North Wasco County SD 21

Comprehensive Guidance Program

(Adopted by the Board of Directors March 20th, 2008)

Overview
The purpose of the school counseling program is to impart specific skills and learning opportunities in a proactive,
preventive manner, ensuring all students can achieve school success through academic, career and personal/social
development experiences. The comprehensive school guidance and counseling program targets four main areas of
development:
1.
2.
3.
4.

Academic learning to learn

Career learning to work
Personal/Social learning to live
Community Involvement learning to contribute

The Comprehensive Guidance and Counseling program will:

1. Address the needs of all students.
2. Be an integral part of the instructional program and total educational experience
3. Include structured activities based upon the needs of each student, including preventative, developmental, and
remedial services.
4. Provide accountability and continuous improvement through annual review of student progress and program and
staff evaluation
5. Include appropriate professional development for all staff to maintain a quality program.
6. Depend upon the support and collaboration of administrators, teachers and other school personnel, student and
the community
7. Be coordinated by licensed school counselors.
Non-discrimination Statement:
It is the policy of the North Wasco County School District Board of Education and School District that there will be no
discrimination or harassment on the grounds of race, color, sex, sexual orientation, marital status, religion, national
origin, age or disability in any educational programs, activities or employment. Persons having questions about [equal
opportunity and nondiscrimination] should contact the Superintendent at the North Wasco County School District Office,
(541) 296-6149 or TDD 1-800-735-2900.
There are many benefits of a Comprehensive Guidance and Counseling Program for the entire community including
students, parents, teachers, counselors, administrators and businesses and industry.
The benefits to students include:
1. Students are prepared for the challenges of the future when their academic, career, personal/social development
and community participation are supported
2. Students are taught the skills for a lifetime of learning, career self management and social interaction
3. Students educational programs are related to next steps and future success
4. Students knowledge of our changing world is broadened
5. Students career exploration and planning is facilitated
6. Students are assured equitable access
7. Each individual student receives advocacy

Comprehensive Guidance Program

Adopted March 20th, 2008

The benefits to parents include:

1. Their children are prepared for the challenges of the future
2. Their childs long range planning and learning is a developed system
3. Their childs academics are tied to the next step
4. Parents are provided with support in advocating for their childs academic, career, and personal development.
5. There are increased opportunities for parent/school interaction.
6. Parent access to school and community is facilitated.
The benefits to teachers include:
1. The academic success of each student is supported
2. Teachers guidance role is clearly defined
3. An interdisciplinary team effort is provided to address student needs and educational goals.
4. Consultation is provided to assist teachers in their guidance role.
The benefit to school counselors include:
1. Provision of program content to each student is ensured
2. The role of the school counselor as a student advocate is enhanced
3. A clearly defined role and function is provided
4. Critical counseling functions are focused on
5. A tool for program management and accountability is provided.
6. The academic mission of the school is ensured.
The benefits to administrators include:
1. School counseling is integrated with the academic mission of the school
2. Program structure is provided with specific content
3. The school counselors role is defined through enhancing learning and development for each student
4. A means of evaluating school guidance and counseling programs is provided.
Benefits to the community include:
1. Community awareness of student support systems necessary for success is created.
2. Economic development is enhanced through quality preparation of students for the world of work
3. An increased opportunity for collaboration and participation of community members with the school program is
provided.
4. The community is educated to the needs of the school and vice versa.
Benefits for business and industry include:
1. A future workforce with decision-making skills, pre-employment skills, increased worker maturity, and a career
self-management skill is provided.
2. There are increased opportunities for business and industry to participate actively in the total school program.
3. An increased opportunity for collaboration among counselors, business and industry, and communities is
provided.
Comprehensive Guidance Program
Adopted March 20th, 2008

The American School Counseling Association outlines fifteen components of a Comprehensive Guidance
and Counselor Program that assist in the effective delivery of a program. These fifteen components fall
under one of four main categories including foundation, content, resources and continuous improvements.
A.)

