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Title: Business? Ice-Breaker: Lecture


1
  • Business?
  • Ice-Breaker
  • Lecture

2
Kick off ASCA National Model
  • http//www.youtube.com/watch?vUS4FvVgV0y4feature
    related

3
The Role of The School Counselor
  • Address all students
  • Academic
  • personal/social
  • Career development needs
  • Design, implement, evaluate and enhance a
    comprehensive school counseling program that
    promotes and enhances student success.
  • Serve a vital role in maximizing student success
  • (Lapan, Gysbers, Kayson, 2007 Stone Dahir,
    2006).

4
The Role of The School Counselor Continued
  • Leadership
  • Advocacy
  • Collaboration

Promote equity and access to rigorous
educational experiences for all students
5
ASCA National Model
6
Foundation  
  • Like any solid structure, a school counseling
    program is built on a strong foundation. Based on
    the schools goals for student achievement, what
    every student should know and should be able to
    do, the foundation determines how every student
    will benefit from the school counseling program.

7
ASCA National Model Foundation
  • Beliefs and Philosophy
  • The philosophy is a set of principles guiding the
    program development, implementation and
    evaluation.
  • All personnel involved in managing and
    implementing the program should reach
    consensus on each belief or guiding
    principal contained in the philosophy.

8
Sample (Wakefield High School, Raleigh, N.C.)
  • The professional school counselors believe
  • All students can learn and should be given the
    opportunity to do so. All students have dignity
    and worth and have a right to a safe, mutually
    respectful, healthy and orderly learning
    environment. Learning involves the education of
    the whole person and is a continuous lifelong
    process. All students have the right to
    participate in the school counseling program.
    Learning requires the active participation,
    mutual respect and individual accountability of
    students, teachers, staff, parents and community
    members.
  •  Diversity is to be respected and appreciated
    as we foster unity among our students, faculty,
    staff and community.

9
Sample (Wakefield High School, Raleigh, N.C.)
  • The school counseling program should Be
    student-centered. The program will be based on
    specified goals and developmental student
    competencies for all students. Include
    education that extends beyond the classroom
    environment and allows students to develop
    lifelong skills that can assist them in the
    pursuit of their life goals. Consider all
    students ethnic, cultural, racial, sexual
    orientation and special needs when planning and
    implementing the school counseling program. Be
    data-driven. Data will be used in assessing the
    needs and effectiveness of the school counseling
    program and will drive future program development
    and evaluation.

10
Sample (Wakefield High School, Raleigh, N.C.)
  • All school counselors Will be full-time
    employees who hold state certification and have
    obtained a masters degree in school counseling
    and who will deliver the school counseling
    program as outlined in the Standard Course of
    Study. Will abide by the professional school
    counseling ethics as advocated by the American
    School Counselor Association. Will participate
    in professional development essential to
    maintaining a high-quality school counseling
    program.

11
ASCA National Model Foundation
  • Mission 
  • A mission statement describes the programs
    purpose and goals.
  • aligns with and is a subset of the school and
    districts mission.

12
Sample (Wakefield High School, Raleigh, N.C.)
  • The Counseling Student Services Department will
    provide a comprehensive developmental school
    counseling program addressing the academic,
    career and personal/social development of all
    students. School counselors, as part of the
    Wakefield High School learning community, will
    facilitate the support system so all students
    have access to the tools enabling them to become
    responsible and productive citizens, who can
    effectively manage future challenges and who can
    progress confidently into an ever-changing
    society.

13
ASCA National Model Delivery Systems
  • Based on the core beliefs, philosophies and
    missions identified in the foundation, the
    delivery system describes the
  • Activities
  • Interactions
  • Methods

14
How to deliver the delivery system
  • Guidance Curriculum
  • Individual Student Planning
  • Responsive Services
  • Systems Support

15
ASCA National Model Delivery Systems
  • Guidance Curriculum
  • The guidance curriculum consists of
    structured developmental lessons designed
    to assist students in achieving the
    desired competencies and to provide all students
    with the knowledge and skills appropriate for
    their developmental level.
  • The guidance curriculum is infused throughout the
    schools overall curriculum and is
    presented systematically through K-12
    classroom and group activities.

16
ASCA National Model Delivery Systems
  • Individual Student Planning
  • School counselors coordinate ongoing systematic
    activities designed to assist students
    individually in establishing personal goals and
    developing future plans.

17
ASCA National Model Delivery Systems
  • Responsive Services
  • Responsive services, which are the
    traditional duties of a school counselor, consist
    of 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 mediation, or information.

18
ASCA National Model Delivery Systems
  • Systems Support
  • School counseling programs requires
    administration and management to
  • Establish
  • Maintain
  • Enhance
  • the total counseling program.

19
Management
  • Intertwined with the delivery system is the
    management system.
  • Incorporates organizational processes and tools
    to ensure the program is
  • Organized
  • Concrete
  • Clearly delineated 
  • and reflective of the
  • schools needs. 

20
ASCA National Model Management
  • Management Agreements 
  • Ensure effective implementation of the delivery
    system to meet students needs.
  • Organized (how) and what will be accomplished.
  • Negotiated with and approved by
    designated administrators at the beginning
    of each school year.

21
ASCA National Model Management
  • Advisory Council
  • A group of people appointed to review counseling
    program results and to make recommendations. 
  • Students
  • Parents
  • Teachers
  • School counselors
  • Administration
  • Community members

22
ASCA National Model Management
  • Use of Data
  • Integral to ensuring every student receives the
    benefits of the school counseling program.
  • Shows how each activity implemented as part of
    the program was developed from a careful analysis
    of students' needs, achievement and/or related
    data. 

