Comprehensive Guidance Counseling Program

Rydell High School 1234 NE Grease Street Portland, OR

Rydell High School Counseling Staff

Molly Fillion, M.S. School Counseling Samara Carranza M.S. School Counseling Juanita Mejia M.S. School Counseling, Certified Secondary Teacher Madison Zettle M.S. School Counseling

Rationale: A Comprehensive Guidance Counseling Program is necessary for our school in order to provide the quality education expected in our state and meet the goals of education defined in OARS 329.015, which states: a. To demand academic excellence through a rigorous academic program that equips students with the information and skills necessary to pursue the future of their choice; b. To provide an environment that motivates students to pursue serious scholarship and to have experiences in applying knowledge and skills and demonstrating achievement; and c. To provide students with lifelong academic skills that will prepare them for the everchanging world. Specifically, a Comprehensive Guidance Counseling Program will support the directives of OARS 581-022-1510 and assist students to: a. Develop decision-making skills; b. Obtain information about self; c. Understand the educational opportunities and alternatives available to them; d. Establish tentative career and educational goals; e. Accept increasing responsibility for their own actions; f. Develop skills in interpersonal relations, and g. Utilize school and community resources.

Mission Statement: Rydell counseling program, in collaboration with the administration, faculty, parents, community, and local businesses, will provide all students with the academic, career, personal/social and community development needed to acquire the attitudes and skills for success in school and after they graduate. All students will participate in a planned, developmentally age appropriate and sequential school counseling program that is accountable and includes a comprehensive guidance curriculum, individual planning, and responsive services. The program will assist in preparing students to become effective learners, achieve success in school, live successful and rewarding lives, and develop into contributing members of our society.

Benefits of Comprehensive Guidance and Counseling for Stakeholders: Comprehensive guidance and counseling programs provide profound benefits to students, parents, teachers, administrators, school counselors, school site councils and advisory groups, business and industry, and the community. Benefits for Students

Prepares students for the challenges of the future by supporting academic, career, and personal/social development and community participation Teaches the skills for a lifetime of learning, career self-management, and social interaction Relates their educational program to next steps and future success Broadens knowledge of our changing world Facilitates career exploration and planning Assures equitable access to opportunities Advocates for the individual student

Benefits for Parents Prepares their children for the challenges of the future Develops a system for their childs long-range planning and learning Ties academics to their childs next steps Provides support for parents in advocating for their childs academic, career, and personal development Increases opportunities for parent/school interaction Facilitates parent access to school and community resources Benefits for Teachers Supports academic success of each student Clearly defines teachers guidance role and places it within the context of the guidance and counseling program and student learning Provides an interdisciplinary team effort to address student needs and educational goals\ Provides consultation to assist teacher in their guidance role Benefits for School Counselors Ensures provision of program content to each student Enhances the role of the school counselor as a student advocate Provides a clearly defined role and function Focuses on critical counseling functions Provides a tool for program management and accountability

Ensures involvement in the academic mission of the school

Benefits for Administrators Integrates school counseling with the academic mission of the school Provides a program structure with specific content Defines the school counselors role in enhancing learning and development for each student Clarifies types of activities to include in a school counselors job description Provides a means of evaluating school guidance and counseling programs

Benefits for the Community Creates community awareness and visibility of the student support systems required for student success Enhances economic development through quality preparation of students for the world of work Provides an increased opportunity for collaboration and participation of community members with the school program Educates the community to the needs of the school and the school to the needs of the community

Benefits for Business and Industry Provides the future workforce with decision-making skills, pre-employment skills, increased worker maturity, and career self-management skills Increases opportunities for business and industry to participate actively in the total school program Provides increased opportunity for collaboration among counselors, business, industry, and communities

Source: Oregon Department of Education (2003). Oregons Framework for Comprehensive Guidance and Counseling Programs. Salem, OR

