Whole-Person Education

Student Services

The DSHA Student Services Department is student-centered, community-focused, and fully dedicated to the social, emotional, academic, college, and career needs of our students. The entire staff will guide students to accept life's challenges with confidence as advocates, collaborators, advisors, teachers, coaches, and supporters.

At the beginning of high school, programming, and support focuses on ensuring every girl is able to navigate her college-prep experience in a healthy community with resources tailored to fit her needs. As students move throughout their high school career, Student Services offerings shift toward an intentional and individual focus on college and career readiness.

Here's how DSHA provides ongoing and year-long support in these areas:

Mental, Social, and Emotional Support

Daily counseling available
Individual consults with students, parents, and faculty/staff
Intervention with students of concern
Referrals to and in collaboration with outside agencies
On-site therapy in cooperation with Children's Wisconsin

Academic Planning and Support

Course selection advising
Individual consults with students, parents, and faculty/staff
Testing accommodations
Staffing facilitations with students, parents, and teachers regarding any concerns

Events & Workshops

For Students:

Carla Olle Career Day
Junior Interview Day

For Parents & Students:

Freshmen Academic Orientation and Registration
Freshmen & Sophomore Risk Behavior Night
Sophomore Success Night
Financial Aid Information Night
College Information Nights

Student Services Quick Links

Student Services Support by Grade

Academic Planning and Support

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Unique Learning Accomodations

DSHA is committed to addressing the individual needs of all of its students. Early identification and intervention is encouraged. As a private school, we do not recognize or initiate Individualized Education Plans or implement accommodations outlined in a Section 504 Plan. Student Services, administrators, and faculty will attempt to make accommodations to the best ability of DSHA’s personnel and the capacity of the facilities. School counselors are available to meet with students with diagnosed learning needs or suspected concerns as well as consult with parents and faculty about an individual student’s needs. It is common for school counselors to recommend that a student be tested by an outside agency for the possibility of a learning or social/emotional issue (please see Social and Emotional Counseling section). Following testing and diagnosis, school counselors will work with the student, her family, and teachers in regard to any accommodations recommended by the outside professional and will fit within the resources DSHA has available. An accommodation plan may be developed and would serve as a formal overview of the types of academic interventions available to meet the unique needs of the student. Accommodations may include special testing arrangements, preferred seating in the classroom, or academic follow-up by a tutor, teacher, or other staff member. Students and families should contact the assigned school counselor for more information and to evaluate if accommodations are necessary and appropriate.
Concussion Accommodations
DSHA is committed to addressing the individual needs of all of its students. Injuries like concussions are taken very seriously as they affect all aspects of a student’s academic and athletic experience. It is because of its wide-spread impact on a student’s life that DSHA actively works with the injured student, her family, and physician to aid in recovery. Below you will find an overview of the DSHA Concussion Protocol:
- - Focus on the health and recovery of the student.
  - Ensure compliance to the recommendations of the medical professional who diagnosed the concussion and is providing treatment.
  - Maintain open communication with the student, her parent, teachers, school counselor, and members of the DSHA Athletic Department (athletic director, trainer, strength & conditioning coach) if the injured student is participating in a sport. Note: If your daughter is currently participating in a DSHA sport, she must be assessed by our athletic trainer and follow the designed return-to-play protocol.
  - Develop an accommodation plan that addresses the unique medical recovery and academic needs of the student while balancing the integrity of the curriculum and available resources.

Social and Emotional Development

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Confidentiality

The DSHA Student Services Department strives to create a safe and confidential environment for students, families, and staff. Information that is shared with a member of the Student Services staff is kept confidential based on the wishes of the individual/family seeking help. Please note that confidentiality extends beyond direct conversations to include e-mail exchanges, print materials (e.g., recommendation letters), and official school records (e.g., transcripts). In an on-going effort to help students become confident and capable self-advocates, Student Services will support each student’s willingness to seek help by respecting her right to privacy and her role in pursuing a solution to a situation. Confidentiality may be broken if a student is in imminent danger, is being abused or neglected, or where there is a threat to the physical safety of another person.
Social & Emotional Counseling

School counselors can provide broad assistance for issues related to emotional and mental health. Their role, however, is limited to short-term intervention with the goal of helping students process through their struggles and focus on being an engaged, focused student. There are times when a student may need more long-term support and assistance from an outside counselor/therapist or direct intervention from an in-patient treatment program. Due to the individualized nature of the therapist/client relationship, making specific referrals is a challenge. DSHA maintains the practice of not making specific therapist/treatment referrals. School counselors are able to assist students and families through the process of selecting a therapist. In addition, school counselors may serve as a support to students as they continue to meet with an outside therapist and provide a link between therapy and school. It is strongly encouraged that students and families complete a Consent to Release and Exchange Information form with their therapist or treatment center to allow for open communication between the school counselor and the outside agency. In addition, it is greatly beneficial for the school counselor to be made aware of any on-going treatment plans, medications, and other therapeutic information.
In-Person Therapy from Children's Wisconsin
DSHA has partnered with Children’s Wisconsin to offer in-person therapy support for our students during the school day.
- Please contact Director of Student Services, Maria Schram to answer any questions or to start the referral process.
Inpatient Treatment and Transitioning
A student may require more intensive intervention for issues related to emotional wellbeing, physical health, or chemical abuse. In these situations, an in-patient treatment program may be appropriate. The Student Services Department will attempt to foster a smooth transition to and from DSHA into inpatient treatment programs by working with the student, her family, and appropriate medical and mental health professionals. DSHA requests that the following occur in regard to the in-patient treatment process:
- Students and families complete a Consent to Release and Exchange Information form with the professional from the in-patient treatment center to allow for open communication between the school counselor and the outside agency.
- A professional from the in-patient facility must communicate any updates on treatment progress and the overall health of the student before discussion of a return to DSHA occurs.
- A meeting with the parent/guardian, a school administrator, and the Director of Student Services must occur to discuss the student’s return to DSHA. This discussion includes academic readiness, social and emotional support, and concerns related to relapse of symptoms or other struggles connected with the on-going treatment.
  - Parent/guardians must provide any updated information regarding changes in assigned therapists, medications, recommendations by health care professionals, and other therapeutic information to her daughter’s school counselor.
    Although every attempt will be made to work with students and families to ease the transition from in-patient treatment, it maybe become clear that a new educational environment may be better suited to meet the academic and emotional needs of the student. If this occurs, DSHA will assist the student and family with this transition.