Elementary
Child Development Specialists
Program Plan
Promoting a student focused, collaborative learning community
that ensures academic success and healthy life skills.
Roseburg Public Schools
1419 N.W. Valley View Dr.
Roseburg, Oregon 97470
Revised August 2011
{Revised & Updated February 2012}
Table of Contents
Foundation…………….Section 1
Mission Statement
Program Philosophy
District Policy
Curriculum, Activities and Services……………………………Section 2
Guidance Curriculum
Individual Planning
Responsive Services
System Support and Integration
Student Advocacy
Resources…………..Section 3
Professional Staff
Collaborative Structures
Materials and Facilities
Management Systems
Continuous Improvement...... Section 4
Student Progress
Staff Development
Program Planning and Evaluation
FOUNDATION
● Mission Statement
● Program Philosophy
● District Policy
OUR MISSION
The Roseburg Public Schools......
A community partnership dedicated to academic and personal success for every student.
OUR GUIDING PRINCIPLES
We Believe...
● All students can learn and all students will succeed.
● Every child must be challenged at their individual level of learning.
● Families, schools and the community are partners in every child’s education.
● Everyone benefits when individual unique strengths, talents and abilities are valued.
● Everyone belongs and is expected to contribute to the learning community.
● A safe and respectful environment is everyone’s right and responsibility.
Child Development Specialist Program
Mission Statement
Promoting a student focused, collaborative learning community
that ensures academic success and healthy life skills.
Child Development Specialist Guiding Principals
We believe in...
● Enhancing student success by facilitating collaboration between teacher, student, parent and others to develop skills for learning and living in safety; emotionally, physically, and socially.
● Facilitating the creation of a support network to meet the academic, emotional, and social needs of students and families.
● Promoting positive school climate that maximizes student potential for academic success.
● Collaborating with students, parents, and staff to promote successful outcomes for students.
● Assisting students to reach full potential by focusing on their strengths and instilling a life long love of learning.
History and Philosophy of Roseburg School District’s
Child Development Specialist Program
The 1973 Oregon legislative Assembly established an elementary Child Development Specialist Program for children in public schools. The Legislature appropriated funds to establish this program and originally funded six school districts: Bend, Hermiston, North Bend, Portland, Roseburg and Salem.
Roseburg School District has been committed to providing Child Development
Specialist services to the children in Roseburg School District since its inception in 1979. The Child Development Specialist Program has proven to be an integral part of the services provided to children and families in Roseburg School District.
Roseburg School District’s Child Development Specialist Program is anchored in the following philosophy of:
● Enhancing student success by facilitating collaboration between teacher, student, parent and others to develop skills for learning and living in safety; emotionally, physically, and socially.
● Facilitating the creation of a support network to meet the academic, emotional, and social needs of students and families.
● Promoting positive school climate maximizes student potential for academic success.
● Collaborating with students, parents, and staff to promote successful outcomes for students.
● Assisting students to reach full potential by focusing on their strengths and instilling a life long love of learning.
The Child Development Specialist Program is provided in all nine elementary schools in Roseburg School District and serves over 3,500 students per year.
Program goals are accomplished through the following activities:
● school-wide interventions;
● classroom instruction;
● small group and individual skills training;
● community collaboration; and
● promotion of developmental assets
Key Concepts and Instructional Focus:
● Personal Safety
● Relationship Skills
● Self Concept
● Problem solving and Decision Making
● Alcohol, Tobacco, and Drug Abuse Prevention
Douglas County School District 4
Code: IJ
Adopted: Unknown
Readopted: 8/13/97
Orig. Code(s): 4600, 4610, 4620, 4630, 4640
Guidance Program
The Board recognizes the need for a formalized guidance and counseling program in grades K-12. The Board further recognizes that the ideal guidance and counseling program is dependent upon the resources available to the district.
Guidance/Counseling Philosophy
The Board recognizes that all students are individuals with unique needs and strengths. The major objectives of the guidance and counseling program are:
1. To help each student function in a manner satisfactory to self, family, sch
2. To assist in focusing the entire educational process on the individual student.
ool and community;
Guidance/Counseling Program Goals
1. To assist students in developing decision-making skills.
2. To assist students in obtaining information about themselves.
3. To assist in making the educational process more personal, giving individual help to each student in accordance with needs.
4. To assist students in being knowledgeable about careers in relation to their interests, aptitudes, abilities and corresponding educational requirements.