Foundation Components
I. Mission Statement

The Comprehensive Guidance and Counseling Program at The Dalles Wahtonka High School is designed to meet the
unique needs of all students in their pursuit of education. Education of the whole student includes academic, career,
interpersonal, emotional and community. Students ultimately will be able to make focused decisions for the direction of
their life goals. The Comprehensive Guidance and Counseling program supports each student in realizing his or her
maximum potential.
II. Philosophy
The Comprehensive Guidance and Counseling Program at The Dalles Wahtonka High School is an integral component of
the overall education program. Because growth and learning of an individual is a developmental process, so too must be
the guidance and counseling program. The guidance and counseling program must be provided on a consistent basis for
each and every student at The Dalles Wahtonka High School following ethical guidelines and professional standards.
Academic, career, personal/social and community learning and success are attainable for every student when guidance
and counseling is provided for those students consistently and systematically.
III. District Policy
It is the policy of School District 21 Board that the Comprehensive Guidance and Counseling Program assists each and
every student in acquiring the knowledge, skills and attitudes needed to become effective students, responsible citizens,
productive workers and lifelong learners.
To do this, as an integral and central part of its education program, each school building will deliver guidance curriculum,
individual education planning and services responsible to individual needs that are developmentally appropriate. Staff
assignments will be made to ensure these program elements are carried out. Thorough a district level program team, the
district will coordinate and articulate these services between buildings and with other community resources.
B. Content Components
IV.

Guidance Curriculum

1. Classroom instruction Counselor / Teachers

a. Freshman year Adjusting to high school
b. Sophomore year peer relations, anger management
c. Junior year Launching/Transitioning
2. Large and small group activities
3. School presentations
a.
b.
c.
d.
e.
f.

Drug and Alcohol prevention ASB

Drinking and Driving ASB
Peer Relations ASB
STD/AIDS ASB
Respecting Others
Building supportive relationships

Comprehensive Guidance Program

Adopted March 20th, 2008

4. Parent workshops Counselors

a.
b.
c.
d.
e.
f.

8th grade transition assembly

Freshman orientation
Talking to your kids about drugs and alcohol
Talking to your kids about relationships
Financial Aid Workshops
Post high school planning

5. Community events Key Club, International Club, CTE classes, Drama and Music Department, Human Dignity
Club
Students participate in events outside of their own school that support the development of their skills and
knowledge and an understanding of their communities and the world in which they live.
V. Individual Planning
1. Review of student test scores, interpretation of the results, and plans for action / CIM, PSAT, SAT, TAG, SPED
Counseling Office, Special Education team, classroom teachers and PODS coaches
2. Review and interpretation of formal career assessment instruments CIS, School to Work Coordinator, classroom
teachers and PODS coaches
3. Discussion about academic achievement and planning for interventions Counselors, classroom teachers and
PODS coaches
4. Dialogue about self assessment and personal management Counselors, classroom teachers and PODS coaches
5. Review of behavior plans Counselors, Asst Principal, Teachers, classroom teachers and PODS coaches
6. Planning career-related learning experiences and extended applications School to Work Coordinator and
Counselors, classroom teachers and PODS coaches
a. Mock Interviews
b. Resume Writing
7. Review of high school course plans and annual course registration Counselors and Counseling Secretary,
classroom teachers and PODS coaches
a. Mid term grades, progress reports, graduation status reports
8. Discussion and strategizing for high school plans, including but not limited to post secondary education options,
work preferences, college applications and financial aid process School to Work Coordinator, Counselors,
classroom teachers and PODS coaches
a. Graduation status reports
b. Newsletters
c.

Scholarship program

d. Academic letters
9.

