Counseling Newlsetter Archive

Posted on January 24, 2020

Counseling Department Spring 2020 Newsletter

Dear Students and Parents,

The next couple of months are a very busy time in the counseling department. We would like to share what we have upcoming so you can plan ahead in your calendar and know what we are working on to assist your students.

Schedule Changes for Semester 2

1/27/20 The 1st day of the new semester- Students wanting to make schedule changes for the new semester have until 1/31/20 to get them signed off and finalized. All changes require teacher and parent signatures. Students can choose to change to classes that are offered for S2. Changing of instructors only is not permitted by the counseling department. In addition, going less than 6 credit bearing classes as a senior must be approved by Mrs. Kidder. Other grades require additional meetings with admin and extenuating circumstances to be approved. For Grades 10 and 12-, Mrs. Kidder, for Grades 11 and 9- Mr. Chancy.


Dual Credit Timeline

Students in S2 Dual Credit Courses (Statistics, Intro to Lit, Contemporary Math, Speech, MS Excel, Auto) will be given their registration forms on Monday (1/27/20)

Registration forms are due to the counseling department on Thursday (1/30) when the rep from Helena College will be in the counseling department from 8:30-2:00 to collect the papers. If they are not turned in during this window, students will have to deliver them to Helena College by 2/3. Students who need to take the Accuplacer for placement will have until 2/10 to get a passing score on the test. Items that miss the deadlines will not be accepted. Also, for students who have not taken their 2 free dual credit classes, their class this semester will count for free. Additionally, we have a scholarship opportunity for students who qualify for free and reduced lunch, see Mr. Robinson for more information.


2020-2021 Class Registration

February is registration month in the counseling department, and our attention will be shifted to helping students apply for classes next year.

Students will receive materials on Monday each week and have until Friday to pick classes, get parent signatures, and meet with any teachers to get signatures for advanced courses. For access to the registration materials please visit (2020 info will go live 1/31)

Junior Week- Future Senior Registration February 3-7

Monday- Class Visits by counselors (American History Classes)

Tues-Thursday- Counselors available to answer student registration questions

Wednesday- Junior Parent Night (6pm, Auditorium)

Friday- Students register with counselors in Library- Forms must by signed by parents

 Sophomore Week- Future Junior Registration February 10-14

Tuesday- Class Visits by counselors (English 2 Classes)

Wed-Thursday- Counselors available to answer student registration questions

Friday- Students register with counselors in Library- Forms must by signed by parents

 Freshman Week- Future Sophomore Registration February 18-21

Monday- Class Visits by counselors (World Cultures Classes)

Tuesday-Thursday- Counselors available to answer student registration questions

Friday- Students register with counselors in Library- Forms must by signed by parents

Missing Forms Collection Week- February 24-28

We will spend the week trying to collect any forms that have not been submitted due to absences, missing signatures, or various other reasons. If your child has not turned it in by this week, expect a call from your child’s counselor.

CRA Week- Future Frosh Registration  March 2-6

Monday- Counselors Meet with Students

Tuesday/Wednesday- CHS Counselors at CRA Parent Teacher Conferences

Wednesday – Incoming Frosh Tour CHS

Thursday – Parent Night 7:00 PM CHS Aud.

Friday- Counselor Pick up Reg forms

New Pre-Apprenticeship Program

For students interested in trades related to the construction industry (construction, electrical, plumbing, etc. ) our CTE department has worked out an exciting new opportunity with the Montana Department of Labor and Industry. Students who complete a course sequence and gain various certifications in those courses will be able to count their hours towards an apprentice program in Montana. They have started working with local contractors who will accept the hours towards a journeyman license. It is an exciting opportunity that will allow students to enter the workforce a higher earning band and set themselves up well for a career. For more information, check out the registration guide or reach out to Mr. Canney or Mr. Kain.

Parent Nights

We will be hosting a current Junior Parent Night on Wednesday, February 5th at 6PM in the CHS Auditorium

We have stopped running Freshman and Sophomore parent nights due to low attendance, but feel free to make an appointment with your child’s counselor to get all your questions answered.

We will be hosting an CRA Parent Night for incoming freshman on Thursday March 5th at 7:00 PM in the CHS Auditorium.


Suicide Prevention at CHS

The counseling departments at both high schools have worked hard to help develop a comprehensive suicide prevention and mental health awareness program.

