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School Counselor |
| Phone: 642-5627 | ||
| Valerie Nettleton, School Counselor Intern | ||
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|
School Counselor |
| Phone: 642-5627 | ||
| Valerie Nettleton, School Counselor Intern | ||
Welcome to my web page! I will be your child's school counselor for their entire middle school experience. As counselor I work with all students focusing on three broad domains of student development: academic - learning to learn, career - learning to earn and personal/social - learning to live. I feel it is important to work in concert with parents to provide the best educational experience possible for your child. Please don't hesitate to e-mail or call me.
Lebanon has a pro-active developmentally based guidance and counseling program. Appropriate developmental needs are met through a planned, sequential program of individual, group and classroom activities. While developmental aspects of the guidance program focus on prevention and developing coping skills, the responsive services aspect ensures attention to immediate needs and concerns through consultation, crisis-intervention or referral.
| Developmental School Counseling Program | ||||
| Mission Statement | Philosophy | Goals of the Program | Delivery System | |
| SAM Program | ||||
| SAM Team | SAM Book | |||
| Programs & Information | ||||
| Peer Educators | 8th to 9th Grade transition info | Curriculum | On the Job Day | |
| New Student Registration | Technical High Schools | Lyaman H.S. Agriculture Science Program | ACT (Arts at the Capitol Theater) Magnet High School | |
Guidance Intern: I'm happy to introduce Miss Valerie Nettleton, who is an intern in our school counseling office at LMS. Miss Nettleton is working on her masters degree in school counseling at Central Connecticut State University. She received her Bachelor of Arts in Psychology and Associate of Science in Chemical Dependency from Keene State University. Miss Nettleton will be the counselor for our 5th grade class. She will also be doing some mentoring, individual counseling, small and large group activities and other school counseling reponsiblities with the students in other grade levels. Parents of 5th graders are encouraged to call Miss Nettleton between 7am and 1:30pm at 642-5614 if you have concerns about your child. |
| NEW STUDENT REGISTRATION |
| If you are registering a new student you must obtain
a registration packet from the main office and make an
appointment with our school counselor by calling Deb
Saucier at 642-5632. Residency Requirements: 1. For parents moving into existing housing in Lebanon: parents must show 2 of the following: 1) rental/lease agreement or mortgage papers with the name and address of the new resident; 2) driver's license with name and Lebanon address; 3) utility bill or other business correspondence with the name and Lebanon address. 2. For new housing in Lebanon, the parent must present to the school a Certificate of Occupancy before the child can enroll. 3. Anyone who is residing with a relative or friend, etc. will need to complete the necessary affidavits Medical Requirements: Students transferring from an out-of-state school must submit results from a physical exam that is less than one year old, preferably on the blue Connecticut form. All students are required to show proof of immunizations required by the State of Connecticut. Any student that does not have these immuizations will not be allowed to attend school. Students claiming religious exception must return Immunization Exemption Form to the health office prior to enrollment. A complete physical exam is required within the 12 months prior to entry into 7th grade. Results must be on the blue form issued by the State of Connecticut. |
MISSION STATEMENT |
| To promote and enhance student’s learning experiences through the acquisition of skills in the academic, career, and personal/social domains of student growth and development. |
PHILOSOPHY |
| School counseling is viewed as an educational philosophy as well as a distinct, defined program of services that are an integral part of our educational process. As a philosophy the program is committed to the belief that each individual student has the potential for positive growth, development and personal achievement. The program strives to inspire young people to enjoy learning and growing, to nurture one’s sense of self worth, to take responsibility for one’s life and to develop a sense of belonging to a community. School counseling services facilitate and nurture the developmental personal-social, career and educational needs of all students. It is collaborative in nature and depends on the continuing support of school, staff, parents, and community. |
GOALS OF THE PROGRAM |
Lebanon has developed its goals based on the Connecticut School Counselor Association’s Goals and the American School Counselor Association’s Standards. The goals are aligned with the National Career Development Guidelines, The Connecticut’s Common Core of Learning Skills and Competencies, the Lebanon Public School’s Strategic Planning Beliefs and Strategies, and the Lebanon Public School’s District Goals. The goals focus on three broad domains of student development: academic, career, and personal/social. Academic – Learning to Learn Activities in the academic content area help young people choose experiences appropriate for them, which will in turn enable them to get the most out of each learning situation. The new basics for the "Information Age" or the "Age of Technology" that we are entering include decision making skills, problem solving, critical thinking, logical reasoning, goal-setting, technological literacy, transition skills, interpersonal skills and the ability to organize and manage information. Goal 1: Skills for learning The student acquires the attitudes, knowledge, and skills that contribute to effective learning in school. Goal 2: School Success The student employs strategies to achieve success in school. Goal 3: Academics to Life Success The student understands the relationship of academics to the world of work and to life at home and in the community. Career – Learning to Earn The career content area includes the development of a positive attitude toward work and the development of skills that will assist students in making a positive transition from school to work and from job to job. Additional goals include an awareness of career lifestyle options, occupational information, school and training requirements, and an awareness of how these goals relate to work values, aptitudes, interests, abilities, and personality. Goal 4: Investigate Careers The student acquires the skills to investigate the world of work in relation to knowledge of self and to make career choices. Goal 5: Career Success The student will employ strategies to achieve future career success and satisfaction. Goal 6: Relationship between School and Work The student will understand the relationship between personal qualities, education and training, and the world of work. Personal/Social – Learning to Live The personal/social domain includes activities that assist the student in the development of interpersonal skills with individuals and groups. It is based on student goals that relate to education, career, life succes, and the development of a strong positive self-concept. Knowledge of self, "Who Am I?" continues to be the major goal of education. Goal 7: Respect of Self/Others The student acquires the knowledge, attitudes, and interpersonal skills to help understand and respect self and others. Goal 8: Goal Setting/Attainment Skills The student makes decisions, sets goals, and takes action. Goal 9: Survival and Safety Skills The student understands safety and survival skills and makes safe and healthy choices. |
| DELIVERY SYSTEM |
| The Lebanon School
Counselor’s job is to integrate the counseling
program as part of the total educational program through
which students prepare for meaningful and productive
lives as members of a changing society. This will be
accomplished by supporting the intellectual, emotional,
and social development of the students The delivery system for a comprehensive school counseling program K-12, includes four components: Curriculum, Individual Planning, Responsive Services, and System Support. These four components address skills and understanding needed to help students in three broad domains: Learning to Learn (Academic), Learning to Earn (Career), and Learning to Live (Personal/Social). Curriculum Component The curriculum component encompasses structured developmental guidance experiences presented systematically through classrooms or groups to promote growth in the academic, career, and personal/social domains. Individual Planning Component Individual planning refers to activities planned and delivered to all members of a given grade and are designed to help students monitor and direct their own learning and personal development. The counselors will meet with individual students on topics including but not limited to advisement, appraisal, and placement. The foundation for student planning is established during the elementary years through curriculum component activities. Responsive Services Component Responsive services are reactions to immediate needs and concerns of individuals. The counselor has special training and possesses skills needed for handling the immediate needs of students. The counselor's responsibilities include individual and group counseling, consultation, information dissemination, crisis intervention and referral. Systems Support Component The systems support compontent consists of management activities that establish, maintain and enhance the total school counseling program such as program development, parent education, community relations, serving on school committees, attending planning and placement team meetings when appropriate, helping staff identify individual student needs and reviewing testing program results. Summary The overriding goal of this type of model is to provide all students in grades K-12 with a comprehensive school counseling program suited to their developmental needs as growing, maturing citizens. The emphasis in developmental school counseling programs shifts from working with just individuals to working with all students through classroom guidance activities and structured group experiences, from remediation to prevention, from crisis-based to a planned orientation, and from unplanned/unstructured to systematic and accountable. |
| CURRICULUM | |
| Grade 5 Middle School Transition Bullying Prevention Conflict Resolution Personal Safety Career Portfolio |
Grade 6 Changes in Adolescence Suicide Prevention Career Exploration Career Game Explorer Career Research Career Portfolio Academic/Educational Planning |
| Grade 7 Diversity Career Exploration COPS Career Interest Inventory Career Research Assignment Technical School Presentation Career Portfolio Academic/Educational Planning |
Grade 8 Career Exploration High School Options Transition to Ninth Grade Career Portfolio Academic/Educational Planning |
| PEER EDUCATORS | |
| WHAT IS A PEER EDUACATOR Peer educators are a very important aspect to keeping all of the LMS students together and happy. When students have problems they usually turn to their friends for help. Their friends are usually the first ones to see when they are in trouble and they do not aways have the information/skills necessary to help solve such problems. Peer Eduators are students who have been trained to give correct information, make proper referrals, and "reach out" to students who may need assistance. We are leaders and role models who willl, occasionally, sponsor and organize activities for the benefit of the LMS community. WHO ARE THIS YEAR'S PEER EDUCATORS Advisors: Mrs. Barbara Bostrom Mr. Larry Barlow Peer Educators: Lindsey Arigno C.J. Bergamo Pat Birrell Nick Holmes Rachel Mackewicz Morgan Meese Kelly Pestey John Ramatowski Ben Strenkowski Alyson Tacchi WHAT DOES OUR THEME MEAN? Our theme this year is, "Talkin' it out with the Peer Educators: PRICELESS". It doen't cost anything to talk with a peer educator. Not talking could cost you a black eye, a friend and/or punishment. WHAT ARE SOME TOPICS YOU CAN DISCUSS WITH US? Drugs Suicide Alcohol Eating Disorders Personal Relationships Parental Relationships Peer Pressure Or any other problems or concerns you might have You can contact us directly or schedule an appointment through Mrs. Bostrom or Mr. Barlow. Anything we discuss is confidential |
| SAM TEAM | |
| The Student Assistance Model
Team is a multi-disciplinary team composed of school
personnel. This team has been trained to understand and
work on issues of adolescent chemical use, abuse, and
dependency. It plays a primary role in the identification
and referral process. The team also provides assistance
to students who may be at risk in any other area. The SAM
Team meets regularly and in times of crisis on referred
student to assess the nature and extent of the problem,
make appropriate recommendations and provide follow-up
services. If you feel your child is at risk, please call a SAM Team member. The members are: Mr. Laskarzewski, Mrs. Russolino, Mrs. Blevins, Mr. Barlow, Mrs. Wilson, Mrs. Fabry, Mrs. Parker and Mrs. Bostrom. |