It is the students responsibility, with parental guidance, to develop, review, and manage his or her education
plan and profile. The school is responsible for providing the opportunity for each student to develop his or her
education plan and profile in grades 7-12 (OAR 581-022-1120). Parents/guardians, school personnel, and
community partners provide support and guidance to the student to foster development and promote progress
toward learning and transitions to the students next steps. Flexibility in the process enables students to change
their plans as their interests and goals evolve along the way. TDWHSs vehicles to fulfill the schools
responsibility are PODS and Senior Seminar class

Comprehensive Guidance Program

Adopted March 20th, 2008

VI. Responsive Services

1. Individual and small-group counseling
a.
b.
c.
d.
e.
f.
g.
h.

Survey students as needed on-going (Healthy Teens Survey, Senior Exit survey, PODS student survey)
Divorce
Death
Stress
Friendship Issues
Teacher Issues
Homeless Coordinator
Attendance and Discipline Issues

2. Consulting
a. Parents
b. Teachers
c. Other professional
3. Referrals
a.
b.
c.
d.
e.
f.
g.

Drug and Alcohol

Medical Issues School Health Nurse
Domestic Violence
Reporting Abuse
504s, IEPs, Behavior Plans
Peer referrals
Depression

4. Crisis Counseling
a.
b.
c.
d.

Suicide
Pregnancy
Abuse
Peer relations

5. Peer Facilitation
a.
b.
c.
d.

Natural Helpers
Medication
Challenge Day
Girls Circle/Boys Circle
VII.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

System Support

Communication
Program Coordination
Professional Development
Consultation
Collaboration and Partnering
Community Outreach
Shared responsibilities
City Police / Sheriffs Department / State Police
Wasco County Prevention Coalition
Columbia Gorge Community College
Multi-Disciplinary Team (MDT)
Department of Human Services (DHS)

Comprehensive Guidance Program

Adopted March 20th, 2008

13.
14.
15.
16.
17.
18.

Juvenile Department
NORCOR (jail)
Youth Interagency Task Force
Mid Columbia Council of Governments
Weekly collaboration with teachers
Staff Development: CIS in-service, co-operative learning, Challenge Day, Student attendance encouragement,
appropriate use of 90 minute classes and Differentiated Instruction
VIII.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Student Advocacy

Academic
Economic
English Language Learners Coordinate with ESL teacher
Students with disabilities Coordinate with Special education teachers
High Achieving students
Single parents and single pregnant women Counselor and School Nurse
Students preparing for non traditional employment or training School to Work Coordinator
Students from diverse cultural backgrounds
Students in juvenile justice or corrections programs Coordinate with juvenile program and probation officers
Students at risk of dropping out
Sexual orientation Human Dignity Club Advisor
Other barriers to educational achievement

C. Resources Components
IX. Professional staff
1. Develop, implement and continuously improve the schools comprehensive guidance and counseling program.
2. Design and implement developmentally appropriate guidance curricula with the support of classroom teachers.
3. Oversee the initiation of student education plans and the annual review of the education plans and profiles;
counsel students through planning and decision making issues yearly & 4 year plan
4. Oversee the selection and administration of career assessment tools and their interpretation with students
5. Train classroom teachers in the delivery of the guidance curriculum and educational planning activities and
strategies
6. Assess and intervene with students who are experiencing emotional, social, academic or social needs.
7. Consult with teachers, staff and parents regarding meeting the developmental needs of students.
8. Refer students with critical needs in consultation with their parents when appropriate, to appropriate community
resources.
9. Advocate for each students success in school and life.
10. Participate in other activities that contribute to the effective operation of the school.

X.

Collaborative Structures

1. Assess the guidance and counseling needs of the community and school.
2. Assist in collecting, analyzing and interpreting data
3. Investigate best practices in other communities
4. Help develop and maintain program elements Records management
a. Midterm reports, final grades, report cards, graduation status
b. Update transcripts
c.

Scheduling

d. Schedule changes
Comprehensive Guidance Program
Adopted March 20th, 2008

e. Class rosters
f.

Credit/no credit sheets

g. Challenge testing
h. Independent study coordination
i.

CGCC referrals

5. Review and recommend program materials

6. Annually evaluate progress made toward state objectives
7. Assist in the revision of the goals and objectives of the program
8. Offer specific recommendations for improvement
9. Serve as an avenue of communication between the program and community
10. Assist the program in obtaining community support
11. Collaborate with community organizations in providing services to students and their families
12. Work with employers to create learning opportunities for students
XI.

Materials and Facilities

The Dalles Wahtonka High School Counseling Office serves as a focal point for students seeking information regarding
academic information, life skills information, and mental health information. TDWHS Counseling Office has resource
materials available to students, parents and teachers in the following areas:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.

