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* Will I be notified when my child sees the counselor?

Often, you are not notified when your child sees the counselor. Meeting with the school counselor is something many children enjoy and seek out. The majority of situations we deal with are normal, developmental issues like friendship concerns, managing strong feelings, resolving conflicts, etc. We operate under the laws of confidentiality and try to establish trust with students so they feel comfortable coming to us when needed. We try very hard to work through problems at school and assist students with making good choices. If the counselor feels that a student may harm themselves or someone else, we are required to break confidentiality and contact the parents. Also, if a re-occurring problem persists, many times we do involve parents in a positive plan to help the student.

* Will the counselor see my child individually on an on-going basis if requested?

The school counselor's role is one of support. Although we are trained as therapists, we do not conduct "therapy," or long-term counseling in the school setting. We provide short term and/or crisis counseling. The guidance counselor may assist families in locating  a therapist in the community who can more adequately provide services when long term/intensive care is needed.

*Can you recommend any outside therapists/counselors for us to consider?

The elementary counseling team at Spring-Ford has created a list of area counselors that we can share upon request of the parents.

*Do you offer counseling groups?

We have many small group opportunities for students at Upper Providence. Our skill-based groups begin in January and March and last for six sessions. They run during a student's recess time and combine only students of the same grade level. Teachers, parents, specialists, and other faculty can refer a student for a group. Topics include self-esteem, friendship, anger management, critical thinking, coping with stress, grief support, changing families, and transition to intermediate school. The agency of Spring-Ford Counseling has collaborated with our district to provide counselors to help facilitate these groups due to high demands. 

*What do I do if my child doesn't want to come to school?

It is important for every child to attend school on a regular basis. We realize that anxiety can be overwhelming and are here to assist you in your efforts. It is best to keep them in a routine, like riding the bus, if at all possible. Driving them to school can sometimes make separation more difficult. When students come home, ask them to tell you three happy moments they had that day, instead of focusing on any concerns. Try to remain positive about school, and sometimes the adjustment difficulty will subside. Set up a play date with someone from their class, or ask their teacher to give them a morning job to look forward to.

*How does the process work for a potentially gifted student?

Teachers, parents, or other faculty can refer a student for a gifted screening. One of the school counselors will then schedule that screening, either to be done in a small group, or individually. If a student meets criteria set forth by the state of PA, the counselor will communicate with parents to make a decision on the next step. If a full evaluation is warranted, parents will give formal permission, and the student goes on a waiting list to be seen by the school psychologist. The state gives the school psychologist 60 calendar days to test a student. Once complete, a meeting will be held to go over results of the formalized testing to determine whether or not a student qualifies for the Gifted Support Program.

*How do I know if my child is ready for Kindergarten?

Entering Kindergarten can be a very exciting, yet overwhelming time for your family. Children enter with various abilities and our Kindergarten team does a great job of teaching to all levels. Children usually know how to write their first name, their colors, their shapes, how to say the alphabet, and how to count from 1-10. Our Kindergarten teachers really stress listening to your pre-school teacher and their recommendations for starting Kindergarten. The district sets forth guidelines for how old student needs to be, but keep in mind your own child's needs and developmental readiness. 

*What do I do if my child is struggling academically or behaviorally?

We have a child study team to help intervene when a student is not meeting success. Parents are a part of the team and we meet to go over possible strategies the teacher and team can use to support a student. Those strategies are tried for 30 school days and the team reconvenes to determine success of strategies. Our goal is for every student to enjoy school and to create the best learning environment possible. New to us this 2008-2009 school year is the Response to Intervention model (RTI) in grades K-2. This model provides early intervention by delivering targeted instruction for students. Students who are identified as not meeting benchmarks receive individualized academic support, have goals set for improving their school performance, and are closely monitored to ensure that they achieve those goals. Students who are identified as meeting or exceeding benchmarks receive instruction to reinforce, extend, and enrich their learning. The goal of RTI is to intervene for students BEFORE they fail.

*If my child is being evaluated by the school psychologist, what is the timeline?

The state of Pennsylvania dictates a 60-calendar day timeline from the date of signed parent permission. Our team works very hard to meet these timelines, and gives each case the dedication it deserves.

*Do you have a list of recommended tutors?

We do not provide a list of tutors. Instead, parents can have us post their information for a tutoring opportunity in our teacher lounge. We have many teachers who are willing to tutor; however, they are acting privately, and not as a Spring-Ford employee during that time.