Needs & Priorities: Needs Related to Testing Data and Achievement Increase testing participation rate on state testing, specifically in the following populations: Economically Disadvantaged English/LA AYP participation- 93% participation when target was 95% Students with Disabilities not meeting: English/LA AYP participation- 90% participation when target was 95% Math AYP participation - 88% when target was 95% Black Students not meeting: English/LA AYP participation - 94% when target was 95% Continue increasing four year and five year graduation rates, specifically in the following populations: Economically Disadvantaged Graduation in four years rate- 55.1% when goal was 65% Graduation in five years rate -56.9% when goal was 70% (Graduation Growth was meeting- 7.0 change in graduation rate when growth target was 4.8) Students with Disabilities: Graduation in four years rate- 59.1% when goal was 65% Graduation in five years rate- 31.1% when goal was 70% (Graduation Growth was meeting- 11.9 change in graduation rate when growth target was 7.1) Hispanic Students: Graduation in 4 years rate - 63.3% when goal was 65% (Graduation Growth was meeting- 16.7 change in graduation rate when growth target was 5.3) Graduation rates 78.6% for all students from the 2010 class Drop out for 2009/10- 0.3% 4 students - Drop out for 2008/90.8% 13 students Increase achievement for all students in Math and Science. Decrease achievement gap between Black students in Math. Students Passing State test in Math in 2010/11 White students 84.98% Black Students 33.97% Asian/Pacific Islander Students 75.00% Hispanic Students 74.07% Multi-Racial/Multi-Ethnic Students

78.95%

Needs Related to Student Activities Decrease the number of drug and alcohol related disciplinary actions. 15% of disciplinary action is drug and alcohol related. Establish more partnerships with community partners to increase student volunteer and community service opportunities.

Resources for Parents and Students Health Center Tutoring and Homework Center Tuesdays and Thursdays from 3:15-5PM in Library College and Career Center Open Daily 7:30-3PM Financial Aid Workshops College Preparation Use Naviance for College and Career Planning http://www.naviance.com/ Students use email address for username Parents enter Im a Guest using gorangers for password College Visits Meet college representatives and hear more about schools that interest you Financial Aid Tips How and where to get financial aid for college ACT and SAT Test Preparation From free to $$$ WUE Colleges List Requirements, deadlines & more for the Western Undergraduate Exchange colleges Student Aid on the Web Scholarship Search Wizard & lots more (U.S. Gov) Oregon Scholarships Information & links to the online OSAC application U.S. News College Information Great resources in addition to college rankings Parent Resources Helpful Tips for Parents Check-In Sheet Distance Learning Apex Learning BYU Independent Study Cyber Oregon Online School Education Program for Gifted Youth OSU K-12 Online Portland Community College PSU Independent Study

Rydell High School Professional Disclosure Statement

Rydell High School 1234 NE Grease Street Portland Oregon 77787 The Rydell High School Guidance Department adheres to the American School Counselor Association Ethical Standards for School Counselors and the American School Counseling Association Code of Ethics. Rydell High students have the right to privacy and counselors will guard that right as much as is permitted by law and ethical standards. The school counselors at Rydell, and specifically the professionals listed below, offer limited health services to our students. These services are educationally focused and follow a brief problem-focused approach. Services may include individual counseling, group counseling, educational, emotional, and/or vocational testing and assessment, case management, and crisis intervention. Payment is not expected for these services, as they are part of our school districts comprehensive education program. Guidance Services Guidance services are provided to help make the students high school career more enjoyable and more profitable. A brief description of some of the services and information available from the guidance office follows: Counseling They are there to discuss anything students wish to talk about. Conversations are kept confidential as long as permitted by law. Self Understanding The counselors will help students study their own personal qualifications with regard to post high school planning. Community Resources Should students need some assistance not provided by our school, counselors can help contact other persons in local, state or federal agencies. Service Students are welcome in the guidance office at any time. The counselors will try to help in any way they can. If students have trouble finding time to meet with a counselor, they can arrange an appointment through the guidance secretary. Counselors are available at any time for emergencies and crisis counseling. Students should arrange an appointment through the guidance secretary for all other issues. Your Rights as a Parent and a Student: To be free from being the object of discrimination on the basis of race, religion, gender or other unlawful category while receiving services. As a client you may choose or refuse counseling services. You have a right to seek other opinions from other practitioners. To expect that a licensee has met the minimal qualifications of training and experience required by state law;

 1. 2. 3. 4. 5.

To examine public records maintained by the Board and to have the Board confirm credentials of a licensee; To obtain a copy of the code of Ethics; To report complaints to the Board; To be informed of the cost of professional services before receiving the services; To be assured of privacy and confidentiality while receiving services as defined by rule and law, including the following exceptions: Reporting suspected child abuse; Reporting imminent danger to client or others; Reporting information required in court proceedings or by clients insurance company or other relevant agencies; Providing information concerning licensee case consultation or supervision; and Defending claims brought by client against licensee;

Your Rights as a Parent: As a parent/guardian you have the right to request your students records at any time, however, the Rydell Counseling staff has 40 days to make these records available to you from time of request. Community Resources Should student/family need some assistance not provided by our school, counselors can help contact other persons in local, state or federal agencies.

