Title: Why it matters to all students that we implement comprehensive school counseling programs
1Richard 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
2Improving 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
4Plan 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
5Statewide 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
6Part 1
- What are the benefits for Missouri students when
a comprehensive program is more fully implemented?
7Statewide 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
8Phase 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
9Sample who completed the on-line survey in Phase 1
- 552 School Counselors
- 65 Directors of Guidance
- 131 School Principals
- 5 Vice Principals
- 3 Superintendents
10Directions 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.
117 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
15Relationships 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.
16Relationships 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
17Relationships 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.
18Relationships 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
19Relationships 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)
20After 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)
21Question Do more fully implemented programs
promote higher 10th grade MAP test scores
(Mathematics)?
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26Question Do more fully implemented programs
promote higher 10th grade MAP test scores
(Mathematics)?Answer Yes!
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38Part 2
- How are counselors spending their time?
39Program Implementation, Student to Counselor
Ratios, and Non Guidance Tasks in Middle/Junior
High School
40Question Are programs being implemented equally
across different school levels?Answer No
41How are school counselors spending their time?
42Non 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
43Non 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
44Non 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
45Non 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
46In 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
47Part 3
- Program implementation in middle schools, junior
high schools, and high schools with higher
minority student enrollments
48Implementation 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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50Implementation 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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52Comparing 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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61Conclusions and Recommendations
62Conclusions
- 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!
63Recommendations
- 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!
64Thank You for Doing the Work that You Do
- It really matters to your students!