
 |
| School Counseling Contacts
|
|
|
|
|
 |
School Counseling Division
Omaha Public Schools
3215 Cuming Street
Omaha, NE 68131
TAC Building, Room 365
Office
(402) 557-2161
Fax
(402) 557-2169
Nancy Bond, Supervisor
School Counseling Division
Omaha Public Schools
3215 Cuming Street
Omaha, NE 68131
TAC Building, Room 365
Office
(402) 557-2161
Fax
(402) 557-2169
Nancy Bond, Supervisor
|
|
 |
|
|
|
|
 |
| School Counseling Division
|
|
|
|
|
The School Counseling Program in the Omaha Public Schools encompasses preschool through twelfth grade.
Vision
School counselors are advocates for all students, collaborating with school staff, families and community resources to promote student success.
Mission
The mission of the Omaha Public Schools standards-based school-counseling program is to empower all students to reach their highest potential, beginning with high school graduation and successful preparation for post-secondary opportunities.
Focus
Elementary - Keep Students at Grade Level, Attendance, Asset Development, Literacy Middle School - Keep Students at Grade Level, Attendance, Core Course Success, Asset Development Senior High School - Keep Students at Grade Level, Graduation Rate, Post-Secondary Going Rate, Asset Development
The School Counseling Program in the Omaha Public Schools encompasses preschool through twelfth grade.
Vision
School counselors are advocates for all students, collaborating with school staff, families and community resources to promote student success.
Mission
The mission of the Omaha Public Schools standards-based school-counseling program is to empower all students to reach their highest potential, beginning with high school graduation and successful preparation for post-secondary opportunities.
Focus
Elementary - Keep Students at Grade Level, Attendance, Asset Development, Literacy Middle School - Keep Students at Grade Level, Attendance, Core Course Success, Asset Development Senior High School - Keep Students at Grade Level, Graduation Rate, Post-Secondary Going Rate, Asset Development
|
|
|
|