 YAM (Youth Aware of Mental health)– Freshman year program run through the Frosh PE courses presented by outside mental health professionals. All freshman students will begin the program within their Freshman PE class on January 29th.  Outside mental health professionals will be meeting with students during 5 individual class periods of Freshman PE.  For more info on YAM, please contact Mrs. Meldrum or Josyln Davidson at

 QPR (Question, Persuade, Respond)- Sophomore program run through the Health classes by health teachers. The focus of this program is for students to reach out for help if they feel their friend is at risk.

 SOS (Signs of Suicide)- Junior year program, presented in US History classes by counselors. Was presented in December, and the focus was to try to learn how to recognize the signs of mental health struggles in themselves or peers and to reach out for help. Students will be taught ACT (Acknowledge, Care, Tell)


 Career Cruising

The counseling department has completed career cruising lessons with the Freshman, Sophomore, and Senior classes. We will do Junior Career Cruising lessons in March, so students have the opportunity to come up with their 5 colleges to send their ACT Scores to.

The focuses at each level are

 Freshman Year– Learning Styles Inventory, Career Matchmaker (looking at interests and careers that match them)

 Sophomore year– Reality Check- Looking at the lifestyle students want, and the salaries needed to provide that lifestyle. We then researched careers and the salaries and checked to see if they would match up with the lifestyle plan.

 Junior Year– Post Secondary High School planning. We will spend the period working with them on their post high school plans.

 Senior Year– We worked with them on finalizing their post high school plans, taught them how to do scholarship searches.


ACT for Juniors

Once again, CHS will be facilitating the ACT test for all juniors on Tuesday, April 14th at Capital High School. You will receive several communications from CHS regarding this, but we wanted to make sure it is on your calendar.


We have several ACT Prep opportunities upcoming; you should have received a flier about this as well.


We will have an online prep option, afterschool option, as well as an intensive ACT Prep class offered by Sycamore learning. The prep class will be Monday and Tuesday February 3rd, 4th . We will run 2 different evening sessions, one from 3:30-6 and the other from 6:30-9 so you can pick the time that works best for you. This is a great opportunity and the cost is $80. You should have received a letter in the mail regarding this course and you can sign up at . Please feel free to contact Mr. Robinson if you have additional questions.


AP Testing

Students in AP courses will start getting information about the tests in March and signing up for the tests between 3/4 and 3/22. The cost is $94 per test and they will sign up through the book keeper.


May Test Dates

4- AP Government (AM)- @Delta (old Radisson)

5- AP Calc AB (AM) @Delta

5- AP Calc BC (AM) @Intermountain

5- AP Human Geography (PM) @Intermountain

5- AP German (PM) @Helena High Library

6- AP English Lit (AM) @Delta

6- AP Euro History (PM) @Intermountain

7- AP Chemistry (AM) @Delta

7- AP Physics 1 (PM) @intermountain

8- AP US History (AM)@Carroll College CUBE

11- AP Biology (AM) @Carroll College CUBE

11- AP Environmental Science (PM) @Carroll College CUBE

12- AP Spanish (AM) @CHS Library

13- AP English Lang (AM) @Carroll College CUBE

15- AP Computer Science (AM) @Intermountain

15- AP Statistics (PM) @Helena College


Senior Awards

With the class of 2020 being the 1st class to go through with our added graduation requirements, increased rigor for the B.E.A.R. award as well as continued lower attendance at our Senior Awards Night, we are in the process of revamping our awards ceremony. More information about this new recognition event will be out this spring.


Graduation this year will be on June 6th  and this year CHS will be at 2 P.M.

Stay tuned to this webpage for updated info on graduation.

Graduation Requirements

Speaking of graduation, just a reminder that the class of 2020 needs to earn 23 credits in order to graduate and per a school board policy enacted last year, students must have earned all the required 23 credits prior to the graduation ceremony in order to participate in commencement. We will be sending out a letter explaining this policy in more detail as well as a copy of your child’s 7th semester transcript in early February to help you know exactly what your child needs to graduate.

Final Transcript Requests

On Wednesday May 27th we will be going into Government classrooms to hand out graduation tickets (in case of inclement weather) and asking students for final transcript requests. This will be your senior’s opportunity to let the counseling department know where they would like their final grades sent, whether that is a college, NCAA, NAIA, military recruiter, or home. Once a student graduates, transcript requests go through and they cost $8, so it’s important for students to take advantage of this opportunity.

