Tools to Get There

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Tools to Get There

• DPS School Counseling Summer Academy June
  10-12, 2008

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To Do

• Take a piece of paper and draw a line down the
  middle.
• Label one side Not a problem.
• Label the other side Could be a problem.
• As we talk about Comprehensive Guidance tools,
  think about how easy it would be to implement
  each task or do each piece.
• List the task or activity under what would be the
  appropriate column for you.
• Practice.

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Model Language

• Foundation
• Counseling Standards
• Delivery System
• Guidance Curriculum
• Intentional Guidance
• Closing the Gap Activity
• Individual Student Planning
• Responsive Services
• System Support
• Management System
• Action Plan
• Disaggregate
• Counselor-Administrator Agreement
• Use of Time

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(No Transcript)
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Foundation

• Includes
• Mission statement
• Beliefs and philosophy statement(s)
• Standards
• Do we have a mission statement?
• Does your school have a mission statement?
• Does your counseling department have a mission
  statement?
• Why would you need one?

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The Rockin Counselor Website

• http//curriculum.dpsk12.org/psp_cte_art_pe/counse
  ling/index.shtml

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Counseling Standards

• DPS adopted the ASCA National
• Standards as the Counseling
• Standards for the district in 2000.
• These are levels that students
• should achieve in the academic
• domain, career domain, and
• personal/social domain.

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The Rockin Counselor Website

• http//curriculum.dpsk12.org/psp_cte_art_pe/counse
  ling/index.shtml

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(No Transcript)
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Delivery System

• What we do
• Includes
• Guidance Curriculum
• Individual Student Planning
• Responsive Services
• System Support

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Guidance Curriculum

• Planned Guidance Curriculum
• structured standards-based developmental lessons
• designed to assist in competency attainment
• provides EVERY student the knowledge and skills
  in the three domain areas (A, C, P/S)
• Intentional Guidance Planning Activities (Closing
  the Gap)
• data driven - where are your gaps?
• what must be in place to ensure equity and access
  to achievement for all?

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Guidance Curriculum

• Planned Guidance Curriculum
• Every student, by virtue of BREATHING
• Intentional Guidance Planning Activities (Closing
  the Gap)
• Some kids need MORE
• What do you do that could be considered Guidance
  Curriculum?
• What do you do that could be considered
  Intentional Guidance, or Closing the Gap
  activities?

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Individual Student Planning

• School Counselors coordinate ongoing systemic
  activities designed to assist students
  individually in establishing personal goals and
  developing future plans.
• What do you do that could be considered
  Individual Student Planning?

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Responsive Services

• The traditional role of school counselors,
  responsive services are activities meeting
  individual students immediate needs, usually
  necessitated by life events or situations and
  conditions in the students lives. These needs
  require counseling, consultation, referral, peer
  helping or information.
• Are Responsive Services always personal/social?
• What is an example of an academic responsive
  service? What about a career example?

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System Support

• Administration and management to establish,
  maintain and enhance the total counseling
  program.
• What is a System Support activity?
• What is a non-counseling activity?
• Whats the difference?

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Management System

• Action Plan (lesson plan)
• For every desired competency and result, there
  must be a plan outlining how the desired result
  will be achieved. Each plan contains
• Competencies addressed
• Description of the activity
• Data driving the decision to address the
  competency
• Timeline in which the activity is to be completed
• Who is responsible for the delivery
• Means of evaluating student success
• Expected results for students
• Why are Action Plans important?

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Disaggregate

• DATA another 4 letter word ?
• Disaggregate by
• Margos 3 Gs (grade, group/ethnicity, gender)
• Socio-economic status
• Language
• Special Education
• Teacher
• What else?
• Why?

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Use of Time

• ASCAs National Model recommends that school
  counselors spend 80 of their time in direct
  service (contact) with students.
• The National Model provides a guide to school
  counselors and administrators for determining the
  amount of time their program should devote to
  each of the four components of the delivery
  system.
• How do we check this?
• How often do we check this?

