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CONCORD HIGH SCHOOL COUNSELING/TFa~.CHING PROJECT · (Attachment to CBA l~,ogr,mm Agreement ) The C6ncord High School Counseling/Teaching Project is being developed for those childreu who have entered or are at the risk of entering the juvenile justice system. This project will involve the contractural employment of one trained eotmselor/teacher who will work two hours per day at Concord High School. Tne Concord City School System will serve as fiscal agent for this project. ~ne counselor/teacher will be employed for a period of 16 weeks begim~ing February l, 198~, and continuing through }!ay 27, 198]. The decision to place this program is based on statistics which indicate that suspensions, expulsions, and dropouts are a continuing problem at CHS. The same students are often suspended over and over and become drop outs or are expeled. ~hese students are often the undisciplined and delinquent. A progr~ to reduce drop outs, suspensions, and expulsions is clearly needed. ~]e counselor/teacher will work with referrals in individual mhd group counseling/teaching classes. Other job related responsibilities will include consultations with appropriate school persom~e!, and the coordination of community and fs3.~ily resources to best meet the needs of the youth. Since the success of this project is contingent upon filling this position with a qualified individual, considerable emphasis is being placed on occupational and educational experience. This individual will be skilled in cotmse!ing methods, in social work, knowledgeable of therapdutic: techniques mud resources and teaching skills in ].earning disabilities ~ud the emotionally handicapped. The ndnimmm qualifications will be a Bachelor's Degree in Social Work, Guidance and Counseling, or Applied Psychology, Degree in Exceptional Children, or equivalent education and experience provided that a substantial amount of that experience has been in co~mseling or case work teaching the learning disabled and/or emotionally handicapped. The program vrill be directed toward those children who have had a history of disciplinary referrals, truancy, suspension, expulsions, cotuvt referrals, or a history of other inappropriate behavior in the home, school, or community. The e~phasis of this program will be to help youths deal more effectively with stress by improving communication skills, decision mmking, problem solving skills, and other skills (cogu~itive and affective) neceasa~y to effect positive confrontation of problems in daily living. The program, will seek to increase self-esteem by raising the level of adaptive behavior. The proErmm will seek to lessen the problems caused by inadequate learning skills. Some of the day to day activities provided through this program may be field trips, learning smd enric~nent and cultu~,al experiences, and parent conferences (group and individual), and the procurement of commmuity reso~trce persomnel for additional classes and theraoeutic groups. School and involved agency persom~.el will refer the na~r. es of notent~al participants to the school principal mud/or guidance counselor with final decision for placement being made jointly by the school-based committee. This co:mmittee will be composed of the parent/guardian, principal and/or guidance counselor, the exceptional children's coordinator, and the counselor/teacher. ~]~e progr~n participants will meet on a daily basis or as frequently as deemed necessary by the program counselor/teacher with regards to the individual's total needs.