5. To assist students in establishing career and educational goals.
6. To assist students in accepting increasing responsibilities for their actions and welfare.
7. To assist students in recognizing and meeting their moral and ethical responsibilities.
8. To assist students in developing skills in interpersonal relations.
9. To assist students and staff in the school’s behavior management program.
Guidance/Counseling Responsibilities
1. Principal:
a. Develop and maintain written guidance/counseling plans for his/her school;
b. Assign and supervise guidance/counseling plans for his/her school;
c. Provide orientation and in-service to all district personnel concerning the guidance/counseling program and the guidance/counseling roles of each staff member;
d. Evaluate the guidance/counseling program in relation to district goals.
2. Counselors:
Counselors (CDS) have a primary responsibility for individual and group counseling, student appraisal, interpretation of tests and records, educational and occupational planning, referral to agencies, research, follow-up and placement in accordance with district program goals and school guidance plans.
3. Instructional Staff:
Guidance is an inherent part of good teaching and teachers are primary agents of the guidance program in each building and classroom. Each teacher has the responsibility to participate and effectively relate to guidance activities in accordance with district program goals. Teachers are in the unique position of relating to and providing both educational and general counsel to the students on a day-to-day basis.
END OF POLICY
Legal Reference(s):
ORS 40.245
ORS 326.565
ORS 326.575
ORS 336.187
OAR 581-021-0046 (7)
OAR 581-022-0606
OAR 581-022-0610
OAR 581-022-1020
OAR 581-022-1510
Family Educational Rights and Privacy Act, 20 U.S.C. Section 1232g; 34 CFR Part 99 (2000).
Protection of Pupil Rights, 20 U.S.C. Section 1232h; 34 CFR Part 98 (2000).
Cross Reference(s):
IJA - Confidentiality in Counseling
Douglas County School District 4
Code:IJA
Adopted:8/13/97
Confidentiality in Counseling**
The main purpose of confidentiality is to offer students a relationship in which they will be able to deal with what concerns them without fear of disclosure. Therefore, it will be the professional responsibility of school counselors to respect fully the right of privacy of those with whom they enter counseling relationships.
Confidentiality must not be abridged by the counselor except:
1. Where there is a clear and present danger to the client or to other persons;
2. To consult with other professionally competent persons when this is in the client’s interests;
3. When the client waives this privilege in writing;
4. At the earliest time possible, as determined by the counselor, parents will be informed that their student is in counseling. When students are referred to an outside agency, the laws dealing with that agency’s rights will then be enacted.
Records of the counseling relationship, including interview notes, test data, correspondence, tape recordings and other documents, are to be considered professional information for use in counseling and they are not part of the public or official records of the institution in which the counselor is employed. Revelation to others of counseling materials should occur only upon the student’s consent.
Confidential matters will be discussed by telephone only as deemed necessary by counselors. Counselors are expected to verify the identity of those communicating by telephone whenever confidential matters are being discussed.
The school counselor must be provided with adequate physical facilities that guarantee the confidentiality of the counseling relationship.
When a counselor is in doubt about what information to release in a judicial proceeding, the counselor should request, through the superintendent, a conference with the school attorney to explain the dilemma and receive advice on how to proceed.
END OF POLICY
Legal Reference(s):
ORS 40.245
ORS 326.565
ORS 326.575
ORS 336.187
OAR 581-022-0606
OAR 581-022-0610
OAR 581-022-1510
Family Educational Rights and Privacy Act, 20 U.S.C. Section 1232g; 34 CFR Part 99 (2000).
Protection of Pupil Rights, 20 U.S.C. Section 1232h; 34 CFR Part 98 (2000).
Cross Reference(s): JO - Education Records; JOA - Directory Information
CURRICULUM, ACTIVITIES and SERVICES
● Guidance Curriculum
● Individual Planning
● Responsive Services
● System Support and Integration
● Student Advocacy
The Roseburg Public Schools organizes its academic and social/emotional instructional systems according to the philosophies developed through the work of Dr. George Sugai and team at the National Technical Assistance Center on Positive Behavior and Intervention Supports. Universal or Core instruction is defined and delivered to all students. Success is benchmarked [awk.- sugg: “measured”] by the belief that core instruction is working when 80% or more of our students demonstrate intended learning or behavior. Students not meeting determined standards are identified for additional instruction or interventions to support them in reaching performance standards.
Each elementary school in the district has a Child Development Specialist who provides all students with classroom instruction, based on the unique needs of that particular school’s population. The specialist consults with classroom teachers to ensure that whole class activities are relevant for the particular needs of the teachers’ students. Classroom lessons, in grades K – 5, are focused on helping students to gain awareness of their own self-concept, to become self-directed learners, to build skills of empathy and to develop problem-solving strategies. Students are provided opportunities, in a developmentally appropriate manner, to recognize their own unique learning styles. Assessment of individual student planning needs is an ongoing process that occurs between the student, the specialist, classroom teacher, principal, and parent. If a student requires more intensive assistance in his/her ability to develop skills, then the student is referred for more intensive interventions – perhaps small group activities or, one-on-one counseling.
