Comprehensive%20School%20Counseling

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Comprehensive School Counseling
Student Achievement Success
Personal/Social Development
Career Development
Academic Development
Classroom Curriculum
Individual Planning
Responsive Services
Systems Support
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Three Phases of Massachusetts School Counseling
Models
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Comparing the Models in Order to Build
Student Services Model Comp. Dev. Guidance Model ASCA National Model
Career Placement and Humanistic Theory Remedial, Problem Orientation Career Development and Human Development Theory Preventative/Developmental Orientation Human Development Theory and Standards-Based Education
School Counseling provides services to those in the most need School Counseling programs ensure that all students receive services School Counseling programs ensure that all students achieve academically
School Counseling operates from Needs Assessment School Counseling Programs Operate from a Local Curriculum with Academic, Career, and Personal/Social Domains S. C. Programs Operate from a Curriculum with Academic, Career, and Personal/Social Domains based on ASCA Nat. Stds. and connected to State Frameworks
School Counselors use one-on-one counseling School Counselors use Individual Planning, Responsive Services, Guidance Curriculum and System Support School Counselors use Individual Planning, Responsive Services, Curriculum and System Support
Counselors are accountable for case loads and student contacts. School Counselors are accountable for time spent on different activities. School Counselors are accountable for measurable changes in academic achievement and school-related behavior
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Using Data to Set Goals for your program
Without Data .
Why do we use data?
Absent from School Reform

• It improves our programs
• and the services for
• students and families
• Students benefit from it
• You probably already
• have it
• Others are using it
• We are accountable

School Counselor?
Peripheral to the Mission and Function of Schools
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What others are saying

• Little evidence exists between the intended
  effects of counseling activities and the
  students perception of the usefulness of
  guidance at their schools.
• - Zoe Corwin, AERA, April 2004

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The Old Question was

• What do counselors do?

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The New Question
How are students different BECAUSE of the
school counseling program?
With Data
Key Players in School Reform
School Counselor?
Connected to the Mission and Function of Schools
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The Professionalization of School Counseling

• Defining the profession of school counseling.
• Creating consistent norms and expectations.

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Student Achievement Data

• Standardized Test Data (Achievement, State,
  National)
• GPA
• By Gender, Ethnicity, SES
• Grade Point Averages
• Student Surveys
• Special Education
• By Gender, Ethnicity, SES
• Drop-Out Rates
• By Grade Levels, Reasons Why, Gender, Ethnicity,
  SES
• Graduation Rates
• By Gender, Ethnicity, SES
• Retention Rate
• By Subject Area, Grade Level, Gender, Ethnicity,
  SES
• SRI (Scholastic Reading Inventory)
• Cascade Testing
• Local School Testing

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Achievement-Related Data

• Discipline referrals
• Suspension Rates
• Discipline
• By classroom/grade level
• Types of problems
• Gender
• Anecdotal records/notes
• Attendance rates
• Absences
• Tardies
• By Grade Level
• Parent involvement
• Service Learning
• Community Involvement
• Extracurricular activities
• Homework completion rates

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Standards and Competency Related Data

• Directly reflect the outcomes of the school
  counseling program
• These data indicate that as a result of the
  school counselors activity or lesson, students
  were able to demonstrate through knowledge,
  skill, attitude shift or completion of task that
  they have achieved that specific competency.
• Connects back to social skills and academic
  skills being intimately connected.
• Percentage of students who demonstrate
• Knowledge of study skills and how to use an
  academic planner
• Skill to set goals
• Belief (attitude) in importance of an education

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Program Evaluation Data

• Process data
• What you did for whom
• Evidence that event occurred
• Example Counselors taught students how to use
  agent efficiently
• Perception data
• Attitudes or Beliefs
• 32 believe they will get an A or B in this class
• Competency Achievement (Skills)
• Every student in grades 9 12 completed an ILP
• Knowledge Gained
• 89 of students demonstrated knowledge of college
  entrance requirements

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Program Evaluation Data

• Results data
• So WHAT data
• Hard data application data
• Have your activities contributed to students
  ability to utilize the knowledge, attitudes and
  skills to effect behavior?
• Attendance
• Behavior
• Academic Achievement

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Data Over Time

• Immediate
• Intermediate
• Long range (Impact Over Time)

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Action Plans 2 Types

• Planned Curriculum Every student, by virtue of
  breathing
• Structured standards-based developmental lessons
• Designed to assist in competency attainment
• Provides EVERY student the knowledge and skills
  in the three domain areas
• Academic
• Career
• Personal/Social
• Intentional Planning Activities Some students
  need MORE
• Data driven Where are your gaps?
• What must be in place to ensure equity and access
  to achievement for all?