Scholarship Information

Remember to keep checking our scholarship page; it is updated at least weekly. There are currently over 50 scholarships listed on the page.

One big scholarship with an upcoming deadline is the Montana University System Honors Scholarship.

It has a March 15th deadline


More information:

The MUS Honor Scholarship is a 4-year renewable scholarship that waives the recipient’s tuition when used at an eligible campus. The value varies depending upon which campus the student attends

Another scholarship to highlight is the Angel Fund Scholarship, which is only for Helena Public Schools students.

 Angel Fund Scholarships

  • Deadline: March 2019

Award:  $1,000

(For Helena Graduates Only)

As always, you can also follow our social media accounts for up to date information.


Contact Info

If you need to contact your counselor, you can at

A-D students- Mr. Robinson

E-K Students- Mrs. Meldrum

L-Ri Students- Ms. Bawden

Ro-Z Students- Mrs. Berg

Career Center- Mrs. Doran

Counseling Secretary- Mrs. Herndon

We hope this helps you navigate this spring and all the big things happening.

All the best, CHS Counseling Department

Posted on April 18, 2017

Our Response to 13 Reasons Why on Netflix

A new TV series addressing many sensitive topics such as substance abuse, harassment, sexual assault, and teen suicide has recently premiered on Netflix. These episodes have explicit scenes, some of which are quite disturbing. The premise of the show, see book review and Netflix trailer below, is to learn about the reasons why the protagonist takes her own life.  We in the CHS,  HHS, and PAL Counseling Departments are grateful for anything that embraces suicide prevention, but we are concerned that the show leaves out the biggest cause for teen suicide, which is mental illness. 

If you haven’t heard about the show, here is a little background on it. 

13 Reasons Why is based on a novel by Jay Asher (for more info click here)

A trailer for the tv series

Here is a review of the show by a high school student, Jaclyn Grimm, who also struggles with mental health and suicidal thoughts. 

For most viewers of Netflix’s 13 Reasons Why, the message is clear: Be kind, it could save a life. But that isn’t what I watched.

Since its release on March 31, viewers have taken to Twitter and other social media platforms to proclaim their love for the show, stressing how important they think it is. I’ve seen people go so far as to suggest it become required viewing for middle and high school students, despite the graphic displays of assault and, ultimately, suicide.

I’ve dealt with depression and suicidal thoughts since middle school, about the younger age of 13 Reasons Why’s audience. I never imagined logistics: razor blades cutting delicate skin, the quick violence of a gunshot. What I saw in my mind was crying peers and thousands of flowers and people wishing they had reached out to me. I didn’t want pain; I wanted control. While watching the show, the bullying, assault and even the suicide itself didn’t stand out to me. All I could focus on was the power the main character had after her death.

That’s no spoiler — 13 Reasons Why opens with the aftermath of high school student Hannah Baker’s suicide. Clay Jensen, Hannah’s classmate and co-worker, receives 13 cassette tapes detailing the reasons Hannah killed herself. Hannah was bullied, assaulted and ignored while she was alive, but her death and the tapes she left behind changed that. She gained power through suicide, and that’s a dangerous message.

People argue the show is important because it discusses suicide in a straightforward way that other shows haven’t. But for a supposedly important discussion of teen suicide, mental illness isn’t explicitly mentioned in any of the 13 episodes. Hannah explains the reasons that caused her to commit suicide, but the show fails to acknowledge that 90% of people who commit suicide suffer from mental illness. While external circumstances such as bullying can contribute to suicide, the show misses the opportunity to discuss the underlying cause.

13 Reasons Why isn’t dangerous only for depressed and suicidal teens. Where the show romanticizes the aftermath of suicide, it also blames everyone in Hannah’s life.

While the characters mentioned in Hannah’s cassette tapes should certainly be held accountable for their actions, the show misleads the viewer into believing there is someone to blame for suicide. The premise perpetuates the idea that there is always liability when someone commits suicide. One character even states: “Well, we ALL killed Hannah Baker.”

Friends of those who commit suicide already go through a sort of survivor’s guilt, whether they have a reason to or not. In many cases, they are Clays — bystanders to bullying and depression. Clay isn’t explicitly blamed in Hannah’s tape. In her own words, “Your name doesn’t belong on this list. … You’re good and kind and decent and I didn’t deserve to be with someone like you.” But though she says Clay can’t be blamed, it’s clear the show is condemning him for never stepping in. He ends the show by admitting, “I cost a girl her life because I was afraid to love her,” and while an adult reminds him love can’t save lives, the show ultimately agrees with Clay’s perspective.