Development of positive self concept

Learning and practice of interaction skills
Student growth and change
Student achievement
Decision making
Drug and alcohol prevention / intervention
Dealing with depression and suicide
Understanding sexual orientation
Prevention of school violence
Connection of work and learning
Understanding of life and occupational roles
Understanding the needs of organizations, community and society
Educational planning, post secondary school selection, test preparation and securing financial aid
Employability and job search skills
CIS (Career Information Systems)
Career Videos / Virtual Job Shadows (via School Network system)
XII. Management Systems

Management systems support the creation, maintenance and enhancement of the comprehensive guidance and
counseling program. In addition to securing adequate financial resources for staff, materials and facilities, management
systems ensure ongoing development, systemic change, program integrity and public relations.
1. Development support the use of data and best practices in the development of guidance and counseling
program.
2. Systemic Change support the use of continuous improvement tools and methods.
3. Program Integrity ensure that the program adheres to district level policies and procedures, pertinent state and
federal laws and state rules and regulations in the development and implementation of its guidance and
counseling program.
4. Public Relations implement a marketing and public relations plan for the program.
5. Finances provide adequate financial resources for the guidance and counseling program to ensure full
implementation.
Comprehensive Guidance Program
Adopted March 20th, 2008

B.)

Continuous improvement Component

XIII.

Student Progress

Comprehensive guidance and counseling programs exist to support the schools mission and individual student success.
Review and analysis of individual, group, and aggregate data on student progress provide the foundation for program
evaluation and program improvement activities.
1. Standards related data:
a.
b.
c.
d.
e.
f.

Students meeting state requirements on Oregon Statewide Assessments

Students meeting academic content standards are evaluated by the district
Students with education plans and profiles
Students with documented Career-Related Learning Experiences
Students achieving Career-Related Learning Standards
Student demonstrating extended application

2. Other Student Achievement Data

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

Other standardized test data

SAT and ACT scores
Graduation rates
Passing all classes rates
Promotion and retention rates
Completion of special programs (AP, Honors, College Prep)
State Assessment Testing (OAKS)
PSAT
ASVAB (Armed Services Vocational Aptitude Battery)
ASSET

3. Achievement related data

a.
b.
c.
d.
e.
f.
g.
h.
i.

Course enrollment patterns

Discipline referrals
Suspension and expulsion rates
Alcohol, tobacco and other drug violations
Attendance rates
Parent/guardian involvement
Extracurricular activity participation
Homework completion rates
Drop out rate
XIV.

Staff Development

Staff roles and responsibilities for the comprehensive guidance and counseling program are explicit in program plans,
position descriptions and performance indicators. Staff development is provided to upgrade skills and knowledge of all
staff involved in the delivery of the program. Staff evaluations address the assigned program activities and individual
development needs.
a.
b.
c.
d.
e.
f.
g.
h.
i.

j.

Program organization and planning

Program team leadership
Guidance curriculum delivery
Individual planning activities
Responsive service activities
System support and integration activities
Collaboration (within district and in community)
Review and maintenance of program materials and resources
Monitoring of student progress
Program review and evaluation

Comprehensive Guidance Program

Adopted March 20th, 2008

XV.

Program Planning and Evaluation

Program planning and evaluation for the comprehensive guidance and counseling program is an integral part of the
overall school improvement planning and evaluation process. Initial planning establishes program objectives and sets a
course of action. Regular program evaluations provide accountability measures and data to assist in improvement plans.
These ongoing evaluation activities are part of the schools total assessment process.
Phases of Program Development:
a.
b.
c.
d.
e.

Organize
Establish commitment to action
Designate advisory structure and program team
Develop mission statement and program philosophy
Secure initial policy board commitment

a.
b.
c.
d.
e.

Development program goals

Assess student needs
Evaluate current program status
Identify program gaps
Establish priorities

a.
b.
c.
d.
e.
f.

