The school counselors at MacArthur 9th Grade Counseling Program believe:
All students are able to learn and meet high level of standards in learning which will provide them with success in both college and career.
Implementing a comprehensive school counseling program which recognizes student needs, differences in culture, values, and backgrounds is the most effective manner in meeting student’s developmental needs.
Counselors must advocate, lead, and collaborate with families, staff, and community resources to improve student achievement.
School counselors collaborate with community services and agencies that may help families to provide these significant needs that the school cannot adequately meet. In addition, they are trained to teach parents the importance of being present in their children’s lives throughout the elementary and high school years.
In working with difficult students who require a sense of feeling loved, needed, and appreciated. School counselors are empowered by the ASCA Ethical Standards for School Counselors to make decisions based on the highest moral principles to promote the maximum development of every student.
Parents play an integral role in their child’s development.
The ASCA Ethical Standard for School Counselors provides MacArthur 9th Grade counselors with a guide to maintain a high standard of leadership, integrity, and professionalism.
The mission of the MacArthur 9th Grade School Counseling Program is to help assist students in receiving the optimum level of academic achievement by removing obstacles that may affect their learning. This mission is accomplished by classroom guidance, career planning, individual and group counseling, as well as appropriate academic course selection. In addition, MacArthur 9th grade counselors share the common goals and objectives of the district: to prepare ALL STUDENTS academically and socially to be critical thinkers, problem solvers, and to become responsible and productive citizens.
Counseling Program Description
MacArthur 9th Grade School Counseling Program follows the American School Counselor (ASCA) National Model and the Texas Comprehensive Developmental Guidance and Counseling Program for school counseling programs. The development and implementation of the comprehensive developmental guidance curriculum, greatly improves the personal and academic success of all students while making use of the counselors training received during their coursework, practicum, and research experiences. Students receive customized interventions that are data driven and their effectiveness are constantly being monitored using academic, attendance, and discipline data. Our priority is our students and preparing them for post high school graduation, as well as college and career awareness.
All students are served in a manner to ensure that they have equitable access to a rigorous education.
The counseling program is based on four components, which are as follows:
Guidance Curriculum (15%-25%) – the guidance curriculum is designed to help students acquire knowledge and skills within the scope of the following content areas: development of self-confidence, motivation to achieve, decision making, goal setting, planning, and problem solving skills, interpersonal effectiveness, communication skills, cross-cultural effectiveness and responsible behavior.
Responsive Services (25%-35%) – responsive services allow counselors to intervene on behalf of students whose immediate personal concerns or problems put their continued personal-social, career and/or educational development at risk.
Individual Planning (25%-35%) – the purpose of the individual planning system is to guide all students as they plan, monitor, and manage their own educational career and personal social development. In compliance with House Bill 5 counselors will be meeting with students and their parents to discuss their educational plan of study as well as their academic plan.
System Support (15% - 20%) – utilizing system support counselors collaborate with parents, teachers and administrators in an effort to develop discipline alternatives for troubled youth who are frequently removed too quickly from their regular school to an alternative disciplinary school.