Key Concepts and Skills of Core Curriculum
*Note- the formatting of this section is all over the place.
The Child Development Specialist is the facilitator for effective instruction in partnership with the school staff. The Child Development Specialist is the “keeper” of the effective curriculum and knows how it is being delivered. In addition, it is the Child Development Specialist’s role to ensure that the key concepts and skills are being addressed throughout the school and reinforced by the staff. This may include direct instruction on the part of the Child Development Specialist in the classroom or a supportive role with school staff to ensure quality instruction.
Key Concept: Personal Safety
STRATEGIC OBJECTIVE / Students will demonstrate understanding of and engage in activities that promote a healthy life.CONCEPTS AND SKILLS OF CORE CURRICULUM
(school wide) / Assertiveness Skills
Personal Boundaries
Stranger Safety
Touching Safety
Personal Responsibility
CDS INTERVENTIONS
SCHOOL WIDE AND/OR GROUP
AND/OR
INDIVIDUAL COUNSELING / Assertiveness Skills
Anti-bullying Skills
Personal Safety Skills
KEY CONCEPT: Relationship Skills
STRATEGIC OBJECTIVE / Students will demonstrate good communication and relationship skills.CONCEPTS AND SKILLS OF CORE CURRICULUM
(school wide) / Tolerance
Empathy
Cooperation
Listening
Manners, Respect, and Courtesy
Cause and Effect
Fairness/Justice
Kindness
Honesty
Identifying Feelings
Inclusiveness
CDS INTERVENTIONS
SCHOOL WIDE AND/OR GROUP
AND/OR
INDIVIDUAL COUNSELING / Anger Management Skills
Active Listening Skills
Communication Skills
Friendship Skills
Leadership Skills
Mediation Skills
KEY CONCEPT: Self Concept
STRATEGIC OBJECTIVE / Students will engage in activities that promote a healthy self-image and self-esteem.CONCEPTS AND SKILLS OF CORE CURRICULUM
(school wide) / Self-Esteem
Responsibility
Positive Interaction
Asset Building
CDS INTERVENTIONS
SCHOOL WIDE AND/OR GROUP
AND/OR
INDIVIDUAL COUNSELING / Positive Self Concept
Grief and Loss Coping Skills
Divorce Coping Skills
Asset Building
Social Skills
KEY CONCEPT: Problem Solving & Decision Making
STRATEGIC OBJECTIVE / Students will able to independently utilize strategies to cope with a variety of complex problems and situations.CONCEPTS AND SKILLS OF CORE CURRICULUM
(school wide) / Conflict Resolution
Cooperation
Awareness of Consequences
Accountability
Flexibility
Self Discipline
CDS INTERVENTIONS
SCHOOL WIDE AND/OR GROUP
AND/OR
INDIVIDUAL COUNSELING / Problem Solving Skills
Conflict Mediation Skills
Anti-bullying Skills
Group Problem Solving – Class Meetings
Alternatives to Aggression
KEY CONCEPTS: Alcohol, Tobacco, and Drug Prevention
STRATEGIC OBJECTIVE / Students will demonstrate understanding of and engage in activities that promote a healthy life.CONCEPTS AND SKILLS OF CORE CURRICULUM
(school wide) / Assertiveness Skills
Personal Boundaries
Personal Responsibility
CDS INTERVENTIONS
SCHOOL WIDE AND/OR GROUP
AND/OR
INDIVIDUAL COUNSELING / Assertiveness Skills
Refusal Skills
Stress Management Skills
Curriculum Resources:
trong Start/Strong Kids
Merrell, Parisi, & Whitcomb
Paul H. Brookes Publishing Co.
PO Box 10624 Baltimore, Maryland, 21285
Second Step
Committee for Children
2203 Airport Way So. Suite 500, Seattle, WA (206) 343-1223
Talking About Touching
Committee for Children
2203 Airport Way So. Suite 500, Seattle, WA (206) 343-1223
Peer Mediation
Elementary:
Kelso’s Choice: Conflict Management for Children
Rhinestone Press, Inc.
P.PO Box 30
Winchester, OR 97495
Anti-bullying
Steps To Respect
Committee for Children
2203 Airport Way So. Suite 500, Seattle, WA (206) 343-1223
Bully Proofing Your School: A Comprehensive Approach for Elementary Schools
Garrity, Jens, Porter, Sager, Short-Camilli