Develop program content model

Specify student outcomes and indicators
Identify program strategies and services
Assign program components
Write program plan
Develop implementation plan

Plan:

Design:

Implement:
a. Initiate program components
b. Provide Staff Development
Evaluate:

a. Design evaluation based upon plans and goals

b. Carry out evaluation activities
c. Modify program based upon evaluation

Non-discrimination Statement:
It is the policy of the North Wasco County School District Board of Education and School District that there will be no
discrimination or harassment on the grounds of race, color, sex, sexual orientation, marital status, religion, national
origin, age or disability in any educational programs, activities or employment. Persons having questions about [equal
opportunity and nondiscrimination] should contact the Superintendent at the North Wasco County School District Office,
(541) 296-6149 or TDD 1-800-735-2900.
Designated Coordinators
Section 504 Coordinator: Human Resources Director, 3632 West 10th Street, The Dalles, Oregon 97058 Phone: (541) 298-6143
Title II Coordinator: Superintendent, 3632 West 10th Street, The Dalles, Oregon 97058, Phone (541) 296-6149
Title IX Coordinator: Human Resources Director, 3632 West 10th Street, The Dalles, Oregon 97058 Phone: (541) 298-6143

Comprehensive Guidance Program

Adopted March 20th, 2008

NWCSD policies and procedures for responding to complaints based on harassment, intimidation and bullying.
North Wasco County
School District 21
Code: JFCF/GBNA
Adopted: 11/15/01
Readopted: 6/9/04
Orig. Code(s): Chenowith GBNA/JFCF
Hazing/Harassment/Intimidation/Bullying/Menacing
The Board is committed to providing a positive and productive learning and working environment. Hazing, harassment,
intimidation, menacing or bullying, including cyberbullying by students, staff or third parties is strictly prohibited and shall
not be tolerated in the district.
Students whose behavior is found to be in violation of this policy will be subject to discipline, up to and including
expulsion. The district may also file a request with the Oregon Department of Transportation to suspend the driving
privileges or the right to apply for driving privileges of a student 15 years of age or older who has been suspended or
expelled at least twice for menacing another student or employee, willful damage or injury to district property or for the
use of threats, bullying, intimidation, harassment or coercion. Staff whose behavior is found to be in violation of this
policy will be subject to discipline, up to and including dismissal. Third parties whose behavior is found to be in violation
of this policy shall be subject to appropriate sanctions as determined and imposed by the superintendent or Board.
Individuals may also be referred to law enforcement officials. Staff will be reported to Teacher Standards and Practices
Commission, as provided by OAR 584-020-0041.
The superintendent is directed to develop administrative regulations to implement this policy. Regulations shall include
descriptions of prohibited conduct, reporting and investigative procedures, as needed, and provisions to ensure notice of
this policy is provided to students, staff and third parties.
END OF POLICY
Legal Reference(s):
ORS 163.190
ORS 166.065
ORS 166.155 - 166.165
ORS 332.072
ORS 332.107
ORS 339.240
ORS 339.250
ORS 339.254
ORS 339.260
ORS 339.351 - 339.364
OAR 581-021-0045
OAR 581-021-0046
OAR 581-021-0055
OAR 581-022-1140

HB 2637 (2007)

Title VI of the Civil Rights Act of 1964, as amended, 42 U.S.C. Section 2000(d).

North Wasco County

School District 21

Code: JFCF/GBNA-AR
Adopted: 5/14/01
Readopted: 6/9/04
Orig. Code(s): Chenowith GBNA/JFCF-AR
Hazing/Harassment/Intimidation/Bullying/Menacing Complaint Procedures
The following definitions and procedures shall be used for reporting, investigating and resolving complaints of hazing, harassment,
intimidation, bullying and menacing.
Comprehensive Guidance Program
Adopted March 20th, 2008

