School Counselors

Elementary school counselors provide classroom lessons on a variety of skills, from decision-making to communication and friendship skills. They also work with small groups of students and individuals on particular topics, as needed. Elementary school counselors can provide a wealth of information to teachers and parents on behavior management and child development issues and can provide referrals to community-based resources.

Middle school counselors assist with registering and transitioning new students, as well as advising parents and students on course scheduling. They provide classroom lessons and small group sessions on particular skills like conflict resolution, and they meet individually with students in need of additional assistance with personal-social issues. They track students who are failing subjects and offer organization, study skills and goal-setting lessons. In the later years of middle school, there is a focus on college and career exploration to assist students in preparing for high school programming.

Middle School Promotion and Retention Policy

Except as provided in Superintendent Rule 5131.33, in order for a sixth, seventh, or eighth grader to be promoted, the student must:

1. Pass Language Arts/Reading; and
2. Pass Mathematics: and
3. Meet one of the following:
   • Pass Science and Social Studies and at least one Related Arts course; or
   • Pass Science and at least two Related Arts classes; or
   • Pass Social Studies and at least two Related Arts classes. Students failing a required core subject during the school year may attend summer school to achieve a passing grade.

Middle School Required Courses

The following subjects are Middle School Core Subjects and Related Arts:

Core Subjects	Related Arts
Language Arts/Reading	Art
Mathematics	Band/Strings
Science	Computer Skills
Social Studies	Family & Consumer Science
	Health
	Music/Chorus
	Physical Education
	Technology Education
	World Language

All middle school students must take all four core subjects in each middle school year.

Middle School Student Service Learning Guidelines
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High school counselors advise all students on course scheduling, assisting them in making appropriate choices to achieve their future goals. They provide information on programming available in career technology areas, as well as the various levels of academic coursework. They assist with the organization of PSAT/SAT/ACT testing, college/military/business recruitment efforts, scholarship and financial aid opportunities and more. And, as at all levels, they offer counseling services to students who are experiencing problems in any of these areas.

College and career advisors are part of the counseling program in each high school career center. The main focus of these staff members is to provide information to students and their parents on post-high school opportunities. They assist students in the application process for college, arrange opportunities for college, military and business representatives to meet students during the school day, organize the annual college fair, and disseminate information through a monthly newsletter and website.

Graduation Requirements

To be awarded a diploma, a student shall be enrolled in Charles County Public Schools and have earned a minimum of 23 credits that include the following:

Subject Area	Students Entering High School Fall 2016 | Specific Credit Requirements	Students Entering High School Fall 2017 and Beyond | Specific Credit Requirements
English	4 credits	4 credits
Mathematics	3 credits 2 in Algebra 1 in Geometry COMAR 13.A.03.02.03 Each student shall enroll in a mathematics course in each year of high school that the student attends, up to a maximum of 4 years	3 credits 2 in Algebra 1 in Geometry COMAR 13.A.03.02.03 Each student shall enroll in a mathematics course in each year of high school that the student attends, up to a maximum of 4 years
Science	3 credits 1 Biology and 2 other lab sciences Recommended sequence: Earth and Space Biology Chemistry (Physical Science)	3 credits 1 Biology and 2 other lab sciences Recommended sequence: Earth and Space Biology Chemistry (Physical Science)
Social Studies	3 credits Recommended sequence: LSN Government U. S. History World History	3 credits Recommended sequence: LSN Government U. S. History World History
Fine Arts	1 credit	1 credit
Physical Education	.5 credit Fitness for Life	.5 credit Fitness for Life
Health	.5 credit	.5 credit
Technology Education	1 credit	1 credit
Financial Literacy	1 credit	1 credit
Other	2 credits of World Language and at least 4 credits of academic/career electives OR 2 credits of Advanced Technology coursework and at least 4 credits of academic/career electives OR 6 credits through the completion of a state-approved career and technology education program and academic/career electives	2 credits of World Language and at least 4 credits of academic/career electives OR 2 credits of Advanced Technology coursework and at least 4 credits of academic/career electives OR 6 credits through the completion of a state-approved career and technology education program and academic/career electives.

Helpful Links

ACT

College Board- AP, PSAT, SAT

Dual Enrollment

Full-time college waiver

High School Program of Studies (includes Graduation Requirements & Credit Check Sheet)

NCAA Eligibility

Request to drop an Advanced Placement (AP) or Honors Course

Scholarships / Financial Aid Resources

Student Service Learning High School Guidelines

Talking to Children About Violence

From the National Association of School Psychologists (NASP)
NASP has additional information for parents and educators on school safety, violence prevention, children’s trauma reactions, and crisis response at www.nasponline.org. ©2016, National Association of School Psychologists, 4340 East West Highway #402, Bethesda, MD 20814

High profile acts of violence, particularly in schools, can confuse and frighten children who may feel in danger or worry that their friends or loved ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security and talking with them about their fears.