23
ASCA National Model Management
  • Process data
  • Process data answers the question, "What did you
    do for whom?
  • Provide evidence that an event occurred.
  • Examples of process data include
  • held six five-session counseling groups with
    eight students each on anger management
  • 250 parents/guardians attended an evening career
    event
  • all high school students were seen individually
    to prepare an academic plan.

24
ASCA National Model Management
  • Perception data
  • Perception data answer the question, "What do
    people think they know, believe, or can do?
  • Measures what students and others observe or
    perceive, knowledge gained, attitudes and beliefs
    held and competencies achieved.
  • Examples of perception data include
  • 100 of students in grades 9-12 have completed
    an academic plan
  • 92 of students can identify the early warning
    signs of violence
  • 70 of eighth-grade students understand the
    relationship between academics and careers

25
ASCA National Model Management
  • Results data
  • Answers the "so what" question.
  • The impact of an activity or program is document
    through results data.
  • Show that your program has had a positive impact
    on students' ability to utilize their knowledge,
    attitudes, and skills to effect behavior change.
  • Examples include
  • Graduation rates improved by 14
  • Attendance improved among seventh-grade males by
    49
  • Discipline referrals decreased by 30 for the
    school year 2009-2010 

26
ASCA National Model Management
  • Action Plans
  • 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 activity is to be completed
  • who is responsible for the delivery
  • means of evaluating student success
  • expected results for students 
  • Guidance Curriculum Action Plan (Elementary)

27
ASCA National Model Management
  • Use of Time
  • Recommended school counselors spend 80 of their
    time in direct service (contact) with students.
  • Determine the amount of time (negotiated with the
    administration) to devote to each of the four
    components of the delivery system.
  • Duties need to be limited to program delivery and
    direct counseling services, and non-counseling
    activities need to be reassigned whenever
    possible.  

28
ASCA National Model Management
  • Use of Calendars
  • Determine the amount of time necessary in each
    area of the delivery system
  • Develop weekly calendars to keep students,
    parents, teachers, and administrators informed.
  • This assists in planning and ensures active
    participation by stakeholders in the program. 
  • http//ascamodel.timberlakepublishing.com/files/We
    eklycalendar.pdf
  • http//ascamodel.timberlakepublishing.com/files/Mo
    nthlyelem.pdf
  • http//ascamodel.timberlakepublishing.com/files/Ye
    arlycalendar.pdf

29
ASCA National Model Accountability  
  • School counselors and administrators are
    increasingly challenged to demonstrate the
    effectiveness of the school counseling program in
    measurable terms.
  • To evaluate the program and to hold it
    accountable, school counselors needs to collect
    and use data that link the program to student
    achievement.

30
ASCA National Model Accountability  
  • Results Reports
  • Include process, perception and results data,
    ensure programs are carried out, analyzed for
    effectiveness and modified as needed.
  • Sharing these reports with stakeholders serves
    to advocate for the students and the program.
  • Immediate, intermediate, and long-range results
    are collected and analyzed for program
    improvement.
  • http//ascamodel.timberlakepublishing.com/files/Be
    haviorresults.pdf

31
ASCA National Model Accountability  
  • School Counselor Performance Standards
  • Basic standards of practice expected of school
    counselors implementing a school counseling
    program.
  • Serve as both a basis for counselor
    evaluation and as a means for counselor
    self-evaluation.
  • http//ascamodel.timberlakepublishing.com/files/SC
    Competencies.pdf

32
ASCA National Model Accountability  
  • Program Audit
  • The primary purpose for collecting information is
    to guide future action within the program and to
    improve future results for students.
  • http//www.ascanationalmodel.org/files/Program20a
    udit.pdf

33
Poster presentation
  • An effective poster operates on multiple levels
    ... source of information conversation starter
    advertisement of your work summary of your work .

34
  • http//www.youtube.com/watch?vCFiWW73Qu2QNR1

35
An effective poster is ...
  • Focused on a single message.
  • Graphic Lets graphs and images tell the story
    uses text sparingly.
  • a different, visual grammar

36
  • Guides the viewer by using a visual logic
  • hierarchical structure that emphasizes the main
    points.
  • Visible from 4 feet away.
  • Displays the essential content
  • the messages - in the title
  • main headings
  • graphics
  • Indicates the relative importance of elements
    graphically
  • Each main point is stated in large type-face
    headings
  • Details are subordinated visually, using smaller
    type-face.
  • Main headings explain the points

37
Your goal is to.
  • Convey a clear message and support it with a
    compelling combination of images and short blocks
    of text.
  • Know your message!
  • What is the one thing you want your audience to
    learn?

38
Focus on your message throughout the poster
  • If it doesn't reinforce your message, leave it
    out!!
  • Simple messages are more memorable. Details
    detract from the main point Can be supplied in
  • Edit ruthlessly!
  • Simplify.

39
  • You want people to remember you and your work!
  • Bring copies of a handout for your readers.
  • Miniature version of your poster and more
    detailed information about your work, in an
    illustrated narrative form.
  • 11x17-inch sheet of paper, folded in half. This
    allows three pages of information, in addition to
    the miniature of your poster.
  • Consider leaving a pen and pad inviting comments
    from viewers.

40
Use Your Poster As A Visual Aid
  • Don't read it!
  • Prepare 0.5-, 2-, 5- minute tours of your
    poster.
  • Ending clip
  • http//www.youtube.com/watch?vwXILI9Q1jIw
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