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Why it matters to all students that we implement comprehensive school counseling programs

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Anne Cook, MA - Elementary School Counselor and President of the Missouri School ... Implementation in high schools is a concern - inundated with clerical tasks ... – PowerPoint PPT presentation

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Title: Why it matters to all students that we implement comprehensive school counseling programs


1
Richard Lapan, Ph.D. and Norman Gysbers, Ph.D. -
University of Missouri at Columbia Anne Cook, MA
- Elementary School Counselor and President of
the Missouri School Counselor Association Bragg
Stanley, Ph.D. and John Robbins, MA - Guidance
Directors for the Missouri Department of
Elementary and Secondary Education
2
Improving School Counseling Programs and School
Counselor Training
  • Present findings from a statewide study
    evaluating the impact for students when a
    comprehensive program is more fully implemented
    in their school building
  • Discuss how these findings, and evaluation
    results in general, can be used to enhance
    comprehensive programs across Missouri and in
    your school building
  • Learn from the unique and converging perspectives
    of a practicing school counselor, state guidance
    directors, and counselor educators on how we can
    use evaluation data to improve our efforts to
    better help all students

3
  • Enhancing
  • Evaluating Planning
  • Implementing Designing

4
Plan for the Session
  • Dr. Bragg Stanley (Director of Guidance for the
    state of Missouri) will present background and
    context for our statewide study
  • Dr. Richard Lapan will present the results from
    the study
  • Anne Cook, MA will discuss implications from the
    MSCA perspective
  • John Robbins, MA will discuss implications from
    the DESE perspective
  • Dr. Norman Gysbers will discuss implications from
    the Counselor Educator perspective
  • Leave time for open ended discussion and questions

5
Statewide Study
  • Stimulate your thinking about implementation by
    showing you
  • 1. Data on the benefits to Missouri students when
    a comprehensive program is more fully implemented
  • 2. How school counselors in Missouri are spending
    their time
  • 3. Concerns about program implementation in
    middle schools, junior high schools, and high
    schools with large minority student enrollments

6
Part 1
  • What are the benefits for Missouri students when
    a comprehensive program is more fully implemented?

7
Statewide study Do more fully implemented
comprehensive guidance and counseling programs
enhance student learning and development?ByRich
Lapan, Ph.D., Norm Gysbers, Ph.D., and Marc
Kayson, MAUniversity of Missouri at Columbia
Program Implementation by School
Building Ratings by school counselors and school
administrators of the extent to which a
comprehensive program is being implemented in
their school building
  • Student Outcomes by Building
  • Increase test scores
  • Increase attendance
  • Reduce discipline problems
  • Increase graduation rates
  • Help schools meet the Adequate Yearly Progress
    requirements for NCLB

8
Phase 1 of statewide study
  • School counselors and school administrators
    complete an on-line survey about the level of
    implementation of the comprehensive counseling
    program in their school building during the
    2004-2005 school year
  • Student outcomes gathered from archival data
    collected by the Missouri Department of
    Elementary and Secondary Education. These are
    outcomes by school building for the 2004-2005
    school year

9
Sample who completed the on-line survey in Phase 1
  • 552 School Counselors
  • 65 Directors of Guidance
  • 131 School Principals
  • 5 Vice Principals
  • 3 Superintendents

10
Directions for on-line survey and sample items
  • Using the 7-point scale below, please rate how
    accurate each statement is about the
    implementation of the Missouri Comprehensive
    Guidance Program in your school building during
    the past school year (2004-2005)
  • Not at all Somewhat Very Extremely
  • Accurate Accurate Accurate Accurate
  • 1 2 3 4 5 6 7
  • In my school building, during the 2004-2005
    school year
  • School counselors provided classroom guidance
    curriculum activities for all students on a
    regular basis.