1. Reassure children that they are safe. Emphasize that schools are very safe. Validate their feelings. Explain that all feelings are okay when a tragedy occurs. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately.
2. Make time to talk. Let their questions be your guide as to how much information to provide. Be patient; children and youth do not always talk about their feelings readily. Watch for clues that they may want to talk, such as hovering around while you do the dishes or yard work. Some children prefer writing, playing music, or doing an art project as an outlet. Young children may need concrete activities (such as drawing, looking at picture books, or imaginative play) to help them identify and express their feelings.
3. Keep your explanations developmentally appropriate.
   • Early elementary school children need brief, simple information that should be balanced with reassurances that their school and homes are safe and that adults are there to protect them. Give simple examples of school safety like reminding children about exterior doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day.
   • Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Discuss efforts of school and community leaders to provide safe schools.
   • Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. Emphasize the role that students have in maintaining safe schools by following school safety guidelines (e.g. not providing building access to strangers, reporting strangers on campus, reporting threats to the school safety made by students or community members, etc.), communicating any personal safety concerns to school administrators, and accessing support for emotional needs.
4. Review safety procedures. This should include procedures and safeguards at school and at home. Help children identify at least one adult at school and in the community to whom they go if they feel threatened or at risk.
5. Observe children’s emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and 2 time. However, some children may be at risk for more intense reactions. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Seek the help of mental health professional if you are at all concerned.
6. Limit television viewing of these events. Limit television viewing and be aware if the television is on in common areas. Developmentally inappropriate information can cause anxiety or confusion, particularly in young children. Adults also need to be mindful of the content of conversations that they have with each other in front of children, even teenagers, and limit their exposure to vengeful, hateful, and angry comments that might be misunderstood.
7. Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get plenty of sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don’t push them if they seem overwhelmed.

Suggested Points to Emphasize When Talking to Children

• Schools are safe places. School staff works with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) to keep you safe.
• The school building is safe because … (cite specific school procedures).
• We all play a role in the school safety. Be observant and let an adult know if you see or hear something that makes you feel uncomfortable, nervous or frightened.
• There is a difference between reporting, tattling or gossiping. You can provide important information that may prevent harm either directly or anonymously by telling a trusted adult what you know or hear.
• Although there is no absolute guarantee that something bad will never happen, it is important to understand the difference between the possibility of something happening and probability that it will affect you (our school community).
• Senseless violence is hard for everyone to understand. Doing things that you enjoy, sticking to your normal routine, and being with friends and family help make us feel better and keep us from worrying about the event.
• Sometimes people do bad things that hurt others. They may be unable to handle their anger, under the influence of drugs or alcohol, or suffering from mental illness. Adults (parents, teachers, police officers, doctors, faith leaders) work very hard to get those people help and keep them from hurting others. It is important for all of us to know how to get help if we feel really upset or angry and to stay away from drugs and alcohol.
• Stay away from guns and other weapons. Tell an adult if you know someone has a gun. Access to guns is one of the leading risk factors for deadly violence.
• Violence is never a solution to personal problems. Students can be part of the positive solution by participating in anti-violence programs at school, learning conflict mediation skills, and seeking help from an adult if they or a peer is struggling with anger, depression, or other emotions they cannot control.

Helpful Links

PBS.org – Talking With Kids About the News
Develop strategies for discussing today’s headlines with children. Learn how to calm their fears and stimulate their minds.

The Child Mind Institute – How to Help Children Cope With Frightening News

American Academy of Child & Adolescent Psychiatry – Talking to Children about Community Violence

Documents and Publications

Talking to Children About Terrorism and School Shootings in the News

Parent Guide on How to Support Grieving Children
The National Center for School Crisis and Bereavement and the New York Life Foundation have partnered to develop a booklet providing practical advice on how parents and other adults can support grieving children.

Coping With the Sudden Death of a Student
A crisis handbook for schools and students dealing with death and grief. The development of this report comes from a belief that schools are a community of people who care for one another.

Links for Students

kids health

Links for Middle and High School Students

List of Colleges and Universities in Maryland

College of Southern Maryland

ed online
A complete listing of historically black colleges and universities, along with other college and financial aid information

SmartStudent Guide to Financial Aid

Student Success With Less Debt
Maryland state government website that guides students and parents through the application process for state funding for higher education

online college Programs of Study 

Links for Parents

American School Counselor Association

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