Being kind isn’t a bad message, but in the context of the show it becomes complicated. The last episode ends with Clay reaching out to Skye, a student similar to Hannah in many ways. It implies that by being kind, he is able to save her in the way he didn’t save Hannah. Because the show doesn’t discuss mental illness, this scene suggests that saving someone from suicide is as easy as a friendly gesture. Clay doesn’t see suicidal warning signs and direct Skye to someone who actually can — an adult who could make sure she sees a mental health professional. Instead, he presumably saves her just by being nice; that’s not how suicide works.

There are no magic words or gestures that can make a suicidal person want to live. Teenagers should be aware of signs of depression and suicidal thoughts, but they shouldn’t think their kindness can “fix” anyone. That idea prevents depressed teens from getting actual help and places an enormous weight on the shoulders of the people left behind.

In 13 Reasons Why, I don’t see a daring and powerful teen drama. It’s just a tired attempt at discussing a difficult topic. It’s clear the creators see suicide only for its shock value, and I worry for the teens like me who will watch the show.

Jaclyn Grimm, 18, is a writer and high school student who lives in Orlando. Follow her on Twitter @grimmjac

From CNN

According to a variety of expert sources, harmful portrayals of suicide may include some of the following features, many of which “13 Reasons Why” uses in its portrayals of Hannah and her community:
  • They may simplify suicide by suggesting that bullying alone is the cause.
  • They may make suicide seem romantic by putting it in the context of a Hollywood plot line. A simple, logical, and well-connected plotline may satisfy the story arc needs of a viewing audience, but it is rarely, if ever, the way that suicides really happen.
  • They may portray suicide as a viable option, one that can be an understandable outcome given a particular set of circumstances. In nearly all cases, people who die by suicide have a diagnosable (and therefore treatable) mental health problem at the time of their death.
  • They may display graphic representations of suicide which may be harmful to viewers, especially young ones and those who are highly sensitized to suicide imagery, as most attempt survivors and loss survivors are.
  • They may advance the false notion that suicides are a way to teach others a lesson, and that the deceased person will finally be understood and vindicated. They won’t. They’ll still be dead.
None of the criticism of “13 Reasons Why” means that we shouldn’t talk about suicide; we should. In fact, it’s critical that we do. But we need to do it right. We know that contact-based education — when people share their personal stories of struggle and recovery — is by far the most effective way of breaking down stigma surrounding suicide, which is the primary reason people don’t speak up or get help.

An additional Chicago Tribune review went a little further

The “Recommendations for Reporting on Suicide,” a list of guidelines for media outlets developed by suicide prevention experts and journalists, emphasizes that suicide is usually the result of multiple causes, often involving mental illness, and not something that can be blamed on a person or single event. And experts advise against sensational headlines or describing a suicide in graphic detail, which studies have shown can lead to suicide contagion or “copycat” suicides.

While “13 Reasons Why” is fiction, it presents similar concerns for advocates working to educate the public. In 2014, suicide was the second leading cause of death for children and young adults ages 10 to 24, according to the Centers for Disease Control and Prevention. Teenagers, a key demographic for the book and, ostensibly, the series are at particular risk when it comes to contagion.

Dan Reidenberg, executive director of Suicide Awareness Voices of Education (SAVE), said he has received calls and emails from parents and school guidance counselors about the show. “There is a great amount of concern in the suicide prevention community around this series,” he said.

The show deviates from the book and unfolds over a longer period of time, but the overall conceit is the same. For Reidenberg, the fact that Hannah gets to tell her story after her death, through the audiotapes, glamorizes the death and sends a potentially dangerous message to viewers.

“Young people are not that great at separating fiction from reality,” Reidenberg said. “That gets even harder to do when you’re struggling with thoughts.”

SAVE partnered with the Jed Foundation, a youth suicide prevention group, to compile a list of talking points to help parents discuss the series with their teenagers. The list emphasizes that Hannah’s experience with her guidance counselor isn’t “appropriate or typical.” And unlike the show, it uses the term mental illness. Well-established research suggests that 90 percent of individuals who commit suicide experience mental illness, but “13 Reasons Why” never explicitly considers whether Hannah is suffering from depression, post-traumatic stress disorder or other issues.