11
7 Factors from on-line survey completed by school
counselors and school administrators
  • Factor 1 (Individual Planning) - aligning
    student schedules with their career goals,
    helping students create meaningful educational
    and career goals, assisting students to organize
    their course of study around a personally-valued
    career goal
  • Items The individual planning process aligned
    students schedules with their career goals
  • The individual planning process helped
    students create meaningful educational and
    career plans

12
  • Factor 2 (Responsive Services) - work effectively
    with parents, administrators, teachers, and
    students to help students who are experiencing
    problems that interfere with their school success
  • Item School counselors provided effective
    consultation with the parents/guardians of
    students who were experiencing problems that
    were interfering with their success in school
  • Factor 3 (Relationships) - helping students to
    get along better with peers and teachers, helping
    students to feel cared for and that they belong
    in the school
  • Item School counselors helped students get
    along better with their peers

13
  • Factor 4 (Resource Allocation) - have the
    equipment, materials, budget, and funding for
    professional development activities to run the
    program
  • Item District resource allocations for the
    guidance program included other needed
    equipment and materials
  • Factor 5 (Evaluation) - using evaluation
    information and data to improve the program
  • Item Guidance evaluation results were used to
    determine a plan of action for areas that need
    improvement
  • Factor 6 (Guidance Curriculum) - present
    guidance/counseling curriculum in classrooms
  • Item School counselors provided classroom
    guidance curriculum activities for all students
    on a regular basis

14
  • Factor 7 (Written Program and Policies) - written
    philosophy, description of the program, and
    policies are aligned with the central academic
    mission of the school
  • Item The guidance program overview included a
    written definition, philosophy, and relevant
    school board policies and procedures
  • A more fully implemented program Factor 1
    Factor 2 Factor 3 Factor 4 Factor 5
    Factor 6
  • Factor 7
  • A Total Score across all 7 factors becomes our
    independent variable (our predictor) of student
    outcomes related to the level of implementation
    of a comprehensive program in each school
    building

15
Relationships between program implementation in
high school and school building demographics
  • Student enrollment is not related to
    implementation (r -.09). Comprehensive
    programs are occurring in both small and large
    schools.
  • The amount of money spent by districts per
    students Average Daily Attendance is not related
    to implementation (r -.03). Comprehensive
    programs are occurring in districts that spend a
    little or a lot for each student to attend.
  • The percentage of students on free and reduced
    lunch is not related to implementation (r
    -.04). Comprehensive programs are being
    implemented in schools that have few or a lot of
    students on free and reduced lunch.
  • The percentage of minority students in a building
    is related to implementation (r -.22).
    Implementation is more likely to happen in school
    buildings that have fewer minority students.
  • The counselor to student ratio in each building
    is not related to implementation (r -.05).
    Counselors with large caseloads are as likely to
    try to implement a program as are counselors with
    smaller student caseloads.

16
Relationships between program implementation in
high school and student outcomes (ratings by
school counselors)
  • Students attending schools with more fully
    implemented programs have higher Mathematics and
    Communication Arts MAP scores (r .22 and r
    .23)
  • Students attending schools with more fully
    implemented programs are more likely to graduate
    from high school (r .20)
  • Students are more likely to attend school if
    their building has a more fully implemented
    program ( r .14)
  • Fewer students have discipline problems (r
    -.21), receive out of school suspensions (r
    -.23), and commit violent disciplinary offenses
    (r -.25) if their school has a more fully
    implemented program
  • Overall program implementation (r .15) and
    Individual Planning (.24) help high schools meet
    the AYP requirements of No Child Left Behind

17
Relationships between program implementation in
middle/junior high school and school building
demographics
  • Student enrollment is not related to
    implementation (r -.09). Comprehensive
    programs are occurring in both small and large
    schools.
  • The amount of money spent by districts per
    students Average Daily Attendance is not related
    to implementation (r -.11). Comprehensive
    programs are occurring in districts that spend a
    little or a lot for each student to attend.
  • The percentage of students on free and reduced
    lunch is not related to implementation (r
    -.10). Comprehensive programs are being
    implemented in schools that have few or a lot of
    students on free and reduced lunch.
  • The percentage of minority students in a building
    is related to implementation (r -.33).
    Implementation is more likely to happen in school
    buildings that have fewer minority students.
  • The counselor to student ratio in each building
    is related to implementation (r -.27).
    Counselors with large student caseloads are less
    likely to try to implement a program as are
    counselors with smaller student caseloads.