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Collecting Data

• Commercial programs
• STI
• Infinite Campus
• Access
• Excel
• Create your own method of record-keeping

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Analyzing Data

• Commercial programs
• EZ-Analyze www.ezanalyze.com
• SPSS
• Access
• Excel
• Create your own method of record-keeping
• Look for
• Pictures
• Patterns
• Gaps
• Questions
• What is positive in the data?
• What opportunity gaps do you see?

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CSCPs Are Holistic

• Academic Development
• Prototypes
• Learning Styles
• Multiple Intelligences
• Career Development
• Prototypes
• Overview of the Career Process
• Positive Uncertainty
• The Career Portfolio
• Career Clusters

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CSCPs Are Holistic (cont.)

• Personal/Social Development
• Prototypes
• Identity Achievement
• Identity Development for Students of Difference
• Self Esteem
• Snyders Concept of Hope

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CSCPs Are Systemic

• Issues
• Community
• Culture
• Attitudes
• Schools
• Families
• Peers
• Leadership Role

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School Counseling Program
School Counseling Outcomes
Career Development Outcomes
Systemic Interventions
Academic Development Outcomes
Individual Interventions
Personal/Social Development Outcomes
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School Counseling Program
School Counseling Outcomes
Career Development Outcomes
Systemic Interventions
Academic Development Outcomes
Individual Interventions
Personal/Social Development Outcomes
Strong Evidence
Weak Evidence
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CSCPs Are Balanced

• Issues
• Prototypes
• Balanced Counselor Activities

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CSCPs Are Proactive

• Issues
• Minimal Risk
• Remote Risk
• Imminent Risk
• At-Risk Activity

• Prototypes
• Prevention
• Intervention
• Treatment

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CSCPs Are Integrated Into The Academic Agenda

• Issues
• Prototype
• Curricular and Programmatic Integration

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CSCPs Are Reflective

• Issues
• Prototype
• Reflection on Quality of Program and on Counselor
  Performance

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LINK TO STRATEGIC PLAN

• Comprehensive Plan
• Help students develop transferable skills to
  facilitate changes throughout life
• Assist students in developing healthy
  self-concepts, awareness, and a sense of
  responsibility
• Provide opportunities for growth in study skills,
  test taking skills, and organizational skills
• Provide opportunities for growth in time and
  stress management
• Implement processes to promote students? maximum
  academic achievement, to maintain consistent
  attendance, and to reduce the risk of failure
• Enhance the skills of others in the school
  community to work collaboratively
• Promote placement of students in challenging
  educational programs which maximize their
  academic preparation and prepare them for
  postsecondary opportunities
• Assist all stakeholders in interpreting and
  understanding individual and school test data

• Goal 1
• High Student
• Performance

For purposes of this presentation, I have used
the Kentucky Strategic Plan. You should use
your district and/or local school plan.
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LINK TO DISTRICT STRATEGIC PLAN

• Comprehensive Plan
• Facilitate recognition of student and staff
  accomplishments
• Support staff in maintaining an environment
  conducive to learning
• Focus on prevention strategies and offer
  intervention activities that equip students to
  deal successfully with developmental issues
• Promote the development of positive self concept
  and high expectations for achievement, behavior,
  and attendance.
• Improve student achievement overall and in
  student demographic groups
• Increase access to the rigorous curriculum for
  all students, including high-level courses
• Assure full implementation of the Individual
• Learning Plan

• Goal 2
• High Quality Teaching and Administration

For purposes of this presentation, I have used
the Kentucky Strategic Plan. You should use
your district and/or local school plan.
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LINK TO DISTRICT STRATEGIC PLAN

