• Introduction to the Liberty Middle School Counseling Program

    Liberty Middle School Counseling Program

    • See Files for Counseling Plan, 2018-19 registration info, etc.
    • See Presentation for 2018-19 Registration Overview
    • See Links for information re: crisis resources, misc. opportunities and summer opportunities. 

    Shatiyyah Lateef: 6th grade and 7th grade, last names M-Z 

    Class A, School Counselor (050) Grades P-12, School Counselor
    Master of Arts: School Counseling, University of Redlands 2017
    Bachelor of Science: Biology, Tuskegee University 2001

    Karen Clayton: 7th grade, last names A-L and 8th grade

    Class AA, School Counselor (052) Grades P-12, School Counselor
    Class A, School Counselor (050) Grades P-12, School Counselor
    Educational Specialist: School Counseling, University of West Alabama, 2011
    Master of Arts: Rehabilitation Counseling, University of Alabama, 1996
    Bachelor of Arts: Psychology, University of Alabama  1995

    I am excited to be working with LMS students! We will be very busy this year with
    Four Year Plans (all 8th grade), transition activities and middle school fun.
    We are thrilled to have Positivity Project for Advisory. Be on the lookout for more information
    about Other People Matter. 

    The LMS counseling program follows the ASCA (American School Counselor Association) National Model:
    A Framework for School Counseling Programs and the Comprehensive Counseling and Guidance State Model
    for Alabama Public Schools. The models are data driven and results based meant to guide today’s school counselor who is uniquely trained to implement this program. 

    Liberty Middle School Counseling Program Mission Statement:
    The LMS School Counseling program seeks to engage the whole student to promote balance in meaningful
    academic, career and social emotional learning. The program believes that all students should have a warm,
    familial school environment that celebrates individual strengths, embraces academic rigor, and recognizes
    failure as an opportunity for growth.

    Use of Time All components are required for a comprehensive school counseling program.


    Planned Use


    Direct Services to Students


    School counseling core curriculum

    Provides developmental curriculum content in a systematic way to all students

    80% or more


    Individual student planning

    Assists students in the development of educational, career and personal plans


    Responsive services

    Addresses the immediate concerns of students

    Indirect Services for Students


    Referrals, consultation and collaboration

    Interacts with others to provide support for student achievement

    Program Planning and School Support


    Foundation management, accountability and school support

    Includes planning and evaluating the school counseling program and school support activities

     20% or less

    Role of the Middle School Counselor 
    “During the middle school grades, counselors’ concerns shift to the changing needs of the young adolescent. Middle school counselors focus on helping students to establish, identify, and balance academic, career, and personal/social goals. Efforts begun in elementary schools are continued and expanded, although an emphasis is placed on the transition into high school. In addition, middle school counselors help students integrate knowledge of their interests, aptitude, and academic skills into the formation of a high school four-year educational plan and educational/career planning portfolio for high school and beyond.”

    The role of the school counselor in regards to confidentiality is:
    To support the students’ right to privacy and protect confidential information received from students, the family, guardians and staff members
    To explain the meaning and limits of confidentiality to students in developmentally appropriate terms
    To provide appropriate disclosure and informed consent regarding the counseling relationship and confidentiality
    To inform students and the family of the limits to confidentiality when:

    • Student poses a danger to self or other
    • Court ordered disclosure
    • Consultation with other professionals in support of the student i.e. colleagues, supervisors, treatment teams, and other support personnel
    • Privileged communication is not granted by state laws and local guidelines (e.g. school board policies)

    To keep personal notes separate from educational records and not disclose their contents except when privacy exceptions exist.
    To seek guidance from supervisors and appropriate legal advice when their records are subpoenaed
    To assert their belief that information shared by students is “confidential” and should not be revealed without the student’s consent
    To adhere to all laws protecting student records, health information, and special services (i.e., HIPAA, FERPA, IDEA)