18
Relationships between program implementation and
outcomes for middle school/junior high students
(ratings by school counselors)
  • Students are much more likely to attend school if
    their building has a more fully implemented
    program (r .41)
  • Fewer students have serious discipline problems (
    r -.25) and are not as likely to receive out
    of school suspensions if their school has a more
    fully implemented program
  • When school counselors carry out more
    non-guidance tasks (r -.23) a comprehensive
    program is less likely to be implemented in that
    school building

19
Relationships between program implementation K12
and student outcomes (ratings by school
administrators)
  • Students are more likely to attend school if
    their building has a more fully implemented
    program (r .18)
  • Fewer students have discipline problems (r
    -.24) and are not as likely to receive out of
    school suspensions (r -.25) if their school has
    a more fully implemented program
  • Overall program implementation helps K12 schools
    meet the AYP requirements of No Child Left Behind
    (r .18)

20
After statistically controlling for between
school building differences, does a more fully
implemented program make a unique contribution in
promoting critical student outcomes
  • Differences between schools
  • (covariates used in hierarchical multiple
    regressions)
  • Schools differ in the money they spend for each
    student per average daily attendance
  • Schools differ in the enrollment size of their
    student population
  • Schools differ in the percentage of students who
    receive free and reduced lunch
  • Schools differ in the instructional quality and
    staffing patterns available to students (courses
    taught by highly qualified teachers, teacher to
    student ratios, student to classroom teacher
    ratios, student to school administrator ratios,
    students to school counselor ratios, teachers
    average salary, teachers years of experience,
    and the percentage of teachers with a MA degree)

21
Question Do more fully implemented programs
promote higher 10th grade MAP test scores
(Mathematics)?
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Question Do more fully implemented programs
promote higher 10th grade MAP test scores
(Mathematics)?Answer Yes!
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Part 2
  • How are counselors spending their time?

39
Program Implementation, Student to Counselor
Ratios, and Non Guidance Tasks in Middle/Junior
High School
40
Question Are programs being implemented equally
across different school levels?Answer No
41
How are school counselors spending their time?
42
Non Guidance Tasks
  • Coordinating the school testing
    program Maintaining permanent records
  • Individual testing for special education and
    gifted programs Handling transcripts
  • Coordinator/manager of 504 files Monitoring
    attendance
  • Coordinating and monitoring school assemblies
    Building the master schedule
  • Hall duty supervision Copy/mailing new student
    enrollment records
  • Principal of the day Managing schedule
    changes
  • Cafeteria supervision
  • Coordinating/managing the IEP process
  • Administering discipline
  • Bus loading and unloading supervision
  • Restroom supervision
  • Substitute teaching
  • Balancing class loads
  • Selling lunch tickets
  • Collecting and mailing out progress reports and
    deficiency notices
  • Calculating grade point averages, class ranks, or
    honor rolls
  • Developing and updating student handbook/course
    guides
  • Collecting and mailing out progress reports and
    deficiency notices

43
Non Guidance Tasks in Elementary School
  • School Counselors
  • Tasks doing the task
  • Coordinating testing program .68
  • Testing for Sped and Gifted program
    .48
  • Coordinator/manager 504 files
    .44
  • Cafeteria supervision
    .34
  • School Principals
  • Tasks
    doing the task
  • Coordinating testing program
    .53
  • Testing for Sped and Gifted program
    .42
  • Coordinator/manager 504 files
    .35

44
Non Guidance Tasks in Middle/Junior High School
  • School Counselors
  • Tasks doing the task
  • Coordinating testing program
    .76
  • Testing for Sped and Gifted program
    .43
  • Coordinator/manager 504 files
    .56
  • Balancing class loads
    .53
  • Maintaining permanent records
    .34
  • Handling transcripts
    .31
  • Building the master schedule
    .38
  • Managing schedule changes
    .65
  • School Principals
  • Tasks
    doing the task
  • Coordinating testing program
    .64
  • Coordinator/manager 504 files
    .45
  • Hall duty supervision
    .33
  • Cafeteria supervision
    .30
  • Balancing class loads
    .33
  • Maintaining permanent records
    .39
  • Building the master schedule
    .33
  • Managing schedule changes
    .67

45
Non Guidance Tasks in High School
  • School Counselors
  • Tasks doing the task
  • Coordinating testing program
    .74
  • Testing for Sped and Gifted program
    .40
  • Coordinator/manager 504 files
    .34
  • Balancing class loads
    .59
  • Maintaining permanent records
    .52
  • Handling transcripts
    .66
  • Calculating GPA, class rank, honor rolls
    .50
  • Developing and updating student handbooks
  • and course guides
    .47
  • Building the master schedule
    .59
  • Copy/mailing new student enrollment records
    .31
  • Managing schedule changes
    .83
  • School Principals
  • Tasks
    doing the task
  • Coordinating testing program
    .42
  • Balancing class loads
    .47
  • Handling transcripts
    .40
  • Calculating GPA, class rank, honor rolls
    .38
  • Building the master schedule
    .40
  • Managing schedule changes
    .58