It is not our recommendation that students avoid this wildly popular show. We just hope that it sparks conversation and reinforces the importance of reaching out for help when needed. Through informed discussion and action, we can effectively increase our prevention efforts. We all know our community has been affected by teen suicide, and we just hope the popularity of this show does not lead to more loss. We in the schools are here to help, but we also wanted to link additional resources for students and parents.

Here is a link to the 13 talking points for parents

NAMI Montana

The State of Montana Suicide prevention website

The National Suicide Prevention Lifeline website

And as always your CHS, HHS, and PAL school counselors are here to help. 

You can contact your child’s school counselor at


Jeramie Robinson, 324-2493

Dana Meldrum, 324-2491

Jamie Bawden, 324-2492

Chance Ferlicka, 324-2490


Ellaina Staldine, 324-2227

Shane Dempsey, 324-2224

Jason Murgel, 324-2226

Chrissy Murgel, 324-2223


Sara Berg, 324-1650


Posted on September 12, 2016

Montana University System Admission Standards

Entrance Requirements

In order to be fully admitted to a 4-year university in the MUS, entering high school graduates are required to meet the following standards:

*Complete the Regents’ college preparatory program:  mathematics (3 years), English (4 years), science (2 years), social studies (3 years), and electives (2 years) – includes languages, computer science, visual/performing arts, speed, or vocational education.

*Demonstrate Mathematics Proficiency:  earn an ACT math score of 22, SAT math test score of 27.5, or complete the Rigorous Core.

*Demonstrate Writing Proficiency:  earn an ACT ELA score of 18 (average of the English, reading, and writing scores) or score 19 on the ACT essay; or earn a SAT writing and language test score of 25 or higher.

*Achieve one of the following requirements:

  1.  Earn at least a 2.5 high school GPA; or
  2. Rank in the top half of the school’s graduating class; or
  3. Earn an ACT composite score of 22 or higher, or SAT total score of 1120 or higher (except MSU-Northern:  ACT score of 20, SAT score of 1050.

Students who do not demonstrate the ability to meet the mathematics and/or writing proficiency standards may be admitted provisionally to a four-year degree program on any campus of the MUS and without condition to a two year degree program.

Entrance requirements do NOT apply to the following groups:  Non-traditional students (those who do not enter college for a period of at least three years following high school graduation);  Summer-only students; and  Part-time students taking seven or fewer credits per semester. In addition, institutions may exempt up to 15% of first-time, full-time undergraduates from the entrance requirements listed above.

This exemption is reserved for students with special talents, minorities, and others who demonstrate special needs. Two-year colleges in the MUS offer open admissions that do not require the academic standards listed above. However, certain programs within the college (such as nursing) may have admission standards.  A high school degree or GED is required for admission to all degree programs.

Rigorous Core College Prep Program

The rigorous core is an alternative to the Regents’ college prep program. Students who successfully complete the rigorous core are eligible for the MUS Honors Scholarship. In addition to the Regents’ college prep courses required for entrance to 4-year universities, the rigorous core adds one additional year of math (4 yrs.), science (3 yrs.), and college-prep electives (3 yrs.).

Provisional Admission Students who do not meet the writing and math proficiency standards are admitted to 4-year universities on a provisional basis. Students who are provisionally admitted can gain full admittance by  earning a “C” or better in developmental course work (must be done within the first three semesters); or  earning the required score on one or more of the math or writing assessment tests, including the ACT or SAT, required for admissions; or  completing an associate of arts or associate of science degree; or  submitting a letter to the admissions office documenting a disability that prevented the student from adequately demonstrating proficiency in a test setting if no accommodation was provided at the time of the test.

Posted on February 9, 2016

Big Sky Pathways


Capital High School and Helena College have partnered together to bring you pathways from high school to a degree

These pathways will show you which classes you should be taking to prepare yourself and which dual credit courses you could take in high school that would replace college requirements, thus making it quicker and cheaper to get your degree.

!CHS Pathways Booklet

The above booklet (which is also available in hard copy in your counselor’s office) contains pathways for the following programs.

Small Business Management
Accounting Technology
Medical Assisting
Medical Administrative Assisting
Nursing (LPN, RN)
Psychology/Sociology- Mental Health
Programing and Network Administration
Legal Support Specialist
Fire and Rescue
Criminal Justice
Industrial Welding
Computer Aided Manufacturing
Sheet Metal Apprenticeship
Automotive Technology