Return to Learn: Plan for a Safe Return 2020-2021

Return to Learn: Plan for a Safe Return 2020-2021

FAQ: Counseling for Elementary School

Posted: September 28, 2020

School counselors are available to assist students and their families. Refer to the School Counseling Directory for contact information.

What are the steps required to enroll a new student?

Parents are asked to use the Online Pre-Registration (OLR) self-service parent portal which allows parents and guardians to pre-register students online anytime from anywhere. OLR will be used in place of paper registration forms. The school will contact parents and guardians to schedule an in-person appointment to finalize the registration process. More information and to start the registration process.

When should the registration process start?

To help ensure that schools and students are well prepared for the first day of school, parents are encouraged to register their child or children at their zone school as soon as possible. Doing so helps our schools and teachers be equipped and ready to make each student's first day pleasant and productive.

What school will my child attend? Where is our bus stop?

To determine which school your child will attend and bus stops, use the NNPS School Zone Finder.

What if I want my child to attend a magnet school?

Newport News Public Schools offer elementary, middle and high school students the chance to focus in such areas as environmental science, communication and performing arts, aviation, global studies, and math, science, technology and engineering through a variety of magnet and specialty program options. Learn more about our magnet programs and the application process.

How do I know what days are student holidays?

What are developmental characteristics for elementary school age?

The following information was taken from “GCISD-Curriculum Guides and Developmental Characteristics,” 2002. Grapevine-Colleyville. Dec 2007

Age Five requires 10-11 hours of sleep every night; uses a fork and knife well; left or right hand dominance is established; copies shapes and cuts with scissors; understand and respect rules; begins understanding of right and wrong; still confuses fantasy with reality sometimes; likes to reason and uses words like "because;" can understand time concepts like yesterday, today and tomorrow and learning address, phone number and birthday.

Age Six perpetual motion, squirming while sitting, gesturing while talking; develops a good sense of balance; moody; wants to make friends; sometimes a "poor sport;" has a strong need for love and attention from parents and teachers; views things as right or wrong/ wonderful or terrible; love to ask questions and can begin to understand time and days of the week.

Age Seven great differences in the size and abilities of children may affect self-concept; touchy, may say or think "Nobody likes me;" love to talk, even exaggerate; works hard to please teachers, parents and other adults; view things as right or wrong; often makes decisions based on influence of others instead of by reasoning and may reverse printed letters.

Age Eight has high energy; fine motor skills; establishing friendships is very important; begins to question authority and test limits; strong desire to perform well; view things as right or wrong/wonderful or terrible; learns best through active, concrete experiences; may reverse printed letters until mid-third grade and increased problem solving abilities.

Age Nine girls generally mature ahead of boys; inconsistent appetite and sleep patterns; concerned about being right or wrong, being fair; can be sullen and moody; showing signs of being more responsible, inner directed, independent worker; appreciate being trusted; and age of negatives: "I can’t," "boring."

Age Ten girls generally mature ahead of boys; desperately need outdoor time and physical challenge; generally easygoing, content, friendly and balanced; may belittle or defy adult authority, but are closer to their families; may belittle or defy adult authority, but are closer to their families; expressive, talkative and likes to explain; good problem solver and interest span is short.

Age Eleven vast appetite for food, physical activity and talking; wide differences among individuals in rate of development; tiredness; less overt affection and attention shown to parents, with occasional rudeness; test limits; impulsive; focus on self; experience extremes of emotions; mostly interested in present; intellectual interests expand and are concerned with rules, standards of behavior and fairness especially for themselves.

How does an elementary school counselor work with students?

The school counselor at each Elementary School is dedicated to helping all students reach their full academic, career, personal, social, and emotional potential in a safe and caring environment.

Academic Counseling assists students and their parents to acquire the knowledge of the curricula choices available to students, to plan a program of studies, to arrange and interpret academic testing, and to seek post-secondary academic opportunities.

Career Counseling helps students to acquire information about the world of work, jobs, and explore what educational opportunities exist beyond high school.

Personal/Social Counseling assists students to develop an understanding of themselves, the rights and needs of others, how to resolve conflict and to define individual goals, reflecting their interests, abilities, and aptitudes.

What mental health services are available for my child?

    • New Horizons Family Counseling Services
    • Community Services Board
    • Call or email your School Counselor for help finding a specific resource.


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