• Comprehensive Plan
• Promote wellness and healthy lifestyles.
• Provide support, prevention, intervention
  programs and activities for the promotion of safe
  and healthy lifestyles
• Promote student awareness of positive
  interpersonal skills
• Assist in the development of conflict management
  strategies
• Foster respect and appreciation for individual
  and cultural differences
• Increase the number of productive parent
  volunteer hours
• Increase parent involvement in Individual
  Learning Plans (ILPs)
• Increase literacy and parenting skills of parents
  in the lowest level of adult literacy

• Goal 3
• Strong and Supportive Environment for Each and
  Every Child

For purposes of this presentation, I have used
the Kentucky Strategic Plan. You should use
your district and/or local school plan.
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LINK TO STRATEGIC PLAN

• Comprehensive Plan
• Assist in the identification of children with
  special needs
• Provide parenting workshops, seminars, and
  consultations
• Serve as liaison to community services and
  support full service school initiatives
• Facilitate transitions from preschool programs to
  kindergarten primary to intermediate elementary
  to middle school
• Provide parents with information regarding their
  childs future educational goals

• Goal 4
• Personal/Social

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LINK TO DISTRICT STRATEGIC PLAN

• Comprehensive Plan
• Assist students and their families in career,
  secondary, and postsecondary planning
• Equip students and parents with problem solving
  and decision-making skills
• Facilitate school-to-school and school-to-work
  transitions