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Use of Calendars

• Once school counselors determine the amount of
  time necessary in each area of the delivery
  system, they should develop and publish master
  and weekly calendars to keep students, parents,
  teachers and administrators informed.
• Weekly Calendars
• How should these be kept?
• What does it mean to publish the calendar?

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Master Calendar

• What does the counseling department do throughout
  the year?

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Counseling Activities

• Who is the contact person for what?

Define your Department
Who, besides counselors, is in your counseling
department? Who could be part of your counseling
department? What could you do to enlist their
help?
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Yearly Calendar

• What?
• Why?
• Who?
• When?
• Where?

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Counselor-Administrator Agreement

• What ASCA says
• Management agreements ensure effective
  implementation of the delivery system to meet
  students needs. These agreements, which address
  how the school counseling program is organized
  and what will be accomplished, should be
  negotiated with and approved by designated
  administrators at the beginning of each school
  year.

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Counselor-Administrator Agreement

• Intent of Counselor-Administrator Agreement
• COMMUNICATION
• ALIGNMENT with SIP
• ENLIST SUPPORT

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Accountability

• Results Reports, which include process,
  perception and results data, ensure programs are
  carried out, analyzed for effectiveness and
  modified as needed.
• Sharing these results with stakeholders serves
  to advocate for the students and the program.
• Why?
• How often?
• Who should we share these with?

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Program Evaluation Data

• Process data
• Perception data
• Results data

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Process data

• What you did for whom
• Evidence that event occurred
• How activity was conducted
• Did the program follow the prescribed practice?

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Process Data - Examples

• Six counseling groups with 8 students each were
  held
• 1,350 6-8th grade students received the Time to
  Tell guidance lesson
• All high school students seen individually to
  prepare 4 year plan.

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Perception Data

• What others think, know or demonstrate data.
• Measures competency achieved (skills) , knowledge
  gained or attitudes (beliefs) of students
• Pre-post
• Competency achievement
• Surveys
• Evaluations
• Measures what students are perceived to have
  gained in knowledge

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Perception Data - Examples

• Attitudes or Beliefs
• 74of students believe fighting is wrong
• 29 of students feel safe at school
• 32 believe they will succeed in college
• Competency Achievement (Skills)
• Every student in grades 9-12 completed a 4 year
  plan
• Every 10th grade student completed an interest
  inventory
• Knowledge Gained
• 89 of students demonstrate knowledge of
  promotion/ retention criteria
• 92 can identify Early Warning Signs of violence

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Results Data

• So WHAT data
• Hard data
• Application data
• Proof your program has (or has not) positively
  impacted students ability to utilize the
  knowledge, attitudes and skills to effect
  behavior
• Attendance
• Behavior
• Academic achievement

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Results Data - Examples

• 42 students on the retention list avoided
  retention
• Graduation rates improved 14 over three years
• Attendance improved among 9th grade males by 49

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Program Audit

• The primary purpose for collecting information is
  to guide future action within the program and to
  improve future results for students.

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SCPIP done during Winter visits
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SCARS done during November meeting
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ASCA National Model Audit
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Advocacy

• We all have a responsibility and duty to
  advocate, not for ourselves, but because we
  firmly believe that a comprehensive guidance
  program is good for all children.
• How?
• When?

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Review and Share

• Check out your Not a problem column.
• Do you see a pattern, or similarities between
  what you listed there?
• Check out your Could be a problem column.
• Do you see a pattern, or similarities between
  what you listed there?
• Share one item with the people at your table from
  each column
• from your Not a problem column
• from your Could be a problem column

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Shout Out

• Not a problem vs. Could be a problem

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Homework

• Go to the DPS website and find your schools
  School Performance Framework (SPF) both the
  Stoplight Scorecard and the Measure Stoplight.
  Print them out and bring them in tomorrow.
• Bring in any counseling department goals you may
  have already worked on for 2008-2009.
• If you have a copy of your schools School
  Improvement Plan (SIP), bring it with you
  tomorrow. If you do not have a copy of your
  schools SIP, get a copy when you get back to
  school in August. Put this on your To-Do list!

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