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OTHER MIDDLE SCHOOL PROGRAMS

ALCOHOL AND OTHER DRUG ABUSE PREVENTION
Activities to help students learn facts and develop the attitudes and skills necessary for living a healthy lifestyle with respect to alcohol and drug abuse are integrated into the core curriculum at each grade level. Some of these activities are also included in the KIDS (advisor/advisee) program; and others are done as school-wide assembly programs; some are integrated into the religion program.

CAMPUS MINISTRY
Each Religion class is involved in preparing all-school liturgies to be shared with the school. Students are also encouraged to participate in various campus ministry activities and projects (including service projects) that are developed over the course of the year to help students experience faith as a lived reality. Students may count campus ministry involvement as a semester hour of credit. To do so, students must develop a plan with the Campus Minister and have the plan approved by the Principal.

KIDS INTERACT DURING SCHOOL (KIDS)
ADVISOR/ADVISEE PROGRAM
Each student is a member of a small group of students (15 - 20) with an advisor. This group functions as a home base for the student, with the advisor being the main communication link with the family of the student. Activities included in the KIDS program help students grow personally and socially.

RESOURCE
The resource program reinforces the concepts taught in core classes Language Arts, Literature, Math, Religion, Science and Social Studies – including organization, reading comprehension, and writing skills. Students in 7th and 8th grade who are scheduled 3 or more days per week in resource may receive 1 semester hour credit for their work each semester when pre-approved by of the Principal.

SEXUALITY EDUCATION
Activities to help students learn facts and develop the attitudes and skills necessary for living a healthy lifestyle with respect to sexuality are integrated into the core curriculum. Parents are informed of the topics to be discussed and are encouraged to discuss suggested issues with their child as well.

THE A.C.E.S. SCHOOL COUNSELING AND GUIDANCE PROGRAM
The ACES School Counseling and Developmental Guidance Program is a framework designed to put order and accountability into multiple guidance services provided by the school counselor, teachers, school staff, parents, business and industry representatives, each campus community, and the larger community. The purpose of guidance services is to provide support and encouragement to the developing child and promote the condition of WELLNESS, joyful human living concerned with all aspects of a person's life and the healthy interrelationship of body, mind and spirit.

The Wisconsin Department of Public Instruction in School Counseling Programs: A Resource and Planning Guide (1986) has designed a model for guidance services which is preventative and developmental. The competencies outlined in the model are incorporated in the ACES Developmental Guidance Program. They are the following:

1. LEARNING COMPETENCIES
2. PERSONAL/SOCIAL COMPETENCIES
3. CAREER/VOCATIONAL COMPETENCIES

These competencies parallel the developmental stages a child (K-8) goes through as he or she matures.

The ACES School Counseling and Developmental Guidance Program encourages the individual child to understand school and it's expectations, to be comfortable with himself or herself growing up in a rapidly changing society, and to begin to explore the world of work at an early age.

THE ROLE OF THE SCHOOL COUNSELOR
The school counselor is the advocate of the student. Trust and openness is sought between counselor and students. Consistent with ethical counseling standards (American Association of Counseling and Development, 1981) the counselor is to cooperate with staff, administrator, social service and health professionals, and parents to promote the total well being of the student.

The counselor seeks out the students "at risk" and initiates individual counseling when appropriate. In addition, the counselor meets with students who are having difficulty expressing themselves, not adjusting well to school, or experiencing obvious relationship difficulties. Students may refer themselves, or be referred by other students, school staff or parents. When appropriate, referrals are made to outside agencies.