• Goal 5
• Career

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Comprehensive School Counseling Program Delivery
of Services,Elementary Level
Curriculum Provides developmental, comprehensive guidance program content in a systemic way to all students in order to build the culture and climate of the school Responsive Services Addresses students immediate concerns in order to address the needs of the whole child Individual Student Planning Assists students and parents in development of academic and career plans in order to address the needs of the whole child System Support Includes program, staff, and school support activities and service that collaborate to build the climate and culture of the school
Purpose Student awareness, skill development, and application of skills needed in everyday life Purpose Prevention and intervention Purpose Individual student academic planning, decision-making, goal setting, and preparing for academic transitions Purpose Program delivery and support
Counselor Role Guidance curriculum implementation Structured groups Consultation Coordinate Community Resources Counselor Role Individual counseling Small group counseling Referral Consultation Crisis Counseling Home Visits Counselor Role Assessment Planning Placement Consultation Coordinate Chair SBARC Meetings Counselor Role Prof. Dev. Develop and manage programs Coordination Develop relationships and partnerships Consultation Data Analysis
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Comprehensive School Counseling Program Delivery
of Services,Elementary Level
Academic Classroom lesson on study/organizational skills, etc. Classroom lesson on test-taking skills Academic Portfolio mentoring Organize/implement SST Team Parent/student conference on academic concerns Academic Monitor IEP for accommodation implementation SBARC meetings Hold parent meetings on test-taking and explain results Class Scheduling Advanced placement meeting Academic ILT member Monthly counselor leadership meetings Assist in analyzing student data Collaborate to organize celebrations/ recognitions Work on student records
Close the Gap Classroom lesson on Character Education, goal setting, etc. School-wide attendance incentive program Close the Gap Small group organization, attendance, study skills Parent/student conferences Develop/provide a student intervention packet for teachers Close the Gap Assist in appropriate ECE placements and programming SBARCs Chair SST Team meeting Give AP test/process results Write/facilitate student transition plans (early childhood) Close the Gap Organize and facilitate testing procedures Staff training on CATS Collaborate to provide student recognition programs Staff training on CATS Provide staff SST training
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Comprehensive School Counseling Program Delivery
of Services,Elementary Level
Personal/Social Implement a school-wide Character Education program Implement a school-wide cultural awareness program Classroom lesson on Decision-making, Anger management, Bullying Organize speakers on safe behaviors (not smoking, drinking, etc.) Classroom lesson on bus safety Drug Awareness lessons/initiatives Facilitate service and humanitarian projects Personal/Social Facilitate small groups on anger management, grief, etc. Assist teachers in formulating behavior contracts Conduct an incentive group on attendance Individual student conferences on low self-esteem, family concerns, friend issues, etc. Good bus behavior student contracts POPS collaboration Mediation of student conflicts Personal/Social Parent/student conference on school choice Parent conferences to plan ehavior/crisis plans Conduct SIT meetings on students with behavior concerns Referrals to community and district support agencies Assist in writing of FBAs and BIPs Personal/Social Staff PD on parent/teacher conferencing, classroom/school behavior management, community resources Student/parent newsletters Analyze student work Collaborate on scrimmage tests Open House Collect data on novice students (behavior, attendance, etc) to make intervention plans Collaborate on school-wide student management plan
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Comprehensive School Counseling Program Delivery
of Services,Elementary Level
Career Schedule career speakers Classroom Lesson careers Collaborate to use technology to access career info (4th 5th grade) Career Small group Girl Power, Girls on the Run, College Bound Parent/student conference on career concerns Career Arrange school visits (middle) Personal/Social Collaborate to organize/implement the Student Behavior Response Team Collect/organize data on student behavior Member of the climate/culture/discipline committee Collaborate to plan/facilitate school/class celebrations/events. Chaperone/attend after school events Student/parent newsletters
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Developmental Curriculum
Month Word(s) of the Month Concepts Community Resource(s) Core Content Standard
Aug. Prepare Counselor Getting ready for the year Collecting records and organizing for teachers Meet the Counselor School Counselor Expectations Jobs the School Counselor Performs
Sept. Respect (Personal/Social Domain Character Ed. Focus) Self-Respect Respect for Others Respect for Authority Respect for Property 7 8
Oct. Citizenship (Personal/Social Domain Character Ed. Focus) Substance Use Abuse/Red Ribbon Week (Personal/Social Domain Character Ed. Focus) Cooperation Civility Courtesy Tolerance/Acceptance Drug Misuse/Abuse Strategies for Saying No to Drugs MADD DARE 7 8 9
Nov. Caring and Sharing (Personal/Social Domain Character Ed. Focus) Kindness Generosity Appreciative/ Grateful 7 8
Dec. Compassion (K-4) (Personal/Social Domain Character Ed. Focus) Middle School Info. (5th) Empathy Helpful Altruism 7 8
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Developmental Curriculum
Month Word(s) of the Month Concepts Community Resource(s) Core Content Standard
Jan. Responsibility/ Self-Discipline (Personal/Social Domain Character Ed. Focus) Dependable School Responsibilities- Listening to Learn Responsibility for Actions Self-Control Good Judgment Self-Reliance 7 8
Feb. Honesty/Trustworthiness (Personal/Social Domain Character Ed. Focus) Truthful Sincere Integrity Loyalty 7 8
Mar. Study Skills Taking Tests Successfully (3-5) (Academic Domain) Fairness/Cooperation (K-2) (Personal/Social Domain Character Ed. Focus) Overcoming Test Anxiety Making Educated Guesses Following Directions Teamwork Positive Attitude Compromise 1 8
Apr. Perseverance/Life Skills (Personal/Social Domain Character Ed. Focus) Careers (Career Domain) Persistence Learning from mistakes Making Good Decisions Workplace Skills Job Interests ILP Various- Speakers Bureau Career Matchmaker 9 4
May TESTING
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Contact Information

• Dr. Susan R. Rose
• (502) 468 1480
• CounselingToday_at_insightbb.com
• www.CounselingToday.com

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REFERENCES

• Gysbers, N.C. Henderson, P. (2000). Developing
  and managing your school guidance program.
  Alexandria, VA American Counseling Association. 
  
• Gysbers, N.C., Henderson, P. (Eds.) (1997).
  Comprehensive Guidance Programs That Work-II.
  Greensboro, NC ERIC Counseling and Student
  Services Clearinghouse. 
• Henderson, P., Gysbers, N.C. (1998). Leading
  managing your school guidance program staff.
  Alexandria, VA American Counseling Association. 
  
• Henderson, P., Gysbers, N.C. (Eds.)(2002).
  Implementing Comprehensive Guidance Programs
  Critical Issues and Successful Responses.
  Greensboro, NC ERIC Counseling and Student
  Services Clearinghouse.