Parent Signature__________________________ Student Signature_________________________

Date_____________ Date______________

Samara Carranza, School Counselor Rydell High School Graduate School of Education 1234 NE Grease Street Portland, OR 77787 503-123-4567 Professional Disclosure Statement Philosophy and Approach I believe each student is unique in what he or she brings to our school, this includes the difficulties that a student brings to counseling, and the strengths and opportunities each student brings as well. I believe change occurs through a supportive, trusting relationship. Within the counseling relationship, I work to empower students to develop awareness of themselves, increase their confidence in their academics and plan for the future. I believe with support, encouragement and the appropriate tools, all students can develop solutions for their lives. Services Provided The school counseling program at Rydell High is comprehensive. All students receive classroom guidance lessons as prevention, taught by one of the school counselors. Lessons are based on the Oregon Department of Education standards. Students also have the opportunity to participate in small group counseling. These groups address specific issues and include students who would benefit from counseling with other students who share the same concerns. These groups include Family Change/Divorce, Grief and Loss, and Children of Alcoholism. Individual counseling is also available from the school counselors when appropriate and time is available. Sessions can be made through teacher referral or student or parent requests. Through these sessions the counselors can make referrals to outside agencies for more support. Drop-in counseling available to students with urgent concerns. The schedule is posted in the counseling department office and one counselor is scheduled for drop-in hours throughout the week. These are brief solution-focused sessions. Parent support is available. Parents can speak to their students counselor about how to help their child with a family crisis, improve behavior, or seek referrals. Parents should contact their childs counselor as the need arises or see them at Parent/Teacher Conferences.

Education/Licensure I am a licensed School Counselor by the Oregon Department of Education. I completed my Masters Degree (M.S.) in Counselor Education at Portland State University with an emphasis on school counseling in 2013. The Counselor Education program at Portland State University is accredited by the Council on Accreditation of Counseling and Related Education Programs (CACREP). I hold a membership with the American School Counseling Association. Your Rights and Responsibilities As a licensed school counselor I will abide by its Code of Ethics. A copy of the statement of the Code of Ethics is available upon request. This document informs you of acceptable counselor practices and expected behavior. No fee is charged for services. Parent Consent Parent Consent for ________________________________________ (Students name) If your child has been screened for participation in a small group or individual counseling, parent consent is required. Counseling is based on a trusting relationship between counselor and student, so information shared in counseling is confidential, except in certain situations where there is an ethical responsibility to limit confidentiality and you will be notified. These situations are: If the student reveals he or she is being harmed or harming another person; If the student reveals information about child abuse; or If the counselor's records are subpoenaed by the courts. By signing this form I give my informed consent for my child to participate in small group and/or individual counseling. I understand that confidentiality is necessary to counseling services and will be kept except in the already stated situations. ________________________________________ (Students Name) (Grade) ________________________________________ (Parent/Guardian Signature) (Date) _______________________ _______________________

Molly Fillion, School Counselor Rydell High School Graduate School of Education 1234 NE Grease Street Portland, OR 77787 503-123-4567 Professional Disclosure Statement Philosophy and Approach: Hello and welcome to counseling. I am very pleased to have you in my office and I am excited to begin this process with you. I believe that every student who walks into this office has an equal opportunity to change their life for the better. I believe that all topics discussed in this setting are valid and real. My services are for any student who is dealing with issues that they feel are impacting their wellbeing. I focus on helping students with personal, social, academic, and career guidance. I am available for a variety of services including one-on-one meetings, group counseling, guidance lessons in the classroom, referral, and crisis intervention/prevention. After reading this form, if you have any questions please feel free to ask before signing it. Services Provided The school counseling program at Rydell High is comprehensive. All students receive classroom guidance lessons as prevention, taught by one of the school counselors. Lessons are based on the Oregon Department of Education standards. Students also have the opportunity to participate in small group counseling. These groups address specific issues and include students who would benefit from counseling with other students who share the same concerns. These groups include Family Change/Divorce, Grief and Loss, and Children of Alcoholism. Individual counseling is also available from the school counselors when appropriate and time is available. Sessions can be made through teacher referral or student or parent requests. Through these sessions the counselors can make referrals to outside agencies for more support. Drop-in counseling available to students with urgent concerns. The schedule is posted in the counseling department office and one counselor is scheduled for drop-in hours throughout the week. These are brief solution-focused sessions. Parent support is available. Parents can speak to their students counselor about how to help their child with a family crisis, improve behavior, or seek referrals. Parents should contact their childs counselor as the need arises or see them at Parent/Teacher Conferences. Education/Licensure

