At Risk School Counselor (9-12Th Grade)

• Are licensed school counselor educators through the New Hampshire Department of Education.
• Follow the Ethical Standards for School Counselors as outlined by the American School Counseling Association (ASCA) and NH state law.
• Follow the ASCA School Counselor Professional Standards & Competencies. These standards and competencies outline the mindsets and behaviors MRSD school counselors need in order to meet the rigorous demands of the school counseling profession and the needs of our pre-K–12 students.
• Follow all professional standards of the Monadnock Regional School District.
• Are Familiar with ALMA, Naviance, and Acuity 504 management systems.

• Stages of child development/behavior.
• American School Counseling Association National Model.
• Counseling theory and techniques.
• Child and adolescent development.
• Section 504 policies and procedures.
• State and Federal Regulations.
• School and local resources.
• Instructional procedures and practices.
• Program planning and development.
• Appropriate students learning activities.

• Excellent oral and written communication.
• Proficient with technology, including relevant software applications.
• Preparing and maintaining accurate records.
• Demonstrate knowledge of counseling theory and technique, child and adolescent development, and state and federal regulations.
• Demonstrate knowledge of the American School Counseling Association National Model.
• Ability to create an environment of respect and rapport, manage routines and procedures and contribute to the culture for student behavior.
• Ability to deliver services and formulate academic, personal/social, and career plans by assessing student needs.
• Solid communication skills, ability to meet deadlines and willingness to participate in a professional community.
• The ability to work collaboratively with various school and district staff as well as community resources.

• Adapting to changing work priorities.
• Communicating with diverse groups and individuals.
• Understanding detailed information and data.
• Collaborating and working as part of a team.
• Establishing a culture for productive communication.
• Assisting students and teachers in the formulation of academic, personal/social, and career plans, based on knowledge of student needs.

• Collaborate and communicate with the High School Assistant Principal regarding students with behavioral concerns and are at risk for disciplinary actions.
• Consults, as part of a multi-disciplinary team focused on social/emotional development issues, with teachers, parents, school staff, and community agencies to promote student learning across school settings.
• Collaborate and communicate with the High School Assistant Principal regarding students with attendance and truancy concerns.
• Collaborate and communicate with the school counselors regarding students identified as not on track for graduation.
• Collaborate and communicate with the school social worker and the school counselors regarding students identified as at risk with mental health concerns.
• Consult with the Middle School (Gr. 7-9) At Risk School Counselor regarding students, mutual families, common trends in behavior, and successful strategies of intervention.
• Referral source for students with mental health and substance abuse issues.
• Provide faculty and staff consultation for educational issues, adjustment problems, safety issues, student self-management/regulation issues, and therapeutic direction on behaviors, emotional and environmental issues.
• Collaborate with the Director of School Counseling and the MRSD school counseling team to support a comprehensive school counseling program.

• Provide direct services to students through instruction, appraisal and advisement and counseling.
• Provides direct support for faculty and staff regarding student behavior, classroom management, and group dynamic issues for the purpose of assisting in the fostering of a successful learning community that meets the needs of all students.
• Provide short- and long-term individual and/or small group counseling groups for at risk students in Grades 9-12 for skill building that promotes positive school adjustment.
• Works directly with students to stabilize behaviors in order for them to return to their class.
• Advice and counsel students regarding academic, personal/social and emotional problems.
• Provides crisis intervention to optimize student functioning.
• Works with at risk students to develop strategies and coordinates with school staff to support the practice of these strategies.
• Provide intervention for at risk students regarding graduation requirements.
• Provide intervention for at risk students regarding college and career planning.
• Provide individual student planning and responsive services to support students and their families regarding academic, behavioral and personal/social/emotional matters.
• Coordinates with High School Assistant Principal regarding any students assigned to the In School Intervention (ISI) room.
• Collaborate with the supervisor of the ISI room on a daily basis regarding students assigned to the room.
• Create short-term and long-term behavior plans for at risk students and students with chronic discipline concerns.
• Coordinate with the truancy officer regarding attendance and truancy issues for students in Grade 9-12.
• Coordinates with the school social worker, school counselor, Court Liaison, and families regarding CHINS referrals and necessary follow through for students in Grade 9-12.
• Communicates with the school principal, counselor, and psychologist for the purpose of reviewing referrals for at risk families and students in Grade 9-12.
• Assist with risk assessment and appropriate referrals to parents and mental health professionals.
• Advice and counsel faculty, parents/guardians and families to support students' academic, personal/social and emotional wellbeing.
• Attend reentry meetings for students (Grades 9-12) returning to school due to Out of School Suspension.
• Attend reentry meetings for students (Grades 9-12) returning to school after hospitalization due to a mental health concern.
• Attend reentry meetings for students (Grades 9-12) returning to school after self-harm or suicide assessment.
• Attend 504 plan initial and reevaluation meetings.
• Participate on Student Success Teams, identify students who may need targeted or intensive services, and coordinate with behavioral health specialists..
• Promotes regular school attendance for student's best interest and to prevent/assist with chronic absenteeism.
• Promotes family involvement in the schools in concert with other school personnel for the purpose of strengthening communication and possibly assisting in the interpretation of school policies and procedures.
• Maintain professional school and district responsibilities.
• Participate in staff meetings.
• Participate in school and district committees.
• Engage in appropriate professional development activities.
• Provide leadership in promoting and maintaining a positive school culture.
• Other duties as assigned by the supervisor.

• Minimal amount(s) of: lifting, carrying, pushing and/or pulling.
• Moderate amount(s) of:fine finger dexterity, repetitive motion(s), walking, bending/squatting.
• Significant amount(s) of:mental attention/focus, speaking, listening.

Our VisionOur vision is to be a model of leadership and collaboration, committing to serve our community of learners through:Active Stewardship of social, emotional, physical, and intellectual growth & well-beingUnfailing Integrity that encourages positive communication, respectful relationships, and moral courage in a diverse environmentPerpetual Innovation by continuously reviewing and updating our programs, technologies, and instructional practices to inspire complex thinking and creative problem-solvingOur Goals and ObjectivesTowards Active Stewardship, in the area of Student Growth:We will foster the belief that learning, participating, and contributing to the community is critical to the social, emotional, physical and intellectual development and overall well being of each child and the community as a whole.Towards Unfailing Integrity, in the area of Communication:We will improve external communication systems with the specific goal of creating open communication between the school district and the community.We will improve internal communication systems with the specific goal of creating open communication between the school district and it's staff and students.Towards Perpetual Innovation, in the area of Opportunities:We will support the local community by providing rigorous, relevant and effective learning experiences by embracing and promoting a wide variety of opportunities and credit-earning pathways for all students.