Student Support Services

The goal of the Preschool is to provide the guidance necessary for children to increase their self-control, be respectful of themselves and others, express their feelings in words rather than through physical strength, listen attentively, and learn to follow directions. Teachers guide and direct children’s inappropriate behaviors to more acceptable choices, using positive and rewarding approaches. They assist the child in meeting his/her need(s) through proactive social skills lessons, positive reinforcement, modeling, prompting, and structured behavioral modification systems within the classroom environment. The teachers, the administration, and the families establish and maintain regular, ongoing open communication on discipline issues. The school Counselor is also instrumental in assisting teachers in and outside the classroom to help facilitate a healthy and productive classroom environment.

If a child’s presentation requires additional attention, intervention, assessment, accommodation, and/or is excessively disruptive or harmful to an individual child or the group, or should the teacher or Director conclude that additional support and expertise are needed for the child’s developmental needs, some or all of the following steps will be required:  

• Additional Parent/Teacher conferences: The purpose of the conferences is to clarify the issues of concern, re-examine the causes, and brainstorm any changes or modifications that can be implemented by either the family or the staff.  
• Involvement of the school counselor for professional support and guidance to both the staff and the family.  
• Implementation of a Tier-Based approach to modify the behavior with the guidance of the school counselor and Student Support personnel.  
• Formal referral for comprehensive assessment. The school counselor will assist with the process.  
• The staff will provide accommodations to meet the child’s specific needs within the scope of the program.

Our elementary counseling department consists of direct and indirect student services. These include a school counseling core curriculum, responsive services, system support, and accountability.

Our counselors use a program consisting of structured lessons designed to help students attain the desired competencies and provide all students with the knowledge, attitudes, and skills appropriate for their developmental level. Our comprehensive school-wide Social-Emotional Learning (SEL) Curriculum focuses on conflict resolution, learning skills, empathy, emotion management, and more.

Responsive services are designed to meet students’ immediate needs and concerns. These services may include individual or small-group settings or crisis response. Counseling sessions focus on coping strategies, goal setting, decision-making, communication, effective social skills, and more. Additional services are geared towards developing social skills, sportsmanship, and learning skills.

The purpose of academic/behavioral/social/emotional counseling is to facilitate student development in academic, behavioral, developmental, and social/emotional areas. The school counselor plans, implements, and evaluates developmentally appropriate guidance programs that address the needs and priorities of the school and each individual student. Students see the counselor for concerns over academic achievement, behavior issues, support services, potential crises, and/or any other matters that may impede their academic progress. 

Services are offered at the individual, group, or classroom level, depending on the needs of the student/class. School-based interventions are also implemented when the school counselor conducts classroom guidance lessons aligned with social development competencies, informed by students’ needs, teacher concerns, and related data. To assist students who struggle academically, behaviorally, developmentally, socially, and/or emotionally, the counselor works with the student, his/her teachers, and parents to provide support using a variety of techniques. The school counselor and teachers reassure all students that issues discussed in the counselor’s office are confidential, unless the counselor deems it necessary to inform other school personnel or the appropriate authorities in cases of potential harm to self or others.

In the event that a student requires accommodation(s)/modification(s) to the curriculum, a professional diagnosis is warranted. AGBU Manoogian-Demirdjian School does not discriminate against students with diverse learning needs and/or other disabilities and will provide accommodations and supports to students so long as the resources, programs, facilities, personnel, and expertise required to meet the student’s current needs are within the scope of the institution. Parents who believe their child’s needs warrant academic and/or behavioral accommodations may contact the counseling office.

The counselor will assist parents in obtaining the appropriate documentation/assessment needed to justify the requested accommodation(s) through a formal IEP and/or 504 Plan. Students who require a Medical Absence Excusal must contact the counseling office to obtain the required forms to process their request. Students MUST be absent 3 or more consecutive school days to qualify for a Medical Absence Excusal. A doctor’s note must be provided to the counseling department within one week after the first absence for the Medical Absence Excusal issuance. 

Within the counseling department, resource support is offered to those who may need academic intervention or additional support. Every student learns in a unique way, so an individualized learning plan is created to meet their needs. The counselor is involved in facilitating the start of resource services, along with the student’s family. Instruction is given in all content areas, but focuses on closing the learning gap through a variety of programs and tools.

System support involves consultation and collaboration with staff, teachers and parents/guardians. Classroom strategies are implemented by the teacher and counselor to enhance student success, and if necessary, a behavioral management plan is created for students with challenging behaviors.