on a whole class first grade > lesson on stealing? I have a teacher who keeps having > things missing.

What kind of things? I'm not sure any single lesson for 1st graders would successfully address the issue of stealing. And has she talked to her class about this? Expressed h...See More

Apr 15, 2011

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Why change Kinder boy's protection from IDEA to 504?

by Brian

Apr 7, 2011

This child was initially diagnosed as developmentally delayed but then changed to emotionally disturbed. I did not ever see this boy act in a manner that I would have agreed to ED labelling but he definitely has some idiosynchrasies that hint of sensory issues and anxiety. He has made great, tremendous, strides in Kindergarten and is being promoted...See More

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Jo On 4/08/11, Shelty wrote: > On 4/08/11, Shelty wrote: >> On 4/07/11, Brian wrote: >>> This child was initially diagnosed as developmentally >>> delayed but then changed to emotionally disturbed. I did >>> not ever see this boy act in a manner that I would have >>> agreed to ED labelling but he definitely...See MoreOn 4/08/11, Shelty wrote: > On 4/08/11, Shelty wrote: >> On 4/07/11, Brian wrote: >>> This child was initially diagnosed as developmentally >>> delayed but then changed to emotionally disturbed. I did >>> not ever see this boy act in a manner that I would have >>> agreed to ED labelling but he definitely has some >>> idiosynchrasies that hint of sensory issues and anxiety. He >>> has made great, tremendous, strides in Kindergarten and is >>> being promoted to 1st Grade. The SpEd Teacher has played >>> mostly the role of monitor as the kindergarten teacher is >>> very nurturing which has led to this boy showing the >>> tremendous growth shown. The boy receives counselling. >>> Mainly the counselor attempts to help this boy to play with >>> others and engage in dialogue during recess and lunch >>> periods. A close relationship has developed between >>> counselor and this boy. However, the psychologist believes >>> that the boy now should be rescinded from SpEd and IDEA >>> protection and become a 504 student where the counselor >>> will continue to try and have this boy more one of the >>> group. He still prefers to play alone if the counselor is >>> not present at recess or in the cafeteria. Parents do not >>> want boy to be counselled in counsellor's office. Next year >>> the teachers are not nurturing and are most comfortable >>> teaching in a manner that may well see this boy regress and >>> indeed become disturbed. The psychologist's vote seems to >>> carry more weight than the counselors when decisions are >>> made. Yet the counselor forsees taking away the SpEd >>> support and the demanding and love lacking teaching that >>> awaits this boy will lead to a disaster. Any suggestions? >>> Why is 504 taking over? The counselor is stumped. > > I hope for the sake of our children that money and politics are > not driving the decisions of Sp Ed and cst teams. Remember, > the parent has a significant say in this. Parents are part of > the team and decision process. Parents need to speak out if they > disagree. > I recommend that your 504 committee go through due process and > require an official diagnosis from a doctor. > > BTW, ED is a sp ed category. > > Good luck

Without a full psycho-educational evaluation the student cannot legally be moved off of the IEP to the 504 unless the parents and the school agree. This is a team decision.

This is a transition year and I am wondering why the psychologist thinks it is a good idea to remove the protections for this child. The IEP is the vehicle that will still give this child the counselling support needed. I would push as part of the team to keep the IEP in place with some minimal goals and accommodations for this coming year. If things are going well, and an evaluation is done the student could be moved to a 504.

I would push the idea that it is the current services he is receiving that is making him appear to not need the assistance and push for an IEP that has goals for him to INDEPENDENTLY show all of those skills that were fostered through the work with the counselor on the playground and lunch through the transition into first grade. As the facilitation fades the student should be able to perform the goals independently. Once the student proves he can do it independently without the support at recess and lunch, then the IEP can be converted to a 504 after a full evaluation.

Apr 8, 2011

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School Psyc The difference between a 504 plan and an IEP is that students who need an IEP need specialized instruction. Students with 504 plans need accommodations that can be made by the student's teachers. If this student needs daily individual counseling, I think you have a case for "specialized instruction" and the counselor should be listed as supplementa...See MoreThe difference between a 504 plan and an IEP is that students who need an IEP need specialized instruction. Students with 504 plans need accommodations that can be made by the student's teachers. If this student needs daily individual counseling, I think you have a case for "specialized instruction" and the counselor should be listed as supplemental supports on the IEP.

Has the student had a speech/language evaluation? I am wondering if he might also benefit from support with pragmatic language especially in a small group with the speech/language pathologist.

For clarification, the reason for the difficulty socializing is considered to be due to his anxiety and not due to autism or language disorder?

On 4/08/11, Jo wrote: > On 4/08/11, Shelty wrote: >> On 4/08/11, Shelty wrote: >>> On 4/07/11, Brian wrote: >>>> This child was initially diagnosed as developmentally >>>> delayed but then changed to emotionally disturbed. I did >>>> not ever see this boy act in a manner that I would have >>>> agreed to ED labelling but he definitely has some >>>> idiosynchrasies that hint of sensory issues and anxiety. He >>>> has made great, tremendous, strides in Kindergarten and is >>>> being promoted to 1st Grade. The SpEd Teacher has played >>>> mostly the role of monitor as the kindergarten teacher is >>>> very nurturing which has led to this boy showing the >>>> tremendous growth shown. The boy receives counselling. >>>> Mainly the counselor attempts to help this boy to play with >>>> others and engage in dialogue during recess and lunch >>>> periods. A close relationship has developed between >>>> counselor and this boy. However, the psychologist believes >>>> that the boy now should be rescinded from SpEd and IDEA >>>> protection and become a 504 student where the counselor >>>> will continue to try and have this boy more one of the >>>> group. He still prefers to play alone if the counselor is >>>> not present at recess or in the cafeteria. Parents do not >>>> want boy to be counselled in counsellor's office. Next year >>>> the teachers are not nurturing and are most comfortable >>>> teaching in a manner that may well see this boy regress and >>>> indeed become disturbed. The psychologist's vote seems to >>>> carry more weight than the counselors when decisions are >>>> made. Yet the counselor forsees taking away the SpEd >>>> support and the demanding and love lacking teaching that >>>> awaits this boy will lead to a disaster. Any suggestions? >>>> Why is 504 taking over? The counselor is stumped. >> >> I hope for the sake of our children that money and politics are >> not driving the decisions of Sp Ed and cst teams. Remember, >> the parent has a significant say in this. Parents are part of >> the team and decision process. Parents need to speak out if they >> disagree. >> I recommend that your 504 committee go through due process and >> require an official diagnosis from a doctor. >> >> BTW, ED is a sp ed category. >> >> Good luck > > Without a full psycho-educational evaluation the student cannot > legally be moved off of the IEP to the 504 unless the parents and > the school agree. This is a team decision. > > This is a transition year and I am wondering why the psychologist > thinks it is a good idea to remove the protections for this child. > The IEP is the vehicle that will still give this child the > counselling support needed. I would push as part of the team to > keep the IEP in place with some minimal goals and accommodations > for this coming year. If things are going well, and an evaluation > is done the student could be moved to a 504. > > I would push the idea that it is the current services he is > receiving that is making him appear to not need the assistance and > push for an IEP that has goals for him to INDEPENDENTLY show all of > those skills that were fostered through the work with the counselor > on the playground and lunch through the transition into first > grade. As the facilitation fades the student should be able to > perform the goals independently. Once the student proves he can do > it independently without the support at recess and lunch, then the > IEP can be converted to a 504 after a full evaluation.

Apr 9, 2011

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