Melissa Capuchina

Melissa Capuchina, M.A.

I have been with the district since August 2005. I started as a part time substitute teacher as I finished my bachelor’s degree at UH Clear Lake. I fell in love with the students and district and pursued my credentials to be a teacher at St. Thomas University. In 2006 I became a 5th grade teacher and taught for 7 years. I went back to school to pursue a Master’s degree in Counseling and began working as a counselor in 2013. This is truly where my heart is! As a counselor and parent coordinator I have the opportunity to work with students, parents and teachers in the general education, special education, 504, intervention, and provide social/emotional/behavioral education. 

What is School Counseling?


Counseling is a relationship built on Confidentiality and trust—student trust, parent trust, teacher trust. Adequate information is the foundation of trust—all involved must have information about the limits and processes of counseling. The following information describes the overall process of counseling.


How students are referred for counseling: Students may be referred to the Professional School Counselor (PSC) for individual and/or small group counseling by their parents or guardians, school faculty and staff, a concerned friend, or themselves. When a referral is received, the PSC meets with the student and the classroom teacher to determine the next steps.


Who provides the counseling? Counseling is provided by a state certified Professional School Counselor. The School Counselor has a Master’s degree with an emphasis in school counseling; in addition, he or she may be a Licensed Professional Counselor (LPC), a Registered Play Therapist (RPT) or a State certified School Psychologist. Counseling for your child is voluntary and is part of the general education process as per the handbook. However, counseling can


What counseling for your child will involve: Counseling may include small group or individual sessions. During the sessions, your child and I will work together to help him or her understand the problem, the present and future consequences, develop goals for change and a plan of action for change. A variety of activities will be used, e.g., writing, role-play, art, focused discussions and activities. The school counselor also provides classroom guidance lessons as a whole group.


Sharing of Information: Trust is the basis for effective counseling. The ethical guidelines of the American School Counselor Association emphasize the importance of confidentiality between school counselors and students at the same time recognizing the rights of parents. As a parent or guardian, you must trust that I will “take good care of” your child. Your child must know and trust that, what is shared with me will stay with me unless he or she gives me permission to share information or if I suspect child abuse, if he or she is in danger of hurting himself or herself or poses a danger to others.


Confidentiality: Trust and confidentiality work together. Counseling records do not become a part of the student’s permanent record except as required by school policy. We may indicate that a student was seen by the Professional School Counselor; however, the topics discussed are not included unless required by the school board policy. The requirements of the Family Education Rights and Privacy Act (FERPA) are enforced—information will not be released to anyone outside our school without your written permission. I may talk with the classroom teacher about how he or she can help your child in the classroom; however, specific information will not be shared.


Possible outcomes: Through counseling, your child may be taught strategies to help him or her make more effective and healthier decisions, increase the ability to set and reach goals, build better relationships with others, and be more successful in school. We all must realize that changes take time; his or her problem did not develop overnight, nor will it disappear overnight. Counseling will be successful when students, school counselors, teachers, and family members work as partners.

My role as a parent coordinator is to offer school parent involvement opportunities throughout the year. I work with the administrators and staff to provide these opportunities. You will be invited to participate in ongoing activities such as school functions, family events, behavioral/emotional trainings, computer classes, parent trainings, award ceremonies, parent/teacher conferences and volunteer opportunities just to name a few.  Our primary goal is to work together to maximize the students potential.

Golden Acres

Parent Involvement Policy

Golden Acres Policy is in accordance with Pasadena Independent School District’s Parental Involvement Policy to:

  1.  Convene an annual meeting at a convenient time to which parents of participating children shall be invited and encouraged to attend. Parents shall be advised and informed of their school’s participation in Title 1 and other school programs.
  2. Provide parents with timely information concerning both Title 1 and other school programs.
  3. Offer parent involvement activities to improve student academic achievement and school performance.
  4. Involve parents in the joint planning of school programs.
  5. Arrange opportunities for regular meetings to share suggestions, provide training, communicate experiences with other parents, and participate as appropriate in decisions relating to the education of their children.
  6. Provide parents with school profiles and their individual child’s assessment results, including an interpretation of these results.
  7. Give parents a description and explanation of the curriculum in use at the school, the forms of assessment used to measure student progress, and the proficiency levels students are expected to meet.
  8. Conduct, with the involvement of parents, an annual evaluation of the Parental Involvement Policy.

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