Definitions
1. Third parties include, but are not limited to, coaches, school volunteers, parents, school visitors, service contractors or others
engaged in district business, such as employees of businesses or organizations participating in cooperative work programs with the
district and others not directly subject to district control at interdistrict and intradistrict athletic competitions or other school events.
2. District includes district facilities, district premises and nondistrict property if the student or employee is at any district-sponsored,
district-approved or district-related activity or function, such as field trips or athletic events where students are under the control of the
district or where the employee is engaged in district business.
3. Hazing includes, but is not limited to, any act that recklessly or intentionally endangers the mental health, physical health or safety
of a student for the purpose of initiation or as a condition or precondition of attaining membership in, or affiliation with, any districtsponsored activity or grade level attainment, i.e., forced consumption of any drink, alcoholic beverage, drug or controlled substance,
forced exposure to the elements, forced prolonged exclusion from social contact, sleep deprivation or any other forced activity that
could adversely affect the mental or physical health or safety of a student; requires, encourages, authorizes or permits another to be
subject to wearing or carrying any obscene or physically burdensome article, assignment of pranks to be performed or other such
activities intended to degrade or humiliate.
4. Harassment, intimidation or bullying means any act that substantially interferes with a students educational benefits, opportunities
or performance, that takes place on or immediately adjacent to school grounds, at any school-sponsored activity, on school-provided
transportation or at any official school bus stop, and that has the effect of:
a. Physically harming a student or damaging a students property;
b. Knowingly placing a student in reasonable fear of physical harm to the student or damage to the students property;
c. Creating a hostile educational environment.
Harassment also includes, but is not limited to, any act which subjects an individual or group to unwanted, abusive behavior of a
nonverbal, verbal, written or physical nature on the basis of age, sex, sexual orientation, race, religion, color, national origin, disability
and marital status.
Intimidation also includes, but is not limited to, any threat or act intended to tamper, substantially damage or interfere with
anothers property, cause substantial inconvenience, subject another to offensive physical contact or inflict serious physical injury on
the basis of race, color, religion, national origin, sex or sexual orientation.
5. Menacing includes, but is not limited to, any act intended to place a school employee, student or third party in fear of imminent
serious physical injury.
Retaliation/False Charges
Retaliation against any person who reports, is thought to have reported, files a complaint or otherwise participates in an investigation
or inquiry is prohibited. Such retaliation shall be considered a serious violation of Board policy and independent of whether a complaint
is substantiated. False charges shall also be regarded as a serious offense and will result in disciplinary action or other appropriate
sanctions.
Complaint Procedures
Building principals and the superintendent have responsibility for investigations concerning hazing, harassment, intimidation, bullying or
menacing. The investigator(s) shall be a neutral party having had no involvement in the complaint presented.
Any student, employee or third party who has knowledge of conduct in violation of this policy or feels he/she has been a victim of
hazing, harassment, intimidation, bullying or menacing in violation of this policy is encouraged to immediately report his/her concerns.
All complaints will be promptly investigated in accordance with the following procedures:
Step I Any hazing, harassment, intimidation, bullying or menacing information (complaints, rumors, etc.) shall be presented to the
building principal or superintendent. Complaints against the building principal shall be filed with the superintendent. Information may
be presented anonymously. Complaints against the superintendent shall be filed with the Board chair. All such information will be
reduced to writing and will include the specific nature of the offense and corresponding dates.
Step II The district official receiving the complaint shall promptly investigate. Parents will be notified of the nature of any complaint
involving their student. The district official will arrange such meetings as may be necessary with all concerned parties within five
working days after receipt of the information or complaint. The parties will have an opportunity to submit evidence and a list of
witnesses. All findings related to the complaint will be reduced to writing. The district official(s) conducting the investigation shall notify
the complainant and parents as appropriate when the investigation is concluded and a decision regarding disciplinary action, as
warranted, is determined.