I am a licensed School Counselor by the Oregon Department of Education. I completed my Masters Degree (M.S.) in Counselor Education at Portland State University with an emphasis on school counseling in 2013. The Counselor Education program at Portland State University is accredited by the Council on Accreditation of Counseling and Related Education Programs (CACREP). I hold a membership with the American School Counseling Association. Your Rights and Responsibilities As a licensed school counselor I will abide by its Code of Ethics. A copy of the statement of the Code of Ethics is available upon request. This document informs you of acceptable counselor practices and expected behavior. No fee is charged for services. Parent Consent Parent Consent for ________________________________________ (Students name) If your child has been screened for participation in a small group or individual counseling, parent consent is required. Counseling is based on a trusting relationship between counselor and student, so information shared in counseling is confidential, except in certain situations where there is an ethical responsibility to limit confidentiality and you will be notified. These situations are: If the student reveals he or she is being harmed or harming another person; If the student reveals information about child abuse; or If the counselor's records are subpoenaed by the courts.

By signing this form I give my informed consent for my child to participate in small group and/or individual counseling. I understand that confidentiality is necessary to counseling services and will be kept except in the already stated situations. ________________________________________ (Students Name) (Grade) ________________________________________ (Parent/Guardian Signature) (Date) _______________________ _______________________

Juanita Mejia, School Counselor Rydell High School Graduate School of Education 1234 NE Grease Street Portland, OR 77787 503-123-4567 Professional Disclosure Statement Philosophy and Approach I believe each student possesses their own personal strengths and assets which contribute to a positive school community. Students also deal with many difficult issues while in high school. As a school counselor I strive to assist students in achieving their academic, social, personal, and career goals. My counseling approach is based on both existential and cognitive behavioral theories. These theories are based on living an authentic and meaningful life and making decisions that will help an individual do so. We will focus on the students personal strengths and assets and use those to set goals and work on achieving success in attaining those goals. I believe with the proper support and encouragement each student is capable of making great accomplishments. The relationship between students and counselors is built on trust and is the most important aspect for successful counseling. We will get to know each other as we develop a relationship; we will discuss and work on any difficulties or issues you would like to be addressed, and we will work together to achieve success in school and for the future. Services Provided The school counseling program at Rydell High is comprehensive. All students receive classroom guidance lessons as prevention, taught by one of the school counselors. Lessons are based on the Oregon Department of Education standards. Students also have the opportunity to participate in small group counseling. These groups address specific issues and include students who would benefit from counseling with other students who share the same concerns. These groups include Family Change/Divorce, Grief and Loss, and Children of Alcoholism. Individual counseling is also available from the school counselors when appropriate and time is available. Sessions can be made through teacher referral or student or parent requests. Through these sessions the counselors can make referrals to outside agencies for more support.

Drop-in counseling available to students with urgent concerns. The schedule is posted in the counseling department office and one counselor is scheduled for drop-in hours throughout the week. These are brief solution-focused sessions. Parent support is available. Parents can speak to their students counselor about how to help their child with a family crisis, improve behavior, or seek referrals. Parents should contact their childs counselor as the need arises or see them at Parent/Teacher Conferences. Education/Licensure I am a licensed School Counselor by the Oregon Department of Education. I completed my Masters Degree (M.S.) in Counselor Education at Portland State University with an emphasis on school counseling in 2013. The Counselor Education program at Portland State University is accredited by the Council on Accreditation of Counseling and Related Education Programs (CACREP). I hold a membership with the American School Counseling Association. Your Rights and Responsibilities As a licensed school counselor I will abide by its Code of Ethics. A copy of the statement of the Code of Ethics is available upon request. This document informs you of acceptable counselor practices and expected behavior. No fee is charged for services. Parent Consent Parent Consent for ________________________________________ (Students name) If your child has been screened for participation in a small group or individual counseling, parent consent is required. Counseling is based on a trusting relationship between counselor and student, so information shared in counseling is confidential, except in certain situations where there is an ethical responsibility to limit confidentiality and you will be notified. These situations are: If the student reveals he or she is being harmed or harming another person; If the student reveals information about child abuse; or If the counselor's records are subpoenaed by the courts.