46
In larger high schools, school counselors are
less likely to
  • Be principal for the day
  • Be a substitute teacher
  • Maintain the permanent records
  • Handle transcripts
  • Calculate GPAs, class rank, and honor rolls
  • Build the master schedule
  • Copy and mail new student enrollment records
  • Note - However, in larger high schools, school
    counselors are more likely to coordinate and
    manage 504 files

47
Part 3
  • Program implementation in middle schools, junior
    high schools, and high schools with higher
    minority student enrollments

48
Implementation and Middle/Junior High Schools
with larger Minority Student Enrollment
  • What counselors are not likely
  • to be doing
  • Providing Responsive Services (r -.38)
  • Having the Resources needed to carry out a
    program (r -.36)
  • Having a written program (r -.34)
  • From the counselors perspective, they are not
    likely to be implementing an overall program (r
    -.33)
  • From the principals perspective, counselors are
    not likely to be implementing any of the 7
    factors of a comprehensive program (r values
    range from -.40 to -.64)
  • What counselors may be more likely
  • to be doing
  • Administering discipline (r .40)
  • Providing supervision for bus loading and
    unloading (r .23)
  • Coordinating and managing the IEP process (r
    .22)
  • Provide supervision in the restrooms (r .21)
  • Coordinate and monitor school assemblies (r .20)

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Implementation and High Schools with larger
Minority Student Enrollment
  • What counselors are not likely to be doing
  • Providing Individual educational and career
    planning services to students (r -.28)
  • Providing Responsive Services (r -.17)
  • Helping students to feel connected, safe, that
    they belong,
  • and get along better with others (r -.14)
  • Having the Resources needed to carry out a
    program (r -.20)
  • Going into classrooms to provide guidance
    classroom lessons (r -.15)
  • From the counselors perspective, they are not
    likely to be
  • implementing an overall program (r -.22)
  • Carrying out non-guidance tasks (r -.22).
  • They may benefit from working in larger schools.

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Comparing schools with more than 15 minority
student enrollment that either have (High
Implementing School) or have not (Low
Implementing School) implemented a comprehensive
school counseling program
  • How are they alike?
  • They are alike in
  • spend per student
  • Enrollment
  • of free/reduced lunch students
  • Courses taught by highly qualified teachers
  • Salary, qualifications, and experience of
    teachers
  • Student to teacher/administrator ratios
  • of minority students enrolled
  • How are they different?
  • Students in high implementing schools have much
    better academic, career, and social emotional
    outcomes that are important markers predictive of
    success in school and young adulthood.

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Conclusions and Recommendations
62
Conclusions
  • Comprehensive program idea - a good multifaceted
    model that can be measured/evaluated/changed to
    better help all students
  • MO school counselors trying to implement it
    regardless of their schools spend per child,
    enrollment size, and free/reduced lunch
    students
  • When a comprehensive program is more fully
    implemented students benefit (academic
    achievement, career development, and social and
    emotional development)
  • Non guidance tasks hurt program implementation
  • Implementation in high schools is a concern -
    inundated with clerical tasks
  • Students enrolled in schools with high minority
    enrollments may not be receiving equal or
    adequate comprehensive counseling program
    services
  • Students enrolled in high minority schools with a
    more fully implemented program have significantly
    better outcomes than students in high minority
    schools without a comprehensive program
  • A comprehensive program is an essential/integral
    component of an effective school!

63
Recommendations
  • Fully implement the ASCA National Model in all
    schools, for all students!
  • Enhance Responsive Services in Middle and Junior
    High Schools
  • Enhance Individual Planning (educational and
    career planning) services in High Schools
  • Find ways to reduce non guidance tasks,
    especially clerical duties in high school
    (emphasize the costs to kids that accrue because
    counselor time is not being more completely spent
    doing comprehensive program activities)
  • Communicate with administrators, parents, school
    board members, and elected officials (etc.) about
    your good work and the benefits it provides to
    all students!

64
Thank You for Doing the Work that You Do
  • It really matters to your students!
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