Comprehensive Guidance Program

Adopted March 20th, 2008

Step III If the complainant is not satisfied with the decision at Step II, he/she may submit a written appeal to the superintendent or
designee. Such appeal must be filed within 10 working days after receipt of the Step II decision. The superintendent or designee will
arrange such meetings with the complainant and other affected parties as deemed necessary to discuss the appeal. The superintendent
or designee shall provide a written decision to the complainants appeal within 10 working days.
Step IV If the complainant is not satisfied with the decision at Step III, a written appeal may be filed with the Board. Such appeal
must be filed within 10 working days after receipt of the Step III decision. The Board shall, within 20 working days, conduct a hearing
at which time the complainant shall be given an opportunity to present the complaint. The Board shall provide a written decision to the
complainant within 10 working days following completion of the
hearing.
Direct complaints related to educational programs and services may be made to the U.S. Department of Education, Office for Civil
Rights. Direct complaints related to employment may be filed with the Oregon Bureau of Labor and Industries, Civil Rights Division, or
the U.S. Department of Labor, Equal Employment Opportunities Commission. Documentation related to the incident may be maintained
as a part of the students education records or employees personnel file. Additionally, a copy of all hazing, harassment, intimidation,
bullying or menacing complaints and documentation will be maintained as a confidential file in the district office.

North Wasco County

School District 21

Code: JFCM
Adopted: 6/8/00
Readopted: 6/9/04
Orig. Code(s): JFCM The Dalles
Threats of Violence**
The Board is committed to promoting healthy relationships and a safe learning environment. To this end, student threats of harm to
self or others, threatening behavior or acts of violence, including threats to severely damage school property shall not be tolerated on
district property or at activities under the jurisdiction of the district.
Students shall be instructed of the responsibility to inform a teacher, counselor or administrator regarding any information or
knowledge relevant to conduct prohibited by this policy. Parents and others will be encouraged to report such information to the
district. Staff shall immediately notify an administrator of any threat, threatening behavior or act of violence he/she has knowledge of,
has witnessed or received. All reports will be promptly investigated.
Students found in violation of this policy shall be subject to discipline up to and including expulsion. A referral to law enforcement shall
be made for any infraction involving a student bringing, possessing, concealing or using a weapon or destructive device as prohibited
by state and federal law and Board policy.
The building principal shall, in determining appropriate disciplinary action, consider:
1. Immediately removing from the classroom setting any student who has threatened to injure another person or to severely damage
school property;
2. Placing the student in a setting where the behavior will receive immediate attention from a building administrator, counselor,
licensed mental health professional or others;
3. Requiring the student to be evaluated by a licensed mental health professional before allowing the student to return to the
classroom setting.
The building principal shall ensure notification is provided to:
1. The parent of any student in violation of this policy and the disciplinary action imposed;
2. The parent of a student when the students name appears on a targeted list that threatens violence or harm to the students on the
list or when threats of violence or harm to the student are made by another student;
3. Any school employee whose name appears on a targeted list threatening violence or harm to the district employee and when threats
of violence or harm are made by a student or others.
Notification to the above shall be attempted by telephone or in person within 12 hours of discovery of a targeted list or learning of a
threat. Regardless, a written follow-up notification shall be sent within 24 hours of discovery of a targeted list or learning of a threat.

Comprehensive Guidance Program

Adopted March 20th, 2008

The district may enter into contracts with licensed mental health professionals to perform student evaluations. Funds for evaluations or
other disciplinary options as may be required by law and this policy shall be provided by the district.
END OF POLICY
Legal Reference(s):
ORS 161.015
ORS 166.210 - 166.370
ORS 332.107
ORS 339.115
ORS 339.240
ORS 339.250
ORS 339.260
ORS 339.325
ORS 339.327
ORS 809.060
ORS 809.260
OAR 581-021-0050 to -0075
OAR 581-053-0010 (5)
OAR 581-053-0015 (7)(k)
OAR 581-053-0545 (4)(c),(w)
OAR 581-053-0550 (5)(y)
Gun-Free School Zones Act of 1990, 18 U.S.C. Sections 921(a) (25), (26) and 922(q); as amended by P.L. 104-208, Section
101(f) (1996) and P.L. 103-322, Section 320904 (1994).
Education of the Handicapped Act of 1975, as amended, 20 U.S.C. Sections 1400-1427, as amended and renamed Individuals
with Disabilities Education Act (IDEA), P.L. 101-476, 104 Stat 1103 (1990), as amended P.L. 105-17 (1997). [P.L. 94-142 is a
well-known short reference to this federal legislation.]

Comprehensive Guidance Program

Adopted March 20th, 2008