GADSDEN CITY SCHOOL SYSTEM

GADSDEN CITY SCHOOL SYSTEM

New Employee Orientation 2017 ? 2018 Tony Reddick

Director of Student Services and Attendance Telephone: 256-549-2906 Fax: 256-549-2954

e-mail: treddick@gcs.k12.al.us

1. Possession of Firearms 2. Attendance 3. Student Discipline

ALABAMA STATE BOARD OF EDUCATION STATE DEPARTMENT OF EDUCATION ADMINISTRATIVE CODE

CHAPTER 290-3-1 PUBLIC SCHOOL GOVERNANCE

TABLE OF CONTENTS

290-3-1-.01 290-3-1-.02

Short Title, Purpose, And Name Change Regulations Governing Public Schools

(c) Truancy Definition. A parent, guardian, or other person having charge of any child officially enrolled in Alabama public schools (K-12) shall explain in writing the cause of any and every absence of the child no later than three (3) school days following return to school. A failure to furnish such explanation shall be evidence of the child being truant each day he is absent. The child shall also be deemed truant for any absence determined by the principal to be unexcused based upon the State Department of Education's current School Attendance Manual. Seven unexcused absences within a school year constitute a student being truant for the purpose of filing a petition with the Court. The Interagency Committee on Youth Truancy Task Force recommendations known as the Early Warning Truancy Prevention Program timeline for reporting truancy shall define the truancy status of any student as follows:

1. First truancy/unexcused absence (warning) (i) Parent/guardian shall be notified by the school principal or his/her designee that the student was truant and the date of the truancy. (ii) Parent/guardian shall also be provided with a copy of Alabama's compulsory school attendance laws and advised of the penalties that can be applied and the procedures that shall be followed in the event that other unexcused absences occur. 2. No earlier than the fifth unexcused absence (conference) (i) The parent, guardian, or person having control of the child shall (1) attend a conference with the attendance officer and principal or his/her designee and/or (2) participate in the early warning program provided by the juvenile court. (ii) Attendance at one of these conferences shall be mandatory except where prior arrangements have been made or an emergency exists. (iii) Failure to appear at the school conference and/or to appear at the early warning program shall result in the filing of a complaint/petition against the parent under Code of Ala. 1975, ?16-28-12(c) (failure to cooperate), or a truancy against the child, whichever is appropriate. 3. No earlier than seventh unexcused absence, but within ten (10) school days (court) (i) File complaint/petition against the child and/or parent/guardian, if appropriate. 4. Child under probation (i) The school attendance officer should be notified by the juvenile probation officer of all children in the school system under probation supervision by the juvenile court as consistent with state statute, Code of Ala. 1975, ?12-l5-100 and 105. (ii) Where a child under probation is truant, the school attendance officer should immediately notify the juvenile probation officer. 5. Any local education agency may adopt a policy more rigorous than the State policy.

FILE: JDF

POSSESSION OF FIREARMS

The Gadsden City Board of Education is cognizant of the extreme danger posed to other students and staff members by students who bring firearms to school. The Board believes that possession of a firearm is totally unacceptable in an educational setting artd establishes a minimum two-year expulsion for any student bringing a firearm onto any school campus or to any school function. In addition, any student displaying or using a weapon in a menacing fashion will be recommended for permanent expulsion.

Possession of any weapon will be treated as a major disciplinary infraction in accordance with the Code of Student Conduct for the Gadsden City Schools. Any incident of weapon possession will be turned over to law enforcement authorities.

ADOPTED: 3/5/02

Program Delivery Components

A comprehensive school counseling and guidance program must ensure that every student has multiple opportunities to acquire competencies in the three domains of Academic Development, Career Development, and PersonaVSocial Development. A combination of the four program delivery components (School Guidance Curriculum, Individual Student Planning, Responsive Services, and System Support) should be utilized in assisting students to achieve these competencies.

School Guidance Curriculum

School guidance curriculum includes structured experiences presented systematically through classroom and group activities from kindergarten through twelfth grade. The curriculum emphasizes decision making; self-understanding; study skills; and career exploration, preparation, and planning. Examples of school guidance curriculum delivery options within this component may include, but are not restricted to:

Classroom Guidance Activities: Counselors facilitate, colead, or assist in the delivery of guidance curriculum activities. These activities may be conducted in the classroom, in the guidance center, or in other school facilities.

Group Activities: Counselors conduct small-group counseling sessions outside the classroom to respond to students' identified interests or needs. Small-group counseling may be either immediate-response or long-term counseling.

Interdisciplinary Curriculum Development: Counselors participate on interdisciplinary teams to develop and refine curriculum in content areas. These teams develop classroom units that integrate subject matter with the school guidance curriculum. Counselors assist teachers in the delivery of classroom units that lead to acquisition of competencies in the domains of affective, social, and employability skills for every student in developmentally appropriate ways.

Parent Workshops and Instruction: Counselors conduct workshops and information sessions for parents or guardians to address the needs of the school community and to reflect the school counseling and guidance curriculum.

Topics for school guidance curriculum activities within this component may include, but are not limited to:

? Self-Concept ? Communication Skills ? Peer Relationships ? Substance Abuse Programs ? Post-High School Planning

? Career Awareness and Exploration ? Study Skills ? Choice-Making Skills ? Personal Safety ? Pre-Employment Skills

Individual Student Planning

Individual student planning includes counseling activities that provide every student with an opportunity to plan, monitor, and manage their academic, career, and personal/social development. Individual student planning emphasizes test interpretation, while academic counseling includes postsecondary education, career/technical education, and career planning. Examples of individual student planning delivery options within this component may include, but are not restricted to:

Individual or Small-Group Appraisal: Counselors help students assess and interpret individual abilities, interests, skills, and achievements. The utilization of appropriate assessment information becomes an important aspect of individual development of immediate and long-range plans.

Individual or Small-Group Advisement: Counselors help students acquire self-appraisal skills; personal and social development skills; and educational, career, and labor market information. This information assists students in planning for personal, academic, and career aspirations. Counselors recognize the critical need to enlist teachers and parents or guardians in helping students make academic and career choices.

Placement and Follow-Up: Counselors advise students in making transitions by providing information and by assisting in the access of resources.

Topics for individual student planning activities may include, but are not limited to:

? Career Awareness and Exploration ? Career/Technical Education Programs

Teacher Advisor Programs ? Career Shadowing

Postsecondary Application Process

? Four-Year Educational Plan ? Honors and Awards Program ? Financial Aid/Scholarship Advising ? Role Playing

Student Portfolios

Responsive Services

Responsive services include counseling or referral activities that meet the immediate needs and concerns of students. Responsive services include personal counseling, crisis counseling, problem solving, agency referral, and consultation. Examples of responsive services delivery options within this component may include, but are not restricted to:

Consultation: School counselors serve as student advocates by consulting with students, parents or guardians, educators, and community agencies regarding strategies to help students and families. Advocacy may include participation in student study teams and student management teams.

Personal Counseling: Counseling is provided in small-group or individual settings for students experiencing difficulties dealing with relationships, personal concerns, or developmentally appropriate tasks. Personal counseling assists students in identifying problems, causes, alternatives, and consequences leading to informed decision making.

Crisis Counseling: Counseling and support services are provided to students and families facing emotional crises as outlined in the school crisis management plan. Crisis counseling is normally shortterm and temporary, using appropriate referral sources if necessary.

Peer Facilitation: Counselors may train students as peer mediators, conflict managers, tutors, and mentors. Programs should adhere to the ethics standards and practices established by the National Peer Helpers Association.

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