By signing this form I give my informed consent for my child to participate in small group and/or individual counseling. I understand that confidentiality is necessary to counseling services and will be kept except in the already stated situations. ________________________________________ (Students Name) (Grade) ________________________________________ (Parent/Guardian Signature) (Date) _______________________ _______________________

Madison Zettle, School Counselor Rydell High School Graduate School of Education 1234 NE Grease Street Portland, OR 77787 503-123-4567 Professional Disclosure Statement Philosophy and Approach I use a strengths-based approach to counsel and advocate for students facing barriers and undergoing stress. I am available for a variety of services including one-on-one meetings, group counseling, guidance lessons in the classroom, referral, and crisis intervention/prevention. I focus on helping students with personal, social, academic, career and community goals and to reach their full potential in all of these areas. The purpose of this statement is to inform students and parents about my counseling services offered as a school counselor and information about myself. After reading this form, if you have any questions please feel free to ask before signing it. Services Provided The school counseling program at Rydell High is comprehensive. All students receive classroom guidance lessons as prevention, taught by one of the school counselors. Lessons are based on the Oregon Department of Education standards. Students also have the opportunity to participate in small group counseling. These groups address specific issues and include students who would benefit from counseling with other students who share the same concerns. These groups include Family Change/Divorce, Grief and Loss, and Children of Alcoholism. Individual counseling is also available from the school counselors when appropriate and time is available. Sessions can be made through teacher referral or student or parent requests. Through these sessions the counselors can make referrals to outside agencies for more support. Drop-in counseling available to students with urgent concerns. The schedule is posted in the counseling department office and one counselor is scheduled for drop-in hours throughout the week. These are brief solution-focused sessions. Parent support is available. Parents can speak to their students counselor about how to help their child with a family crisis, improve behavior, or seek referrals. Parents should contact their childs counselor as the need arises or see them at Parent/Teacher Conferences.

Formal Education and Training I am a licensed School Counselor by the Oregon Department of Education. I hold a Bachelor of Arts degree in Psychology and Sociology from the University of Portland and a Masters of Science Degree in Counselor Education with a School Counseling focus. My graduate program is accredited by CACREP, the Council for Accreditation of Counseling & Related Programs and meets national standards for counseling licensure. I also received my certificate in Marriage and Family Counseling, and participated in a Youth Transition Program with the Special Education Department at Portland State University. I have a membership with the American School Counseling Association. Your Rights and Responsibilities As a licensed school counselor I will abide by its Code of Ethics. A copy of the statement of the Code of Ethics is available upon request. This document informs you of acceptable counselor practices and expected behavior. No fee is charged for services. Parent Consent Parent Consent for ________________________________________ (Students name) If your child has been screened for participation in a small group or individual counseling, parent consent is required. Counseling is based on a trusting relationship between counselor and student, so information shared in counseling is confidential, except in certain situations where there is an ethical responsibility to limit confidentiality and you will be notified. These situations are: If the student reveals he or she is being harmed or harming another person; If the student reveals information about child abuse; or If the counselor's records are subpoenaed by the courts.

By signing this form I give my informed consent for my child to participate in small group and/or individual counseling. I understand that confidentiality is necessary to counseling services and will be kept except in the already stated situations. ________________________________________ (Students Name) (Grade) ________________________________________ (Parent/Guardian Signature) (Date) _______________________ _______________________

Needs Assessment: Rationale Data from the AYP report and school discipline records gives us some sense of the school's needs as a whole. Increasing access to counseling services and a focused yearly goal for the counseling department will help mitigate these issues. Purpose of Assessment Determine level of access to counseling department Identify primary self-reported needs of students Population Targeted This assessment will target 10th graders, their parents and the 10th grade teachers. By sophomore year, students have a year of experience and knowledge of the services provided at school and the issues they face in high school. The counseling department will also monitor the class because they have had a year of experience and we can monitor improvement over next two years Schedule This assessment will occur during the first week that students return to school. Data analysis will be complete and results will be available two weeks after the survey is administered. Facilitation The counseling department requires five parent or community volunteers to complete this assessment. Volunteers will act as representatives of the counseling department to disseminate and collect surveys. Volunteers will also help organize and prepare the data for analysis. Assessment Tools Student Survey The counseling department will circulate a survey to 10th grade students in homeroom. The survey will be passed out by a representative of the counseling department who will stay in the room to collect the surveys when they are complete. The counseling department representative will record any absent students and follow up with them when they return to school. The survey consists of 3-4 questions about the students past use of the counseling department and their opinion of how accessible the school counseling services are. The final question will ask students to select his or her primary concern/need for which they would seek support from a list. Parent Survey

