Counseling and Guidance Plan

Gifted education programming must include the development and implementation of a counseling and guidance plan to support the unique socio-emotional needs of high ability students.

Identify

  • Accomplished through district identification process
  • HA coordinator notifies counselor of identified students in each building

 

Meet with student and parent

  • Share with parent that this is a process
  • Open up communication lines
  • Share contact information of HA coordinator
  • Share resources (brochure, websites)

 

Answer questions and address concerns of students and parents

  • Individual counseling as needed
  • Group counseling as needed
  • Phone calls with parents
  • Parent conferences as needed

 

Counselors collaborate with teachers, parents and students in challenging students academically.

 

Practices

 

 

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Guiding Principles
Standards

Ideal practices for meeting the unique needs of students with high abilities must include:

  • Classroom and guidance efforts differentiated to meet the socio-emotional needs of high ability students.
  • Teachers, parents, administrators, and school services personnel are provided with information and training regarding the characteristics of students with high abilities and their related socio-emotional development.
  • Teachers incorporate techniques to support affective learning in their classrooms.
  • A counselor with specific training in the socio-emotional needs of high ability students should provide counseling and guidance services.
  • Guidance and counseling services to meet the socio-emotional needs of students with high abilities are ongoing, K-12.
  • Referrals are made to community resources/professionals when necessary. 

Ideal practices for developing and implementing an affective curriculum for high ability students must include:

  • A specific affective curriculum.
  • Differentiated guidance and counseling services.
  • College and career guidance services especially designed for their unique needs.
  • A complete, written affective curriculum including services in academic development, career development, and personal/social development for high ability students is developed and implemented.
  • High ability students should be provided with college/career exploration and development experiences earlier than their same age peers and consistent with their strengths.
  • High ability students need to be provided with guidance in selecting college opportunities and financial aid that allows them to fully develop their academic potential.

Ideal practices for reaching the potential of high ability students must include:

  • Early identification and support of high ability students from low economic environments, Limited English Proficiency, with learning or other disabilities, or cultural differences.

  • Guidance, counseling and support for high ability students who are underachieving or who have other at-risk behaviors to help them reach their potential.
  • Teachers are trained to recognize problem behaviors in students with high abilities and to refer them to appropriate school personnel. Administrators and school services personnel are trained to make community referrals when necessary.
  • High ability students who are at risk or who do not display satisfactory performance in regular or high ability classes should be monitored and provided with appropriate intervention services. Parents are provided information and support regarding their at-risk students with high abilities.
  • Teachers, administrators, school services personnel, and parents/guardians are trained to collaborate in implementing intervention strategies for at-risk students. These intervention strategies can take place at home, at school, or in the community.
  • Ongoing services by teachers, counselors and administrators are provided and documented.