The counseling department will circulate a survey for parents of 10th graders. Surveys will be sent home with students with an incentive to return them. If a student solicits their parents answers to the survey and returns the survey within one day he or she will receive a token of appreciation. The counseling department seeks to have at least 100 parents respond. If less surveys are returned a representative of the counseling department will call the remaining number of parents at random to solicit their input. The survey consists of 3-4 questions about the parents knowledge of their students past use of the counseling department and the parents opinion of how accessible the school counseling services are. The final question will ask parents to select the primary concern/need for their student for which they would seek support from a list. Staff Survey The counseling department will circulate a survey to all the teachers who teach 10th graders during a staff meeting. A representative of the counseling department will circulate the surveys and stay to collect them from all teachers. The counseling department representative will record and any teachers who are absent from the meeting and follow up with them individually. The survey consists of two questions asking how often and for what teachers have referred students to the counseling department. The survey will also include one question asking if teachers have ever consulted with the counselor. The final question will ask teachers to select the primary concern/need students have that teachers through their classroom experience.

Next Steps and Program Implications: The implications of this needs assessment have shown that a school wide substance abuse prevention program is needed. School counselors will execute this program through the use of guidance curriculum, responsive services, and system support. Guidance Curriculum The current curriculum being used in the health classes will be examined and updated to better fit the needs of the school and students. Counselors will collaborate with the 10th grade health teachers to decide how to better teach these units. More classroom instruction will be allotted for substance use prevention materials and the units will be lengthened for the year. Counselors will collaborate with PTA members and community partners to establish a Substance Use Awareness Week. During this week presentations will be given for the student body. Community partners will be utilized and resources will be given to students. Parent workshops will also be taught covering prevention and intervention concerning drug and alcohol abuse. Possible groups will be formed depending on the need of the school. Students with parents that are struggling with substance abuse will be asked, along with friends that are being affected by their peers use and abuse. Responsive Services Counselors will review the current referral system to decide if these resources are being best utilized. The resource binder will be updated on a yearly basis, and special attention will be given to the substance use categories. When students are disciplined for substance use reasons, students and families must be aware of these resources and counselors will make a special effort to ensure that this is happening. After determining which students are continually receiving referrals because of substance use related incidences, counselors will place them into a counseling group lead by two of the school counselors. This will be required and part of their disciplinary action in returning to school. Multiple groups will be made if necessary depending upon the number of offenders, and the personalities within the groups. System Support Staff development days will be used to train staff about the new program and prevention curriculum. Staff will need to be up to date with drug identification and intervention for both students and their colleagues. Counselors will work to get the staff invested in the new program, develop and teach a common knowledge about substance use, and to offer support to those staff members that may need that. Current policies around discipline regarding substance use will be reviewed with the administration and counselors. Developing a more helpful based policy will assist students and their families to recover and excel after a referral or incident takes place. Athletic departments will also be invited to these training and development days and counselors will collaborate with their department to review their current policies around substance use and discipline.

Funding and Community Support Funding will be needed for the new curriculum, and awareness week. The time and energy of the counselors will need to be taken into account because their goal for the year will be focused on this program. This may cause a shift in other administrative duties that will need to be adjusted. Prospective funding sources that should be assessed include: grants, corporate sponsorship of the program, community donations, and allocated counseling department funding. Counselors will establish new community partnerships that will align with the program goals. Resources will be checked and those organizations will be asked to present during the awareness week. Through our constant referrals and descriptions of these organizations, we hope this will allow them to offer their services for the awareness week. Community Resources: Alcohol and Drug Helpline (503-244-1312) Crisis line, with referrals for drug and alcohol treatment resources Alcoholics Anonymous (503-223-8569) Groups and meetings in various locations Mothers Against Drug Driving (MADD) (503-656-4805) Member facilitated victim support group Network Youth Watershed Program (503-774-3251) Intensive/non-intensive outpatient treatment for ages 12-18, marijuana treatment and dual diagnosis Northwest Behavioral Health Care Services (503-722-4470) Secured adolescent residential treatment program for mental health, drug and alcohol, and eating disorder issues Northwest Treatment (503-655-1029) Intensive/non-intensive outpatient treatment, DUII education and rehabilitation; Spanish speaking services available